Elementary Education Program Proposed Changes
Watson School of Education
University of North Carolina Wilmington
Fall 2008
 Elementary Program
o Dr. Brad Walker, Department Chair
o Dr. Tracy Hargrove, Elementary Program Coordinator
 Program Development Committee:
o Dr. Tracy Hargrove, Co-Chair
o Dr. Brenda Wheat, Co-Chair
o Ms. Georgie Bramley
o Mr. Brian Brinkley
o Ms. Karen Chandler
o Mr. Tom Dixon
o Dr. Kathy Fox
o Dr. Barbara Honchell
o Dr. Carol McNulty
o Dr. Ann Potts
o Dr. Debbie Powell
o Dr. Katie Schlichting
o Dr. Jeanne Swafford
 Subcommittees:
Field
Experiences
Brian
Monica
Karen
Tom
Kathy
Tracy
Barbara
Carol
Ann
Debbie
Katie
Jeanne
Brad
Brinkley
Campbell
Chandler
Dixon
Fox
Hargrove
Honchell
McNulty
Potts
Powell
Schlichting
Swafford
Walker
X
Brenda
Wheat
X
Academic
Concentrations
Elementary
Programs &
Practices
Classroom
Management
Math
Methods
Cultural
Arts
X
X
X
X
X
X
X
X
X
X
X
X
* Indicates subcommittee chair
X
X
X
X
X
X*
X*
X
X
X
X
X
X*
Timeline:
o Fall 2006 - Discussion of elementary program changes has occurred informally for several years. Formal
discussion and revision of the program began.
o Spring 2007 - major areas for revision were identified and subcommittees were formed. Academic
concentrations were revised by academic concentrations subcommittee, approved in the elementary
program area, and approved by the department.
o Fall 2007 – Program revision co-chairs met for three hours each week. Subcommittees met regularly
throughout the 2007 – 2008 academic year. Elementary program area met a minimum of once monthly to
discuss changes. Co-chairs met with various stakeholders, including Dr. Brad Walker, Dr. Carol Chase
Thomas, Dr. Jim Applefield, Dr. Vance Durrington, Dr. Hank Weddington, and Watson School of
Education Academic Advisors.
o Spring 2008 – Subcommittees continued to meet on a regular basis. Proposals for each subcommittee were
presented in program area and department meetings.
Rationale:
The Watson School of Education Elementary Education Program was developed over thirty years ago.
Since that time, but the student population and the faculty have grown and changed substantially. In
addition to the program on the main campus, the elementary education program now includes six sections
of each course every semester. There are currently over 600 students enrolled in the undergraduate
elementary education program. Feedback from the Watson School of Education Elementary Program
Evaluation, completed by interns, suggested the need for more field experience and more time on
classroom management. The proposed program changes are intended to increase the amount of time the
students spend in field work, to standardize the credit students receive for field experiences, and to align the
program with the new North Carolina 21st Century Standards. To respond to these changes, we are
proposing the following additions and revisions to the existing program.
o Academic Concentrations – The existing program lists twenty-six academic concentrations that
reflect the various majors available at UNCW. Because elementary teachers are generalists, their
knowledge should include an interdisciplinary perspective. The goal of the proposed changes is
to provide a more focused preparation for the classroom teacher. The revised concentrations are
composites, designed especially for the elementary teacher, and include several related
disciplines. Courses in each composite were selected based on their relevance to the North
Carolina Standard Course of Study, as well as particular developmental and behavioral issues
related to elementary education. The eight proposed composites combine the existing twenty-six
academic concentrations: Language Arts, Social Studies, Math & Technology, Science & Health,
Fine Arts, English as a Second Language, International Studies, or Behavioral Studies. The
minimum requirement has been reduced from twenty four to eighteen semester hours. This
reduction reflects changes in State Standards and allows the additional six hours to be for new
courses which address gaps as identified by the new North Carolina 21st Century Teaching
Standards.
o EDN 300, Elementary Programs and Practices – This is a new course created as an
introduction to the elementary program. This course is framed by the 21st Century Teaching
Standards and will include an overview of program standards and requirements, introduction to
the Professional Standards Portfolio (PSP), guided field experience, and issues of teacher
leadership and diversity.
o PSY 223, Lifespan Human Development – This course will be removed from the requirements
for the Elementary Education major. It may still be taken as a basic studies course. The content
in this course covers variables and factors underlying human growth and development across the
lifespan. EDN 203, Psychological Foundations of Teaching, as well as the various courses in the
Professional Education sequence address the physical, cognitive, social, and emotional needs of
the elementary student.
o EDN 322/325, Math Methods – Formal assessment of elementary methods students reveals that
many students have substantial gaps in their understanding of elementary mathematics content.
