Secondary English Education Overview of Program Changes

Overview of Program Changes

Secondary English Education

Person responsible for curriculum changes related to EDUC 2110, 2120, & 2130 and ENGL 2271 and

ENGL 3241: Jim Cope ( jcope@kennesaw.edu

)

Department: English

Program Coordinator:

Department Chair:

TEC Representative:

Jim Cope

Bill Rice

Barbara Ferguson for secondary programs, though Jim Cope will represent the proposal at the meeting.











Required documents for TEC (attached):

Program change proposal

New course proposals

Signature pages with original signature of

√ Department Curriculum Committee Chair

√ PTEU Program Area Committee Chair

√ Department chair

New program advisement form

Business content form

Gen Ed:

 Area A, B, C, D, E

Lower Division Major Requirements

(Area F):







OLD Curriculum

ENGL 2145

ENGL 2160

ENGL 2172

 ENGL 2174

 EDUC 2201

 EDUC 2202

Other Requirements:



ENGL 2270 Language and Usage



ENGL 3310 Principles of Writing Instruction



FILM 3220 Studies in Film



ENGL 3320 Scriptural Literature





ENGL 3330 Gender Studies

ENGL 3340 Ethnic Literatures



ENGL 3350 Regional Literature



ENGL 3360 African-American Literature



ENGL 3391 Teaching Lit. to Adolescents



ENGL 4340 Shakespeare





ENGL 4460 19th-Century American Lit.

ENGL 4470 19th-Century British Literature



ENGL 4480 19th-Century World Literature




IX.

NEW Curriculum

Gen Ed

 No change

Lower Division Major Requirements

(Area F):







ENGL 2160

ENGL 2172

ENGL 2174

 EDUC 2110

 EDUC 2120

 EDUC 2130

Other Requirements:



ENGL 2145 Intro to English Studies (Moves here from Area F)



ENGL 2271 Presentations in the English/LA

Classroom (Replaces ENGL 2270)



ENGL 3310 Principles of Writing Instruction



ENGL 3241 Technology and Digital Media in

English/Language Arts (Replaces FILM 3220)





















ENGL 4340 Shakespeare

Secondary English Education 1 Proposed Changes Packet









ENGL 3035 Introduction to Language and

Linguistics



EXC 3304 Education of Exceptional Students



EDUC 3308 Learning, Motivation, and



Classroom Management



EDRD 4410 Reading to Learn Content Areas



ENED 4414 Tchg. of Engl/LA 6-12 (TOSS)



[Fall M-F 9-12; Spring M/T 5-8 class.



ENED 4415 Tchg. Of Engl/LA Internship 6-12



ENED 4475 Student Teaching or ENED 4498

Student Teaching Internship (for provisional teachers only) [M-F 8-4]

SUMMARY:





3 courses

129

will be deleted

Total credit hours for program:






















Linguistics






















ENED 4475 Student Teaching or ENED 4498 Student

Teaching Internship (for provisional teachers only)

[M-F 8-4]

SUMMARY:



3 new courses will be added

Total credit hours for program:



No change


Undergraduate English Education Proposed Program Changes

Table of Contents

Business Content Form ....................................................................................................................4

New Course Proposals:

1.

English 2271 : Presentation in the English/Language Arts Classroom ................................5

Master Form .........................................................................................................................8

Syllabus ..............................................................................................................................10

2.

English 3241 : Technology and Digital Media in English/Language Arts .........................16

Master Form .......................................................................................................................20

Syllabus ..............................................................................................................................22

Change in Degree Requirements/Major Program Requirements ...................................

32

Change in Prerequisites:

1.

ENGL 3310: Principles of Writing Instruction ..................................................................38

NCTE/NCATE Standards for English Education ..........................................................................41

Current Degree/Major Requirements from Catalog


For Proposals to Change Degree or Major Program Requirements.

Complete the following sections and a Business Content Worksheet as necessary, and attach the page(s) to the proposal.

A.

Does this major or degree, incorporating the changes being proposed, have “traditional business subject” [TBS] content* delivered by faculty or programs administered by the Coles College of Business?

__X___ Exempt BBA degrees or other programs administered by the Coles College are exempt. No further action is necessary. Attach this sheet to the proposal.

_____ No No further action is necessary regarding business content. Attach this sheet to the proposal.

_____ Yes Please continue with Section B.

B. If “yes” in part A, mark the applicable item below.

_____ 1. A Business Content Worksheet was completed for this degree/major as part of a previous proposal to UPCC that was approved. No changes are being made to the TBS content of the degree/major as part of this proposal. In this case, no further action is necessary regarding business content. Attach this sheet to the proposal.

_____ 2. A Business Content Worksheet was completed for this degree/major as part of a previous proposal to UPCC that was approved. This proposal includes changes to the TBS content of the degree/major. Complete a new Business Content

Worksheet and report the results in Section C.

_____ 3. A Business Content Worksheet has never been completed for this degree/major.

Complete a Business Content Worksheet and report the results in Section C.

C.

If “2” or “3” in part B, mark the applicable item below.

_____ The prescribed hours in TBS content are less than 25% of the total hours of the degree/major program as proposed. Attach this sheet to the proposal.

_____ The prescribed hours in TBS content are 25% or more of the total hours of the degree/major program as proposed, but the necessary approvals for exceeding this threshold have been obtained from the Dean of the Coles College of Business and the

Dean for Undergraduate and University Studies. Attach documentation of the Deans’ approvals and this sheet to the proposal.

*TBS content = the following subjects that are delivered by faculty or programs administered by the

Coles College of Business – Accounting, business law, decision sciences, finance (including insurance, real estate, and banking), human resources, management, management information systems, management science, marketing, operations management, organizational behavior, organizational development, strategic management, supply chain management (including transportation and logistics), and technology management. Economics is not considered a “TBS.”


[v.1-21-98]

KENNESAW STATE UNIVERSITY

UNDERGRADUATE PROPOSAL

New Course (NOT General Education)

Course Prefix/Number/Title ENGL 2271: Presentation in the English/Language Arts Classroom

Department English

Degree Title (if applicable) B.S. English Education

Proposed Effective Date Fall 2007

I. Proposed Information

Course Prefix and Number____ENGL 2271_______________________

Course Title Presentation in the English/Language Arts Classroom

Credit Hours 3-0-3 _______________________________

Prerequisites ENGL 2110

(Prerequisites are courses or requirements that non-negotiable and must be successfully

completed by any student before enrolling in the course or program under consideration.

Co requisites are courses that can be taken before or in the same semester as the course under consideration. Courses at the upper-division level will require lower-division competencies or prerequisites.)

Course Description for the Catalog:

They will study, practice, and apply the effective language strategies and skills needed to guide today’s English/Language Arts classrooms.

II. Justification for Course

Professional and community standards demand that English teachers model effective language arts skills and application. In this course, students will prepare for that role.

A.

Explain assessment findings which led to course development.

Reports from collaborating teachers and administrators from field experience schools indicated that some of our future English/Language Arts teachers did not consistently demonstrate correct language use. Professors in the Middle Grades and Secondary

English Education programs corroborated this anecdotal evidence. The professors in all supporting programs concurred that an introductory course focusing on appropriate language usage for school settings would address the issue.


This course is designed to provide future English/Language Arts teachers with focused instruction in the use of language arts in their professional settings. The professional and lay communities have high expectations for English/Language Arts teachers and their expertise with the language. This course will provide instruction and practice in the use of the language arts in the various professional roles English/Language Arts teachers must assume.

B. Explain for Prerequisites:

1. What is the substance of content in each prerequisite that commands its inclusion as a

prerequisite to the proposed course?

English 2110: World Literature is the prerequisite for other upper-level English classes.

2. What is the desired sequence of prerequisites?

3. What is the rationale for requiring the above sequence of prerequisites?

4. How often are the required prerequisites offered?

Every term

C. Give any other justification for the course.

III. Additional Information

A. Where does this course fit sequentially and philosophically within the program of study?

The course is an introductory English course that will prepare students for advanced courses in both English and education.

B. What efforts have been made to ensure that this course does not duplicate the content of

other college courses with similar titles, purposes, or content?

A review of existing undergraduate courses revealed no other course that combines oral and written presentation skills focused for use in the English/Language Arts profession.

C. Where will the course be located in the program (elective, required in Area F, required or

elective for the major)? Indicate and justify its placement in the curriculum.


It falls in the Lower-Level English Requirements.

D.

How often will this course be offered?

Every term.

E. All sections of the course will be taught with the understanding that the following apply:

SEE ATTACHED SYLLABUS

1. Purpose of the Course

2. Objectives of the Course

3. Course Content

F. What instructional methodologies will be incorporated into the course to stimulate group

process, writing skills, multiculturalism, and educational outcomes?


G. Outline the plan for continuous course assessment. What are the department, school, college, or professional standards which will be used for the assessment? How will it be determined that the course is current, meeting the educational needs of students and responsive to educational standards? How often will the course assessment be done by the department?


