Teacher Curricula and Certification Council
Minutes
Meeting Date: Tuesday, January 15, 2013 | Miller Hall 258; 4:00 p.m.
Members Present: Karen Dade, Alejandro Acevedo-Gutierrez, David Carroll,
Gail Coulter, Dana Edward, Tim Fitzpatrick, Charlotte Guyette, Shaw Gynan, Tim Keiper, Jennifer McCleery, Madeline Neuman
Guests: Larry Antil; Cynthia Camlin, Seiko Purdue
Excused: Bruce Goebel, Angela Lepina, Tracy Thorndike-Christ Minutes prepared by: Emily Sasnett
Meeting:
I. Minutes from the December 11, 2012 meeting were approved as written by majority vote. II. Committee discussed and acted on the following items:
SUMMARY
DEPARTMENT: WOODRING (all revisions due to change in EDUC course rubric) MAJOR PROGRAM REVISIONS Motion by Acevedo-Gutierrez; second by Coulter APPROVED
Major Type of Change Status E-form#
Early Childhood Special Education P-3, BAE Rubric change from EDUC to SPED
Approved; sent to ACC
724833
Special Education – P-12, BAE Rubric change from
EDUC to SPED
Approved; sent to
ACC
724842
Special Education – P-12 and Elementary Education
(Dual Endorsement), BAE
Rubric change from
EDUC to SPED
Approved; sent to
ACC
724849
DEPARTMENT: SECONDARY EDUCATION, WCE MAJOR PROGRAM REVISIONS
Major Type of Change Status E-form#
Secondary Education Professional Program Rubric/course changes Motion: Carroll Second: Neuman
Approved; sent to ACC
722169
Humanities – Middle Level – Additional Endorsement Rubric/course changes Motion: McCleery
Second: Carroll Approved; sent to
ACC
723965
DEPARTMENT: ELEMENTARY EDUCATION, WCE NEW COURSES Motion by Guyette; second by Fitzpatrick APPROVED
Course No Course Name Type of Change Status E-form#
ELL 431 Second Language Acquisition Theory and Policy for P-12 Teachers
NEW Approved; sent to ACC
721590
ELL 432 Introduction to English Linguistics for P-12
Teachers
NEW Approved; sent to
ACC
721579
ELL 433 Understanding Bilingual Learners in a Sociocultural Context
NEW Approved; sent to ACC
721600
TCCC approved:____1/29/13_______ Forward to ACC: 1/29/13_______ ACC approved: __________________
2
ELL 434 Methods And Materials For Teaching Beginning
ELLs in Grades P-12
NEW Approved; sent to
ACC
721608
ELL 435 Methods and Materials for Academic Language
Proficiency in Grades P-12
NEW Approved; sent to
ACC
721962
ELL 436 Seminar and Practicum for ELL or Bilingual P-12
Teachers
NEW Approved; sent to
ACC 724920
ELL 438 Methods and Programming for P-12 Bilingual Classrooms
NEW Approved; sent to ACC
724927
TESL 412 Spanish for Educators NEW Approved; sent to
ACC
728708
COURSE REVISION Motion by Carroll; second by Fitzpatrick APPROVED
Course No Course Name Type of Change Status E-form#
ELED 490 Teaching Laboratory Prerequisites, grade mode, credits
Approved; sent to ACC
726255
MINOR/ENDORSEMENT PROGRAM REVISIONS Motion by Newman; second by Fitzpatrick APPROVED
Minor Type of Change Status E-form#
Elementary Education- Teaching English to Speakers of
Other Languages Minor
Separation of TESOL
and ELL courses into 2 distinct programs
Approved; sent to
ACC
726861
Elementary Education, English Language Learners
Endorsement
Separation of TESOL
and ELL courses into 2
distinct programs
Approved; sent to
ACC
726836
Elementary Education - Bilingual Education Minor Bilingual Minor will be
offered only through
ELL Program
Approved; sent to
ACC
726884
DEPARTMENT: SCIENCE EDUCATION, CST NEW COURSE Motion by Fitzpatrick; second by Guyette APPROVED
Course No Course Name Type of Change Status E-form#
SCED 492 Field Experience in Middle School Science NEW Approved; sent to
ACC
716540
MAJOR PROGRAM REVISIONS Motion by Carroll; second by Fitzpatrick
Major Type of Change Status E-form#
General Science – Elementary, BAE Delete course/
add course
Approved; sent to
ACC
716547
General Science – Middle Level, BAE Delete course/
add course
TABLED for further
revisions
716633
Earth Science – Elementary, BAE Delete course/
add course
Approved; sent to
ACC
716615
DEPARTMENT: PEHR, CHSS MAJOR PROGRAM REVISION Motion by Carroll; second by Fitzpatrick APPROVED
Major Type of Change Status E-form#
Physical Education and Health P-12, BAE Clarification of revision
Approved; sent to ACC
716575
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DEPARTMENT: MODERN AND CLASSICAL LANGUAGES, CHSS
Motion by Carroll; second by McCleery APPROVED
REVISION Type of Change Status E-form#
MCL Catalog Copy, Introduction page (Designated World Languages)
Adding endorsement
Approved; sent to ACC
718859
DEPARTMENT: ART, CFPA
MAJOR PROGRAM REVISIONS
Major Type of Change Status E-form#
Art Education, BAE course changes Motion: Carroll
Second: McCleery TABLED; returned
for clarification of
credits
725130
Art Education Elementary, BAE course changes Motion: McCleery Second: Fitzpatrick
TABLED; returned for clarification of
credits
725142
CURRICULUM DETAIL
DEPARTMENT: WOODRING (all revisions due to EDUC course rubric change)
MAJOR PROGRAM REVISIONS APPROVED; sent to ACC
Early Childhood Special Education P-3, BAE 724833
Change to: Department of Special Education, Woodring College of Education
110-112 credits (without teacher certification) 132-134 credits (with teacher certification)
Introduction This plan of study is designed to prepare personnel to work with children from birth through eight years who have
been identified as at-risk for developmental delay and disability and with their families. The major combines studies
in Early Childhood and Special Education. Since some students plan on working in community-based agencies rather than teaching in public schools, and therefore do not desire or need teacher certification, the public School Practica
and Internship would not be required.
Students seeking a bachelor’s degree with teacher certification and an endorsement in Early Childhood Special
Education must complete the Professional Studies Core, the Early Childhood Special Education (P-3) major, and
Public School Practica and Internship. Additional coursework required to add the P-12 Special Education endorsement or the Early Childhood Education (P-3) endorsement.
Admission and Declaration Process Admission Requirements
Grade Requirements Students must earn a grade of C (2.0) or better in the special education professional program and in all courses
required for the endorsement.
Requirements
Major — Early Childhood Special Education (P-3): 79-81 credits
❑ One course from:
ECE 380 - Foundations of Literacy for Early Childhood Education
ELED 480 - Literacy: Beginning Communicators
❑ ECE 390 - Infant and Toddler Practicum and Seminar
❑ ECE 391 - Preschool Practicum and Seminar
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❑ ECE 430 - Creativity & Play in ECE
❑ ECE 431 - Fundamentals of Early Childhood Education
❑ ECE 432 - Social Studies for Early Childhood Education
❑ One course from:
ECE 434 - Environments for Early Learning
ECE 436 - Child Guidance: Principles and Practices
❑ SPED 360 - Introduction to Special Education
❑ SPED 443 - Early Development Variations
❑ SPED 444 - Assessment and Intervention in Early Childhood Special Education
❑ SPED 460 - Interventions for Classroom Management
❑ SPED 466 - Assessment, Evaluation and Iep
❑ SPED 467 - Curriculum-Based Evaluation
❑ SPED 468 - Effective Collaboration with Families, Professionals and Community
❑ SPED 474 - Students With Complex Needs
❑ SPED 480 - Practicum II: Literacy I
❑ SPED 483 - Reading Instruction for Students With Special Needs
❑ SPED 484 - Designing Written Expression Interventions
❑ SPED 485 - Designing Math Interventions
❑ SPED 486 - Case Study Applications in Special Education
❑ One course from:
CSD 251 - Introduction to Communication Disorders
CSD 354 - Speech and Language Development in Children
Professional Studies Core: 31 credits
❑ ECE 435 - Child Abuse and Neglect
❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences
❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ EDUC 310 SPED 310 - Education, Culture, and Equity
❑ I T 443 - Classroom Use of Instructional Technology (Special Education)
❑ MATH 381 - Teaching K-8 Mathematics I
❑ SPED 420 - Effective Teaching
❑ SPED 440 - School Practicum
Public School Practica and Internship — Special Education: 22 credits
❑ SPED 481 - Practicum III: Literacy 2
❑ SPED 482 - Practicum IV: Math
❑ SPED 496 - Internship - Exceptional Children/Early Childhood
University Graduation Requirements
General University Requirements (GURS)
Writing Proficiency Requirement (WP)
180 Minimum Total Credits 60 Minimum Upper Division Credits
Residency Requirement Minimum Grade Requirements
Final Quarter Requirement
Rationale for change: The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-
baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from
departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls
clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the curriculum and administration of
them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be
5
changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there
will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee,
programs residing in other colleges that require completion of a professional education program as well as the
Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo. Again, there will be no course description or title or curricular changes. The only change to each course will be the
departmental designation.
Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC
301, 302, and 310
APPROVED; sent to ACC
Special Education – P-12, BAE 724842
Change to: Department of Special Education, Woodring College of Education
85-86 credits (major and professional program) without teacher certification* 107-108 credits (major and professional program) with teacher certification
Introduction Students seeking a bachelor’s degree with teacher certification and an endorsement in Special Education must
complete the Special Education (P-12) major, the Professional Studies Core, and internship. Graduates are not
endorsed to be the sole teacher in the general education classroom. For students who plan on working in community-based agencies rather than teaching in public schools, and therefore do not desire or need teacher
certification, two practicums and the internship are not required. Admission and Declaration Process
Admission Requirements Grade Requirements
Students must earn a grade of C (2.0)
Major — Special Education: 58 credits
❑ SPED 360 - Introduction to Special Education
❑ SPED 390 - Special Education Practicum I
❑ SPED 460 - Interventions for Classroom Management
❑ SPED 466 - Assessment, Evaluation and Iep
❑ SPED 467 - Curriculum-Based Evaluation
❑ SPED 468 - Effective Collaboration with Families, Professionals and Community
❑ SPED 471 - Interventions for Learning Problems
❑ SPED 472 - Behavior Assessment and Intervention
❑ SPED 474 - Students With Complex Needs
❑ SPED 480 - Practicum II: Literacy I
❑ SPED 481 - Practicum III: Literacy 2*
❑ SPED 482 - Practicum IV: Math*
❑ SPED 483 - Reading Instruction for Students With Special Needs
❑ SPED 484 - Designing Written Expression Interventions
❑ SPED 485 - Designing Math Interventions
❑ SPED 486 - Case Study Applications in Special Education
Professional Studies Core: 33-34 credits
❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences
❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ EDUC 310 SPED 310 - Education, Culture, and Equity
❑ HLED 455 - Health Education Grades K-8
❑ I T 443 - Classroom Use of Instructional Technology (Special Education)
❑ MATH 381 - Teaching K-8 Mathematics I
❑ SPED 420 - Effective Teaching
❑ SPED 440 - School Practicum
❑ One course from:
6
ELED 424 - Language Arts in the Elementary Curriculum
Internship — Special Education: 16 credits
❑ One course from*:
SPED 498 - Internship - Exceptional Children/Elementary
SPED 499 - Internship - Exceptional Children/Secondary
Note(s): Post-baccalaureate teacher certification with Special Education endorsement has essentially the
same requirements as the undergraduate teacher certification program in Special Education, including the
Professional Studies Core and internship requirements. * For teacher certification only
University Graduation Requirements
General University Requirements (GURS)
Writing Proficiency Requirement (WP)
180 Minimum Total Credits 60 Minimum Upper Division Credits
Residency Requirement Minimum Grade Requirements
Final Quarter Requirement
Rationale for change: 1) The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and
Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from
departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important
that these courses be brought within departments so that chairs can manage the curriculum and administration of them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department
designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be
changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and
all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee, programs residing in other colleges that require completion of a professional education program as well as the
Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo.
Again, there will be no course description or title or curricular changes. The only change to each course will be the departmental designation.
2) Including the BAE without certification option in the catalog detail section reflects current practice as we have
graduated students each year with a BAE without requiring completion of the certification coursework, in accordance with TCCC policy approved 11/12/2002. As students progress through our program they become aware of the variety
of opportunities to work as educators with students with special needs outside of the traditional school setting. Many
special educators work in settings outside of positions that require certification (examples include: adjudicated youth, adults with disabilities, private schools for students with disabilities, & psychiatric placements). The certification option
is only for students wanting to work in the public school system.
Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC
301, 302, and 310
APPROVED; sent to ACC
Special Education – P-12 and Elementary Education (Dual Endorsement), BAE 724849
Change to: Department of Special Education, Woodring College of Education
152-153 credits (major and professional program) Introduction
Students seeking a bachelor’s degree with teacher certification and endorsements in Special Education and
7
Elementary Education complete the Special Education Major (P-12), Elementary Program Curriculum and Methods,
the Professional Studies Core, and two internships. Admission and Declaration Process
Admission Requirements
Grade Requirements Students must earn a grade of C (2.0) or better in the special education professional program and in all courses
required for the endorsements. Requirements
Major — Special Education: 58 credits
❑ SPED 360 - Introduction to Special Education
❑ SPED 390 - Special Education Practicum I
❑ SPED 460 - Interventions for Classroom Management
❑ SPED 466 - Assessment, Evaluation and Iep
❑ SPED 467 - Curriculum-Based Evaluation
❑ SPED 468 - Effective Collaboration with Families, Professionals and Community
❑ SPED 471 - Interventions for Learning Problems
❑ SPED 472 - Behavior Assessment and Intervention
❑ SPED 474 - Students With Complex Needs
❑ SPED 480 - Practicum II: Literacy I
❑ SPED 481 - Practicum III: Literacy 2
❑ SPED 482 - Practicum IV: Math
❑ SPED 483 - Reading Instruction for Students With Special Needs
❑ SPED 484 - Designing Written Expression Interventions
❑ SPED 485 - Designing Math Interventions
❑ SPED 486 - Case Study Applications in Special Education
Elementary Program Curriculum and Methods: 29-30 credits
❑ One course from:
ART 398 - Integrated Arts for Elementary Educators
DNC 398 - Integrated Arts for Elementary Educators
MUS 398 - Integrated Arts for Elementary Educators
THTR 398 - Integrated Arts for Elementary Educators
❑ One course from:
ART 380 - Art Educating the Child
DNC 433 - Creative Movement for Educators With Lab
MUS 361 - Music for Elementary Teachers
THTR 350 - Theatre for Youth
THTR 351 - Creativity Across the Curriculum
❑ ELED 426 - Social Studies Methods
❑ MATH 382 - Teaching K-8 Mathematics II
❑ MATH 383 - Teaching K-8 Mathematics III
❑ PE 345 - Physical Education for Elementary School
❑ SCED 480 - Science Methods and Curriculum for the Elementary School
❑ SCED 490 - Laboratory/Field Experience in Elementary Science
Professional Studies Core: 33-34 credits
❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences
❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ EDUC 310 SPED 310 - Education, Culture, and Equity
❑ HLED 455 - Health Education Grades K-8
❑ I T 443 - Classroom Use of Instructional Technology (Special Education)
❑ MATH 381 - Teaching K-8 Mathematics I
❑ SPED 420 - Effective Teaching
8
❑ SPED 440 - School Practicum
❑ ELED 424 - Language Arts in the Elementary Curriculum
Internships — Special Education and Elementary Education: 32 credits
❑ ELED 494 - Internship - Elementary
❑ SPED 498 - Internship - Exceptional Children/Elementary
University Graduation Requirements
General University Requirements (GURS)
Writing Proficiency Requirement (WP) 180 Minimum Total Credits
60 Minimum Upper Division Credits Residency Requirement
Minimum Grade Requirements Final Quarter Requirement
Rationale for change: The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-
baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and
Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls
clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the curriculum and administration of
them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department
designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there
will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee,
programs residing in other colleges that require completion of a professional education program as well as the Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo.
Again, there will be no course description or title or curricular changes. The only change to each course will be the
departmental designation.
Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC
301, 302, and 310
DEPARTMENT: SECONDARY EDUCATION, WCE
MAJOR PROGRAM REVISIONS APPROVED; sent to ACC
Secondary Education Professional Program 722169
Change to: Department of Secondary Education, Woodring College of Education 68 credits
Admission and Declaration Process
Admission Requirements Grade Requirements
Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement.
Requirements
--------------------------------------------------------------------------------
❑ EDUC SEC 301 - EDUCATIONAL PSYCHOLOGY I: DEVELOPMENT AND INDIVIDUAL DIFFERENCES
❑ EDUC SEC 302 - EDUCATIONAL PSYCHOLOGY II: MOTIVATION, LEARNING AND ASSESSMENT
❑ EDUC SEC 310 - THE TEACHER AND THE SOCIAL ORDER EDUCATION, CULTURE, AND EQUITY
❑ I T SEC 444 - CLASSROOM USE OF INSTRUCTIONAL TECHNOLOGY (SECONDARY)SUPPORTING TEACHING AND
9
LEARNING WITH TECHNOLOGY
❑ SEC 410 - DYNAMICS OF TEACHING
❑ SEC 411 - PHILOSOPHICAL FOUNDATIONS OF EDUCATION
❑ SEC 425 - DEVELOPMENTAL READING, WRITING AND LEARNING IN SECONDARY SCHOOLS
❑ SEC 430 - SECONDARY SCHOOL METHODS I - INSTRUCTIONAL STRATEGIES, DAILY PLANNING, AND
STANDARDS
❑ SEC 431 - SECONDARY SCHOOL METHODS II-ASSESSMENT AND LONG TERM PLANNING
❑ SEC 432 - SECONDARY SCHOOL METHODS III - MANAGEMENT, MOTIVATION AND DISCIPLINE
❑ SEC 433 - PEERTEACHING LABORATORY
❑ SEC 435 - MIDDLE LEVEL PRACTICUM
❑ SEC 436 - SECONDARY SCHOOL PRACTICUM
❑ SEC 495 - INTERNSHIP - SECONDARY
❑ SPED 363 - SECONDARY STUDENTS WITH SPECIAL NEEDS
Academic content methods courses are required for content methods courses are required for all major endorsement areas. For specific course numbers and schedule information, students are advised to contact their academic major
department advisor.
