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1 Final Draft Agenda 2 Subcommittee on Curriculum 3 Thursday, 5 April, 2012 4 3:30 PM Room 251 University Center 5 6Members: Holden Hansen, Chair (ARTS to 2013), Victor Bahhouth (S&BS to 2012), Kirill Bumin (S&BS 7to 2013), Monika Brown (LETT to 2013), Deborah Groves (NS&M to 2012), Patrick Hannigan (EDUC to 82012), Jaime Martinez (LETT to 2012), Elizabeth Normandy (VC of AA Designee), Sharon Kissick 9(Registrar), Roland Stout (NS&M to 2013), Vacant (EDUC to 2013), David Young (ARTS to 2012), SGA 10Senator, SGA Secretary 11 121. Call to order 132. Adoption of Agenda 143. Approval of Minutes of 1 March, 2012 15 164. Proposals from the Department of Health, P.E. and Recreation (see pp 4-10 for proposal detail) 174.1 Program Proposal: Changes to the catalog content in the Athletic Training Education Program 18Details section . (NOTE TO COMMITTEE AND CATALOG EDITOR: THE CATALOG COPY PROVIDED BY 19HPER DID NOT COPY AND PASTE TO REFLECT THE LANGUAGE THAT IS STRUCK FROM CURRENT 20CATALOGUE COPY. THE CATALOG COPY IS PRESENTED AS IT IS TO BE PUBLISHED IN THE CATALOG. THE 21ORIGINAL DOCUMENT IS ATTACHED SEPARATELY WITH THE AGENDA FOR APRIL 5, 2012.) 22 235. Proposal from the Department of Political Science (see pp 11-14 for proposal detail) 245.1 Program Proposal: We are making minor changes and additions to our major requirements: 25 261. Change "PLS 3030" to "PLS 3030 OR PHI 2050" under the Pre Law Option Package. 27 282. Add PLS 2060, PLS 2070, PLS 3025 and PLS 3750 to the list of courses acceptable in the "International 29Studies Option Package" 30 313. Indicate that even though students can take PLS 2060 and PLS 2070 up to four times each, they only 32count ONE time each for purposes of major fulfillment. 33 345.2-3 Course Proposals: Increase credit hours for both PLS 2060 and PLS 2070 from "1" to "3" 35 366. Proposals from the Department of Music (see pp 15-22 for proposal detail) 376.1 Course Proposal: Create MUS 2540, which serves as an introductory course for students pursuing 38majoring in music education. 396.2 Program Proposal: Proposal: Add MUS 2540 Introduction to Music Education as a requirement to 40the current program of studies in Music Education. 416.3 Course Proposal: Revise course description of MUS 5990, Graduate Portfolio, and change hours to 42read, "variable, 1-4 hours and repeatable for a total of 8 hours." 43 447. Proposals from the Department of Social Work (see pp 23-24 for proposal detail) 457.1 Program Proposal: Add HST 1030: Intro to African American History and HSTS 4360: Civil Rights 46Movement to the list of options under Area 4: History in the African American Studies minor. Add ENG 474250: African American Rhetorics to the options under Area 2: Literature in the African American Studies 48minor. Remove cross-listing from all courses included in the African American Studies minor. 3 2 4

498. Proposal from the Department of American Indian Studies (see pp 25 for proposal detail) 508.1 Course Proposal: Change name of existing "American Indian Women" course (AIS 4250) to 51"Indigenous Women" and cross-list "Indigenous Women" with History. 52 539. Proposals from the Department of English and Theatre (see pp 26-28 for proposal detail) 549.1 Course Proposal: Revise description of ENG 6010 by adding the following sentence: Three-Credit 55Thesis, requiring students to reenroll in the course every semester until the thesis is completed 569.2 Course Proposal: Revise description of ENG 6020 by adding the following sentence: Six-Credit Thesis 57I, requiring students to reenroll in the course every semester until the thesis is completed 589.3 Course Proposal: Revise description of ENG 6030 by adding the following sentence: Six-Credit Thesis 59II, requiring students to reenroll in the course every semester until the thesis is completed 60 6110. Proposals from the Department of Sociology and Criminal Justice (see pp 29-39 for proposal detail) 6210.1 Course Proposal: Create a new Criminal Justice course titled " Intelligence Studies" to be added as 63an elective for the Minor in Terrorism Studies Program, which is an Interdisciplinary Minor administered 64by the Sociology and Criminal Justice Department. 6510.2 Program Proposal: Add the course CRJ 4230, Intelligence Studies, as an elective for the 66interdisciplinary Minor in Terrorism Studies, which is administered by the Sociology and Criminal Justice 67Department. 6810.3-5 Course Proposals: Delete SOC 2250, 2990 and CRJ 2350. 6910.6-8. Course Proposals: Change course numbers of three courses: SOC 2250 to 3000, SOC 2990 to 703060, and CRJ 2350 to 3010. 71 7211. Proposals from the Deparment of Mass Communications (see pp 40 for proposal detail) 7311.1 Course Proposal: Require Junior or Senior status to order to register for Media Law and Ethics 74MCM 4050. 7511.2 Course Proposal: Eliminate the MCM 2400 Writing for the Media prerequisite for JRN 3200 76Photojournalism

7712. Proposals from the Department of Educational Specialties (see pp. 41-114 for proposal detail) 7812.1-3 Delete RDG 5230, 5430 and 5630 7912.4 Course Proposal: Create RDG 5830, Professional Seminars I-III 8012. 5-7 Course Proposals: Delete Course Numbers RDG 4510, 4250, and 4010. 8112.8 Course Proposal: Change RDG 4250 to RDG 3200 and revise prerequisites. 8212.9 Course Proposal: Change RDG 2400 to RDG 3100 and revise prerequisites. 8312.10 Course Proposal: Change RDG 4010 to RDG 3000 and revise prerequisites. 8412.11 Course Proposal: Change RDG 4510 to RDG 3300 and revise prerequisites. 8512.12 Course Proposal: Revise SED 4360 to Pass-Fail 8612.13-21 Course Proposals: Create SED 5000, 5010, 5020, 5030, 5040, 5050, 5060, 5070, and 5080 8712.22 Program Proposal: Create new area of specialization in Special Education within the Master of 88Arts in Teaching (MAT).

8913. Proposals from the Department of Chemistry and Physics (see pp. 115-118 for proposal detail) 9013.1 Course Proposal: Make CHM 2980 (Renumbered 3980) a prerequisite for CHM 4100 9113.2 Course Proposal: Change the credit hours of CHM 2980 (Renumbered 3980) from 1 to 2 9213.3 Course Proposal: Delete CHM 2980 5 3 6

9313.4 Course Proposal: Change number of CHM 2980 to CHM 3980 9413.5 Program Proposal: In the Chemistry Major Core requirements change CHM 2980 to 3980. Increase 95the hours in the core by 1 credit hours to 15(13) credit hours. Reduce the number of credit hours in 96track option electives by one credit hour to 34(36). Reduce the number of elective credit hours in each 97track by 1 credit hour. 98 9915. Old Business: Report: Electronic Signature Process for Forms (Tom Jackson, Guest) 100 10116. New Business: 102 (1) Discussion: PDF Forms and incompatibility issues with Mac Computers. (See pp. 120-121 of 103 agenda attachment.) 104 (2) List of courses to be added to the QEP. (See pp. 122 of agenda attachment). 105 7 4 8 106

1074. Proposal from the Department of Health, Physical Education and Recreation 1084.1 Program Proposal: We are proposing changes to the catalog content in the Athletic Training 109Education Program Details section (see attached document). 110 111Rationale: We are making the changes to the content to align our program with the latest CAATE 112(Commission on Accreditation of Athletic Training Education) required standards. We are proposing the 113increase in the minimum GPA for admission to the program because students with a lower GPA do not 114persist in the program and do not pass the national Board of Certification (BOC) examination to become 115entry-level health care providers. 116 117Dept vote: 35 for; 0 against; abstain 118 119Affect others: No 120Departments affected and how: 121Affected Chair: Off 122Additional Resources: No 123Additional Resources required: 124 125File attachment: 9 5 10 126 11 6 12 127 128NOTE TO COMMITTEE AND CATALOG EDITOR: LANGUAGE THAT IS STRUCK FROM CURRENT 129CATALOGUE DID NOT COPY AND PASTE IN THE DOCUMENT BELOW. LANGUAGE IN THE DOCUMENT 130REFLECTS WHAT IS TO BE PUBLISHED IN THE CATALOG. THE ORIGINAL DOCUMENT SUBMITTED BY 131HPER IS ATTACHED SEPARATELY WITH THE AGENDA FOR APRIL 5, 2012. 132 133ATHLETIC TRAINING EDUCATION PROGRAM DETAILS 134Program Overview 135The Athletic Training Education Program (ATEP) is accredited by the Commission on Accreditation of 136Athletic Training Education (CAATE). In order to sit for the Board of Certification (BOC) exam, students 137must graduate from an CAATE accredited Athletic Training Education Program. Once a student passes 138the BOC exam and graduates from the CAATE accredited ATEP, he/she will hold the credential of 139certified athletic trainer (AT). The ATEP provides the educational and clinical foundation to prepare 140students to successfully challenge the BOC exam, however, successful completion of the program does 141not guarantee that a student will pass the BOC exam. The program provides students with the 142knowledge and skills necessary to work with all aspects of injury, illness, and performance associated 143with physically active populations. 144Students apply for acceptance into the ATEP during the fall of their sophomore year. Once accepted 145into the program, students begin the professional phase of the program. Students are required to be in 146the professional phase of the program for a minimum of five semesters. Because the program is 147structured with required courses only offered in certain semesters and each semester’s content building 148on the previous semester(s), students must progress through the program following the designated 149sequence. 150Each semester students take a clinical education course which includes clinical rotations either on- or 151off-campus. During the first semester in the program students will complete three five-week rotations. 152In the remaining four semesters, students are assigned to rotations for a sport season in addition to 153completing rotations in a physical therapy clinic and physician office. Rotations are assigned to ensure 154that each student is exposed to a variety of pathologies and populations ( ie. upper extremity injuries, 155lower extremity injuries, equipment intensive sports, contact, non-contact sports, adolescents, general 156population, etc.). 157Many students elect to pursue graduate studies after graduation from the program. It is recommended 158that students wishing to pursue graduate studies maintain a 3.5 QPA or higher. Students are 159responsible for determining what pre-requisites are needed for a given graduate program and should 160understand that those courses would be considered university-wide electives. Furthermore, elective 161courses/labs cannot conflict required clinical rotations or courses. As a result, an additional semester(s) 162and/or summer school may be needed to complete electives after completion of the ATEP. 163 164 165ATEP Mission Statement 166 167It is the mission of the Athletic Training Education Program (ATEP) at The University of North Carolina at 168Pembroke to develop competent entry-level athletic trainers capable of addressing the health-care 169needs of the physically active in a global society. Our distinctly diverse student body and multi-ethnic 170region prepare our graduates to provide quality healthcare to diverse populations in many different 171healthcare settings. 172The UNCP ATEP faculty strives to integrate technology in the classroom to encourage active student 173learning, critical and creative thinking, and public service. The faculty is committed to personalized 174teaching in order to promote the intellectual and personal growth of each student. Our small class size 13 7 14

175allows for individualized learning where the incorporation of evidence-based medicine creates a 176foundation for clinical practice. Spacious modern facilities, unlike any other in the region, provide the 177clinical setting for student skill development and patient interaction. 178This exposure to evidence-based medicine concepts will provide students with the tools needed to 179become evidence-based practitioners who value research and possess the ability to think critically. The 180foundational behaviors of the athletic trainer create a framework for the comprehensive competency- 181based didactic and clinical education components of the program. The mission of the ATEP is aligned 182with the overall mission of The University of North Carolina at Pembroke. 183 184ATEP Goals 1851. The student will develop individual responsibility with respect to their education, personal 186integrity and ethics, and respect for diverse people and cultures. 1872. The student will demonstrate the ability to communicate effectively by both oral and written 188means with patients, peers, athletic staff, and other allied health professionals. 1893. The student will demonstrate active professional development and involvement through 190membership in professional organizations and foster an appreciation for life-long learning. 1914. The student will demonstrate the ability to perform the psychomotor skills of the competency 192areas (risk management and injury prevention; pathology of injuries and illnesses; orthopedic clinical 193examination and diagnosis; medical conditions and disabilities; acute care of injuries and illnesses; 194therapeutic modalities; conditioning and rehabilitative exercise; pharmacology; psychosocial 195intervention, and referral; nutritional aspects of injuries and illnesses; health care administration; 196professional development and responsibility). 1975. The student will demonstrate learning over time by analyzing and synthesizing the didactic and 198psychomotor knowledge of the content areas to effectively problem-solve and make clinical decisions. 199 200Admission Requirements 201Admission to the ATEP is competitive and the number of applicants accepted and enrolled into the 202Athletic Training Education Program is limited and is based on the applicants predicted ability to succeed 203in the strenuous professional program. The admission process is non-discriminatory with respect to 204race, color, creed, gender, sexual orientation, age, disabling conditions (handicaps), and national origin. 205Depending on the number of applicants, it is possible that not all applicants who meet the minimum 206requirements will be admitted. Consistent with university policy, the ATEP offers admission to 207applicants whose credentials present the best qualifications among those who meet the minimum 208requirements. 209Students who meet the minimum requirements may apply for acceptance to the ATEP in the fall of their 210sophomore year. Transfer students should contact the Program Director as soon as possible prior to 211transferring for information on the application process. Applicants must meet the following minimum 212academic requirements as well as submit a completed Athletic Training Education Program application 213packet: 214 2151. Cumulative QPA of 2.3 or higher in all college course work; 2162. Successful completion (C or better) of the following pre-requisite courses: 217• Biology 1000 OR 1030 218• PED 3490 Anatomy and Physiology 219• MAT 1070 College Algebra 220• ATH 1040 Introduction to Athletic Training 221• HLTH 1060 Safety and First Aid 222• PED 3480 Kinesiology 15 8 16

223• CHM 1300 and 1100 (lab) OR CHM 1400 and 1120 (lab); 2243. Completion of a formal letter of application addressed to Mrs. Susan Edkins, Program Director. 225Applicants should indicate their reasons for applying to the ATEP and include a statement of their career 226goals upon completion of the B.S. in Athletic Training degree; 2274. Completion of the ATEP Application available from the Program Director; 2285. Signed copy of the Technical Standards (available on the website at 229www.uncp.edu/hper/training); 2306. Physical examination to be completed at Student Health Services (form available from the 231Program Director); 2327. Verification of Immunizations to be completed by Student Health Services; 2338. Completed professional recommendation forms from two UNCP faculty members, AT’s, other 234allied health care professionals, or other appropriate individuals; 2359. A formal interview with the Athletic Training Admissions Committee; 23610. Completion of a minimum of 50 hours of clinical observation and the Pre-Professional 237Observation Packet with a certified athletic trainer (documentation form available from the Program 238Director). 239 240Satisfactory Progression Policy 241In order to remain in the professional phase of the ATEP, students are required to earn a C or better in 242all ATH, ATHL and PED courses. Failure to earn a C or higher in a course will result in the student having 243to repeat the course at the next available offering. 244Based on the sequential course of study, students will be suspended from the ATEP until the deficient 245course is successfully completed in the following circumstances: 246• Failure to earn a C or higher in an ATHL course (2040, 2050, 3040, 3050) 247• Failure to earn a C or higher in a Clinical Education course (ATH 2000, 2010, 3000, 3010, or 4000) 248• Failure to earn a C or higher in ATH 4900 249Students will be dismissed from the ATEP (and not permitted to major in Athletic Training) in the 250following circumstances: 251• Failure to earn a C or higher in more than one ATH course in one semester 252• Failure to earn a C or higher when repeating an ATH, ATHL or PED course 253• Being placed on probation from the ATEP in two consecutive semesters 254In addition to the coursework, students are required to maintain the following items each year in order 255to remain in the professional phase of the ATEP: 256• Current certification in CPR for the Professional Rescuer 257• NATA Membership 258• Professional Liability Insurance 259 260 261 262Transfer Students 263Transfer students will be allowed to formally apply to the program the semester before entering the 264University. It is the student’s responsibility to contact the ATEP Program Director and obtain the 265necessary forms/documents to complete the application process. Each student will be expected to 266complete the same requirements as the prospective UNC Pembroke ATEP students. After formal 267acceptance into the program, the transfer student will be allowed to enroll immediately in clinical and 268professional courses and to begin supervised clinical assignments. Any clinical work completed by the 269transfer student before acceptance into UNCP’s ATEP will not be accepted towards course substitution 17 9 18

270in regards to clinical rotations. Students are not permitted to receive transfer credit for ATH courses 271other than ATH 1040 and 1090. 272 273Associated Program Fees 274The student is responsible for the following additional costs associated with the Athletic Training 275Education Program: professional liability insurance; transportation to off-campus rotation sites; uniform 276items; NATA Membership; UNC Pembroke Athletic Training Student Association dues. The ATEP 277provides students with the other necessary supplies. 278 279Technical Standards for the Athletic Training Education Program 280The Athletic Training Education Program at the University of North Carolina at Pembroke is a rigorous 281and intense program that places specific requirements and demands on the students enrolled in the 282program. An objective of this program is to prepare graduates to enter a variety of employment settings 283and to render care to a wide spectrum of individuals engaged in physical activity. The technical 284standards set by the Athletic Training Education Program establish the essential qualities considered 285necessary for students admitted to this program to achieve the knowledge, skills, and competencies of 286an entry-level athletic trainer as well as CAATE standards. All students admitted to the ATEP must meet 287the abilities and expectations outlined below. In the event a student is unable to fulfill these technical 288standards, with or without reasonable accommodation, the student will not be admitted into the 289program. Compliance with the program’s technical standards does not guarantee a student’s eligibility 290for the BOC certification exam. 291Candidates for selection must demonstrate: 2921. The ability to assimilate, analyze, synthesize, integrate concepts and problem-solve to formulate 293assessment and therapeutic judgments and to be able to distinguish deviations from the norm; 2942. Sufficient postural and neuromuscular control, sensory function, and coordination to perform 295appropriate physical exams using accepted techniques, and accurately, safely, and efficiently use 296equipment and materials during the assessment and treatment of patients; 2973. The ability to communicate effectively and sensitively with patients and colleagues, including 298individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability 299to establish rapport with patients and communicate judgments and treatment information effectively. 300Students must be able to understand and speak the English language at a level consistent with 301competent professional practice; 3024. The ability to record physical exam results and a treatment plan clearly and accurately; 3035. The capacity to maintain composure and continue to function well, during periods of high stress; 3046. The perseverance, diligence, and commitment to complete the athletic training education 305program as outlined and sequenced; 3067. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations; 3078. Affective skills and appropriate demeanor and rapport that relate to professional education and 308quality patient care. 309 310Candidates for selection into the program will be required to verify they understand and meet these 311technical standards or that they believe that, with certain accommodations, they can meet the 312standards. The University of North Carolina at Pembroke is committed to providing an accessible and 313supportive environment for students with disabilities. Disability Support Services will evaluate a student 314who states he/she could meet the program’s technical standards with accommodations and confirm 315that the stated condition qualifies as a disability under applicable laws. If a student states he/she can 316meet the technical standards with accommodation, then the University will determine whether it 317agrees. This includes a review of whether the accommodations requested are reasonable, taking into 19 10 20

318account whether the accommodation would jeopardize clinician/patient safety or the educational 319process of the student or the institution, including all coursework, clinical education, and clinical 320experiences deemed essential to graduation. 21 11 22 321

3225. Proposals from the Department of Political Science 3235.1 Program Proposal: We are making minor changes and additions to our major requirements: 324 3251. Change "PLS 3030" to "PLS 3030 OR PHI 2050" under the Pre Law Option Package. 326 3272. Add PLS 2060, PLS 2070, PLS 3025 and PLS 3750 to the list of courses acceptable in the "International 328Studies Option Package" 329 3303. Indicate that even though students can take PLS 2060 and PLS 2070 up to four times each, they only 331count ONE time each for purposes of major fulfillment. 332 3334. Increase credit hours for both PLS 2060 and PLS 2070 from "1" to "3" 334 335Rationale: 336In the previous update we did a couple of years ago, there were two courses that were unintentionally 337omitted from a list. We also are cross-listing a Philosophy class that is near identical to one of our 338classes an an option for our pre-law majors. Finally, we are increasing the credit hours for our Model 339United Nations and Model Arab League classes to better reflect the workloads and contact hours of 340those classes and adding them to the acceptable list for our international studies concentration. 341 342Dept vote: 4 for; 0 against; 0 abstain 343 344Affect others: Yes 345Departments affected and how: We are adding a course from Philosophy and Religion as one that can 346serve as a substitute in our Pre-Law concentration. 347Affected Chair: Yes 348Additional Resources: No 349Additional Resources required: 350 351File attachment: 352 3535.2 Course Proposal: Change credit hours for PLS 2060 from "1" to "3" 354 355Rationale: The contact hours and workload far exceed what should be expected for a one-hour class. 356 357Dept vote: 4 for; 0 against; 0 abstain 358 359Affect others: No 360Departments affected and how: N/A 361Affected Chair: N/A 362Additional Resources: No 363Additional Resources required: 364 365COURSE DESCRIPTIONS: 366PLS 2060 Model United Nations 367Hours: 3 23 12 24

368Prerequisites: 369Required: Off (If yes, need Program Proposal Form) 370New course description: A study of diplomacy and parliamentary procedure culminating in the practical 371application of these skills via participation in a Model United Nations Conference. May be repeated up 372to four times. Additional fees may be required. Credit, 3 semester hours. 373Code: LEC 374 3755.3 Course Proposal: Change credit hours for PLS 2070 from "1" to "3" 376 377Rationale: The contact hours and workload far exceed what should be expected for a one-hour class. 378 379Dept vote: 4 for; 0 against; 0 abstain 380 381Affect others: No 382Departments affected and how: N/A 383Affected Chair: N/A 384Additional Resources: No 385Additional Resources required: 386 387COURSE DESCRIPTIONS: 388PLS 2070 Model Arab League 389Hours: 3 390Prerequisites: 391Required: Off (If yes, need Program Proposal Form) 392New course description: A study of diplomacy and parliamentary procedure culminating in the practical 393application of these skills via participation in a Model Arab League Conference. May be repeated up to 394four times. Additional fees may be required. Credit, 3 semester hours. 395Code: LEC 25 13 26 396 397BACHELOR OF ARTS IN POLITICAL SCIENCE 398 399Requirements for a Bachelor of Arts Degree in Political Science Sem. Hrs. 400Freshman Seminar 1 401General Education Requirements* 44 402Major Requirements 37 403Electives 39 404 Total: 121 405 406MAJOR REQUIREMENTS: (37 HOURS) 407Introductory Requirements: PLS 1000, 1010 6 408Core Courses: PLS 2000, 2170, 2330, 2510 13 409Option Courses [choose one option package below] 18 410 Total: 37 411 412General Option Package: 413Choose six additional Political Science classes, with at least four of the six at the 3000 or 4000 level. 414 415Pre-Law Option Package: 416PLS 3030 OR PHI 2050, 3100, 3110, 3120 417Two other Political Science courses at the 3000 or 4000 level chosen in consultation with the Pre-Law 418Advisor. 419 420International Studies Option Package: 421Any two courses from PLSS 3010-3100 422Four other courses taken from the following list: PLS 2060***, 2070***, 2520, 3025, 3220, 3312, 4233600**, 3610**, 3620, 3750, 3800, 3810, 4170, 4300, 4400, 4510, 4520, PLSS 3010-3100, WLS 4300 424 425Public Administration Options Package: 426Students interested in the Public Administration concentration should consult the separate listing under 427the Department of Public Administration. 428 429*Students who plan a major in Political Science should consult with the Department Chair prior to 430registering for General Election courses. 431**Assumes that said internships are with public or private enterprises with a clear international focus, as 432determined by the Department Chair. 433***While both PLS 2060 and PLS 2070 can be taken up to four times each, they only count once each for 434the purpose of major fulfillment. 435 436ACADEMIC CONCENTRATION 437 438Academic Concentration in Political Science (28 hours): 439For students seeking a baccalaureate degree in Elementary Education, Special Education, or Physical 440Education, the Department of Political Science offers an Academic Concentration of 28 hours. This 441Academic Concentration is available to other students, regardless of major. 442 443Requirements: 27 14 28

444PLS 1000, 1010, 2000, 2170, 2330, 2510 445Any three additional courses in political science with at least one at the 3000 or 4000 level. 446 447 PLS 2060. Model United Nations 448A study of diplomacy and parliamentary procedure culminating in the practical application of these skills 449via participation in a Model United Nations Conference. May be repeated up to four times. Additional 450fees may be required. Credit, 3 semester hours. 451 452PLS 2070. Model Arab League 453A study of diplomacy and parliamentary procedure culminating in the practical application of these skills 454via participation in a Model Arab League Conference. May be repeated up to four times. Additional 455fees may be required. Credit, 3 semester hours. 29 15 30 456

4576. Proposals from the Department of Music 4586.1 Course Proposal: MUS 2540 serves as an introductory course for students pursuing majoring in 459music education. Students explore various fields of study (elementary, middle, and hIgh school, chorus, 460band, orchestra, music appreciation, among other music courses offered in public music settings. 461 462Rationale: Provide students an introductory course in Music Education (History and Philosophy of Music 463Education in Public Education) This course will serve as pre-requisite for upper level methods courses It 464will provide students with early field experience in music education (Levels, General, Band Chorus) Will 465have an opportunity to have a Music Education Interview the same term they would take their 466Evaluation Forum (Sophomore year- End of the Fall Term) This course will be the first in a sequence of 467Music Ed courses and will allow students to stay on track with other music Ed courses. It gives me an 468opportunity to get to know prospective music education students and mentor them early on in their 469field of study Students are already taking methods (brass) courses by their fourth semester 470 471Dept vote: 13 for; 0 against; 0 abstain 472Affect others: No 473Departments affected and how: 474Affected Chair: Off Cross listing: No 475Articulation: No 476Additional Resources: no 477Additional Resources required: 478 479 COURSE DESCRIPTIONS: MUS 2540 Introduction to Music Education 480Hours: 01 Prerequisites: 481 Required: yes (If yes, need Program Proposal Form) 482New course description: Introduction to Music Education 483(1) Survey of American education, with an emphasis on music learning, teaching and philosophy, 484school structure and governance, diversity and multi-cultural education, and professional ethics. 485Supervised field experiences required. MUS majors only. 486(2) New Course title: Intro to Music Education 487(3) Code: LEC 488 4895.2 Program Proposal: We are requesting adding MUS 2540 Introduction to Music Education to the 490current program of studies in Music Education. 491Rationale: MUS 2540 will serve as a gateway into the sequence of Music Education courses. In addition, 492this course will serve as pre-requisite to other music education courses. It is our intent that students 493complete a Music Education Interview at the conclusion of this course. 494Dept vote: 13 for; 0 against; 0 abstain 495Affect others: No 496Additional Resources: No 497File attachment: Catalog copy 498 4995.3 Course Proposal: MUS 5990, Graduate Portfolio, change hours to read, "variable, 1-4 hours and 500repeatable for a total of 8 hours." 501Rationale: MUS 5990 is available as an elective to students in the music MA, but required for students in 502the music MAT. The curriculum differs depending upon the student's year and degree program. The 31 16 32

503MA students sometimes elect to take the course for 1 or 2 hours, but it is a required 4 hour course in the 504MAT. Due to 'revisioning' the course currently appears in the catalogue as a 1 hour course. 505 506Dept vote: 12 for; 0 against; 0 abstain 507Affect others: No 508Departments affected and how: 509Affected Chair: Off Cross listing: No 510Articulation: No 511Additional Resources: no 512Additional Resources required: 513 514 COURSE DESCRIPTIONS: MUS 5990 515New course description: Introduction to Music Education 516Emphasis is on demonstrating and documenting through a portfolio the knowledge, skills, and behaviors 517needed for reflective teaching and for community, school, and classroom leadership. Prerequisite: 518Approval by program director. Variable hours, 1-4. 519 520Code: IND 521BACHELOR OF MUSIC IN MUSIC EDUCATION (K-12) 522Coordinator: José Rivera 523Upon successful completion of the program of study in Music Education and related require- 524ments, graduates are eligible for a Standard Professional I license to teach in the State of North Caro- 525lina. For a more detailed description, including the program standards and goals and objectives, turn to 526Undergraduate Licensure Programs in the School of Education section of this catalog. 527 528Course Requirements Sem Hr. 529Freshman Seminar and General Education 45(39)* 530Specialty Area—Select one Emphasis (*6 semester hours may count 62 531toward General Ed) 532Vocal Emphasis: 5337 hours of a Major Ensemble (at least 4 hours of MUS 1001 534and up to 3 hours of MUS 1381) 535MUS 1810 or MUSP 1021, MUS 1820 or MUSP 1021, 536MUS 2810 or MUSP 1021 537MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 5382150 539MUS 2250, 2260, 2270, 2280, 2290, 2450, 2540, 29401, 54029302, 3290, 3301, 3340, 3970, 4040 541 542Instrumental Emphasis: 543MUS 1001; 7 hours of MUS 1161 or 1411 544MUS 1810 or MUSP 1021, MUS 1820 or MUSP 1021 545MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 5462150 547MUS 2250, 2260, 2270, 2280, 2290, 2450, 2540, 29401, 54829302, 3290, 3301, 3340, 3970, 4040 549 550Keyboard Emphasis (Vocal Orientation): 33 17 34

5514 hours of a Major Ensemble (at least 2 hours of MUS 1001 552and up to 2 hours of MUS 1381) 5533 hours of MUS 3351 554MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 5552150 556MUS 2250, 2260, 2270, 2280, 2290, 2450, 2540, 29401, 55729302, 3290, 3301, 3340, 3970, 4040 558 559Keyboard Emphasis (Instrumental Orientation): 560MUS 1001, 4 hours of MUS 1161 or 1411 561 3 hours of MUS 3351 562MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 5632150 564MUS 2250, 2260, 2270, 2280, 2290, 2450, 2540, 29401, 56529302, 3290, 3301, 3340, 3970, 4040 566 567All students: Applied Music (MUSP) 14 hours 568Educator Preparation Core 6 569EPC 2020, 2040, 3010 570 571Content Pedagogy 17 572MUS 4000, 4490, 4750 573MUS 4050 (Vocal Emphasis and Keyboard Emphasis [Vocal 574Orientation]) MUS 4200 (Instrumental Emphasis and Keyboard Emphasis 575[Instrumental Orientation]) 576 Total: 124 577 5781MUS 2940 fulfills the Fine Arts requirement in General Education. 5792MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General 580Education. 581NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as 582possible in their college career. Consultation with the Program Coordinator or program advisor prior to 583registering for General Education courses is strongly recommended. 584 585 586ACADEMIC CONCENTRATION 587For students seeking a baccalaureate degree in Elementary Education, Special Education, or Physical 588Education, the Department of Music offers an Academic Concentration of 18 semester hours. Please 589note that all perspective students wishing to pursue this option must audition for ac- ceptance into this 590program. 591 592Requirements for an Academic Concentration in Music Sem. Hrs. 593Vocal Orientation (Audition Required) 594MUS 1140* and MUSL 1140*; MUS 1020 and 3240 10 5953 hours of a Major Ensemble (at least 2 hours of MUS 1001 and up to 1 3 596hour of MUS 1381) 597MUSP 1001 or MUS 1910**; MUSP 1001; MUSP 1001 3 598MUS 1330 (for non-Music majors) or MUSP 1021**; 2 35 18 36