H. Enclose a course syllabus (optional format attached)

IV. Resources and Funding required


What resources will be redirected to accommodate this course?

None

Explain what items will cause additional cost to the department/school/college

Personnel -- None

Computer Technology -- None

Library resources -- None

Equipment -- None

Space – None

V. COURSE MASTER FORM

This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President.

The form is required for all new courses.

DISCIPLINE B.S. English Education

COURSE NUMBER 2271

COURSE TITLE FOR LABEL Presentation ENG/LA Classroom

(Note: Limit 30 spaces)

CLASS-LAB-CREDIT HOURS 3-0-3

Approval, Effective Quarter Fall 2007

Grades Allowed (Regular or S/U) Regular

If course used to satisfy CPC, what areas? N/A


Learning Support Programs courses which are required as prerequisites N/A

APPROVED:

Vice President for Academic Affairs or Designee

Submitted by: Dr. Jim Cope

Faculty Member

October 3, 2006

Date

___ Approved ___ Not Approved ___________________________________________

Department Curriculum Committee Date


Professional Teacher Education Unit: Program Area* Date


Department Chair Date


Teacher Education Council** Date


College Curriculum Committee Date


College Dean Date


Undergraduate Policies and Curriculum Committee Date


Associate VP for Academic Affairs Date


President Date

*The PTEU Program Area Committee collaborates closely with Department Curriculum

Committees.

**Signature required for Teacher Preparation proposals (omit College Curriculum

Committee).

Form updated July 31, 2006.


I.

II.

COURSE NUMBER ENGLISH 2271

COURSE TITLE: Presentation in the English/Language Arts Classroom

COLLEGE/SCHOOL: Kennesaw State University

Department Of English

INSTRUCTOR:

TELEPHONE:

FAX:

E-MAIL:

Jim Cope

770-499-3626

770-423-6524 mailto:jcope@kennesaw.edu

OFFICE:

OFFICE HOURS:

WEBSITE:

HU133

Tuesday Before and after class http://ksumail.kennesaw.edu/~jcope/

Kennesaw State University's framework for the preparation of teachers is called the "Collaborative Development of

Expertise in Teaching and Learning." This framework succinctly captures the essence of the University's deep commitment to university-wide and university-community collaboration in the preparation of teachers as well as to the particular kind of teachers that KSU programs aim to prepare—professionals who can serve as learning facilitators.

III.

IV.

CLASS MEETINGS: Tuesday 8:00PM-10:45PM

REQUIRED TEXTS AND MATERIALS :

Duncan, Mattew and Gustav W. Friedrich. Oral Presentations in the Composition Course: A Brief Guide .

New York: Bedford/St. Martin’s, 2006

Holbrook, Sara and Michael Salinger. Outspoken! How to Improve Writing and Speaking Skills Through

Poetry Performance . Durham, NH: Heinemann, 2006

Zinsser, William. On Writing Well . 4 th ed. New York: Longman, 1991

Course packet of selected articles

*A flash/jump drive.

NOTE: All readings are designed to advance candidates as subject matter experts, facilitators of learning, and collaborative professionals.

V. CATALOG COURSE DESCRIPTION:

Professional and community standards demand that English/Language Arts teachers model effective oral and written language. In this course, students will prepare for that role. They will study, practice, and apply the effective language strategies and skills needed to guide today’s English/Language Arts classrooms.

VI.

PURPOSE/RATIONALE:


COURSE PURPOSE:

This course is designed to provide future English/Language Arts teachers with focused instruction in the use of language in their professional settings. The professional and lay communities have high expectations for English/Language Arts teachers and their expertise with the language. This course will provide instruction and practice in the use of the language in the various professional roles

English/Language Arts teachers must assume.

Conceptual Framework Summary:

Collaborative Development of Expertise in Teaching and Learning

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who posses the capability, intent, and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support learning.

Toward that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and eventually to leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not as an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are intertwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates collaborative practices across the college and university, and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Knowledge Base:

Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.

Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like

Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

The professional learning facilitator: a.

Demonstrates the knowledge of content required to facilitate learning. b.

Demonstrates the knowledge of students needed to facilitate learning. c.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning. d.

Demonstrates skill in creating a facilitative learning environment. e.

Demonstrates skill in creating facilitative learning experiences. f.

Demonstrates professionalism. g.

Facilitates students to be successful learners.

Diversity Statement: Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with

Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of

Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280.


This course will incorporate information and discussion of learning with a multicultural perspective dealing with diversity. Analysis of various learning styles will encourage awareness and insight into the role culture plays in individualizing learning for children.

VII. GOALS/COURSE OBJECTIVES:

The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development. This course supports those broad program goals.

All of the learning activities (readings, class discussions, lectures, projects, activities) are designed to help candidates achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program

Committee's objectives modeled from NCTE' Standards for the Preparations of Teachers of ELA. These objectives and goals also reflect the function of the course as a bridge between discipline-centered inquiry and the application of modeled practice.

Upon these principles rest the Specific Objectives for the course: Students will:

1.

Demonstrate knowledge of, and skills in the use of, the English language.

2.

Demonstrate knowledge of the practices of oral, visual, and written literacy.

3.

Demonstrate knowledge of different composing processes.

4.

Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

A.

Course

Objective

1.

Demonstrate knowledge of, and skills in the use of, the English language.

2.


3.

Demonstrate knowledge of different composing processes.

4.

Create and analyze/evaluate ways to engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

1.1, 1.2, 1.3, 3.1,

3.2

1.1, 1.2, 1.3, 3.1,

3.2

3.2

3.2

B.

CPI

1.1, 1.2, 1.3, 3.1,

1.1, 1.2, 1.3, 3.1,

3.1

3.2

3.4

4.5

C.

NCTE/NCATE

GPS

D.

Course

Requirement


VIII. COURSE REQUIREMENTS :

The successful completion of this course requires that evidence be shown of achievement of each of the course objectives. The student is responsible for providing the necessary evidence. The following course assignments each will help the student show achievement of multiple course objectives.

1.

Discussion Circles:

For reading assignments from our texts, you will be responsible to your group as the Discussion

Leader, the Passage Finder, or the Connector. Your group discussions will be done online at an agreed upon time between Tuesday and Sunday nights using the “Chat” feature of the WebCT Vista site established for this course. You will e-mail me your role assignment before or immediately following your group’s chat.

1.

Discussion Director : Your job is to develop a list of questions (at least 10) that your group might want to discuss about today’s reading. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You will start the discussion and make sure the discussion stays on track.

2.

Passage Master : Your job is to locate a few special sections of the reading the group should look back on. The idea is to help people notice the most interesting, puzzling, or important sections of the text. You decide which passages or paragraphs are worth reviewing and then jot plans for how they should be shared with the group. You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss.

Location

1. Page

Paragraph

2. Page

Paragraph

3. Page

Paragraph

Reason for Picking Plan for Reading

4. Page

Paragraph

5. Page

Paragraph

**Feel free to cite more than five (5) important passages.

3.

Illustrator : Your job is to use software of your choice to create a visual related to the reading. It can be a sketch, cartoon, diagram, flow chart, or stick figure scene. You can create visuals of things discussed specifically in the readings, or something that conveys any idea or feeling you got from the reading. Any kind of graphic is okay – you can even label things with words if that helps

– as long as it is computer generated.

Presentation Plan: When the Discussion Director invites your participation, you may show your illustration(s) without comment to the others in the group. One at a time, they get to speculate what your picture(s) means, to connect the drawing to their own ideas about the reading. After everyone has had a say, you get the last word: tell them what your picture(s) means, where it came from, or what it represents to you.


4.

CONNECTOR : Your job is to find connections between the material being read and the realworld classroom. Your reflective reading journals will be graded on how well you connect the reading to 1). how you currently use language skills now, 2). how you plan to integrate it in the future, and 3.) how your English/Language Arts teachers have used language in their teaching and how this usage affected you and your peers. These connections can be positive or negative. If you believe that the ideas presented in the text are not feasible for your classroom, explain why they will not work and the questions you have. If you agree with the methodology promoted in the reading, then discuss which ideas you will use and why you will use them. Your response may be a mixture of agreement and disagreement with the text concerning your education and your teaching. No matter how you respond DISCUSS WHAT YOU LIKE AND DISLIKE ABOUT

THE READINGS AND WHY YOU FEEL THIS WAY. ALSO, BE SURE TO DISCUSS ANY

QUESTIONS YOU HAVE ABOUT THE MATERIAL AND PHILOSOPHIES PRESENTED.

(Length 2- 4 pages typed).

2.

Short Compositions

There will be several short writing assignments common to the teaching profession (i.e. letter to parents, directions for students, memo to administrator, request for funding, etc.). The focus of the assignments will be the use of clear, concise, and correct language.

3.