Rationale for change: 1) The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/ post-baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and
Special Education and by Teacher Education Outreach Programs.
As EDUC, these three courses float untethered from departmental supervision and decision-making, with the Dean’s
office providing oversight. Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that
chairs can manage the curriculum and administration of them. To accomplish these changes in rubric, we have
initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be changing. This is strictly a rubric change to clearly
delineate the department responsible for the course.
Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised.
In accordance with direction from the ACC Executive Committee, programs residing in other colleges that require completion of a professional education program as well as the Registrar’s Office, are being notified of the changes to
the professional programs and majors via separate memo. Again, there will be no course description or title or curricular changes. The only change to each course will be the departmental designation.
2) Replacement of IT 444 with SEC 444. SEC 444, a new course approved by ACC in AY 2011-2012, was designed to supplant IT 444 so that the content can
be delivered in conjunction with SEC 431 and SEC 435. This was needed because the edTPA (and Standard V) requirements place far more emphasis on candidates acquiring the experience to not only observe themselves, but to
1) interpret and critically examine their teacher decision-making and judgments in the act of teaching and 2) to examine and provide analysis of that teaching making a positive impact on student learning. Embedding SEC 444 and
aligning it with the methods course (SEC 431) and field experience (SEC 435) provides coherence and continuity for
both candidates and SEC instructors, who will be in the field with candidates. The concurrent listing of SEC 444/431/435 will enable faculty to work closely together in order to provide supported field experiences.
3) SEC 433 has dropped the word 'Peer' from the title to reflect this as no longer a peer teaching lab.
Effect of change: The proposed course rubric changes from EDUC to SEC were discussed and agreed to by all teacher education department chairs through routine Woodring Chairs and Directors meetings.
A detailed memo has been distributed by email to all non-Woodring departments delivering programs that are directly or indirectly impacted by changes to the Secondary Education Professional Program. The memo provides the rationale
and process for revisions to EDUC 302, 302, 310 along with impacted non-Woodring programs; and information on the
replacement of IT 444 with SEC 444.
10
APPROVED; sent to ACC
Humanities – Middle Level – Additional Endorsement 723965
Change to: Department of Secondary Education, Woodring College of Education 30-38 29 - 41 credits
Introduction This additional endorsement program must be accompanied by the professional preparation program in secondary
education, and preparation for an English Language Arts or Social Studies endorsement. Professional education
program admission, completion, and teacher certification requirements are provided within this Secondary Education section of the catalog.
Secondary education students who complete this program will build on their preparation for an English Language Arts or Social Studies endorsement to earn an additional endorsement in Middle Level Humanities. The Middle Level-
Humanities endorsement prepares individuals to teach these core subjects and an integrated language arts/social
studies core block classroom in the middle and junior high school. Grade Requirements
Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement
Requirements Middle School Pedagogy
❑ SEC 450 - Introduction to Middle Schools
❑ SEC 451 - Curriculum and Instruction in Middle Schools — taken in place of SEC 431
❑ SEC 452 - Intensive Middle School Practicum — taken in place of SEC 435
Content and Methods — Option I or Option II Option I - Requirements
English Language Arts Endorsement
See English for a description of the major in English – Literature Emphasis with Teaching Endorsement leading to an endorsement in English Language Arts.
Social Studies Supporting Component
❑ ENVS 204 - Human Geography
❑ HIST 103 - Introduction to American Civilization: American History to 1865
❑ HIST 104 - Introduction to American Civilization: American History Since 1865
❑ HIST 391 - History of the Pacific Northwest
❑ One course from:
HIST 111 - Introduction to Western Civilization: Prehistory to 476 HIST 121 - World History to 500 (preferred)
❑ PLSC 250 - The American Political System
❑ SEC 426 - Social Studies for the Secondary School
❑ One course from:
ECON 206 - Introduction to Microeconomics
ECON 446 - Economics for the Teacher (preferred)
Option II - Requirements Social Studies Endorsement
See Social Studies Education for majors leading to the endorsement in Social Studies. Students earning the Middle
Level-Humanities additional endorsement under Option I should include HIST 111 in their selection of history courses for the Social Studies endorsement.
English Language Arts Supporting Component
❑ ENG 202 - Writing About Literature
❑ ENG 370 - Introduction to Language
❑ ENG 443 - Teaching English Language Arts in the Secondary Schools I
❑ One course from:
ENG 347 - Studies in Young Adult Literature
❑ One course from:
ENG 301 - Introduction to Writing Studies
ENG 302 - Introduction to Technical and Professional Writing
11
ENG 350 - Introduction to Creative Writing
ENG 371 - Introduction to Rhetoric and Rhetorical Analysis Additional Requirements
Secondary Education Undergraduate and Post-baccalaureate Professional Program Requirements (68 credits)
❑ EDUC SEC 301 - Educational Psychology I: Development and Individual Differences
❑ EDUC SEC 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ EDUC SEC 310 - Education, Culture, and Equity
❑ I T 444 - Classroom Use of Instructional Technology (Secondary) SEC 444 - Supporting Teaching and Learning
with Technology
❑ SEC 410 - Dynamics of Teaching
❑ SEC 411 - Philosophical Foundations of Education
❑ SEC 425 - Developmental Reading, Writing and Learning in Secondary Schools
❑ SEC 430 - Secondary School Methods I - Instructional Strategies, Daily Planning, and Standards
❑ SEC 431 - Secondary School Methods II-Assessment and Long Term Planning
❑ SEC 432 - Secondary School Methods III - Management, Motivation and Discipline
❑ SEC 433 - Teaching Laboratory
❑ SEC 435 - Middle Level Practicum
❑ SEC 436 - Secondary School Practicum
❑ SEC 495 - Internship - Secondary
❑ SPED 363 - Secondary Students With Special Needs
Rationale for change:
1) As designed in 2004, this program required the substitution of two courses in the Secondary Education program, with two courses that focus on middle schools: Curriculum & Instruction in Middle Schools (SEC 451) was taken in
place of the first of two courses in the secondary methods sequence (SEC 431). The Intensive Middle School Practicum (SEC 452) was taken in place of the 2-credit middle level practicum (SEC 435).
The Secondary Education program has since undergone significant revision in response to state standards that require development of student-based and teacher-based evidence; and the preparation of teacher candidates for
administration of an externally assessed Teacher Performance Assessment (edTPA) adopted by Washington State. The
2-course methods sequence was expanded to 3 courses with increased embedded field experiences, and the middle level practicum was increased by 20 hours. Given these revisions, SEC 451 and SEC 452 are redundant and therefore
eliminated from the Middle Level Humanities additional endorsement program.
2) The requirement for ENVS 204 - Human Geography is not reflected in the AY 2012-2013 catalog but should be (the
rubric and course number changed from EGEO 201 to ENVS 204).
3) In consultation with Kevin Leonard, chair of the History Department, HIST 121, which includes a broader range of regions in ancient history, is added as a preferred option to HIST 111.
4) Consistent with majors leading to a social studies endorsement, ECON 446 is preferred over ECON 206 as it includes curriculum and methods in economics.
5) ENG 347 - Studies in Young Adult Literature is and has always been a required course in this program. The AY 2012-2013 catalog lists one of: ENG 347, 301, 302, 350, 371 by error (previously, ENG 441 was an option for ENG 347
but it has been cancelled).
6) Rubric change from EDUC to SEC:
The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-
baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from
departmental supervision and decision-making, with the Dean’s office providing oversight.
Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the
curriculum and administration of them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content
for these courses will not be changing. This is strictly a rubric change to clearly delineate the department responsible
for the course. Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these
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courses will be cancelled; and all affected Woodring programs will be revised.
7) Replacement of IT 444 with SEC 444.
SEC 444, a new course approved by ACC in AY 2011-2012, was designed to supplant IT 444 so that the content can
be delivered in conjunction with SEC 431 and SEC 435. This was needed because the edTPA (and Standard V)
requirements place far more emphasis on candidates acquiring the experience to not only observe themselves, but to 1) interpret and critically examine their teacher decision-making and judgments in the act of teaching and 2) to
examine and provide analysis of that teaching making a positive impact on student learning. Embedding SEC 444 and aligning it with the methods course (SEC 431) and field experience (SEC 435) provides coherence and continuity for
both candidates and SEC instructors, who will be in the field with candidates. The concurrent listing of SEC 444/431/435 will enable faculty to work closely together in order to provide supported field experiences.
