Graduate Council Meeting Minutes

Coastal Carolina University

May 4, 2005

 

Members Present:  Elsa Crites, Emory Helms, Susan Libes, Dennis Rauch, Craig Gilman (for Eric Wright), Joe Winslow, Wink Prince, Brenda Sawyer, Dennis Wiseman

Guest:  Gilbert Hunt

 

The meeting was called to order at 11:30 AM in the Dawsey Conference Room in the Singleton Building by Dr. Dennis Wiseman.

 

The first item of business was the approval of the Graduate Council minutes from the April 6, 2005 meeting of the Council.  The minutes were approved as distributed with no changes.

 

Dr. Wiseman announced that the Council had received items to consider from all of the colleges except the College of Business Administration.  By college, the following items of business were considered.

 

College of Natural and Applied Sciences

 

Recommendation for New Course:

 

MATH 531  Foundations of Geometry.  (3)  (Prereq;  MATH 220)  Study of geometry as a logical system based upon postulates and undefined terms.  The fundamental concepts and relations of Euclidean geometry developed rigorously on the basis of a set of postulates.  Some topics from non-Euclidean geometry and topology are included.

 

Rationale:  Course developed to support the MAT program; has been previously offered for high school teachers.

 

Discussion:  The proposal from the College of Natural and Applied Sciences received much discussion.  Questions were raised by Council members as to how the proposed MATH 531 related to the existing undergraduate MATH 331 and how it related to the existing graduate MATH 530 Geometry for Middle School Teachers and MATH 532. Modern Geometry.  The observation was made that the proposed MATH 531 has the same course title and course description as undergraduate MATH 331.  Members of the Council recalled earlier discussions regarding the differences that needed to be in place to distinguish graduate from comparable undergraduate courses.  Given what is in place in the current University catalog, it is difficult to see how these two courses differ in any significant way.  Following a lengthy discussion, it was moved and seconded and recommended that the chair of the Council return the course proposal to the college requesting clarification on the course pertaining to the points raised here as well as clarification on any other courses in similar circumstances within the college.

 

College of Humanities and Fine Arts

 

Recommendation for New Courses:

 

HIST 502  World History for Middle School Instructors. (3)  Study of the emergence of humans up to the Agricultural Revolution and an examination in greater depth the developments in human history from 1600 to 2001 (from the emergence of modernity to the post-9/11 world).  Instruction will be selective and topical, emphasizing the origin and development of the great world civilizations, the philosophical heritages of Europe and Asia, the artistic and literary expressions that defined modernity, and the impact of global exploration, trade, conquest, and colonization. 

Rationale:  Beginning in the academic year 2005-2006, S.C. middle schools will be required to offer 7th grade instruction in World History from 1600 to the present.  State curriculum standards mandate that social studies in grade seven “examine the history and geography of the societies that have been developing concurrently during the period from 1600 to the present, including the growing interaction among the societies (Europe, Africa, Asia, and the Americas) as well as the exchange of ideas, beliefs, technologies, and commodities.”  This course is designed to provide the content-specific training middle school teachers will need to meet or exceed the state mandated curriculum goals.

 

HIST 505   United States Survey History for Secondary School Instructors.  (3)  An overview of United States History from prehistory to the present.  Course designed for those who anticipate teaching at the college preparatory level.

 

Rationale:  South Carolina high schools require the instruction of U.S. history from the 10th grade through 12th grade.  State curriculum standards mandate that history instructors examine the history and geography of the U.S. from prehistory to the present.  This course is designed to provide content-specific training that high school teachers will need to meet the state mandated curriculum goals.

 

HIST 528  Renaissance and Reformation Europe. (3)  An examination of the most recent scholarly literature on Renaissance and Reformation Europe (c. 1300-1648).  Emphasis is on how the Renaissance and Reformation contributed to the development of the modern world, particularly with regard to such concepts as individualism, capitalism, nationalism, and the scientific revolution.

 

Rationale:  Course developed to support students in the M.Ed. and M.A.T. programs.

 

HIST 592/593/594  Special topics in History. (3)  In depth readings and research selected in historical subjects; themes and/or methods not currently or regularly available in the graduate history curriculum.  May be repeated for credit under different topics.

