UNIVERSITY FACULTY SENATE FORMS

UNIVERSITY FACULTY SENATE FORMS

UGS0311

Academic Program Approval

This form is a routing document for the approval of new and revised academic programs. Proposing department should complete this form. For more information, call the Faculty Senate Office at 831-2921.

Submitted by: _Laura Glass__________________________ phone number_831-1647________

Department: _School of Education_____________________ email address_lglass@udel.edu__

Date: October 2, 2013____________________________________________

Action: Revise the Elementary Teacher Education major

(Example: add major/minor/concentration, delete major/minor/concentration, revise major/minor/concentration, academic unit name change, request for permanent status, policy change, etc.)

Effective term: 14F______________________________________________________________________________

(use format 04F, 05W)

Current degree__BSED_________________________________________________________

(Example: BA, BACH, BACJ, HBA, EDD, MA, MBA, etc.)

Proposed change leads to the degree of: __NA_____________________________________

(Example: BA, BACH, BACJ, HBA, EDD, MA, MBA, etc.)

Proposed name:___ NA_________________________________________________________

Proposed new name for revised or new major / minor / concentration / academic unit (if applicable)

Revising or Deleting:

Undergraduate major / Concentration:_Elementary Teacher Education major

(Example: Applied Music – Instrumental degree BMAS)

Undergraduate minor:____________________________________________________

(Example: African Studies, Business Administration, English, Leadership, etc.)

Graduate Program Policy statement change:_________________________________

(Must attach your Graduate Program Policy Statement)

Graduate Program of Study:______________________________________________

(Example: Animal Science: MS Animal Science: PHD Economics: MA Economics: PHD)

Graduate minor / concentration:___________________________________________

Note: all graduate studies proposals must include an electronic copy of the Graduate Program Policy Document, highlighting the changes made to the original policy document.

List new courses required for the new or revised curriculum. How do they support the overall program objectives of the major/minor/concentrations)?

(Be aware that approval of the curriculum is dependent upon these courses successfully passing through the Course Challenge list. If there are no new courses enter “None”)

None.

Explain, when appropriate, how this new/revised curriculum supports the 10 goals of undergraduate education: http://www.ugs.udel.edu/gened/

The proposed changes do not address additional goals for the Elementary Teacher Education major.

Identify other units affected by the proposed changes:

(Attach permission from the affected units. If no other unit is affected, enter “None”)

The Department of Physics and Astronomy supports the proposed revision to require SCEN 101 in the Elementary Teacher Education (ETE) major. An email from Dr. Norbert Mulders, the Director of Undergraduate Programs in this department, is attached below and Dr. Ed Nowak, the Chair of this department, is copied on the email.

The Department of Foreign Languages and Literatures supports the inclusion of FLLT 424 and a foreign language course at the 100-level or higher in the proposed English as a Second Language concentration. An email from Dr. Gary Ferguson, the Interim Chair of this department, is attached below.

The Department of English supports the proposed revision to require any ENGL course at the 200-level or higher in the ETE major. Emails from Dr. John Ernest, the Chair of this department, and Dr. George Miller, the Associate Chair of this department, are attached below.

The Department of Linguistics and Cognitive Science supports the inclusion of LING 101, 424, 472 and 477 in the proposed English as a Second Language concentration. A letter from Dr. Ben Bruening, the Chair of this department, is attached below.

The University Council on Teacher Education oversees all professional education programs and the council’s support for the proposed changes is provided in the email below.

Describe the rationale for the proposed program change(s):

(Explain your reasons for creating, revising, or deleting the curriculum or program.)

We are proposing the following six changes to the Elementary Teacher Education (ETE) major to give students more flexibility with their courses, respond to new state legislation, and provide concentration options in high-needs areas.

1. Replace SCEN 102 with SCEN 101.

The Department of Physics and Astronomy has been offering SCEN 101 (Physical Science) every fall and SCEN 102 (Physical Science) every spring. The department is interested in offering SCEN 101 every semester and no longer offering SCEN 102. This change would work for the ETE major.

