WSU Regulation 3-4 - Web viewUpdate 4/28/05 to include the updated forms approved by A2C2 on...

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED412: Global Studies Clinical PracticeThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Dana Brigson __________________________________ ____12/1/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __December 1, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

__RED 412_____________ _Global Studies Clinical Practice 3 Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms;

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice.

Essential Questions situated within the course:

How do Thoughts, Beliefs, and Behavior of the Classroom Cultural Community impact student learning?

How does Collaboration impact student learning? How does Research inform my practice and impact student learning?

Guiding Questions situated within the course:

What does it mean to be a cultural community? How does collaboration happen? How does research relate to practice? What is reflective practice?

2. Course outline of the major topics and subtopics (minimum of two-level outline).

I. Theor(ies) of LearningA. Culturally Relevant PedagogyB. Theor(ies) of Behavior C. Pedagogical Content Knowledge

D. Reflective PracticeII. Discourse

A. Of Culturally Responsive PedagogyB. Of a Professional EducatorC. Of a Reflective Practitioner

III. Content KnowledgeA. Classroom as a Cultural Community

a. Communicationi. Verbal

ii. Non-Verbaliii. Culturally Responsive

b. Classroom Managementi. Organization, Rules, & Procedures

ii. Behavior Management1. Questioning Techniques2. Contracts3. Logical Consequences

iii. Teacher-Student Relationshipsc. Motivation

i. Intrinsicii. Extrinsic

d. Designing Groupworke. Relationships

i. Intrapersonalii. Interpersonal

f. Responsivityi. Language & Communication

ii. Learning Stylesiii. Curriculumiv. Learning Resources

B. Reflective Practicea. Nature b. Purposec. Procedure(s)

C. Community Collaborationa. School and Classrooms With/In Communityb. Student With/In Communityc. Sustained Communication d. Impact on Student Learning

D. Research/Practice Relationshipa. Teachers as Consumers of Researchb. Teachers as Researchers

IV. AssessmentA. Using student assessment data to inform instructionB. Looking at Student WorkC. Self-Assessment

V. Learning EnvironmentA. PhysicalB. SocialC. Emotional

VI. Instructional StrategiesA. CoreB. Classroom ManagementC. MotivationD. Reflective Practice

VII. EthicsA. Code of Ethics for Minnesota Teachers B. Mandatory ReportingC. Working Toward Equity for Learners

VIII. Children and Adolescents’ Literature

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Core Belief:We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.(Reflect, Respond, Advocate)

Teacher Candidates will address the Essential Questions, Guiding Questions, and MN Teaching Standards in the following course requirements.Applied Field ExperienceCandidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), Intermediate (grades 4-6), and Middle (grades 7-8).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may

be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.For this course, candidates will complete the following Field Experience Application:

Critical Consumer of ResearchAssignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice.

For this course, candidates will demonstrate the following critical consumer of research skill(s):

Self-AnalysisEllsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

Global Studies Clinical Practice: Critical Content Conversations Responsive Classroom Application Effective Lesson Design and Delivery (Rehearsal of Teacher Performance Assessment) Develop a Critical Understanding and Implementation of Differentiated Instruction Implement Assessment Tools and Interpret Data to Drive Instruction

1. Read and respond to the excerpt from Global Citizenship: Promises and Problems by Nel Noddings.

2. Read and respond to Group Work by Elizabeth Cohen. 3. Apply Cohen’s model for groupwork to instructional planning and implementation within

clinical practice key experience.

Strategy ShowcaseThis assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic

Phase 1: Reflective Journal on Classroom Management (procedures, routines, transitions,

timing, wording and phraseology)

Phase 2: Reflective Journal on Differentiated Instruction

Phase 3: Reflective Journal on Assessment and Data

Phase 4: Reflective Journal on Effective Teaching Practices and Using External Resources

Phase 5: Reflective Journal on Evaluation

1. Content area reading strategies

a. Strategies to support struggling readers

b. Strategies to stretch gifted readers

2. Utilizing differentiated instruction

3. Implementing cooperative learning strategies

4. Using data to inform instruction

5. Planning OME lessons with a focus on “teacher talk”

portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.

For this course, candidates may consider the following entries:

Professional Dispositions Expected from Students in this Course:

Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups Open-minded Listening and Discussion Respectful Interaction with ALL

Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching Performance Word-processing of All Major Written Projects

1. Classroom Management: Building a repertoire of procedures and routines.

a. Video of teaching with accompanying rationale and reflection.

2. School Culture and Clientele: Understanding the environment of the classroom, school

and community

a. Culture and clientele rubric.

3. Student examples of the Global Studies DRTA.

4. Assessment Tools and Collecting Data: Driving instruction from data.

5. Community and Cultural Outreach: Engaging students in meaningful curriculum.

5. Course materials (textbook(s), articles, etc.).Course packet comprised of material from the sources listed below.

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.