 

Rationale:  To allow students in the M.Ed. and M.A.T. programs to gain content and/or methods training related to their area(s) of teaching interest.

 

Discussion:  Dr. Prince introduced the course proposals from the Department of History in the College of Humanities and Fine Arts.  The courses are being proposed as a response to the increasing enrollments seen in the M.A.T. in social studies and as a way to make additional courses available to area teachers pursuing the M.Ed. in Secondary Social Studies in the College of Education.   Additionally, the courses are seen as a way to respond to school district requests for standards-based courses in history.  Dr. Prince indicated that HIST 502 World History for Middle School Teachers was just such a course in that it has been developed as a response to a request from the local school district.  The proposed special topics courses, HIST 592, HIST 593, and HIST 594 also are courses that will allow the department to explore different responses to area needs without formally requesting that an ongoing course be developed and added to the University catalog.  The point was raised that HIST 528 Renaissance and Reformation Europe has already been offered as HIST 503.  Dr. Prince indicated that he and the history faculty were aware of this and the proposed HIST 528 number was selected to bring the course in line with other, similar courses that have or will be developed.  There being no further discussion, the courses were approved.

 

Spadoni College of Education

 

Recommendation for Change in Course Numbering:

 

The College requests that all education courses associated with the M.Ed. programs be given 600 level numbers to clearly designate the graduate program each to which each course is associated.

 

The College requests that all education courses associated with the M.A.T. programs be given 500 level numbers to clearly designate the graduate program to which each course is associated.

 

These changes will allow for greater ease in data collection to be used for reporting to accrediting agencies.

Recommendation for Change in Course – Early Childhood Education

ECED 742 to EDEC 642

 

Current Course:  ECED 742  Advanced Study of Early Childhood Curricula and Program Models. (3)  An analysis of early childhood program models and curricula with theoretical orientation, related research, societal needs, and the student’s philosophy of education.

 

Proposed Course:  EDEC 642  Advanced Study of Early Childhood Curricula and Program Models. (3)  Historical traditions and contemporary programs and curriculum models are analyzed with an emphasis on dominant practices, methodologies, current research that influences curriculum development in programs serving young children and implications for today’s classrooms.

 

Rationale:  The change in course prefix is requested to ensure that all courses offered within the M.Ed. programs are listed together in the catalog for ease of access by students.  The course description has been revised to more clearly articulate the intent of the course and ensure closer alignment with accreditation guidelines.

 

Recommendation for New Course – Elementary Education

 

EDEL 615  Advanced Study of Elementary Curriculum and Program Models. (3)  Critical study of the modern elementary school curriculum.

 

Rationale:  The M.Ed. program ha been revised to reflect current research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.  *EDEL 615 is being added as a degree requirement to the M.Ed. in Early Childhood Education.

 

Recommendation for New Courses – Secondary Education

 

EDSC 618  Content Literacy. (3)  Course designed to assist teachers in developing methods and materials that will improve their students’ literacy skills.  After gaining a sound theoretical knowledge of the reading and writing processes and the basic tenets of the media literacy movement, teachers will apply what they’ve learned to their own disciplines, creating strategies that will support students in reading, writing, and working with media in the context of content area instruction.

 

Rationale:  The M.Ed. program has been revised to reflect research, more clearly align with accreditation guidelines, and to more closely meet the needs the school districts served.

 

EDSC 675  Advanced Study of Secondary Curriculum and Program Models. (3)  Study of effective principles of secondary curriculum development in schools today as related to standards-based instruction and assessment.  Attention is given to the teacher’s role in understanding curriculum, theory behind curriculum development, program models and implementing standards-based curriculum instruction and assessment.

 

Rationale:   The M.Ed. program has been revised to reflect current research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.

 

*EDSC 618 and EDSC 675 are being added as degree requirements to the M.Ed. in Secondary Education.

 

Recommendation for New Courses – General

 

EDUC 606  Educational Theory to Increase Achievement. (3)  Presentation and application of theories and principles of human learning, cognition, and individual differences to the classroom.  Participants will develop and use tools to determine the individual needs of learners and will explore the appropriate use of such tools to increase student achievement.

