CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
CGE PROPOSAL FOR NEW GRADUATE COURSES
CHECKLIST FOR INDIVIDUALS PREPARING PROPOSALS:
__Prepare the syllabus and proposal according to CGE guidelines (seek advice from CGE
Curriculum Committee if needed). NB: Proposals for a new required course must be
accompanied by a CGE proposal for Graduate Program Change, explaining how the new course
will be integrated into the overall program structure.
Prepare the Course Record Form carefully to ensure that all information is recorded correctly
(e.g. exact title of course, grading basis, number of credits, course fee, if any) and matches the
contents of the proposal and syllabus. The Registrar’s Office feeds information directly from this
form into the University database.
Submit the proposal packet (proposal, syllabus, Course Record Form and Signature (Routing)
Form) to your department chair for signature.
If the proposed course is part of the PEP Unit, submit the proposal packet to PEP-C for review
and signature on the Signature (Routing) Form.
Once your department chair and (if necessary) PEP-C have signed off, submit the proposal
packet to the Assistant Dean for Curriculum, Policy, and Operations, who will track its progress
through the remaining steps of the proposal review. Please note that at each step of the review
process, the proposal may be returned to you for revisions.
Once the proposal reaches CGE, the Assistant Dean will contact you for an electronic version
of the most recent syllabus and proposal, to be posted on the CGE website. Please be sure to
always include the current date in the filenames of your proposal and syllabus (eg.
LIN510_proposal_2-12-08.doc).
DEADLINES FOR PROPOSAL SUBMISSIONS TO CGE:
The deadline for courses to be offered in the next Academic Year and appear in the course
catalog is February 15 of the current year, or the next business day. If you have any questions
about the CGE review process, please contact the CGE chair.
COURSES WITH ADDITIONAL REQUIREMENTS:
Proposals for courses requiring PEP-C review must complete item 15.0 at the end of this
proposal form. Proposals for 500-level courses must explicitly address differences in
requirements for graduate and undergraduate students wherever relevant (usually items 6.0 - 9.0.
11.0 and 14.0).
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
CGE COURSE PROPOSAL COMPONENTS:
All numbered items below must be addressed for new graduate course proposals. If certain items
do not apply to this specific course proposal, so state and briefly explain why. Numbers 1.0
through 6.0 identify components that are binding; that is, once the course is approved,
these components can be changed only by submission of a Proposal for Graduate Course
Change to the CGE Curriculum Committee.
1.0 Department
Department of Education
2.0 Course Number
Specify the course number. Briefly justify the course level (700-level, 800-level, etc.).
EDU 735
This is a graduate level course.
3.0 Course Title
Introduction to Special Education Law and the IEP process
4.0 Course Credits
4.1 How many credits will this course carry? Note: The standard computation of credit is one
(1) semester-hour per 50 minutes of instruction per week for an equivalent of fifteen (15)
course meetings.
The course is 2 credits.
4.2 If the course includes non-classroom instruction or lab sessions, or if the credit hours
vary in some way from the standard, provide an explanation.
The course will have both face to face and on-line meetings.
4.3 If variable credit is proposed (e.g., 1-3 hours), explain how this will be utilized and
determined.
5.0 Formal (Catalog) Description
Provide a formal course description of the course, adhering to length and style characteristics
of college catalog listings, including pre-requisites, fees, and any information regarding
cross-listings if applicable. The description is to be written in the third person and must
appear exactly the same on the proposal form, Course Record form and syllabus.
This course is designed to familiarize students with legislation in special education (past and
present) and the IEP process.
6.0 Prerequisites
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
6.1 List the prerequisites and/or co-requisites for this course.
Pre-requisite or Co-requisite: EDU 670 Teaching Students with Disabilities or equivalent
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
An introduction to special education course provides students with a basic understanding of
special education, students with disabilities and their families. This information will be
applied as the students learn about the IEP process.
6.3 If prerequisites and/or co-requisites involve other departments of instruction, provide
evidence of acknowledgement and cooperation from these departments (e.g. letters of
support).
Prerequisites and co-requisites do not involve other departments.
7.0 Rationale for proposed course
7.1 Why is this course being proposed? Provide a rationale.
Students are requesting a more in-depth understanding of special education law and the IEP
process. The content aligns with CEC standards and follows the recommendations of
NCATE. It also provides additional support to students in meeting licensing requirements.
7.2 Describe any actual or apparent overlap with current course offerings. If other
departments are impacted by this course, provide evidence of consultation with and support
from those departments (e.g. letters of support).
There are not any apparent overlap with any current course offerings.
8.0 Grading System
State whether letter-grade or pass/fail system will be utilized; if the latter, provide a brief
rationale.
Students will receive a letter-grade for the course.
9.0 Course Characteristics
9.1 If the course is to be cross-listed (within a single department, or across more than one
department), provide a rationale and full documentation of steps taken to assure such
listings.
The course will not be cross-listed.
9.2 If the course is open to both undergraduate and graduate students, provide a rationale for
doing so and explain any differences in requirements for undergraduate and graduate
students.
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
NA
9.3 Explain how this course fits with the other department offerings. Is this course a required
course (in which case it must be accompanied by a proposal for Change to Existing Program)
or an elective course?
This will be a required course for graduate students beginning fall 2013.
9.4 Describe the intended student-audience for this course. If substantial numbers of
students from outside the department are expected to enroll in this course, provide evidence
of support and cooperation from these departments in terms of enrollment and compatible
scheduling.
The intended student-audience are students in the Department of Education’s Master of Arts
in Education Teacher Preparation Program.
9.5 What is the anticipated starting date for this course? How frequently and in which
semester(s) will the course be offered in the future? How many sections of this course will
typically be offered simultaneously?