ETE students are required to take SCEN 102, but they are finding it difficult to fit this course in their spring schedule. SCEN 101 addresses important physical science topics that would prepare preservice teachers for their future classrooms and help us meet our program accreditation requirements. Therefore, we are proposing to replace SCEN 102 with SCEN 101 so that ETE students can take a physical science course that will promote their professional development and will fit well in their schedule by being offered every semester.

2. Replace the English literature requirement with any ENGL course at the 200 level or higher.

ETE students who are not in the Middle School English concentration take an English literature course from a list of 29 courses. We created this requirement because the State of Pennsylvania teacher certification requirements included a literature course. Pennsylvania recently removed this requirement for teacher certification, so we are no longer restricted to requiring a literature course. However, we feel that it is important for ETE students to take an English course in addition to ENGL 110.

We are proposing to expand the list of English courses to any ENGL course at the 200 level or higher. This revision would give students the flexibility to choose any English course that fits with their personal and professional interests.

3. Increase the number of credits for EDUC 400: Student Teaching.

ETE students currently complete two 8-week student teaching placements, one in each of their two certification areas. The State of Delaware Senate Bill 51 that was passed in May 2013 now requires preservice teachers to complete 10-week student teaching placements in each certification area.

EDUC 400 (Student Teaching) is a variable credit course (3-9 credits), and ETE students currently earn 5 credits of EDUC 400 for each 8-week placement. We are proposing to increase the number of credits for EDUC 400 to 6 credits for each 10-week placement to reflect the additional amount of time in the field. This change would be consistent with the Early Childhood Education major that will also be offering 6 credits of EDUC 400 for each 10-week placement in their program.

This change will increase the number of credits for the degree by two credits from 121 to 123 for ETE students who pursue the middle school concentrations (two additional credits of EDUC 400, one credit for each student teaching placement). Although the number of credits to graduate will increase, the ETE students will not have any semesters with more than 17 credits and will not need to take winter or summer courses to complete their coursework; the two semesters in which they will student teach would only have one more credit. The number of credits in the Special Education concentration will only increase by one credit because the following revision (please see #4 below) will absorb one of the two additional credits.

4. Revise the Special Education concentration.

ETE students in the Special Education concentration complete 15 credits in the Disabilities Studies Minor; Human Development and Family Studies Minor; or a focus area in English, mathematics, science, social studies or urban education. These 15 credits do not satisfy any accreditation requirements for our program and may or may not make the preservice teachers more marketable.

We are proposing to replace this 15-credit requirement with free electives. ETE students would then be able to pursue courses that reflect their personal and professional interests and have more flexibility in their schedule. For example, external and internal transfer students often lose credits when they enter the ETE major because their previous coursework does not map onto the required courses in the major. The revision would allow this previous coursework to count towards the degree. ETE students who earned course credit through AP exams would also be able to have their credits count towards the degree when this may not be the case with the current course requirements.

The number of credits for graduation for ETE students in the Special Education concentration is currently 122 credits, which is one more credit required for graduation than the other concentrations. If we did not replace the 15-credit requirement with free electives, then the number of credits for graduation would be 124 credits (due to adding two credits of EDUC 400) and the 1-credit gap between this concentration and the other concentrations would persist. By replacing the 15-credit requirement with free electives, we could make the number of credits to graduate 123, which is the same number of proposed credits for the other concentrations; the ETE students would only need to take as many credits as needed to graduate. Requiring the same number of credits to graduate (123) in all concentrations would create consistency across the concentrations within the ETE major.

5. Delete the Urban Education concentration.

One of the Urban Education concentration course requirements is EDUC 440 (Literacy Instruction for English Language Learners). This course is now required for all ETE students beginning this fall, so it can no longer count towards the number of credits in this concentration. Another course requirement in this concentration is EDUC 258 (Cultural Diversity, Schooling and the Teacher) or EDUC 259 (Cultural Diversity in Community Contexts), depending on which one of these courses the ETE students took for their Professional Studies requirement (e.g., if students takes EDUC 258 for their Professional Studies requirement, then they would take EDUC 259 for the Urban Education concentration). EDUC 259 will not be offered in the forseeable future, so this requirement also would no longer work in this concentration.

