|Constituent Institution:||NC A&T University|
|CIP Discipline Specialty Title:||Teacher Education and Professional Development, Specific Levels and Methods, Other.|
|CIP Discipline Specialty Number:||13.1299|
|Exact Title of the Proposed Program:||Online MAT|
|Exact Degree Abbreviation:||MAT|
|Date of Initiation:||01/11/2012|
|Will this sequence of courses be completely individual access (e.g., Internet, videocassette)?||YES|
|If "yes," what will be the mode of delivery?||Internet|
|If "no," list proposed sites.|
|If short-based, length of time to complete the prog (e.g., 1 year, 18 mos.):||NA|
SACS/COC substantive change questions (1=Procedure One; 2=Procedure Two)
Site-based (where the instructor is present):
|Is the institution initiating instruction where the student may earn more than 25% and less than 50% of credits toward a degree at a site 30 miles or more from the campus? (2)||NO|
|Is the institution initiating an (additional) off-campus site at which students may earn at least 50% of an educational program? (1)||NO|
|Is the institution adding significantly different degree programs at a currently approved site? (2)||NO|
|Distance learning (where instructor and student are geographically separated):|
|Is the institution offering its first credit courses via technology-based instruction by which students can obtain at least 25% of credits toward a degree program? (2)||NO|
|Is the institution expanding a previously reported program from less than 50% of credits to 50% or more of a degree program? (2)||YES|
|Is the institution adding a significantly different program from previously reported programs offered via technology-based instruction? (2)||NO|
|Does this action constitute a substantive change? If so, by what date should SACS be notified?|
|1. Briefly describe the proposed program and intended audience.|
The MAT in Family and Consumer Sciences is intended to continue the School of Education’s commitment to developing professional teachers for secondary schools in North Carolina. This program is also designed to meet all requirements for licensure and will provide a coherent and complete curriculum that meets the highest standards. The MAT is planned for the college graduate of the respective areas who seeks licensure and graduate studies in teaching grades K-12. The program addresses the needs for teachers with provisional (lateral entry) or emergency licensure, teachers wishing licensure in the fields, and/or those individuals changing careers to become teachers.
The primary design of the MAT program is two tiered. The first tier includes all of the course work needed for “A” licensure, including an internship requirement and passing the appropriate examinations of Praxis II. The second tier includes a research requirement and other courses that complete requirements for the advanced master’s degree and will qualify the candidate for the advanced “M” licensure. Some candidates may choose to complete only Phase I of the MAT program, which is the licensure phase. Successful completion of this phase will result in a recommendation for the initial “A” license.
The proposed online MAT will deliver instruction to non-traditional students, who are employed in various areas of the state, as well as to an international cohort of students at Shortwood College in Jamaica in the Caribbean.
|2. Describe the proposed instructional delivery systems (e.g., on-site instruction by faculty, interactive video, Internet, etc.).|
The proposed change to online instruction will allow enrolled students to log-in at times convenient to them. Modules will be posted to the course shells in Blackboard, with readings and other type assignments and examinations posted. At times, chat rooms, discussion boards, and permitted video and audio clips will be included in the delivery methods.
|3. Describe need for the program (referencing results of surveys or special studies).|
The need for an online MAT is based on the shortage of family and consumer sciences education teachers in the public schools and the number of retirements that must be filled over the next few years. Research continues to show a shortage of family and consumer sciences (FCS) educators (Miller & Meszaros, 1996; Stout, Couch, & Fowler, 1998). In a study by Werhan and Way (2006), the authors documented the continuing shortage of FCS teachers in a national survey of secondary FCS programs. They identified 5.5 million students in family and consumer sciences classes and only 37,500 family and consumer sciences educators. The majority of the 44 states participating in the study were experiencing a shortage of teachers. North Carolina reported having 154,871 students with only 1,481 teachers. An online degree would facilitate access; many of the students in need of the master’s degree are employed during the day and need a convenient alternative to driving several hours to a campus for classes. Additionally, the department has received a request from Shortwood College, a Caribbean institution, which is in need of an online master’s degree in family and consumer sciences education. Other colleges in that region are also in need of a similar program for its current faculty. No other UNC institution offers an online MAT in Family and Consumer Sciences Education.
Our potential partners in Jamaica provided the following justification:
1. The minimum certification for classroom teachers in Jamaica is a diploma in teaching obtained through a three-year program offered by the teacher training colleges. The ministry of education is moving toward a policy shift to have this minimum certification be a Degree. As of September 2011 all teacher training institutions will accept students to read for a degree. Therefore, faculty working in these institutions will be required to have at least a master’s degree in their area of specialization. No system is currently in place; however, the teachers need to have the degree within the next three years or suffer a job loss for non-compliance.
2. Presently there are 13 faculty members working in teacher training institutions with hundreds more teaching at the secondary level. Because there is not a program in family and consumer sciences at the master’s level in the Caribbean, only one percent of specialists in Jamaica have a master’s in the area. Consequently, most of the teachers have completed a master’s degree in education with a few even holding a PhD, also in education. The degree must be in family and consumer sciences.
|4. Projected total annual enrollment:|
|his intent to plan a new distance education degree program (or program site) has been reviewed and approved by the appropriate campus committees and authorities.|
|Vice Chancellor for Academic Affairs|
|Contact Name:||Lea E. Williams|
|Contact Title:||Asso VC Aca Affairs/IPAR|