Rationale:  In order for a teacher to be pedagogically sound, that person must understand the interaction of the phenomena of teaching, learning, cognition, and individual differences.  The information and classroom experiences contained in this course provide, in part, the theoretical and practical foundations upon which the teacher may build the knowledge, skills, and attitudes necessary for understanding and appropriately applying the theoretical and practical aspects of the content listed above.  EDUC 606 replaces EDUC 706 as a degree requirement for the M.Ed. in Early Childhood, Elementary and Secondary Education.

 

EDUC 607  Research and Assessment in Today’s Schools. (3)  Study of the development of accurate and reliable assessment instruments for evaluating student achievement.  The course also focuses on how teachers can conduct educational research that will positively impact instruction.

 

Rationale:  The M.Ed. program has been revised to reflect current research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.  EDUC 607 replaces EDUC 700 as a degree requirement for the M.Ed. in Early Childhood, Elementary and  Secondary Education.

 

EDUC 625  Student Motivation and Management. (3)  Study of effective principles and techniques of motivation and management in classrooms today.  Attention is given to theories and strategies of the management of students as well as classroom organization and the relationship between motivation and management.

 

Rationale:  The M.Ed. program has been revised to reflect current research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.  *EDUC 625 is being added as a degree requirement for the M.Ed. in Early Childhood, Elementary and Secondary Education.

 

EDUC 685  Strategies for Serving Diverse Learners. (3)  Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status, racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child’s performance.  Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.

 

Rationale:  The M.Ed. program has been revised to reflect research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.  *EDUC 685 is being added as a degree requirement for the M.Ed. in Early Childhood, Elementary and Secondary Education.

 

EDUC 692  Advanced Topics in Special Education. (3)  Presentation of an overview of exceptionalities of children and youth, as well as curricular and instructional modifications or accommodations that may be needed to meet their needs in the general education classroom.  Philosophical and historical foundations of special education, current trends and issues in service delivery, federal and state law, court cases and regulations for special education programs are addressed.

 

Rationale:  The M.Ed. program has been revised to reflect current research, more clearly align with accreditation guidelines, and to more closely meet the needs of the school districts served.  *EDUC 692 is being added as a degree requirement to the M.Ed. in Early Childhood, Elementary and Secondary Education.

 

Recommendation for Change in Courses and New Courses – Master of Arts in Teaching

 

Change in Course Prefix:

 

EDUC 547 to EDSC 547  Principles and Methods of Teaching English

EDUC 548 to EDSC 548  Principles and Methods of Teaching Foreign Language

EDUC 549 to EDSC 549  Principles and Methods of  Teaching Social Studies

ARTE 549 to EDSC 550  Principles and Methods of Teaching Art

MUED 544 to EDSC 551  Principles and Methods of Teaching Music

EDUC 540 to EDSC 552  Principles and Methods of Teaching Math

EDUC 553 to EDSC 553  Principles and Methods of Teaching Science

 

Rationale:  The change will clearly indicate that these courses are Education Secondary.

 

Change in Course Prefix and Number:

 

FROM EDUC 646  Basic Principles of Curriculum development TO

EDSC 546  Foundations of Secondary Education 

 

Rationale:  The course emphasis has been changed to focus on a survey of curriculum development at the secondary level.  The prefix has been changed to denote education secondary.  The number has been changed so that all MAT courses will be at the 500 level.

 

New Course:

 

EDSC 500  Assessment and Action Research. (3)  An introduction to assessment at the secondary level. Students design, apply, and interpret the results of measurements.  Test formats, the correlation of test items with learning objective and the interpretation of teacher-made and standardized test results are addressed.

 

Rationale:  NCATE regulations require an assessment course in the M.A.T. program.   EDSC 500 is being added as a degree requirement to all M.A.T. programs.

 

Course Removed as Program Requirement:

 

EDUC 504  Technology and Instruction. 

 

Rationale:  To address other program needs, i.e., the addition of a special course on assessment, EDUC 504 is being removed as a program requirement.