Christensen, L. (1994). Building community from chaos. In B. Bigelow, L. Christensen, S. Karp, B. Miner, & B. Person (Eds.), Rethinking our classrooms: Teaching for equity and justice (pp. 50 – 55). Milwaukee, WI: Rethinking Schools.

Cochran-Smith, M., et al. (2008). Handbook of research on teacher education: Enduring questions in changing times. Routledge.

Cochran-Smith, M., & Zeichner, K. (2005). Studying teacher education: The AERA panel on research and teacher education. Lawrence Erlbaum Associates.

Cohen, E. (1994). Designing groupwork: Strategies for the heterogeneous classroom. NY: Teachers College Press.

Darling-Hammond, L, & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: John Wiley & Sons.

Delpit, L. (1995). Other people’s children: Cultural conflicts in the classroom. NY: The New Press.

Denton, P. (2007) The power of our words: Teacher language that helps children learn. Northeast Foundation for Children, Inc.

Denton, P. (2005) Learning through academic choice. Northeast Foundation for Children, Inc.

Dewey, J. (1933). How we think. NY: D.C. Heath.

Duckworth, E. (1997). Teacher to teacher: Learning from each other. NY: Teachers College Press.

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. NY: Taylor & Francis.

Epstein, J. (2001). School, family and community partnerships: Preparing educators and improving schools. Westview Press.

Epstein, J. et al. (2008). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

Gay, G. (2000). Culturally responsive teaching: Theory, research & practice. New York: Teachers College Press.

Kohn, A. (2006). Beyond discipline: From compliance to community. (10th ed.). Alexandria, VA: ASCD.Ladson-Billings, G. (1994). The dreamkeepers: Successfully teachers of African American children. San

Francisco, CA: Jossey-Bass.Landsman, J., & Lewis, C. (Eds.). (2006). White teachers, diverse classrooms: A guide to building inclusive

schools, promoting high expectations, and eliminating racism. Stylus Publishing.

Kreite, R. (1999). The morning meeting book. Greenfield, MA: Northeast Foundation for Children.Marzano, R. et al. (2003). Classroom management that works: Research-based strategies for every

teacher. Alexandria, VA: ASCD.

Marzano, R. et al. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

McEntee, G. (2003). At the heart of teaching: A guide to the art of reflective practice. NY: Teachers College Press.

Schön, D.A. (1983). The reflective practitioner: How professionals think in action. NY: BasicBooks.

Schön, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Sugerman, D. et al. (2000). Reflective learning. Dubuque, IA: Kendall Hunt Publishing.

Villegas, A. M. , & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20 – 32.

Weinstein, C. S. (1998). “I want to be nice, but I have to be mean”: Exploring prospective teachers’ conceptions of caring and order. Teaching and Teacher Education, 14(2), 153 – 163.

Weinstein, C. S., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory into Practice, 42(4), 269 – 276.

Weinstein, C., et al. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education. 55(25), 25 – 38.

York-Barr, J., et al. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press.

Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23 – 48.

B. Rationale

1. Statement of the major focus and objectives of the course.

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

4A. Understand Minnesota’s graduation standards and how to implement them;

RED 310, 311, 312

RED 410 - 412

Reading: MN Graduation Standards

Instruction: Series of discipline-based presentations on standards-based education – purpose, planning, and implementation.

Activities: Analysis of state standards across the elementary content disciplines.

Assessment: Inclusion of standards in plans and objectives tied to standards:

1. Math Mini-Unit

2. STEM Module

3. Literacy Block I

4. Literacy Block II

5. Clinical Practice Key Experience Series

4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

RED 310, 311, 312,

RED 410, 411, 412, 413

Reading: Bloom Creating a Classroom Community of Young Scientists Chapter 4; Bahr Elementary Mathematics in Anything but Elementary Chapter 5, 11; Gunning Chapter 1, 4 (cognitively challenging talk), 12 (cognitive processes and writing development).

Instruction: Presentations on (and guided practice around) cooperative learning, direct instruction, design-based instruction, inquiry-based instruction, project-based learning, problem-based learning. Based on Darling-Hammond’s Teaching for Powerful Learning: What We Know About Teaching for Understanding.

Experiences/Activities/Assessments:

1. Teacher’s Inquiry Project

2. Math Mini-Unit

3. STEM Module

4. Literacy Block I



4C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

RED 310, 311, 312,

RED 410, 411, 412, 413

Reading: Gunning Chapter 5 – 11 (literacy strategies); Bloom Chapter 6 (types of scientific inquiry) and 8 (planning & implementing instruction); ETA Kit; Bahr Chapter 1 – 15 (explicit attention to instructional strategies is embedded within each chapter).

Instruction: Within each core course there will be presentations/simulations centered on instructional strategies for the content-area discipline(s) of focus. Students will rehearse strategies during class and demonstrate their ability to select and utilize them effectively within projects listed below.