Effect of change: Dr. Angela Harwood was instumental in the design of this program and agrees with the elimination of SEC 451 and
SEC 452. ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics
for EDUC 301, 302, and 310. Replacement of IT 444 with SEC 444 was agreed to by Secondary Education department faculty.
Dr. Kevin Leonard was consulted on the addition of HIST 121 as a preferred option to HIST 111
DEPARTMENT: ELEMENTARY EDUCATION, WCE
NEW COURSES APPROVED; sent to ACC
ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers 721590
Final copy: Provides a historical, legal, theoretical and policy foundation to understand experiences of Bilingual students in US
public schools. Examines sociocultural and equity issues related to the education of language minority students from
global to local contexts. Explores theory and research on second language acquisition and learning drawn from sociocultural, linguistic, psychological, neurological, and sociolinguistic traditions that inform current practice. Course
presents research on program models and effective school practices with English language learners. Students will become familiar with language development standards across domains of reading, writing, listening and speaking as
these interact with content standards across program models and instructional approaches.
Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional
methods. This replaces TESL 410 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.
Prerequisites & Notes: Admission to ELL Endorsement Program or permission of Program Director Credits: 4 Rational for prerequisites: ELL endorsement courses are sequenced. This course provides the foundation of the endorsement program and is most appropriate at the beginning of the ELL coursework.
APPROVED; sent to ACC
ELL 432 – Introduction to English Linguistics for P-12 Teachers 721579
Final copy: Students are introduced to the structure, history and use of English with emphasis on their application to the teaching
of P-12 level language learners within the P-12 school system. Includes an outline of basic linguistic aspects of language (phonology, morphology, syntax, semantics, and pragmatics) and their historical, geographical, and social
variation. The theory of English grammar, including parts of speech, syntactic structure, coordination, subordination,
and discourse patterns will also be covered.
Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 401 and part of TESL 404/405 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.
Prerequisites & Notes: ELL 431 or permission of Program Director Credits: 5
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Rational for prerequisites: ELL courses are offered in a specific sequence and successful completion of courses is dependent upon previous course knowledge.
APPROVED; sent to ACC
ELL 433 – Understanding Bilingual Learners in a Sociocultural Context 721600
Final copy: Provides a foundation for teachers to understand and address the relevant cultural and equity issues that linguistically
diverse students face in US public schools. Emphasis is on culturally and linguistically sustaining approaches to instruction, assessment, professional collaboration, and partnerships with families and communities to benefit
students. Specific attention is given to culturally relevant teaching, equity pedagogy and differentiated instruction for
ELL. Course provides an introduction to assessment from theory to practice for linguistically diverse students. A service learning experience allows teacher candidates to develop abilities to observe, reflect and employ informal assessments
to better understand and support the learning and development of an English Learner.
Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 401 and part of TESL 404 for Teacher
Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.
Prerequisites & Notes: ELL 431 and ELL 432 or Permission of Program Director
Credits: 4
Rational for prerequisites: ELL courses are offered in a specific sequence and successful completion of courses is dependent upon previous course knowledge.
APPROVED; sent to ACC
ELL 434 – Methods and Materials for Teaching Beginning ELLS in Grades P-12 721608
Final copy: Theoretical and practical concerns in teaching English as a second language to students with beginning to low-
intermediate proficiency in English in P-12 schools. Emphasis on innovative approaches to the teaching of listening, speaking, reading, writing, and culture within a communicative framework. Guidance in the evaluation of students; use
of standards; development and use of creative materials, including media-based materials. Required participation in
embedded practicum with English language learners with demonstration and practice in instructing students in English evaluation, development, and use of creative materials, including media-based materials and state requirements.
Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional
methods. This replaces TESL 420 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12. This is a methods course for P-12 classroom teachers working with beginningl
English Language Learners.
Prerequisites & Notes: ELL 433
Credits: 5
Rational for prerequisites: This course requires foundational knowledge from prior courses. This is the first of a 2 course methods sequence.
APPROVED; sent to ACC
ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12 721962
Final copy: An expansion on theoretical and practical concerns in teaching English as an additional language to students in grades
P-12 with intermediate to advanced proficiency in English. Emphasis is on innovative approaches to the teaching of language and literacy within a communicative framework and academic register. Provides guidance in the evaluation,
development, and use of creative materials, including media-based materials. Requires participation in an embedded practicum experience with English language learners.
Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional methods. This replaces TESL 421 for Teacher Education Students. TESL courses now focus on language schools, not
P-12. ELL courses focus on P-12. this is a methods course for P-12 classroom teachers working with higher level English Language Learners.
Prerequisites & Notes: ELL 434 or Permission of Program Director Credits: 5
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Rational for prerequisites: This is the second of a 2 course methods sequence.
APPROVED; sent to ACC
ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers 724920
Final copy: Provides a forum for reflection and sharing of the teaching of ELL’s in P-12 schools. Includes research-based lesson planning and advocacy, linking to WA state and Federal laws. Provides practice working collaboratively with colleagues
and the community. Bilingual option includes supervised bilingual teaching in English and second language of instruction in P- 12 bilingual program for 5 credits.
Prerequisites & Notes: Completion of all required ELL/Bilingual courses
Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 432 and TESL 435 for Teacher
Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.
Prerequisites & Notes: Permission of Program Director
Credits: 4-5
Rational for prerequisites: This course is the capstone seminar and practicum for the ELL or Bilingual endorsement.
APPROVED; sent to ACC
ELL 438 – Methods and Programming for P-12 Bilingual Classrooms 724927
Final copy: Participants extend their knowledge of second language acquisition, instructional methods, and assessment techniques
to effectively teach bilingual models of instruction in P-12 schools. Course content includes further development of the concepts of bilingualism and biculturalism, and leads into a focus on the development and assessment of bi-literacy
and content area instruction with culturally and linguistically diverse students. Includes embedded or arranged practicum.
Rational for new course: ELL endorsement course focused on bilingual education in P-12 schools. This methods course is required for those seeking the bilingual endorsement. This replaces TESL 425 for Teacher Education Students.
TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.
Prerequisites & Notes: ELL 435 or permission of program director
Credits: 5
Rational for prerequisites: None listed
APPROVED; sent to ACC
TESL 412 – Spanish for Educators 728708
Final copy: Prepares educators to communicate with Spanish-speaking students and their families through Spanish
language study. Guided investigation of Spanish-language academic resources and development of academic language in Spanish in chosen content area to support student learning. Seminar component
(in English) undertakes contrastive analysis of the Mexican and US educational systems providing an example of how cultural and socioeconomic factors influence educational opportunities.
Rational for new course: Many educators, and particulary ESL professionals, seek communication skills in Spanish to help students and their families understand and successfully navigate educational programs. This TESOL
course is not a traditional Spanish course, but rather a course in 'Spanish for a special purposes', which
combines focused language study, investigation of available resources for educators to use with their students, and development of the educator's academic language in Spanish in their specialty area.
Students in the TESOL program can use this course to help meet the foreign language study requirement for the program. Prerequisites & Notes: None
Rational for prerequisites: N/A
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COURSE REVISION APPROVED; sent to ACC
ELED 490 Teaching Laboratory 726255
Change to: Diagnosis of students, lesson preparation, videotaped peer teaching, analysis of teaching, lesson redesign.
Prereq: SEC 471 or SEC 571 or program advisor permission ELED 472 or ELED 470 Credits: 4 1-4
Grade Mode: Letter S/U
Schedule Type: Lecture Repeatability: Not Repeatable Repeatable to 8 credits
Attributes:
Rationale for change: This request to revise ELED 490 is for the purpose of providing teaching laboratory support for the Teacher
Performance Assessment (edTPA) for students in Woodring College teacher education outreach programs. Prerequisites have been updated and made specific to Elementary Education, and S/U grading replaces letter grades in
keeping with the particular requirements of the edTPA. Changes to credits and repeatability will allow for additional program flexibility.
Effect of change: When consulted by Teacher Education Outreach Programs, the Elementary Education Department suggested ELED 490 as an appropriate vehicle for providing students in Outreach Programs with additional support for the Teacher
Performance Assessment.
MINOR PROGRAM/ENDORSEMENT REVISIONS APPROVED; sent to ACC
Elementary Education – Teaching English to Speakers of Other Languages Minor 726861
Change to: 27 credits
Introduction Undergraduates may choose to complete either a 27-credit minor in TESOL. or a 33-credit minor in Bilingual
Education, but not both. To declare the TESOL minor, students must demonstrate study of another culture (gained through experience, or the minimum of 3 credits of approved course work) and the equivalent of one year of
college-level foreign language study. Grade Requirements
Students must complete the minor with a minimum GPA of 2.7 in minor course work.