To respond to this need, the content in EDN 322 will be distributed over two semesters. This will
allow for more in-depth coverage of each of the NCTM content standards. EDN 322, The
Teaching of Mathematics K-6, will be changed to EDN 322, Foundations of Number and
Algebraic Reasoning. EDN 322 will continue to be listed as corequisite with the Education
o
o
o
Laboratory. A second course, EDN325, Foundations of Geometry, Measurement, and Data, will
be added.
Field Experiences – Students consistently report that they need more time in the field prior to the
internship. This recommendation is consistent with research in Teacher Education and the
practices of similar Teacher Preparation programs throughout the state and nation. The current
program offers laboratory credit for some, but not all of the required field experiences. The
proposed changes will allow for more consistency in credit across course requirements. The new
structure allows three semesters of field experience prior to the internship. Each experience is
structured to support the development of the students, beginning with whole group observation
and then moving to tutoring an individual student, small group instruction, teaching whole group
lessons, and then teaching fully integrated units of instruction for two intensive weeks. Each of
these labs will receive one semester hour of credit and will require approximately forty-five hours
of field experience. The new field experiences include the following courses:
o EDNL 300
Elementary Programs & Practices Field Experience
This field experience course is co-requisite to EDN 300: Elementary Programs and
Practices. Students enrolled in this course will observe varied programs and practices in
select elementary schools. School visits will be structured so students have an
opportunity to discuss the programs and practices being observed with school personnel.
o EDNL 330
Education laboratory
Designed to provide students with supervised tutorial experiences with school-aged
children. Focus on observing a child, evaluating capabilities, developing math and
literacy lesson plans, instructing, interacting with parents, and reflecting on instructional
performance. Twenty-five hours of tutoring will be required in the Educational Lab at
scheduled times. This lab is to be taken in conjunction with EDN 322 and EDN 340. If
EDN 322 and EDN 340 are taken in separate semesters, this lab is to be taken with the
second course.
o EDNL 331
Apprentice Field Experience I
Designed to provide supervised extended experiences in public elementary school
classrooms. Students will complete field experience requirements of corequisites and
will assist with small group instruction and general classroom responsibilities. Field
placement will require 4 hours, one day per week for the entire semester.
o EDNL 332
Apprentice Field Experience II
Designed to provide supervised extended experiences in public elementary school
classrooms. Students will complete field experience requirements of corequisites and
will plan and teach whole group lessons. Field placement will require one full day per
week for entire semester.
o EDNL 333
Apprentice Field Experience III
Designed to provide supervised extended experiences in public elementary school
classrooms. Students will complete field experience requirements of corequisites and
will plan and teach integrated units. Field placement will require release from all
methods courses for two intensive weeks in school.
EDN 413, Classroom Management – This is a new one hour seminar which will be offered
during the Professional Internship Semester. This course was designed in response to concerns
voiced by students, supervisors, and faculty that students are ill-prepared to deal with classroom
management and behavior issues. In addition, this course addresses North Carolina 21st Century
Professional Teaching Standard #2: Candidates establish a respectful environment for a diverse
population of students.
EDN 414, Experiencing the Cultural Arts – This course will be changed from a one hour
course to a three semester hour course and offered during the Professional Education Semesters
rather than the Professional/Internship Semester. Understanding the concepts of the arts and
integrating the arts are important topics for elementary education majors. Each of these is a
requirement for accreditation through the National Council for Accreditation of Teacher
Education (NCATE). The existing one hour course is insufficient for meeting NCATE
requirements.
o
EDN 419, Seminar in Education – The Seminar in Education (EDN 410) will be reduced from
three semester hours to one semester hour and offered under a new number (EDN 419) to
accommodate changes in the elementary program.
The attached chart compares the current program to the proposed program. Changes are noted in the right hand
column.