1. Math Mini-Unit

2. STEM Module

3. Literacy Block I



4D. Enhance learning through the use of a wide variety of materials and human and technological resources;

RED 310, 311, 312,

RED 410, 411, 412, 413

Reading: Gunning Chapter 11; Bloom Chapter 8 Planning and Implementing Instruction and Technology tools and uses; Bahr Chapter 2 (tools to teach math)

Instruction: Explicit modeling and guided instruction regarding the use of tools, human and technological resources during class (webquest, stereomicroscopes, math manipulatives, podcasts, SMARTBoards)


1. Math Mini-Unit

2. STEM Module

3. Literacy Block I



*Each project will require students to utilize (and document use of) a variety of instructional resources.

4K. Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and present varied perspectives to encourage critical thinking; and

RED 410, 411, 412, 413

Students will complete a collection of key experiences within RED 410 – 412, a series of clinical practice courses. Experiences will be situated within STEM pedagogy, literacy pedagogy, and social studies pedagogy.

Experience: Clinical Practice Key Experience Series

Assess: Clinical Practice Key Experience Series

Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:6J. know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom of Young Scientists Chapter 5, 6, 7; Bahr Elementary Mathematics is Anything but Elementary Chapter 4; Bloom’s Taxonomy; Barrett’s Taxonomy

Instruction: Presentations on and applied modeling of: question design, discussion facilitation, convergent/divergent questioning, the role of teaching students to think critically/creatively.

Activities:

1. Teacher’s Inquiry

2. Math Mini-Unit

3. STEM Module

4. Literacy Block I


Assessment: Clinical Practice Key Experience Series

Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:

7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

RED 310, 311, 312,

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activity/Assessment:


2. STEM Module

3. Math Mini-Unit

4. Literacy Block I and II

5. Clinical Practice Key Experiences Series

7B. plan instruction using contextual considerations that bridge curriculum and student experiences;

RED 310, 311, 312

RED 410 - 413


Activities:


2. STEM Module

3. Math Mini-Unit



7C. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413


Activities:


2. STEM Module

3. Math Mini-Unit



7D. create short-range and long-range plans that are linked to student needs and performance;

RED 310, 311, 312

EDST 464


Activities:


2. STEM Module

3. Math Mini-Unit


Assessment: Student Teaching

7E. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413


Activities:


2. STEM Module

3. Math Mini-Unit



7F. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiation for All

Activities:

1. STEM Module

2. Literacy Block I



7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and

RED 310, 311, 312

RED 410 – 413


Activities/Experiences:

1. STEM Module

2. Math Mini-Unit

3. Literacy Block I



7H. evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

RED 310, 311, 312

RED 410 - 413

Reading: Gunning Creating Literacy Instruction for All Students Chapter 13; Bahr Elementary Mathematics is Anything but Elementary Chapter 6; Bloom Creating a Classroom Community of Young Scientists Chapter 8.

Activities/Assessment: Clinical Practice Key Experience Series

This clinical practice experience addresses the following 8710.3200 Teachers of Elementary Education standards and benchmarks:

Subp. 3. Subject matter standards, elementary education. A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to L.A. A teacher of children in kindergarten through grade 6 must:(6) apply the standards of effective practice in teaching students in kindergarten through grade 6 through a variety of early and ongoing clinical experiences with kindergarten, primary, and intermediate students within a range of educational programming models; and

RED 410, 411, 412, 413

This standard will be met through a series of key experiences completed within clinical practice coursework across the four-semester program sequence.

I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:

(1) tools of inquiry and problem solving; RED Assessment: Global Studies Clinical Practice

412 Key Experience

(2) concepts of:

(a) culture and cultural diversity; RED 312

RED 412 Assessment: Global Studies Clinical Practice

Key Experience

(b) the ways human beings view themselves in and over time;

(c) the interaction between people, places, and environments;

RED 412

Assessment: Global Studies Clinical Practice Key Experience

(d) individual development and identity; RED 412


(e) interactions among individuals, groups, and institutions;

RED 412


(f) how people create and change structures of power and authority and of governance;

(g) how people organize for the production, distribution, and consumption of goods and services and how those choices impact the environment;

(h) the relationships among science, technology, and society;

(i) global connections and independence; and

(j) the ideals, principles, and practices that promote productive community involvement;

RED 412


(3) history, government, and culture of Minnesota-based American Indian tribes as integrating concepts throughout the elementary curriculum; and

(4) the environment as an integrating concept through understanding of how to use the sciences, social sciences, mathematics, arts, and communications in the exploration of environmental issues and topics.

RED 412


2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody ______________________________ _529-6118 ______ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED412: Global Studies Clinical Practice __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program __RED412: Global Studies Clinical Practice _

Department Recommendation

_________________________________ ________________ _____________________ __Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

WSU Regulation 3-4 - Web viewUpdate 4/28/05 to include the updated forms approved by A2C2 on...

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