Graduate Council Meeting Agenda
Coastal
04 February 2009
Dawsey Conference Room
I.
Call
to Order
II. Approval of Minutes from 03 December 2008
Graduate Council Meeting
III. Old Business
IV. New Business
A. Request
for Addition of or Change in Degree Program
Master of Education degree
program in Learning and Teaching (30) The
Masters of Education in Learning and Teaching requires a completion of 36
semesters of graduate work consisting of:
Core Studies constitutes 15 Hours with an additional fifteen hours of
Specialization Studies in either Instructional Technology, Literacy, Early and
Elementary Grades, or Middle and Secondary Grades.
B. Request
for Addition of a Change in a Course – Graduate Level (Change in Title and
Course Description)
Old title: Research and
Assessment in Today’s Schools
New Title and
Description:
EDUC 607 - Research for
Today’s Schools(3.0) Study
of the principle of education research and how research can improve instruction
and assessment in PK-12 learning environments.
The course focuses on identifying and defining research questions,
reviewing and critiquing qualitative and quantitative education research,
developing mixed methods research designs, collecting and analyzing qualitative
and quantitative data, using the results of empirical research to guide
instructional decisions, and the communication of results. Students are
required to develop, implement, write-up and report on an original,
field-based, educational research project.
Rationale: The proposed title and catalog
description change is more suitable to the proposed M.Ed. in Learning and
Teaching.
C. Request
for Addition of a New Course – Graduate Level
EDUC 628 - Assessment and
Performance to Inform Instruction (3.0) (Prereq: EDUC 607) This
course focuses on critical knowledge and application of assessment data when
making decisions that promote strong instructional outcomes for students.
Based on an understanding of student cognitive and affective development,
participants will use, interpret, and appropriately communicate formal and
informal assessment results to parents and students. Course emphasizes
effective collaboration with other school-based professionals to evaluate and
monitor student progress and to modify instruction based on individual learning
needs.
Request
for Addition of a New Course – Graduate Level
EDEE 600 - Advanced Study of Early and
Elementary Curricula and programs (3.0) This
course will include an emphasis on dominant practices, methodologies, and
current research that influences curriculum development and practice, including
an analysis of programs and practices involving families, parents, and
community involvement in early childhood and elementary educational settings.
Request
for Addition of a New Course – Graduate Level
EDEE 610 - Advanced
Study of Teaching Mathematics and Sciences in the
Early Childhood and Elementary
Grades (3.0) This course emphasizes
inquiry
teaching/learning
methods, instructional materials, curriculum integration,
community
resources, diagnosis and remedy, and evaluation procedures
that
facilitate pupil discovery and learning in mathematics and science on the
early
childhood and elementary levels for improved and advanced instruction.
Request
for Addition of a New Course – Graduate Level
EDEE 615 -
Application of Differentiated Instruction in the Early Childhood
and Elementary Classroom -
Capstone (3.0) (Prereq: EDLL 601, EDEE
600, EDEE 605 and EDEE 610) This
course will include the capstone experience for the specialization in Teaching
and Learning in the Early and Elementary Grades. The focus will be on developing appropriate,
differentiated instructional strategies that will help early childhood and
elementary teachers more effectively engage all students in optimal learning
experiences. Students will finalize the
construction of a portfolio that will demonstrate advanced instructional
methods for the early childhood/elementary grades.
Request
for Addition of a New Course – Graduate Level
EDUC 630 -
Advanced Study of Curriculum and Instruction (3.0)
Study
of principles of curriculum and instruction related to PK-12 schools; included
are sources of the curriculum, methods of organization, curriculum planning and
development, the teacher’s roles and responsibilities, assessment, and trends
and influences in curriculum and instruction practices. A clinical experience is included.
EDIT 610 - Instructional
Design and Technology Integration (3.0) (Prereq: EDIT 604) Design and evaluation of
technology-supported teaching and learning. Emphasis on research-based best
practices in technology integration.
EDIT 620 - Technology
Planning and Management (3.0) (Prereq: EDIT 604) Theories and strategies
for planning and managing instructional technology resources for classroom,
project, and school implementation. Emphasis on evaluation, acquisition,
installation, operation, and administration.
EDIT 630 - Development
of Instructional Multimedia (3.0) (Prereq: EDIT 604)
Application of design theories and development
techniques to the production of
multimedia learning
objects using advanced authoring tools.