Degree Requirements for Major in Elementary Education
Current
Proposed
Basic Studies (45 hrs)
Basic Studies (45 hrs)
Academic Concentration (24 hrs)
Professional Core (16 hrs)
Hours unchanged
Changes proposed by University
wide committee
Composition (6)
Physical Education (2)
Humanities (12-18)
Fine Arts (3-9)
Natural Sciences & Math (10 -16)
Social & Behavioral Sciences (6-12)
Interdisciplinary Perspectives (0-6)
Select from: anthropology, art, behavioral studies,
biology, chemistry, community health, English,
environmental studies, fine arts, French, geography,
geology, history, literature studies, marine biology,
mathematics, music, philosophy and religion, political
science, psychology, science and humanities, social
studies, sociology, Spanish, and theatre
Change
Academic Concentration (18 hrs)
Choose one of eight Composite Concentrations:
Language Arts, Social Studies, Math & Technology,
Science & Health, Fine Arts, English as a Second
Language, International Studies, or Behavioral
Studies
Professional Core (16 hrs)
EDN 200 Teacher, School and Society (3)
EDN 200 Teacher, School and Society (3)
EDN 200L Field Studies (1)
EDN 200L Field Studies (1)
EDN 203 Psychological Foundations of Teaching (3)
EDN 203 Psychological Foundations of Teaching (3)
EDN 301 Instructional Design and Evaluation (3)
EDN 300 Elementary Programs & Practices (2)
EDN 303 Instructional Technology (3)
EDNL 300 Elementary Programs & Practices Lab (1)
PSY 223 Life Span Human Development (3)
EDN 301 Instructional Design and Evaluation (3)
Reduced 6 hours
All academic concentrations are
multidisciplinary composites
appropriate for elementary
generalists.
Reallocated 3 hours
Add EDN 300 (2) and EDNL 300
(1); Delete PSY 223 (3)
EDN 303 Instructional Technology (3)
Professional Education (26 hrs)
Professional Education (34 hrs)
Increased 8 hours
EDNL 322 Math Laboratory (1)
EDN 319 Special Students in Elementary Schools (3)
EDN 322 Foundations of Number and Algebraic
Reasoning (3)
EDN 325 Foundations of Geometry, Data, and
Measurement (3)
Math Methods - Existing EDN
322 becomes Number, Operation,
and Algebraic Reasoning; EDN
325 is added as Geometry,
Measurement, and Data
EDN 334 Social Studies Instruction (3)
EDN 334 Social Studies Instruction (3)
EDN 336 The Teaching of Science (3)
EDN 336 The Teaching of Science (3)
EDN 340 Reading Foundations (3)
EDN 340 Reading Foundations (3)
EDNL 340 Literacy Laboratory (1)
EDN 344 Literature in the Elementary School (3)
EDN 344 Literature in the Elementary School (3)
EDN 348 Teaching of Communication Arts (3)
EDN 348 Teaching of Communication Arts (3)
EDN 349 Health & Physical Education (3)
EDN 414 Integrating the Arts in the Elementary
Curriculum (3)
EDN 319 Special Students in Elementary Schools (3)
EDN 322 The Teaching of Mathematics (3)
EDN 349 Health & Physical Education (3)
EDNL 330 Education Laboratory
EDNL 331 Apprentice Field Experience I (1)
EDN 414 becomes a 3 hr course
during methods semester
Field Experiences: EDNL 330
Ed Lab for EDN 322/340; EDNL
331 Field Experience for EDN
319, 344, 349; EDNL 332 Field
Experience for EDN 325, 334,
336, 348, 414; EDNL 333
intensive two week senior
experience
EDNL 332 Apprentice Field Experience II (1)
EDNL 333 Apprentice Field Experience III (1)
Professional Semester (16 hrs)
Professional Semester (14 hrs)
EDN 410 Seminar in Education (3)
EDN 419 Seminar in Education (1)
EDN 411 Practicum (12)
EDN 411 Practicum (12)
EDN 414 Experiencing the Cultural Arts (1)
EDN 413 Classroom Management (1)
Reduced 2 hours
EDN 419 replaces EDN 410;
reduced to 1 hr
EDN 414 moved to methods
Add EDN 413 (1) Classroom
Management
DEGREE REQUIREMENTS
FOR ELEMENTARY EDUCATION
Basic Studies
Students should follow basic studies requirements of the University of North Carolina Wilmington as outlined in a
previous section of the catalogue.