599MUS 1340 (for non-Music majors) or MUSP 1021 600 Total: 18 601 602*Placement determined by theory placement exam. **Placement determined by 603audition. 604 605Requirements for an Academic Concentration in Music 606Keyboard Orientation (Audition Required) 607MUS 1140* and MUSL 1140*; MUS 1020 and 3240 6083 hours of a Major Ensemble (at least 2 hours of MUS 1001 and up to 1 609hour of MUS 1381 or 1 hour of MUS 1001 and 2 hours of MUS 1411) 6103 hours of MUSP 1021 Electives 611 612*Placement determined by theory placement exam. 613 614Requirements for an Academic Concentration in Music Sem. Hrs. 615Instrumental Orientation (Audition Required) 616MUS 1140* and MUSL 1140*; MUS 1020 and 3240 10 617MUS 1001 (1 hour), 1411 (3 hours) 4 618MUSP 1**, 1*** 2 619MUS 1330 (for non-Music majors) or MUSP 1021****; 2 620MUS 1340 (for non-Music majors) or MUSP 1021 621 Total: 18 622*Placement determined by theory placement exam. **Course number determined by chosen 623instrument. ***Must be the second semester of study on the chosen instrument. ****Placement 624determined by audition. 625 626Introduction to Teaching Music 627 628Fall 2012 ` University of North Carolina-Pembroke 629MUS 2240 1 credit 10:00-10:50 a.m. Mondays 630 631Dr. Jose Rivera 632414-229-4128 633Available by Appointment 634 635Learning environment 636The University of North Carolina-Pembroke is dedicated to providing an environment which is 637supportive to the learning needs of all students. Students are responsible to read and follow the 638guidelines as it relates to religious observances, active military duty, incompletes, discriminatory 639conduct, academic misconduct, complaint procedures and grade appeal procedures. 640If you have a disability which requires accommodations, please speak to your professor immediately so 641that arrangements can be made for assistance. 642 643Course Description 644This course is designed as an exploratory opportunity for those students seeking to teach music in the 645public schools. Students will explore philosophical principles for teaching music, current topics in the 37 19 38

646field of music education, principles and practices for planning and assessing music learning, and personal 647reasons for choosing this field of study. 648PLEASE TURN OFF YOUR CELL PHONE. 649 650Prerequisites and Course Completion Requirements 651Must be a music major, completed three semesters of theory, piano, and sight reading. 652In order to pass the course, students must take the PRAXIS exam. 653If you are not already a member, you need to sign up for CMENC, UNCP Collegiate Music Educators 654National Conference chapter as this will provide you with Music Educators Journal and Teaching Music, 655through associated membership with North Carolina Music Educators Association (NCMEA). 656 You MUST complete a Criminal Background Check before you observe students 657in a school. Please check with Dr. Rivera for clearance. 658 659Course Goals 660• To consider personal and professional reasons for seeking a career in music education, and to 661develop a comprehensive plan for preparation and teaching 662• To acquire and reflect upon opportunities to contribute to music programs through volunteer 663experiences in schools ( 664• To practice the productive and critical observation of music teaching in order to learn from 665experienced professionals in the field, and to interview teachers about their work 666• To read and synthesize information about music education from professional literature 667• To determine and examine selected themes, issues and questions of importance to 668contemporary music education 669 670Course Expectations 671This course is a part of your professional program toward certification. For that reason, your attendance 672and full participation in class are a necessity. A large portion of your grade will be based on this 673expectation. Several major assignments will be given along with other smaller activities which will be a 674part of the participation total. Assignments are due on time. 675 676Required Text 677 678Assignments 679Autobiographical Essay 10 680Volunteer Journal Entries (5) 50 681Reading Reponses (7) 35 682Interview 20 683Teaching a Song 20 684Advocacy Statement 15 685Attendance and Participation 60 686Final Essay 35 687NCMEA (Attendance) 25 688Professional Interview 30 689 Total 300 690 691Autobiographical Essay (10 points) 692In narrative form, describe your musical development. Include description of music that may have been 693in your home when you were growing up, musical experiences which you remember from school 39 20 40

694including elementary, middle and high school; community music experiences and any other things that 695have helped to shape the musical being that you are now. Grading will be based on the quality of your 696writing as well as your inclusion of relevant ideas. 2-3 pages. 697 698Volunteer Journal Entries (50 points) 699You are required to complete 10 hours of volunteer/observation time as a part of this course. You will 700be given options as to the site for this time. You are responsible to set up a scheduled time with the 701music educator at that site. As you observe at your field site, and assist with students in the music 702classroom, note moments that you have questions about things that were done, ways that children 703responded or other ideas to comment on. Write a narrative about the session. These should highlight 704ideas from class and readings and be approximately one page. 705 706Reading Responses (35 points) 707Most weeks you will be given reading material which you will be asked to respond to. Some weeks you 708will hand a written response in at class. Other weeks we may do a response activity in class. Pay 709attention to what the reading is for the week and how you are to do the response. The responses are 710due on the week assigned. 711 712Interview (20 points) 713It is helpful for students to talk with current music educators to understand why they have chosen to 714teach. Select a music teacher to interview. It cannot be one of your former teachers! Approve the choice 715with Dr. Rivera. You will be given a set of interview questions. Write down answers to the questions as 716thoroughly as possible. Then, write up the interview in narrative form telling about the individual you 717interviewed. Hand in both your notes to their answers and your narrative. 718 719Teaching a Song (20 points) 720In order to understand what strategies are available to learn a new song and teach songs to children, 721how to use the voice and piano in teaching, and to experience teaching a group, you will pick a song to 722teach to the class. Resources for song choices will be shared with you for this project. You may not show 723us the notation for teaching the song. YOUR SONG MUST BE APPROVED BY THE PROFESSOR SO THAT 724WE DO NOT DUPLICATE. 725 726Final Essay (35 points) 727The final essay will be a culmination of your understandings from the semester about who you are as a 728future music educator, what you have learned through your experience and observations, what do you 729feel are the most significant challenges facing the profession, and what do you believe as a teacher of 730music in the 21st century. This will be the first entry in your E-portfolio and preparation for your 731interview. Print 2 copies. 732 733Professional Interview (30 points) 734In lieu of a final exam, you will be expected to set an interview time. The interview will include several 735components: performance on your major instrument, sight singing, keyboard skills, and professional 736questions. Successful completion of the interview is necessary for admittance to music education. 737 738Solo & Ensemble Festival at UNCP (25 points) (Mark your Calendars) 739All music education majors are required to participate in NCMEA Solo & Ensemble Festival at UNCP on 740Saturday. March __ You will be expected to volunteer for at least a half-day. Many of you will plan and 741implement these festivals once you begin teaching. The experience gained through this activity will be 41 21 42

742valuable to your professional future. Plan ahead. Do not plan to take the Praxis exams on this date. 743Choose one of the other available options. 744 745Participation and Attendance (60 points) 746These issues are linked since one cannot happen without the other. This course is required for your 747preparation as a teacher. It is in your best interest to put forth a strong effort in this class. 748• Come to class prepared to take an active role. Use the assignments to develop 749your thinking, skills and questions about teaching music to children. 750• Make a contribution to class through musical participation, discussion, activities and projects. 751Ask questions, offer examples and volunteer. 752• Complete assignments On-Time. Written assignments must be word processed and printed out 753to be given to the instructor. No handwritten material. 754• Assignments should show originality, careful production and good scholarship. Late assignments 755will receive reduced points. 756This course only meets once a week so attendance is critical. Each class period is worth 4 points in 757attendance and participation points. Please notify me in advance of unavoidable, reasonable absences. 758ONLY UNIVERSITY EXCUSED ABSENCES WILL BE EXCUSED. Illness and bereavement will be considered on 759an individual basis. Be on time, and ready to start. 760 761 762 763Grading 764You must receive a C in this class for it to count. Points for each assignment will be added up and a 765percentage for the course computed. Final grades will be based on the following standard: 766 767100-94% 93.9-89 88.9-87 86.9-84 83.9-80 79.9-77 76.9-74 73.9-70 69.9-60 59.9 & below 768 A A- B+ B B- C+ C C- D F 769 770 771Tentative Schedule 772MEJ =Music Educators Journal available on JSTOR through the library 773TM=Teaching Music, find it on the shelf 774MIC=Music in Childhood, will be made available 775 776Date Topic Assignments* NCTS 7771/25 Who are music educators/Syllabus 9 7782/1 NCTS Standards and Benchmarks Autobiographical Essay due 779 MEJ 94/1 18-23, MEJ 94/4 34-39 780 1 7812/8 Teaching a song and Child Development. Pick a song 1,2,3,4 7822/15 Teaching in Elementary Schools Mus in Child. 44-55, MEJ 93/1 46-52___2,3 7832/22 Teaching a Song MEJ 94/5 30-35 1, 4 7842/28 Teaching a song Deadline for CMENC membership 7853/1 Special Learners in the Music Classroom ______7863/8 Technology in the Classroom 4,9,10 7873/15 Instrumental Music in Schools Teacher Interview, TM 13/3 44-47 4,9 7883/22 UNCP Spring Break______7893/29 Choral Music in Schools /Multicultural MEJ 94/5 50-55 4,9,10 43 22 44

7904/5 Philosophy of Mus Ed and E-Portfolio 9 7914/12 Dispositions and Beginning teachers Interview due 4 7924/19 Advocacy Statements MEJ 80/1 17-2 10 7934/26 Advocacy Statements Final Essay due TM 15/2 56-67______7945/3 Interviews Scheduled ______7955/10 No Class Final Essay Due May 10 5:00 p.m. 796 797*All Reflections must be turned in no later than week after the assigned date 798 Reflections turned after the due date will count for 80% of the total possible points. 799 45 23 46 800 8017. Proposal from the Department of Social Work 8027.1 Program Proposal: We would like to add HST 1030: Intro to African American History and HSTS 8034360: Civil Rights Movement to the list of options under Area 4: History in the African American Studies 804minor. We would like to add ENG 4250: African American Rhetorics to the options under Area 2: 805Literature in the African American Studies minor. We would like to remove cross-listing from all courses 806included in the African American Studies minor. 807 808Rationale: Adding these courses gives students more options and enables them to complete the minor 809more efficiently. The 1030 course will be especially helpful for students in the minor who have not yet 810developed the reading and writing skills necessary to succeed in 3000 and 4000 level history classes. In 811addition, several of the history courses currently listed with the minor are not offered regularly, while 812these two courses are offered on a more regular basis. Requiring that some courses but not others be 813created with cross-listed AAS sections creates confusion for students and departments. In addition, the 814Sociology department has already deleted its section of one of the courses. (The revised catalog copy 815submitted with this proposal also includes the three courses added in proposals 1 and 2, as well as some 816revisions to language designed to improve consistency.) 817 818Dept vote: 10 for; 0 against; 0 abstain 819 820Affect others: Yes 821Departments affected and how: Both of these courses are offered by the Department of History, and 822the instructors who teach them have already indicated their approval for this proposal. 823Affected Chair: Off 824Additional Resources: No 825Additional Resources required: 826 827File attachment: AAS Catalog Copy 47 24 48 828

829Revised catalog copy: additions in red, deletions struck through 830 831AFRICAN AMERICAN STUDIES MINOR 832Coordinator: Frederick H. Stephens 833 834The Departments of Social Work, English and Theatre, Geology and Geography, History, and Political 835Science offer a multidisciplinary minor in African American Studies. This program is designed to 836introduce the student to the knowledge base of African American contributions to American society and 837to provide a theoretical approach to understanding African American culture. The student interested in 838this multidisciplinary minor will have the opportunity to conduct research in areas of African American 839Studies. 840 841Requirements for an African American Studies Minor Sem Hrs. 842Guided Electives: Students must take 18 hours from the courses below, selecting courses from at least 843three different areas (i.e., SWK, ENG, GGY, HST, PSPA).* 844Area 1: Social Work/Sociology 845 SWK 3820/SOC 3820 African American Populations 846Area 2: Literature 847 ENG 2100 African American Literature; ENG 3100 The Harlem Renaissance; ENG 4250 African 848 American Rhetorics; ENGS 2xxx (relevant approved topics only); ENGS 4xxx as AASS 4xxx 849 (relevant approved topics only) 850Area 3: Geography 851 GGYS 4xxx as AASS 4xxx (relevant approved topics only) 852Area 4: History 853 HST 1030 Intro to African American History; HST 3610 African American History to 1863 as AAS 854 3610; HST 3620 African American History Since Emancipation as AAS 3620; HST 3750 Sub- 855 Saharan Africa as AAS 3750; HSTS 4360 Civil Rights Movement; HST 4020 as AAS 4020 (relevant 856 approved topics only); HSTS 4xxx as AASS 4xxx (relevant approved topics only) 857Area 5: Political Science 858PLS 3750 Politics in the Developing World as AAS 3750; PLSS 3000-3100 as AASS 3000-3100 (relevant 859approved topics only); PLS 3980 as AAS 3980 (relevant approved topics only); PLS 4200 as AAS 4200 860(relevant approved topics only); PLS 4300 as AAS 4300 861 Total: 18 862*Permission of the African American Studies Coordinator is required before any topics course may be 863used to meet the requirements for the minor in African American Studies. 49 25 50 864 8658. Proposal from the Department of American Indian Studies 8668.1 Course Proposal: To Change name of existing "American Indian Women" course (AIS 4250) to 867"Indigenous Women" and cross-list "Indigenous Women" with History. 868 869Rationale: 870"American Indian Women" is a U.S.-specific term, and instructors regularly teach content relative to 871Native women of Canada, Mexico, and Central and South America. "Indigenous Women" encompasses 872these regions and also allows for global/international connections between communities of Indigenous 873women. Much of this course content is historical and appropriate for History curriculum and credit. 874 875Dept vote: 4 for; 0 against; 0 abstain 876Affect others: Yes 877Departments affected and how: 878Affected Chair: Off 879Cross listing: Yes 880Articulation: No 881Additional Resources: no 882Additional Resources required: 883 884COURSE DESCRIPTIONS: 885AIS 4250 Indigenous Women 886Hours: 3 887Prerequisites: 888Required: Off (If yes, need Program Proposal Form) 889New course description: An interdisciplinary study of the historical and contemporary experiences of 890Indigenous women, focusing on but not limited to Native women in North America. Course will examine 891Native women's community roles and cultural practices prior to and since colonization, and will privilege 892Native women's perspectives in course texts. 893New Course title: AIS 4250-Indigenous women 894Code: LEC 895 51 26 52

8969. Proposals from the Department of English and Theatre

8979.1 Course Proposal: We would like to add a sentence to the course description for ENG 6010: Three- 898Credit Thesis, requiring students to reenroll in the course every semester until the thesis is completed

899Graduate School policy is changing to allow this practice, which will facilitate better enrollment tracking 900for thesis students, and discourage students from getting stalled on their theses. 901 902Dept vote: 31 for; 0 against; 0 abstain 903Affect others: No 904Departments affected and how: 905Affected Chair: Off Cross listing: No 906Articulation: No 907Additional Resources: no 908Additional Resources required: 909 910 COURSE DESCRIPTIONS: 911 912Course Title: ENG 6010 Three-Credit Thesis 913New course description: A research paper produced during one semester, of at least 25-30 pages, that 914substantially develops through extensive revision a research paper that earned an A in a course taken 915during the student’s first 21 hours in the Master of Arts in English Education; expanded research and 916writing under the direction of a faculty advisor (in whose course the original paper was submitted) and 917second reader who schedule meetings and submission of work throughout the semester. Must be taken 918in every fall or spring semester once thesis work is begun until such time as the thesis has been 919successfully defended. Graded on a Satisfactory (Pass)/Unsatisfactory (Fail) basis. PREREQ: Completion 920of 21 hours of graduate work. Credit, 3 semester hours. 921

9229.2 Course Proposal: We would like to add a sentence to the course description for ENG 6020: Six-Credit 923Thesis I, requiring students to reenroll in the course every semester until the thesis is completed 924 925Graduate School policy is changing to allow this practice, which will facilitate better enrollment tracking 926for thesis students, and discourage students from getting stalled on their theses. 927 928Dept vote: 31 for; 0 against; 0 abstain 929Affect others: No 930Departments affected and how: 931Affected Chair: Off Cross listing: No 932Articulation: No 933Additional Resources: no 934Additional Resources required: 935 936 COURSE DESCRIPTIONS: 937 938Course Title: ENG 6020 Six-Credit Thesis I 939New Course Description: 53 27 54

940The first of two courses leading to a research paper of at least 40-60 pages, produced during two 941successive semesters, on a topic the student has not yet explored in a research paper previously 942submitted in a course taken during the student’s first 21 hours in the Master of Arts in English 943Education; extensive, focused research and writing under the direction of a faculty advisor and two 944other graduate faculty members who schedule the student’s meetings and submission of work. ENG 9456020 earns a grade of Satisfactory (Pass) upon the student’s successful review of relevant primary and 946secondary sources culminating in an acceptable annotated bibliography and prospectus. Must be taken 947in every fall or spring semester once thesis work is begun until such time as the prospectus has been 948successfully submitted. Graded on a Satisfactory (Pass)/Unsatisfactory (Fail) basis. Credit, 3 semester 949hours. PREREQ: Completion of 21 hours of graduate work. 950 9519.3 Course Proposal: We would like to add a sentence to the course description for ENG 6030: Six- 952Credit Thesis II, requiring students to reenroll in the course every semester until the thesis is completed 953 954Graduate School policy is changing to allow this practice, which will facilitate better enrollment tracking 955for thesis students, and discourage students from getting stalled on their theses. 956 957Dept vote: 31 for; 0 against; 0 abstain 958Affect others: No 959Departments affected and how: 960Affected Chair: Off Cross listing: No 961Articulation: No 962Additional Resources: no 963Additional Resources required: 964 965 COURSE DESCRIPTIONS: 966 967Course Title: ENG 6030 Six-Credit Thesis II 968New Course Description 969The second of two courses leading to a research paper of at least 40-60 pages, produced during two 970successive semesters, on a topic the student has not yet explored in a research paper previously 971submitted in a course taken during the student’s first 21 hours in the Master of Arts in English 972Education; extensive, focused research and writing under the direction of a faculty advisor and two 973other graduate faculty members who schedule the student’s meetings and submission of work. ENG 9746030 consists of the student’s drafting, revising, and submitting the completed, successful thesis to earn 975a grade of Satisfactory (Pass). Must be taken in every fall or spring semester after which the prospectus 976has been submitted until such time as the thesis has been successfully defended. Graded on a 977Satisfactory (Pass)/Unsatisfactory (Fail) basis. Credit, 3 semester hours. PREREQ: Completion of 21 978hours of graduate work. 55 28 56 979 980ENG 6010. Three-Credit Thesis 981A research paper produced during one semester, of at least 25-30 pages, that substantially develops 982through extensive revision a research paper that earned an A in a course taken during the student’s first 98321 hours in the Master of Arts in English Education; expanded research and writing under the direction 984of a faculty advisor (in whose course the original paper was submitted) and second reader who schedule 985meetings and submission of work throughout the semester. Must be taken in every fall or spring 986semester once thesis work is begun until such time as the thesis has been successfully defended. Graded 987on a Satisfactory (Pass)/Unsatisfactory (Fail) basis. PREREQ: Completion of 21 hours of graduate work. 988Credit, 3 semester hours. 989 990ENG 6020. Six-Credit Thesis I 991The first of two courses leading to a research paper of at least 40-60 pages, produced during two 992successive semesters, on a topic the student has not yet explored in a research paper previously 993submitted in a course taken during the student’s first 21 hours in the Master of Arts in English 994Education; extensive, focused research and writing under the direction of a faculty advisor and two 995other graduate faculty members who schedule the student’s meetings and submission of work. ENG 9966020 earns a grade of Satisfactory (Pass) upon the student’s successful review of relevant primary and 997secondary sources culminating in an acceptable annotated bibliography and prospectus. Must be taken 998in every fall or spring semester once thesis work is begun until such time as the prospectus has been 999successfully submitted. Graded on a Satisfactory (Pass)/Unsatisfactory (Fail) basis. Credit, 3 semester 1000hours. PREREQ: Completion of 21 hours of graduate work. 1001 1002ENG 6030. Six-Credit Thesis II 1003The second of two courses leading to a research paper of at least 40-60 pages, produced during two 1004successive semesters, on a topic the student has not yet explored in a research paper previously 1005submitted in a course taken during the student’s first 21 hours in the Master of Arts in English 1006Education; extensive, focused research and writing under the direction of a faculty advisor and two 1007other graduate faculty members who schedule the student’s meetings and submission of work. ENG 10086030 consists of the student’s drafting, revising, and submitting the completed, successful thesis to earn 1009a grade of Satisfactory (Pass). Must be taken in every fall or spring semester after which the prospectus 1010has been submitted until such time as the thesis has been successfully defended. Graded on a 1011Satisfactory (Pass)/Unsatisfactory (Fail) basis. Credit, 3 semester hours. PREREQ: Completion of 21 1012hours of graduate work. 1013 1014Rationales: This change will require students to remain enrolled in thesis courses until they complete 1015the required work, and will fit recent changes in Graduate School Policy. 57 29 58 1016 101710. Proposals from the Department of Sociology and Criminal Justice 101810.1 Course proposal: Create a new Criminal Justice course titled " Intelligence Studies" to be added as 1019an elective for the Minor in Terrorism Studies Program, which is an Interdisciplinary Minor administered 1020by the Sociology and Criminal Justice Department. 1021 1022Rationale: 1023This course will provide students enrolled in the Minor in Terrorism Studies Program an additional 1024criminal justice elective from which to choose when meeting program requirements. Additionally, the 1025study of intelligence is a vital ingredient in providing interested students a comprehensive exploration of 1026the terrorism phenomena and its impact on the social sciences. 1027 1028Dept vote: 14 for; 0 against; 0 abstain 1029Affect others: No 1030Departments affected and how: 1031Affected Chair: Off 1032Cross listing: No 1033Articulation: No 1034Additional Resources: no 1035Additional Resources required: 1036 1037COURSE DESCRIPTIONS: 1038CRJ 4230 Intelligence Studies 1039Hours: 3 1040Prerequisites: 1041Required: yes (If yes, need Program Proposal Form) 1042New course description: This course will critically examine the role of intelligence in supporting the 1043National Security Policy of the United States. It will explore the mission and structure of the American 1044Intelligence Community and examine the stages of the intelligence cycle process and the issues 1045experienced in each step. A particular focus will be placed on the importance of intelligence in 1046combating terrorism and transnational crime. Practical exercise analytical learning techniques will be 1047used to examine contemporary case studies of terrorist attacks and violent crime events. Credit, 3 1048semester hours. Prerequisite: CRJ 2010. 1049New Course title: Intelligence Studies 1050Code: LEC 1051 1052 10.2 Program Proposal: Add the course CRJ 4230, Intelligence Studies, as an elective for the 1053interdisciplinary Minor in Terrorism Studies, which is administered by the Sociology and Criminal Justice 1054Department. 1055 1056Rationale: 1057This course will provide students enrolled in the Minor in Terrorism Studies Program an additional 1058criminal justice elective from which to choose from when meeting program requirements. Additionally, 1059the study of intelligence is a vital ingredient in providing interested students a comprehensive 1060exploration of the terrorism phenomena and its impact on the social sciences. The course also 1061complements the other courses currently included in the program. 1062 1063Dept vote: 14 for; 0 against; abstain 59 30 60

1064Affect others: No 1065Departments affected and how: 1066Affected Chair: Off 1067Additional Resources: No 1068Additional Resources required: 1069 1070File attachment: 1071 1072Minor in Terrorism Studies Program Proposal 1073Catalog description: 1074The minor in terrorism studies is designed to accommodate the student who is majoring in criminal 1075justice, political science, or some other discipline and is interested in pursuing a career in law 1076enforcement, corrections, law, and/or government. It provides the student an interdisciplinary 1077approach within the social sciences and addresses the unique challenges presented by terrorism and 1078its impact on our national security and the political world. The program examines how this 1079phenomena impacts democratic societies and the geo-political environment in the face of an 1080unparalleled threat environment. 1081Requirements for a Minor in Terrorism Studies Sem. Hrs. 1082Core Courses: CRJ 2010, CRJ 4200, PLS 4170 9 1083Electives: select three of the following courses: CRJ 4210, CRJ 4220, CRJ 4230, 1084REL/PLS 3025, REL 3280, PLS 4190 9 1085Total: 18 1086 108710.3-5 Course Proposals: Delete Soc 2250, 2290 and CRJ 3010 1088Rationale: Deletions are required by the Registrar’s Office since course numbers are being changed. 1089 1090Dept vote: 15 for; 0 against; abstain 1091Affect others: No 1092Departments affected and how: 1093Affected Chair: Off 1094Cross listing: No 1095Articulation: No 1096Additional Resources: no 1097Additional Resources required: 1098 109910.6 Course Proposal: Change SOC 2250 (Sociology Rhetoric/Writing) to SOC 3000 (Sociology 1100Rhetoric/Writing). 1101 1102Rationale: 1103Our department has been informed that our writing course is best placed at the 3000 level. This minor 1104change reflects that request. 1105 1106Dept vote: 15 for; 0 against; abstain 1107Affect others: No 1108Departments affected and how: 1109Affected Chair: Off 1110Cross listing: No 1111Articulation: No 61 31 62

1112Additional Resources: no 1113Additional Resources required: 1114 1115COURSE DESCRIPTIONS: 1116SOC 3000 (Sociology Rhetoric/Writing) 1117Hours: 3 1118Prerequisites: 1119Required: Off (If yes, need Program Proposal Form) 1120New course description: No change in catalog description or course title. Only change course number as 1121noted herein. 1122New Course title: N/A 1123Code: ACT 1124 112510.7 Course Proposal: Change SOC 2990 (Sociological Theory) to SOC 3060 (Sociological Theory). 1126 1127Rationale: 1128Our sociological class is typically taken in the junior year. Our department feels that this class is more 1129appropriately placed at the junior level. This change would reflect the level of complexity of the course 1130and also the sequencing of courses that students actually take. 1131 1132Dept vote: 15 for; 0 against; abstain 1133Affect others: No 1134Departments affected and how: 1135Affected Chair: Off 1136Cross listing: No 1137Articulation: No 1138Additional Resources: no 1139Additional Resources required: 1140 1141COURSE DESCRIPTIONS: 1142SOC 3060 Sociological Theory 1143Hours: 3 1144Prerequisites: 1145Required: Off (If yes, need Program Proposal Form) 1146New course description: No change in catalog description or course title. Only change course number as 1147noted herein. 1148New Course title: N/A 1149Code: ACT 1150 115110.8 Course Proposal: Change CRJ 2350 (Criminal Justice Rhetoric/Writing) to CRJ 3010 (Criminal 1152Justice Rhetoric/Writing). 1153 1154Rationale: 1155 Our department has been informed that our writing course is best placed at the 3000 level. This minor 1156change reflects that request. 1157 1158Dept vote: 15 for; 0 against; abstain 1159Affect others: No 63 32 64

1160Departments affected and how: 1161Affected Chair: Off 1162Cross listing: No 1163Articulation: No 1164Additional Resources: no 1165Additional Resources required: 1166 1167COURSE DESCRIPTIONS: 1168CRJ 3010 (Criminal Justice Rhetoric/Writing) 1169Hours: 3 1170Prerequisites: 1171Required: Off (If yes, need Program Proposal Form) 1172New course description: No change in catalog description or course title. Only change course number as 1173noted herein. 1174New Course title: N/A 1175Code: ACT 65 33 66 1176 1177Read this syllabus very carefully so that you fully understand the requirements of the course. If you have 1178any questions about what is expected of you in this course, please ask early so that you can decide if this 1179course is appropriate for you before the course drop/add deadline. 1180 1181Course Syllabus for: Intelligence Studies: CRJ 4230 1182Semester: Spring 2013 1183Class Information: Lecture or Online 1184Meeting Times: To be determined 1185Professor: Robert S. McDonnell 1186Office: Sampson Hall Room 220 1187Office hours: Monday, Wednesday, Friday 2:00pm – 4:00pm 1188Office hours can also be scheduled by appointment. 1189Phone: 910.521.6232 1190Email: [email protected] 1191 1192Required Book: Intelligence: From Secrets to Policy, Fifth Edition, by Mark M. Lowenthal, Ph.D, 1193(ISBN: 978-1-60871-675-3) 1194 1195 1196Course Description 1197 1198This course provides the student the opportunity to understand the role that intelligence plays in 1199forming national security policy by examining it strengths and weaknesses. The student will learn that 1200intelligence works best when tied directly to policy goals. The student will be introduced to the various 1201stages in the intelligence process as practiced by most intelligence enterprises and the different 1202methods of information collection. The course will examine both covert and counterintelligence actions 1203relative to national and transnational crimes and issues with a particular focus on terrorism and criminal 1204activity. Additionally, the student will be exposed to the moral and ethical issues that arise in the 1205intelligence field along with discussions about intelligence reform and foreign intelligence services. The 1206student will be introduced to structured analytical techniques in use today and have the opportunity to 1207demonstrate those skills through a series of real life terrorism and criminal event case studies. 1208 1209 1210Before we begin this class, you will need to know a little about your professor. 1211 1212Brief Biographical Sketch – Professor Robert S. McDonnell 1213 1214Professor McDonnell has 27 years leadership and criminal investigative experience in federal law 1215enforcement with the Naval Criminal Investigative Service (NCIS) and United States Postal Inspection 1216Service (USPIS) where he was engaged in the investigation of a wide variety of criminal offenses 1217requiring frequent involvement in all aspects of the criminal justice system, including intelligence. He 1218has worked in numerous venues throughout the United States and abroad and coordinated 1219investigations with nearly every major federal agency. 1220 1221Between 2002 and 2010, Professor McDonnell worked as a contract instructor for the U.S. Department 1222of State Antiterrorism Assistance Program (ATA). He trained law enforcement and government officials 1223at international locations. In particular, he has a training expertise in criminal justice related issues such 67 34 68