Request for Addition of a New Course – Graduate
Level
EDIT 640 -
Instructional Video Production (3.0) (Prereq: EDIT 604)
Systematic planning, development and deployment
of video programming for school-based applications. Production emphasis on the
communication of instructional messages relevant to the needs of student,
teacher, parent, or administrator audiences.
Request for Addition of a New
Course – Graduate Level
EDIT 650 - TEACHING AND
LEARNING ONLINE (3.0) (Prereq: EDIT 604)
Theory and best practices for the design,
development, and implementation of
online instruction for blended and
distance-based applications.
Request for Addition of a New
Course – Graduate Level
EDIT 690 - Seminar in
Instructional Technology (3.0) (Prereq: EDIT 604 plus any four of EDIT 610,
620, 630, 640, 650) Capstone
experiences in the design, development, implementation, evaluation and
management of instructional technologies and their potential to improve
teaching practice, student performance, and professional productivity. Emphasis
on the summative evaluation of the Technology Facilitation Portfolio.
Request for Addition of a New
Course – Graduate Level
EDLL 600 - Advanced Reading
Theory: Philosophical, Historical, & Sociological Foundations of Reading
(3.0) This course
emphasizes theoretical frameworks for reading including psycholinguistics,
sociolinguistics, constructivism and progressive education as well as
historical foundations of reading instruction in the United States. This course provides an understanding of the
reading process and evaluation of past and current approached to teaching
reading in elementary and middle school settings.
Request
for Addition of a New Course – Graduate Level
EDLL 601 - Emergent and
Early Literacy Development (3.0) This course will provide students with a
greater understanding of the social, cultural, and linguistic factors that
influence children’s emergent literacy development. The theoretical framework of this course is
based on an advanced study of and understanding of emergent literacy as a
continuum characterized by the interrelationship of reading, writing, speaking,
listening, viewing, and visually representing in formal and informal
settings. Emphasis will be placed on
practical application of theory, developmentally appropriate practice, stages
of literacy development, and resources of effective early childhood and early
elementary literacy instruction.
Request for Addition of a New
Course – Graduate Level
EDLL 603 - Research in
Reading Methods and Materials (3.0) This
course requires that students conduct in-depth study of current methods of
literacy instruction to evaluate the effectiveness for diverse learners and
across different instructional settings. The course emphasizes 21st
century literacy, including digital literacy, visual literacy, and critical
literacy and the use of relevant materials for incorporating multimodal
literacy in the elementary classroom.
Request for Addition of a New
Course – Graduate Level
EDLL 604 - Practicum in
Literacy Assessment and Evaluation (3.0) Prereq: EDLL 600 & EDLL 603 Emphasis on naturalistic, authentic
classroom-based assessment of developmental readers and writers and the interrelationships
between assessment and instruction.
Supervised assessment practicum and the development of a literacy case
study in a clinical experience are required.
Request for Addition of a New
Course – Graduate Level
EDLL 605 - Organization, Administration, and Supervision of the School
Reading Program (3.0)
Prereq: EDLL 600, EDLL, 603, EDLL 604 This course is designed to assist
advanced students in making appropriate decisions regarding the planning,
implementation, supervision, administration and evaluation of school reading
programs. Formal standardized measures,
including norm-referenced and criterion-referenced tests, and the use of school
wide assessment data for literacy program planning will also be addressed.
Request for Addition of a New
Course – Graduate Level
EDLL 606 - Practicum in the
Evaluation of Literacy Instruction and Assessment (3.0) Prereq: EDLL 600, EDLL
603, EDLL 604, EDLL601 or EDLL 618 This
course requires the application and integration of instructional strategies and
naturalistic authentic assessment in literacy, with an emphasis on evaluating
demonstrated practice in the classroom setting. Students construct a portfolio
consisting of a reading application.
D. Request
for a Change in a Course - Graduate Level
EDSC
618 Content Literacy (3.0)
Request to change Prefix from EDSC to EDLL
Rationale: To have the course Prefix more closely
aligned with the other graduate literacy courses for the new M.Ed. program in
Learning and Teaching/Literacy Specialization.
V. Adjournment
Council Meeting
Dates
9-03-08
10-01-08
11-05-08
12-03-08
2-04-09
3-04-09
4-01-09
5-06-09
The Graduate Council will
meet at 11:30 am in the Dawsey Conference Room in the Singleton Building on the
Wednesday meeting dates indicated above.
Agenda items to be considered by the Graduate Council should be
submitted to the Associate Provost for Graduate Studies, Dr. Richard L. Johnson
(349-6449; rjohnson@coastal.edu ), Bill
Baxley Hall 211 – soon to be in the Singleton Building.