UNIVERSITY
OF
1119 M a i n A d m i n i s t r a t i o n B u i l d i n g
C o l l e g e Park, M a r y l a n d 20742-5031
301.405.5252 T E L 301.405.8195 F A X
MARYLAND
OFFICE OF T H E SENIOR VICE PRESIDENT A N D PROVOST
September 11,2013
MEMORANDUM
TO:
Donna Wiseman
Dean, College of Education
FROM:
Elizabeth Beise 0^ &
Associate Provost for Academic Planning and Programs
SUBJECT:
Proposal to Modify the Bachelor of Science in Elementary Education (PCC Log
no. 13002)
At its meeting on September 6, 2013, the Senate Committee on Programs, Curricula, and
Courses approved your proposal to modify the curriculum of the Bachelor of Science in
Elementary Education. A copy of the approved proposal is attached.
The change is effective Spring 2014. Please ensure that the change is fully described in
the Undergraduate Catalog and in all relevant descriptive materials, including the undergraduate
program's four-year plan (contact Lisa Kiely at lkielv(a),umd.edu for more information).
MDC/
Enclosure
cc:
Marilee Lindemann, Chair, Senate PCC Committee
Sarah Bauder, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Howard, Division of Information Technology
Pam Phillips, Institutional Research, Planning & Assessment
Anne Turkos, University Archives
Linda Yokoi, Office of the Registrar
Robert Gaines, Undergraduate Studies
Maggie McLaughlin, College of Education
Francine Hultgren, Department of Teaching, Learning, Policy and Leadership
THE UNIVERSITY OF MARYLAND, COLLEGE PARK
PROGRAM/CURRICULUM/UNIT PROPOSAL
Please email the rest of the proposal as an MSWord attachment
to pcc-submissions@umd.edu.
•
IPCCLOGNO.
13002
Please submit the signed fonn to the Office of the Associate Provost
for Academic Planning and Programs, 1119 Main Administration Building, Campus.
College/School:
Please also add College/School Unit Code-First 8 digits: 01203100
Unit Codes can befound at: https://hJ.'pprodumdedu/Html Repo.rts/units.h!lJl
Department/Program:
Please also add Department/Program Unit Code-Last 7 digits: 1310901
Type of Action (choose one):
• Curriculum change (including informal specializations)
D Renaming ofprogram or formal Area of Concentration
D Addition/deletion offormal Area of Concentration
D Suspend/delete program
D
D
D
D
New academic degree/award program
New Professional Studies award iteration
New Minor
Other
Italics indicate that the proposed program action must be presented to the full University Senate for consideration.
Summary of Proposed Action:
This proposal deletes or substantially modifies courses, reorganizes the course sequence, adds four new courses to an
existing degree program, and reconfigures the nature and sequence of the field placements associated with the Elementary
Education Certification Program for undergraduates in the College of Education (COE). This program, designed for
completion in four years, addresses the student learning outcomes defined by the Association for Childhood Education
International (ACEI), state requirements determined by the Maryland State Department of Education (MSDE), and the
institutional standards described in the College of Education's Conceptual Framework. See the attached document,
Student Learning Outcomes for the specific standards addressed by the current as well as the proposed program. When
this course of study is successfully completed, COE recommends those graduates to MSDE as eligible for elementary
teaching certification in the State of Maryland.
These proposed changes are significant and needed in order to prepare our students for the challenges of teaching in the
21 st century. However, it is important to note that these changes encompass less than one-third of the overall credit count.
See the attached document, Academic Degree Program El Edpdf, for a comparative breakdown of the current program
and proposed changes. Course prefixes for the proposed coursework are listed as EDCI/TLPL as the changeover of all
prefixes is imminent for courses offered by the Department of Teaching and Learning, Policy and Leadership.
Justifications/Reasons/Resources
The current Elementary Education Program was approved in 1977 when public schools and the composition of students
they served were very different. Elementary schools today reflect the fact that the US is becoming a "majority-minority"
nation. Immigrant, poor, and minority children are placed in the classrooms of teachers who are generally ill-equipped to
adapt their instructional practices to meet the academic needs of all students. Today's teachers must be prepared to teach a
diverse student body.
The inclusion of four new courses: EDSP 499S: Teaching Students with Disabilities in the Elementary Classroom,
EDCI/TLPL 306: Fine Arts Integration in Today's Classroom, EDCI/TLPL 415: Language Variation and Multilingualism
in the Elementary Classroom, and EDCI/TLPL 385: Digital Learning Tools and Communities, as well as additional field
experiences will provide the needed content, theory, and practice required for successful teaching in the classrooms of
today. These changes are responsive to programmatic gaps that are consistently identified by our graduates in annual COE
)"
."
"
"""
exit surveys: a lack of special education content, limited knowledge of the theory and practices for teaching students
acquiring a second language, and the need for increased time in school settings. The proposed modifications to our
program address these concerns and reflect the vision and mission of the COE Conceptual Framework, " ... to prepare
educators with the skills and commitments necessary to ensure equity for all students in the public schools and classrooms
they will lead."
Historically, the program's enrollment of 100-110 admitted students required the Department to offer four sections of
each professional preparation course. In 2013, The Department of Teaching and Learning, Policy and Leadership (TLPL)
instituted an enrollment cap of 85 for the Elementary Program. Beginning in the Fall 2013 semester, only three sections
of each required course will be offered. This enrollment reduction was made to make room for a new undergraduate
teacher preparation program for the middle school.
