University Curriculum Committee
Course Proposal Form
for Courses Numbered 0001 – 4999
(Faculty Senate Resolution #04–18, April 2004)
Note: Before completing this form, please read the accompanying instructions
carefully.
1. Course Prefix and Number: EDUC 2001, 2002, 2003
2. Date: 5/15/06
3. Requested Action (check only one box):
X
New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course
from #
to
#
4. Justification for new course or course revision or renumbering:
Faculty reports and student feedback indicate that students periodically want to
go into more depth or extend their knowledge in a particular area that relates to
the field of education. Other students request opportunities to engage in
research being conducted in the field of education. An independent study
opportunity offers the possibility for students to receive course credit for these
kinds of endeavors. The current EDUC Trends and Issues courses are 4000
level classes. This prohibits students in their freshman and sophomore years
from accessing these classes without first obtaining special permission. The
requirement that students be in upper division prior to taking the course also
excludes student who are from other areas of study. This course would
provide an independent study opportunity for students at any level of college
studies.
5. Course description exactly as it should appear in the next catalog:
EDUC 2001, 2002, 2003. Trends and Issues in Education (1,2,3) (F, S, SS) May
be repeated for maximum of 6 s.h. May not substitute for required courses.
Individualized study of problems or issues in pertinent areas of education. P:
Consent of department chair or program coordinator.
6. If this is a course revision, briefly describe the requested change:
NA
7. Undergraduate Catalog Page Number from current undergraduate catalog:
362
2
8. The Writing Across the Curriculum Committee must approve Writing Intensive
(WI) credit for all courses prior to their consideration by the UCC. If WI credit is
requested, has this course been approved for Writing Intensive (WI) credit?
Yes
No
NA
If Yes, will all sections be Writing Intensive (yes/no)?
Yes
No
NA
9. Any course requesting Foundations Curriculum credit must be
reviewed by Academic Standards Committee prior to their consideration by
the UCC. If FC credit has been approved by the ASC, then check the
appropriate box (check at most one), otherwise leave all boxes blank.
English (EN)
Humanities (HU)
Fine Arts (FA)
Health (HL)
10. Course Credit:
1 (2001)
Lecture
2 (2002)
Hours
3 (2003)
NA
Lab
Science (SC)
Social Science (SO)
Mathematics (MA)
Exercise (EX)
Per
Term
Credit
Hours
Per
Term
NA
Per
Studio
Weekly OR
Term
NA
Per
Practicum
Weekly OR
Term
NA
Per
Internship
Weekly OR
Term
Other (e.g., independent study) Please explain.
Credit
Hours
Credit
Hours
Credit
Hours
Credit
Hours
Weekly
Weekly
OR
OR
1 (2001)
2 (2002)
3 (2003)
Total Credit Hours
11. Anticipated yearly student enrollment: 30
12.
Affected Degrees or Academic
Current
Degree(s)/Course(s)
Catalog Page
NA
s.h.
s.h.
s.h.
s.h.
s.h.
s.h.
Programs:
Changes in Degree Hours
3
13.
Overlap or Duplication with Affected Units or Programs:
Not Applicable
X
Applicable (notification and responses from affected units are
attached)
14. Approval by the Council for Teacher Education (required for courses affecting
teacher education programs):
Not Applicable
X
Applicable (CTE has given its approval.)
15.
Statements of Support:
X
Current staff is adequate
Additional staff is needed (describe needs in the box below):
X
Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition of required
initial resources):
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below,
give a brief explanation and an estimate for the cost of acquisition):
X
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each
need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Remember to forward email approval from the director of ITCS to
4
UCC.
16. Syllabus – please insert course syllabus below. You must include (a) the
name of the textbook chosen for the course, (b) the course objectives, (c) the
course content outline, and (d) the course assignments and grading plan.
Note: The course described below is an illustration of possible topics for a trends and issues
course. However, due to the individualized nature of an independent study, major course
expectations will be established on an individualized basis. Each aspect of the syllabus will
generally be determined by collaboration between the instructor and the student taking the
independent study.
Course Title: EDUC 2003 Exploration in Assistive Technology
Textbooks(s)/Readings:
Scherer, M.J. (2000). Living in the State of Stuck: How Assistive Technology Impacts People
with Disabilities (3rd ed.). Brookline, MA: Brookline Books.
Course Objectives:
Program of Special Education Competencies Addressed:
 Knowledge of Learner Characteristics and Development
 Development and Implementation of a Variety of Instructional Strategies for
Effective Management of Teaching and Learning.
 Utilization of Appropriate Technologies to Plan and Manage the Teaching
and Learning Environment
 Planning for Instructional Activities that Match Learner Needs
Specific Course Objectives
1. to demonstrate awareness of the range of assistive technologies available currently
2. to articulate current research related to specific assistive technology devices
3. to analyze assistive technology characteristics as they match with specific learner needs
4. to articulate advantages and disadvantages of different assistive technology options for
specific student characteristics and learning situations.
Course Content Outline:
I.
Definitions and Purposes for Assistive Technology
A. Historical Overview
- Foundation Period
- Establishment Period
- Empowerment Period
B. Definitions
- AT
- CAI
- AT Device
- AT Service
- IT
5
II.
III.
IV.
- Adaptations
- Multimedia/Hypermedia
C. Purposes
- Mobility
- Speech
- Information Access
- Building Partnerships
- Learning
- Fluency
- Functional and Life Skills
- Career/Vocational Development
Assistive Technology Options
A. Physical
B. Cognitive
C. Tech Team
Assistive Technology Evaluation Process
A. AT Assessments (tasks, context, individual, device)
B. AT Effectiveness
C. Process (initial referral, evaluation questions, extended assessments, plan
development, implementation, periodic review)
Connecting AT to Individual Student Needs
Course Assignments:
 Literature review of research-based assistive technology options: This project will involve
the review of research as it relates to assistive technologies currently available for a selected
group of learners or a selected set of learning needs. (100points)
 Matrix of available assistive technologies: This project will provide an overview of the
existing assistive technology tools currently available aligned with their purposes. It should
be comprehensive in addressing AT options for a broad population of students. (50 points)
 Assistive Technology Proposal: Case study describing specific learning characteristics and
needs of one student that culminates in recommendations for appropriate assistive
technologies. An extensive review of the learning setting, curriculum, strengths, and needs
of a specific student will lead to the evaluation of a variety of assistive technology tools for
that student. The project should include recommendations for the student/family/teacher
based this analysis. (100 points)
 AT handout for future teachers: This handout will be shared during a presentation to a SPED
2000 or SPED 4010 class. It should be a one page reference that identifies/defines assistive
technology and provides a summary of the range of AT options for students with special
needs.(25 points)
 Presentation to SPED 2000 or 4010 class: This 20 minute presentation should provide
individuals in teacher education program an introduction to the idea of assistive technology
and some of the uses they may find of AT in the public school classroom.
6
Course Grading Plan:
Assignment
Literature Review
Matrix
Proposal
Handout
Presentation
Total possible points
Grade of A
Grade of B
Grade of C
Grade of D
Grade of F
Due Date
Points
100
50
100
25
25
300
90% or more
80% - 90%
70% - 80%
60% - 70%
Below 60%
270-300 points
240-269 points
210-239 points
180 -209 points
179 points and below