Presentations

There will be several short oral presentations (5 minutes) on educational topics of your choice (approved by instructor). Presentations will focus on the delivery of information in a clear, concise, and interesting manner. The correct use of language is emphasized.

4.

PowerPoint Presentation

One of your short oral presentations should be accompanied by a PowerPoint presentation. The presentation will be evaluated on both the oral component and the quality of the PowerPoint.

5.

Video-taped Presentation

One of your short oral presentations will be video-taped so that you can reflect upon and evaluate your performance.

IX.

EVALUATION AND GRADING:

Grading scale : A (90-100) B (80-89) C (70-79) D (60-69) F (0-59)

Discussion Circles

Compositions

20%

30%

Presentations

PowerPoint Presentation

Video-tape Analysis

X.

20%

15%

15%

Course Topics:

Week 1

Week 2

Week 3

Week 4

English/Language Arts Teaching: Living in a Glass House

What is “good” language usage? How do reading, writing, speaking, listening, and viewing inform it?

What is good writing?

Writing for students


Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Writing for administrators

Writing for parents

Writing for colleagues

What is American Standard English?

NCTE’s Position Statement on Every Students’ Right to Their Own Language

Speaking like a Language Arts professional

Speaking to students

Speaking to administrators

Speaking speaking to parents

PowerPoint, valuable tool or devil spawn?

PowerPoint continued

Wrap-up

XI. ACADEMIC HONESTY:

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University

Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement.

XII. ATTENDANCE:

Class attendance is assumed and will be monitored. In the event of an absence, the student is responsible for all material, assignments, and announcements presented in class. Assignments are NOT accepted late.

Students are expected to attend every class and may be docked half a letter grade for the first unexcused absence and every one thereafter. Tardiness of more than 15 minutes may be counted as an absence.

XIII. SELECTED REFERENCES:

Achert, Walter S., and Joseph Gibaldi. The MLA Style Manual . 7 th ed. New York: Modern Language

Association, 2006.

Anderson, Dorothy. A Guide to Information Sources for the Preparation, Editing, and Production of

Documents. Brookfield, VT: Gower, 1989.

Cook, Claire Kehrwald. Line By Line: How to Edit Your Own Writing.

Boston: Houghton Mifflin, 1985.

Cook, Jeff. Elements of Speech Writing and Public Speaking.

Toronto: Collier Books, 1991.

Don’t Be Afraid, Speak Up: Becoming a Successful Speaker.

Birmingham: Creative Education Co., 1983.

Fleming, Carol . Sound of Your Voice.

New York: Simon & Schuster, 1992.

Gamble, Terry. Literature Alive: the Art of Oral Interpretation.

Lincolnwood: NTC Publishing, 1994.

Gibson, Martin L. Editing in the Electronic Era. 3rd Ed. Ames: Iowa State University Press, 1991.

Gilman, William H. "How Should Journals Be Edited?" Early American Literature 6 (Spring 1971): 73-83.

Gross, Gerald, ed. Editors on Editing.

3rd.Ed. New York: Grove Press, 1993.

Kline, Mary-Jo. A Guide to Documentary Editing.

Baltimore: Johns Hopkins University Press, 1987.

Krannich, Carol . 101 Secrets of Highly Effective Speakers.

Manassas Park: Impact, 1998.

Small, Ian, and Marcus Walsh, eds. The Theory and Practice of Text-Editing . New York: Cambridge

University Press, 1991.

Speck, Bruce W. Editing: An Annotated Bibliography.

New York: Greenwood Press, 1991.

Stuart, Cristina. How to be an Effective Speaker.

Lincolnwood: NTC Publishing, 1989.

Zoller, Betty. Power Talk.

Dallas: ZWL Publishing, 1994.


[v.1-21-98]

KENNESAW STATE UNIVERSITY

UNDERGRADUATE PROPOSAL

New Course (NOT General Education)

Course Prefix/Number/Title ENGL 3241: Technology and Digital Media in English/Language Arts

Department English



I. Proposed Information

Course Prefix and Number____ENGL 3241_______________________

Course Title __ Technology and Digital Media in English/Language Arts

Credit Hours ___3-0-3 _______________________________

Prerequisites _ENGL 2110

(Prerequisites are courses or requirements that non-negotiable and must be successfully

completed by any student before enrolling in the course or program under consideration.

Co requisites are courses that can be taken before or in the same semester as the course under consideration. Courses at the upper-division level will require lower-division competencies or prerequisites.)

Course Description for the Catalog:

The purpose of this course is for future English/Language Arts teachers to study and create a wide range of print and nonprint texts for multiple purposes and the study of the relationship between symbols and meaning and the influence of language and visual images on thinking and composing. The course emphasizes students’ understanding of the range of influence of print and nonprint media and technology in contemporary culture, and as a result, students reflect that knowledge not only in their own rhetorical choices but also in their teaching. Students will learn how to use and integrate technologies into the twenty-first century English classroom. They will produce and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning as well as to prepare them for teaching in the modern English/Language Arts classroom.

II. Justification for Course

B.

Explain assessment findings which led to course development.

A review of the secondary English education program revealed that the following

NCATE/NCTE standards are not met by our program. The proposed course will help


prepare future English teachers to meet the following NCATE/NCTE standards and thus meet the needs of media-savvy students in the twenty-first century:

3.2

Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, CANDIDATES:

3.2.1

Create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing;

3.2.3

Demonstrate a variety of ways to teach students composing processes that result n their creating various forms of oral, visual, and written literacy;

3.2.4

Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes;

3.2.5

Use a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning.

3.6

Candidates demonstrate knowledge of the range of influence of print and nonprint media and technology in contemporary culture. AS A RESULT,

CANDIDATES:

3.6.1

Understand media’s influene on culture and people’s actions and communication, reflecting that knowledge not only in their own work but also in their teaching.

3.6.2

Use a variety of approaches for teaching students how to connstruct meaning from media and nonprint tests and integrate learning opportunities into classroom experiences thatt promote composing and responding to such texts;

3.6.3

Help students compose and respond to film, video, graphic photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.

4.0

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.

Furthermore, the state of Georgia, in its new Performance Standards, states the following concerning Georgia students’ use of technology:

The portion of the No Child Left Behind (NCLB) Act known as 'Enhancing

Education Through Technology Act of 2001' (E2T2) has a goal: To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.

This course will prepare our future English teachers to meet these goals in

English/Language Arts classrooms.

B. Explain for Prerequisites:


1. What is the substance of content in each prerequisite that commands its inclusion as a

prerequisite to the proposed course?

English 2110: World Literature is the prerequisite for other upper-level English classes.

2. What is the desired sequence of prerequisites?

3. What is the rationale for requiring the above sequence of prerequisites?

4. How often are the required prerequisites offered?

Every term

C. Give any other justification for the course.

III. Additional Information

A. Where does this course fit sequentially and philosophically within the program of study.

The course is a midpoint course, which implies some level of competence in rhetorical production.

B. What efforts have been made to ensure that this course does not duplicate the content of

other college courses with similar titles, purposes, or content?

A review of existing undergraduate courses revealed no other course that examines multimodal literacies and their impact on student learning.

C. Where will the course be located in the program (elective, required in Area F, required or

elective for the major)? Indicate and justify its placement in the curriculum.

It falls in the Upper-Level English Requirements.

E.

How often will this course be offered?

Every term.

E. All sections of the course will be taught with the understanding that the following apply:



1. Purpose of the Course


2. Objectives of the Course


3. Course Content


F. What instructional methodologies will be incorporated into the course to stimulate group

process, writing skills, multiculturalism, and educational outcomes?


G. Outline the plan for continuous course assessment. What are the department, school, college, or professional standards which will be used for the assessment? How will it be determined that the course is current, meeting the educational needs of students and responsive to educational standards? How often will the course assessment be done by the department?


H. Enclose a course syllabus (optional format attached)

IV. Resources and Funding required

What resources will be redirected to accommodate this course?

None


Explain what items will cause additional cost to the department/school/college

Personnel

Computer Technology: Ideally, we would like to upgrade one of the existing computer classrooms in the English Building with new Macintosh computers. Several of the existing classrooms are due for upgrade, so this upgrade would not come at a large additional cost other than that already planned. The new Macs come with the I-Live Suite of software that supports the creation of video, audio, and graphic compositions. They all support Windows XP software, so the classroom could be used for traditional composition classes as well as the proposed class. Such an upgrade would also allow for improvements in several existing courses. If such an upgrade is not possible, the course can still be taught using existing university resources such as the PTD lab.

Library resources

Equipment: Ideally, we would like to purchase 10 digital audio recorders (approx. $2000 total) and 10 digital video cameras and tripods (approx. $5000 total) to use in this course. If we are unable to find funds for this equipment, we will use equipment already owned by the English Department, PTD, etc.

Space

N/A

V. COURSE MASTER FORM

This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President.

The form is required for all new courses.