1224as terrorism, police leadership, and post 9/11 police organizational development, counterterrorism, 1225intelligence, information management, and proactive law enforcement methods. He has facilitated two 1226week training seminars at international locations titled “Investigative Information Management” and 1227“Identifying and Developing Investigative Information”, which dealt directly with the intelligence field. 1228Professor McDonnell has taught in over 40 countries in locations such as Pakistan, Thailand, Malaysia, 1229Jordan, Sri Lanka, South Africa, Turkey, Kenya, Kosovo, Tajikistan, Republic of Georgia, and Bahrain to 1230name a few. 1231 1232Professor McDonnell served honorably as an officer in the United States Marine Corps. 1233 1234Professor McDonnell has a Bachelor of Arts Degree in Political Science from the University of Georgia 1235and a Masters in Public Administration with a Criminal Justice Concentration from the University of 1236North Carolina at Pembroke. He is a graduate of the NCIS and USPIS National Academies and has 1237attended professional training in a wide variety of criminal justice topics. He has worked at as a 1238Professor at UNCP since Fall 2010. 1239 1240Course Learning Goals and Objectives 1241 1242The primary goal of this course is to give you the opportunity to critically examine how the United States 1243intelligence community provides a supporting role to our national security strategies. To accomplish this 1244goal, the student must recognize that intelligence is a normal function of government and has its own 1245strengths and weaknesses. We will discuss these issues in depth. Additionally, the student will 1246introduced to the intelligence process or how information becomes intelligence by examining each stage 1247of the process as practiced by intelligence professionals today. We will also examine the role of 1248intelligence in combating terrorism, protecting the homeland, and addressing transnational crime 1249issues. 1250 1251 1252After participating in this course, you will: 1253 1254• Be able to critically discuss the role of intelligence relative to national security policy. 1255• Examine historical developments in the intelligence field with an American focus. 1256• Describe the task organizational structure of the United States Intelligence Community and the 1257role of the various component agencies. 1258• List and describe the stages in the intelligence process. 1259• Explain the concepts of counterintelligence, counterterrorism, and covert actions in developing 1260intelligence. 1261• Describe the role of the policy maker in intelligence and the oversight checks and balances over 1262the intelligence function as exists in the United States Government. 1263• Discuss the various issues addressed in the intelligence agenda to include terrorism, 1264proliferation of weapons of mass destruction, narcotics, violent crime, military role, and other critical 1265areas. 1266• Describe the moral and ethical issues in intelligence. 1267• Explain key structured analytical techniques. 1268• Demonstrate the ability to use analytical techniques in “real life” case study scenarios. 1269 1270POLICIES AND PROCEDURES 1271 69 35 70

1272Examination Rules: To be determined by the professor. 1273 1274Class Rules: To be determined by the professor. 1275 1276Honor Code: Students shall comply with all requirements specified in UNCP Academic Honor Code. 1277Plagiarism will be dealt with severely. 1278 1279Attendance: Rules to be established by the professor. 1280 1281Note to Students with Disabilities: Per UNCP policy 1282 1283Grading scale: To be established by the professor. 1284 1285COURSE REQUIREMENTS 1286 1287Following is breakdown of total course requirements for this class 1288 1289Exams: There will be a total of five (5) “in class” exams in this course, including the final exam. The 1290professor reserves the rights to use an online or take home examination method. An exam will follow 1291the normal flow of topics as presented in the course text as determined by the professor. The final exam 1292will be given on the UNCP scheduled exam 1293date and will not be comprehensive. Exams will consist of multiple-choice, true-false, short answer, and 1294essay questions. Questions on exams will be drawn from the textbook, lectures, films, supplemental 1295assigned readings, classroom discussions, and power point slides. 1296Practical Exercise: There will be four small group case study practical exercises that will be performed in 1297class. These exercises will be informative, connect the learning materials to the exercise, and are well 1298suited for this course. You will be individually graded on these exercises and must be in attendance and 1299fully engaged to receive maximum credit. The Professor will coordinate these activities. Each student 1300will present a one page document presenting their group and individual findings at the end of each 1301exercise. 1302Research Paper: There will be no research paper requirement in this course. 1303Writing Assignment: There will be three (3) writing assignments in this class. You will find the 1304assignment under the Content Tab and Safe Assignment. The assignment will post when scheduled at 130512:00am on Monday and is due at midnight the follow Sunday. The professor will pose a question(s) 1306relative to the readings. You will use the text book only with these assignments, no outside sources. 1307Absolutely, no cut and pasting from outside sources. The professor will assign a grade and provide 1308individual feedback on every writing assignment. No late assignments accepted. 1309Failure to adhere to any of the following requirements shall result in a failing grade for the weekly 1310writing assignment: 1311 13121. Submit your document only as a WORD OR RTF file. Papers saved in other file formats (such as 1313WORKS or WORDPERFECT) will not be accepted. 13142. Use 12 pt. font, Times New Roman, Courier, or Arial only. 13153. Double-space your paper. 13164. Insert page numbers in the footer of each page. 13175. You are required to write a minimum of 200 words and a maximum of 400 words. This is 1318normally one to two pages. I am looking for quality writing that is clear and concise. More does not 1319necessarily mean better. 71 36 72

13206. Insert your name and Assignment number at the top of page 1. 13217. Use in text citations. Cite the text and list your references in the APA (American Psychological 1322Association) style format. I want you to reference the page number in the text that supports your 1323argument or information. For example, it may appear as follows: (Lowenthal, 2012, p. 100). There is no 1324need for a works cited page as you will only use your assigned text. If you do not properly cite your 1325paper and sources that is plagiarism. I want to read your thoughts, not the work of somebody else. If I 1326ask you to view a film or read a supplemental document, then no citations are required. The following 1327website is an excellent source for APA citations. Use it. I have also placed an APA source document 1328under the Content tab. http://owl.english.purdue.edu/owl/resource/560/01/ 1329 1330Final Grades: Final grades will be calculated as follows: 1331 1332Five Exams: 60% 1333Practical Exercises: 30% 1334Writing Assignments: 10% 1335 1336* Please note the dates listed in this syllabus for scheduled exams. 1337 1338** Please note that the final exam date and place it on your calendar. It is scheduled after the last day of 1339regularly, scheduled classes. 1340 1341Due Dates: Any assignments are due on the date assigned. Assignments submitted after the due date 1342will not be graded and will receive a grade of “F.” 1343 1344COURSE OUTLINE 1345 1346Below is the course outline and study guide for this course and it includes the weekly discussion topics 1347and assignments. The “course week” will begin on Monday and end at midnight the following Sunday 1348night. Students should have read the required text assignments and related course materials by the first 1349weekly meeting. These can be found under Content in Blackboard. The professor may assign additional 1350readings to enhance the classroom experience. The examination dates are also highlighted on the 1351outline. All examinations will be given at the beginning of our class session, unless indicated otherwise. 1352Please note changes can occur at the discretion of the professor, as dictated by course progress. The 1353below learning objectives are predicated on the student conducting the course readings and 1354participating in class discussions. 1355 1356Weeks 1:– Semester begins 1357Chapter 1: What is Intelligence? 1358Chapter 2: The Development of U.S. Intelligence 1359There will be a course overview and an introduction to Terrorism and Extremism. 1360Learning Objectives: 1361• Become familiar with course syllabus, including requirements and expectations. 1362• Explain what intelligence means. 1363• Describe the purpose of what why the United States needs intelligence. 1364• Explain why intelligence is connected to policy. 1365• Examine the historical development of intelligence 1366• Discuss the Ames and Hanssen Spy Cases. 1367 73 37 74

1368Week 2: 1369Writing Assignment #1 Due 1370Chapters 3: The U.S. Intelligence Community 1371Learning Objectives: 1372• Identify the different agencies that comprise the intelligence community and explain their roles. 1373• Describe the impact of the Patriot Act on intelligence activities and relationships, including 1374reorganization of government. 1375• Identify and discuss the function of the intelligence community. 1376• Explain how intelligence is budgeted in the United States. 1377 1378Week 3: 1379Exam 1 (Chapters 1 – 3) 1380Chapter 4: The Intelligence Process – A Macro Look: Who Does What For Whom? 1381Chapter 5 – Collection and the Collection Disciplines 1382Learning Objectives: 1383• List and fully describe the stages in the intelligence process. 1384• Describe the process to establish priorities in establishing requirements. 1385• List and describe the various methods used in collecting information that will be subjected to 1386intelligence analysis. 1387• Describe the various sources in the collection function. 1388• Explain what methods of collection are considered to be the most preferred and why. 1389 1390Week 4: 1391Writing Assignment #2 Due 1392Chapter 6: Analysis 1393Learning Objectives: 1394• Explain what is meant by intelligence analysis. 1395• Define the term “value added intelligence”. 1396• Explain how analysis is coordinated within and between agencies. 1397• Describe the skills needed for a competent intelligence analyst and what training is required. 1398• Explain some of the pitfalls encountered in the analysis stage. 1399• Describe some of the unique terminology used by intelligence analysts. 1400• Explain the lesson learned from 9/11 relative to analysis? 1401 1402Week 5: 1403Exam 2 (Chapters 4 – 6) 1404Chapter 7: Counterintelligence 1405Chapter 8: Covert Action 1406Learning Objectives: 1407• Define the terms covert action, counterespionage, counterintelligence, and double agent. 1408• Describe the internal safeguards relative to the security of information which are in place in the 1409intelligence community. 1410• Explain what counterintelligence agents look for relative to external indicators of security 1411problems. 1412• Explain the use of National Security Letters. 1413• Define covert action and explain the range of covert activities. 1414• Identify some of the issues connected to covert action. 1415Week 6: 75 38 76

1416Writing Assignment #3 Due 1417Chapter 9: The Role of the Policy Maker 1418Chapter 10: Oversight and Accountability 1419Learning Objectives: 1420• Describe the role of the policy makers in the U.S. National Security Policy Process and how it 1421impacts intelligence. 1422• List the components of government are the policy makers. 1423• Explain the limits of intelligence capability and uncertainties that emerge in the policy discourse. 1424• Describe the various governmental oversight and accountability checks and balances in the 1425American system. 1426 1427Week 7 1428Exam 3 (Chapters 7 – 10) 1429Chapter 11: The Intelligence Agenda: Nation States 1430Chapter 12: The Intelligence Agenda: Transnational Issues 1431Learning Objectives: 1432• Describe the manner in which the United States intelligence community addressed the Soviet 1433Union, including military capabilities. 1434• Define the Reagan Doctrine 1435• Explain the challenge that intelligence faces when dealing with “failed states”. 1436• Identify and discuss contemporary issues that deserve analysis for analysts and policy makers. 1437• Describe the evolution of intelligence priorities after the end of the “Cold War”. 1438• Explain how technology impacts intelligence. 1439• Describe in historical context the intelligence community’s interest in terrorism and identify the 1440challenge it presents. 1441• Explain the mission of the Joint Terrorism Task Force and its connection to intelligence and 1442combating terrorism. 1443• List and describe other requirements of intelligence such as narcotics, transnational crime, 1444economic espionage, and health and environmental issues. 1445 1446Week 8: 1447Chapter 12: The Intelligence Agenda: Transnational 1448Chapter 13: Ethical and Moral Issues in Intelligence 1449Learning Objectives: 1450• Describe the evolution of intelligence priorities after the end of the “Cold War”. 1451• Explain how technology impacts intelligence. 1452• Describe in historical context the intelligence community’s interest in terrorism and identify the 1453challenge it presents. 1454• Explain the mission of the Joint Terrorism Task Force and its connection to intelligence and 1455combating terrorism. 1456• List and describe other requirements of intelligence such as narcotics, transnational crime, 1457economic espionage, and health and environmental issues. 1458• Identify and discuss the moral and ethical issues that arise in intelligence and its impact on 1459analysts, intelligence agencies, and policy makers. 1460 1461Week 9: Semester Break 1462 1463Week 10: 77 39 78

1464Exam 4 (Chapters 11 – 13) 1465Introduction to the Practical Exercises and Case Studies 1466Learning Objectives: 1467• List and explain structured analytical techniques to be used in the Case Study Practical Exercises. 1468• Assign Case Study 1 1469 1470Week 11: 1471Case Study 1: “The Atlanta Olympics Bombing?” 1472Class Practical Exercise 1473 1474Week 12: 1475Case Study 2: “DC Sniper Case” 1476Class Practical Exercise 1477 1478Week 13: 1479Complete Case Study 2 1480Case Study 3: “The Assassination of Benazir Bhutto” 1481Class Practical Exercise 1482 1483Week 14: 1484Case Study 3: “The Assassination of Benazir Bhutto” 1485Class Practical Exercise 1486 1487Week 15: 1488Case Study 4: “Protecting Mumbai from Terror Attack” 1489Class Practical Exercise 1490 1491Week 16: 1492Chapter 14: Intelligence Reform 1493Chapter 15: Foreign Intelligence Services 1494Learning Objectives: 1495• Identify and discuss contemporary issues in intelligence reform. 1496• Identify and discuss potential reforms. 1497• List and describe the how foreign intelligence services operate and are structured within their 1498respective governments. 1499Final Exam Review 1500 1501Week 17: FINAL EXAM (Chapters 14 – 15 and Analytical Techniques 1502 1503CRJ 4230 Intelligence Studies – Course Proposal 1504Catalog Description: 1505This course will critically examine the role of intelligence in supporting the National Security Policy of the 1506United States. It will explore the mission and structure of the American Intelligence Community and 1507examine the stages of the intelligence cycle process and the issues experienced in each step. A 1508particular focus will be placed on the importance of intelligence in combating terrorism and 1509transnational crime. Practical exercise analytical learning techniques will be used to examine 1510contemporary case studies of terrorist attacks and violent crime events. Credit, 3 semester hours. 1511Prerequisite: CRJ 2010. Credit, 3 semester hours. Prerequisites: CRJ 2010. 79 40 80 1512

151311. Proposals from the Department of Mass Communications 151411.1 Course Proposal: Require Junior or Senior status to order to register for Media Law and Ethics 1515MCM 4050. 1516 1517Rationale: 1518Since more students now have priority registration, this prerequisite is needed to have available seats 1519for students who are graduating without complicating other prerequisites. 1520 1521Dept vote: 7 for; 0 against; abstain 1522Affect others: No 1523Departments affected and how: 1524Affected Chair: Off 1525Cross listing: No 1526Articulation: No 1527Additional Resources: no 1528Additional Resources required: 1529 1530COURSE DESCRIPTIONS: 1531 1532Hours: 1533Prerequisites: 1534Required: Off (If yes, need Program Proposal Form) 1535New course description: 1536New Course title: 1537Code: ACT 1538 15398.2 Course Proposal: Eliminate the MCM 2400 Writing for the Media prerequisite for JRN 3200 1540Photojournalism 1541 1542Rationale: 1543MCM 2400 needlessly complicates the students' ability to register for JRN 3200. 1544 1545Dept vote: 7 for; 0 against; abstain 1546Affect others: No 1547Departments affected and how: 1548Affected Chair: Off 1549Cross listing: No 1550Articulation: No 1551Additional Resources: no 1552Additional Resources required: 1553 1554COURSE DESCRIPTIONS: 1555 Hours: 1556Prerequisites: 1557Required: Off (If yes, need Program Proposal Form) 1558New course description: 81 41 82

1559New Course title: 1560Code: ACT 83 42 84 1561 156212. Proposals from the Department of Educational Specialties 156312.1 Course Proposal: DELETE RDG 5230: Professional Seminar in Reading Education I (1 hour) from the 1564course offerings/course catalog beginning with the 2012-2013 catalog. 1565 1566Rationale: RDG 5230 will no longer be offered. It has been replaced with RDG 5830. 1567 1568Dept vote: 11 for; 0 against; 0 abstain 1569Affect others: no 1570Cross listing: no 1571Articulation: no 1572Additional Resources: no 1573 157412.2 Course Proposal: DELETE RDG 5430: Professional Seminar in Reading Education II (1 hour) from the 1575course offerings/course catalog beginning with the 2012-2013 catalog. 1576 1577Rationale: RDG 5430 will no longer be offered. It has been replaced with RDG 5830. 1578 157912.3 Course Proposal: DELETE RDG 5630: Professional Seminar in Reading Education III (1 hour) from 1580the course offerings/course catalog beginning with the 2012-2013 catalog.

1582Rationale: RDG 5430 will no longer be offered. It has been replaced with RDG 5830.

1584Dept vote: 11 for; 0 against; 0 abstain 1585Affect others: no 1586Cross listing: no 1587Articulation: no 1588Additional Resources: no 1589 1590Dept vote: 11 for; 0 against; 0 abstain 1591Affect others: no 1592Cross listing: no 1593Articulation: no 1594Additional Resources: no 1595 15969.4 Course Proposal: 1597RDG 5830, Professional Seminars I-III, will be a one hour course for which enrollment and successful 1598completion will be required three times during the program. The seminar will be repeated for each of 1599the three strands for the candidate's increased development in the reading education program. The 1600seminar will focus on the self-direction and professional development of literacy specialists, with an 1601increasing emphasis on becoming instructional leaders for the 21st century, as candidates plan to meet 1602their own learning needs in instructional/technological expertise; expand their awareness of the role of 1603the literacy specialist; design, develop, and present their basic program portfolio and their Master’s 1604Research Project or Comprehensive Portfolio. 1605 1606Rationale: 1607This course will replace RDG 5230, RDG 5430, and RDG 5630. These one hour separate seminar courses 1608have had difficulty being offered because of the low enrollments for students who may need the 85 43 86

1609different seminars based on their progression in the three strands of the reading education program. 1610RDG 5230 is taken in the first strand of coursework; RDG 5430 is taken in the second strand of 1611coursework; and RDG 5630 is the final course taken in the Reading Education Program. One course that 1612may be repeated three times will assure the availability of this course being offered so it does not affect 1613the progression of candidates in the program. 1614 1615Dept vote: 10 for; 0 against; 0 abstain 1616Affect others: No 1617Departments affected and how: 1618Affected Chair: Off 1619Cross listing: No 1620Articulation: No 1621Additional Resources: no 1622Additional Resources required: 1623 1624COURSE DESCRIPTIONS: 1625RDG 5830 Professional Seminars I-III 1626Hours: 1 1627Prerequisites: 1628Required: no (If yes, need Program Proposal Form) 1629New course description: RDG 5830, Professional Seminars I-III (1 hour) The seminar will focus on the 1630self-direction and professional development of literacy specialists, with an increasing emphasis on 1631becoming instructional leaders for the 21st century, as candidates plan to meet their own learning 1632needs in instructional/technological expertise; expand their awareness of the role of the literacy 1633specialist; design, develop, and present their basic program portfolio and their Master’s Research 1634Project or Comprehensive Portfolio. This is a one hour course for which enrollment and successful 1635completion will be required three times during the program. 1636New Course title: Professional Seminars I-III 1637Code: SEM 1638 163912.5 Course Proposal: Delete RDG 4510: Reading Practicum from the course offerings/course catalog 1640beginning with the 2012-2013 catalog. 1641 1642Rationale: 1643RDG 4510 will no longer be offered. It has been replaced with course prefix and number RDG 3300. 1644 1645Dept vote: 10 for; 0 against; 0 abstain 1646Affect others: no 1647Cross listing: no 1648Articulation: no 1649Additional Resources: no 1650 165112.6 Course Proposal: *Delete RDG 4010: Foundations of Reading and Language Development from the 1652course offerings/course catalog effective with the 2012-2013 catalog. 1653 1654Rationale: 1655*The course prefix has been changed to RDG in an effort to set the courses in the professional 1656concentration in reading apart from other content courses. 87 44 88 1657 1658Dept vote: 10 for; 0 against; 0 abstain 1659Affect others: no 1660Cross listing: no 1661Articulation: no 1662Additional Resources: no 1663 166412.7 Course Proposal: Delete course number 4250. 1665Rationale: Course deletions required by Registrar’s office because course numbers are being changed. 1666 1667Dept vote: 9 for; 0 against; 1 abstain 1668Affect others: no 1669Cross listing: no 1670Articulation: no 1671Additional Resources: no 1672 167312.8 Course Proposal: 1674*Change the course number of RDG 4250(Diagnosis and Remediation of Reading Difficulties) to RDG 16753200 (Diagnosis and Remediation of Reading Difficulties). 1676*The course title will remain the same. (Diagnosis and Remediation of Reading Difficulties) 1677*Add pre-requisite of 2.0 minimum QPA 1678*Remove pre-requisite of Admission to Teacher Education Program 1679*Remove EDN 4010 (or RDG 4010) as a pre-requisite for this course. 1680 1681Rationale: 1682*To set the courses in the professional concentration in reading apart from other area content courses. 1683*To avoid confusion with other 4000 level courses within the School of Education programs that require 1684admission to the Teacher Education Program. 1685*To allow the professional concentration in reading courses to follow a linear, numerical progression. 1686*To align with the School of Education pre-requisite of 2.0 minimum QPA for all education courses. 1687*To allow any major on campus to take this course if they chose. 1688 1689Dept vote: 9 for; 0 against; 1 abstain 1690Affect others: no 1691Cross listing: no 1692Articulation: no 1693Additional Resources: no 1694 1695COURSE DESCRIPTIONS: 1696RDG 3200 Diagnosis and Remediation of Reading Difficulties 1697Hours: 3 1698Prerequisites: 2.0 minimum QPA 1699Required: no (If yes, need Program Proposal Form) 1700New course description: This course explores the foundation of reading and writing development, how 1701children become literate, and the social, cultural and environmental factors that influence language 1702development. This course examines the stages of literacy development with respect to reading, writing, 1703speaking, listening, and thinking and focuses on research-based assessment and instructional strategies 89 45 90

1704for diverse learners at all levels. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 1705minimum QPA 1706 1707New Course title: Found Rdg & Lang Dev 1708Code: LEC 1709 171012.9 Course Proposal: 1711*Change the course number of EDN 2400 (Teaching with Children's Literature) to RDG 3100 (Teaching 1712with Children's Literature). 1713*The course title will remain the same. (Teaching with Children's Literature) 1714*Maintain pre-requisite of 2.0 minimum QPA 1715 1716Rationale: 1717*To set the courses in the professional concentration in reading apart from other area content courses. 1718*To allow the professional concentration in reading courses to follow a linear, numerical progression. 1719*To align with the School of Education pre-requisite of 2.0 minimum QPA for all education courses. 1720 1721Dept vote: 9 for; 0 against; 1 abstain 1722Affect others: no 1723Cross listing: no 1724Articulation: no 1725Additional Resources: no 1726 1727COURSE DESCRIPTIONS: 1728RDG 3100 Teaching with Children's Literature 1729Hours: 3 1730Prerequisites: 2.0 minimum QPA 1731Required: no (If yes, need Program Proposal Form) 1732New course description: This course provides a survey of children's literature from folktales and 1733fairytales to picture books, poems, and novels for children and young adults. This course explores the 1734world of authors and illustrators and the best new fiction and information books. Participants will 1735extend their knowledge of the genres of children's literature and increase their ability to evaluate, 1736select, and use children's literature as an integral part of their classroom and library media center 1737curricula. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 QPA. 1738 1739New Course title: Teaching with Child Lit 1740Code: LEC 1741 17429.10 Course Proposal: 1743*Change the course number of RDG 4010 (Foundations of Reading and Language Development) to RDG 17443000 (Foundations of Reading and Language Development). 1745*The course title will remain the same. (Foundations of Reading and Language Development) 1746*Add pre-requisite of 2.0 minimum QPA 1747*Remove pre-requisite of Admission to Teacher Education Program 1748Rationale: 1749*To set the courses in the professional concentration in reading apart from other area content courses. 1750*To avoid confusion with other 4000 level courses within the School of Education programs that require 1751admission to the Teacher Education Program. 91 46 92

1752*To allow the professional concentration in reading courses to follow a linear, numerical progression. 1753*To align with the School of Education pre-requisite of 2.0 minimum QPA for all education courses. 1754*To allow any major on campus to take this course if they chose. 1755 1756Dept vote: 9 for; 0 against; 1 abstain 1757Affect others: no 1758Departments affected and how: 1759Affected Chair: Off 1760Cross listing: no 1761Articulation: no 1762Additional Resources: no 1763Additional Resources required: 1764 1765COURSE DESCRIPTIONS: 1766RDG 3000 Foundations of Reading and Language Development 1767Hours: 1768Prerequisites: 1769Required: Off (If yes, need Program Proposal Form) 1770New course description: This course explores the foundation of reading and writing development, how 1771children become literate, and the social, cultural and environmental factors that influence language 1772development. This course examines the stages of literacy development with respect to reading, writing, 1773speaking, listening, and thinking and focuses on research-based assessment and instructional strategies 1774for diverse learners at all levels. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 1775minimum QPA 1776 1777New Course title: Found Rdg & Lang Dev 1778Code: LEC 1779 17809.11 Course Proposal: 1781*Change the course number of RDG 4510 (Reading Practicum) to RDG 3300 (Reading Practicum). 1782*The course title will remain the same. (Reading Practicum) 1783*Add pre-requisite of 2.0 minimum QPA 1784*Remove pre-requisite of Admission to Teacher Education Program 1785*Remove pre-requisite of SED 4340 1786*Remove pre-requisite of EDN 4010/RDG 4010 1787*Remove pre-requisite of EDN 4250/RDG 4250 1788*Add pre-requisite of RDG 3000 1789*Add pre-requisite of RDG 3200 1790 1791Rationale: 1792*To set the courses in the professional concentration in reading apart from other area content courses. 1793*To avoid confusion with other 4000 level courses within the School of Education programs that require 1794admission to the Teacher Education Program. 1795*To allow the professional concentration in reading courses to follow a linear, numerical progression. 1796*To align with the School of Education pre-requisite of 2.0 minimum QPA for all education courses. 1797*To ensure students are academically prepared to implement the reading strategies studied in RDG 17983000 and RDG 3200 1799*To allow any major on campus to take this course if they chose. 93 47 94 1800 1801Dept vote: 9 for; 0 against; 1 abstain 1802Affect others: no 1803Departments affected and how: 1804Affected Chair: Off 1805Cross listing: no 1806Articulation: no 1807Additional Resources: no 1808Additional Resources required: 1809 1810COURSE DESCRIPTIONS: 1811RDG 3300 Reading Practicum 1812Hours: 3 1813Prerequisites: 2.0 minimum QPA 1814Required: Off (If yes, need Program Proposal Form) 1815New course description: This course explores the use of reading and writing assessments to determine 1816classroom intervention and instructional strategies. It provides foundational information about stages 1817of reading and writing acquisition, factors that impact literacy success or failure, and the nature of 1818literacy difficulties. This information serves as a context for learning about the selection, administration, 1819and interpretation of formal and informal classroom assessments for the purposes of screening, 1820diagnosing, monitoring progress, and evaluating instruction. Field experience required. Credit, 3 1821semester hours. PREREQ: RDG 3000 and RDG 3200 1822 1823New Course title: Reading Practicum 1824Code: PRC 1825 182612.12 Course Proposal: 1827SED 4360, Internship in Special Education, will be a Pass/Fail course. The course may be repeated. 1828 1829Rationale: 1830This course has historically been pass/fail, but was keyed in as a letter graded course when the course 1831prefix and number was changed during the 2010 revisioning process. 1832 1833Dept vote: 10 for; 0 against; 0 abstain 1834Affect others: no 1835Departments affected and how: 1836Affected Chair: Off 1837Cross listing: no 1838Articulation: no 1839Additional Resources: no 1840Additional Resources required: 1841 1842COURSE DESCRIPTIONS: 1843SED 4360 Internship in Special Education 1844Hours: 3 1845Prerequisites: completion of all General Education and Special Education courses, minimum 2.5 QPA 1846Required: no (If yes, need Program Proposal Form) 1847New course description: no change 95 48 96

1848New Course title: Internship in Special Educ 1849Code: INT 1850 185112.13 Course Proposal: 1852SED 5080- Mild to Moderate Disabilities: Math Strategies and Instruction will be added as a course for 1853the Master of Arts in Teaching program for the proposed specialization area of Special Education. This 1854course would be a required course for individuals seeking the specialization area of Special Education. 1855 1856Rationale: 1857 At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 1858Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 1859Physical Education, Science Education, and Social Studies Education. The addition of this course, SED 18605080- Mild to Moderate Disabilities: Math Strategies and Instruction, would be part of the nine courses 1861that would be offered as part of the Special Education specialization area. 1862 1863Dept vote: 9 for; 0 against; 1 abstain 1864Affect others: No 1865Departments affected and how: 1866Affected Chair: Off 1867Cross listing: No 1868Articulation: No 1869Additional Resources: no 1870Additional Resources required: 1871 1872COURSE DESCRIPTIONS: 1873SED 5080 Mild to Moderate Disabilities:Math Strategies and Instruction 1874Hours: 3 1875Prerequisites: 1876Required: yes (If yes, need Program Proposal Form) 1877New course description: This course is designed to introduce content and methods for teaching 1878mathematics to students with mild to moderate disabilities. Topics include theory, assessment, and an 1879overview of content included in the North Carolina Standard Course of Study for mathematics. Credit: 3 1880semesters. 1881New Course title: Mild to Mod: Math Strat 1882Code: LEC 1883 188412.14 Course Proposal: 1885SED5070 Mild to Moderate Disabilities: Reading/Written Language Strategies and Instruction will be 1886added as a course for the Master of Arts in Teaching program for the proposed specialization area of 1887Special Education. This course would be a required course for individuals seeking the specialization area 1888of Special Education. 1889 1890Rationale: 1891At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 1892Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 1893Physical Education, Science Education, and Social Studies Education. The addition of this course, 1894SED5070 Mild to Moderate Disabilities: Reading/Written Language Strategies and Instruction, would be 1895part of the nine courses that would be offered as part of the Special Education specialization area. 97 49 98 1896 1897Dept vote: 9 for; 0 against; 1 abstain 1898Affect others: No 1899Departments affected and how: 1900Affected Chair: Off 1901Cross listing: No 1902Articulation: No 1903Additional Resources: no 1904Additional Resources required: 1905 1906COURSE DESCRIPTIONS: 1907SED 5070 Mild to Moderate Disabilities: Reading/Written Language Strategies and Instruction 1908Hours: 3 1909Prerequisites: 1910Required: yes (If yes, need Program Proposal Form) 1911New course description: This course is designed to provide students with a comprehensive study of the 1912foundations of reading and writing. These foundations will be the focus of the use and need for 1913appropriate strategies and instruction used to promote the learning of students with mild to moderate 1914disabilities. Credit: 3 semesters. 1915New Course title: Mild to Mod:Read/Writ Strat 1916Code: LEC 1917 1918 12.15 Course Proposal: 1919 SED5060: Assessment in Special Education will be added as a course for the Master of Arts in Teaching 1920program for the proposed specialization area of Special Education. This course would be a required 1921course for individuals seeking the specialization area of Special Education. 1922 1923Rationale: 1924At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 1925Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 1926Physical Education, Science Education, and Social Studies Education. The addition of this course, 1927SED5060: Assessment in Special Education would be part of the nine courses that would be offered as 1928part of the Special Education specialization area. 1929 1930Dept vote: 9 for; 0 against; 1 abstain 1931Affect others: No 1932Departments affected and how: 1933Affected Chair: Off 1934Cross listing: No 1935Articulation: No 1936Additional Resources: no 1937Additional Resources required: 1938COURSE DESCRIPTIONS: 1939SED 5060 Assessment in Special Education 1940Hours: 3 1941Prerequisites: 1942Required: yes (If yes, need Program Proposal Form) 99 50 100