Requirements
❑ TESL 401 - Introduction to English Linguistics for Tesol
❑ TESL 404 - Understanding English Grammar for TESOL
❑ TESL 405 - Methods for Teaching English Grammar
❑ TESL 410 - Second Language Acquisition Theory for Tesol
❑ TESL 420 - Methods and Materials for Basic Communication
❑ TESL 421 - Methods and Materials for Academic Language Proficiency
❑ TESL 432 - Seminar in TESOL and Bilingual Education
❑ TESL 435 - Practicum in TESOL/Bilingual Education
University Graduation Requirements
Rationale for change: TESOL and ELL courses have been separated into two distinct programs. The ELL program now offers all state
endorsements. The TESOL program focuses on language school models, e.g., WWU's Intensive English Program and
does not offer state teaching endorsements, and no longer offers a bilingual minor as that is most appropriate for P-12 teachers.
Effect of change: SPED and Secondary in agreement.
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APPROVED; sent to ACC
Elementary Education, English Language Learners Endorsement 726836
Change to: 27 credits
Introduction This program leads to an additional endorsement in English Language Learners based on Washington state English
Language Learners endorsement competencies, when accompanied by a professional teacher education program and a first endorsement in another content area. Students must demonstrate study of another culture (gained
through experience, or the minimum of 3 credits of approved course work) and the equivalent of one year of
college-level foreign language study. A passing score on the ELL WEST-E is required by the state. Admission and Declaration Process
Admission Requirements Grade Requirements
Each required course must be completed with a grade of B- (2.7) or better.
Requirements
❑ TESL 401 - Introduction to English Linguistics for Tesol
❑ TESL 404 - Understanding English Grammar for TESOL
❑ TESL 405 - Methods for Teaching English Grammar
❑ TESL 410 - Second Language Acquisition Theory for Tesol
❑ TESL 420 - Methods and Materials for Basic Communication
❑ TESL 421 - Methods and Materials for Academic Language Proficiency
❑ TESL 432 - Seminar in TESOL and Bilingual Education
❑ TESL 435 - Practicum in TESOL/Bilingual Education
❑ ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers
❑ ELL 432 – Introduction to English Linguistics for P-12 Teachers
❑ ELL 433 – Understanding Bilingual Learners in a Socio Cultural Context
❑ ELL 434 – Methods and Materials for Teaching Beginning ELLs in Grades P-12
❑ ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12
❑ ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers
Rationale for change: TESOL and ELL courses have been separated into two distinct programs. The ELL program now offers all state
endorsements. The TESOL program focuses on language school models, e.g., WWU's Intensive English Program and does not offer state teaching endorsements.
Effect of change: SPED and Secondary in agreement.
APPROVED; sent to ACC
Elementary Education – Bilingual Education Minor 726884
Change to: Department of Elementary Education, Woodring College of Education
33 credits Introduction
Undergraduates may choose to complete either a 27-credit minor in TESOL ELL or a 33-credit minor in Bilingual Education, but not both. To declare the Bilingual Education minor, students must complete a cultural studies course
taught in the language of that culture, or demonstrate the equivalent in experience. Students must also be
recommended by the department of Modern and Classical Languages prior to enrolling in the seminar and practicum in Bilingual Education or declaring the minor. Students must complete the minor with a minimum GPA of
2.7 in minor course work. Admission and Declaration Process
Admission Requirements Grade Requirements
Students must complete the minor with a minimum GPA of 2.7 in minor course work.
Requirements
❑ TESL 401 - Introduction to English Linguistics for Tesol
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❑ TESL 404 - Understanding English Grammar for TESOL
❑ TESL 405 - Methods for Teaching English Grammar
❑ TESL 410 - Second Language Acquisition Theory for Tesol
❑ TESL 420 - Methods and Materials for Basic Communication
❑ TESL 421 - Methods and Materials for Academic Language Proficiency
❑ TESL 425 - Methods and Programming for the Bilingual Classroom
❑ TESL 432 - Seminar in TESOL and Bilingual Education
❑ TESL 435 - Practicum in TESOL/Bilingual Education
❑ ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers
❑ ELL 432 – Introduction to English Linguistics for P-12 Teachers
❑ ELL 433 – Understanding Bilingual Learners in a Socio Cultural Context
❑ ELL 434 – Methods and Materials for Teaching Beginning ELLs in Grades P-12
❑ ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12
❑ ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers
❑ ELL 438 – Methods and Programming for P-12 Bilingual Classrooms
University Graduation Requirements
Rationale for change: Bilingual Minor will be offered only through ELL Program. Due to split in program, this minor is no longer an option for
the TESOL program, where the focus is on teaching English. TESOL students can continue to declare a minor in
TESOL.
Effect of change: SPED and Secondary in agreement.
DEPARTMENT: SCIENCE EDUCATION, CST
NEW COURSE APPROVED; sent to ACC
SCED 492 – Field Experience in Middle School Science 716540
Final copy: A field-based experience in which WWU students teach science with experience mentor teachers in local middle
schools. Includes weekly seminar.
Rational for new course: WWU currently does not offer a middle school science practicum, even though students who major in General Science
Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly qualified to teach middle school science. This course will remedy this deficit without adding credits to their degree as
we a removing the SCED370 requirement for the General Science Elementary and Earth Science – Elementary General Science Middle Level majors.
Prerequisites & Notes: SCED 480 (for General Science majors) or permission of instructor (for secondary science majors) SCED 490 (for General Science majors) or permission of instructor (for secondary science majors)
Credit: 3
Rational for prerequisites: None listed
MAJOR PROGRAM REVISIONS APPROVED; sent to ACC
General Science Elementary, BAE 716547
Change to: Department of Science Education, College of Sciences and Technology
51-52 credits Introduction
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary
education and must be accompanied by the professional preparation program in elementary education. It does not result in a science endorsement. See the Elementary Education section of this catalog for program admission,
18
completion, and teacher certification requirements.
Grade Requirements A grade of C (2.0) or better is required for courses in the elementary education professional program and all
courses required for the endorsement.
Requirements
❑ One course from:
ASTR 103 - Introduction to Astronomy
ASTR 113 - Sun, Moon, and Planets
❑ BIOL 204 - Introduction to Evolution, Ecology and Biodiversity
❑ CHEM 121 - General Chemistry I
❑ GEOL 211A - Physical Geology Review
❑ GEOL 212 - Historical Geology
❑ GEOL 311 - Earth Materials
❑ MATH 114 - Precalculus I
❑ SCED 201 - Matter and Energy in Physical Systems
❑ SCED 202 - Matter and Energy in Earth Systems
❑ SCED 203 - Matter and Energy in Life Systems
❑ SCED 204 - Matter and Energy in Chemical Systems
❑ SCED 370 - Science and Society
❑ SCED 492 - Field Experience Middle School Science
❑ One course from:
PHYS 101 - Physics Analysis
PHYS 104 - Physics Applications
Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science
Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits
to their degree as we a removing the SCED370 requirement for the General Science Elementary and Earth Science – Elementary General Science Middle Level majors.
Effect of change: Agreement from Joanne Carney, Elementary Education Chair
TABLED; returned for further revisions
General Science – Middle Level, BAE 716633
Change to: Department of Science Education, College of Sciences and Technology
87-88 credits Introduction
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and leads to a middle level science endorsement. It must be accompanied by the professional
preparation program in elementary education. See the Elementary Education section of this catalog for program
admission, completion, and teacher certification requirements. Grade Requirements
A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.
Requirements
❑ One course from:
ASTR 103 - Introduction to Astronomy
ASTR 113 - Sun, Moon, and Planets
❑ BIOL 204 - Introduction to Evolution, Ecology and Biodiversity
❑ BIOL 205 - Introduction to Cellular and Molecular Biology
❑ BIOL 206 - Introduction to Organismal Biology
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❑ CHEM 121 - General Chemistry I
❑ CHEM 122 - General Chemistry II
❑ CHEM 123 - General Chemistry III
❑ GEOL 211 - Physical Geology
❑ GEOL 212 - Historical Geology
❑ GEOL 252 - The Earth and Its Weather
❑ MATH 115 - Precalculus II
❑ PHYS 101 - Physics Analysis
❑ PHYS 102 - Physics and Contemporary Issues
❑ PHYS 104 - Physics Applications
❑ SCED 201 - Matter and Energy in Physical Systems
❑ SCED 202 - Matter and Energy in Earth Systems
❑ SCED 203 - Matter and Energy in Life Systems
❑ SCED 204 - Matter and Energy in Chemical Systems
❑ SCED 492 - Field Experience in Middle School Science
❑ SCED 370 - Science and Society
❑ SEC 450 - Introduction to Middle Schools
❑ Plus 1 course at the 300-level for 4 credits
Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly
qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits
to their degree as we a removing the SCED370 requirement for the General Science Elementary and General Science Middle Level majors.
Effect of change: None
APPROVED; sent to ACC
Earth Science – Elementary, BAE 716615
Change to: Department of Geology, College of Sciences and Technology
73-85 credits
Introduction This major satisfies the academic major requirement for teacher certification with an endorsement in elementary
education and must be accompanied by the professional preparation program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification
requirements. This major does not lead to an endorsement in Earth & Space Science. Admission and Declaration Process
Declaration of Major
Some 300-level geology courses give preference to majors during Phase I of registration, so it is important to declare a major as early as possible.