DISCIPLINE B.S. English Education

CLASS-LAB-CREDIT HOURS 3-0-3

COURSE NUMBER 3241

COURSE TITLE FOR LABEL Tech & Dig Media in Eng/LA

(Note: Limit 30 spaces)


Approval, Effective Quarter Fall 2007

Grades Allowed (Regular or S/U) Regular

If course used to satisfy CPC, what areas? N/A

Learning Support Programs courses which are required as prerequisites N/A

APPROVED:

Vice President for Academic Affairs or Designee

Submitted by: Dr. Jim Cope

Faculty Member

October 3, 2006

Date


Department Curriculum Committee Date


Professional Teacher Education Unit: Program Area* Date


Department Chair Date


Teacher Education Council** Date


College Curriculum Committee Date


College Dean Date


Undergraduate Policies and Curriculum Committee Date


Associate VP for Academic Affairs Date


President Date

*The PTEU Program Area Committee collaborates closely with Department Curriculum

Committees.


**Signature required for Teacher Preparation proposals (omit College Curriculum

Committee).


I.

II.

COURSE NUMBER ENGLISH 3241

COURSE TITLE: Technology and Digital Media in English.Language Arts

COLLEGE/SCHOOL: Kennesaw State University

Department Of English

INSTRUCTOR:

TELEPHONE:

FAX:

E-MAIL:

Jim Cope

770-499-3626

770-423-6524 mailto:jcope@kennesaw.edu

OFFICE:

OFFICE HOURS:

WEBSITE:

HU133

Tuesday Before and after class http://ksumail.kennesaw.edu/~jcope/

Kennesaw State University's framework for the preparation of teachers is called the "Collaborative Development of

Expertise in Teaching and Learning." This framework succinctly captures the essence of the University's deep commitment to university-wide and university-community collaboration in the preparation of teachers as well as to the particular kind of teachers that KSU programs aim to prepare—professionals who can serve as learning facilitators.

III.

IV.

CLASS MEETINGS: Tuesday 8:00PM-10:45PM

REQUIRED TEXTS AND MATERIALS :

Firek, Hilve. 10 Easy Ways to Use Technology in the English Classroom . Portsmouth, NH: Heinemann,

2003.

Kajder, Sara B. The Tech-Savvy English Classroom. Portland, ME: Stenhouse, 2003.

Course packet of selected articles

*An external hard drive preferred, but at least a flash/jump drive.

NOTE: All readings are designed to advance candidates as subject matter experts, facilitators of learning, and collaborative professionals.

V. CATALOG COURSE DESCRIPTION:


The purpose of this course is the study and creation of a wide range of print and nonprint texts for multiple purposes and the study of the relationship between symbols and meaning and the influence of language and visual images on thinking and composing. The course emphasizes students’ understanding of the range of influence of print and nonprint media and technology in contemporary culture, and as a result, students reflect that knowledge not only in their own rhetorical choices but also in their teaching. Students will learn how to use and integrate technologies into the twenty-first century English classroom. They will produce and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning as well as to prepare them for teaching in the modern English/Language Arts classroom.

VII.

PURPOSE/RATIONALE:

COURSE PURPOSE:

This course is designed to explore ways that technology can be integrated into English/Language Arts classrooms to improve instruction and student learning. Students will examine and apply specific technologies to the teaching of reading, writing, and speaking in the English/Language Arts classroom so that, as teachers, they will be able to meet the following goal:

The portion of the No Child Left Behind (NCLB) Act known as 'Enhancing Education Through

Technology Act of 2001' (E2T2) has a goal: To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.

Conceptual Framework Summary:

Collaborative Development of Expertise in Teaching and Learning

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who posses the capability, intent, and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support learning.

Toward that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and eventually to leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not as an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are intertwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates collaborative practices across the college and university, and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Knowledge Base:

Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.

Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like

Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

The professional learning facilitator: h.

Demonstrates the knowledge of content required to facilitate learning. i.

Demonstrates the knowledge of students needed to facilitate learning.


j.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning. k.

Demonstrates skill in creating a facilitative learning environment. l.

Demonstrates skill in creating facilitative learning experiences. m.

Demonstrates professionalism. n.

Facilitates students to be successful learners.

Diversity Statement: Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with

Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of

Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280.

This course will incorporate information and discussion of learning with a multicultural perspective dealing with diversity. Analysis of various learning styles will encourage awareness and insight into the role culture plays in individualizing learning for children.

VII. GOALS/COURSE OBJECTIVES:

The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development. This course supports those broad program goals.

All of the learning activities (readings, class discussions, lectures, projects, activities) are designed to help candidates achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program

Committee's objectives modeled from NCTE's Standards for the Preparations of Teachers of ELA. These objectives and goals also reflect the function of the course as a bridge between discipline-centered inquiry and the application of modeled practice.

Upon these principles rest the Specific Objectives for the course: Students will:

1.


2.


3.


4.


5.


6.

Demonstrate knowledge of the range of influence of print and nonprint media and technology in contemporary culture.

7.

Understand media’s influene on culture and people’s actions and communication, reflecting that knowledge not only in their own work but also in their teaching.

8.

Use a variety of approaches for teaching students how to connstruct meaning from media and nonprint tests and integrate learning opportunities into classroom experiences that promote composing and responding to such texts.

9.

Compose and respond to film, video, graphic photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.

10.

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of

English language arts, students, and teaching.


E.

Course Objective

3.


F.

CPI

1.3

1.1, 1.2,

4.


5.


6.


7.


8.

Demonstrate knowledge of the range of influence of print and nonprint media and technology in contemporary culture.

9.

Understand media’s influence on culture and people’s actions and communication, reflecting

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8, 3.1

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

G.

NCTE/NCATE

3.2

GPS

To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.

H.

Course

Requirement

1.

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

WebQuest

3.21

See Objective 1

1.

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

WebQuest

3.23

See Objective 1

3.24

See Objective 1

3.25

See Objective 1

3.6

See Objective 1

3.61

1.

2.

Disc. Circles

Tech Present.

3.

Podcast

4.

Video

5.

WebQuest

1.

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

1.

WebQuest

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

WebQuest

1.

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

1.

WebQuest

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video


that knowledge not only in their own work but also in their teaching.

10.

Use a variety of approaches for teaching students how to connstruct meaning from media and nonprint tests and integrate learning opportunities into classroom experiences that promote composing and responding to such texts.

11.

Compose and respond to film, video, graphic photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.

12.

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.

2.81.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8, 3.1,

3.2

1.1, 1.2,

1.3, 1.4,

2.1, 2.2,

2.5, 2.7,

2.8, 3.1,

3.2

3.2

3.62

See Objective 1

3.63

See Objective 1

4.0

See Objective 1

5.

1.

WebQuest

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

1.

2.

3.

4.

5.

WebQuest

Disc. Circles

Tech Present.

Podcast

Video

WebQuest

1.

Disc. Circles

2.

Tech Present.

3.

Podcast

4.

Video

5.

WebQuest

Technology Goals:

Teachers Have Basic Technology Skills

0.

Teachers will demonstrate basic technological proficiencies on the placement test, AssessOnline. They will operate, evaluate, and troubleshoot software, hardware, and peripherals (printer, projection device, digital camera, scanner). They will install and operate basic software applications such as word processors, spreadsheets, databases, email, and Internet. They will manage, locate, and store files using a variety of formats

(floppy, zip, CD, network). They will print, publish, and communicate electronically. They use computer terminology to communicate during instruction and in explaining technological problems. They will know where to get additional technology support when needed.

Teachers Extend Technology Skills ( Georgia Technology Standards for Educators Standards III, V)

1.

Teachers who already have basic technological proficiencies (and can demonstrate so on the placement test) will extend their technological proficiencies, especially for teaching English. Teachers will use a variety of technologies including peripherals, technologies specific to the discipline of English, and distance learning

(satellite, television, phone, and computer) as appropriate. Teachers will learn about real world applications of technologies. Teachers will know and abide by appropriate guidelines for technology use (netiquette, copyright laws, Acceptable Use Policies, etc.).

Teachers Build Knowledge of English Technologies ( Georgia Technology Standards for Educators Standards II,

III, IV, V)

2.

Teachers will learn how to use technologies specifically designed for teaching English, as well as how to plan, implement, and assess instruction using them. Teachers will learn how to create all aspects of an effective technological learning environment for English , including preparation, management of tools and students, and


establishment of a positive atmosphere for learning. Teacher reflects upon assessment data and collaborates with other professionals to continually improve instruction.

Teachers Use Technology to Teach Meaningful Content ( Georgia Technology Standards for Educators

Standards II, III, IV, V)

3.

Teachers will use technology to effectively teach core concepts of the discipline of English (QCC and NCTE) curriculum, as well as to develop students’ technology skills (ISTE NETS).

Teachers Use Research-based Instructional Practices ( Georgia Technology Standards for Educators Standards

I, II, III, V)

4.