1943New course description: This course of study is designed to give students the knowledge and skills 1944necessary to understand psychometric measures and issue regarding their use. The course emphasizes 1945the relationship between research and practice. It also provides a theoretical and practical basis for 1946choosing and using the wide range of test and measurement data available to evaluate and respond to 1947the progress of individual student’s toward annual goals. Credit: 3 semesters. 1948New Course title: Adv Assessment SPED 1949Code: LEC 1950 195112.16 Course Proposal: 1952SED 5050- Behavior Management and Support will be added as a course for the Master of Arts in 1953Teaching program for the proposed specialization area of Special Education. This course would be a 1954required course for individuals seeking the specialization area of Special Education. 1955 1956Rationale: 1957At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 1958Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 1959Physical Education, Science Education, and Social Studies Education. The addition of this course, SED 19605050 Behavior Management and Support would be part of the nine courses that would be offered as 1961part of the Special Education specialization area. 1962 1963Dept vote: 9 for; 0 against; 1 abstain 1964Affect others: No 1965Departments affected and how: 1966Affected Chair: Off 1967Cross listing: No 1968Articulation: No 1969Additional Resources: no 1970Additional Resources required: 1971 1972COURSE DESCRIPTIONS: 1973SED 5050 Behavior Management and Support 1974Hours: 3 1975Prerequisites: 1976Required: yes (If yes, need Program Proposal Form) 1977New course description: This course provides the student with a comprehensive study of learners with 1978challenging behaviors and appropriate ways to conduct observations. Emphasis is on aligning 1979observational data with appropriate positive behavioral supports and strategies. Credit: 3 semesters. 1980New Course title: Beh Mgmt and Support 1981Code: LEC 1982 1983 12.17 Course Proposal: 1984SED 5040: Contemporary Issues In Special Education: will be added as a course for the Master of Arts in 1985Teaching program for the proposed specialization area of Special Education. This course would be a 1986required course for individuals seeking the specialization area of Special Education. 1987 1988Rationale: 1989At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 1990Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 101 51 102

1991Physical Education, Science Education, and Social Studies Education. The addition of this course, SED 19925040: Contemporary Issues in Special Education would be part of the nine courses that would be offered 1993as part of the Special Education specialization area. 1994 1995Dept vote: 9 for; 0 against; 1 abstain 1996Affect others: No 1997Departments affected and how: 1998Affected Chair: Off 1999Cross listing: No 2000Articulation: No 2001Additional Resources: no 2002Additional Resources required: 2003 2004COURSE DESCRIPTIONS: 2005SED 5040 Contemporary Issues in Special Education 2006Hours: 3 2007Prerequisites: 2008Required: Off (If yes, need Program Proposal Form) 2009New course description: This course examines the political, social, and cultural issues associated with 2010teaching students with disabilities. Specific attention will be given to the interface of these issues in 2011regards to the role of the professional on the school, and district level (i.e. EC teacher, EC case manager, 2012EC director). Credit: 3 semesters. 2013New Course title: Contemp Issues in SPED 2014Code: LEC 2015 201612.18 Course Proposal: 2017SED 5030 Differentiation and Meeting the Real Needs of AIG Students : will be added as a course for the 2018Master of Arts in Teaching program for the proposed specialization area of Special Education. This 2019course would be a required course for individuals seeking the specialization area of Special Education. 2020 2021Rationale: 2022At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 2023Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 2024Physical Education, Science Education, and Social Studies Education. The addition of this course, SED 20255030 Differentiation and Meeting the Real Needs of AIG Students would be part of the nine courses that 2026would be offered as part of the Special Education specialization area. 2027 2028Dept vote: 9 for; 0 against; 1 abstain 2029Affect others: No 2030Departments affected and how: 2031Affected Chair: Off 2032Cross listing: No 2033Articulation: No 2034Additional Resources: no 2035Additional Resources required: 2036 2037COURSE DESCRIPTIONS: 2038SED 5030 Differentiation and Meeting the Real Needs of AIG Students 103 52 104

2039Hours: 3 2040Prerequisites: 2041Required: Off (If yes, need Program Proposal Form) 2042New course description: This course focuses on interdisciplinary approaches to instruction and 2043integrative methods for developing, designing and implementing learning experiences for gifted 2044learners. The introduction to and/or the review of differentiation in curriculum design and 2045implementation will be covered. Methods and strategies to use assessment data to expand and extend 2046differentiation of curriculum fundamentals that include content, process, product, and the learning 2047environment are emphasized. Additionally, this course examines the unique social and emotional needs 2048of children and youth who are gifted, including those from special populations. It focuses on program 2049design, program implementation, and identification of underserved populations, identification of 2050underachieving gifted learners, and identification of resources for gifted education. Credit: 3 semester 2051hours. 2052New Course title: Meeting Needs of AIG Stud 2053Code: LEC 2054 205512.19 Course Proposal: 2056SED 5020: Teaching Students with Mild to Moderate Disabilities will be added as a course for the Master 2057of Arts in Teaching program for the proposed specialization area of Special Education. This course would 2058be a required course for individuals seeking the specialization area of Special Education. 2059 2060Rationale: 2061At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 2062Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 2063Physical Education, Science Education, and Social Studies Education. The addition of this course, SED 20645020: Teaching Students with Mild to Moderate Disabilities would be part of the nine courses that 2065would be offered as part of the Special Education specialization area. 2066 2067Dept vote: 9 for; 0 against; 1 abstain 2068Affect others: No 2069Departments affected and how: 2070Affected Chair: Off 2071Cross listing: No 2072Articulation: No 2073Additional Resources: no 2074Additional Resources required: 2075 2076COURSE DESCRIPTIONS: 2077SED 5020 Teaching Students with Mild to Moderate Disabilities 2078Hours: 3 2079Prerequisites: 2080Required: yes (If yes, need Program Proposal Form) 2081New course description: This course provides a comprehensive study of individualized educational 2082programming, modifications, accommodations used with K-12 students with mild to moderate 2083disabilities. This course will give MAT students a broad working knowledge of research-validated 2084cognitive and meta-cognitive learning strategies for use with students with mild to moderate disabilities. 2085Credit: 3 semesters. 2086New Course title: Mild to Moderate Dis 105 53 106

2087Code: LEC 2088 2089 12.20 Course Proposal: 2090SED 5010 Policies and Procedures in Special Education will be added as a course for the Master of Arts in 2091Teaching program for the proposed specialization area of Special Education. This course would be a 2092required course for individuals seeking the specialization area of Special Education. 2093 2094Rationale: 2095At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 2096Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 2097Physical Education, Science Education, and Social Studies Education. The addition of this course .SED 20985010 Policies and Procedures in Special Education would be part of the nine courses that would be 2099offered as part of the Special Education specialization area. 2100 2101Dept vote: 9 for; 0 against; 1 abstain 2102Affect others: No 2103Departments affected and how: 2104Affected Chair: Off 2105Cross listing: No 2106Articulation: No 2107Additional Resources: no 2108Additional Resources required: 2109 2110COURSE DESCRIPTIONS: 2111SED 5010 Policies and Procedures in Special Education 2112Hours: 2113Prerequisites: 2114Required: Off (If yes, need Program Proposal Form) 2115New course description: This course of study is designed to give students pursuing a Master of Arts in 2116Teaching a thorough understanding of the North Carolina Policies Governing Services for Children with 2117Disabilities and the federal laws covering special education. Through this knowledge the student will 2118understand the policies, process and procedures for providing special education services. Credit: 3 2119semester hours. 2120New Course title: Policy & Proc in Spec Educ 2121Code: ACT 2122 212312.21 Course Proposal: 2124SED 5000: Internship in Special Education will be added as a course for the Master of Arts in Teaching 2125program for the proposed specialization area of Special Education. This course would be an internship 2126course for individuals seeking the specialization area of Special Education. However, this course may 2127waived for individuals successfully completing a year of full-time teaching under a lateral-entry license in 2128a K-12 Special Education classroom. 2129 2130Rationale: 2131At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 2132Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 2133Physical Education, Science Education, and Social Studies Education. The addition of this course .SED 107 54 108

21345000: Internship in Special Education would be part of the nine courses that would be offered as part of 2135the Special Education specialization area. 2136 2137Dept vote: 9 for; 0 against; abstain 2138Affect others: No 2139Departments affected and how: 2140Affected Chair: Off 2141Cross listing: No 2142Articulation: No 2143Additional Resources: no 2144Additional Resources required: 2145 2146COURSE DESCRIPTIONS: 2147SED 5000 Internship in Special Education 2148Hours: 3 2149Prerequisites: 2150Required: yes (If yes, need Program Proposal Form) 2151New course description: The internship is specifically designed for students pursuing a Master of Arts in 2152Teaching degree with a specialization in Special Education who have not completed a year of full-time 2153teaching under a lateral-entry license in a K-12 Special Education classroom. The teacher candidate 2154internship provides a full-time teaching experience in off-campus special education classes in public 2155school settings. The candidate’s elementary, middle, or secondary placement is dependent upon the 2156candidate’s concentration and the internship will be closely monitored by a clinical teacher and 2157university supervisor. Credit: 3 semesters. 2158New Course title: Adv Internship Spec Educ 2159Code: LEC 2160 2161 12.22 Program Proposal: 2162The Master of Arts in Teaching (M.A.T.) program would offer an area of specialization in Special 2163Education. Nine new courses would be offered in order to allow candidates to earn a Standard 2164Professional I license in the state of North Carolina. 2165 2166Rationale: 2167At present, the Master of Arts in Teaching (M.A.T.) program offers the following areas of specialization: 2168Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, 2169Physical Education, Science Education, and Social Studies Education. This new area of specialization will 2170co-exist with the newly approved MAT specializations that are currently in place. These areas of 2171specialization underwent major revisions to the Educational Core Courses, changes to the “Content 2172Specific Courses”, and organizational/structural changes in “Field and Clinical Experiences”. This MAT- 2173Special Education degree program requires 36 hours of graduate level courses, 18 of which would be 2174newly developed courses. Three additional hours are required for an internship if a candidate is not 2175currently a practicing teacher in a lateral entry position 2176 2177Dept vote: 9 for; 0 against; 1 abstain 2178 2179Affect others: No 2180Departments affected and how: 2181Affected Chair: Off 109 55 110

2182Additional Resources: No 2183Additional Resources required: 2184 2185File Attachment 111 56 112 2186 2187 DRAFT 2 2188 CHANGES ARE IN RED 2189 THE MASTER OF ARTS IN TEACHING 2190 2191Program Description 2192The Master of Arts in Teaching (M.A.T.) program is an interdisciplinary degree option within the Teacher 2193Education Program. The M.A.T. is intended for graduates from accredited colleges or universities with an 2194undergraduate major in humanities, sciences, or social sciences who have few, if any, formal courses in 2195education. The program offers the following areas of specialization: Art Education, English Education, 2196Mathematics Education, Middle Grades Education, Music Education, Physical Education, Science 2197Education, and Social Studies Education. Upon successful completion of the M.A.T. program and state 2198mandated examination(s), recipients will be eligible for a North Carolina “M” license. 2199The 36-42 hour M.A.T. program is available only to those individuals who have not earned licensure and 2200who are seeking licensure in an included teacher licensure area. The program includes courses in 2201teaching pedagogy and professional education as well as concentrated study in a content-specific area, 2202for a total of 36 hours. A 10-week (3 semester hours) internship experience in an approved public 2203school setting is required. Policies regarding exceptions to this internship requirement are defined in 2204the M.A.T. Handbook. With the internship, the program will total 39-45 hours. 2205Although other program areas may be considered, the following undergraduate programs are 2206considered most compatible with the identified graduate program of study: 2207• Art Education: B.F.A., B.S., or B.A. degree in studio art. 2208• Music Education: Music 2209• Physical Education: Exercise and Sports Science, Kinesiology, Physical Education, Recreation, 2210Exercise Science, Exercise Physiology 2211• Middle Grades Language Arts and Secondary English Education: English 2212• Middle Grades and Secondary Mathematics Education: Mathematics 2213• Middle Grades and Secondary Science Education: Biology, Chemistry, Geology, Physics 2214• Middle Grades and Secondary Social Studies Education: History, Political Science 2215 . Special Education Sociology, Psychology 2216Degrees in closely related fields may be acceptable; transcripts will be evaluated and any discipline- 2217specific prerequisites will be communicated at the time of admission to a program. 2218The M.A.T. Program has been developed according to NC State Board of Education Program Approval 2219Standards. The graduate program incorporates the conceptual framework that is common to all teacher 2220education programs at UNCP. 2221 2222Program Goals 2223Upon completion of the graduate M.A.T. program, the student will be able to: 22241. Demonstrate breadth of general knowledge, as well as the depth of discipline-specific 2225knowledge, necessary for effective instructional decision-making. 22262. Demonstrate a well-articulated knowledge of elementary, middle or secondary school 2227communities and issues that impact teaching (and learning?). 22283. Exhibit knowledge of and show respect toward diverse cultural values and exceptionalities; 22294. Communicate effectively in Standard oral and written English. 22305. Adapt instructional strategies to the developmental and learning needs of individuals, including 2231students with special needs and students from culturally diverse backgrounds. 22326. Establish a classroom climate conducive to the learning, social, and emotional needs of 2233students. 113 57 114

22347. Choose objectives consistent with state and local curriculum guidelines, the learning needs of 2235students, and guidelines established by learned societies. 22368. Utilize technology in ways that enhance teaching and learning experiences. 22379. Administer and effectively utilize? (Employ and analyze) appropriate assessments and evaluative 2238procedures. 223910. Establish a pattern of reflective practice and scholarly inquiry culminating in confidence, 2240professionalism, and effectiveness in the role of teacher. 224111. Demonstrate knowledge of the history, philosophy, and sociology of public education 2242(pertaining to the demonstration of) and their relationship to best practices in education. 224312. Meet departmental requirements for a capstone course, product, and/or examination. 2244 2245The MAT program has two phases: 2246Phase I: The first phase will allow students to apply for the NC Standard Professional I License. This 2247phase will consist of the Professional Core courses (EDN 5040, The Introduction to the Tenets of 2248Education; EDN 5120, Advanced Study of the Exceptional Child, EDN 5430, Survey of Educational 2249Research, EDN 5450, Introduction to Curriculum Design and Best Practices, An additional Field 2250Experience course- EDN 5460, Field Experience- for 0 credits is also required so that candidates may 2251complete field based assignments in a K-12 environment.) Phase I will also require candidates to 2252complete the Professional Development course, and selected Academic Specialization courses. 2253Candidates must complete the 18-24 hours of courses of Phase I and apply for the Standard Professional 2254I License before entering Phase II. Because of scheduling issues some students may, by consent of their 2255advisor, be allowed to take courses in Phase II prior to completing Phase I. 2256Phase II: 2257Phase II consists of Content Specific courses to complete the Academic Specialization, and Pedagogical 2258Expertise. (Please see each program for specifics). Successful completion of Phases I and II will allow the 2259candidate to apply for the NC Professional M License. 2260 2261*Note: Candidates for the MAT may waive the requirement for Internship after successfully completing 2262a year of full time teaching under a lateral entry license. 2263 2264Descriptions of the courses included in the M.A.T. program are listed elsewhere in this catalog: under 2265the M.A.Ed. program (for EDN courses) and under the M.A. programs in Art Education, English 2266Education, Mathematics Education, Music Education, Physical Education, Science Education, and Social 2267Studies Education (for ART, ENG, EED, MAT, CSC, MUS, EXER, BIO, CHM, GLY, PHY, HST, and SSE 2268courses). 2269 2270MASTER OF ARTS IN TEACHING 2271WITH ART SPECIALIZATION 2272Graduate Art Education Director: Ann Horton-Lopez 2273Requirements for Master of Arts in Teaching with Art Specialization Sem. Hrs. 2274Professional Core (Phase I) 2275EDN 5040 Basic Tenets of Education (3) 2276EDN 5120 Advanced Study of Exceptionality in Children (3) 2277EDN 5440 Survey of Educational Research (3) 2278EDN 5450 Introduction to Curriculum Design and Best Practices (3) 2279EDN 5460 Field Experience (0) 12 2280Pedagogical Expertise (Phase I) 2281ART 5080 Art Production in the Elementary and Secondary Schools (3) 115 58 116

2282ART 5110 Art History Methods and Content (3) 2283ART 5090 Leadership and Survey of Art Education (3) 2284ARTS 5120 Special Topics in Studio (3) REPEATABLE 12 2285Professional Development* (Phase I) 2286*ART 5810 Internship in K-12 Art Education 3 2287Art Specialty Area (Phase II) 2288ART 5020 Curricula in Art Education (3) 2289ART 5030 Research in Art Education (3) 2290ART 5040 History and Philosophy of Art Education (3) 2291*ART 5060 Applied Art Education Pedagogy and Production (3) 2292 12 2293 Total: 36-39* 2294*See M.A.T. Handbook for Internship policies. 2295*Required if the student has not provided appropriate documentation of successful public school 2296teaching experience or course work in studio or art education methods to meet the competencies for 2297the A license. 2298 2299 2300MASTER OF ARTS IN TEACHING 2301WITH MIDDLE GRADES SPECIALIZATION 2302Graduate Middle Grades Director: Patrick A. Hannigan 2303Specialty Area Advisors: 2304Language Arts: Roger A. Ladd 2305Mathematics: Raymond Lee 2306Science: Velinda Woriax 2307Social Studies: Scott C. Billingsley 2308 2309Requirements for Master of Arts in Teaching with Middle Grades Specialization Sem. Hrs. 2310Professional Core ( Phase I) 2311EDN 5040 Basic Tenets of Education (3) 2312EDN 5120 Advanced Study of Exceptionality in Children (3) 2313EDN 5260 The Middle School Philosophy, Curriculum, and Instruction*** (3) 2314EDN 5440 Survey of Educational Research (3) 2315EDN 5450 Introduction to Curriculum Design and Best Practices*** (3) 2316EDN 5460 Field Experience (0) 15 2317Pedagogical Expertise (Courses vary with selected specialty area.) (Phase I or II) 2318Language Arts 6-9: (Phase II) 2319EED 5510 The Teaching of Writing: Theory and Practice 2320EED 5520 The Teaching of Literature: Theories, Issues, and Practices 2321Mathematics 6-9: 2322MAT 5000 Curriculum Development and Evaluation in Math Education 2323MAT 5010 Theoretical Bases of Mathematics Instruction 2324Science 6-9: 2325SCE 5000 Teaching Science in Grades 6-12 2326SCE 5500 Science in the Middle School 2327SCE 5600 Foundations of Science Education 2328Social Studies 6-9: 2329SSE 5500 Advanced Social Studies Methods 117 59 118

2330SSE 5750 Social Studies Curriculum Transformation 6-9 2331Professional Development* (Phase I) 2332Language Arts 2333EED 5810 Internship 2334 Mathematics 2335MAT 5810 Internship in Middle Grades Mathematics Instruction 2336 Social Studies 2337 SSE 5810 Internship in Social Studies Education 2338 Science 2339SCE 5810 Internship in Secondary Science Education 3 2340Specialty Area (Select one specialty area concentration.) (Phase I or II) 2341A. Language Arts 2342(Phase I) ENG 5110 Principles of English Linguistics 2343(Phase I) ENG 5300 Theories and Methods of Literary Research 2344(Phase II) Select 12 hours from: ENG 5000, 5030, 5050, 5100, 5200, 5230, 5440, 5450, 5500, 5610, 23455750, ENGS 5xxx**, ENGS 5700-5750, or one of the following: ENG 5810 or 5830 or 5850 2346B. Mathematics 23471. Analysis (3 hrs) 2348Choose 1 of the 4 options below; others may be used as elective 2349MAT 5210, 5230, 5320, 5440 23502. Applied Mathematics (3 hrs) 2351MAT 5030 Elements of Problem Solving 23523. Technology in Education (3 hrs) 2353MAT 5040 Current Topics in Computers in Education 23544. Mathematics Electives (6 hrs) 2355May be chosen from math courses in section 1 above or those listed below 2356MAT 5020, 5050, 5060, 5070, 5120, 5150, 5220, 5260 2357C. Science 2358Select one course from each discipline and two additional courses from any of the remaining courses 2359listed: 2360Biology: BIO 5100, 5120, 5150, 5200, 5250, 5350, BIOS 5xxx** 2361Chemistry: CHM 5200, 5480, 5500, 5600, CHMS 5xxx** 2362Geology: GLY 5010, 5020, 5040, 5410, GLYS 5xxx** 2363Physics: PHY 5200, 5480, 5500, 5600, PHYS 5xxx** 2364D. Social Studies 2365Select one course from each of the three areas listed below (9 hours): 2366European History (including HSTS 5000-5190) 2367Asian, African, Latin American History (including HSTS 5200-5390) 2368United States History (including HSTS 5400-5590) 2369Select one course from three of the five areas listed below (9 hours): 2370Geography 2371Political Science 2372American Indian Studies 2373Economics 2374Sociology 15-18 2375 Total: 36-42* 119 60 120

2376*See M.A.T. Handbook for Internship policies. *Required if the student has not provided appropriate 2377documentation of successful public school teaching experience or course work in studio or art education 2378methods to meet the competencies for the A license. 2379 2380**BIOS/CHMS/ENGS/GLYS/PHYS 5xxx: Exact course number and title will vary, since multiple topics are 2381offered in different semesters. Check with program director prior to registering. 2382***Does not apply to Science Education-Middle Grades. 2383 2384MASTER OF ARTS IN TEACHING 2385WITH MUSIC SPECIALIZATION 2386Graduate Music Education Director: Valerie A. Austin 2387Requirements for Master of Arts in Teaching with Music Specialization Sem. Hrs. 2388Professional Core (Phase I) 2389EDN 5040 Basic Tenets of Education (3) 2390EDN 5120 Advanced Study of Exceptionality in Children (3) 2391EDN 5440 Survey of Educational Research (3) 2392EDN 5450 Introduction to Curriculum Design and Best Practices (3) 2393EDN 5460 Field Experience (0) 12 2394Pedagogical Expertise (Phase I) 2395MUS 5640 Applied Contemporary Instructional Methodology 3 2396Professional Development* (Phase I) 2397MUS 5810 Internship in K-12 Music Education 3 2398Music Specialty Area (Phase II) 2399MUS 5650 Applied Philosophy & Leadership of Music Education 2400MUS 5990 Graduate Portfolio 2401MUS 5730-5760 Graduate Ensemble 2402MUS 5290 Graduate Conducting 2403MUS 5340 Advanced Arranging 2404MUS 5950 Advanced Study in Music History & Literature 2405MUSP 5000-5370 or 5550-5870 or 650-6370 Applied Music 18 2406 Total: 36-39* 2407* See M.A.T. Handbook for Internship policies. 2408 *Required if the student has not provided appropriate documentation of successful public 2409school teaching experience or course work in studio or art education methods to meet the 2410competencies for the A license. 2411 2412MASTER OF ARTS IN TEACHING 2413WITH PHYSICAL EDUCATION SPECIALIZATION 2414Graduate Physical Education Director: Danny Davis 2415Requirements for Master of Arts in Teaching with Physical Education Specialization Sem. Hrs. 2416Professional Core (Phase I) 2417EDN 5040 Basic Tenets of Education (3) 2418EDN 5120 Advanced Study of Exceptionality in Children (3) 2419EDN 5440 Survey of Educational Research (3) 2420EDN 5450 Introduction to Curriculum Design and Best Practices (3) 2421EDN 5460 Field Experience (0) 12 2422Pedagogical Expertise (Phase I) 2423EXER 5030 Management and Marketing of PE/Sports 3 121 61 122

2424Professional Development (Phase I) 2425EDN 5810 Internship* 3 2426Physical Education Specialty Area (Phase II) 2427EXER 5010 Movement and Coaching Physiology 2428EXER 5020 Exercise and Sport Psychology 2429EXER 5050 Health and Wellness Administration 2430EXER 5060 Current Issues and Trends in PE and Sports 2431EXER 5070 The Law in PE and Sport 2432EXER 5080 Facility Design and Management 2433EXER 5990 Capstone Study 21 2434 Total: 36-39* 2435* See M.A.T. Handbook for Internship policies. 2436 2437 2438 2439 2440MASTER OF ARTS IN TEACHING 2441WITH SECONDARY SPECIALIZATIONS 2442Graduate English Education Director: Roger A. Ladd 2443Graduate Mathematics Education Director: Raymond Lee 2444Graduate Science Education Director: Velinda Woriax 2445Graduate Social Studies Education Director: Scott C. Billingsley 2446 2447Master of Arts in Teaching with English Specialization 2448Requirements for Master of Arts in Teaching with English Education (9-12) Specialization 2449 Sem. Hrs. 2450Professional Core (Phase I) 2451EDN 5040 Basic Tenets of Education (3) 2452EDN 5120 Advanced Study of Exceptionality in Children (3) 2453EDN 5440 Survey of Educational Research (3) 2454EDN 5450 Introduction to Curriculum Design and Best Practices (3) 2455EDN 5460 Field Experience (0) 12 2456Pedagogical Expertise (Phase II) 2457EED 5510 The Teaching of Writing: Theory and Practice 2458EED 5520 The Teaching of Literature: Theories, Issues, and Practices 6 2459Professional Development* (Phase I) 2460EED 5810 Internship in Secondary English Education 3 2461Academic Specialization (Courses must be approved by advisor.) 2462Phase I: ENG 5300 Theories and Methods of Literary Research 2463Phase II: Select six courses from the following: 2464ENG 5000, 5030, 5050, 5100, 5110, 5200, 5210, 5440, 5450, 5500, 5600, 5610, 5650, 5750, ENGS 5000- 24655099, 5100-5199, 5200-5299, 5300-5399, 5400-5499, 5700-5799, or one of the following: ENG 5810 or 24665830 or 5850 2467Capstone Portfolio and Presentation is the culminating experience of the graduate program and takes 2468place during the last semester (fall or spring) of the candidate’s course work. 21 2469 Total: 39-42* 2470 2471 123 62 124

2472Requirements for Master of Arts in Teaching with Mathematics Education (9-12) Specialization Sem. 2473Hrs. 2474Professional Core 2475EDN 5040 Basic Tenets of Education (3) 2476EDN 5120 Advanced Study of Exceptionality in Children (3) 2477EDN 5440 Survey of Educational Research (3) 2478EDN 5450 Introduction to Curriculum Design and Best Practices (3) 2479EDN 5460 Field Experience (0) 12 2480Pedagogical Expertise 2481MAT 5000 Curriculum Development and Evaluation in Math Education 2482MAT 5010 Theoretical Bases of Mathematics Instruction 6 2483Professional Development* 2484MAT 5810 Internship in Secondary Mathematics Education 3 2485Academic Specialization (Courses must be approved by advisor.) 24861. Analysis (3-6 hrs) 2487Choose 1 of the 4 options below; others may be used as elective 2488MAT 5210 and MAT 5220 Basic Ideas of Analysis I and II 2489MAT 5230 Real Analysis 2490MAT 5320 Advanced Calculus for the Math Teacher 2491MAT 5440 Complex Analysis for the Math Teacher 24922. Algebra and Number Theory (3 hrs) 2493Choose 1 of the 3 options below; others may be used as elective 2494MAT 5120 Advanced Topics in Linear Algebra 2495MAT 5150 Topics in Number Theory 2496MAT 5260 Special Topics in Abstract Algebra 24973. Geometry and Topology (3 hrs) 2498Choose 1 of the 2 options below; others may be used as elective 2499MAT 5100 Point Set Topology 2500MAT 5110 Advanced Topics in Geometry 25014. Applied Mathematics (3 hrs) 2502MAT 5030 Elements of Problem Solving 25035. Technology in Education (3 hrs) 2504MAT 5080 Current Topics in Computers in Education 25056. Mathematics Elective (0-3 hrs)** 2506Optional, may be chosen from math courses in sections above or those listed below 2507MAT 5020 History of Mathematics (if not taken as an undergraduate) 2508MAT 5060 Statistics and Probability for Math Teachers 2509MAT 5070 Discrete Mathematics for Math Teachers 18 2510 Total: 36-39* 2511* See M.A.T. Handbook for Internship policies. 2512 2513 2514Requirements for Master of Arts in Teaching with Science Education (9-12) Specialization Sem. 2515Hrs. 2516Professional Core 2517EDN 5040 Basic Tenets of Education (3) 2518EDN 5120 Advanced Study of Exceptionality in Children (3) 2519EDN 5440 Survey of Educational Research (3) 125 63 126

2520EDN 5460 Field Experience (0) 9 2521Pedagogical Expertise 2522SCE 5000 Teaching Science in Grades 6-12 2523SCE 5600 Foundations of Science Education 2524Select one of the following: 2525SCE 5610 Improving Classroom Instruction in the Life and Earth Sciences 2526SCE 5620 Improving Classroom Instruction in the Physical Sciences 9 2527Professional Development* 2528SCE 5810 Internship in Secondary Science Education 3 2529Academic Specialization (Courses must be approved by advisor.) 2530Select one course from each discipline and two additional courses from any of the remaining courses 2531listed: 2532Biology: BIO 5100, 5120, 5150, 5200, 5250, 5350, BIOS 5xxx** 2533Chemistry: CHM 5200, 5480, 5500, 5600, CHMS 5xxx** 2534Geology/Geography: GLY 5010, 5020, 5040, 5410, GLYS 5xxx** 2535Physics: PHY 5200, 5480, 5500, 5600, PHYS 5xxx** 2536 18 2537 Total: 36-39* 2538* See M.A.T. Handbook for Internship policies. 2539**BIOS/CHMS/GLYS/ PHYS 5xxx: Exact course number and title will vary, since multiple topics are 2540offered in different semesters. Check with program director prior to registering. 2541 2542Requirements for Master of Arts in Teaching with Social Studies Education (9-12) Specialization Sem. 2543Hrs. 2544Phase I (15-18 hours) 2545Educator Preparation Core 12 hours 2546 EDN 5120: Advanced Study of Exceptional Children 2547 EDN 5040: Introduction to the New Tenets of Education 2548 EDN 5450: Introduction to Curriculum Design and Best Practices 2549 EDN 5430: Survey of Educational Research 2550Professional Development 3 hours 2551 SSE 5810: Internship in Social Studies Education 2552Pedagogical Expertise 3 hours 2553 SSE 5500 Advanced Social Studies Curriculum and Instructional Methods 2554 2555Phase II (24 hours) 2556Educator Preparation Core 3 hours 2557EDN 5660 Applied Educational Research 2558Pedagogical Expertise 3 hours 2559 SSE 5750: Social Studies Curriculum Transformation 2560Academic Specialization 18 hours 2561Select one course from each area (9 hours): 2562European History (HSTS 5000-5190) 2563Asian, African, Latin American History (HSTS 5200-5390) 2564United States History (HSTS 5400-5590) 2565Select one course from three of the areas listed below (9 hours): 2566Geography 2567Political Science 127 64 128