The Department of Counseling, Higher Ed. and Special Ed. (CHSE) has agreed to partner with TLPL and contribute to the
instructional resources needed for the course, "Teaching Students with Disabilities in the Elementary Classroom." A letter
of agreement from CHSE is attached (see CHSE Letter).
In the 2015-2016 academic year, the seniors in the current Elementary Program will overlap with the juniors admitted to
the proposed program. Additional instructors will be employed to teach six sections of reading coursework and three
sections of language arts in Fall 2015, (9 sections instead of 6). In Spring 2016, six sections of reading/literacy will be
offered instead of three. Instructors who do not teach language arts methods in Fall 2016 will be available to teach
EDCIITLPL 361 or EDCI 464 in Spring 2016. Contracts and load expectations for the 2015-2016 academic year will be
adjusted to compensate faculty who teach these additional sectibns during the year when the programs overlap. Increased
field experiences will also require additional resources in the form of supervisors and PDS Coordinators. Contracts and
load expectations will be adjusted to cover these needs.
For the new program to yield graduates in spring of 2017, the COE Office of Student Services must begin advising
incoming freshman of the new program requirements in Fall 2013.
The Curriculum
Two courses in the current academic program will be discontinued, MUED 155: Fundamentals for the Classroom Teacher
and EDMS 410: Measurement, Statistics, and Evaluation (see Academic Degree Program El Ed). Four new courses will
be added. EDCIITLPL 306: Fine Arts Integration in Today's Classrooms, will cover the most relevant content from
MUED 155. The content from EDMS 410 will be integrated throughout the entire program sequence. EDSP 499S:
Teaching Students with Disabilities in Elementary Classrooms, and EDCIITLPL 385: Digital Learning Tools and
Communities, are designed to infuse new content and learning in the modified program.
MSDE requires that specific content be included in a candidate's preparation for teaching reading and writing in
elementary schools. Five existing courses, EDHD 425, EDCI 461, 342, 362, and 464 have been reorganized into four
literacy courses that retain the required content and eliminate redundancy. This four-course literacy block will prepare our
teacher candidates with the skills and knowledge to teach reading and language arts within the framework of a child's
background of experience, ethnicity, language, and culture. We anticipate MSDE approval of this redesign, but it is
pending at this time.
Elementary teachers are generalists-our students must be prepared to teach all core subject areas. Within the proposed
academic program, candidates will select an "area of emphasis," 18 credits in a defined domain of study (see AGE Minors
El Ed). This concentration of content knowledge promotes a depth of understanding in: Mathematics, Science, World
Languages, Literature Studies, and Global Studies. Others are pending (e.g., STEM and Fine Arts) and can be added when
they come forward. Students will be able to earn a minor in Teaching English as a Second Language (an approved minor)
and we are seeking to make a minor in Special Education a reality in the next year. The specialized knowledge that our
students gain becomes a valuable asset to a school team and can lead the candidate to additional State endorsements and
further study for advanced degrees.
Field experiences will occur over five semesters and each experience will be credit bearing. All internships and
residencies will be housed in Professional Development Schools (PDS) within counties and institutions that enjoy
partnerships with the University of Maryland and each field experience will link with the program's emphasis on student
learning in classrooms, schools, and communities. The EDCI/TLPL 280 experience, one half-day per week, will remain in
the sophomore year. The focus of the school visits, the observation of students in public school classrooms, will remain
intact. At the onset of the junior year, semester 5, students engage in tutoring experiences, one half-day per week, in
community or school settings, (e.g., America Reads, America Counts, Saturday School). A two-day per week internship,
in a specific classroom within the Professional Development School Network occurs in semester 6. During this semester,
student interns will begin ,to teach in small groups as they become familiar with the routines and practices established in a
specific classroom. In the final semesters, interns become "residents" in a PDS site, three days per week in the fall and
five days per week in the final semester. As residents achieve the performance expectations for the program, they rotate
throughout the entire school ("rotations"), shadowing an ELL teacher, working with an administrator, or co-teaching with
a special educator. In this model, teacher candidates learn all aspects of the school, as opposed to the current practice,
which is focused more on an individual classroom.
For more information, contact Dr. John F. O'Flahavan (iQhno@umd.edu).
APPROVAL SIGNATURES - Please print name, sign, and date. Use additional lines for multi-unit
1, Department Committee Ciiair
L.INl]A
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2. Department Ciiair
3. College/School PCCCtiair
4. Dean
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5. Dean of the Graduate S^hopl (if rec^ire^)
6. Chair, Senate PCC
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7. University Senate Chair (if required)_
8. Senior Vice President and Provost
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UNIVERSITY OF
MARYLAND
32 J.t lknjamin Budding
College Park. Maryland 20742
301.40:;.21\5/\ TEL 30J.4US 9995 FAX
http://www.education.ltl1ld.eclu / CHSE/
COLLEGE OF EDUCATION
COI/I/;eling, Higher Edlicatio'i. and Special EdllWtio'l
April 12, 2013
John O'Flahavan, Professor
Teaching Learning Policy and Leadership
College of Education
Dear John,
As Program Coordinator for special education, I am very pleased that we will be developing and
collaborating with your department in offering a new 3-credit course, Teaching Students with Disabilities
in Elementary Classrooms, as part of your department's redesigned Elementary Education program. As
we are all aware, this will be an important new course for your majors and hopefully will lead to further
collaboration.