Students are admitted to the BA or BS major once they have completed GEOL 211. (NOTE: Grades of D-, D, or D+
are not acceptable for major and supporting courses.) Students must apply to the department for admission to the
major. Grade Requirements
Students must earn a grade of C (2.0) or better in the elementary education professional program and in all courses required for the endorsement.
Requirements
❑ CHEM 121 - General Chemistry I
❑ GEOL 212 - Historical Geology
❑ GEOL 213 - GIS in Geology
❑ GEOL 252 - The Earth and Its Weather
❑ GEOL 310 - Geomorphology
❑ GEOL 340 - Geological Oceanography
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❑ MATH 114 - Precalculus I
❑ SCED 201 - Matter and Energy in Physical Systems
❑ SCED 202 - Matter and Energy in Earth Systems
❑ SCED 203 - Matter and Energy in Life Systems
❑ SCED 204 - Matter and Energy in Chemical Systems
❑ SCED 492 - Field Experience in Middle School Science
❑ SCED 370 - Science and Society
❑ SCED 480 - Science Methods and Curriculum for the Elementary School
❑ SCED 490 - Laboratory/Field Experience in Elementary Science
❑ One course from:
GEOL 211 - Physical Geology
GEOL 211A - Physical Geology Review
❑ Choose either:
GEOL 311 - Earth Materials OR
GEOL 306 - Mineralogy AND
GEOL 406 - Igneous and Metamorphic Petrology
❑ One course from:
PHYS 101 - Physics Analysis
PHYS 104 - Physics Applications
❑ One course from:
ASTR 103 - Introduction to Astronomy
ASTR 113 - Sun, Moon, and Planets
❑ Electives (choose two of the following):
GEOL 214 - Environmental Geology
GEOL 303 - Dinosaurs and Their Environment
GEOL 308 - Earthquakes
GEOL 309 - Volcanology
GEOL 316 - Research in Marine Paleontology
GEOL 372 - Watershed Hydrology
GEOL 414 - Geology of Washington
GEOL 415 - Stratigraphy and Sedimentation
GEOL 430 - Image Interpretation
GEOL 440 - Glacial Geology
Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science
Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly
qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits to their degree as we a removing the SCED370 requirement for the General Science Elementary and Earth Science –
Elementary General Science Middle Level majors.
Effect of change: None
DEPARTMENT: PEHR, CHSS
MAJOR PROGRAM REVISION APPROVED; sent to ACC
Physical Education and Health P-12, BAE 716575
Change to: Physical Education and Health P-12, BAE 143 131 credits*
Introduction
*89 84 credits in Physical Education and Health content area; 54 47 credits from the Secondary Education program including the student teaching internship.
This major leads to an endorsement in health and fitness for grades PK P-12. See the Secondary Education section of
this catalog for program admission, completion, and teacher certification requirements.
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This major provides concentrated study of physical education and health. The program is unique in that it consists of
four sequential five-credit blocks in physical education pedagogy with practicum experiences at the elementary, middle, high school and college levels, allowing students concentrated time to develop teaching techniques while
working with children and young people in educational settings. Ongoing analysis of teaching effectiveness is
incorporated throughout the program. The health component requires a series of 17 credits of coursework and practica in a health education setting which is integrated into PE 441p. The number of students admitted into the
program is limited.
Admission and Declaration Process:
Students desiring entry into the program should follow the process outlined below: Meet the minimum qualifications of the Woodring College of Education admissions process. This can be initiated and
completed as early as the winter or spring quarters before applying to the physical education and health program the following fall. It is imperative that students begin this process as soon as they are interested in the program. Students
who do not meet the minimum qualifications of Woodring College of Education cannot apply for entry into the P-12 physical education and health program.
Meet with a department advisor to declare the pre-major and outline a plan of study.
Enroll in KIN 301, 308, PE 340 and BIOL 348 fall quarter. NOTE: KIN 301 and BIOL 348 may be taken prior to fall quarter.
Submit a completed application packet for the P-12 physical education and health program early in October. See advisor for exact application date. Students are encouraged to submit applications as soon as they meet the minimum
qualifications of Woodring College of Education. This can be done as early as spring quarter before applying to the P-
12 physical education and health program the following fall (applications are available in Carver 102, the main office of the PEHR department).
Successful completion (grade C or better) of BIOL 348, KIN 301, KIN 308, PE 340
Applications for the P-12 physical education and health program will be reviewed by faculty, and a limited number of
candidates will be accepted into the program and notified prior to winter quarter. Criteria for acceptance are established by physical education faculty, and applications will be evaluated accordingly. Application procedures
include an oral presentation and interview.
Grade Requirements Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement and the academic major.
Program of Study
❑ BIOL 348 - Human Anatomy and Physiology
❑ EDUC 301 - Educational Psychology I: Development and Individual Differences
❑ EDUC 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ EDUC 310 - Education, Culture, and Equity
❑ HLED 150 - Consumer and Environmental Health
❑ HLED 151 - Society and Drugs
❑ HLED 152 - Society and Sex
❑ HLED 345 - Health Promotion/Disease Prevention
❑ HLED 455 - Health Education Grades K-8
❑ I T 344 - Basic Instructional Technology Skills
❑ I T 444 - Classroom Use of Instructional Technology (Secondary)
❑ KIN 301 - Survey of Kinesiology, Physical Education and Health
❑ KIN 308 - Human Growth and Motor Development
❑ KIN 311 – Biomechanics
❑ KIN 312 - Functional Anatomy
❑ KIN 320 - Psychology of Sport
KIN 321 - Sociology of Sport
❑ KIN 410 - Motor Control and Learning
❑ KIN 413 - Physiology of Exercise
KIN 416 - Strength and Conditioning Program Design
❑ KIN 422 - Professional Issues in Health and Exercise Settings
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❑ PE 340 - Block I: Elementary Physical Education Methods
❑ PE 341 - Block II: Elementary Physical Education Methods
❑ PE 341P - Elementary Physical Education Practicum
❑ PE 440 - Block III: Middle School Physical Education Methods
❑ PE 440P - Middle School Physical Education Practicum
❑ PE 441 - Block IV: High School Physical Education Methods
❑ PE 441P - High School Health and Physical Education Practicum
❑ PE 442P - Practicum in Physical Education
❑ PE 443 - Adapted Physical Education Methods & Practicum
❑ SEC 301 - Educational Psychology I: Development and Individual Differences
❑ SEC 302 - Educational Psychology II: Motivation, Learning and Assessment
❑ SEC 310 - Education, Culture, and Equity
❑ SEC 410 - Dynamics of Teaching
❑ SEC 411 - Philosophical Foundations of Education
❑ SEC 425 - Developmental Reading, Writing and Learning in Secondary Schools
❑ SEC 431 - Secondary School Methods II-Assessment and Long Term Planning
❑ SEC 495 - Internship - Secondary
❑ One course from:
KIN 414 - Physical Activity and Nutrition
HLED 350 - Nutrition
❑ One course from:
KIN 321 - Sociology of Sport
KIN 323 - Olympism and the Modern Olympic Games
Rationale for change: The P-12 Physical Education and Health Program has had a higher number of credits in its major for some time. This originally resulted from the State combining Health and Physical Education in one endorsement. Over a period of
years, the PE faculty have examined ways to lower the credits to be more reasonable, align with the WA State Health and PE competencies, as well as prepare students in what they will teach. As a result, a comprehensive curricular
change is being proposed. This includes eliminating 15 credits and adding 2 credits, resulting in a net decrease of 12 credits.
Course pre-fix changes.
EDUC 301, EDUC 302, and EDUC 310 are changing rubrics (to SEC 301, SEC 302, and SEC 310) as per Woodring revisions. Course content, credit, etc. will remain the same.
Courses removed from the program.
KIN 301 - We propose elimination of this course from the pedagogy major. The content from KIN 301 course will be absorbed into PE 443, Adapted Physical Education Methods/Practice. This change will allow for more effective
pedagogical relevance as the research writing employed by the KIN 301 course will be implemented in a content
specific setting related to teaching in P-12. This revision results in a decrease of three credits.
KIN 311 - We propose elimination of this course from the pedagogy major. The content covers the mathematical application of Biomechanics versus the practical application needed for teaching in P-12 schools. Sufficient depth and
knowledge of practical biomechanical principles is provided in KIN 312, Functional Anatomy, and meets the state teaching competencies. KIN 312 is currently required by the major. The elimination of KIN 311 results in a decrease of
five credits.
KIN 323 - This course was developed many years ago as an elective course for Kinesiology and P-12-Physical
Education and Health majors. The course was offered by a professor in the Kinesiology department who specialized in this content area and who is now retired. KIN 323, Olympism and the Modern Olympic Games, will no longer be
offered by the department since the content is not imperative to a growing need in the field. Instead, students in the
P-12 Physical Education and Health major will take KIN 320, Psychology of Sport, and KIN 321, Sociology of Sport, as
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program requirements. The result is a zero decrease in credits.
