|Constituent Institution:||UNC at Greensboro|
|CIP Discipline Specialty Title:||Curriculum and Instruction|
|CIP Discipline Specialty Number:||130301|
|Exact Title of the Proposed Program:||Master of Education in Teacher Education|
|Exact Degree Abbreviation:||MEd|
|Date of Initiation:||05/1/2013|
|Will this sequence of courses be completely individual access (e.g., Internet, videocassette)?||YES|
|If "yes," what will be the mode of delivery?||online|
|If "no," list proposed sites.|
|If short-based, length of time to complete the prog (e.g., 1 year, 18 mos.):||3 years|
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)||NO|
|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 department of Teacher Education and Higher Education at the University of North Carolina proposes to offer Masters' programs on-line. Programs will be offered for graduate students interested in elementary mathematics, followed in subsequent years by concentrations in other areas, e.g., secondary and middle school mathemeatics education, reading education, and elementary science education. We expect to enroll cohorts of 25 to 30 students.
|2. Describe the proposed instructional delivery systems (e.g., on-site instruction by faculty, interactive video, Internet, etc.).|
The program will be offered online.
|3. Describe need for the program (referencing results of surveys or special studies).|
The easier way to explain the need for this proposal is to present the example of the concentration in Elementary Mathematics, understanding that the same logic applies to any other proposed concentration.
In the past, elementary teacher licensure in North Carolina has required one undergraduate mathematics course at any level and one mathematics methods course. This means that many elementary in-service teachers are ill prepared to teach reform-based mathematics. This reform approach requires a deep conceptual knowledge of school mathematics in order to teach mathematical reasoning and problem solving in addition to procedural mathematical knowledge. Also required is pedagogical content knowledge that supports reform-based teaching. The M.Ed. in Teacher Education with a concentration in Elementary Mathematics Education also is needed to respond to the needs of public schools and issues of student achievement. Increasingly, public schools are departmentalizing mathematics instruction in grades 3-5. The School of Education is attending to the problem of ill-prepared teachers in elementary mathematics with the elementary mathematics concentration. Also, the state of North Carolina is responding to the needs for more qualified teachers of elementary mathematics with a new elementary mathematics specialist license. As stated by Rachilin (2009),
"On July 9, 2009, the North Carolina State Board of Education approved the establishment of an Elementary Add-On License with a program of study, including six courses totaling 18 graduate credit hours, focused on the mathematical knowledge needed for succesfully teaching mathematics at the elementary level. The coursework helps teachers build the necessary understanding of mathematics, the process of learning mathematics and children's mathematical thinking in order to be strong mathematics teachers. The Elementary Mathematics Add-on License is a coordinated effort between the North Carolina Department of Public Instruction (NCDPI), the University of North Carolina General Administration (UNCGA), statewide LEA representation at the shcool and district levels, and university faculty representation from colleges of education and arts and science. To assure consistency of program, any university approved by the UNC System to offer the program-of-study will need to include all six courses. Credit for the six courses will be transferable among the participating UNC institutions. The successful completion for the program-of-study will require grades of B or better on all courses. Elementary Mathematics add-on licensure students may be eligible to transfer courses from the program of study to the MED in Teacher Education.:
It is for the reason stated above that we designed a master's degree focusing on elementary mathematics education. Not only can teachers in the state of North Carolina become an elementary mathematics specialist, they can couple that with additional coursework at UNCG and earn a master of education in teacher education, concentrating in elementary mathematics education. Our rationale is centered on the fact that many returning teachers want to earn a master's degree focusing on a particular content area; perhaps one that is of high interest to them or one in which more expertise is needed (Nickerson, 2009). As of present, there are seven campuses in the UNC system who participated in piloting the elementary mathematics add-on licensure program, ASU, ECU, NCSU, UNC-CH, UNCC, UNCG, and UNCW. At UNCG, we have already created a master's program which absorbs the six courses created in the pilot and would like the concentration to now be approved as an official online program so that we can meet a much broader audience in the state of North Carolina.
We piloted this program using a hybrid format and received over forty applications from one school district within two days. We believe this enthusiasm will continue, especially given the fact that this program will be offered on-line and available across the state. There are no other programs using this format in the Triad area and we know of no other program in the UNC system.
The same need exists for other concentrations that were mentioned in this request.
Nickerson, S.D. (2009). Preparing experienced elementary teachers as mathematics specialists. Investigations in Mathematics Learning, 2(2), 51-68.
Rachelin, S. (2009). Pilot of the Unviersity of North Carolina system elementary mathematics add-on license initiative: A question and answer session [PowerPoint slides]. Retrieved from personal communication with Dr. Sid Rachlin, ECU.
|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:||Dr. Samuel Miller|
|Contact Title:||Associate Dean|