Sincerely,
~
Mar
;yqJJ~
7
et J~aUghlin, P 0 essor
Pro am Coordinator, Spec al Education
CC: Francine Hultgren, Chair TLPL
Robert Lent, Interim Chair, CHSE
~\UNIVERSITY OF
'WMARYLAND
SCHOOL OF MUSIC
211 (I ('I:Inc'.:'
Sll11th Pt'rt~.lrmll]Q Ar-t~ L~nt{'r­
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April 26, 2013
John O'Flahavan
Program Coordinator
Elementary Education
College of Education
University of Maryland
Dear Professor O'Flahavan:
This letter acknowledges that the Music Education Division is aware of the proposed
change to no longer require the course MUED 155 (3 sections) in the Elementary
Education degree program after 2014-2015.
Sin~rely,
~,t~m.7ry~
Janet M. Montgomery, Ph.D.
University of Maryland
School of Music
College Park, MD 20742
cc: Robert Gibson, Director, School of Music
trf4il
-~)
UNIVERSITY OF
MARYLAND
College [)I' Education
JJ04 Benjamin Building
College P,nk, Maryl.md 2(1742-1131
_'OI.40S2R27 TEL J01.40S.2WJj FAX
INSTITUTl: HJR CHILD STUDY
DEPARTMENT OF HUMAN DEVELOPMENT
April 26, 2013
Dr. Francine Hultgren
Chair and Director, TLPL
College of Education
cc: John O'Flahavan, Linda Valli, Robert Lissitz, Ann Battle
Dear Dr. Hultgren,
This letter acknowledges my understanding and approval of the pending changes in the TLPL
Elementary Education Program that will affect course offerings in the Department of Human Development and
Quantitative Methodology, Specifically, I am aware that faculty directors in TLPL are proposing the elimination of
EDHD 425, Language Development and Reading Acquisition, and EDMS 410, Classroom Assessment, from the
requirements for the Bachelor's Degree in Elementary Education, effective AY 2015-16.
Sincerely,
Nathan Fox, Distinguished University Professor
Interim Chair and Director
HDQM
Academic Degree Program
Academic Degree Program
II New Elementary Education Program
II Elementary Education--l
(Version: 4/12/13)
Notes
>All students take a 18-credit Area of Emphasis (see related documents)
CURRENT
Semester I
English 101: Academic Writing
Math 110: Elementary Mathematical Models or higher
History 200: History of the United States to 1865
UNIV 101: The Student in the University and Introduction to
Computer Resources
Oral Communication
Total Credits
Semester 2
Math 212: Elements of Numbers and Operations
Area of Emphasis
Natural Science with Lab (Biological)
Social Science Elective
I Series/Scholarship in Practice (as needed)
Total Credits
PROPOSED
Semester 1
English 101: Academic Writing
Math 110: Elementary Mathematical Models or higher
History 200: History of the United States to 1865
UNIV 101: The Student in the University and Introduction to
Computer Resources
Oral Communication
Total Credits
Credits
3
3
3
2
3
14
iSemester 2
Math 212: Elements of Numbers and Operations
Area of Emphasis
Natural Science with Lab (Biological)
Social Science Elective
I Series/Scholarship in Practice (as needed)
3
3
4
3
3
16
Total Credits
1
Credits
3
3
3
2
3
14
3
3
4
3
3
16
Academic Degree Program
CURRENT
II
Elementary Education--2
PROPOSED
lemes'\er3
,3"
e.r~t$
Math 213: Elements of Geometry and Measurement
PSYC 221: Social Psychology or
SOCY 230: Sociological Social Psychology
EDPS 210: Historical and Philosophical Foundations of Education
(HO)
EDCI 443: Literature for Children and Youth
Natural Science with Lab (Physical)
Total Credits
'4
EDCI 280: Looking into Classrooms and Schools
Math 214: Elements of Probability and Statistics
MUED 155: Fundamentals for the Classroom Teacher
Analytic Reasoning
Humanities/DVUP or I-series
Total Credits
3
3
Math 213: Elements of Geometry and Measurement
PSYC 221: Social Psychology or
SOCY 230: Sociological Social Psychology
Moved to Semester 4
3
3
3
Moved to Semester 4
Natural Science with Lab (Physical)
Humanities/DVUP or I-Series
Analytic Reasoning
3
4
16
Total Credits
\..creansy
Semester 4
3
3
3
3
3
EDCIITLPL 280: Looking into Classrooms and Schools
Math 214: Elements of Probability and Statistics
Removed from program
Moved to Semester 3
Moved to Semester 3
EDPS 210: Historical and Philosophical Foundations of
Education or EDPS 301: Foundations of Education
Area of Emphasis
EDCIITLPL 443: Introduction to Children's Literature and
Critical Literacy
Total Credits
15
2
4
3
3
16
3
3
3
3
3
15
Academic Degree Program
CURRENT
II Elementary Education--3
PROPOSED
~,r5
Credits
SemesterS
EDHD 425: Language Development and Reading Acquisition
3
Area of Emphasis
Area of Emphasis
EDMS 410: Classroom Assessment
EDHD 411: Child Growth and Development
3
3
3
3
EDCI/TLPL 361: Language and Literacy Development in
Schools and Communities (Formerly EDHD 425)
Area of Emphasis or Professional Writing
Area of Emphasis
Removed from program
EDHD 411: Child Growth and Development
EDSP 499S: Teaching Students with Disabilities in Elementary
Classrooms
EDCVTLPL 489: Field Experience in Elementary Education
Total Credits
Total Credits
15
Credits
SemeSter 6
Area of Emphasis
ENGL 39x Advanced Composition (Professional Writing)
Elective
EDCI 397: Principles and Methods of Teaching
3
3
3
3
EDCI 461: Materials and Instruction for Creating Skilled and
Motivated Readers
3
Total Credits
Seniester6
Area of Emphasis or Professional Writing
3
3
3
3
3
I
16
Ctedlts
3
EDCIITLPL 397: Principles and Methods of Responsive
Teaching in Today's Schools
EDCI/TLPL 362: Promoting Skilled and Motivated Readers in
Elementary Classrooms (Part I) (Formerly EDCI 461 )
EDCIITLPL 306: Fine Arts Integration in Elementary
Classrooms
EDCIITLPL 322: Social Studies Curriculum and Instruction in
Elementary Classrooms
EDCIITLPL 489: Field Experience in Elementary Education
Total Credits
15
3
3
3
3
3
I
16
Academic Degree Program
CURRENT
Semester?