2568American Indian Studies 2569Economics 2570Sociology 2571 2572Total: 39-42 hours 2573 2574Note that candidates may waive the requirement for SSE 5810: Internship in Secondary Social Studies 2575Education by successfully completing a year of full-time teaching under a lateral-entry license in Social 2576Studies 6-9 or 9-12. 2577 2578 2579MASTER OF ARTS IN TEACHING 2580WITH SPECIAL EDUCATION SPECIALIZATION 2581Graduate Special Education Director: TBA 2582 2583Educator Preparation Core (Phase I) 12 hours 2584EDN 5120: Advanced Study of Exceptional Children 2585EDN 5040: Introduction to the New Tenets of Education 2586EDN 5450: Introduction to Curriculum Design and Best Practices 2587EDN 5440: Survey of Educational Research 2588Professional Development (Phase I) 3 hours 2589SED 5810: Internship in Special Education 2590 Pedagogical Expertise (Phase I) 3 hours 2591 SED 5010: Policies and Procedures in Special Education 2592Phase II (21 hours) 2593 Pedagogical Expertise (Phase II) 3 hours 2594 SED 5020 Teaching Students with Mild to Moderate Disabilities 2595Special Education Specialty Area (Phase II) 18 hours 2596SED 5030 Differentiation and Meeting the Needs of Gifted Students 2597SED 5040 Contemporary Issues In Special Education 2598SED 5050 Behavior Management and Support 2599SED 5060 Assessment in Special Education 2600SED 5070 Mild to Moderate Disabilities: Reading/Written Language Strategies and Instruction 2601SED 5080 Mild to Moderate Disabilities: Math Strategies and Instruction 2602 2603Total: 36-39 hours 2604 2605Note that candidates may waive the requirement for SED 5810: Internship in Special Education by 2606successfully completing a year of full-time teaching under a lateral-entry license in a K-12 Special 2607Education classroom. 2608 2609 2610* See M.A.T. Handbook for Internship policies. 129 65 130 2611 2612Preparing professional educators who are committed, 2613collaborative, and competent 2614 2615The University of North Carolina at Pembroke 2616Teacher Education Program Accredited by: 2617National Council for Accreditation of Teacher Education (NCATE) 2618North Carolina Department of Public Instruction (NCDPI) 2619RDG 5830 Professional Seminar in Reading Education I-III 2620 2621Professor: Heather Kimberly Dial Sellers, Ph.D. 2622Contact Information: Phone: (910) 521-6636 (w) 919.815.7134 (cell) 2623 Email: [email protected] 2624Office Location: Education Building 311 2625Office Hours: 2626 2627Class Meeting Day, Time, and Place: 2628**This is a Hybrid Course with blended online classes** 2629 2630COURSE DESCRIPTION FROM THE CATALOG: 2631RDG 5830. Professional Seminar in Reading I-III (1 hour) 2632RDG 5830, Professional Seminars I-III (1 hour) The seminar will focus on the self-direction and 2633professional development of literacy specialists, with an increasing emphasis on becoming instructional 2634leaders for the 21st century, as candidates plan to meet their own learning needs in 2635instructional/technological expertise; expand their awareness of the role of the literacy specialist; 2636design, develop, and present their basic program portfolio and their Master’s Research Project or 2637Comprehensive Portfolio. This is a one hour course for which enrollment and successful completion will 2638be required three times. 2639 2640CONCEPTUAL FRAMEWORK & RELATIONSHIP OF COURSE TO THE CONCEPTUAL FRAMEWORK: 2641Conceptual Framework 2642Theme: Preparing professional educators who are committed, collaborative, and competent. 2643The UNCP Teacher Education Program is committed to the public school mission of preparing P-12 2644learners for full participation in a democratic society. We believe that all P-12 learners are entitled to 2645the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 2646primary responsibility in that noble effort is to prepare competent and collaborative professional 2647educators committed to the democratic mission in public education. 2648 2649The conceptual framework and program design of the program in Reading Education is designed to 2650attain several specific educational objectives required at the master’s degree level of preparation of 2651reading specialists in agreement with the standard set by the State of North Carolina (DPI), International 2652Reading Association (IRA), and NCATE. 2653 2654All teacher education graduate programs are structured around five UNCP Teacher Education Master's 2655Candidate Standards, which are listed below. This course addresses each of the standards to some 2656degree, but especially Masters Standards 1, 2, 3, 4, and 5 and Reading Standards 1, 2, 3 & 4. 2657 2658UNCP TEACHER EDUCATION MASTER'S CANDIDATE STANDARDS (2010) 131 66 132

2659Standard 1: Teacher Leadership- Teacher leaders assume the roles and responsibilities of collaborative 2660leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and 2661professional organizations; they advocate for students and effective educational practices and policies; 2662and they are role models for ethical leadership. 2663 2664Standard 2: Respectful Educational Environments- Teacher leaders model leadership by establishing a 2665positive and productive environment for a diverse population of students, their families, and the 2666community. Teachers are knowledgeable about cultures and global issues and how they are 2667contextualized locally. Teachers help colleagues develop effective strategies for students with special 2668needs. They encourage positive, constructive relations among colleagues and students. 2669 2670Standard 3: Content and Curriculum Expertise- Teacher leaders have a deep knowledge of the subjects 2671they teach and understanding of curriculum theory and development. They value collaboration and the 2672interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging 2673students in content. 2674 2675Standard 4: Student Learning- Teacher leaders facilitate student learning through evidence-based 2676practice informed by research. They understand and apply research in child and adolescent 2677development, cognitive development, and general and specialized pedagogy. They encourage critical 2678reading, writing and thinking in the learning process. They foster instructional and evaluation methods 2679that embrace variety and authenticity. They promote student reflection and self-assessment. They 2680encourage colleagues and students to take on leadership roles and work in teams. 2681 2682Standard 5: Reflection- Teacher leaders contribute to systematic, critical analysis of learning in their 2683classrooms and beyond. They are lifelong learners who model and support ongoing professional 2684development. Teachers embrace critical thinking, problem solving, and innovation. 2685 2686STANDARDS FOR READING TEACHER CANDIDATES (2010) 2687Standard 1: Reading teacher candidates have knowledge of foundations of reading. 2688Reading teacher candidates know and are able to understand and apply foundations of psychological, 2689sociological, and linguistic foundations of the reading and writing processes and their underlying 2690theories. They use knowledge of reading research and histories of reading to inform classroom practice. 2691Teacher candidates understand knowledge of language, reading, and writing development and apply 2692this knowledge to further cultivate student development in reading. They possess knowledge of cultural 2693and linguistic diversity as related to the development of oral language, reading, and writing and use this 2694knowledge to meet learners’ needs. Teacher candidates understand the integrated nature of phonemic 2695awareness, word identification, phonics, vocabulary, fluency, comprehension and writing within reading 2696instruction and develop strategies and practices encompassing these components to drive their 2697instruction. 2698 2699Standard 2: Reading teacher candidates use a wide range of reading assessment tools and results in 2700order to provide developmentally appropriate instruction. 2701Reading teacher candidates know and are able to use, interpret, and incorporate a wide range of 2702assessment tools and practices; to include individual, group standardized tests, and informal classroom 2703reading assessments. Based on reading assessment information, teacher candidates compare, contrast, 2704and/or analyze assessment data to determine learners’ placements along a developmental continuum. 2705Teacher candidates use reading assessment information to plan, evaluate, and revise effective 133 67 134

2706instruction, as well as to initiate referrals. Additionally, teacher candidates collaborate with school 2707professionals and families to determine appropriate instruction and services for students. 2708 2709Standard 3: Reading teacher candidates understand and apply best instructional practices and 2710techniques in the reading process for all learners. 2711Reading teacher candidates know and are able to use a variety of tools to help diverse K-12 learners 2712develop reading strategies and skills that promote content comprehension. It is necessary for educators 2713to know a variety of instructional approaches to reading and appropriately employ instructional 2714grouping options. Teacher candidates utilize a wide range of instructional materials to optimize student 2715proficiency as readers. Overall, reading teacher candidates are able to provide a strong evidence-based 2716rationale in responding to a diverse group of learners, learner needs, and learning situations with a 2717variety of instructional practices and techniques. 2718 2719Standard 4: Reading teacher candidates create a literate environment that fosters reading and writing 2720competencies by integrating foundational knowledge and technology. 2721Reading teacher candidates know and are able to use multimodal literacies, such as technology based 2722information and non-print materials, for reading instructional planning. They match materials and 2723instructional plans to student interests, abilities and diverse backgrounds. Materials will represent 2724multiple levels, broad interests, and reflect global connections. The teacher candidates’ relationships 2725will develop and enhance a culture of reading and writing that motivates, empowers, and prepares 2726students to be lifelong readers and writers. 2727 2728Course Rationale and Relationship to Current Programs and Professional Standards: 2729• RDG 5830 will focus on moving the student through the development of a formal, approved proposal 2730for their master’s leadership project and through the generation of master’s and reading standards 2731reflection entries for the comprehensive portfolio. 2732 2733The course represents one of several means for students to fulfill expectations for advanced master’s 2734degrees set forth by the North Carolina Department of Public Instruction; that is, attention to research, 2735the use of technology, building on current knowledge and competencies, professional development and 2736self-reflection, and developing peer leadership and mentoring skills. These expectations are closely 2737aligned with the themes and competencies identified by the International Reading Association (IRA) in 27382010 and by the National Council for the Accreditation of Teacher Educators (NCATE). The course 2739objectives are organized according to program standards, which are directly drawn from the 2010 2740standards of the International Reading Association as well as linked to Master’s Advanced Competencies 2741listed by the North Carolina Department of Public Instruction and DPI standards set in 2010. 2742 2743TECHNOLOGY REQUIREMENTS: 2744 Regular daily access (including weekends) to the Internet. 2745 Active UNCP Student (LAN) account (more at http://www.uncp.edu/ucis/accounts/) 2746 An Internet connection --- speed minimum: 28.8 kbs 2747 A web browser such as Mozilla, Safari, Netscape, and Internet Explorer that can accommodate 2748both JavaScript and Java 2749 UNCP email account 2750 Microsoft Word 2751 PowerPoint 2752 Excel 2753 Plug-ins 135 68 136

2754o RealPlayer G-2 2755o Adobe Acrobat Reader 2756o Macromedia Flash Player 2757 Please save documents in either RTF (Rich Text Format) or a later version of Word so I will be 2758able to open this document. The problem is that when students create documents in Vista/MS Word 27592007 the professor is unable to open your documents because the professor has the older/earlier 2760version of Word. Please select "Save as Word 97-2003" when you save a document. 2761o Use this link to help with issues of newer versions of Excel, Powerpoint, and Word and with the 2762older platforms of Microsoft Office (which is what the university has and what your professor has as 2763well) http://support.microsoft.com/kb/924074 2764 2765METHODS OF TEACHING & COURSE CONTENT: The content of the course will be developed using a 2766seminar approach with blended online activities. The first seminar meeting of RDG 5830 will be an 2767overview of course expectations and an immediate intensive planning session to determine learning 2768needs and interests of class members, collaborative possibilities, specific topics within the overall course 2769structure, and presentation requirements for students in Strands I, II, and III of the program. Parts of the 2770course involve online activities, email, individual conferencing, and optional attendance. Class sessions 2771will be used for (1) introductions, standard-setting, group guidance, direct instruction, and optional 2772topical presentations, (2) feedback, sharing, and (3) student presentations. 2773 2774Academic Research Requirements: 2775• Select ONLY Primary Sources and Academic Peer-Reviewed Journals for research in this course 2776and throughout graduate school. 2777• Please Note Secondary Sources are NOT acceptable research sources, for example: Education 2778Digest is NOT a journal. 2779• DO NOT CITE WIKIPEDIA under any circumstances in your coursework Wikipedia is open source 2780and, while it often has useful and sometimes accurate general knowledge, it is NOT an academic source 2781that should ever be cited in a course paper. 2782• Use of ideas or wording from Wikipedia or any other source without citation is of course 2783academic misconduct, and will result in a failing grade in this course and subsequent dismissal from 2784graduate school. See Graduate Student Handbook for the Academic Honor Code page 9: 2785http://www.uncp.edu/grad/handbook/handbook_09.pdf 2786• Use APA citation throughout your coursework in giving proper credit to the resources you use 2787whether journal, book, internet, interview, etc. One of your required texts in this program and 2788specifically in this course is the 6th edition APA manual, use it accordingly. Your coursework will be 2789graded based on your proper use of APA citation. 2790o The Official APA Organization’s Home Page with a Blog and other useful information about APA 2791Style http://www.apastyle.org/ 2792o APA Style Guide from Purdue Online Writing Lab: 2793http://owl.english.purdue.edu/owl/resource/560/01/ 2794 2795TEXTBOOKS- The textbooks for this course are: 2796 2797Esquith, R. (2007). Teach like your hair’s on fire: The methods and madness inside room 56. New York: 2798Viking Penguin. (Seminar I) 2799Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San 2800Francisco: Jossey-Bass. (Seminar II) 137 69 138

2801Miller, D. (2009). The book whisperer awakening the inner reader in every child. San Francisco: Jossey- 2802Bass.American (Seminar III) 2803American Psychological Association. (2009). Publication Manual of the American Psychological 2804Association (6th ed.). Washington, DC: American Psychological Association. (The APA manual should 2805be purchased during Strand I to be used throughout the program) 2806 2807*Additional Course Readings will be drawn from professional journals. 2808Recommended Journals 2809 2810Equity and Excellence in Education 2811Language Arts 2812Journal of Literacy Research 2813Reading Improvement 2814Journal of Staff Development 2815Reading Research Quarterly 2816Research in the Teaching of English 2817T.H.E. Journal 2818Reading Research and Instruction 2819The New Advocate 2820Journal of Adolescent and Adult Literacy 2821The Reading Teacher 2822Journal of Teacher Education 2823www.readingonline.org 2824 2825TENTATIVE COURSE CALENDAR: (Subject to change at the discretion of the professor) 2826Date Section(s) in Topic/Activity Assignment due attendance 2827Course Administration: 2828A. ATTENDANCE /CONTACT WITH PROFESSOR/CONDUCT In class discussions, on line participation in 2829discussions, SSR and collaborative activities are an integral part of this class. Criteria are based on 2830commitment to assignments and activities, including your own presence (both in class and on line). 2831Leaving class before the end of the session will be considered an absence. Students will be expected to 2832attend ALL scheduled classes in this course, to be punctual, and be prepared to participate in class 2833discussions. Students will be given a grade of 0 or F for any absence. Absences are neither excused nor 2834unexcused. It is the student’s responsibility to contact the faculty member, make up any 2835missed/assigned material, and to obtain class notes and assignments. You are a professional. Your 2836attendance and punctuality reflect your professionalism. I fully expect you to do your part to be 2837successful in this course, and you can expect me to make every reasonable effort to assure that 2838outcome. Therefore, I encourage you to send me an e-mail message, call me, or visit me during office 2839hours if you have questions or find you need extra assistance. 2840 2841CONDUCT IN CLASS 28421) Communication/Discussion: Free discussion, inquiry, and expression are encouraged in this 2843class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or 2844(b) the ability of students to benefit from the instruction is not acceptable. Examples may include 2845repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a 2846way that is perceived as "crossing the civility line" i.e. Ad Hominem commentary will not be permitted. 2847Try not to dominate class discussions, but also realize that your input is important to the success of this 2848course. 139 70 140

28492) Academic Honor Code: Students are expected to adhere to the Honor Code and to see P. 10 of 2850Graduate Student Handbook for a complete description of the Honor Code that outlines standards for 2851classroom behavior. 28523) Visitors/Children in Class: Anyone other than an enrolled student is not allowed to attend class 2853without the permission of the professor. I know you are parents and child care issues may arise at 2854times. Obedient children are always welcome as long as you (the parent) are thoroughly supervising 2855them throughout their time in class. 28564) **PLEASE NOTE**CELL PHONE USAGE It is a violation of the University's Code of Conduct & it is 2857prohibited for a UNCP student to: 1. Violate the Academic Honor Code & 10. Operating cell phones, 2858pagers, beepers, etc. in classrooms, libraries, and labs. THEREFORE Pagers, cellular phones and other 2859types of telecommunication equipment are prohibited from use during class. Be sure that any pagers, 2860phones or other equipment is turned OFF during the class period. If you have a special need to have 2861your pager or phone “on” during class, you will need to give the professor prior notice and you will need 2862her approval. 2863B. CLASS PARTICIPATION & ASSIGNMENT SUBMISSIONS. You are expected to complete all assignments 2864and prepare to participate in discussions for each class session. See class schedule for specific discussion 2865items for each week. Participating in class means you are part of a community of learners therefore you 2866are expected to engage actively in group discussions, contribute ideas and information, and you will 2867bring before the group issues, concerns, problems, proposals, and policies relevant to course topics and 2868discussions. Ask questions of the professor and respond to the comments of your peers in the class. 2869Also, you are expected to provide feedback in relation to the reading assignments, respond to your 2870peers’ discussion input, share personal reflections and offer critique of ideas presented when 2871appropriate. Both oral communication (e.g., discussion groups) and written/word-processed records 2872(e.g., online discussions) of the thinking evoked by reading assignments and other course content are 2873important processes and products for RDG 5830. Unquestionably, the more actively you are involved in 2874the class and with the course content, the more you will learn and the more you may be able to enhance 2875the learning experience for others. 2876 2877Assignments in this course have been designed for you to work independently, with a peer, or with a 2878small group of peers. Written/word-processed assignments, oral presentations, and/or projects must 2879be ready at the beginning of the class period on the due date unless the professor indicates otherwise in 2880class. An assignment submitted late will result in a lower grade. For example if the assignment is 2881submitted one day late the highest a student could make on the assignment is B, an assignment 2882submitted two days late= C, (please submit assignments on time). All course requirements must be 2883successfully completed in order to receive credit for the course. Compose all written/word-processed 2884assignments using a 12-point font (e.g., Times Roman, Courier, or Arial) and double-spacing and fasten 2885with a single staple. The bibliographic or reference format guide to be used for all assignments will be 2886the “Publication Manual of the American Psychological Association” [6th edition]. Written/word- 2887processed assignments must also be submitted online via the assignments link in Blackboard in 2888Microsoft Word format (.doc) or rich text format (.rtf). Allow one-inch margins on all sides and be sure 2889to number pages. Attach a coversheet to all assignments that includes the following information: Title of 2890assignment, University of North Carolina at Pembroke, Course title & number, your name, date. All 2891written assignments should be word-processed on a computer. You are expected to carefully proofread 2892and edit all work produced and/or submitted for the course. 2893 2894Papers, reading responses, or presentation materials that do not meet expectations for graduate level 2895work will be returned for revision (“repair”); any assignments returned for revision will not receive the 2896full credit for the assignment, the highest any resubmitted assignments could earn would be a B+. 141 71 142 2897 2898****Your assignments, evaluations, and class participation comprise the grade that you earn in this 2899class. The professor does not give grades. It is your responsibility to be proactive in your learning in this 2900class. If you do not understand a learning activity or assignment that you are required to do please ask 2901questions and get clarification from the professor before you do the assignment. It is too late to affect 2902any change to your grade after the assignment is graded and recorded or after the course has 2903ended.**** 2904A. IT IS ACCEPTABLE TO POST EARLY THE WEEK IN WHICH THE ASSIGNMENT IS DUE. 2905 2906Late Assignments 29071. All assignments are required on the due date and are to be submitted on time. 29082. This instructor expects you to be prepared and able to manage your time accordingly. 29093. Postings and responses to peers should be submitted in a timely manner so ‘the conversation 2910may continue’. 2911In the event of an emergency, the student must notify the professor within 24 hours of the absence. 2912[Extenuating circumstances may result in no reduction of grade on late assignments--the decision as to 2913the validity of the circumstances is solely up to the instructor.] 2914 2915C. POSSIBLE CHANGES TO COURSE REQUIREMENTS/ACTIVITIES/ASSIGNMENTS. The professor reserves 2916the right to make changes or revisions in the course, course syllabus, course requirements, and/or class 2917schedule as she deems appropriate. Any changes in activities and assignments will be explained during 2918class sessions and/or in postings to the Blackboard course site. Regular attendance, active participation 2919in class activities, and frequent checking of the Blackboard course site are all essential actions on your 2920part in order for you to meet all course requirements. Any changes or revisions will be to the benefit of 2921the student and never to disadvantage the student. 2922 2923D. EMERGENCIES/ADVERSE WEATHER: In the event of the professor’s illness or adverse weather 2924conditions your professor will communicate with you via the course Blackboard website and e-mail 2925informing you whether class will be held on campus or online. It is important for you to check your e- 2926mail and the Blackboard website frequently for class information. In the event that the professor is ill or 2927adverse weather prevents conducting class on campus she will conduct class online via Blackboard. 2928UNC-P’s Adverse Weather Policy can be accessed at this link: 2929http://www.uncp.edu/ba/policies/police/ps0900e.htm 2930 2931COURSE REQUIREMENTS: METHODS FOR EVALUATING STUDENTS’ PERFORMANCE IN RDG 5830 2932 29331. Class participation and attendance for Seminars I-III: 300 2934points 2935Again in class discussions, on line participation in discussions, and collaborative activities are an integral 2936part of this class. Criteria are based on commitment to assignments and activities, including your own 2937presence (both in class and on line). Leaving class before the end of the session will be considered an 2938absence. Students will be expected to attend ALL scheduled classes in this course, to be punctual, and 2939be prepared to participate in class discussions. Students will be given a grade of 0 or F for any absence. 2940Absences are neither excused nor unexcused. It is the student’s responsibility to contact the faculty 2941member, make up any missed/assigned material, and to obtain class notes and assignments. You are a 2942professional. Your attendance and punctuality reflect your professionalism. 2943Seminar I ONLY: 143 72 144

29442. Two critical summary/reflections: 100 2945points at 50pts each 2946For each of the articles reflect on at least one reading standard. One summary/reflection should pertain 2947to K-6 grade levels and the other summary/reflections should pertain to 7-12 grade levels. 2948(Chapters/sections from two different books may be substituted for the two articles) 2949 2950Use subheadings for clarity when you (1) summarize the most relevant information in a brief paragraph 2951or two, and spend the majority of time and space on (2) your actual reflections. Each reflection should 2952pertain to 1-2 of the following questions (or variations thereof) in each section, which you should 2953indicate with full questions or phrases as subheadings: 2954Rethinking- What student(s), teacher(s), principal(s), or parent(s) am I now thinking about in a different 2955way? (Why?) What course, theory, in-service workshop, program, practice, etc. am I now thinking about 2956in a different way? (Why? How?) 2957What beliefs and/or practices have I been using that I now question? (Why?) 2958What in this article (or observation or interview) caused me to feel personally or professionally 2959uncomfortable? (Why? What might I do about my discomfort?) 2960Planning ahead- What do I now want to know more about? (Why?) What in this article (or observation 2961or interview) moved me to the point of action? What might that action be? (Why?) How could this 2962article improve my teaching? What might I do? How would I know if it made a difference? Who else 2963might I tell about this article (or observation or interview) and engage in a professional conversation? 2964(Why? How?) 2965 2966Formatting/Composing the articles: List the relevant standard (number and words), the grade level 2967range, and the APA-style citation plus your name and course number – all at the top of the page. Each 2968summary/reflection should follow the general course requirements for assignments and the rubric given 2969for the assignment. Please do not use more than 2 – 3 pages doubled-spaced. 2970 29713. Impact Analysis: 2972 50 points 2973This assignment builds on the outcome of sharing or applying one of your articles from above #2. The 2974format should be similar to summary/reflections, with subheadings for clarity. You may retain the 2975original summary and any reflections that are still relevant. Then add a final section of “Impact” where 2976you discuss how you assessed your impact and your findings. 2977 29784. Portfolio Reflection: 100 2979points 2980This a self-generated reflection for your portfolio for one of the reading or master’s standards with at 2981least one artifacts (ideal are two artifacts) with the impact on yourself, your students, and your 2982colleagues as well as your plan for continuing to work in the standard. 2983 29845. Two interviews (1)- K-6 & (2)- 7-12: 100 points (50 points 2985each) 2986Indicate at the top of the page which assignment it is (interview of K-6 teacher and 7-12), the school and 2987school system, grade level, the teacher’s name, your name and course number. The assignment should 2988follow the general course requirements and the rubric given for the assignment. 2989 29906. Portfolio Organization & Development: 170 points 145 73 146

2991The RDG 5230 portfolio will be highly organized and professional. The presentation of the portfolio 2992should demonstrate the candidate’s attempt to begin to organize and develop their portfolio. 2993Portfolio content is expected to include the following entries: 2994a. Entry One: Introduction 2995b. Entry Two: Two reflections generated during RDG 5230 with the articles. 2996c. Entry Three: One self-generated entry with two artifacts for the Master’s Comprehensive 2997Portfolio 2998. Summaries and reflections on the master’s or reading standards, including impact sections 2999d. Entry Four: Ideas brainstormed for the Leadership Project 3000 30017. Completion of the PowerPoint tutorial on Blackboard 10 3002points 3003 30048. PowerPoint Presentation of preliminary plan: 170 3005points 3006PowerPoint Presentation of preliminary plan for the Master’s Project and the Master’s Comprehensive 3007Portfolio. The RDG 5230 portfolio presentation will be highly organized and professional. The plan 3008should include a rationale for your choice of your master’s program experience (thesis or portfolio), a 3009timeline, alignment of courses, an introduction, and portfolio entries or project sections. Prepare a 3010handout of the written project or slides for written feedback. These brief presentations will be evaluated 3011by all students in attendance, using the rubric for this assignment. This presentation will be on 3012PowerPoint. The presentation should take approximately 7-10 minutes with 3-5 minutes for questions. 3013PowerPoint Presentation should include: 3014a. Brief information about the candidate (brief introduction why did you chose to pursue a 3015master’s in reading education) 3016b. Brief summary/highlights of one of the summaries/reflections generated in RDG 5230 3017c. A brief summary of your thoughts for your leadership project 3018 3019Seminar II ONLY 30202. Mid-point Evaluation Conference: 200 points 3021At the end of the course the student will meet with the instructor or advisor to review student progress 3022in the program. The midpoint evaluation must be completed in person and signed by the student and 3023advisor. 3024 30253. Oral Presentation and Midpoint Evaluation Process: 250 3026points 3027The RDG 5830 portfolio presentation will be highly organized and professional. This presentation will be 3028one on one with the professor during the midpoint evaluation. The presenter will share her/his 3029reflections for the master’s portfolio and the final draft of the leadership project. The presentation 3030should take approximately 7-10 minutes with 3-5 minutes for questions. The presentations will be 3031evaluated by the professor in conjunction with the midpoint evaluation process. The presentation of the 3032portfolio should provide a brief overview of the candidate’s theoretical/philosophical beliefs position at 3033this point in their Reading Education masters program, and the reason(s) she/he chose to pursue the 3034portfolio in lieu of a thesis as her/his capstone experience. A rubric will be provided for assessment. 3035Portfolio content is expected to include the following entries: 3036e. Entry One: Introduction and biographic information 3037f. Entry Two: Approximately one half of the entries with artifacts (at the minimum 4 reflections) 3038for the Master’s Comprehensive Portfolio 147 74 148

3039. Summaries and reflections on master’s and reading standards, including impact sections 3040g. Entry Three: Leadership Project- either the finished product to begin or the final draft of the 3041proposal 3042 30434. Leadership Project Proposal Presentations: 250 points 3044The RDG 5830 leadership project presentation will be highly organized and professional. This 3045presentation will be on PowerPoint. The presentation should take approximately 7-10 minutes with 3-5 3046minutes for questions. The presentations will be evaluated by all students and faculty in attendance. The 3047content of the project proposal will be evaluated by the student’s graduate advisor and instructors 3048during the semester. The presentation should follow the basic structure of the proposal document, that 3049is: an introduction, the research question(s), highlights of findings from the literature review that 3050influenced the design of the study, and the proposed method, including setting, subjects, procedures of 3051implementation and of data-gathering, reliability, validity, and plans for data analysis. This will be the 3052final draft not the rough draft that is presented. A rubric will be provided for assessment. 3053d. The PowerPoint presentation of the leadership project proposal presentation will also include a 3054focus on one portfolio entry that was most significant to the candidate’s growth and development as a 3055literacy teacher and leader thus far. 3056 3057Seminar III ONLY 3058 3059 30601. Portfolio Conference Check: 250 3061points 3062The RDG 5630 portfolio conference will be highly organized and professional. This presentation will be 3063one on one with the professor. The presenter will share her/his master’s portfolio with the below 3064entries. The presentation should take approximately 7-10 minutes with 3-5 minutes for questions. The 3065presentations will be evaluated by the professor. The conclusion of the portfolio conference should 3066provide the candidate’s evaluation of her/his portfolio with the masters/reading rubrics. 3067Portfolio content is expected to include the following entries: 3068h. Entry One: Introduction and biographic information 3069i. Entry Two: Approximately all of the entries with artifacts (2 per reflection) (at the minimum 8 3070reflections) for the Master’s Comprehensive Portfolio 3071. Summaries and reflections on master’s and reading standards, including impact sections 3072j. Entry Three: Conclusion- the future plans of where the candidate will continue with their 3073academic and professional development as a reading specialist once the master’s degree has been 3074completed. 30752. Oral Presentation of Portfolio: 250 3076points 3077The RDG 5630 portfolio presentation will be highly organized and professional the oral presentation of 3078the portfolio should take 15-20 minutes with 10 minutes for questions. The presentations will be 3079evaluated by all students and faculty in attendance. The presentation should briefly provide initial 3080context of the candidate’s theoretical position at the end of the Reading Education masters program. 3081The Oral Presentation should include: students’ fulfillment/results of their leadership project. Portfolio 3082presentations will focus on the importance of the standards and the relationship of her/his teaching and 3083impact on students and colleagues. Or they will focus on 1 – 2 entries that were most significant to the 3084candidate’s growth and development as a literacy leader. A rubric will be provided for assessment. 3085 149 75 150

30863. Master’s Portfolio: 3087 250 points 3088The RDG 5630 master’s portfolio will be highly organized and professional. The content of the portfolio 3089will be evaluated by the student’s graduate committee during the week after the oral presentations. 3090The faculty committee will use the Graduate Portfolio Evaluation at Program Completion for Advanced 3091teacher licensure programs - Holistic Rubric. 3092EVALUATION & CRITERIA FOR GRADES: 3093Evaluation: It is important to understand that although completing all the work is both useful and 3094necessary; such completion alone does not necessarily qualify anyone for an A. It is necessary to satisfy 3095the quantity requirements of this course, but it is equally important to satisfy the quality requirements 3096also. Work, which merits a grade of A, must be pushed to levels of excellence. Work that is good merits 3097a grade of B and so on down the line. 3098When you complete work, you need to take that work to task. Is it original in thought? Does the work do 3099more than rehash readings? Does it develop ideas with depth? Does it use language with facility? Does it 3100make unique, interesting, and practical assertions that are backed by substantive and thoughtful 3101research? Does it have potential to be published outside the confines of this course? Does it have 3102impact? Does it make the reader take notice? If so, then your work is in the ballpark of excellence. 3103 3104Grading: A grade of A, A-, B+, B, B-, C, D, or F will be given for each assignment/learning activity turned 3105in/ completed. The final grade will be calculated, based on the points given below: 3106 3107Assignment Points Final Grades* 3108PLEASE NOTE: Assignments are due at the start of class on the due date 3109and must be submitted online as indicated This course will be graded using an A to F plus/minus 3110system as follows: 3111Class Participation face to face and online, attendance, & Discussion 300 On-going Evaluation 3112 A = 970-1000 C+ = 800-829 3113 A- = 930-969 C = 770-799 3114 B+ = 900-929 C- = 750-769 3115 B = 870-899 F = 749-000 3116 B- = 830-869 3117Total points possibly earned in class 1000 3118*The final grade of “F” will be assigned to any student who does not complete all course requirements. 3119 3120Important University Information and Policies 3121 3122THE UNIVERSITY’S POLICY ON CLASS ATTENDANCE 3123Regular class attendance is important to the educational experience of each student and to the 3124academic integrity of the university curriculum. Students are expected to attend every class beginning 3125with the first session. Regular class attendance is a student responsibility. A student is responsible for 3126all the work, including tests and written work, of all class meetings. No right or privilege exists that 3127permits a student to be absent from any given number of class meetings. 3128 3129For all classes, instructors have the discretion to determine how the attendance policy will be 3130implemented, the circumstances under which make-up work may be allowed, and whether attendance 3131will be used as a criterion in determining the final grade. Excessive absences may result in failure. 3132Faculty will distribute a written statement of their attendance policy as part of the course syllabus. 3133Students should not enroll in a course if participation in University-sponsored activities causes them to 151 76 152