We are proposing to delete the Urban Education concentration due to the loss of EDUC 259 and 440 as required courses and the lack of popularity of the concentration. The only specifically required courses left in the concentration are EDUC 395 (Building Communities of Learners in Urban Contexts) and 459 (Urban Schools and Urban Landscapes); the remaining courses would be electives and restricted electives in the concentration. Having only two courses in urban education does not make this a viable concentration. In addition, very few ETE students pursued this concentration. The average number of students in this concentration for the first (and only) five cohorts has been 3 students out of approximately 140 students/cohort. Finally, this concentration does not lead to teacher certification. Preservice teachers who pursue this concentration are likely to be less marketable than the preservice teachers who are eligible for teacher certification through the other concentrations.

6. Create an English as a Second Language concentration.

There are a significant number of English Language Learners (ELLs) in today’s school classrooms. Specifically, the number of ELLs increased from 4.1 million (9%) in 2002-03 to 4.7 million (10%) in 2010-11 (U.S. Department of Education, National Center for Education Statistics, 2013). We are proposing to create a concentration in English as a Second Language so that ETE students can become eligible for teacher certification in this area and work with an increasingly large portion of the school-aged population.

The English as a Second Language concentration would include the following courses to prepare preservice teachers to work with ELLs. The State of Delaware Department of Education stated that ETE students who complete the courses below with an asterisk along with EDUC 440 (Literacy Instruction for English Language Learners), which is required for all ETE students, would earn teacher certification in English as a Second Language.

· EDUC 401* – Language Development in the Classroom

· EDUC 447* – Advanced Methods in Teaching English as a Second Language

· EDUC 459* – Urban Schools in Urban Landscapes

· EDUC/LING 472* – Teaching English as a Second Language

· FLLT/LING 424* – Second Language Testing

· LING 101* – Introduction to Linguistics I

· LING 477* – The Structure of English

· Foreign language course at the 100-level or higher (e.g., SPAN 106)

ETE students would learn about the nature of language in LING 101 (Introduction to Linguistics I) and LING 477 (The Structure of English), giving them the foundational knowledge needed to understand and teach English. Students would take EDUC 401 (Language Development in the Classroom) to learn the foundational knowledge in language development and in its application to instructional design so that students can create effective learning experiences for ELLs. They would also take EDUC/LING 472 (Teaching English as a Second Language) and EDUC 447 (Advanced Methods in Teaching ESL) so that they could learn best teaching practices for this population. FLLT/LING 424 (Second Language Testing) provides students with an understanding of the principles and techniques of second-language testing. Urban schools are often culturally and linguistically diverse; EDUC 459 (Urban Schools in Urban Landscapes) addresses issues related to cultural and linguistic diversity that schools, teachers and students face. Finally, a foreign language course enables students to experience being a language learner similar to the children who they would teach.

U.S. Department of Education, National Center for Education Statistics. (2013). The Condition of Education 2013 (Indicator 12). Retrieved from http://nces.ed.gov/pubs2013/2013037.pdf.

Program Requirements:

(Show the new or revised curriculum as it should appear in the Course Catalog. If this is a revision, be sure to indicate the changes being made to the current curriculum and include a side-by-side comparison of the credit distribution before and after the proposed change.)

Current Elementary Teacher Education Program Proposed Elementary Teacher Education Program

University Requirement (3 credits)

ENGL 110 Critical Reading and Writing ……………………..….3

First-Year Experience……………………………………….….0-4

Breadth Requirements……………………………………..……12

Discovery Learning Experience………………………….………3

Multi-cultural Course…………………………………………….3

The university requirements can be satisfied by the major requirements listed below.

ENGL 110 Critical Reading and Writing ……………………..….3

First-Year Experience……………………………………….….0-4

Breadth Requirements……………………………………..……12

Discovery Learning Experience………………………….………3

Multi-cultural Course…………………………………………….3

The university requirements can be satisfied by the major requirements listed below.