EDCI 322: Curriculum and Instruction in Elementary Education:
Social Studies
EDCI 342: Curriculum and Instruction in Elementary Education:
Lanl!:ual!:e Arts
EDCI 352: Curriculum and Instruction in Elementary Education:
Mathematics
EDCI 362: Materials and Instruction for Creating Skilled and
Motivated Readers
EDCI 372: Curriculum and Instruction in Elementary Education:
Science
EDCI 488: Classroom Management
Semester 8
EDCI 464: Assessment for Reading
PROPOSED
Semester 7
Credits
3
Removed from program (Content incorporated into EDCI 361­
364)
EDCUTLPL 352: Mathematics Curriculum and Instruction in
Elementary Classrooms
EDCIITLPL 363: Promoting Skilled and Motivated Readers in
Elementary Classrooms (Part 2) (Formerly EDCI 362)
EDCI!TLPL 372: Science Curriculum and Instruction in
Elementary Classrooms
Removed from program
EDCUTLPL 418: Teachinl!: Residency
EDCIITLPL 415: Language Variation and Multilingualism in
Elementary Classrooms
Total Credits
3
3
3
I
16
Credits
3
EDCI 481: Student Teaching for Elementary
S.emester 8
EDCIITLPL 364: Culturally Responsive Language Instruction in
Elementary Classrooms (Formerly EDCI 464)
EDCUTLPL 418: Teaching Residency (Formerly EDCI 481)
EDCUTLPL 385: Digital Learning Tools and Communities
EDCIITLPL 444: Responsiveness and Agency in Diverse
Schools
Total Credits
12
Total Credits
Credits'
Moved to semester 6
3
Total Credits
II Elementary Education--4
15
3
3
3
3
3
15
Credits
3
9
3
1
16
Current Program
Total Credits: 122-129
Proposed Program
Total Credits: 124
(Credits .ary based on
Area ofEmphasis)
(Credits .ary based on
Area ofEmphasis)
For more information, contact Dr. John F. O'Flahavan (johno@umd.edu)
4
Student Learning Outcomes:
1. Elementary Education teacher candidates have in-depth knowledge of the subject matter that they
teach as described in professional (Association for Childhood Education International-- ACEI),
state (MSDE), and institutional standards.
2. Elementary Education teacher candidates can effectively plan classroom-based instruction or
activities for their roles as teachers. Candidates' knowledge, skills, and dispositions are applied
effectively in practice.
3. Elementary Education teacher candidates accurately assess and analyze student learning, make
appropriate adjustments to instruction, monitor student learning, and have a positive effect on
learning for all students.
4. Elementary Education teacher candidates are able to work with students, families, and
communities in ways that reflect the dispositions expected of professional educators as delineated
in professional (ACEI), state (MSDE), and institutional standards.
5. Elementary Education teacher candidates demonstrate proficiency in each of the seven Maryland
Teacher Technology Standards.
Learning Outcomes Candidate Assessments:
A multiple measures approach will be used to assess student learning. Key assessments, which
align with the standards of the Association for Childhood Education International (ACEI),
include the Praxis II, Performance Based Assessment (PBA), Foundational Competencies,
Teacher Performance Assessment (edTPA), and the Maryland Teacher Technology Standards
(MTTS) Portfolio.
Areas of Emphasis (18 credits)
Undergraduate Elementary Education Program
Version: April 12,2013
Required:
(6 credits)
·•
•
Elective:
(12 credits)
GLOBAL STUDIES
II Latin American Studies
LASC 234: Issues in Latin American Studies I
LASC 235: Issues in Latin American Studies II
Spanish or Portuguese language proficiency up to the intermediate level, or interview to demonstrate
proficiency
A!!Y combination of courses from the following areas for a total of 12 credits:
1. Combination must include a minimum of six credits of upper level courses (300- or 400-level)
2. Combination may not exceed the maximum noted for each area (in parens)
Art. Literature and the Latin-American Experience (9 credits)
ARTH 370: Latin American Art and Archaeology Before 1500 (3)
ARTH
371: Latin American Art and Archaeology After 1500 (3)
•
ARTH 372: Modern Latin American Art to 1945 (3)
ARTH 373: Latin American Art and Latino Art Since 1945 (3)
• CMLT 277: Literature of the Americas (3)
EDCI 286: Latino and Black Schooling: A History (3)
• ENGL 289Z: Aliens, Exiles, Immigrants: Literature and Emigration (3)
ENGL 358: Special Topics in U.S. Latina/o Literature: Literature of the Chicano Movement (3)
• USLT 201: U.S. Latinalo Studies I: An Historical Overview to the 1960s (3)
USLT 202: U.S. L~tinalo Studies I: A Contemporary Overview 1960s to the Present (3)
·
··
·
·
·
Special Topics Seminars (3 credits)
• LASC 248: Special Topics in Latin American Studies (3)
• LASC 348: Special Topics in Latin American Studies (3)
• LASC 448: Special Topics in Latin American Studies (3)
.