3134miss an excessive number of classes, as determined by the instructor. (UNCP Catalog 3135http://www.uncp.edu/catalog/html/acad_pol.htm) 3136ADA ACADEMIC ACCESS STATEMENT: 3137Any student with a documented learning, physical, chronic health, psychological, visual or hearing 3138disability needing academic adjustments is requested to speak directly to Disability Support Services and 3139the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 3140remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 3141910-521-6695. 3142 3143This publication is available in alternative formats upon request. Please contact Disability Support 3144Services, DF Lowry Building, 521-6695. 3145STUDENT CONDUCT & ACADEMIC HONOR CODE 3146http://www.uncp.edu/aa/handbook/02-03/pdf/appendix_g.pdf “According to the By-Laws of the Board 3147of Trustees of The University of North Carolina at Pembroke, ratified in March of 1968, the 3148administration of the University is responsible for all phases of student discipline. The administration 3149holds that a student enrolling in the University assumes an obligation to conduct himself/herself in a 3150manner compatible with the University's function as an educational institution. Further, the Board of 3151Trustees has directed the administration to take appropriate disciplinary action against students and 3152student organizations who are found to be in violation of the University's Code of Conduct. 3153A UNCP student shall refrain from the following prohibited behaviors: 31541. Violating the Academic Honor Code; 31552. Furnishing false information to the University with intent to deceive; 31563. Withholding, with knowledge, information from the University; 31574. Refusing to comply with any lawful order of a clearly identifiable University official acting in the 3158performance of his/her duties in the enforcement of University policies (residence staff members are 3159considered University officials when acting in an official capacity); 31605. Failing to present his/her ID when requested to do so by a University official; 31616. Forging, altering, defrauding, or misusing documents, charge cards or money, checks, records, and ID 3162cards of an individual or the University; 31637. Neglecting to discharge all obligations to the University prior to the close of each semester; 31648. Loitering around the residence halls after visitation hours have expired; 31659. Disruptive and disorderly conduct; 316610. Operating cell phones, pagers, beepers, etc. in classrooms, libraries, and labs;” 3167P. 10 of Graduate Student Handbook: “Student Academic Honor Code states: Standards of academic 3168honor are enforced by the Graduate Council acting through the Dean of the School of Graduate Studies. 3169Graduate students are expected to adhere to all academic and conduct standards described in the UNC 3170Pembroke Catalog and the Student Handbook. Students have the responsibility to know and observe the 3171UNCP Academic Honor Code. A complete description of the Honor Code appears in The Student 3172Handbook, the University General Catalog, and on the University website at: 3173www.uncp.edu/sa/hbook.htm. This code forbids cheating, plagiarism, abuse of academic materials, 3174fabrication or falsification of information, and complicity in academic dishonesty. 3175Any special requirements regarding academic honesty in graduate courses will be provided to students 3176in writing at the beginning of the course(s), and are binding on the students. Academic evaluations in 3177graduate courses include a judgment that the student’s work is free from academic dishonesty of any 3178type; and grades in graduate courses therefore will be adversely affected by academic dishonesty. 3179Students who violate the code can be dismissed from the university. Students are expected to report 3180cases of academic dishonesty to the instructor. All requirements of the Honor Code will be strictly 3181enforced. Students are responsible for knowing and observing the university Honor Code; failure to 153 77 154

3182learn it will not excuse anyone from its obligations. Recognizing the appropriately more stringent 3183requirements for remaining enrolled in a graduate program, penalties for graduate student infractions 3184may differ from those specified for undergraduates. 3185Convening bodies responsible for monitoring graduate students’ academic integrity, ensuring due 3186process for graduate students who are charged with academic honor code violations, and imposing 3187sanctions for violations and will be the responsibility of the Dean of the School of Graduate Studies. 3188Documentation of all infractions will be placed in the student’s folder in the Office of Graduate Studies 3189and remain there until the degree is awarded. It will be removed from the student folder after degree 3190requirements have been met and before the file is transferred to the Registrar’s Office. 3191If the professor determines that a graduate student has presented or submitted work that violates 3192standards of academic honesty, a range of penalties may be imposed. An “F” in the course may be 3193appropriate at any point in a student’s career. However, depending on the nature of both the 3194assignment and the plagiarism, a professor may choose an alternative set of sanctions. The offending 3195student might receive an “F” for the assignment and be required to complete the assignment, for no 3196credit, to the satisfaction of the professor. A faculty member may also withdraw a student from a course 3197at any point in the semester, giving him/her the opportunity to repeat the course. 3198In all cases, documentation will be placed in the student’s folder in the Office of Graduate Studies and 3199remain there until the degree is awarded. It will be removed from the student folder after degree 3200requirements have been met and will not be copied for the file retained by the Registrar’s Office. For a 3201second instance of plagiarism at any time during the student’s graduate career, documentation of the 3202first incident will become part of the evidence considered in establishing the penalty. If a student 3203receives an “F” in a course due to policy violations prior to the end of a semester, the student may 3204receive credit for other courses for which he or she is concurrently registered; dismissal will become 3205effective at the end of the semester in which the second offense occurs.” 3206 3207CONTACT INFORMATION FOR UNCP: 3208University of North Carolina at Pembroke website: http://www.uncp.edu 3209Continuing Education and Distance Education webpage: http://www.uncp.edu/ced 3210University Police: 910-521-6235 3211 3212UNIVERSITY EMERGENCY INFORMATION: 3213Hotline: 910-521-6888 website: http://www.uncp.edu/relations/eih.htm 3214The purpose of the Emergency Information Hotline is to provide information to students, faculty, staff, 3215and others about emergency weather or other emergencies relating to UNCP. “It is the policy of this 3216University to protect employees, students, and visitors from adverse weather or other conditions of a 3217serious nature. The University will remain open for classes unless there is a clear and present danger to 3218the safety and welfare of students, faculty, or staff. It is recognized that in some individual cases travel 3219may be hazardous even though closing is not warranted. In those cases, everyone is advised to take all 3220reasonable precautions in coming to campus given his/her personal circumstances. As always, if you 3221believe that commuting to campus during inclement weather places your life or property at risk, stay 3222home and inform your instructor and/or supervisor.” 3223 3224NOTIFICATION OF TEACHER RESEARCH: 3225As a Teacher Researcher, I routinely collect, analyze, interpret and report on data as it concerns my 3226courses. This allows me to improve the way I teach as well as to add to the body of knowledge we know 3227about critical inquiry pedagogy. Normal observation, recording of sessions and teacher/student 3228exchanges, teacher-initiated journals and field notes, and samples of student work are all within the 3229realm of access by the teacher for research purposes, since they constitute accepted practice for 155 78 156

3230understanding the nature of pedagogy. Any students who prefer that their work in this class not be 3231considered for purposes of research should indicate so in writing to me. 3232 3233SED 5010 Policies and Procedures in 3234Special Education 3235University on North Carolina at Pembroke 3236School of Education 3237Accredited by: 3238National Council for Accreditation of Teacher Education (NCATE) 3239North Carolina Department of Public Instruction (NCDPI) 3240 3241Professor: 3242Office: 3243Phone: 3244E-mail: 3245Office Hours: 3246Meeting Times and Place: 3247 3248General Description of Course 3249This course of study is designed to give students pursuing a Master’s in Teaching a thorough 3250understanding of the North Carolina Policies Governing Services for Children with Disabilities and the 3251federal laws covering special education. Through this knowledge the student will understand the 3252policies, process and procedures for providing special education services. Credit: 3 semester hours. 3253 3254 3255Topics to be covered (include, but shall not be limited to): 3256 3257Introduction to the American Legal System 3258Legal Research in the law library and on the internet 3259The History of Law and Children with Disabilities 3260The Individuals with Disabilities Education Act 3261Section 504 of the Rehabilitation Act of 1973 3262The Americans with Disabilities Act 3263The Elementary and Secondary Education Act 3264Free Appropriate Public Education 3265Related Services 3266Identification, Assessment, and Evaluation 3267The Individualized Education Program 3268Least Restrictive Environment 3269Procedural Safeguards 3270Disciplining Students with Disabilities 3271 The Family Educational Rights and Privacy Act (FERPA). 3272 The Health Insurance Portability and Accountability Act (HIPAA) 3273 Juvenile Justice 3274 Liability for Student Injury 3275 Search and Seizure 3276 3277 157 79 158

3278UNCP Teacher Education Program Conceptual Framework: 3279 3280Theme: Preparing professional educators who are committed, collaborative, and competent. 3281The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 3282learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 3283the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 3284primary responsibility in that noble effort is to prepare competent and collaborative professional 3285educators committed to the democratic mission in public education. 3286 3287Relationship of the Course to the Teacher Education Conceptual Framework: 3288This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 3289Teacher Education Program. The teacher education program is structured around the five North 3290Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 3291their program of study is completed. The standards that are addressed in this course are listed below: 3292In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 3293demonstrated in specific weekly assignments and/or readings are listed below. 3294 3295North Carolina Professional Teaching Standards 3296 3297North Carolina Special Education, General Curriculum Specialty Standards 3298 3299Standard 1: Special Education, General Curriculum teacher candidates know the policies, process 3300and procedures for providing special education services. 3301• Know the NC Policies Governing Services for Children with Disabilities 3302• Understand the placement process from referral to delivery of services 3303 3304Standard 6: Special Education, General Curriculum teacher candidates collaborate and consult with 3305families, general education teachers and other professionals to further the academic and social 3306development of students. 3307• Maintain confidentiality 3308 3309Required Text 3310Yell, M. (2012). The law and special education. (3rd ed.). Upper Saddle River, NJ: Pearson Publishing 3311Company. 3312Critical Assignment 3313Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 3314This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 3315review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 3316Special Education, General Curriculum Specialty Standards. The CA for this course 3317 3318Relationship of the Critical Assignment to the Conceptual Framework 3319• The UNCP Special Education, General Curriculum Teacher Education Program is structured 3320around the five NC Teacher Education Program Standards and the six NC Special Education, General 3321Curriculum Teacher Standards that students are expected to meet by the time their program is 3322completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 3323course will serve as evidence that indicators under the listed standards above have been met. A 3324reflection written by the student showing that the student understands the connection between the 159 80 160

3325critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 3326NCATE recommendations. 3327 3328Course Requirements/Administration/Evaluation/ Grading 3329A ten-point grading scale will be used for this course, so: 3330 930-1000 = A 3331 900-929 = A- 3332 870-899 = B+ 3333 830-860 = B 3334 800-820 = B- 3335 etc. 3336 3337ADAAA Statement: 3338Any student with a documented learning, physical, chronic health, psychological, visual or hearing 3339disability needing academic adjustments is requested to speak directly to Disability Support Services and 3340the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 3341remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 3342910-521-6695. 3343 3344This publication is available in alternative formats upon request. Please contact Disability Support 3345Services, DF Lowry Building, 521-6695. 3346 3347Religious Holidays Policy 3348The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 3349students who must be absent from classes or miss scheduled exams in order to observe religious 3350holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 3351religious observance. To accommodate students’ religious holidays, each student will be allowed two 3352excused absences each semester with the following conditions: 33531. Students, who submit written notification to their instructors within two weeks of the beginning 3354of the semester, shall be excused from class or other scheduled academic activity to observe a religious 3355holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 33562. Students shall be permitted a reasonable amount of time to make up tests or other work missed 3357due to an excused absence for a religious observance. 33583. Students should not be penalized due to absence from class or other scheduled academic 3359activity because of religious observances. 3360A student who is to be excused from class for a religious observance is not required to provide a second- 3361party certification of the reason for the absence. Furthermore, a student who believes that he or she 3362has been unreasonably denied an education benefit due to religious beliefs or practices may seek 3363redress through the student grievance procedure. 3364. 3365 3366 Honor Code: 3367 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 3368expected to take an active part in the University catalog details examples of violations of the Academic 3369Honor Code. 3370 3371• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 3372study aids, or other devices in an academic exercise. 161 81 162

3373• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 3374• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 3375information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 3376information for use in any academic exercise. 3377• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 3378inaccessible library or other academic material. 3379• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 3380another to commit an act of academic dishonesty. 3381 3382 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 3383discretion. 3384 3385Bibliography of Relevant Readings 3386 3387 3388Board of Education of the Hendrick Hudson Central School District v. Rowley, 458 U.S. 3389 176 (1982). 3390 3391Brown v. Board of Education, 347 U.S. 483 (1954). 3392 3393Council for Exceptional Children. (2004). The new IDEA: CEC’s summary of 3394 significant issues. Arlington, VA: Author. 3395 3396Honig v. Doe, 479 U.S. 1084 (1988). 3397 3398Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No. 105-17, 3399 111 Stat. 37. 3400 3401Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 3402 118 Stat. 2652. 3403 3404Pennsylvania Association for Retarded Citizens v. Pennsylvania, 334 F. Supp. 1257 (E.D. Pa. 1972), 343 F. 3405Supp. 279 (E.D. Pa. 1972). 3406 3407Wenkart, R. D. (1993). The Americans with Disabilities Act and its impact on public 3408 education. Education Law Reporter, 82, 291-302. 3409 3410Zettel, J. J., & Ballard, J. (1982). The Education for All Handicapped Children Act of 3411 1975 (P.L. 94-142): Its history, origins, and concepts. In J. Ballard, B. Ramirez, & F. 3412 Wentraub (Eds.), Special education in America: Its legal and governmental 3413 foundations (pp. 11-22). Reston, VA: Council for Exceptional Children. 3414 163 82 164 3415

3416SED 5020: Teaching Students with Mild to Moderate Disabilities 3417University on North Carolina at Pembroke 3418School of Education 3419Accredited by: 3420National Council for Accreditation of Teacher Education (NCATE) 3421North Carolina Department of Public Instruction (NCDPI) 3422 3423Professor: 3424Office: 3425Phone: 3426E-mail: 3427Office Hours: 3428Meeting Times and Place: 3429 3430General Description of Course 3431This course provides a comprehensive study of individualized educational programming, modifications, 3432accommodations used with K-12 students with mild to moderate disabilities. This course will give MAT 3433students a broad working knowledge of research-validated cognitive and meta-cognitive learning 3434strategies for use with students with mild to moderate disabilities. Credit: 3 semesters. 3435 3436Topics to be covered (include, but shall not be limited to): 3437 3438I. Preparing to teach students with mild to moderate disabilities 3439 3440a. Describe the student's present levels of academic achievement and functional 3441 performance. 3442b. Write measurable annual goals. 3443c. Measure and report student progress. 3444d. State the services needed to achieve annual goals. 3445e. Describe the extent to which the student will not participate in the regular class and other 3446activities. 3447f. Explain accommodations necessary for state and district-wide assessments. 3448g. Complete transition plans for students age 16 and older. 3449 3450II. Effective strategies for teaching 3451a. Learning and study skills as they apply to literacy, writing, speaking, mathematics, science, and 3452social studies 3453b. Planning ad organizing instruction 3454c. Methods for teaching and learning 3455 3456 3457UNCP Teacher Education Program Conceptual Framework: 3458 3459Theme: Preparing professional educators who are committed, collaborative, and competent. 3460The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 3461learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 165 83 166

3462the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 3463primary responsibility in that noble effort is to prepare competent and collaborative professional 3464educators committed to the democratic mission in public education. 3465 3466Relationship of the Course to the Teacher Education Conceptual Framework: 3467This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 3468Teacher Education Program. The teacher education program is structured around the five North 3469Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 3470their program of study is completed. The standards that are addressed in this course are listed below: 3471In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 3472demonstrated in specific weekly assignments and/or readings are listed below. 3473 3474North Carolina Professional Teaching Standards 3475 3476North Carolina Special Education, General Curriculum Specialty Standards 3477 3478Standard 1 – Special Education, General Curriculum teacher candidates know the policies, process and 3479procedures for providing special education services. 3480• Know the typical characteristics of students in each disability category 3481Standard 2 – Special Education, General Curriculum teacher candidates have the knowledge and 3482 skills to use a variety of assessment techniques to plan and implement instruction, 3483 monitor student progress, and document learning. 3484• Demonstrate instructional decision using grade-level benchmarks, CBM, and progress 3485monitoring data in a tiered model for differentiation of instruction 3486Standard 3 – Special Education, General Curriculum teacher candidates have a broad working 3487 knowledge of research-validated instructional and behavioral strategies to facilitate 3488 learning across the curriculum for K-12 students. 3489• Demonstrate how to teach social skills using explicit and systematic instruction 3490Standard 5 – Special Education, General Curriculum teacher candidates have the knowledge and 3491 skills to teach students to use behaviors that promote success in the learning environment, 3492 which include the development of social competence. 3493• Know how to establish rules and procedures that convey behavioral expectations 3494• Demonstrate how to teach social skills using explicit and systematic instruction 3495Standard 6 – Special Education, General Curriculum teacher candidates collaborate and consult 3496 with families, general education teachers and other professionals to further the academic 3497 and social development of students. 3498• Demonstrate effective communication strategies 3499• Model evidence based variations of co-teaching 3500• Maintain confidentiality 3501 3502Required Texts 3503Gibb, G., & Dyches, T. (2007). Guide to writing quality individualized education programs. (2nd ed.). 3504Upper Saddle River, NJ: Pearson Publishing Company. 3505Henley, M. , Algozzine, R. , & Ramsey, R. S. (2008). Characterisitics of and strategies for teaching 3506students with mild disabilities. (6th ed.). Boston: Allyn and Bacon. 3507 3508Critical Assignment 167 84 168

3509Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 3510This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 3511review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 3512Special Education, General Curriculum Specialty Standards. The CA for this course demonstrates an 3513appropriate level of content knowledge in the teaching specialty. The CA for this course evolves over 3514the semester and provides an in depth understanding of major cases that have contributed to the field 3515of special education. Students will explore each cases in regard to their relevance to students with mild 3516to moderate disabilities that are currently served in the classrooms. 3517 3518 3519Relationship of the Critical Assignment to the Conceptual Framework 3520• The UNCP Special Education, General Curriculum Teacher Education Program is structured 3521around the five NC Teacher Education Program Standards and the six NC Special Education, General 3522Curriculum Teacher Standards that students are expected to meet by the time their program is 3523completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 3524course will serve as evidence that indicators under the listed standards above have been met. A 3525reflection written by the student showing that the student understands the connection between the 3526critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 3527NCATE recommendations. 3528 3529Course Requirements/Administration/Evaluation/ Grading 3530A ten-point grading scale will be used for this course, so: 3531 930-1000 = A 3532 900-929 = A- 3533 870-899 = B+ 3534 830-860 = B 3535 800-820 = B- 3536 etc. 3537 3538ADAAA Statement: 3539Any student with a documented learning, physical, chronic health, psychological, visual or hearing 3540disability needing academic adjustments is requested to speak directly to Disability Support Services and 3541the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 3542remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 3543910-521-6695. 3544 3545This publication is available in alternative formats upon request. Please contact Disability Support 3546Services, DF Lowry Building, 521-6695. 3547 3548Religious Holidays Policy 3549The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 3550students who must be absent from classes or miss scheduled exams in order to observe religious 3551holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 3552religious observance. To accommodate students’ religious holidays, each student will be allowed two 3553excused absences each semester with the following conditions: 35541. Students, who submit written notification to their instructors within two weeks of the beginning 3555of the semester, shall be excused from class or other scheduled academic activity to observe a religious 3556holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 169 85 170

35572. Students shall be permitted a reasonable amount of time to make up tests or other work missed 3558due to an excused absence for a religious observance. 35593. Students should not be penalized due to absence from class or other scheduled academic 3560activity because of religious observances. 3561A student who is to be excused from class for a religious observance is not required to provide a second- 3562party certification of the reason for the absence. Furthermore, a student who believes that he or she 3563has been unreasonably denied an education benefit due to religious beliefs or practices may seek 3564redress through the student grievance procedure. 3565. 3566 3567 Honor Code: 3568 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 3569expected to take an active part in the University catalog details examples of violations of the Academic 3570Honor Code. 3571 3572• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 3573study aids, or other devices in an academic exercise. 3574• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 3575• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 3576information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 3577information for use in any academic exercise. 3578• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 3579inaccessible library or other academic material. 3580• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 3581another to commit an act of academic dishonesty. 3582 3583 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 3584discretion. 3585 3586Bibliography of Relevant Readings 3587 3588 3589Friend, M. & Bursuck, W. D. (2006). Including Students with Special Needs: A Practical 3590 Guide for classroom Teachers, 4th ed. Boston: Pearson. 3591Gredler, M. E. (2005). Learning and Instruction: Theory into Practice. Upper Saddle 3592 River, NJ: Pearson. 3593Gunter, M. A., Estes, T. H., & Mintz, S. L. (2007). Instruction: A Models Approach, 5th 3594 ed. Boston: Pearson. 3595Larson B. E. & Keiper, T. A. (2007). Instructional Strategies for Middle and High 3596 School. New York: Routledge. 3597Schwartz, P. (2006). From Disability to Possibility: The Power of Inclusive Classrooms. 3598 Portsmouth, NH: Heinemann. 3599Stichter, J. , Conroy, M. , & Kauffman, J. (2008). An introduction to students with high- 3600 incidence disabilities. ( ed.). Upper Saddle River: Pearson Publishing Company. 171 86 172 3601

3602SED 5030: Differentiation and Meeting the Real Needs of AIG Students 3603 3604University on North Carolina at Pembroke 3605School of Education 3606Accredited by: 3607National Council for Accreditation of Teacher Education (NCATE) 3608North Carolina Department of Public Instruction (NCDPI) 3609 3610Professor: X 3611Office: X 3612Phone: X 3613E-mail: X 3614Office Hours: X 3615Meeting Times and Place: X 3616 3617General Description of Course: 3618This course focuses on interdisciplinary approaches to instruction and integrative methods for 3619developing, designing and implementing learning experiences for gifted learners. The introduction to 3620and/or the review of differentiation in curriculum design and implementation will be covered. Methods 3621and strategies to use assessment data to expand and extend differentiation of curriculum fundamentals 3622that include content, process, product, and the learning environment are emphasized. Additionally, this 3623course examines the unique social and emotional needs of children and youth who are gifted, including 3624those from special populations. It focuses on program design, program implementation, and 3625identification of underserved populations, identification of underachieving gifted learners, and 3626identification of resources for gifted education. Credit: 3 semester hours. 3627 3628Course Background 3629Creating learning environments that not only address diversity (in its many forms), but making learning 3630applicable to the appropriate form of diversity is paramount as we teach 21st century learners. While 3631the concept of differentiation is far from being new, the application of differentiation in schools does 3632not always equate to the idea. And when the facets of social and emotional issues that surround gifted 3633learners is imposed, teachers without appropriate training and practice in the realm of academically and 3634gifted students are disadvantaged in appropriately tending to the needs of their gifted learners. Too 3635often, the needs of the brightest and most promising students have been ignored and the consequences 3636are always dire. As educators, it is essential to embrace the challenges that gifted students bring into 3637the learning environment and ensure that those challenges are met with resolve, success and 3638accomplishment. 3639 3640Connecting the application of differentiation with the preparation for establishing classroom learning 3641environments that meet the social and emotional needs of gifted students is a challenge that must be 3642embraced by administrators and teachers in our 21st century schools. Providing authentic and 3643collaborative learning experiences that actively engage and educate gifted learners are necessary for 3644their success in the current and future global society. 3645 3646 3647Topics to be covered (include, but shall not be limited to): 173 87 174

3648• Differentiation Introduction/Review 3649• Universal Design for Learning 3650• Integrated Units 3651• Problem-Based Learning 3652• Selecting Instructional Activities 3653• Designing Activities and Selecting Resources 3654• Assessment of Learning 3655• Evaluation of Curriculum 3656• Alignment with Standard Course of Study 3657• Data-Driven Instruction 3658• Social and Emotional Needs of Gifted Students 3659• Underachieving/LD Gifted Students 3660• Underserved Populations in Gifted Education Programs Leadership Development for Gifted 3661Students 3662• Cultural, Language, Ethnicity, and Giftedness 3663• Collaborative Planning in Gifted Education 3664• Teaching Students with Special Needs in Secondary Schools 3665• Advocacy and Support in Gifted Education 3666 3667 3668UNCP Teacher Education Program Conceptual Framework: 3669Theme: Preparing professional educators who are committed, collaborative, and competent. 3670The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 3671learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 3672the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 3673primary responsibility in that noble effort is to prepare competent and collaborative professional 3674educators committed to the democratic mission in public education. 3675 3676Relationship of the Course to the Teacher Education Conceptual Framework: 3677This course addresses the conceptual framework of the UNCP Teacher Education Program in that it is 3678one of the series of courses of the UNCP Special Education M.A.T. Developing Excellent Professionals is 3679the conceptual theme of the UNC Pembroke Teacher Education Programs and the purpose of SED 5030 3680is to contribute to the development of excellent professionals that work with academically and 3681intellectually gifted (AIG) students. Excellent professionals who will work with gifted students are 3682knowledgeable teachers, effective practitioners, reflective teachers, leaders in the profession, and 3683responsive teachers. This course accentuates the knowledgeable teacher, reflective teacher, and the 3684responsive teacher in the conceptual framework profession strands. Committed teachers of gifted 3685learners have comprehensive content knowledge about the field of academically and intellectually 3686gifted education. As competent practitioners, professionals utilize effective and differentiated 3687instructional strategies in their work with gifted students. Collaborative teachers of AIG students 3688critically evaluate theoretical knowledge in relation to previous knowledge or experiences and use this 3689knowledge to work with other professionals to ensure the most appropriate education available to 3690these individuals. All UNCP teacher education programs are structured around the five North Carolina 3691Professional Teaching Standards. They also are structured around Specialty Area Standards that teacher 3692candidates are expected to meet by the time their program of study is completed. The standards that 3693are addressed in this course are listed below: 3694 3695North Carolina Professional Teaching Standards 175 88 176

3696Standard I – Candidates demonstrate leadership 3697A. Candidates lead in the classroom 3698D. Candidates advocate for schools and students 3699E. Candidates demonstrate high ethical standards 3700Standard II – Candidates establish a respectful environment for a diverse population of students 3701A. Candidates provide an environment in which each child has a positive, nurturing relationship 3702with caring adults 3703B. Candidates embrace diversity in the school community and in the world 3704C. Candidates treat students as individuals 3705D. Candidates adapt their teaching for the benefit of students with special needs 3706E. Candidates work collaboratively with the families and significant adults in the lives of their 3707students 3708Standard III – Candidates know the content they teach 3709 A. Candidates align their instruction with the North Carolina Standard Course of Study 3710 B. Candidates know the content appropriate to their teaching specialty 3711 C. Candidates recognize interconnectedness of content areas/disciplines 3712 D. Candidates make instruction relevant to students 3713Standard IV – Candidates facilitate learning for their students 3714 A. Candidates know the ways in which learning takes place, and they know the 3715 appropriate levels of intellectual, physical, social, and emotional development of their 3716 students 3717 B. Candidates plan instruction appropriate for their students 3718 C. Candidates use a variety of instructional methods 3719 D. Candidates integrate and utilize technology in their instruction 3720 E. Candidates help students develop critical thinking and problem-solving skills 3721 G. Candidates communicate effectively 3722Standard V – Candidates reflect on their practice 3723 A. Candidates analyze student learning 3724 C. Candidate function effectively in a complex, dynamic environment 3725 3726 3727North Carolina Special Education, General Curriculum Specialty Standards 3728Standard 1 – Special Education, General Curriculum teacher candidates know the policies, process and 3729procedures for providing special education services. 3730• Know the typical characteristics of students in each disability category 3731Standard 2 – Special Education, General Curriculum teacher candidates have the knowledge and skills to 3732use a variety of assessment techniques to plan and implement instruction, monitor student progress, 3733and document learning. 3734• Demonstrate instructional decision using grade-level benchmarks, CBM, and progress 3735monitoring data in a tiered model for differentiation of instruction 3736Standard 3 – Special Education, General Curriculum teacher candidates have a broad working knowledge 3737of research-validated instructional and behavioral strategies to facilitate learning across the curriculum 3738for K-12 students. 3739• Demonstrate how to teach social skills using explicit and systematic instruction 3740Standard 5 – Special Education, General Curriculum teacher candidates have the knowledge and skills to 3741teach students to use behaviors that promote success in the learning environment, which 3742include the development of social competence. 3743• Know how to establish rules and procedures that convey behavioral expectations 177 89 178

3744• Demonstrate how to teach social skills using explicit and systematic instruction 3745Standard 6 – Special Education, General Curriculum teacher candidates collaborate and consult with 3746families, general education teachers and other professionals to further the academic and social 3747development of students. 3748• Demonstrate effective communication strategies 3749• Model evidence based variations of co-teaching 3750• Maintain confidentiality 3751 3752Academically and Intellectually Gifted Standards and Indicators 3753Standard 1: Teachers of the gifted understand the historical foundations and apply current research 3754about gifted education. 3755• Teachers know the historical foundations, significant research studies and major contributors in 3756the field of gifted education. 3757• Teachers know the state legislation regarding the education of gifted students, including the 3758state and local definitions. 3759• Teachers know the journals, books and professional organizations relevant to the field of gifted 3760education. 3761• Teachers understand current research findings and can articulate significant issues in the field of 3762gifted education. 3763• Teachers understand the importance of continued participation in the studies of gifted 3764education through attendance at seminars, workshops, institutes and conferences. 3765Standard 2: Teachers of the gifted assess the cognitive and affective needs of gifted learners and plan 3766instruction to match the learners' needs regardless of how - or when - these abilities are manifested. 3767• Teachers can explain local nomination and identification procedures for gifted students. 3768• Teachers know legal provisions, terminology, regulations and guidelines regarding unbiased 3769assessment. 3770• Teachers use multiple performance-based assessments to identify gifted students and to plan 3771for and provide appropriate instruction. 3772• Teachers recognize the characteristics and special cognitive needs of the gifted (including the 3773highly gifted) and plan instruction accordingly. 3774• Teachers recognize the characteristics and special cognitive needs in order to modify instruction 3775appropriately for gifted students who have other exceptionalities (e.g., learning disabilities, attention 3776deficit/hyperactivity disorder and autism). 3777• Teachers recognize that giftedness may manifest as early as preschool and continues to do so 3778through adolescence; teachers employ strategies for nurturing development of giftedness whenever it 3779appears. 3780Standard 3: Teachers of the gifted design curriculum using key concepts of the academic disciplines 3781while integrating complex and advanced content. 3782• Teachers understand and use research-supported strategies for gifted students (e.g. conceptual 3783development, accelerated pace, problem-based learning, critical thinking skills, interdisciplinary 3784curriculum and concept-based units) 3785 3786Standard 4: Teachers of the gifted understand and address the intellectual, social and emotional needs 3787of gifted learners. 3788• Teachers understand and address such issues as oversensitivity, perfectionism and peer 3789pressure. 3790• Teachers implement strategies to address underachievement in gifted students. 179 90 180

