|Constituent Institution:||East Carolina University|
|CIP Discipline Specialty Title:||Education/Teaching of the Gifted and Talented|
|CIP Discipline Specialty Number:||13.1004|
|Exact Title of the Proposed Program:||Master of Arts in Education in Gifted Education|
|Exact Degree Abbreviation:||MAEd|
|Date of Initiation:||01/14/2013|
|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.|
Greenville Pitt NC
(City) (County) (State)
|If short-based, length of time to complete the prog (e.g., 1 year, 18 mos.):||2 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 proposed MAEd in gifted education will focus on theory and practice in gifted education. This degree program is intended for teachers of gifted education, general classroom teachers with a desire to focus on gifted education, and curriculum specialists. Individuals earning a master of arts in education in gifted education from East Carolina University will be equipped with strategies designed to meet the needs of identified gifted and provide enrichment pedagogy for all learners, as well as make decisions for district programming and identification of students with gifts and talents. This degree would complement the existing MAEd degrees in the department which cover the learning needs of various individuals, but do not specifically address gifted learners. This degree would also expand on an existing successful program - the licensure in academic and intellectual giftedness which currently enjoys healthy enrollments in its cohorts.
|2. Describe the proposed instructional delivery systems (e.g., on-site instruction by faculty, interactive video, Internet, etc.).|
The program will be delivered via the Internet utilizing Blackboard as the course management system.
|3. Describe need for the program (referencing results of surveys or special studies).|
Conference evaluation results from East Carolina University's 2007 and 2008 Gifted Conference further indicate the need for a MAEd in gifted education. The 2007 post-conference evaluation sent to all attendees asked whether they believed there was a need for a master's degree in gifted education to be offered at East Carolina University. Nearly 74% (70 out of 95) of the respondents indicated that there was a need for the degree.
In the 2008 evaluation, 89 of 93 respondents indicated that there was a need for the degree, and the 2008 results showed a 20% increase in interest over the previous year's data.
In the 2002-2003 school year, 338 teachers obtained AIG licensure. In the 2005-2006 school year, this number had grown to 963. With the transition of certification from the local school to the university level, the number of AIG licenses issued dropped dramatically. During the 2006-2007 school year, 33 licenses were issued. As the number of universities approved to offer AIG certification courses increased, the number of licenses issued in 2007-2008 grew to 247.
Funding for gifted programming in North Carolina during the 2010-2011 fiscal year was close to $70 million. This amount places the state among the top five states for funding of gifted programs. Funding for gifted education varies greatly from state to state. There is also availability among states on the issue of teacher certification for the gifted programs; some states do not require any certification or licensure at all, while others have pronounced gifted licensure an area of "Critical Need," and provide loan forgiveness and other measures to ensure success at recruiting and retaining educators of the gifted. Ironically, many states require that teachers become certified to teach the gifted, but do not provide adequate funding for gifted programming. North Carolina is fortunate in the there is a funded mandate for services to gifted students by certified teachers.
Further, a national survey by the Thomas B. Fordham organization found that most teachers do not possess (or fell they possess) the qualifications needed to teach the 10-25% of their students who are gifted. There are no similar online programs.
|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. Elizabeth Fogarty|
|Contact Title:||Assistant Professor|