Study Abroad Experiences (3 credits)
LASC 269 or 369: Special Topics in Study Abroad (3) (special note: students will need to make
sure that the study abroad does not interrupt the course sequence in the Elementary Education
program)
Students wishing to take other courses not on the pre-approved list may do so with prior permission.
*Note: Other regional options (e.g., Asian Studies) are TED
1
LITERATURE STUDIES
Required:
(9 credits)
EDCI 443: Literature for Children and Youth (3 credits)
Choose one course from each group, below:,
Western Canon (3 credits)
ENOL 206: Shakespeare (3)
• ENOL 211: English Literature: Beginnings to 1800 (3)
• ENOL 212: English Literature: 1800 to the Present (3)
ENOL 221: American Literature: Beginning to 1865 (3)
ENOL 222: American Literature: 1865 to present (3)
• Alternate (with permission)
World Cultures, Traditions and Populations (3 credits)
ENOL 233: Introduction to Asian-American Literature (3)
ENOL 234: African-American Literature and Culture (3)
ENOL 250: Reading Women Writing (3)
ENOL 265: Lesbian, Oay, Bisexual and Transgendered Literature (3)
Alternate (with permission)
·
··
···
··
Electives:
(9 credits)
Any combination of courses from the following areas for a total of 9 credits:
1. Combination must include a minimum of six credits of upper level courses (300- or 400-level)
2. Combination may not exceed the maximum noted for each area (in parens)
Genre Studies (up to 3 credits)
• ENOL 240: Introduction to Fiction, Poetry and Drama (3)
• ENOL 241: What the Novel Does (3)
ENOL 243: What is Poetry? (3)
• ENOL 244: The Play's the Thing (3)
ENOL 245: Film Form and Culture (3)
• ENOL 246: Introduction to the Short Story (3)
• ENOL 255: Literature of Science and Technology (3)
Comparative Literature (up to 6 credits)
CMLT 270: Global Literature and Social Change (3)
CMLT 280: Film Art in a Olobal Society (3)
• CMLT 298N: Topics in Comparative Studies: American Indians in Literature: Perspectives
North and South (3)
CMLT 291: International Perspectives on Lesbian and Oay Studies (3)
• ENOL 289X: Breaking News: Contemporary Literature, Media and the State (3)
• ENOL 332/3790: Special Topics in Literature: Representing the Holocaust (3)
World Cultures, Traditions, and Populations (up to 6 credits)
CMLT 235/ENOL 235: Black Diaspora Literature and Culture (3)
• CMLT 275: World Literature by Women (3)
ENOL 233: Introduction to Asian-American Literature (3)
ENOL 234: African-American Literature and Culture (3)
ENOL 250: Reading Women Writing (3)
• ENOL 265: Lesbian, Oay, Bisexual and Transgendered Literature (3)
• ENOL 289Z: Aliens, Exiles, Immigrants: Literature and Emigration (3)
ENOL 312: Romantic to Modem British Literature (3)
• ENOL 313: American Literature (3)
• ENOL 317: African American Literature (3)
• ENOL 339: Native American Literature (3)
• ENOL 358: Special Topics in U.s, Latinalo Literature: Literature of the Chicano Movement (3)
ENOL 360: African, Indian and Caribbean Writers (3)
ENOL 362: Caribbean Literature in English (3)
·
·
··
·
·
···
·
··
2
MATHEMATICS
MATH 212: Elements of Numbers and Operations (3)
MATH 213: Elements of Geometry and Measurement (3)
MATH 214: Elements of Probability and Statistics (3)
Required:
(IS credits)
Choose at least two of these courses:
MATH 312: Mathematical Reasoning and Proof for Pre-service Middle School Teachers (3)
MATH 314: Introduction to Probability, Data, Analysis and Statistics for Preservice Middle School
MATH 315: Algebra for Preservice Middle School Teachers (3)
Electives:
(3 credits)
Choose one additional course from the following**:
MATH Ill: Introduction to Probability (3)
*MATH 113: College Algebra with Applications (3) or MATH lIS: Precalculus (3)
*MATH 220: Elementary Calculus (3) or MATH 140: Calculus (3)
*MATH 221: Elementary Calculus II (3) or MATH 141: Calculus II (3)
***EDMS 451: Introduction to Educational Statistics (3)
Other MATH course (with advisor approval)
Other STAT course (with advisor approval)
*Credit cannot be given for both MATH 113 and MA TH 115. MA TH 113 is preparation for MATH 220 and
MATH ]]5 is generally considered as preparation for MA TH 140.
**Students may satisfy the requirement ofan elective mathematics course by completing MATH 312, MA TH
314 and MATH 315.
*** Credit toward the area ofemphasis in mathematics cannot be ~iven for both MATH 314 and EDMS 451
3
SOCIAL STUDIES
Required:
(6 credits)
..