3791• Teachers understand and address issues of gender, ethnicity, poverty and home language as 3792they relate to the needs of gifted students. 3793• Teachers collaborate with appropriate school personnel to address the achievement motivation, 3794emotional development, health and social behaviors of gifted learners. 3795• Teachers understand and address the unique needs of highly gifted students. 3796Standard 5: Teachers of the gifted understand the role of culture in the education of gifted students. 3797• Teachers understand the role of culture in the recognition and measurement of intelligence and 3798abilities. 3799• Teachers understand cultural issues of gifted students (ethnic, socioeconomic and home 3800language status) and ensure that they are identified equitably and served appropriately. 3801Standard 6: Teachers of the gifted advocate for gifted students in multiple venues. 3802• Teachers collaborate effectively with their colleagues in general and special education to 3803provide a range of service delivery options for gifted students. 3804• Teachers communicate and collaborate with diverse groups (parents, administrators, 3805community organizations and political leaders) to advocate for appropriate services for gifted students. 3806• Teachers serve as a link to resources for gifted students beyond the school (e.g., out-of-school 3807activities, summer programs, websites, and university opportunities). 3808 3809Required Texts 3810Tomlinson, C. A. & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom, VA: 3811Association for Supervision and Curriculum Development. 3812 3813Critical Assignment 3814Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 3815This CA will be uploaded, via TaskStream, into their E-Portfolio as an artifact for program review and 3816assessed via a rubric aligned with the new NC Professional Teaching Standards and NC Special 3817Education, General Curriculum Specialty Standards. 3818The CA for this course evolves over the semester and combines the elements of designing differentiation 3819lessons and extended activities that clearly establish the connection of the social and emotional issues 3820that gifted students exhibit. A case study scenario will be provided. Based on class discussions, 3821assignments, and readings, separate lessons/activities will be developed across the curriculum for the 3822major core subjects (reading, math, science, social studies, music, and art). Those lessons will integrate 3823activities that address the specific social and emotional needs of the student(s) as evident in the 3824scenario. As a result, you will write a reflection paper that addresses your lessons and the impact it will 3825have on you as a teacher of a student or students with these issues and the anticipated success of the 3826student(s) to deal with those issues in order to comfortable and achievable in the school learning 3827environment. 3828 3829Relationship of the Critical Assignment to the Conceptual Framework 3830The UNCP Special Education, General Curriculum Teacher Education Program is structured around the 3831five NC Teacher Education Program Standards and the six NC Special Education, General Curriculum 3832Teacher Standards that teacher candidates are expected to meet by the time their program of study is 3833completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 3834course will serve as evidence that indicators under the listed standards above have been met. A 3835reflection written by the student showing that the student understands the connection between the 3836critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 3837NCATE recommendations. 3838 181 91 182

3839Honor Code 3840Students have the responsibility to know and observe the UNCP Academic Honor Code. This code 3841forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of information, and 3842complicity in academic dishonesty. Any special requirements or permission regarding academic honesty 3843in this course will be stated by the instructor, and are binding on the students. Academic evaluations in 3844this course include a judgment that the student’s work is free from academic dishonesty of any type: 3845therefore, grades in this course should be and will be adversely affected by academic dishonesty. 3846Students who violate the code can be dismissed from the University. The normal penalty for a first 3847offense is an F in the course. Standards of academic honor will be enforced in this course. Students are 3848expected to report cases of academic dishonesty to the instructor. Placing your name on an exam or 3849written assignment in this course will be a statement of academic honor. Placing his/her name on t he 3850exam or written assignment will be an indication that he/she has not received or given inappropriate 3851assistance in completing it and that the assigned report, activity, experience, or requirement has been 3852completed by the student. 3853 3854 3855Plagiarism 3856Plagiarism will not be tolerated. According to the UNCP Teaching and Learning Center Website 3857examples of plagiarism include: 3858• Failing to properly cite a resource used in a paper 3859• Failing to assign quotations to information used verbatim from another source 3860• Improperly paraphrasing information from another source 3861• Copying and pasting information verbatim from another resource without proper citation 3862• Handing in someone else’s work as one’s own 3863• Downloading a paper, free or fee-based, from the Internet and using it as your own 3864Additional information regarding plagiarism can be found at 3865http://www.uncp.edu/tlc/plagiarism/understanding.htm. If available, papers submitted may have to be 3866submitted through plagiarism detection software. Penalties for plagiarism will include a zero for the 3867assignment and/or an F in the course. 3868Course Participation and Attendance 3869Because this is an hybrid course, course participants will need to demonstrate self-motivation and 3870participation in online formats as well as the typical face-to-face class interaction. Since the course does 3871not have consistent weekly face-to-face meetings, it is important that participants interact online 3872regularly to avoid feeling isolated. For this course to be successful, interaction and collaboration 3873between all class members is very important. Participants must be active and share insights, questions, 3874and ideas. Students must monitor their time online, participate in discussion forums, complete required 3875postings, create specified digital projects, and adhere to due dates. "Attendance" in the class will be 3876measured by the amount of participation in online discussions and successful completion of 3877assignments. The success of online course components depends on the active engagement of everyone. 3878Online classes are an exciting but different form of learning experience, so course participants need to 3879be flexible and patient if things don't always go as planned. Computer and networking glitches (along 3880with human error) may, at times, cause temporary problems, changes to any part of this course will be 3881communicated via UNCP email and posted on the class Blackboard site. 3882 3883Assignments and Late/Missing Work 3884All assignments must exhibit careful and thoughtful completion. This is particularly important in a web- 3885based environment. Final drafts of written assignments should be free of mechanical, 183 92 184

3886grammatical, and syntactical errors and completed in approved formats following assignment 3887guidelines. Students are expected to reference and cite ideas and quoted materials appropriately using 3888APA guidelines and formatting. Make sure guidelines are followed and rubrics reviewed prior to turning 3889in any assignment. 3890 3891In the “real world,” teachers are expected to meet deadlines as required. For this course all work must 3892be submitted on or before assigned due dates. Late work will not be accepted without penalty unless 3893there is a case of illness, accident, death or an emergency. Should such circumstances arise, notify the 3894instructor as soon as possible and provide documentation for excused circumstances. All assignments 3895are due on the day the assignment is due. Assignments turned in AFTER THE DUE DATE will not receive 3896full credit. As part of the online learning community, students will serve as peer reviewers – responding 3897in each module to the work of others. It is imperative that you post your original assignment by the due 3898date to allow others to reply in a timely manner. This policy applies to discussion participation and all 3899products of learning and will be strictly enforced. Most work will be turned in on Blackboard and if work 3900is not turned in using the Blackboard system or specified directions, the student’s work may not be 3901accepted. 3902 3903University Writing Center Dial Humanities Building, 131 3904The staff will assist students with writing assignments at any stage of the writing process. The center is 3905open 9:00 AM – 5:00 PM, Monday through Thursday, and 9:00 AM to noon on Friday. Appointments are 3906not necessary, although they are encouraged. Students may make appointments by calling 910-521- 39076168. 3908 3909University Emergency Information 3910Hotline: 910-521-6888 3911Website: www.uncp.edu/relations/eih.htm. The purpose of the Emergency Information Hotline is to 3912provide information to students, faculty, staff, and others about emergency weather or other 3913emergencies relating to UNCP. As always, if you believe that commuting to campus during inclement 3914weather places your life or property at risk, stay home and inform your instructor. 3915 3916ADAAA Statement 3917This course complies with all UNCP disability policies and procedures, which can be found at 3918http://www.uncp.edu/dss/policies/. 3919 3920Any student with a documented learning, physical, chronic health, psychological, visual or hearing 3921disability needing academic adjustments is requested to speak directly to Disability Support Services and 3922the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 3923remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 3924910-521-6695. 3925This publication is available in alternative formats upon request. Please contact Disability Support 3926Services, DF Lowry Building at 521-6695. 3927 3928Bibliography 3929Karnes, F. A. & Stephens, K. (2008). Achieving Excellence: Educating the Gifted and Talented. 3930 New Jersey: Pearson. 3931Davis, G.A., Rimm, Sylvia, & Diegle, D. (2011). Education of the Gifted and Talented. Boston: 3932 Pearson. 3933Clark, B. (2008). Growing up Gifted. (7th ed.). Upper Saddle River, NJ: 185 93 186

3934 Merrill/Prentice Hall. 3935 3936Harrington, R. G. & Holub, T. (Eds.). (2006). Taking sides: Clashing views on 3937 controversial issues in classroom management. Boston: McGraw-Hill. 3938Smith, D. D. & Tyler, N. C. (2010). Introduction to Special Education: Making A 3939 difference. (7th ed.) 3940Turnbull, A. & Turnbull, R. (2006). Exceptional lives: Special education in today's 3941 schools, (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. 187 94 188 3942

3943SED 5040- Contemporary Issues In 3944Special Education 3945University on North Carolina at Pembroke 3946School of Education 3947Accredited by: 3948National Council for Accreditation of Teacher Education (NCATE) 3949North Carolina Department of Public Instruction (NCDPI) 3950 3951Professor: 3952Office: 3953Phone: 3954E-mail: 3955Office Hours: 3956Meeting Times and Place: 3957 3958General Description of Course 3959This course examines the political, social, and cultural issues associated with teaching students with 3960disabilities. Specific attention will be given to the interface of these issues in regards to the role of the 3961professional on the school, and district level (i.e. EC teacher, EC case manager, EC director). Credit: 3 3962semesters. 3963 3964Topics to be covered (include, but shall not be limited to): 39651. Discuss trends in placement issues. 39662. Understand the multicultural perspectives in special education. 39673. Understand intervention issues in special education 39684. Understand the instructional interventions for students with learning disabilities. 39695. Discuss the transition issues. 39706. Understand the importance of teacher education. 39717. Discuss the leadership personnel in special education. 39728. Discuss public policy in special education. 3973 3974 3975UNCP Teacher Education Program Conceptual Framework: 3976 3977Theme: Preparing professional educators who are committed, collaborative, and competent. 3978The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 3979learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 3980the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 3981primary responsibility in that noble effort is to prepare competent and collaborative professional 3982educators committed to the democratic mission in public education. 3983 3984Relationship of the Course to the Teacher Education Conceptual Framework: 3985This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 3986Teacher Education Program. The teacher education program is structured around the five North 3987Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 3988their program of study is completed. The standards that are addressed in this course are listed below: 189 95 190

3989In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 3990demonstrated in specific weekly assignments and/or readings are listed below. 3991 3992North Carolina Professional Teaching Standards 3993 3994North Carolina Special Education, General Curriculum Specialty Standards 3995Standard 1. 21st Century teacher candidates know the policies, process, and procedures for providing 3996special education 3997• Know the “Policies Governing Services for Children with Disabilities” 3998• Understand the placement process from referral to deliver of services 3999• Know the typical characteristics of students in each disability category 4000• Understand and facilitate effective planning for transitions 4001 4002Standard 6. 21st Century teacher candidates collaborate and consult with families, general education 4003teachers, and other professionals to further the academic & social development of students 4004• Demonstrate effective communication strategies 4005• Establish effective interagency collaboration with adult service providers 4006• Model evidence based variations of co-teaching 4007• Collaborate and consult with interpreters, transliterators and other related/adult service 4008providers 4009• Maintain confidentiality 4010• Provide effective paraeducator supervision 4011 4012 4013Required Text 4014Coots, J. , & Stout, K. (2007). Critical reflections about students with special needs: stories from the 4015classroom. ( ed.). Upper Saddle River, NJ: Pearson Publishing Company. 4016 4017Critical Assignment 4018Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 4019This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 4020review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 4021Special Education, General Curriculum Specialty Standards. The CA for this course are to write a 20- 25 4022page paper on the topic of your choice on the issues in special education today. 4023 4024Relationship of the Critical Assignment to the Conceptual Framework 4025• The UNCP Special Education, General Curriculum Teacher Education Program is structured 4026around the five NC Teacher Education Program Standards and the six NC Special Education, General 4027Curriculum Teacher Standards that students are expected to meet by the time their program is 4028completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 4029course will serve as evidence that indicators under the listed standards above have been met. A 4030reflection written by the student showing that the student understands the connection between the 4031critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 4032NCATE recommendations. 4033 4034Course Requirements/Administration/Evaluation/ Grading 4035A ten-point grading scale will be used for this course, so: 4036 930-1000 = A 191 96 192

4037 900-929 = A- 4038 870-899 = B+ 4039 830-860 = B 4040 800-820 = B- 4041 etc. 4042 4043ADAAA Statement: 4044Any student with a documented learning, physical, chronic health, psychological, visual or hearing 4045disability needing academic adjustments is requested to speak directly to Disability Support Services and 4046the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 4047remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 4048910-521-6695. 4049 4050This publication is available in alternative formats upon request. Please contact Disability Support 4051Services, DF Lowry Building, 521-6695. 4052 4053Religious Holidays Policy 4054The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 4055students who must be absent from classes or miss scheduled exams in order to observe religious 4056holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 4057religious observance. To accommodate students’ religious holidays, each student will be allowed two 4058excused absences each semester with the following conditions: 40591. Students, who submit written notification to their instructors within two weeks of the beginning 4060of the semester, shall be excused from class or other scheduled academic activity to observe a religious 4061holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 40622. Students shall be permitted a reasonable amount of time to make up tests or other work missed 4063due to an excused absence for a religious observance. 40643. Students should not be penalized due to absence from class or other scheduled academic 4065activity because of religious observances. 4066A student who is to be excused from class for a religious observance is not required to provide a second- 4067party certification of the reason for the absence. Furthermore, a student who believes that he or she 4068has been unreasonably denied an education benefit due to religious beliefs or practices may seek 4069redress through the student grievance procedure. 4070. 4071 4072 Honor Code: 4073 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 4074expected to take an active part in the University catalog details examples of violations of the Academic 4075Honor Code. 4076 4077• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 4078study aids, or other devices in an academic exercise. 4079• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 4080• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 4081information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 4082information for use in any academic exercise. 4083• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 4084inaccessible library or other academic material. 193 97 194

4085• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 4086another to commit an act of academic dishonesty. 4087 4088 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 4089discretion. 4090 4091Bibliography of Relevant Readings 4092 4093Allbritten, D., Mainzer, R., & Ziegler, D. (2004, Winter). Will students with disabilities be 4094 scapegoats for school failure? Educational Horizon, 82(2). 4095 4096Baca, L. M., & Cervantes, H. (2004). The Bilingual Special Education. Upper Saddle River, NJ: 4097 Pearson. 4098 4099Banks, J., & Banks, C. M. (2006). Multicultural education: Issues and perspectives (6th ed.). 4100 Hoboken, NJ: Wiley. 4101 4102Billingsley, B. (2005). Cultivating and keeping committed special educators. What principals 4103 and district administrators can do. Thousand Oaks, CA: Corwin. 4104 4105Fore, C., Martin, C., & Bender, W. N. (2002). Teacher burn-out in special education. High 4106 School Journal, 86(1), 36-45. 4107 4108Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: 4109 Teachers College Press. 195 98 196 4110

4111SED 5050- Behavior Management and Support 4112University on North Carolina at Pembroke 4113School of Education 4114Accredited by: 4115National Council for Accreditation of Teacher Education (NCATE) 4116North Carolina Department of Public Instruction (NCDPI) 4117 4118Professor: 4119Office: 4120Phone: 4121E-mail: 4122Office Hours: 4123Meeting Times and Place: 4124 4125General Description of Course 4126This course provides the student with a comprehensive study of learners with challenging behaviors and 4127appropriate ways to conduct observations. Emphasis is on aligning observational data with appropriate 4128positive behavioral supports and strategies. Credit: 3 semesters. 4129 4130Topics to be covered (include, but shall not be limited to): 4131• Using Various Methods of Data Collection 4132• Conducting Observations 4133• Analyzing Cases 4134• Planning for the Year and Managing the Physical Environment 4135• Identifying Behavior Problems through Single Subject Research 4136• Analyzing Behavior Problems 4137• Changing Behavior 4138• Talking with Students 4139• Using Peer Influence 4140• Working with Other Teachers and Other Professionals 4141• Working with Parents and Families 4142 4143UNCP Teacher Education Program Conceptual Framework: 4144 4145Theme: Preparing professional educators who are committed, collaborative, and competent. 4146The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 4147learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 4148the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 4149primary responsibility in that noble effort is to prepare competent and collaborative professional 4150educators committed to the democratic mission in public education. 4151 4152Relationship of the Course to the Teacher Education Conceptual Framework: 4153This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 4154Teacher Education Program. The teacher education program is structured around the five North 4155Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 4156their program of study is completed. The standards that are addressed in this course are listed below: 197 99 198

4157In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 4158demonstrated in specific weekly assignments and/or readings are listed below. 4159North Carolina Professional Teaching Standards 4160 4161North Carolina Special Education, General Curriculum Specialty Standards 4162Standard 2. 21st Century teacher candidates have the knowledge & skills to use a variety of assessment 4163techniques to plan & implement instruction, monitor student progress, and document learning 4164• Evaluate reliability, validity, and the technical soundness to select measures used in assessing 4165students for eligibility, instructional decision, and progress monitoring 4166• Demonstrate instructional decisions using grade-level benchmarks, CBM, and progress 4167monitoring data in a tiered model for differentiation of instruction 4168 4169Standard 3. 21st Century teacher candidates have a broad working knowledge of research-validated 4170instructional and behavioral strategies to facilitate learning across the curriculum for k-12 students 4171• Demonstrate how to teach social skills using explicit and systematic instruction 4172• Demonstrate competency to design a self-management program and instruct students on 4173implementation of program 4174• Know research-validated cognitive learning strategies 4175• Know research validated meta-cognitive learning strategies 4176• Demonstrate the principles of Universal Design for Learning through the use of multiple means 4177of representation, expression, and engagement across the curriculum 4178• Plan and facilitate comprehensive transition services 4179 4180Standard 5. 21st Century teacher candidates have the knowledge and skills to teach students to use 4181behaviors that promote success in the learning environment, which includes the development of social 4182competence 4183• Know how to establish rules and procedures that convey behavior expectations 4184• Demonstrate how to teach social skills using explicit and systematic instruction 4185• Demonstrate competency to conduct and analyze a functional behavior assessment 4186• Demonstrate competency to use functional behavior assessment results to develop a positive 4187behavior support plan based on research-validated interventions 4188• Know how to implement individualized positive behavior support strategies based on functional 4189behavior assessment results for students with significant behavior problems 4190 4191Standard 6. 21st Century teacher candidates collaborate and consult with families, general education 4192teachers, and other professionals to further the academic & social development of students 4193• Demonstrate effective communication strategies 4194• Establish effective interagency collaboration with adult service providers 4195• Model evidence based variations of co-teaching 4196• Collaborate and consult with interpreters, transliterators and other related/adult service 4197providers 4198• Maintain confidentiality 4199• Provide effective paraeducator supervision 4200 4201 4202Required Text 4203Kauffman, J. , Pullen, P, Mostert, M, & Trent, S(2011). Managing classroom behaviors: A reflective case- 4204based approach. ( 5th ed.). Upper Saddle River, NJ: Merrill. 199 100 200 4205 4206Critical Assignment 4207Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 4208This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 4209review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 4210Special Education, General Curriculum Specialty Standards. The CA for this course the student, in 4211collaboration with a special educator, or other professional, will child who demonstrates a challenging 4212behavior and conduct a single subject research study on the child. Upon conclusion of the study, the 4213student will analyze the data and create a behavioral plan that includes strategies to promote a more 4214appropriate behavior. 4215 4216Relationship of the Critical Assignment to the Conceptual Framework 4217• The UNCP Special Education, General Curriculum Teacher Education Program is structured 4218around the five NC Teacher Education Program Standards and the six NC Special Education, General 4219Curriculum Teacher Standards that students are expected to meet by the time their program is 4220completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 4221course will serve as evidence that indicators under the listed standards above have been met. A 4222reflection written by the student showing that the student understands the connection between the 4223critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 4224NCATE recommendations. 4225 4226Course Requirements/Administration/Evaluation/ Grading 4227A ten-point grading scale will be used for this course, so: 4228 930-1000 = A 4229 900-929 = A- 4230 870-899 = B+ 4231 830-860 = B 4232 800-820 = B- 4233 etc. 4234 4235ADAAA Statement: 4236Any student with a documented learning, physical, chronic health, psychological, visual or hearing 4237disability needing academic adjustments is requested to speak directly to Disability Support Services and 4238the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 4239remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 4240910-521-6695. 4241 4242This publication is available in alternative formats upon request. Please contact Disability Support 4243Services, DF Lowry Building, 521-6695. 4244 4245Religious Holidays Policy 4246The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 4247students who must be absent from classes or miss scheduled exams in order to observe religious 4248holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 4249religious observance. To accommodate students’ religious holidays, each student will be allowed two 4250excused absences each semester with the following conditions: 201 101 202

42511. Students, who submit written notification to their instructors within two weeks of the beginning 4252of the semester, shall be excused from class or other scheduled academic activity to observe a religious 4253holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 42542. Students shall be permitted a reasonable amount of time to make up tests or other work missed 4255due to an excused absence for a religious observance. 42563. Students should not be penalized due to absence from class or other scheduled academic 4257activity because of religious observances. 4258A student who is to be excused from class for a religious observance is not required to provide a second- 4259party certification of the reason for the absence. Furthermore, a student who believes that he or she 4260has been unreasonably denied an education benefit due to religious beliefs or practices may seek 4261redress through the student grievance procedure. 4262. 4263 4264 Honor Code: 4265 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 4266expected to take an active part in the University catalog details examples of violations of the Academic 4267Honor Code. 4268 4269• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 4270study aids, or other devices in an academic exercise. 4271• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 4272• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 4273information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 4274information for use in any academic exercise. 4275• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 4276inaccessible library or other academic material. 4277• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 4278another to commit an act of academic dishonesty. 4279 4280 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 4281discretion. 4282 4283Bibliography of Relevant Readings 4284 4285ASHA. Responsiveness to Intervention. (http://www.asha.org/slp/schools/prof-consult/RtoI.htm 4286Barbarin, O. & Crawford, G. (2006). Acknowledging and reducing stigmatization of African American 4287boys. Young Children, 61, 79-86. 4288Fox, L., Vaughn, B., Wyatte, M.L., & Dunlap, G. (2002). “We can’t expect other people to understand”: 4289 The perspectives of families whose children have problem behavior. Exceptional Children, 68, 4290 437-450. 4291Gootman, M.E. (2008). The caring teacher’s guide to discipline: Helping young students learn self- 4292 control, responsibility, and respect (3rd ed.). Thousand Oaks, CA: Corwin Press. 4293Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject 4294research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. 4295Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation interventions for children with Attention 4296 Deficit/Hyperactivity Disorder. Exceptional Children, 71(4), 361-377. 4297 203 102 204 4298

4299SED 5060- Assessment in Special Education 4300University on North Carolina at Pembroke 4301School of Education 4302Accredited by: 4303National Council for Accreditation of Teacher Education (NCATE) 4304North Carolina Department of Public Instruction (NCDPI) 4305 4306Professor: 4307Office: 4308Phone: 4309E-mail: 4310Office Hours: 4311Meeting Times and Place: 4312 4313General Description of Course: 4314This course of study is designed to give students the knowledge and skills necessary to understand 4315psychometric measures and issue regarding their use. The course emphasizes the relationship between 4316research and practice. It also provides a theoretical and practical basis for choosing and using the wide 4317range of test and measurement data available to evaluate and respond to the progress of individual 4318student’s toward annual goals. Credit: 3 semesters. 4319 4320Topics to be covered (include, but shall not be limited to): 4321 43221. Introduction to Assessment 4323a. Laws and Ethics 4324b. Issues 4325c. Disproportionality of children of diverse backgrounds 4326 4327 43282. Technical Prerequisites of Understanding Assessment 4329a. Descriptive Statistics 4330b. Reliability and Validity 4331c. An Introduction to Norm-Referenced Assessment 4332 43333. Assessing Students 4334a. Curriculum-Based Assessment and Other Informal Measures 4335b. Response to Intervention 4336c. Academic Assessment 4337d. Assessment of Behavior 4338e. Measurement of Intelligence and Adaptive Behavior 4339f. Special Considerations of Assessment in Early Childhood 4340g. Special Considerations of Assessment in Transition 4341 43424. Interpretation of Assessment Results 4343a. Interpreting Assessment for Educational Intervention 4344b. Using Results to Plan Student Lessons. 205 103 206 4345 4346UNCP Teacher Education Program Conceptual Framework: 4347 4348Theme: Preparing professional educators who are committed, collaborative, and competent. 4349The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 4350learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 4351the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 4352primary responsibility in that noble effort is to prepare competent and collaborative professional 4353educators committed to the democratic mission in public education. 4354 4355Relationship of the Course to the Teacher Education Conceptual Framework: 4356This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 4357Teacher Education Program. The teacher education program is structured around the five North 4358Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 4359their program of study is completed. The standards that are addressed in this course are listed below: 4360In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 4361demonstrated in specific weekly assignments and/or readings are listed below. 4362 4363North Carolina Professional Teaching Standards 4364 4365North Carolina Special Education, General Curriculum Specialty Standards 4366Standard 1. 21st Century teacher candidates know the policies, process, and procedures for providing 4367special education 4368• Know the “Policies Governing Services for Children with Disabilities” 4369• Understand the placement process from referral to deliver of services 4370• Know the typical characteristics of students in each disability category 4371• Understand and facilitate effective planning for transitions 4372 4373Standard 2. 21st Century teacher candidates have the knowledge & skills to use a variety of assessment 4374techniques to plan & implement instruction, monitor student progress, and document learning 4375• Evaluate reliability, validity, and the technical soundness to select measures used in assessing 4376students for eligibility, instructional decision, and progress monitoring 4377• Demonstrate instructional decisions using grade-level benchmarks, CBM, and progress 4378monitoring data in a tiered model for differentiation of instruction 4379• Assess students’ reading performance by obtaining measures of phonemic awareness, letter- 4380sound association skills, word identification skills, fluency, vocabulary and comprehension 4381• Assess students’ written language performance by gaining measures of fine motor skills, 4382mechanics of writing, writing fluency and written expression 4383• Assess students’ mathematics performance through analysis of error patterns and an 4384understanding of the components of number sense 4385• Use age appropriate transition assessment for students age 14 and above 4386 4387Standard 6. 21st Century teacher candidates collaborate and consult with families, general education 4388teachers, and other professionals to further the academic & social development of students 4389• Demonstrate effective communication strategies 4390• Establish effective interagency collaboration with adult service providers 4391• Model evidence based variations of co-teaching 207 104 208

4392• Collaborate and consult with interpreters, transliterators and other related/adult service 4393providers 4394• Maintain confidentiality 4395• Provide effective paraeducator supervision 4396 4397Required Text 4398Overton, T. (2012). Assessing learners with special needs: An applied approach. 7th ed., 4399Upper Saddle River, NJ: Merrill. 4400 4401 4402Critical Assignment 4403Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 4404This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 4405review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 4406Special Education, General Curriculum Specialty Standards. The CA for this course is the Action Research 4407Plan. 4408 4409The Action Research Plan allows candidates to demonstrate their leadership skills and develop their 4410content and curricular expertise in a context of a respectful educational environment, with the goal of 4411improving student learning. More specifically, candidates through this assignment can apply the greater 4412understanding of appropriate assessment and evaluation instruments as well as the issues of related to 4413test biases and disportionality of certain student populations, developed through the critical course 4414assignments on students with exceptionalities, which they complete in EDN 5480: Advanced 4415Foundations of American Education and the critical assignment in EDN 5490: Effective Educational 4416Leadership, which develops a greater understanding of the fluid dynamic of the educational 4417environment. In addition, since the Action Research is based on candidates’ advanced content 4418knowledge and pedagogy (as candidates choose areas of their own expertise in which to focus), 4419candidates demonstrate their understanding of how to “model the integration of 21st century content 4420and skills into educational practices.” The nature of this research requires candidates to “critically 4421analyze student and school performance data to determine needs and plan instruction that is rigorous, 4422coherent, and substantiated within a theoretical and philosophical base.” The outcome assessment 4423required in the Action Research Plan ensures that the research will be grounded in educational 4424pedagogy. The evidence will be presented in the Capstone Portfolio, which will include a discussion of 4425the necessary changes that may have to be made. Like the rest of the Capstone Portfolio, the Action 4426Research Plan is evaluated by a panel made up of at least two members of the special education faculty. 4427 4428 4429Relationship of the Critical Assignment to the Conceptual Framework 4430• The UNCP Special Education, General Curriculum Teacher Education Program is structured 4431around the five NC Teacher Education Program Standards and the six NC Special Education, General 4432Curriculum Teacher Standards that students are expected to meet by the time their program is 4433completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 4434course will serve as evidence that indicators under the listed standards above have been met. A 4435reflection written by the student showing that the student understands the connection between the 4436critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 4437NCATE recommendations. 4438 4439Course Requirements/Administration/Evaluation/ Grading 209 105 210

4440A ten-point grading scale will be used for this course, so: 4441 930-1000 = A 4442 900-929 = A- 4443 870-899 = B+ 4444 830-860 = B 4445 800-820 = B- 4446 etc. 4447 4448ADAAA Statement: 4449Any student with a documented learning, physical, chronic health, psychological, visual or hearing 4450disability needing academic adjustments is requested to speak directly to Disability Support Services and 4451the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 4452remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 4453910-521-6695. 4454 4455This publication is available in alternative formats upon request. Please contact Disability Support 4456Services, DF Lowry Building, 521-6695. 4457 4458Religious Holidays Policy 4459The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 4460students who must be absent from classes or miss scheduled exams in order to observe religious 4461holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 4462religious observance. To accommodate students’ religious holidays, each student will be allowed two 4463excused absences each semester with the following conditions: 44641. Students, who submit written notification to their instructors within two weeks of the beginning 4465of the semester, shall be excused from class or other scheduled academic activity to observe a religious 4466holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 44672. Students shall be permitted a reasonable amount of time to make up tests or other work missed 4468due to an excused absence for a religious observance. 44693. Students should not be penalized due to absence from class or other scheduled academic 4470activity because of religious observances. 4471A student who is to be excused from class for a religious observance is not required to provide a second- 4472party certification of the reason for the absence. Furthermore, a student who believes that he or she 4473has been unreasonably denied an education benefit due to religious beliefs or practices may seek 4474redress through the student grievance procedure. 4475. 4476 4477 Honor Code: 4478 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 4479expected to take an active part in the University catalog details examples of violations of the Academic 4480Honor Code. 4481 4482• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 4483study aids, or other devices in an academic exercise. 4484• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 4485• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 4486information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 4487information for use in any academic exercise. 211 106 212

4488• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 4489inaccessible library or other academic material. 4490• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 4491another to commit an act of academic dishonesty. 4492 4493 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 4494discretion. 4495 4496Bibliography of Relevant Readings 4497 4498Borich, G. D. (2003). Observation Skills for Effective Teaching, 4th ed., Upper Saddle 4499 River, NJ: Merrill Prentice Hall. 4500 4501Cook, B. G., Tankersley, M., & Landrum, T. (2009). Determining evidence-based practices in 4502 special education. Exceptional Children, 75(3), 365-383. 4503 4504Friend, M. & Bursuck, W. D. (2006). Including Students with Special Needs: A Practical 4505 Guide for classroom Teachers, 4th ed. Boston: Pearson. 4506 4507Hogan, T. P. (2007). Educational Assessment: A Practical Introduction. Hoboken, NJ: 4508 John Wiley & Sons. 4509 4510Salvia, J. & Ysseldyke, J. E. (2001). Assessment, 8th ed. Boston: Houghton Mifflin 4511 Company. 4512 4513Sattler, J. M. (2001). Assessment of Children: Cognitive Applications, 4th ed., La Mesa, 4514 CA: Jerome M. Sattler, Publisher, Inc. 213 107 214 4515

