|Constituent Institution:||NC State University|
|CIP Discipline Specialty Title:||Curriculum and Instruction|
|CIP Discipline Specialty Number:||13.0301|
|Exact Title of the Proposed Program:||Curriculum and Instruction Concentration: New Literacies and Global Learning|
|Exact Degree Abbreviation:||M.Ed. M.S.|
|Date of Initiation:||08/16/2014|
|Will this sequence of courses be completely individual access (e.g., Internet, videocassette)?||NO|
|If "yes," what will be the mode of delivery?|
|If "no," list proposed sites.|
Centennial Middle School, Wake County Public Schools, Athens Drive High School, Wake Country Public Schools
|If short-based, length of time to complete the prog (e.g., 1 year, 18 mos.):|
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 proposed New Literacies and Global Learning (NLGL) graduate program has been in existence at NC State University since 2009, utilizing a combination of face-to-face and online courses. We propose to convert this existing hybrid program to a 50% online program to better meet the needs of teachers who are our primary target audience. Approximately 90% of the students enrolled in the NLGL program are employed as full-time teachers. The proposed online program will allow for more flexibility as teachers complete the NLGL graduate program.
The proposed program will offer a minimum of 5 courses online or off-site, and 5 courses face-to-face on campus. Students will all begin the program with an online course. The NLGL concentration has 12 hours of common interdisciplinary core courses and 4 sub-concentration areas consisting of 18 hours each. The 4 sub-concentration areas align with state standards and include: K-12 Reading, Secondary English Language Arts, Secondary Social Studies, Middle Grades English Language Arts, and Middle Grades Social Studies.
|2. Describe the proposed instructional delivery systems (e.g., on-site instruction by faculty, interactive video, Internet, etc.).|
In the face-to-face classes, instructors use several different delivery systems to teach courses, including Moddle and Elluminate. Additionally, three courses (ECI 543, ECI 544, ECI 645) are being taught off campus in a clinical school setting, i.e., Centennial Campus Middle School.
|3. Describe need for the program (referencing results of surveys or special studies).|
With technological advances driving much of the change that we see in information and communication, researcher and other educators are attempting to answer two important questions: What does it mean to be literate and globally connected in the 21st century? How do we design instruction that enables educators to cultivate new literacies and global learning for themselves and their students? We know that literacy demands and opportunities in the 21st century extend well beyond the traditional practices of reading, writing, and speaking to incorporate facility with new genres of media and information technologies. As educators, we are interested in helping students bridge the gap between home and school uses of technologies. Additionally, since we now have the capacity to communicate and work globally, the demand for global knowledge and competencies is steadily increasing in both personal and professional contexts. The world's knowledge and innovation environment favors those who have global competencies, strong communication capacities, the ability to collaborate to solve unfamiliar problems and the ability to adapt to new changes.
|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:||Meghan Manfra|
|Contact Title:||Assistant Professor|