Teachers will use research-based practices for teaching and assessing with technology. Teachers will identify relevant resources (journals, websites, etc.) and will use them to stay informed on best practices for teaching

English using technology.

Teachers Become Ongoing Learners and Critical Thinkers about Technology ( Georgia Technology Standards for Educators Standards II, III, V)

5.

Teachers will be continual learners about new technologies and new professional development opportunities related to technology. They will identify and evaluate technological tools for teaching specific content objectives. They will use a variety of resources for learning about technology, including print and electronic journals and technology and media specialists within the school. Teachers will evaluate resources for credibility, potential for teaching English, and for appropriateness for classroom use. They model critical technology use for their students, as well as teach students to think critically about technology.

Teachers Increase Their Own Productivity and That of Learners ( Georgia Technology Standards for

Educators Standards IV, V)

6.

Teachers will increase their own productivity through the use of a variety of technology tools and will teach their students do the same.

Teachers Increase Repertoire of Instructional Strategies ( Georgia Technology Standards for Educators

Standards II, III)

7.

Teachers will increase their repertoire of teaching strategies with technology. They will develop lessons based on various instructional approaches, including learner-centered, inquiry, metacognitive, critical thinking, and constructivist. Teachers will teach students to work together and independently using technology, as well as to peer tutor each other. As students work together in different ways, the teacher will play different roles as appropriate, including coach, mentor, and consultant. Teachers will ask students to plan, reflect upon, and assess their own work.

Teachers Provide Optimal Access in a Variety of Configurations ( Georgia Technology Standards for

Educators Standards II, III, IV)

8.

Teachers adjust instruction to the computer configuration available to provide optimal and equitable access for all students with the goal of increasing learning for all students. Teachers will also use technology to accommodate student diversity, including individual needs and learning styles, including assistive technologies appropriate for English classes. Teachers will use students’ Individual Education Plans (IEP) in their planning.

Teachers Use Technology in Authentic, Interdisciplinary Contexts ( Georgia Technology Standards for

Educators Standards II, III, V)

9.

Teachers will provide problems and projects that engage students in meaningful English and are related to authentic applications or contexts from beyond the classroom and school. Teachers will also provide opportunities for students to use technology on interdisciplinary problems or projects. Student projects will be assessed with performance rubrics that may be developed collaboratively and may be used by students themselves to assess their work.

VIII. COURSE REQUIREMENTS :

The successful completion of this course requires that evidence be shown of achievement of each of the course objectives. The student is responsible for providing the necessary evidence. The following


course assignments each will help the student show achievement of multiple course objectives.

2.

Discussion Circles:

For reading assignments from our texts, you will be responsible to your group as the Discussion

Leader, the Passage Finder, or the Connector. Your group discussions will be done online at an agreed upon time between Tuesday and Sunday nights using the “Chat” feature of the WebCT Vista site established for this course. You will e-mail me your role assignment before or immediately following your group’s chat.

2.

Discussion Director : Your job is to develop a list of questions (at least 10) that your group might want to discuss about today’s reading. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You will start the discussion and make sure the discussion stays on track.

3.

Passage Master : Your job is to locate a few special sections of the reading the group should look back on. The idea is to help people notice the most interesting, puzzling, or important sections of the text. You decide which passages or paragraphs are worth reviewing and then jot plans for how they should be shared with the group. You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss.

Location

1. Page

Paragraph

Reason for Picking

2. Page

Paragraph

3. Page

Paragraph

4. Page

Paragraph

5. Page

Paragraph

**Feel free to cite more than five (5) important passages.

Plan for Reading

4.

Illustrator : Your job is to use software of your choice to create a visual related to the reading. It can be a sketch, cartoon, diagram, flow chart, or stick figure scene. You can create visuals of things discussed specifically in the readings, or something that conveys any idea or feeling you got from the reading. Any kind of graphic is okay – you can even label things with words if that helps

– as long as it is computer generated.

Presentation Plan: When the Discussion Director invites your participation, you may show your illustration(s) without comment to the others in the group. One at a time, they get to speculate what your picture(s) means, to connect the drawing to their own ideas about the reading. After everyone has had a say, you get the last word: tell them what your picture(s) means, where it came from, or what it represents to you.

5.

CONNECTOR : Your job is to find connections between the material being read and the realworld classroom. Your reflective reading journals will be graded on how well you connect the reading to 1). how you integrate technology into your teaching now, and 2). how you plan to


integrate it in the future. These connections can be positive or negative. If you believe that the ideas presented in the text are not feasible for your classroom, explain why they will not work and the questions you have. If you agree with the methodology promoted in the reading, then discuss which ideas you will use and why you will use them. Your response may be a mixture of agreement and disagreement with the text concerning your education and your teaching. No matter how you respond DISCUSS WHAT YOU LIKE AND DISLIKE ABOUT THE

READINGS AND WHY YOU FEEL THIS WAY. ALSO, BE SURE TO DISCUSS ANY

QUESTIONS YOU HAVE ABOUT THE MATERIAL AND PHILOSOPHIES PRESENTED.

(Length 2- 4 pages typed).

3.

Technology Presentation

These presentations will be done in small groups (your reading group)s and will be based on one of the teaching ideas from the text. You will be given 45-60 minutes in class to teach some aspect of English using technology.

Your group presentation will be graded on the following:

1.

Teaching

Organization

Student-centered

Presentation

Content

Power-point

2.

Effort Grade

16%

16%

16%

16%

16%

80%

20%

Your individual grade will consist of two parts. My overall grade for the group using the above criteria will count for 80% of your grade. The other 20% of your grade (Effort) will come from the grade that each of your group members give you as well as the grade you give yourself. This grade will be based on your participation in the group's preparation as well as your part of the presentation.

Each member of the group's grade for you will count the same as your grade for yourself.

4.

Independent Readin g: You will read three adolescent novels of your choosing. Please choose a novel you have NOT read before (see book list on the web ).



If you have never read one, read a teen romance or an adolescent horror novel. If you have read from both genres, choose an adolescent novel you have not read from the list provided or recommended from a reliable source ( SIGNAL , ALAN, NCTE, etc.).



The remaining independent novel must be a multicultural novel.



The assignments for the three independent books are:

A.

Digital Book Reports (DBR's), podcast

For ONE of the three independent reading novels you will share a podcast DBR for the book. For possible forms that your podcast might take, see examples of possible Written and Dramatic DBRs at: http://ksumail.kennesaw.edu/~jcope/Eng3391/ABRIdeas.htm

.) Each ABR will be evaluated via criteria found in Appendix II.

B.

DBR, video project

For ONE of the three independent reading novels you will share a video DBR for the book. For possible forms that your video might take, see examples of possible Written and Dramatic DBRs at: http://ksumail.kennesaw.edu/~jcope/Eng3391/ABRIdeas.htm

.)

C.

DBR, web project


For ONE of the three independent reading novels you will create a WebQuest for the book. The

WebQuest will be inquiry-oriented and centered on a doable, differentiated, engaging task appropriate for the teaching of the novel. Chapter 7 in the texts as well as the resources it outlines will serve as a model for this activity.

IX.

EVALUATION AND GRADING:

Grading scale : A (90-100) B (80-89) C (70-79) D (60-69) F (0-59)

Discussion Circles 20%

Technology Presentation

Podcast DBR

Video DBR

10%

20%

30%

WebQuest 20%

Course Schedule:

Week 1 What is digital rhetoric?

How do reading and writing practices change in digital environments?

Week 2 Multimodality and Literacy in the E/LA classroom

Week 3 Nonprint Media: Telling Stories in the E/LA classroom

Week 4 Podcasts: Telling Sories in the E/LA classroom

Week 5 Audio DBR Showcase

Week 6 Nonprint Media: Movies and Video Documentary in the E/LA classroom

Week 7 Movies in the E/LA classroom

Week 8 Movies in the E/LA classroom

Week 9 Video Documentary in the E/LA classroom

Week 10 Video Documentary in the E/LA classroom

Week 11 Video DBR Showcase in the E/LA classroom

Week 12 Nonprint Media: The web in the E/LA classroom

Week 13 WebQuest in the E/LA classroom

Week 14 WebQuest Showcase

Week 15 Blogging, Wikis, and Websites in the E/LA classroom

XI. ACADEMIC HONESTY:

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University

Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement.

XII. ATTENDANCE:

Class attendance is assumed and will be monitored. In the event of an absence, the student is responsible for all material, assignments, and announcements presented in class. Assignments are NOT accepted late.

Students are expected to attend every class and may be docked half a letter grade for the first unexcused absence and every one thereafter. Tardiness of more than 15 minutes may be counted as an absence.


XIII. SELECTED REFERENCES:

Baron, Dennis. From Pencils to Pixels: The Stages of Literacy Technologies . Logan, UT: Utah State


Birkerts, Sven. The Guttenberg Elegies: The Fate of Reading in an Electronic Age . New York: Fawcett

Columbine, 1994.