4516SED 5070- Mild to Moderate Disabilities: Reading/Written Language Strategies and Instruction 4517University on North Carolina at Pembroke 4518School of Education 4519Accredited by: 4520National Council for Accreditation of Teacher Education (NCATE) 4521North Carolina Department of Public Instruction (NCDPI) 4522 4523Professor: 4524Office: 4525Phone: 4526E-mail: 4527Office Hours: 4528Meeting Times and Place: 4529 4530General Description of Course: This course is designed to provide students with a comprehensive study 4531of the foundations of reading and writing. These foundations will be the focus of the use and need for 4532appropriate strategies and instruction used to promote the learning of students with mild to moderate 4533disabilities. Credit: 3 semesters. 4534 4535Topics to be covered (include, but shall not be limited to): 4536I. EMERGENT LITERACY SKILLS 4537a. Developing Phonemic Awareness 4538b. Developing Alphabet Knowledge 4539 4540II. DECODING SKILLS 4541a. Developing Sight Vocabulary 4542b. Developing Phonics Knowledge: Consonants 4543c. Developing Phonics Knowledge: Vowels 4544d. Developing Phonics Knowledge: Blends, Digraphs, or Diphthongs 4545e. Developing Structural Analysis 4546f. Developing Knowledge of Contractions 4547g. Developing Ability to Use Context Clues 4548 4549 III. FLUENCY AND SPECIFIC ORAL READING DIFFICULTIES 4550a. Developing Reading Fluency 4551b. Improving Poor Pronunciation 4552c. Decreasing Omissions 4553d. Decreasing Repetitions 4554e. Decreasing Inversions or Reversals 4555f. Decreasing Insertions 4556g. Decreasing Substitutions 4557h. Decreasing Guessing at Words 4558i. Decreasing Word-by-Word Reading 4559j. Limiting Incorrect Phrasing 4560k. Decreasing Voicing, Lip Movements, Finger Pointing, and Head Movements 4561 215 108 216

4562IV. COMPREHENSION SKILLS 4563a. Developing Vocabulary Knowledge 4564b. Improving Comprehension 4565 4566V. STUDY SKILLS AND OTHER ABILITIES 4567 a. Developing Reading Speed 4568 b. Developing the Ability to Adjust Reading Rate 4569 c. Reading at an Appropriate Rate for Comprehending 4570 d. Developing Skimming and Scanning Ability 4571 e. Developing Ability to Locate Information 4572 f. Developing Dictionary Skills 4573 g. Developing Spelling Skills 4574 4575 4576UNCP Teacher Education Program Conceptual Framework: 4577 4578Theme: Preparing professional educators who are committed, collaborative, and competent. 4579The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 4580learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 4581the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 4582primary responsibility in that noble effort is to prepare competent and collaborative professional 4583educators committed to the democratic mission in public education. 4584 4585Relationship of the Course to the Teacher Education Conceptual Framework: 4586This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 4587Teacher Education Program. The teacher education program is structured around the five North 4588Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 4589their program of study is completed. The standards that are addressed in this course are listed below: 4590In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 4591demonstrated in specific weekly assignments and/or readings are listed below. 4592 4593North Carolina Professional Teaching Standards 4594 4595North Carolina Special Education, General Curriculum Specialty Standards 4596Standard 2 – Special Education, General Curriculum teacher candidates have the knowledge and skills to 4597use a variety of assessment techniques to plan and implement instruction, monitor student progress, 4598and document learning. 4599• Evaluate reliability, validity, and the technical soundness to select measures used in assessing 4600students for eligibility, instructional decisions, and progress monitoring 4601• Demonstrate instructional decision using grade-level benchmarks, CBM, and progress 4602monitoring data in a tiered model for differentiation of instruction 4603• Assess students’ reading performance by obtaining measures of phonemic awareness, letter- 4604sound association skills, word identification skills, fluency, vocabulary and comprehension 4605• Assess students’ written language performance b gaining measures of fine motor skills, 4606mechanics of writing, writing fluency and written expression 4607Standard 3 – Special Education, General Curriculum teacher candidates have a broad working knowledge 4608of research-validated instructional and behavioral strategies to facilitate learning across the curriculum 4609for K-12 students. 217 109 218

4610• Know research-validated cognitive learning strategies 4611• Know research-validated meta-cognitive learning strategies 4612• Demonstrate the principles of Universal Design for Learning through the use of multiple means 4613of representation, expression, and engagement across the curriculum 4614Standard 4 – Special Education, General Curriculum teacher candidates have the knowledge and skills to 4615use systematic, explicit, multi-sensory methods to teach communication skills, reading, written 4616expression, and mathematics 4617• Understand the essential components of the English language (phonetics and phonology, sound 4618production, morphology and orthography, semantics and syntax and pragmatics) and the impact of 4619language on learning 4620• Understand the critical components of comprehensive reading instruction (phonemic 4621awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, reading 4622comprehension 4623• Understand and provide instruction in the essential components of written language instruction 4624(composition and conventions) 4625Standard 6 – Special Education, General Curriculum teacher candidates collaborate and consult with 4626families, general education teachers and other professionals to further the academic and social 4627development of students. 4628• Demonstrate effective communication strategies 4629• Maintain confidentiality 4630 4631 4632Required Text 4633 4634Shanker, J. L., & Cockrum, W. (2009). Locating and correcting reading difficulties, 9th ed., 4635 4636 Boston: Allyn & Bacon. 4637 4638 4639Critical Assignment 4640Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 4641This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 4642review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 4643Special Education, General Curriculum Specialty Standards. In the CA for this course, the student will 4644select and conduct a standardized reading or writing assessment on a child ages 5-10. The student will 4645then use the results from the standardized assessment to create a lesson plan. The student will engage 4646the child in the lesson and assess the child’s understanding of the lesson. The post-assessment will be a 4647rubric or checklist that the student created specifically for the lesson taught. 4648 4649 4650Relationship of the Critical Assignment to the Conceptual Framework 4651• The UNCP Special Education, General Curriculum Teacher Education Program is structured 4652around the five NC Teacher Education Program Standards and the six NC Special Education, General 4653Curriculum Teacher Standards that students are expected to meet by the time their program is 4654completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 4655course will serve as evidence that indicators under the listed standards above have been met. A 4656reflection written by the student showing that the student understands the connection between the 219 110 220

4657critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 4658NCATE recommendations. 4659 4660Course Requirements/Administration/Evaluation/ Grading 4661A ten-point grading scale will be used for this course, so: 4662 930-1000 = A 4663 900-929 = A- 4664 870-899 = B+ 4665 830-860 = B 4666 800-820 = B- 4667 etc. 4668 4669ADAAA Statement: 4670Any student with a documented learning, physical, chronic health, psychological, visual or hearing 4671disability needing academic adjustments is requested to speak directly to Disability Support Services and 4672the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 4673remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 4674910-521-6695. 4675 4676This publication is available in alternative formats upon request. Please contact Disability Support 4677Services, DF Lowry Building, 521-6695. 4678 4679Religious Holidays Policy 4680The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 4681students who must be absent from classes or miss scheduled exams in order to observe religious 4682holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 4683religious observance. To accommodate students’ religious holidays, each student will be allowed two 4684excused absences each semester with the following conditions: 46851. Students, who submit written notification to their instructors within two weeks of the beginning 4686of the semester, shall be excused from class or other scheduled academic activity to observe a religious 4687holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 46882. Students shall be permitted a reasonable amount of time to make up tests or other work missed 4689due to an excused absence for a religious observance. 46903. Students should not be penalized due to absence from class or other scheduled academic 4691activity because of religious observances. 4692A student who is to be excused from class for a religious observance is not required to provide a second- 4693party certification of the reason for the absence. Furthermore, a student who believes that he or she 4694has been unreasonably denied an education benefit due to religious beliefs or practices may seek 4695redress through the student grievance procedure. 4696. 4697 4698 Honor Code: 4699 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 4700expected to take an active part in the University catalog details examples of violations of the Academic 4701Honor Code. 4702 4703• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 4704study aids, or other devices in an academic exercise. 221 111 222

4705• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 4706• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 4707information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 4708information for use in any academic exercise. 4709• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 4710inaccessible library or other academic material. 4711• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 4712another to commit an act of academic dishonesty. 4713 4714 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 4715discretion. 4716 4717Bibliography of Relevant Readings 4718Allington, R. L. (2001). What Really Matters for Struggling Readers: Designing 4719 Research-Based Programs. New York: Longman. 4720 4721Cary, S, (2007). Working with English Language Learners: Answers to Teachers’ Top 4722 Ten Questions (2nd ed.), Portsmouth, NH: Heinemann. 4723 4724McMaster, K., Kung, S., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A Tier 1 4725 approach to promoting English learner’s response to intervention. Exceptional Children, 4726 74(2), 194-214. 223 112 224 4727

4728SED 5080- Mild to Moderate Disabilities: Math Strategies and Instruction 4729University on North Carolina at Pembroke 4730School of Education 4731Accredited by: 4732National Council for Accreditation of Teacher Education (NCATE) 4733North Carolina Department of Public Instruction (NCDPI) 4734 4735Professor: 4736Office: 4737Phone: 4738E-mail: 4739Office Hours: 4740Meeting Times and Place: 4741 4742General Description of Course 4743This course is designed to introduce content and methods for teaching mathematics to students with 4744mild to moderate disabilities. Topics include theory, assessment, and an overview of content included in 4745the North Carolina Standard Course of Study for mathematics.Credit: 3 semesters. 4746 4747Topics to be covered (include, but shall not be limited to): 4748• Mathematics Curriculum and Instruction. 4749• Curriculum-Based Assessment and Planning. 4750• Developing Conceptual Understanding. 4751• Teaching Procedural Strategies. 4752• Developing Declarative Knowledge. 4753• Enhancing Problem Solving Abilities. 4754• Number Readiness. 4755• Addition and Subtraction of Whole Numbers. 4756• Multiplication and Division of Whole Numbers. 4757• Rationale Numbers. 4758• Basic Measurement Concepts and Skills. 4759• Advanced Measurement Skills. 4760• Algebra. 4761• Geometry. 4762• Data Analysis, Statistics, & Probability. 4763 4764UNCP Teacher Education Program Conceptual Framework: 4765 4766Theme: Preparing professional educators who are committed, collaborative, and competent. 4767The UNCP Teacher Education Program is committed to the public school mission of preparing K-12 4768learners for full participation in a democratic society. We believe that all K-12 learners are entitled to 4769the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s 4770primary responsibility in that noble effort is to prepare competent and collaborative professional 4771educators committed to the democratic mission in public education. 4772 4773Relationship of the Course to the Teacher Education Conceptual Framework: 225 113 226

4774This course is one of the series of courses that comprise the Educator Preparation Core of the UNCP 4775Teacher Education Program. The teacher education program is structured around the five North 4776Carolina Professional Teaching Standards that teacher candidates are expected to meet by the time 4777their program of study is completed. The standards that are addressed in this course are listed below: 4778In addition, course objectives, as aligned with these specified NC Professional Teaching Standards and 4779demonstrated in specific weekly assignments and/or readings are listed below. 4780 4781North Carolina Professional Teaching Standards 4782 4783North Carolina Special Education, General Curriculum Specialty Standards 4784Standard 1 – Special Education, General Curriculum teacher candidates know the policies, 4785 process and procedures for providing special education services. 4786• Candidates will know the Policies Governing Services for Children with Disabilities 4787• Candidates will know the typical characteristics of students in each disability category. 4788Standard 2 – Special Education, General Curriculum teacher candidates have the knowledge and skills 4789to use a variety of assessment techniques to plan and implement instruction, 4790monitor student progress, and document learning. 4791• Candidates will assess students’ mathematics performance through analysis of error patterns 4792and an understanding of the components of number sense (quantity/magnitude, form of a number, 4793base ten, equality, numeration, algebraic and geometric equation and proportional reasoning) 4794Standard 3 – Special Education, General Curriculum teacher candidates have a broad working 4795knowledge of research-validated instructional and behavioral strategies to facilitate 4796learning across the curriculum for K-12 students. 4797• Candidates will know research-validated cognitive learning strategies. 4798• Candidates will know research-validated meta-cognitive learning strategies 4799Standard 4- Special Education: General Curriculum teacher candidates have the knowledge and skills to 4800use systematic, explicit, multi-sensory methods to teach communication skills, reading, written 4801expression, and mathematics. 4802• Candidates will understand and provide instruction in the essential components of math 4803instruction (quantity/magnitude, form of a number, base ten, equality, numeration, algebraic and 4804geometric equation and proportional reasoning) 4805 4806 4807Standard 6 – Special Education, General Curriculum teacher candidates collaborate and consult 4808with families, general education teachers and other professionals to further the academic 4809and social development of students. 4810• Demonstrate effective communication strategies 4811• Model evidence based variations of co-teaching 4812• Maintain confidentiality 4813 4814 4815Required Text 4816Hudson, P., & Miller, S. (2006). Designing and implementing mathematics instruction for 4817 students with diverse learning needs. Boston: Merrill. 4818 4819Critical Assignment 4820Each student will complete a Critical Assignment (CA) as part of the successful completion of this course. 4821This CAs will be uploaded, via TaskStream, into the student’s E-Portfolio as an artifact for program 227 114 228

4822review and assessed via a rubric aligned with the new NC Professional Teaching Standards and NC 4823Special Education, General Curriculum Specialty Standards. The CA for this course is a learning unit. 4824 4825The student will create a mathematical learning unit for a group of K-12 students. The candidate will be 4826required to create a series of lessons that reflect the incorporation of knowledge of : (a) the typical 4827characteristics of students in each disability category, (b) research-validated cognitive learning 4828strategies, as well as provide instruction in at least one of the following areas quantity/magnitude, form 4829of a number, base ten, equality, numeration, algebraic and geometric equation and proportional 4830reasoning. This assignment will also included a journal that chronicles the candidates’s collaboration 4831with other professionals as well as how elements regarding confidentiality and cultural diversity where 4832addressed. 4833 4834 4835Relationship of the Critical Assignment to the Conceptual Framework 4836• The UNCP Special Education, General Curriculum Teacher Education Program is structured 4837around the five NC Teacher Education Program Standards and the six NC Special Education, General 4838Curriculum Teacher Standards that students are expected to meet by the time their program is 4839completed. The standards are listed in preceding pages of this syllabus. The critical assignment in this 4840course will serve as evidence that indicators under the listed standards above have been met. A 4841reflection written by the student showing that the student understands the connection between the 4842critical assignment and the standards will be produced and uploaded to Taskstream in accordance with 4843NCATE recommendations. 4844 4845Course Requirements/Administration/Evaluation/ Grading 4846A ten-point grading scale will be used for this course, so: 4847 930-1000 = A 4848 900-929 = A- 4849 870-899 = B+ 4850 830-860 = B 4851 800-820 = B- 4852 etc. 4853 4854ADAAA Statement: 4855Any student with a documented learning, physical, chronic health, psychological, visual or hearing 4856disability needing academic adjustments is requested to speak directly to Disability Support Services and 4857the instructor, as early in the semester (preferably within the first week) as possible. All discussions will 4858remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call 4859910-521-6695. 4860 4861This publication is available in alternative formats upon request. Please contact Disability Support 4862Services, DF Lowry Building, 521-6695. 4863 4864Religious Holidays Policy 4865The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all 4866students who must be absent from classes or miss scheduled exams in order to observe religious 4867holidays; we must be careful not to inhibit or penalize these students for exercising their rights to 4868religious observance. To accommodate students’ religious holidays, each student will be allowed two 4869excused absences each semester with the following conditions: 229 115 230

48701. Students, who submit written notification to their instructors within two weeks of the beginning 4871of the semester, shall be excused from class or other scheduled academic activity to observe a religious 4872holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 48732. Students shall be permitted a reasonable amount of time to make up tests or other work missed 4874due to an excused absence for a religious observance. 48753. Students should not be penalized due to absence from class or other scheduled academic 4876activity because of religious observances. 4877A student who is to be excused from class for a religious observance is not required to provide a second- 4878party certification of the reason for the absence. Furthermore, a student who believes that he or she 4879has been unreasonably denied an education benefit due to religious beliefs or practices may seek 4880redress through the student grievance procedure. 4881. 4882 4883 Honor Code: 4884 Each student is expected to be thoroughly familiar with the UNCP Academic Honor Code and 4885expected to take an active part in the University catalog details examples of violations of the Academic 4886Honor Code. 4887 4888• Cheating - Intentionally using or attempting to use unauthorized materials, information, notes, 4889study aids, or other devices in an academic exercise. 4890• Plagiarism - Intentionally or knowingly presenting the work of another as one's own. 4891• Fabrication and falsification - Intentional and unauthorized alteration or invention of any 4892information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting 4893information for use in any academic exercise. 4894• Abuse of Academic Materials - Intentionally or knowingly destroying, stealing, or making 4895inaccessible library or other academic material. 4896• Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting to help 4897another to commit an act of academic dishonesty. 4898 4899 *** Please note: This syllabus serves as a guide. It is subject to change at the instructor's 4900discretion. 4901 4902Bibliography of Relevant Readings 4903Allsopp, D., Kyger, M., Lovin, L., Gerretson, H., Carson, K., & Ray, S. (2008, Jan/Feb). 4904Mathematics dynamic assessment: Informal assessment that responds to the needs of struggling 4905learners in mathematics. Teaching Exceptional Children, 40(3), 6-16. 4906 4907Bullock, J. (2000). TouchMath: The alphabet of mathematics (4th ed., revised and enlarged). 4908 Colorado Springs, CO: Innovative Learning Concepts. 4909 4910Gainsburg, J. (2008, June). Real-world connections in secondary mathematics teaching. 4911Journal of Mathematics Teacher Education, 11(3), 199-219. 4912 4913Hiebert, J., Morris, A., & Glass, B. (2003, September). Learning to learn to teach: An “experiment” 4914model for teaching and teacher preparation in mathematics. Journal of 4915 Mathematics Teacher Education, 6(3), 201-222. 4916 4917Jitendra, A., Sczesniak, E., & Deatline-Buchman, A. (2005). Validation of curriculum-based 231 116 232

4918mathematical word problem solving tasks as indicators of mathematics proficiency for third graders. 4919School Psychology Review, 34, 358-371. 4920 4921Krause, M. C. (2000). Multicultural mathematics materials (2nd ed.). Reston, VA: NCTM. 4922Wilson, M., & Goldenberg, M. (1998, October). Some conceptions are difficult to change: One 4923 middle school mathematics teacher’s struggle. Journal of Mathematics Teacher 4924Education, 1(3), 269-293. 233 117 234 4925

4926Proposals from the Department of Chemistry and Physics 4927Proposal: Add Scientific Literature, CHM 2980 (Renumbered CHM 3980) as a prerequisite for CHM 4100, 4928Physical Chemistry I 4929 4930Rationale: 4931Currently many students take Scientific Literature as seniors rather then when the course is intended. 4932Advising has proven insufficient to solve this problem. This proposal provides a stronger impetus for 4933students to take Scientific Literature when it is intended. 4934 4935Dept vote: 10 for; 1 against; 0 abstain 4936Affect others: No 4937Departments affected and how: 4938Affected Chair: Off 4939Cross listing: No 4940Articulation: No 4941Additional Resources: no 4942Additional Resources required: 4943 4944COURSE DESCRIPTIONS: 4945CHM 4100 Physical Chemistry I 4946Hours: 4 4947Prerequisites: 4948Required: yes (If yes, need Program Proposal Form) 4949New course description: theoretical and mathematical treatment of the fundamental laws and theories 4950underlying the science of chemistry. Included is a student laboratory that deals with the experimental 4951methods used in physical chemistry. Credit 4 semester hours, PREREQ MAT 2210 and 2220, either PHY 49521500 or 2000, at least 16 hours of course work at or above the 2000 level and CHM 3980. 4953New Course title: Physical Chemistry I 4954Code: LEC 4955

4956Course Proposal: Change the credit hours for CHM 2980 (renumbered 3980) from 1 credit hour to 2, the 4957second hour to be used for writing assignments associated with the conventions of scientific writing. 4958 4959Rationale: 4960This course will provide a foundation upon which subsequent courses can build writing activities 4961appropriate to the course. this change gives our chemistry program sufficient writing-based courses to 4962allow our students to meet the QEP requirments. 4963 4964Dept vote: 8 for; 1 against; 2 abstain 4965Affect others: No 4966Departments affected and how: 4967Affected Chair: Off 4968Cross listing: No 4969Articulation: No 4970Additional Resources: no 235 118 236

4971Additional Resources required: 4972 4973COURSE DESCRIPTIONS: 4974CHM 3980 Scientific Literature 4975Hours: 2 4976Prerequisites: 4977Required: yes (If yes, need Program Proposal Form) 4978New course description: Introduction to the methodology of researching topics in the chemical 4979literature and to the writing conventions used in the chemical literature. Credit 1 semester hour, 4980PREREQ CHM 2500 4981New Course title: Scientific Literature 4982Code: LEC 4983 4984Course Proposal: Delete CHM 2980 4985Rational: Number deleted due course number change. 4986Dept vote: 8 for; 1 against; 2 abstain 4987Affect others: No 4988Departments affected and how: 4989Affected Chair: Off 4990Cross listing: No 4991Articulation: No 4992Additional Resources: no 4993Additional Resources required: 4994 4995Course Proposal: 4996Change the number of Scientific Literature from CHM 2980 to CHM 3980 4997 4998Rationale: 4999This change from the sophomore to the junior level better reflects the nature and content of the course. 5000 5001Dept vote: 8 for; 1 against; 2 abstain 5002Affect others: No 5003Departments affected and how: 5004Affected Chair: Off 5005Cross listing: No 5006Articulation: No 5007Additional Resources: no 5008Additional Resources required: 5009 5010COURSE DESCRIPTIONS: 5011CHM 3980 Scientific Literatrue 5012Hours: 1 5013Prerequisites: 5014Required: yes (If yes, need Program Proposal Form) 5015New course description: Introduction to the methodology of researching topics in the chemical 5016literature and the writing conventions used in the chemical literature. Credit 1 semester hours, PREREQ 5017CHM 2500 5018New Course title: Scientific Literature 237 119 238

5019Code: LEC 5020

5021Program Proposal: In the Chemistry Major Core requirements change CHM 2980 to 3980. Increase the 5022hours in the core by 1 credit hours to 15(13) credit hours. Reduce the number of credit hours in track 5023option electives by one credit hour to 34(36). Reduce the number of elective credit hours in each track 5024by 1 credit hour.

5025 5026Rationale: 5027Increasing the number of credit hours for Scientific Literature CHEM 2980 (to become 3980), which is a 5028chemistry major core requirement automatically increases the size of the core. This change recognized 5029this fact. Reducing the number of elective hours in the tract options keeps the size of the Chemistry 5030Major constant 5031 5032Dept vote: 7 for; 3 against; 1 abstain 5033 5034Affect others: No 5035Departments affected and how: 5036Affected Chair: Off 5037Additional Resources: No 5038Additional Resources required: 5039 5040File attachment: 239 120 240 5041

5042 BACHELOR OF SCIENCE IN CHEMISTRY 5043Requirements for a Bachelor of Science Degree in Chemistry Sem. Hrs. 5044Freshman Seminar 1 5045General Education Requirements* 44 5046Core Major Requirements 5047BIO 1000 3 5048CHM 1100, 1110, 1300, 1310, 2260, 2270, 2500, 2510, 3980, 4100 29 5049PHY 1500, 1510, 1560, 1570 or PHY 2000, 2010, 2060, 2070 8 5050MAT 1070 and 1080 (or equivalent 1090), 2210, 2220 15(13) 5051**Track Option (see listings below) 34(36) 5052 Total: 122 5053*Twelve hours of General Education courses are listed separately above as specific core requirements. 5054 5055**B.S. in Chemistry Track Option Course Requirements 5056Track (Major Code) Sem. Hrs. 5057General (CHM) 4 5058CHM 4270 5059Electives (any area) 30 (32) 5060Environmental (CENV) 5061CHM 2300, 3110, 3120, 4270 12 5062ENV 2100 3 5063GLY 1150, 2620 6 5064GLYL 1150 1 5065Electives 12 (14) 5066Forensic (CFOR) 5067BIOL 1000 1 5068CHM 3110, 3120, 3210, 3240, 4200, 4270 16 5069CRJ 2000, 2100, 3000, 3150 12 5070Electives (any area) 5 (7) 5071Molecular Biotechnology (CMOL) 5072BIO 3150 4 5073BTEC 3510 3 5074CHM 3110, 3120, 3210, 3240, 3990 (2 credits) 10 5075PHY 3410 3 5076Electives (BTEC 3220, BIO 3710, and CHM 4270 recommended) 11 (13) 5077Pre-Health Professions (CMED) 5078CHM 3110, 3120 4 5079BIO 1020, 2110, 2120, 3150, 3180, 3710 24 5080BIOL 1000 1 5081Electives 5 (7) 5082Pre-Pharmacy (PHMC) 5083BIO 2110, 2120, or 3150 (one of these) 4 5084BIOL 1000 1 5085CHM 3110, 3120 4 5086First year curriculum in approved Pharm. D. program 26 5087Electives (any area) 0 (1) 241 121 242

5088Professional (CHEM) 5089CHM 3110, 3120, 3990 (4 credits), 4110, 4260, 4270 20 5090PHY (the 2000-level sequence noted in the core requirements is required for this track) 5091Electives (any area) 14 (16) 5092 243 122 244 5093 5094New Business Attachment: Email from Roger Ladd to Holden Hansen 5095 5096From: Roger Ladd 5097>Sent: Tuesday, March 13, 2012 2:51 PM 5098>To: Holden Hansen; Elizabeth Normandy 5099>Subject: Curriculum process 5100> 5101>Holden, 5102> 5103>I'm sure you hear a lot of gripes about the curriculum forms, and I'd 5104>like to pipe in to share those gripes, but also offer some suggested 5105>solutions. 5106> 5107>It seems to me that there are really two problems that people at the 5108>program and department level have with the current process: getting the 5109>forms to work, and getting all of the necessary signatures. 5110> 5111>I understand that the current pdf forms are meant to streamline the 5112>process, but given both their history of failure on Apple computers, and 5113>the fact that the little boxes don't necessarily stretch to fit whatever 5114>text people want to include, I would argue that they are not a 5115>satisfactory solution. Having used a number of other official forms on 5116>campus that are just Word documents (the one for reporting plagiarism 5117>comes to mind), I do believe that Word is noticeably more reliable and 5118>flexible for this purpose. I wish we could go back to having Word 5119>templates for the curriculum forms, or shift to an entirely html posting 5120>system that would be more platform flexible. 5121> 5122>The other problem seems to be the circulation of the hard copy to get 5123>signatures, which is not very efficient, and which puts faculty in the 5124>position of having to hassle administrators for signatures. I have two 5125>suggested solutions for this: the easy way, and perhaps the best way. 5126> 5127>The best thing would be to set up a secure website, allowing only 5128>password access to those for whom it would be appropriate (the chairs, 5129>program coordinators and directors as delegated by the chairs, the deans, 5130>the registrar, and the provost and appropriate associate vice 5131>chancellors). Once a proposal had been approved at the department level, 5132>the chair or designee could log onto the site, fill out an html form with 5133>fields for the rationale, course or program descriptions, and so on, and 5134>upload the Word file with the catalogue description. On a regular cycle, 5135>the deans, registrar, and provost could log on, look over which proposals 5136>had accumulated, and indicate their approval (or disapproval). Then there 5137>would be a centralized database set up with all of the catalogue copy and 5138>approvals in one place. This would be not dissimilar for the system GA 5139>uses for program proposals at the state level. 5140> 245 123 246

5141>The easy way, on the other hand, would be to replace the physical 5142>signatures with explicit approval via email. What I would envision would 5143>be the following. I, as a Program Director, would submit the Word files 5144>of the curriculum forms and the catalogue copy as attachments in an email 5145>to my chair, and include in the cover email the group of bodies that 5146>would need to approve it (TEC, Grad Council, Gen Ed., and so on). After 5147>our department had voted, she could forward the email message and 5148>attachments to the Dean of Arts and Sciences, including in her email at 5149>the top the vote total and an explicit statement of her approval. The 5150>Dean, assuming that he approved, would say so explicitly in his forwarded 5151>email to the registrar, who could do the same while forwarding it to the 5152>provost, who could do the same while forwarding it to the next committee 5153>(TEC, Gen. Ed., or Curriculum), and so on. As each body approved the 5154>proposal, it could chain the forward on, perhaps adding or revising 5155>attachments if a proposal were to be changed in the process. The final 5156>result would be an (admittedly fairly long) email to the Senate chair 5157>that would record the explicit approval of every chair, dean, and 5158>committee chair in the chain; if those were then forwarded to Sara 5159>Oswald, her annual revisions to the catalogue would be made much easier. 5160> 5161>Thus our record-keeping of the process would be simplified, and the 5162>process would be simpler. 5163> 5164>Anyway, these are just ideas. Thank you for your patience with this 5165>email, at any rate. 247 124 248 5166

5167 THE WRITING INTENSIVE PROGRAM 5168 5169The Writing Intensive Program is an initiative of the UNC Pembroke Quality Enhancement Plan. The goal 5170of the program is to enhance the ability of students to write effectively and appropriately in both 5171general writing and professional writing in their disciplines. The program consists of Writing Enriched 5172courses and Writing in the Discipline courses. Writing Enriched courses are 2000- and 3000-level courses 5173in which writing supplements the coverage of course content. It includes extensive and intensive 5174instruction in writing. Writing in the Discipline courses are 3000- and 4000-level courses that are 5175designed to teach students about the roles and uses of writing in their fields of study. As a requirement 5176for graduation, students must complete nine semester credit hours of Writing Enriched and Writing in 5177the Discipline courses. One course must be a Writing in the Discipline course. 5178 5179The courses listed below are approved to be offered as Writing Enriched or Writing in the Discipline 5180courses. When these courses appear with the designation WE (Writing Enriched) or WD (Writing in the 5181Discipline) in the title of the course in the course schedule, they can be taken to satisfy the writing 5182intensive graduation requirement. The completion of ENG 1050 is a prerequisite for all Writing 5183Enhanced or Writing in the Discipline courses. 5184 5185AST 2010 Introduction to American Studies—Writing Enriched 5186ATH 4000 Clinical Education V—Writing in the Discipline 5187ATH 4050 Organization and Administration of Athletic Training—Writing Enriched 5188ATH 4900 Research Techniques in Athletic Training—Writing Enriched 5189CHM 3980 Scientific Literature ---Writing in the Discipline 5190ECE 2050 Young Children and Their Families in a Diverse World—Writing 5191 `Enriched 5192ECE 4750 Senior Seminar in Birth-Kindergarten Education—Writing in the 5193 Discipline 5194ENG 2030 Literary Genres—Writing Enriched 5195HST 3620 African American History from Emancipation to the Present—Writing 5196 Enriched 5197 5198 5199 5200

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