SEC 431 - This course is required for students majoring in Secondary Education. Through collaboration with the
Woodring College of Education it has been decided that the content covered in the course overlaps with content
covered in the PE 340, 341, 440 and 441 courses. Also the course is part of a sequence of methods courses (SEC 430, 431, 432) and students in the P-12 Physical Education and Health degree program are not required to take the pre-
requisite course in the sequence (SEC 430, 431 are not required). This will result in a decrease of four credits.
IT 344/SEC 444 - These courses are required for Secondary Education to show competence in the use of educational technology. Recent modifications made by the Woodring College of Education replaced IT 444 with SEC 444 so that
technology integration could be embedded into practicum courses. This practice has been happening in the P-12
Physical Education and Health Program for several years. Since there is a tenured faculty member in the P-12 Physical Education and Health Program with a Doctoral Specialization in Educational Technology, it was collaboratively decided
that sufficient content is embedded into the methods courses (PE 340, 341, 440, 441, 440p, 441p) and competencies demonstrated for both IT 344 and SEC 444 in program based courses. Specifically in PE 340, PE 340p, PE 440p and PE
441p students are required to demonstrate competencey in video recording lessons and presentations with the PE
441p video assignment focused upon practice for the State TPA. In PE 440, 441 students demonstrate comptencies of integrating technology into instruction and assessment requiring them to demonstate skills in the use of desktop
publishing software, audio/video instructional integration, digital audio recording/analysis using desktop software, designing audio supplements to suppor instruction, use student response systems to evaluate student learning, design
assessment using audio, video and mobile technology as well as integrate active gaming into instruction. In PE 441p students also design web-pages, wiki's, blogs, student based report cards, electronic portfolios and multiple other
technology projects which are content specific. With the integration of KIN 301 into PE 443 web-based research and
electronic data base skill competencies will also be implemented. Thus we propose elimination of IT 344 and SEC 444 from the program. This will result in a decrease of three credits for majors.
Courses added to the program.
KIN 416 - In secondary schools, curriculum courses in strength training and conditioning are common. Students currently enrolled in the P-12 Physical Education and Health program receive very limited instruction in this key
curricular area, and discussions as well as alumni survey results have indicated that there is a need for greater pre-service instruction in this area. Thus, the addition of KIN 416, Strength and Conditioning Program Design, is
warranted in order to provide adequate preparation for students required to teach in this content area. This change results in an increase of three credits for majors.
Course rubric changes: EDUC 301, EDUC 302, and EDUC 310 are changing rubrics (to SEC 301, SEC 302, and SEC 310) as per Woodring revisions. Course content, credit, etc. will remain the same.
Effect of change: Discussion with Woodring College of Education - Department of Secondary Education has been on-going throughout for the IT and SEC courses and faculty are in agreement with these changes. Approval of all changes from Secondary
Education Chair, Bruce Larson, as of 11/9/12. Kinesiology faculty are also in agreement with the changes proposed.
DEPARTMENT: MODERN AND CLASSICAL LANGUAGES, CHSS
REVISION APPROVED; sent to ACC
MCL CATALOG COPY, INTRODUCTION PAGE, ADDING ENDORSEMENT (DESIGNATED WORLD LANGUAGES)
718859
Change to: Modern and Classical Languages (department online catalog page)
Introduction The Department of Modern and Classical Languages, in fulfillment of the University’s stated goals, provides to Western
Washington University students the skills that are necessary to learn first-hand about world societies. To that end, the
department believes that the best way to understand a culture is directly through its language(s). Therefore, the department offers students the opportunity to acquire three types of proficiencies: the language skills that make for
successful communication, the cultural competencies that build global respect and responsibility, as well as the creative and interpretive aptitudes that underscore an understanding of the history and aesthetic expressions of a
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given culture. Ultimately, students graduate from the department with valuable skills for succeeding in the workplace
and for supporting global citizenship.
Faculty | did not include | exceeded form limit
Other Departmental Information
Mid-Program Checkpoint did not include | exceeded form limit
Experienced Speakers of a Language did not include | exceeded form limit
Study Abroad Students can increase language proficiency through travel, work and study abroad. WWU offers programs at study
centers in Morelia, Mexico; Quito, Ecuador; Valdivia, Chile; Segovia, Oviedo and Cadiz, Spain; Angers and Rennes, France; Vienna, Austria; Macerata and Siena, Italy; Tokyo, Japan; and Beijing and Kunming, China. Designed to give
students a complete foreign study experience in the host country, each program includes numerous excursions to historical and cultural sites and a wide range of activities which complement formal classroom work. WWU also
sponsors academic-year university exchange programs (a) with Asia, Tsuda and Obirin universities in Tokyo, Japan;
(b) Beijing Foreign Studies University; and (c) with ISEP at 70 universities in 32 countries. Students also may access language schools in Québec, Costa Rica, Germany and many other countries. Special application and registration
procedures are required for participation in foreign study programs, and students should consult with the International Programs and Exchanges Office, Miller Hall 208, well in advance of their planned quarter abroad, as well as with the
coordinator of the language section to discuss transfer credit.
Advanced Placement Credit
The student who has studied a foreign language in high school may be granted additional university credit upon completion of foreign language courses at WWU. Advanced placement credit is not awarded for 100-level courses.
Request for advanced placement credit is to be made to the coordinator of the language section.
Transfer Placement
Students transferring from another university with some course work in a foreign language should consult with the language coordinator of the section about placement. Transfer students majoring in a foreign language must complete
at least 9 credits in residence, including two fourth-year stylistics/composition courses (401/402).
Attendance
The learning and studying of a foreign language involves a level of student participation considerably higher than that required by some disciplines. It is the students’ responsibility to ascertain the specific attendance requirements of their
individual instructors.
Endorsement of Post-baccalaureate Students
Post-baccalaureate students with a degree in a foreign language are required to:
❑ Have a GPA of 3.00 or above in the major
❑ Obtain a letter of recommendation from a faculty member in reference to the candidate’s potential as a teacher
❑ Satisfactorily pass the departmental oral proficiency exam given by appointment only
❑ Complete the endorsement sequence LANG 410, 420
❑ Complete 314 (phonetics) in language to be endorsed
Additional work in the language may also be required. Students should consult the coordinator of the language section.
Additional Endorsement, Designated World Languages
(44 - 51 Credits)
Introduction This additional endorsement program prepares students to teach a designated world language (Chinese, French,
German, Japanese, or Spanish) at all levels and must be accompanied by a professional education program and a
qualifying endorsement in another content area. See the Elementary Education, Secondary Education, and Special
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Education sections of this catalog for program admission, completion, and teacher certification requirements. A
passing score on the World Languages WEST-E test, and proficiency in the designated world language assessed by ACTFL oral and written tests at the Advanced-Low level, are required by the state.
Grade Requirements Courses required for a state teaching endorsement must be completed with a grade of C (2.0) or better. The
Department of Modern and Classical Languages requires a GPA of 3.0 in the language coursework.
Requirements
Chinese P-12 (51 Credits)
❑ CHIN 201 - Second-Year Chinese
❑ CHIN 202 - Second-Year Chinese
❑ CHIN 203 - Second-Year Chinese
❑ CHIN 301 - Third-Year Chinese
❑ CHIN 302 - Third-Year Chinese
❑ CHIN 303 - Third-Year Chinese
❑ CHIN 304 - Chinese Grammar and Compostion
❑ CHIN 390 - Introduction to Chinese Language and Linguistics
❑ LANG 410 - World Language Instruction I: Theory and Method
❑ LANG 420 - World Language Instruction II: Theory and Method
❑ LANG 430 - Asian Language Pedagogy and Practice
German P-12 (44 Credits)
❑ GERM 201 - Intermediate German: Language, Communication & Culture
❑ GERM 202 - Intermediate German: Language, Communication & Culture
❑ GERM 203 - Intermediate German: Language, Communication & Culture
❑ GERM 301 - High Intermediate German: Contexts & Culture
❑ GERM 302 - Advanced German: Contexts & Culture I
❑ GERM 314 - Phonetics
❑ GERM 340 - Introduction to German Literature
❑ GERM 401 - Advanced German: Contexts & Culture II
❑ GERM 402 - Advanced German: Contexts & Culture III
❑ LANG 410 - World Language Instruction I: Theory and Method
❑ LANG 420 - World Language Instruction II: Theory and Method
French P-12 (45 Credits)
❑ FREN 201 - Intermediate French
❑ FREN 202 - Intermediate French
❑ FREN 203 - Intermediate French
❑ FREN 301 - Grammar Review
❑ FREN 302 - Written Exposition
❑ FREN 314 - Phonetics
One of the following: FREN 340 - Introduction to French Literature I
FREN 341 - Introduction to French Literature II FREN 342 - Introduction to French Literature III
❑ FREN 401 - Elements de Stylistique
One additional 400-level French course
LANG 410 - World Language Instruction I: Theory and Method LANG 420 - World Language Instruction II: Theory and Method
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Japanese P-12 (44 Credits)
❑ JAPN 201 - Second-Year Japanese
❑ JAPN 202 - Second-Year Japanese
❑ JAPN 203 - Second-Year Japanese
❑ JAPN 301 - Third-Year Japanese
❑ JAPN 302 - Third-Year Japanese
❑ JAPN 303 - Third-Year Japanese
❑ JAPN 401 - Advanced Japanese
One additional upper division course under advisement LANG 410 - World Language Instruction I: Theory and Method
LANG 420 - World Language Instruction II: Theory and Method LANG 430 - Asian Language Pedagogy and Practice
Spanish P-12 (51 Credits)
❑ SPAN 201 - Intermediate Spanish
❑ SPAN 202 - Intermediate Spanish
❑ SPAN 203 - Intermediate Spanish
❑ SPAN 301 - Grammar Review and Composition
❑ SPAN 302 - Grammar Review and Composition
❑ SPAN 314 - Phonetics
One of the following: SPAN 331 - Culture of Spain
SPAN 332 - Culture of Latin America
❑ SPAN 340 - Introduction to Hispanic Literature
❑ SPAN 401 - Advanced Grammar
❑ SPAN 402 - Advanced Composition
❑ LANG 410 - World Language Instruction I: Theory and Method
❑ LANG 420 - World Language Instruction II: Theory and Method
Programs
Undergraduate Major
French with a Teaching Endorsement, BA French — Elementary, BAE
French, BA French/German, BA
French/Spanish, BA
German with a Teaching Endorsement, BA German — Elementary, BAE
German, BA German/Spanish, BA
Japanese with a Teaching Endorsement, BA
Japanese, BA Spanish — Elementary, BAE
Spanish with a Teaching Endorsement, BA Spanish, BA
Undergraduate Minor Chinese Minor
Classical Studies Minor
French Minor German Minor
Greek Minor Japanese Minor
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Latin American Studies Minor (see History Department)
Latin Minor Russian and Eurasian Studies Minor
Spanish Minor
Courses
Rationale for change: Updating the department introduction page to reflect this endorsement. (Note: Curriculum submitted to
TCCC and ACC was not printed in the catalog, by error.) This additional endorsement program provides students who are not majoring in a language, with the
content and pedagogical coursework needed to teach a designated world language to P-12 students.