General Studies Requirements (39 credits)

GEOL 113 Earth Science……………………………….…….…..4

SCEN 102 Physical Science………………………………….…..4

BISC 104 General Biology OR BISC 207 Intro Biology 1………4

GEOL 113 Earth Science……………………………….…….…..4

SCEN 101 Physical Science………………………………….…..4

BISC 104 General Biology OR BISC 207 Intro Biology 1………4

MATH 251: Math for K-8 Teachers: Number & Operations…......3

MATH 252: Math for K-8 Teachers: Rational Numbers & Prob…3

MATH 253: Math for K-8 Teachers: Geom, Algebra & Measure..3

MATH 251: Math for K-8 Teachers: Number & Operations…......3

MATH 252: Math for K-8 Teachers: Rational Numbers & Prob…3

MATH 253: Math for K-8 Teachers: Geom, Algebra & Measure..3

One of the following History courses……………………………..3

HIST 103 World History I

HIST 104 World History II

HIST 205 United States History

HIST 206 United States History

One of the following History courses……………………………..3

HIST 103 World History I

HIST 104 World History II

HIST 205 United States History

HIST 206 United States History

One of the following Geography courses……..….………………3

GEOG 102 Human Geography

GEOG 120 World Regional Geography

GEOG 203 Introduction to Cultural Geography

GEOG 210 Economic Geography

One of the following Geography courses……..….………………3

GEOG 102 Human Geography

GEOG 120 World Regional Geography

GEOG 203 Introduction to Cultural Geography

GEOG 210 Economic Geography

POSC 150 American Political system OR POSC 102 Civics and Economics for Teachers (if ECON 102 is not taken below)……..3

ECON 100 Economic Issues and Policies, ECON 151 Introduction to Microeconomics OR ECON102 Civics and Economics for Teachers (if POSC 102 is not taken above)……….......................3

ECON 100 Economic Issues and Policies, ECON 151 Introduction to Microeconomics OR ECON102 Civics and Economics for Teachers (if POSC 102 is not taken above)……….......................................3

Students in the Middle School English concentration:

ENGL 101 Tools of Textual Analysis…………………………...3

Students not in the Middle School English concentration:

Approved ENGL literature course………………….…………....3

A list of approved literature courses is available online at http://www.udel.edu/education/ete/english-literature-courses.html

Students in the Middle School English concentration:

ENGL 101 Tools of Textual Analysis……………….….………...3

Students not in the Middle School English concentration:

ENGL course at the 200-level or higher…………………………...3

ART, ARTH, DANC, MUSC, MUED or THEA course…………3

This course must satisfy the Creative Arts and Humanities University Breadth Requirement unless this breadth requirement is satisfied by another course.

ART, ARTH, DANC, MUSC, MUED or THEA course…………3

This course must satisfy the Creative Arts and Humanities University Breadth Requirement unless this breadth requirement is satisfied by another course.

Professional Studies Courses (50 credits)

Professional Studies Courses (51 credits)

EDUC 100 Introduction to Elementary and Middle School Ed…...1

EDUC 205 Human Development: Grades K-8……………………3

EDUC 210 Beginning Literacy Instruction………………….……3

EDUC 230 Introduction to Exceptional Children……………....…3

EDUC 240 Legal and Ethical Issues in American Education OR EDUC 247 The History of Education in America………………..3

EDUC 258 Cultural Diversity, Schooling and the Teacher OR EDUC 259 Cultural Diversity in Community Contexts…........….3

EDUC 286 Educational Technology: Professional Tools………..1

EDUC 310 Reading and Writing in Elementary School…………3

EDUC 335 Elementary Curriculum: Mathematics………………3

EDUC 341 Elementary Curriculum: Science…….………………3

EDUC 346 Elementary Curriculum: Social Studies……………..3

EDUC 387 Integrating Technology in Education………………..2

EDUC 390 Classroom Management………………………….….3

EDUC 400 Student Teaching Elementary Education…………….5

EDUC 433 Student Teaching Seminar: Elementary Ed………….2

EDUC 436 Literacy Problems: Assessment and Instruction OR EDUC 437 Diagnosis and Instruction: Literacy (special education concentration only)……………………………………….……….3