The major in Elementary Education requires 82 hours (64 hours of education courses and 18 hours in an academic
concentration) as follows:
Professional Core
EDN 200
EDNL 200
EDN 203
EDN 300
EDNL 300
EDN 301
EDN 303
Teacher, School and Society
Field Studies
Psychological Foundations of Teaching
Elementary Programs and Practices
Elementary Programs and Practices Field Experience
Instructional Design and Evaluation
Instructional Technology
Professional Education
EDN 319
EDN 322
EDN 325
EDNL 330
EDNL 331
EDNL 332
EDNL 333
EDN 334
EDN 336
EDN 340
EDN 344
EDN 348
EDN 349
EDN 414
Meeting Needs of Special Students in Elementary Schools
Foundations of Number and Algebraic Reasoning (K-6)
Foundations of Geometry, Measurement, and Data (K-6)
Education Laboratory
Apprentice Field Experience I
Apprentice Field Experience II
Apprentice Field Experience III
Social Studies Curriculum and Instruction (K-6)
The Teaching of Science (K-6)
Reading Foundations (K-6)
Literature in the Elementary School (K-6)
The Teaching of Communication Arts (K-6)
The Teaching of Health and Physical Education (K-6)
Integrating the Arts in the Elementary Curriculum
Professional Semester
EDN 419
EDN 411
EDN 413
Seminar in Education (K-6)
Practicum (K-6)
Classroom Management Seminar (K-6)
Note: Admission to the Watson School of Education is required for enrollment in EDN/SED 300 and 400 level
courses numbered higher than EDN 303. A grade of “C” or better is required in all professional courses in the
elementary program. Students may repeat courses in which they ear a grade lower than a “C” only with the
permission of the dean of the Watson School of Education. A cumulative grade point average of 2.70 is required of
eligibility for the practicum semester.
Academic Concentration
An academic concentration of 18 semester hours is required. A maximum of six semester hours of basic studies
may be included in the academic concentration. Specific course requirements for the various concentrations may be
obtained from the academic advisors in the Watson School of Education. Academic concentrations may be chosen
from one of the eight composites: Language Arts, Social Studies, Math & Technology, Science & Health, Fine Arts,
English as a Second Language, International Studies, or Behavioral Studies
RECOMMENDED COURSE SEQUENCE
FOR ELEMENTARY EDUCATION
Freshman Year
Fall (15 hours)
Spring (15 - 18 hours)
Basic Studies Requirements
Basic Studies Requirements
Sophomore Year
Fall (15 - 18 hours)
Spring (15 - 18 hours)
Basic Studies & Academic Concentration
Basic Studies & Academic Concentration
Junior Year
Fall (16 hours)
Spring (17 hours)
EDN 200 Teacher, School and Society (3)
EDN 322 Number & Algebraic Reasoning (3)
EDN 200L Field Studies (1)
EDN 340 Reading Foundations (3)
EDN 203 Psychological Foundations of Teaching (3)
EDNL 330 Education Laboratory (1)
EDN 300 Elementary Programs & Practices (2)
EDN 319 Special Students in Elementary Schools (3)
EDNL 300 Elementary Programs & Practices Lab (1)
EDN 344 Literature in the Elementary School (3)
EDN 301 Instructional Design and Evaluation (3)
EDN 349 Health & Physical Education (3)
EDN 303 Instructional Technology (3)
EDNL 331 Apprentice Field Experience I (1)
Senior Year
Fall (17 hours)
Spring (14 hours)
EDN 325 Geometry, Measurement, Data (3)
EDN 419 Seminar in Education (1 hr)
EDN 334 Social Studies Instruction (3)
EDN 411 Practicum (12 hrs)
EDN 336 The Teaching of Science (3)
EDN 413 Classroom Management Seminar (1 hr)
EDN 348 Teaching of Communication Arts (3)
EDN 414 Integrating the Arts in the Curriculum (3)
EDNL 332 Apprentice Field Experience II (1)
EDNL 333 Apprentice Field Experience III (1)