[Note: Teacher candidates must earn a 'qualifying' endorsement along with a professional education
program in order to earn a teaching certificate. They may choose to complete an 'additional' endorsement to increase their marketability in a content area of interest; there is no state or professional education
program requirement to do so.]
The revisions to the additional endorsements come from the need to meet new State standards. Twenty years ago,
the additional endorsement was, in accordance with Washington state standards at the time, only 24 credits in a foreign language at the 100 and 200 levels, with no language methods training at all. When John Underwood was
endorsement advisor, he responded to increased state requirements by adding third year and one methods class. Since that increase in requirements, the state of Washington has implemented a requirement that all candidates for a
teaching endorsement in world languages pass the American Council of Foreign Language Teaching (ACTFL) oral and written proficiency exams at the Advanced Low level. Furthermore, all candidates must pass a state exam on theory
and method of world language instruction. Therefore, we have been obliged to add phonetics where possible to aid in
better oral production and fourth year skills courses to aid in correct, grammatical written expression, as well as the theory segment of the world languages instruction sequence. Each language section has slightly different curricular
and credit requirements that respond to the individual needs of each language for which we are seeking the additional endorsement; however, all the proposed additional endorsements for world language instruction now include
augmented language and methodological training in response to the increased state standards.
Revisions to this program are summarized below:
- Revise program title and introduction to be consistent with other WWU additional endorsement programs.
- Include both teaching methods courses (LANG 410 and 420) as required for the major. The additional endorsement program when initially designed did not require LANG 410, which focused on second
language acquisition theory that was revisited in the required LANG 420, second language acquisition
practice. These courses were recently revised as a developmental sequence of second language acquisition theory and practice. Both courses are therefore necessary to prepare world language teachers
in the theory and practice of second language acquisition - Increase proficiency in the language and preparation for the state-required ACTFL proficiency tests
through the addition of a course in phonetics (French, German, Spanish).
- Provide additional literature course options (French, Spanish), and add a course in the culture of a region where the language is spoken (Spanish)
- Allow flexibility in the selection of a 400 level course, and add a new methods course to address Asian language acquisition (Japanese).
- Add Chinese as a designated world language additional endorsement option.
This revised program is necessary to ensure candidates who choose to earn an additional endorsement in a
designated world language are well-prepared to meet the state endorsement competencies in both the content and pedagogy, without the need to complete a full major.
Effect of change: Woodring College of Education supports approval of program revisions
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DEPARTMENT: ART, CFPA
MAJOR PROGRAM REVISION TABLED; returned for clarification of credits
ART EDUCATION P-12, BAE 725130
Change to: Department of Art, College of Fine and Performing Arts
71 70 credits Introduction
This major must be accompanied by the professional preparation program in secondary education and leads to an
endorsement in visual arts. See the Secondary Education section of this catalog for program admission, completion, and teacher certification requirements.
Admission and Declaration Process Declaration Process
Grade Requirements
A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.
Requirements
❑ ART 109 - Visual Dialogue
❑ ART 110 - Form and Content I: Drawing
❑ ART 120 - 2-Dimensional Design/Color
❑ ART 130 - 3-Dimensional Art: Form and Content
❑ ART 381 ( 4 credits) - Theories and Teaching Strategies in Art Education
Art History (15 credits)
❑ A/HI 220 - Visual Culture in Ancient Greece and Rome
❑ A/HI 221 - Visual Culture in Medieval Europe
❑ A/HI 230 - Visual Culture in Western Europe 1400-1550
❑ A/HI 231 - Visual Culture in Western Europe 1550-1700
❑ A/HI 240 - Visual Culture in Western Europe in the 19th Century
❑ Six courses from:
200 level studio courses (10 credits): Art 203 and Art 230 A selection of 5 studio courses (25 credits)
ART 210 - Introduction to
Printmaking
ART 220 - Painting
ART 230 - Beginning Sculpture
ART 240 - Ceramics
ART 260 - Fibers/Fabrics I
ART 290 - Photography
DSGN 240 - Visual Communication II
❑ Two courses from:
Art History: (18 7 credits) A/HI 270 - Visual Culture in South and Southeast Asia
A/HI 271 - Visual Culture in East Asia
A/HI 310 - Indigenous Arts of the Pacific Northwest
A/HI 368 - Pacific Arts and Visual Culture
A/HI 370 - Islamic Visual Cultures
A/HI 371 - Transforming Traditions: Art and Visual Culture in Japan
A/HI 411 - Contemporary Japanese Visual Culture
❑ Studio specialization (10 credits)
Select from 300-and 400-level ART or DSGN courses under advisement
Rationale for change: This change is part of a larger Studio and Art History curriculum redesign whose aim is to strengthen students'
interdisciplinary experience, remove bottlenecks, improve access to media-specific concentrations at the 300-level, and remove impediments to graduation.
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Effect of change: Woodring College of Education has been consulted. All areas of the Art Department have been consulted and are in agreement. No effect on any other areas.
TABLED; returned for clarification of credits
ART EDUCATION ELEMENTARY, BAE 725142
Change to: Department of Art, College of Fine and Performing Arts
49 credits Introduction
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary
education and must be accompanied by the professional program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.
Admission and Declaration Process Declaration Process
Grade Requirements A grade of C (2.0) or better is required for courses in the elementary education professional program and all
courses required for the endorsement.
Requirements
❑ ART 109 - Visual Dialogue
❑ ART 110 - Form and Content I: Drawing
❑ ART 120 - 2-Dimensional Design/Color
❑ ART 130 - 3-Dimensional Art: Form and Content
❑ ART 220 - Painting
❑ ART 240 - Ceramics
❑ Plus one 200-level Studio elective course from the following:
200-level courses (10 credits): Art 203 and Art 230
Any studio course (15 credits) ART 203 - Contemporary Studio Drawing
ART 210 - Introduction to Printmaking
ART 230 - Beginning Sculpture
ART 260 - Fibers/Fabrics I
ART 290 - Photography
DSGN 240 - Visual Communication II
❑ Art Education Requirement: 4 Art 380 3 credits
ART 381 - Theories and Teaching Strategies in Art Education
❑ Art History Requirement: Select 21 12 credits from:
Art History 220 or 221
Art History 230 or 231
Art History 240 or 241
Art History 270 or 271
A/HI 220 - Visual Culture in Ancient Greece and Rome
A/HI 221 - Visual Culture in Medieval Europe
A/HI 230 - Visual Culture in Western Europe 1400-1550
A/HI 231 - Visual Culture in Western Europe 1550-1700
A/HI 240 - Visual Culture in Western Europe in the 19th Century
A/HI 241 - Visual Culture in Western Europe and America in the 20th Century A/HI 270 - Visual Culture in South and Southeast Asia
A/HI 271 - Visual Culture in East Asia
Rationale for change: This change is a part of a larger Studio and Art History Curriculum redesign whose aim is to strengthen students'
interdisciplinary experience, remove bottlenecks, improve access to media-specificconcentrations at the 300-level, and remove impediments to graduation.
Effect of change: Woodring College of Education has been consulted. All areas of the Art Department have been
consulted and are in agreement. No effect on any other areas.