Electives:
(12 credits)
Student must include courses from three different departments chosen from among the following, with
at least 6 credits at the upper-division level (300- and 400-level-note all pre- and co-requisites):
HIST 200: Interpreting American History, from Beginnings to 1877 (3)
EDCI 322: Social Studies Curriculum and Instruction in Elementary Classrooms (3)
Anthropology
ANTH 260: Introduction to Sociological Anthropology and Linguistics (3)
0
0
ANTH 360: Method and Theory in Sociocultural Anthropology (3)
ANTH 361: Cultures of Native North America (3)
0
ANTH 363: Native Cultures of Mesoamerica (3)
0
ANTH 365: Cultures of Native South America (3)
0
Economics
ECON 200: Principles of Micro-economics (4)
0
ECON 201: Principles of Macro-economics (4)
0
ECON 315: Economic Development of Underdeveloped Areas (3)
0
ECON 317: Global Economic Policies (3)
0
ECON 340: International Economics (3)
0
ECON 375: Economics of Poverty and Discrimination (3)
0
ECON 391: Survey of Urban Economics Problems and Policies (3)
0
Geographical Sciences
GEOG 100: Introduction to Geography (3)
0
GEOG 110: The World Today: Global Perspectives (3)
0
GEOG 123: Causes and Implications of Global Change (3)
0
0
GEOG 130: Developing Countries (3)
GEOG 202: Introduction to Human Geography (3)
0
GEOG 310: Maryland and Adjacent Areas (3) .
0
0
GEOG 313: Latin America (3)
GEOG 330: As the World Turns: Society and Sustainability ... Time of Great Change (3)
0
GEOG 332: Economic Geography (3)
0
GEOG 415: Land Use, Climate Change and Sustainability (3)
0
0
GEOG 435: Population Geography (3)
GEOG 437: Political Geography (3)
0
0
GEOG 456: The Social Geography of Metropolitan Areas in Global Perspective (3)
Government and Politics
0
GVPT 1DO: Scope and Methods for Political Science Research (3)
0
GVPT 200: International Political Relations (3)
0
GVPT 273: Introduction to Environmental Politics (3)
0
GVPT 280: Comparative Politics and Governments (3)
0
GVPT 289: Special Topics (requires approval from advisor)
0
GVPT 306: Global Ecopolitics (3)
0
GVPT 354: Peacebuilding, Post-Conflict Reconstruction and International Development (3)
History
0
HIST 219: Special Topics (3)
0
HIST 233: Empire! The British Imperial Experience (1558-1997) (3)
HIST 250: Colonial Latin America (3)
0
0
HlST 251: Latin America Since Independence (3)
0
HIST 282: History of the Jewish People I (3)
0
HlST 283: history of the Jewish People II (3)
HIST 284: East Asian Civilization I (3)
0
0
HIST 285: East Asian Civilization II (3)
0
HIST 222/AAST 222: Immigration and Ethnicity in America (3)
Any other 300- or 400- level HIST course (requires approval from advisor)
0
Sociology
0
SOCY 100: Introduction to Sociology (3)
0
SOCY 105: Introduction to Contemporary Social Problems (3)
0
SOCY 230: Sociological Social Psychology (3)
SOCY 241: Inequality in American Society (3)
0
4
a
a
a
a
a
SOCY 305:
SOCY 325:
SOCY 406:
SOCY 407:
SOCY 410:
Scarcity and Modem Society (3)
The Sociology of Gender (3)
Globalization (3)
Explaining Social Change: Historical and Comparative Methods (3)
Social Demography (3)
NOTE: Please check with your academic advisor if the course you wish to take is not listed here
SCIENCES
Required:
EDCI372
Electives:
Students must also complete a minimum of two courses from any two of the areas listed below and at
least one course from the remaining third area.
Earth ISpace Sciences--AOSC, ASTR, GEOG and GEOL
AOSC 200/201
ASTR 100/111, ASTR 10 I
GEOG 123, 140,201,340
GEOL 1001110
Life Sciences-BSCI and PLSC
BSCI 103, 105, 106
BSCI 124/125,205
BSCI 120,227
BSCI 122 (recommended)
PLSC 100, 101
Physical Sciences-CHEM, ENST, PHYS
CHEM 103, 104, 113, 121
ENST 200
PHYS 102/103, 106/107, Ill, 115 (recommended)
NOTE: Higher level courses in each area are also approved. Please check with your academic
advisor ifthe course you wish to take is not listed here
WORLD LANGUAGES
Required:
(18 credits)
Completed before the junior year (prior to admission to the Elementary Education Program):
• 9 credits of upper-level courses in a foreign language, combined GPA of2.75
Completed during the fall semester, junior year:
EDCI 410: Methods I: K-12 Foreign Language Methods and Technology (3)
EDCIITLPL 415: Language Variation and Multilingualism in Elementary Classrooms (3)
··
·
Completed during the fall semester, senior year:
EDCI 433: Advanced K-12 Foreign Languages Methods and Technology (3)
Note: Students with the World Languages AOE will take EDC1ITLPL 415 course out o/sequence
TESOL Minor
Required:
(18 credits)
•
•
•
•
•
•
EDCI 310: Language Diversity in the Classroom (3)
EDCI 432 Foundations of Second Language Education (3)
EDCI 437 English Linguistics for TESOL Teachers (3)
EDCI 436 Teaching for Cross-Cultural Communication (3)
EDCI 434 Methods of Teaching English as a Second Language (3)
EDCI 475 Teaching ESOL Reading and Writing in Elementary Classroom Areas (3)
For more mformatlOn, contact Dr. John F. O'Flahavan (johno@umd.edu)
5
Modified Elementary Education Program II Proposed Course Sequence
• _ ....................... ... ...
y~
'1
...... ... _, _ v ... ..,
Semester 4
Course
Number
EDPS 210
Course Name
Choice:
Historical and
Philosophical
Foundations of Education
EDPS 301
Foundations of Education
EDCII
TLPL 1
280
Looking into Today' s
Classrooms and Schools
EDCII
TLPL 443
Introduction to Children's
Literature and Critical
Literacy
--
Area of Emphasis
Courses #1-3
Course Description
Credits
Grading
Method
Reg/
P-F/Aud.