EDUC 440 Literacy Instruction for English Language Learners…3

EDUC 451 Educational Assessment for Classroom Teachers……3

EDUC 100 Introduction to Elementary and Middle School Ed…...1

EDUC 205 Human Development: Grades K-8……………………3

EDUC 210 Beginning Literacy Instruction………………….……3

EDUC 230 Introduction to Exceptional Children……………....…3

EDUC 240 Legal and Ethical Issues in American Education OR EDUC 247 The History of Education in America………………..3

EDUC 258 Cultural Diversity, Schooling and the Teacher OR EDUC 259 Cultural Diversity in Community Contexts…........….3

EDUC 286 Educational Technology: Professional Tools………..1

EDUC 310 Reading and Writing in Elementary School…………3

EDUC 335 Elementary Curriculum: Mathematics………………3

EDUC 341 Elementary Curriculum: Science…….………………3

EDUC 346 Elementary Curriculum: Social Studies……………..3

EDUC 387 Integrating Technology in Education………………..2

EDUC 390 Classroom Management………………………….….3

EDUC 400 Student Teaching Elementary Education…………….6

EDUC 433 Student Teaching Seminar: Elementary Ed………….2

EDUC 436 Literacy Problems: Assessment and Instruction OR EDUC 437 Diagnosis and Instruction: Literacy (special education concentration only)……………………………………….……….3

EDUC 440 Literacy Instruction for English Language Learners…3

EDUC 451 Educational Assessment for Classroom Teachers……3

Concentrations

Middle School English (29 credits)

ENGL 204 (3 cr.), ENGL 205 (3 cr.), ENGL 206 (3 cr.), ENGL 294 (3 cr.), EDUC/ENGL 403 (3 cr.), EDUC 320 (3 cr.), ENGL writing course (3 cr.), ENGL diversity course (3 cr.)

The lists of approved ENGL writing and diversity courses are available online at www.education.udel.edu/ete/middle-school-english.

EDUC 400 Student Teaching: Middle School English………….5

Total credits in the major with Middle School English………..121

Middle School English (30 credits)

ENGL 204 (3 cr.), ENGL 205 (3 cr.), ENGL 206 (3 cr.), ENGL 294 (3 cr.), EDUC/ENGL 403 (3 cr.), EDUC 320 (3 cr.), ENGL writing course (3 cr.), ENGL diversity course (3 cr.)

The list of approved ENGL writing and diversity courses are available online at www.education.udel.edu/ete/middle-school-english.

EDUC 400 Student Teaching: Middle School English………….6

Total credits in the major with Middle School English………..123

Middle School Mathematics (29-31 credits)

MATH 221 OR 241 (3-4 cr.), MATH 222 OR 242 (3-4 cr.), MATH 210 (3 cr.), MATH 230 (3 cr.), MATH 240 (3 cr.), MATH 217 (3 cr.), STAT 200 OR MATH 201 (3 cr.), EDUC 406 (3 cr.)

EDUC 400 Student Teaching: Middle School Mathematics…….5

Total credits in the major with Middle School Mathematics….121

Middle School Mathematics (30-32 credits)

MATH 221 OR 241 (3-4 cr.), MATH 222 OR 242 (3-4 cr.), MATH 210 (3 cr.), MATH 230 (3 cr.), MATH 240 (3 cr.), MATH 217 (3 cr.), STAT 200 OR MATH 201 (3 cr.), EDUC 406 (3 cr.)

EDUC 400 Student Teaching: Middle School Mathematics……...6

Total credits in the major with Middle School Mathematics..123-125

Middle School Science (29 credits)

Biology courses (6 cr.), physical science courses (6 cr.), earth science course (3 cr.), environmental science course (3 cr.), SCEN 650 (3 cr.), EDUC 404 (3 cr.)

The lists of approved biology, physical science, earth science and environmental science courses are available online at www.education.udel.edu/ete/middle-school-science.

