Title

EDUCSP 502

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: September 28, 2007 SPONSORING PROGRAM AND CHAIR: Identify the department and chair. Include phone number and email address. Education Department Dottie Bauer, Co-Chair, 8-2864, dbauer@keene.edu Len Fleischer, Co-Chair, 8-2846, lfleisch@keene.edu PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. Steve Bigaj, 8-2872, sbigaj@keene.edu Deb Merchant TITLE SUMMARY: EDUCSP 502 Curriculum and Instructional Design Short Title: Curriculum and Instruction PROPOSED ACTION: Underline proposed changes . Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other EXISTING (OLD) DATA: Insert the course information as it exists in the current KSC Catalog. You may copy the information electronically from the KSC Web page: http://www.keene.edu/catalog/mdc.cfm PROPOSED (NEW) COURSE TITLE: Limit the course title to 30 characters, including spaces. If more characters are absolutely necessary for clarity, the sponsor should submit an abbreviated title to assure an intelligible abbreviated title of choice (for use in student information system, on transcripts, etc.). EDUCSP 502 Curriculum and Instructional Design (3 credits) PROPOSED (NEW) COURSE DESCRIPTION: Limit the Course Description to 50 words, not including prerequisites. Prerequisites should be clear and specific, e.g., as courses (e.g., ENG 101) or number of credits required. Finally, specify semester(s) the course will be offered. Designing curriculum, instructional strategies and selecting educational strategies to create learning environments and address transition for individuals with exceptional learning needs (ELN). Adaptations to the general curriculum and alternative teaching approaches in K-12 settings in order to integrate and facilitate independence for individuals with ELN will be addressed. Corequisite: EDUCSP 501; Summer LEARNING OUTCOMES: State knowledge and/or skills students will be expected to demonstrate upon completion of this course. For more information, see Guidelines for Developing Program Objectives, Course Objectives, and Learning Outcomes: http://www.keene.edu/senate/proposals/help/Writing4.cfm . 1. Understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education; 2. Become familiar with different models of collaboration amongst families and colleagues and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth; 3. Understand the role of special educators in facilitating instructional planning in a collaborative context, including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies; 4. Demonstrate how special educators can actively create learning environments for individuals with exceptional learning needs(ELN) that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of students with ELN. Students will also demonstrate how they can shape environments to encourage independence, self-motivation, self-direction, personal empowerment, and self-advocacy; 5. Critically examine curricular materials and approaches as they relate to skill acquisition and mastery of reading, written language and mathematics; 6. Become familiar with instructional technologies used to support instructional planning and individualized instruction; 7. Develop the knowledge and skills to possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs (ELN); 8. Select, adapt, and use instructional strategies to promote challenging learning results in general and special education curricula and to appropriately modify learning environments for individuals with exceptional learning needs. 9. Demonstrate knowledge of strategies to facilitate integration into various settings 10. Understand how to teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs. 11. Demonstrate knowledge of strategies to facilitate maintenance and generalization of skills across learning environments. 12. Demonstrate an understanding of strategies that promote successful transitions for individuals with exceptional learning needs. RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. This course will take the place of the undergraduate foundations course that was previously used in the program (SPED 401, Curriclum and Instructional Design). The undergraduate course will no longer be offered because of the undergraduate special education four credit option. Course content reflects national standards for content knowledge required of beginning special education teachers. All courses in the program also need to reflect graduate level numbers for consistency as this course and all courses in the program are proposed to be taught at the graduate initial certification level. RESOURCES: For course proposals, include the name of the faculty member(s) who will be teaching this course, whether tenure-track, full-time, or adjunct. Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. Adjunct faculty will teach this course during the first summer session. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No additional resources necessary. ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. If a proposal affects a curriculum in a division other than that of the sponsor, each relevant department and the DCC in that division must review and approve the proposal as well. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.)

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

EDUCSP 502

Share

COinS