Bull, Glen, Paula Cochran, and Judi Harris. “Grand Challenges: Preparing for the Tipping Point.”

Learning and Leading with Technology 29 (8): 6-11, 2002.

Charney, Davida. “The Effects of Hypertext on Processes of Reading and Writing.” In Literacy and

Computers: The Complications of Teaching and Learning with Technology, ed. Cynthia Selfe and

Susan Hilligoss. Chicago: Modern Language Association of America, 1994.

Christian, Scott. Exchanging Lives: Middle School Writers Online . Urbana, IL: National Council of

Teachers of English. 1997.

Cuban, Larry. Oversold and Underused: Computers in the Classroom . Cambridge, MA: Harvard


Dunn, Patricia. Talking, Sketching, and Moving: Multiple Literacies in the Teaching of Writing.

Portsmouth, NH: Heinemann, 2001.

Goub, Jeffrey N. “Turn on Your Computers, Turn on Your Students.” Notes Plus . Urbana, IL: NCTE,

1999.

Moeller, Dave. Computers in the Writing Classroom . Urbana, IL: NCTE, 2002.

Murray, Janet. Hamlet on the Holodeck: The Future of Narrative in Cyberspace . Cambridge, MA: MIT

Press, 2001.

Patterson, Nancy G. “Weaving a Narrative: From Tears to String to Hypertext.”

Voices from the Middle .

7 (3): 41-48, 2000.

Pope, C. and Jeffrey N. Golub. “Preparing Tomorrow’s English Language Arts Teachers Today:

Principles and Practices for Infusing Technology.” Contemporary Issues in Technology and Teacher

Education 1 (1): 89-97, 2000.

Strickland, James. From Disk to Hard Copy: Teaching Writing with Computers . Portsmouth, NH:

Heinemann/Boynton-Cook, 1997.

Wilhelm, Jeffrey D. “Literacy by Design: Why is All This Technology So Important?” Voices from the

Middle . 7 (3): 4-14, 2000.


KENNESAW STATE UNIVERSITY

UNDERGRADUATE PROPOSAL

Change in Degree Requirements/Major Program Requirements

Major or Degree Affected B.S. English Education

Responsible Department English


Please provide a brief summary of the changes proposed:

Changes in Area F:

1.

EDUC 2110: Investigating Critical and Contemporary Issues in Education, a new course mandated by the Board of Regents for all teacher education students, will replace EDUC

2201: Teaching and Schools in a Changing Society in Area F. English Education students will not take EDUC 2201.

2.

EDUC 2130: Exploring Teaching and Learning, a new course mandated by the Board of

Regents for all teacher education students, will replace EDUC 2202: Life Span

Development: Adolescent and Young Adulthood Emphasis in Area F. English Education students will not take EDUC 2202.

3.

EDUC 2120: Sociocultural Influences on Teaching and Learning, a new course mandated by the Board of Regents for all teacher education students, will also be added to Area F. To accommodate this move, ENGL 2145: Introduction to English Studies will be moved out of Area F into the English Requirements section of the major.

4.

EDUC 3308: Learning, Motivation, and Classroom Management will be dropped as a requirement.

Additional Changes in the Major.

1.

ENGL 2271: Presentation in the English/Language Arts Classroom, a new course, will replace ENGL 2270: Language and Usage

2. ENGL 2271 will replace ENGL 2270 as a prerequisite for ENGL 3310: Principles of

Writing Instruction.

3. ENGL 3241: Technology and Digital Media in English/Language Arts, a new course, will replace FILM 3220: Studies in Film

I. Current Information

Page Number in Current Catalog:

EDUC 2201: page 311

EDUC 2202: page 311

EDUC 3308: page 312

ENGL 2145: page 314

ENGL 2270: page 314

ENGL 3310: page 316

FILM 3220: page 320

Major in English Education: page 117


Current Degree/Major Program Requirements (please copy exactly from catalog):

See attachment or go to http://www.kennesaw.edu/academicaffairs/acadpubs/UCATINDX.html/

II. Proposed Information

Include an outline of the entire program and please underline or otherwise highlight changes :

English Education Major—Course Requirements

Area F for English Education Majors

Old

EDUC 2202 Life Span Dev.: Ado/YA Emphasis

*ENGL 2145 Intro. To English Studies (Moved)

ENGL 2160 Am. Lit. Survey, Beginnings to Present

ENGL 2172 Brit. Lit. Beginnings to 1660

ENGL 2174 Brit. Lit. 1660 to Present

Total hours this section:

Hours

EDUC 2201Teaching and Schools in a Changing Society 3

3

3

3

3

3

18

New

EDUC 2110: Investigating Critical and

Contemporary Issues in Education

EDUC 2130: Exploring Teaching and

Learning

EDUC 2120: Sociocultural Influences on

Teaching and Learning

Same

Same

Same

Same

Requirement Category

Introduction

Language

Writing

Genres

Upper-Level English Requirements (3 hours each section)

X.

None

Old New

ENGL 2145 Intro. To English Studies

ENGL 2270 Language and Usage ENGL 2271 Presentations in the

English/LA Classroom

ENGL 3310 Principles of Writing Instruction Change in Prerequisite (replace ENGL

2270 with ENGL 2271)

FILM 3220 Studies in Film ENGL 3241: Technology and Digital

Media in English/Language Arts

Same Cultural Studies of Literature

[Choose one]





Theory



Studies in Lit. Before 1800 ENGL 4340 Shakespeare

Same

Same

Same Studies in 19th-Century

Literature

[Choose one]

Studies in 20th-Century

Literature

[Choose one]

Applied/Professional

Sequence









Linguistics

Old 30

Same

Same

New 33


Course








Fall/Spring in schools 8-12 five weeks]

ENED 4475 Student Teaching or

ENED 4498 Student Teaching Internship (for

provisional teachers only) [M-F 8-4]


Overall hours remain the same.

III. Justification for Change:

Pedagogy Courses

Hours XI.

New

3 Same

3 Not replaced

3 Same

6 Same

3 Same

30

12 Same

New 27

Area F Changes:

The Board of Regents mandated that the three new education courses (EDUC 2110, 2120, and

2130) be added to Area F for all teacher education programs. This necessitated dropping EDUC

2201, 2202, and 3308 from the major’s requirements to insure that the overall hours required did not change. To allow all three of the new courses (EDUC 2110, 2120, and 2130) to be added to area F, we are moving ENGL 2145 from area F to the English requirements section of our major.

Other changes:

Reports from collaborating teachers and administrators from field experience schools indicated that some of our future English/Language Arts teachers did not consistently demonstrate correct language use. Professors in the Middle Grades and Secondary English Education programs corroborated this anecdotal evidence. The professors in all supporting programs concurred that an introductory course focusing on appropriate language usage for school settings would address the issue. To this end, we have developed a new course, ENGL 2170: Presentation in the

English/Language Arts Classroom to meet this need. ENGL 2170 will replace ENGL 2270 in the major.

A review of the secondary English education program revealed that our program does not currently meet several NCATE/NCTE standards dealing with technology and digital rhetoric. To prepare future English teachers to meet the NCATE/NCTE technology standards and thus meet the needs of media-savvy students in the twenty-first century, we developed a new course,

ENGL 3241: Technology and Digital Media in English/Language Arts, which will replace FILM

3220 as a requirement in our major.


Supporting Analyses of the Program –

When degree and/or major program requirements are being revised, it is an opportunity to reconsider the relevance, effectiveness and efficiency of the entire structure of the program. Following are some questions designed to provoke thoughtful evaluation of a program.

If a program is being substantially revised, written responses to each of these items should be included as part of the proposal for the UPCC.

If a minor change is being made to a program, writing out responses to all items is not necessary. However, UPCC members may ask about these issues during their evaluation of any proposal.

1. What are the primary learning outcomes of the program?

See attached NCTE/NCATE standards

2. What assessment findings have led to the proposed change(s)?

BOR mandates, ongoing NCTE/NCATE and PSC program assessment, and informal faculty assessment have led to the proposed changes.

3. Evaluate the prerequisites.

Why are the specified courses needed as prerequisites?

For all of the new courses, students need to be able to write at the college level, thus students must successfully complete both freshman composition courses to be able to take the three new education courses. In addition to these composition skills, students should be able to read and analyze texts before taking English courses. To this end, successful completion of ENGL

2110: World Literature is a requirement for the proposed English courses.

Why are there no prerequisites for some courses? N/A

What is the desired sequence of prerequisites? N/A

How often are the prerequisites offered?

Every semester.

4. Where within the program is an introductory overview of the major?

English 2145: Introduction to English studies is the recommended course for all English and English Education majors to take upon completion of the general education English courses.

5. What are the capstone experiences of the program?


ENED 4414: Teaching of English/Language Arts and ENED 4415: Teaching of English/Language Arts Internship are the capstone courses for the English

Education program.