Field
Experience
No
3
Reg/
P-F/Aud.
Yes
3
Reg/
P-F/Aud.
No
1-4
Reg/PF/Aud
No
3
An examination of illustrative historical and philosophical examples of the interplay
of ideas and events in the shaping of educational aims and practices from ancient
cultures to modern technological societies. Prerequisite: None. Co-requisite: None.
An examination of the social contexts of education and conflicts over philosophies,
values, and goals that are reflected in educational institutions in our pluralistic
society. Helps students become reflective, critical thinkers about the social and
philosophical issues they face and the choices they make. Prerequisite: None. Corequisite: None.
An exploration of teaching in public schools, grades 1-12, with emphasis on the
global context and culture of schooling, the facets of student diversity, the
professional life of teachers, and teacher development. The course is a blend of oncampus (2 hours/week in class) and off-campus learning (3 hours/week in a local
school). Most off-campus sites are within a 20-minute commute with more travel
time needed if public transportation is required. Allow for travel time between oncampus coursework and the off-eampus school experience. All schools require that
fingerprinting and background checks be completed, at an additional cost to the
student. Prerequisite: None. Co-requisite: None.
An introduction to high-quality literature from many cultures, written for children
and adolescents. Teacher candidates will learn how to analyze texts using literary
criteria and to identify social, cultural, political, and historical perspectives.
Particular attention will be given to how children's literature can be used to develop
critical literacy in young readers. Restriction: Limited to Elementary Education and
pre-Elementary Education majors only. Prerequisite: None. Co-requisite: None.
Approved coursework that leads to an 18-credit Area ofEmphasis (AOE; see
attachment for details). Courses in an approved minor (e.g., TESOL Minor) can
substitute for the AOE.
1 The "EDCljTLPL" prefix designation is temporary; these designations reflect current course numbers (e.g., EDCl 280). EDCI is now TLPL-all course
numbers will reflect the new TLPL designation.
Seliest~r
5
Course
Number
EDCII
TLPL 361
Course Name
Course Description
Credits
Language and Literacy
Development in Schools
and Communities
3
EDHD
411
Child Growth and
Development
EDSP
499S
Teaching Children with
Disabilities in Elementary
Classrooms
EDCI489
Field Experiences in
Education
-­
AOE Course #4
An exploration of the sociocultural factors that influence how students develop
language and literacy at home and in school, from birth to the middle school years.
Teacher candidates will explore the features of traditional and new literacies, the
cognitive processes involved in reading and writing, a variety of formative and
summative assessments of those cognitive processes, the nature of individual
differences in reading and writing, and the ways that in-school and out-of-school
learning environments promote all students' self-regulated literacy. Restriction:
Elementary Education majors. Co-requisite: EDClrrLPL 489, EDHD 411, EDSP
499S.
Theoretical approaches to and empirical studies of physical, psychological and
social development, from conception to puberty. Implications for home, school and
community. Restriction (at section level only): Education majors.
An introduction to the practices that prepare teacher candidates for working with
students with disabilities. Teacher candidates will examine the legal requirements
that shape the process for identifying children with disabilities, and they will learn
to plan and follow-through with appropriate instruction, including Universal
Design for Learning, accommodations and modifications. Restriction: Elementary
Education majors; permission of the Department. Co-requisite: EDClITLPL 361,
EDCVTLPL 489, EDHD 411.
A field experience with a focus on working with students in diverse community or
school settings. Arranged. Lab fee required. Restriction: Permission of the
Department.
-­
-­
AOE Course #5 or
Professional Writing
-­
3
Grading
Method
Reg.
Field
Experience
EDCII
TLPL 489
3
Reg/
P-F/Aud.
No
3
Reg/
P-F/Aud.
·EDClI
TLPL 489
I
S-F
Yes
3
Reg/
P-F/Aud
Reg!
P-F/Aud
No
S_.terti
Course
Number
EDCII
TLPL 362
Course Name
Course Description
Credits
Promoting Skilled and
Motivated Readers in
Elementary Classrooms
(Part 1)
EDCII
TLPL 397
Principles and Methods of
Responsive Teaching in
Today's Schools
EDCII
TLPL 306
Fine Arts Integration in
Elementary Classrooms
EDCII
TLPL 322
Social Studies Curriculum
and Instruction in
Elementary Classrooms
EDCII
TLPL489
Field Experiences in
Education
An investigation of the materials, curriculum, core teaching and learning practices
and assessment methods associated with promoting skilled and motivated readers
in diverse elementary classrooms. Teacher candidates will learn to adapt small
group reading, spelling, and writing instruction in line with students' individual
needs and the Maryland Common Core State Standards. Restriction: Elementary
Education majors and pennission of the Department. Co-requisite: EDCIITLPL
322, EDCIITLPL 397, EDCIITLPL 306, EDCIITLPL 489.
An in-depth study of the instructional frameworks that promote the holistic
development of all students in today's schools. Teacher candidates will learn how
to create culturally responsive learning environments and organize teaching and
learning through a core practices approach. They will also learn how to use
technology as a tool for their own professional development. Restriction:
Elementary Education majors and permission of the Department. Co-requisite:
EDCIITLPL 322, EDCIITLPL 362, EDCIITLPL 306, EDCIITLPL 489.
An exploration of the theories and core practices associated with integrating the
fine arts in ways that promote student learning in the core subjects. Restriction:
Elementary Education majors and permission of the Department. Co-requisite:
EDCIITLPL 322, EDCIITLPL 362, EDCIITLPL 397, EDCIITLPL 489.