 

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Discussion:  Dr. Gilbert Hunt, Dean of the Spadoni College of Education, introduced the package of proposals from the college and shared the reasoning behind the changes.  These included

 

  1. In terms of course prefix changes, the college desires to make courses more distinctive as to their specialization focus and to assist the college and the Office of Institutional Research in data retrieval related to enrollments and credit hours.
  2. In terms of course numbering at the 500 level for MAT education courses and the 600 level for M.Ed. courses, the college desires to better communicate the levels of study between these two degree programs as they are offered to serve two distinctly audiences.
  3. In terms of course changes for the M.Ed. programs, the college desires to ensure that its programs and courses are as current/relevant as possible in terms of what is expected in meeting accreditation expectations.  Additionally, in working with the local school district, the M.Ed. programs have been reviewed collaboratively by College of Education faculty and representatives from the district.  The administration of the district has indicated an interest in being able to use the proximity of Coastal Carolina as a recruitment strategy to bring new teachers to the district and as a retention strategy to keep them here once hired.   Through this, the district is now supporting area teachers financially in taking coursework to complete these programs.
  4. In terms of new course changes for the M.A.T. programs, the college desires to ensure that its programs are responsive to NCATE accreditation standards and standards of the professional associations affiliated with NCATE. 

 

Dr. Hunt’s presentation on the changes proposed by the colleges brought about discussion concerning the changes.  It was pointed out that the course Research and Assessment in Today’s Schools, that came to the Council as EDUC 600, was in fact recommended to use a course number that has already been used for another course, EDUC Foundations of Reading Instruction.  Dr. Hunt indicated that the college would proposed in the future that this course, EDUC 600 Foundations of Reading Instruction, would be recommended to the Council as EDEL 600.  Still, E

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Current M.Ed. in Early Childhood Education (36 Credit Hours)

 

Basic Studies – 21 Credit Hours

 

EDUC 700  Introduction to Research in Education

EDUC 706  Human Development and Learning Situations

EDUC 740  The Young Child:  Applying Theory and Research

EDUC 742  Advanced Study of Early Childhood Curricula and Program Models

EDUC 749  The School and Modern Society

EDUC 531  Microcomputers and Instruction

ECED 797  Seminar in Early Childhood Education

 

Specialized Studies – 9 Credit Hours

 

ECED 744  Advanced Study of Language Development and communication Skills

 

Select two courses from the following:

 

ECED 608  Parent Involvement in Early Childhood Education

EDUC 610  Integrated Reading and Writing Instruction

ECED 750  Play Theory and Early Learning

ECED 794  Types of Early Childhood Centers

ECED 631  Special Topics in Early Childhood Education

 

Related Studies – 6 Credit Hours

 

Related studies are courses outside the required program that address the student’s objectives.   Courses must be approved in advance by the adviser.

 

 

Proposed M.Ed. in Early Childhood Education (36 Credit Hours)

 

Basic Studies – 15 Hours

 

EDUC 606 – Educational Theory to Increase Achievement

EDUC 607 – Research and Assessment in Today’s Schools

EDUC 625 – Student Motivation and Management

EDUC 685 – Strategies for Serving Diverse Learners

EDUC 690 – Advanced Topics in Special Education

 

Early Childhood Core – 12 Hours

 

EDEC 601 – Emergent Literacy

EDEC 640 – Trends and Issues in Early Childhood Education

EDEC 642 – Advanced Study of Early Childhood Curriculum and Program Models

EDEC 681 – Early Childhood Partnerships

 

Area of Specialization/Electives – 6 Hours

 

Select from Special Education, ESOL, Literacy, or other approved areas

(All courses must be approved by the academic adviser.)

 

EDUC 680 Capstone Experience – 3 Hours

 

 

Current M.Ed. in Elementary Education (36 Credit Hours)

 

Basic Studies – 21 Credit Hours

 

EDUC 700  Introduction to Research in Education

EDUC 706  Human Development and Learning Situations

ELED 715  The Elementary School Curriculum

ELED 717  Curriculum Problems in the Elementary School

EDUC 749  The School and Modern Society

EDUC 531  Microcomputers and Instruction

ELED 797  Seminar in Elementary Education

 

Specialized Studies – 9 Credit Hours

(Three credit hours must be at the 700 level or above.)

 

ELED 608  Parent Involvement in Elementary Education

EDUC 610  Integrated Reading and Writing Instruction

ELED 511  Teaching Writing in Elementary and Middle School

ELED 870  Advanced Study of Language Arts in the Elementary School

ELED 710  Social Studies in the Elementary School

ELED 758  Advanced Study of Science in the Elementary and Middle School

EDUC 755  Teaching Environmental Education

ELED 540  Teaching Problem Solving, Geometry, and Measurement in the Elementary School

ELED 740  Advanced Study of Teaching Mathematics in the Elementary School

ELED 631  Specialized Topics in Elementary Education

 

Related Studies – 6 Credit Hours

 

Related studies are courses outside the required program that address the student’s objectives.   Courses must be approved in advance by the adviser.