The anticipated starting date for this course is fall 2013. One section of this course will be
offered every fall, as enrollment requires.
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course.
This course requires an instructor who holds an earned doctorate degree, and who possesses
experience and expertise in special education.
11.0 Course Format and Procedures
Describe how the course will be conducted, in terms of class meetings and teaching
procedures. For example, will the course be taught online only, or as a hybrid of online and
classroom meetings? Will the course incorporate lectures, discussions, lab sessions, smallgroup or individualized instruction, practicum or field experiences, student reports or
projects, competency-based modules, or other types of instructional procedures?
The course will be taught as a hybrid of online and classroom meetings.
12.0 Evaluation of Course and Course Instructor
Describe how course instruction and the course itself will be evaluated, including any longterm strategies for evaluating the course as part of the department offerings.
The course will be evaluated following established department procedures (i.e., course
evaluations). The course will also be periodically evaluated within the department’s
curriculum framework.
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
13.0 Resources
Describe the immediate and future impact the offering of this course is likely to have on the
department's personnel, physical, and financial resources.
Throughout the semester, the course will require the availability of one qualified faculty
instructors, and a room with interactive technology capabilities, and seating up to 15 students
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement
The Department of Education established in 1891, is an ASL/English bilingual, diverse,
multicultural learning community devoted to preparing teachers, researchers, educational leaders,
and international development advocates. Using a transformative framework the students are
mentored to enhance critical thinking, obtain experiences with interdisciplinary connections,
explore multiple social and professional identities, and assume social responsibility. Our mission
is to promote the intellectual, linguistic, and social potential of deaf and hard-of-hearing
individuals and the creation of systems oriented toward social inclusion at home and abroad.
14.2 Program Student Learning Outcomes
List the Student Learning Outcomes for your academic program.
MA Program Student Learning Objectives
(Based on INTASC Principles and CEC Standards)
1. Content Knowledge and Pedagogy
The teacher-candidate applies the central concepts, tools of inquiry, and structures of the
discipline he or she teaches to create learning experiences that make these aspects of
subject matter meaningful for all learners.
2. Human Development
The teacher-candidate uses knowledge of how children learn and develop to provide
learning opportunities that support any child’s intellectual, social, and personal
development.
3. Adapting Instruction for Diverse Learners
The teacher-candidate uses knowledge of how students differ in their learning approaches
to create instructional opportunities that are adapted to diverse learners.
4. Instructional Strategies
The teacher-candidate uses a variety of instructional strategies to encourage student
development of critical thinking, problem solving, and performance skills.
5. Motivation and Classroom Management
The teacher-candidate uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation in all learners.
6. Communication and Technology
The teacher-candidate uses knowledge of effective verbal, non-verbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
7. Planning
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
The teacher-candidate plans instruction based upon knowledge of subject matter, diverse
learner characteristics, the community, and the curriculum goals.
8. Assessment and Evaluation
The teacher-candidate uses formal and informal assessment strategies to evaluate and
ensure the continued intellectual, social, and physical development of all learners.
9. Reflection and Professional Development
The teacher-candidate is a reflective practitioner who continually evaluates the effects of
his or her choices and actions on others (learners, parents and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
10. School and Community Relationships
The teacher-candidate fosters relationships with school colleagues, parents, and agencies
in the larger community to support diverse students’ learning and well-being.
11. Personal Characteristics and Interpersonal Skills
The teacher-candidate demonstrates skills, beliefs, dispositions, and behaviors that guide
his or her interactions with learners, families and colleagues during professional practice,
problem solving and decision-making.
12. Literacy and Numeracy
The teacher-candidate applies varied strategies designed to develop and enhance the
literacy and numeracy skills of all learners, including the presentation of ideas and
conceptual understandings in verbal and nonverbal, print and non-print modalities.
14.3 Course Student Learning Outcomes
List the Student Learning Outcomes for your proposed course. Then in table format, using
the template provided below, list the learning outcomes and show how the course and
program SLOs align by placing checks in the appropriate cells.
Course Objectives, Learning Opportunities, Assessments, and Alignment to SLOs and
Gallaudet Conceptual Framework
Course student Learning
Student Learning Assessment Method
Outcomes
Opportunities
(Indicate at least 2
Gallaudet
(Write major
multiple &
MA
Conceptual
SLOs
learning
varied
Framework
opportunities)
assessment
methods)
Examine issues related to
 Research and
 Rubric
current events in special
position paper
 Checklist
1, 2, 3, 4
9, 11
education (e.g., inclusion
 Presentation
 Case Study
and Response to
 Book Review
Checklist
Intervention).
Develop and write
 IEP Project
2, 4
1, 7, 11
Individualized Education
 IEP Checklist
 In-class activities
Plans (IEPs).
Describe the laws that
 Side-by-side
2, 4
1
 Checklist
analysis
govern special education.
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
14.4 Learning Opportunities
Briefly describe the Learning Opportunities (eg. assignments, projects, activities, reports,
field experiences, etc.) designed to achieve the course Student Learning Outcomes. List them
in table format, using the template provided below, and briefly state how they will be
assessed (eg. what assessment methods will be used?).
Course Objectives, Learning Opportunities, Assessments, and Alignment to
SLOs and Gallaudet Conceptual Framework
Course student Learning
Outcomes
Examine issues related to
current events in special
education (e.g., inclusion
and Response to
Intervention).
Develop and write
Individualized Education
Plans (IEPs).
Describe the laws that
govern special education.
Student Learning
Opportunities
(Write major
learning
opportunities)
Assessment Method
(Indicate at least 2
multiple &
varied
assessment
methods)