6. Where within the program are there application activities and what are the activities? (E.g., field experiences, practicums, applied projects, undergraduate research, service learning, co-ops, internships, studio work, practical problem solving.)

EDUC 2110, 2120, and 2130 all have field experience components

EXC 3304 requires 10 hours of field work

ENGL 3310 requires 10 hours of tutoring in the Writing Center

ENED 4415 (TOSS) requires 100 hours of internship in a middle school

ENED 4475 (student teaching) requires 800 of internship in a middle or high school

7. Where and how do the following occur in the program?

Writing, reading, critical thinking, presenting

While these things occur naturally as a part of almost every English class, they are focused on in the two new proposed courses, ENGL 2271 and 3241.

Participative and collaborative learning


Use of information technology


Global and multicultural perspectives

While these things occur naturally as a part of almost every English class, they are focused on in the new proposed course, EDUC 2120.

8. What are the required courses that contribute to the interdisciplinary nature of the program?

ENGL 2271, 3241, 3310, 3391, and ENED 4414, 4415, and 4475 contribute to the interdisciplinary nature of the English Education program by combining content and pedagogy in a logical fashion.


Submitted by:

I.



Change in Degree Requirements/Major Program Requirements

Major or Degree Affected B.S. English Education

Responsible Department English


Signature Page

Dr. Jim Cope Oct. 3, 2006

Name Date

___ Approved ___ Not Approved








_____________________________

Department Curriculum Committee, Date

_____________________________

General Education Council*, Date

_____________________________

Professional Teacher Education Unit Program Area*,

Date

_____________________________

Department Chair, Date

_____________________________

College/School Curriculum Committee AND/OR

Teacher Education Council*, Date

_____________________________

College/School Dean, Date

_____________________________

Undergraduate Policies and Curriculum Committee,

Date

_____________________________

Dean of Undergraduate & University Studies, Date

*For curriculum proposals involving General Education courses, there should be collaboration by the Department Curriculum Committee and the General Education

Council. For Teacher Preparation proposals, there should be collaboration by the

Department Curriculum Committee, the Professional Teacher Education Unit (PTEU)

Program Area Committee, the Teacher Education Council, and the College/School

Curriculum Committee.

Form updated April 1, 2004.




Change in Existing Course

Existing Course Prefix/Number/Title ENGL 3310: Principles of Writing

Department English

Instruction



Please indicate what changes are being proposed:

_____ Change in course number _____ Change in course description

_____ Change in course title X Change in prerequisite/corequisites

_____ Change in credit hours

_____ Other change (please identify) ______________________________________

I. Current Information

Page Number in Current Catalog: page 316

Current Course Information in Catalog:

Course Prefix & Number: ENGL 3310

Course Title: Principles of Writing Instruction

Credit Hours: 6-0-6

Prerequisites: ENGL 2110 and ENGL 2270

Course Description:

An exploration of current theories of grammar instruction and theories of composition pedagogy and assessment, including a variety of strategies for teaching writing while dealing with institutional policies, such as standardized testing; and acquiring grammatical competence in oral and written communication, understanding what grammar errors reveal about writing, promoting syntactic complexity in writing, and studying grammatical structures that promote syntactic growth and diversity of style in writing. In a writing workshop environment, students will write for a variety of purposes and audiences.

II. Proposed Information (fill in completely & highlight changes )

Course Prefix & Number: ENGL 3310

Course Title: Principles of Writing Instruction

Credit Hours: 6-0-6

Prerequisites: ENGL 2110 and ENGL 2271

Course Description:

An exploration of current theories of grammar instruction and theories of composition pedagogy and assessment, including a variety of strategies for teaching writing while dealing with institutional policies, such as standardized testing; and acquiring grammatical competence in oral and written communication, understanding what grammar errors reveal about writing, promoting syntactic complexity in writing, and studying grammatical structures that promote syntactic


growth and diversity of style in writing. In a writing workshop environment, students will write for a variety of purposes and audiences.

III. Justification for Change

We are dropping ENGL 2270 from the major’s requirements and replacing it with a new course,

ENGL 2271: Presentation in the English/Language Arts Classroom. The new course will provide students with writing and presenting skills that are an important foundation for the work required in ENGL 3310.

Submitted by:

Signature Page

Dr. Jim Cope

Name









Oct. 3, 2006

Date

_____________________________

Department Curriculum Committee, Date

_____________________________

General Education Council*, Date

_____________________________

Professional Teacher Education Unit

Program Area*, Date

_____________________________

Department Chair, Date

_____________________________

College Curriculum Committee AND/OR

Teacher Education Council*, Date

_____________________________

College Dean, Date

_____________________________

Undergraduate Policies and Curriculum

Committee, Date

_____________________________

Assoc. VP for Academic Affairs

*For curriculum proposals involving General Education courses, there should be collaboration by the Department Curriculum Committee and the General Education

Council. For Teacher Preparation proposals, there should be collaboration by the


Department Curriculum Committee, the Professional Teacher Education Unit (PTEU)

Program Area Committee, the Teacher Education Council, and the College Curriculum

Committee.



1.3

1.2

1.1

NCTE/NCATE STANDARDS for

Initial Preparation of Teachers of Secondary English Language Arts

Grades 7–12

1.0

ELA Candidate Program Structure

Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. AS A

RESULT, CANDIDATES

NOT ACCEPTABLE

Complete a program without a clear conceptual framework and with little specific attention to ELA;

Explore little theory and current practice related to

English language arts in their preparation and meet only limited performance requirements in field experiences, including less than 10 weeks of student teaching;

Work with college, university, and school faculty in English and education who demonstrate through the courses they teach and their professional development activities that they are not current in their content knowledge and in their

ACCEPTABLE

Complete a program of study reflecting a framework that encompasses both the content and practice appropriate for

ELA teachers;

Explore both theory and practice in their ELA preparation and meet performance requirements in a range of field experiences, including a minimum of ten weeks of student teaching in ELA classrooms, that are supervised and assessed as a part of the overall preparation program by

ELA licensed teachers;

Work with college, university, and school faculty in English and education who demonstrate through the courses they teach and their professional development activities that they are current in their content knowledge and in

TARGET

Complete a program of study with a clear conceptual framework that reflects a strong integration of content, current theory, and practice in ELA;

Explore a strong blend of theory and practice in their ELA preparation with evidence of completing assessed performances in fully supervised field experiences that reflect a variety of settings and student populations and which include more than

10 weeks of student teaching in classrooms with ELA licensed teachers;

Work with college, university, and school faculty in English and education who collaborate on a regular basis to strengthen their teaching, develop curriculum, and pursue knowledge in the con-


2.2

2.3

2.1

1.4

NOT ACCEPTABLE practice of effective pedagogy and attitudes appropriate to preparing ELA teachers;

Perform within a program that bases decisions about candidate’s continuation and completion of the program on unclear performance assessments and without the

ACCEPTABLE their practice of effective pedagogy and attitudes appropriate to preparing

ELA teachers;

Meet performance criteria within an assessment system that assesses candidates' performances at appropriate transition points throughout the ELA program;

TARGET tent, pedagogy, and attitudes appropriate to the preparation of ELA teachers;

Meet performance benchmarks and/or gateways within an ELA program assessment system that regularly evaluates candidate performances by using multiple forms of benefit of a systematic candidate performance assessment system; assessment which demonstrate validity and reliability and which are common to all candidates.

2.0 ELA Candidate Attitudes

Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A

RESULT, CANDIDATES

NOT ACCEPTABLE ACCEPTABLE TARGET

Show little evidence of creating an inclusive and supportive learning environment in which all students can engage in learning;

Show little evidence in using

ELA for helping their students to become familiar with their own and others’ cultures;

Demonstrate inconsistency in reflective practice and seldom pursue professional growth and collaboration with colleagues and involvement with appropriate professional organizations;

Create an inclusive and supportive learning environment in which all students can engage in learning;

Use ELA to help their students become familiar with their own and others’ cultures;

Demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other

Create and sustain an inclusive and supportive learning environment in which all students can engage in learning;

Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but


2.4

2.5

NOT ACCEPTABLE

Engage in few practices designed to assist students in developing habits of critical thinking and judgment;

Show a lack of understanding of how the English language arts curriculum, teachers, students, and education in

ACCEPTABLE candidates;

Use practices designed to assist students in developing habits of critical thinking and judgment;

Make meaningful connections between the

TARGET also to design a wellconceived plan for professional development that features collaboration with the academic community, professional organizations, and others;

Design and implement instruction and assessment that assist students in developing habits of critical thinking;

Make meaningful and creative connections

2.6 general are influenced by culture, social events, and issues;

Demonstrate little evidence of promoting the arts and humanities in the learning of their students;

3.0

ELA Candidate Knowledge

ELA curriculum and developments in culture, society, and education;

Engage their students in activities that demonstrate the role of arts and humanities in learning; between the ELA curriculum and developments in culture, society, and education;

Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings.