 

 

Proposed M.Ed. in Elementary Education 36 Credit Hours)

 

Basic Studies – 15 Hours

 

EDUC 606 – Educational Theory to Increase Achievement

EDUC 607 – Research and Assessment in Today’s Schools

EDUC 625 – Student Motivation and Management

EDUC 685 – Strategies for Serving Diverse Learners

EDUC 690 – Advanced Topics in Special Education

 

Elementary Core – 12 Hours

 

EDEL 602 – Developing Early Literacy

EDEL 615 – Advanced Study of Elementary Curriculum and Program Models

EDEL 687 – Differentiated Instruction in the Elementary Classroom

EDEL 695 – Special Education for Teachers in Elementary Education

 

Area of Specialization/Electives – 6 Hours

 

Select from Literacy, Science, Mathematics, Social Studies

(All courses must be approved by the academic adviser.)

 

EDUC 680  Capstone Experience – 3 Hours

Current M.Ed. in Secondary Education (36 Credit Hours)

 

Basic Studies – 18 Credit Hours

 

EDUC 700  Introduction to Research in Education

EDUC 706  Human Development and Learning Situations

EDUC 725  Principles of Curriculum Construction

EDUC 749  The School and Modern Society

EDUC 531  Microcomputers and Instruction

SCED 780  Seminar in Secondary Education

 

Specialized Studies – 9 Credit Hours

 

SCED 726  Advanced Principles and Practices of Teaching in High School

 

Two additional courses related to the methods of teaching in the content area

 

Content Area Study – 9 Credit Hours

 

Proposed M.Ed. in Secondary Education (36 Credit Hours)

 

Basic Studies – 15 Hours

 

EDUC 606 – Educational Theory to Increase Achievement

EDUC 607 – Research and Assessment in Today’s Schools

EDUC 625 – Student Motivation and Management

EDUC 685 – Strategies for Serving Diverse Learners

EDUC 690 – Advanced Topics in Special Education

 

Secondary Core – 9 Hours

 

EDSC 618 – Content Literacy

EDSC 650 – Advanced Secondary Instructional Methods and Strategies

EDSC 675 – Advanced Study of Secondary Curriculum and Program Models

 

Area of Content Specialization – 9 Hours

*Select content specializations from one of the following fields:  English, Mathematics, Music, Natural Sciences, Social Studies and Spanish.  (All courses in the content specialization must be approved by the academic adviser.)

 

EDUC 680 Capstone Experience – 3 Hours

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Current Master of Arts in Teaching (M.A.T.) (45 Credit Hours)

 

Basic Studies

 

EDUC 504 Technology and Instruction

EDUC 615 Teaching in Diverse Classroom Settings

EDUC 618 Teaching of Reading in the Content Area

EDUC 625 Managing the Classroom

EDUC 646 Basic Principles of Curriculum Development

EDUC 702 Human Development and Learning Processes

EDUC 540 Principles and Methods of Teaching Mathematics

EDUC 565 Internship

EDUC 580 Internship Seminar

 

Study in the Content Area at the Graduate Level – 12 Credit Hours

 

A minimum of 12 credit hours at the graduate level in the specialized content area is expected.  Students should consult with their academic advisers regarding specific course requirements.

 

 

Proposed Master of Arts in Teaching (M.A.T.) (45 Credit Hours)

 

M.A.T. in Mathematics (Sample)

 

EDSC 500 Assessment and Action Research

EDSC 515 Teaching in Diverse Classroom Settings

EDSC 518 Addressing Literacy in the Content Area

EDSC 525 Managing the Classroom

EDSC 546 Foundations of Secondary Education

EDSC 575 Human Development and Learning Processes

EDSC 552 Principles and Methods of Teaching Mathematics

EDSC 580 Internship Seminar

EDSC 590 Internship

 

 

GRADUATE STUDY in MATH  – 12 Credit Hours

*Students should consult with their academic advisers regarding specific course requirements.