Research and
position paper
Presentation
Book Review



Rubric
Checklist
Case Study
Checklist


IEP Project
In-class activities


Side-by-side
analysis

Gallaudet
Conceptual
Framework
MA
SLOs
1, 2, 3, 4
9, 11
IEP Checklist
2, 4
1, 7, 11
Checklist
2, 4
1
14.5 Assessment Methods
Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.)
to the syllabi accompanying this proposal. Do not attach them to the proposal itself.
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
COURSE SLOs: SWK 742
Students will apply
knowledge of: data collection,
intervention, evaluation
methods, and assessment of
macro-level practices within
organizations and
communities.
Students will construct a
Planned Change Proposal for
a macro-level intervention of
the organization assessed in
SWK 706 (HBSE II.)
Students will facilitate a class
discussion of textbook
community or organization
practice cases.
CSWE
Progra
m
Objecti
ves
(See
list
below
this
chart.)
Martha
Adds
the F’s
here...
SWE 742
Course
Objectives
Approved
by Dept.
(See list
below this
chart.)
Assessme
nt Project
for each
course
SLO
Assessment
Tool(s) Used to
Score
Assessment
Project
Knowledge:
1,2,3,5,6.
Values:
12,3,4,5.
Skills
1,2,3,4, 5,6.
10-page
page
report
Assignment-Tied
Rubric
Knowledge:
1,2,3,5,6.
Values:
12,3,4,5.
Skills
1,2,3,4,6.
13-15
page
Proposal
Assignment-Tied
Rubric
Knowledge:
1,2,3,5,6.
Values:
12,3,4,5,6.
Skills
1,2,3,4, 6.
30-minute
class
discussion
Assignment-Tied
Rubric
Column Two _____ Program Objectives (Based on CSWE Standards):
(Faculty pastes the list here.)
Column Three Dept of SW Educational/Course Objectives for SWK 742:
(Faculty pastes the knowledge, values, skills list here.)
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