3.1

Candidates demonstrate knowledge of, and skills in the use of, the English language. AS A RESULT, CANDIDATES


3.1.1 Demonstrate a limited Use knowledge of students' Integrate their knowledge of


3.1.2

3.1.3

3.1.5

3.1.4

NOT ACCEPTABLE knowledge of students’ language acquisition and development processes;

Demonstrate little understanding of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience;

Demonstrate little knowledge of how to recognize the impact of cultural, economic, political, and social environments on language;

Show a lack of respect for, and little knowledge of, diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles;

Demonstrate little knowledge of the evolution of the English language and the historical influences on its various forms;

Exhibit a lack of knowledge of English

ACCEPTABLE language acquisition and development as a basis for designing appropriate learning activities that promote student learning;

Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning and in their students’ learning of ELA;

Demonstrate an awareness in their teaching of the impact of cultural, economic, political, and social environments on language;

Know and respect diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles and show attention to accommodating such diversity in their teaching;

Demonstrate knowledge of the evolution of the English language and the historical influences on its various forms and use this knowledge in their teaching;

TARGET students' language acquisition and development into instruction and assessment designed to enhance their students’ learning;

Design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA;

Use both theory and practice in helping students understand the impact of cultural, economic, political, and social environments on language;

Show extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and incorporate that knowledge into classroom instruction and assessment that acknowledge and show consistent respect for language diversity;

Demonstrate in-depth knowledge of the evolution of the English language and historical influences on its forms and how to integrate this knowledge into student learning;


3.1.6

3.1.7

NOT ACCEPTABLE grammars and their application to teaching;

Show little knowledge of semantics, syntax, morphology, and

ACCEPTABLE

Use their knowledge of

English grammars in teaching students both oral and written forms of the language;

Use their knowledge of

TARGET

Incorporate an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral, and other texts;

Demonstrate an in-depth phonology or their applications to teaching; semantics, syntax, morphology, and phonology in teaching their students how to use oral and written language; knowledge of semantics, syntax, morphology, and phonology through their own effective use of language and integrate that knowledge into teaching their students to use oral and written

3.2

Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.

AS A RESULT, CANDIDATES language effectively.



3.2.3

3.2.4

3.2.1

3.2.2

Demonstrate a lack of understanding of the influence that language and visual images have on thinking and composing;

Show infrequent use of writing, speaking, and observing throughout the program as major forms of inquiry, reflection, and expression;

Exhibit infrequent use of the processes of composing to create various forms of oral, visual, and written literacy;

Use writing, visual images, and speaking for a variety of audiences and purposes;

Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching;

Use writing, speaking, and observing as major forms of inquiry, reflection, and expression in their coursework and teaching;

Use composing processes in creating various forms of oral, visual, and written literacy of their own and engage students in these processes;

Demonstrate, through their own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes;

Create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing;

Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes;

Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy;

Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes;


3.3.1

3.3.2

3.3.3

NOT ACCEPTABLE

3.2.5 Show little knowledge of language structure and conventions in creating and critiquing print and nonprint texts;

ACCEPTABLE

Demonstrate their knowledge of language structure and conventions by creating and critiquing their own print and

TARGET

Use a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help nonprint texts and by assisting their students in such activities; students understand the relationship between symbols and meaning.

3.3

Candidates demonstrate their knowledge of reading processes. AS A RESULT,

CANDIDATES


Show limited ability to respond to and interpret what is read;

Show a lack of knowledge of ways to discover and create meaning from texts;

Use few strategies to comprehend, interpret, evaluate, and appreciate texts;

Respond to and interpret, in varied ways, what is read, teaching their students how to do this as well;

Discover and create meaning from texts and guide students in the same processes;

Use a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teach those strategies to students;

Integrate into their teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty;

Use a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and understandings to make meaning of texts;

Integrate into students' learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and assess the effectiveness of such strategies in promoting student learning.


3.5.2

3.5.1

3.4

Candidates demonstrate knowledge of different composing processes. AS A RESULT,

CANDIDATES


3.4.1 Use a limited number of writing strategies to generate meaning and clarify understanding;

Use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching;

Develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;

3.4.2 Produce a very limited number of forms of written discourse and show little understanding of how written discourse can influence thought and action;

Produce different forms of written discourse and understand how written discourse can influence thought and action;

Teach students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action.

3.5

Candidates demonstrate knowledge of, and uses for, an extensive range of literature.

AS A RESULT, CANDIDATES


Show little knowledge of, or use of, a variety of teaching applications for:

Works representing a broad historical and contemporary spectrum of

United States, British, and world, including non-

Western, literature;

Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;

Know and use a variety of teaching applications for:

Works representing a broad historical and contemporary spectrum of United

States, British, and world, including non-

Western, literature;

Works from a wide variety of genres and cultures, works by female authors, and works by authors of

Demonstrate an in-depth knowledge of, and an ability to use, varied teaching applications for:

Works representing a broad historical and contemporary spectrum of United States,

British, and world, including non-Western, literature;

Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;


3.6.2

3.6.3

3.5.3

3.5.4

NOT ACCEPTABLE

Numerous works specifically written for older children and younger adults;

A range of works of literary theory and criticism;

ACCEPTABLE color;


A range of works of literary theory and criticism;

TARGET


A range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.

3.6

Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. AS A RESULT, CANDIDATES

NOT ACCEPTABLE ACCEPTABLE

3.6.1 Exhibit a lack of understanding of the influence of media on culture and on people’s actions and communication;

Understand how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students' composing processes, communication, and

TARGET

Understand media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in their own work but also in their teaching;

Show little understanding of how to construct meaning from media and nonprint texts;

Demonstrate limited knowledge of how to incorporate technology and print/nonprint media into instruction; learning;

Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes;

Incorporate technology and print/nonprint media into their own work and instruction;

Use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrate learning opportunities into classroom experiences that promote composing and responding to such texts;

Help students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their


4.1

4.2

NOT ACCEPTABLE ACCEPTABLE TARGET learning.

3.7

Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, CANDIDATES


3.7.1

3.7.2

Show a lack of knowledge of the major sources of research and theory related to English language arts;

Show little evidence of using teacher-researcher models of classroom inquiry in their preparation program;

Use major sources of research and theory related to English language arts to support their teaching decisions;

Use teacher-researcher models of classroom inquiry to inform their own study and teaching;

Reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate;

Use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations.

4.0

ELA Candidate Pedagogy

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT,

CANDIDATES


Show limited experience in examining, and selecting resources for instruction, such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts;

Demonstrate limited ability to

Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of

English language arts;

Align curriculum goals

Understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in ELA;

Create literate classroom


4.3

4.4

4.5

4.6

NOT ACCEPTABLE design instruction to meet the needs of all students and provide for students’ progress and success;

Use few interdisciplinary teaching strategies and materials;

Show limited ability to create learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability;

Demonstrate limited ability to engage students effectively in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms;

Show limited ability to enable students to respond critically to different media and communications technologies;

Demonstrate infrequent use of instruction that promotes

ACCEPTABLE and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work;

Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students;

Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability;

Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms;

Engage students in critical analysis of different media and communications technologies;

TARGET communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection;

Work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines;

Create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability;

Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms;

Engage students in critical analysis of different media and communications technologies and their effect on students’


4.9

4.10

4.7

4.8

NOT ACCEPTABLE understanding of varied uses and purposes for language in communication;

Demonstrate limited ability to engage students in making meaning of texts through personal response;

Demonstrate limited ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts;

Use assessment in instruction by:



Failing to use formal and informal assessment activities and instruments to evaluate student work;



Failing to employ a variety of means to interpret and report assessment methods and results to

ACCEPTABLE

Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication;

Engage students in making meaning of texts through personal response;

Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts;

Integrate assessment consistently into instruction by:



Using a variety of formal and informal assessment activities and instruments to evaluate processes and products;



Creating regular opportunities to use learning;

TARGET

Integrate throughout the

ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication;

Engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances;

Demonstrate how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teach a wide variety of such strategies to all students;

Integrate assessment consistently into instruction by:



Establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences;



Interpreting the individual and group results of any assessments and


NOT ACCEPTABLE students, administrators, parents, and others;

ACCEPTABLE a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences;

TARGET drawing upon a variety of information in these assessments to inform instruction;



Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing;



Explaining to students, parents, and others concerned with education how students are assessed.


Secondary English Education Overview of Program Changes

Secondary English Education

Gen Ed:

Lower Division Major Requirements

(Area F):

Other Requirements:

Gen Ed

Lower Division Major Requirements

(Area F):

Other Requirements:

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Secondary English Education Overview of Program Changes

Secondary English Education

Gen Ed:

Lower Division Major Requirements

(Area F):

Other Requirements:

Gen Ed

Lower Division Major Requirements

(Area F):

Other Requirements:

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