An examination of the materials, curriculum, core teaching and learning practices
and assessment methods associated with an aspects of Social Studies in the
elementary classroom, in line with students' individual needs and the Maryland
Common Core State Standards. Emphasis on the application of the core concepts
in the disciplines associated with the social studies and on cross-disciplinary
applications to curriculum, instruction, and assessment in multicultural and global
education. Restriction: Elementary Education majors and pennission of the
Department. Co-requisite: EDCIITLPL 362, EDCIITLPL 397, EDCIITLPL 306,
EDCIITLPL 489.
A field experience with a focus on working with students in diverse community or
school settings. Arranged. Lab fee required. Restriction: Pennission of the
Department.
-­
AGE Course #6 or
Professional Writing
-­
3
Grading
Method
Reg.
Field
Experience
EDCII
TLPL 489
3
Reg.
EDCII
TLPL489
3
Reg.
EDCII
TLPL489
3
Reg.
EDCII
TLPL489
1
Reg.
Yes
3
Reg/PF/Aud
No
lim'stet'
Course
Number
EDCII
TLPL 363
Course Name
Course Description
Credits
Promoting Skilled and
Motivated Readers in
Elementary Classrooms
(Part 2)
EDCII
TLPL 352
Mathematics Curriculum
and Instruction in
Elementary Classrooms
EDCII
TLPL 372
Science Curriculum and
Instruction in Elementary
Classrooms
EDCII
TLPL 415
Language Variation and
Multilingualism in
Elementary Classrooms
EDCII
TLPL 418
Teaching Residency
Application of the materials, curriculum, core teaching and learning practices
and assessment methods associated with a comprehensive reading program
designed to promote skilled and motivated readers in diverse elementary
classrooms. Teacher candidates will learn to assess and scaffold students' selfregulated literacy learning in line with students' individual needs and Maryland
Common Core State Standards. Restriction: Elementary Education majors and
permission of the Department. Co-requisite: EDCIITLPL 352, EDCIITLPL 372,
EDCIITLPL 415, EDCI/TLPL 481.
An examination of the materials, curriculum, core teaching and learning
practices and assessment methods associated with teaching elementary
mathematics to all children, in line with the Maryland Common Core State
Standards and individual students' needs. Emphasis on the application of the
core concepts in mathematics, mathematical practices, and cross-disciplinary
applications to curriculum, instruction, and assessment in elementary
mathematics education. Restriction: Elementary Education majors and
permission of the Department. Co-requisite: EDCIITLPL 363, EDCIITLPL 372,
EDCIITLPL 415, EDCIITLPL 418.
An examination of the materials, curriculum, core teaching and learning
practices and assessment methods associated with teaching elementary science to
all children, in line with the Maryland Common Core State Standards and
individual students' needs. Emphasis on the application of core concepts in the
sciences, scientific practices, and cross-disciplinary applications to curriculum,
instruction, and assessment in elementary science education. Restriction:
Elementary Education majors and permission of the Department. Co-requisite:
EDCIITLPL 363, EDCIITLPL 352, EDCIITLPL 415, EDCIITLPL 418.
Issues in language variation and multilingualism in elementary classrooms,
schools and communities with a focus on classroom practice, assessment, and
policy. Restriction: Elementary Education majors and permission of the
Department. Co-requisite: EDCIITLPL 363, EDCIITLPL 352, EDCIITLPL 372.
EDCIITLPL 418.
Teaching residency in a Professional Development School. Lab fee required.
Restriction: Permission of the Department. Repeatable to 12 credits.
3
Grading
Method
Reg.
Field
Experience
EDCII
TLPL 418
3
Reg.
EDCII
TLPL 418
3
Reg.
EDCII
TLPL 418
3
Reg.
EDCII
TLPL 418
3
S-F
Yes
8elhdtef8
Course
Number
EDCII
TLPL 364
Course Name
Course Description
Credits
Culturally Responsive
Language Instruction in
Elementary Classrooms
EDCII
TLPL 385
Digital Learning Tools
and Communities
EDCII
TLPL 418
Teaching Residency
EDCII
TLPL 444
Responsiveness and
Agency in Diverse
Schools
Application of the practices associated with culturally responsive language and
literacy programs. Teacher candidates will learn to plan, guide and assess
students' integrated language practices (reading, writing, speaking and listening)
in line with their individual needs and Maryland Common Core State Standards.
Restriction: Elementary Education majors and permission ofthe Department.
Co-requisite: EDCIITLPL 385, EDCI/TLPL 444, EDCIITLPL 418.
An exploration of the digital tools that enhance elementary-aged students'
learning in core-subject learning communities. Restriction: Elementary
Education majors and permission of the Department. Co-requisite: EDCI/TLPL
385, EDCI/TLPL 444, EDCIITLPL 418.
An extended teaching residency in a Professional Development School.
Arranged. Lab fee required. Restriction: Permission of the Department.
Repeatable to 12 credits.
Case-based investigation of institutional policies and practices that contribute to
disproportionate learning outcomes for students who struggle in school and
students from non-dominant communities. In a seminar format, teacher candidates
will explore classroom- and school-level responses that promote equitable learning
opportunities and outcomes for all students. Restriction: Elementary Education
majors and permission of the Department. Co-requisite: EDCIITLPL 364,
EDCI/TLPL 385, EDCIITLPL 418.
For more information, contact Dr. John F. O'Flahavan (johno@umd.edu)
3
Grading
Method
Reg.
Field
Experience
EDCII
TLPL 418
3
Reg.
EDCII
TLPL 418
9
S-F
Yes
1
Reg.
EDCII
TLPL 418