EDUC 400 Student Teaching: Middle School Science………….5

Total credits in the major with Middle School Science………..121

Middle School Science (30 credits)

Biology courses (6 cr.), physical science courses (6 cr.), earth science course (3 cr.), environmental science course (3 cr.), SCEN 650 (3 cr.), EDUC 404 (3 cr.)

The list of approved biology, physical science, earth science and environmental science courses are available online at www.education.udel.edu/ete/middle-school-science.

EDUC 400 Student Teaching: Middle School Science………….6

Total credits in the major with Middle School Science………..123

Middle School Social Studies (29 credits)

Economics course (3 cr.), geography course (3 cr.), approved history course (3 cr.), HIST 315 (3 cr.), EDUC 348 (3 cr.), Free Elective (3 cr.)

POSC 102 OR POSC 150 OR POSC 270 (whichever was not taken for General Studies) (3 cr.)

HIST 103 OR HIST 104 OR HIST 205 OR HIST 206 (whichever was not taken for General Studies) (3 cr.)

The list of approved history courses is available online at www.education.udel.edu/ete/middle-school-social-studies.

EDUC 400 Student Teaching: Middle School Social Studies..….5

Total credits in the major with Middle School Social Studies…121

Middle School Social Studies (30 credits)

Economics course (3 cr.), geography course (3 cr.), approved history course (3 cr.), HIST 315 (3 cr.), EDUC 348 (3 cr.), Free Elective (3 cr.)

POSC 102 OR POSC 150 OR POSC 270 (whichever was not taken for General Studies) (3 cr.)

HIST 103 OR HIST 104 OR HIST 205 OR HIST 206 (whichever was not taken for General Studies) (3 cr.)

The list of approved history courses is available online at www.education.udel.edu/ete/middle-school-social-studies.

EDUC 400 Student Teaching: Middle School Social Studies..….6

Total credits in the major with Middle School Social Studies…123

Special Education (30 credits)

EDUC 410 (1 cr.), EDUC 431 (3 cr.), EDUC 432 (3 cr.), EDUC 435 (3 cr.)

Students also complete the Disabilities Studies Minor, Human Development and Family Studies Minor, or a 15-credit focus area in English, mathematics, science, social studies or urban education from an approved list of courses online at www.education.udel.edu/ete/special-education/focus-areas

EDUC 400 Student Teaching: Special Education……………….5

Total credits in the major with Special Education…….………..122

Special Education (30 credits)

EDUC 410 (1 cr.), EDUC 431 (3 cr.), EDUC 432 (3 cr.), EDUC 435 (3 cr.)

After required courses are completed, sufficient elective credits must be taken to meet the minimum credits required for the degree.

EDUC 400 Student Teaching: Special Education……………….6

Total credits in the major with Special Education…….………..123

Urban Education (29 credits)

EDUC 258 OR 259 (whichever was not taken for General Studies) (3 cr.)

EDUC 395 (3 cr.), EDUC 440 (3 cr.), EDUC 459 (3 cr.), Free Elective (3 cr.)

Three restricted electives that reflect students’ particular interest in urban education. Courses must be approved by an advisor. (9 cr.)

EDUC 400 Student Teaching: Elementary Education.……….….5

Total credits in the major with Urban Education……..………..121

Delete

English as a Second Language (30 credits)

EDUC 401 Language Development in the Classroom……….…….3

EDUC 447 Advanced Methods in Teaching English as a Second Language…………………………………………….……….……..3

EDUC/LING 472 Teaching English as a Second Language……….3

FLLT/LING 424 Second Language Testing………………………..3

EDUC 459 Urban Schools in Urban Landscapes……..……………3

LING 101 Introduction to Linguistics I…………………………….3

LING 477 The Structure of English………………………….……..3

Foreign language course at the 100-level or higher…...……………3

EDUC 400 Student Teaching: English as a Second Language…….6

Total credits in the major with English as a Second Language…..123

ROUTING AND AUTHORIZATION: (Please do not remove supporting documentation.)

Department Chairperson Date

Dean of College Date

Chairperson, College Curriculum Committee___________________________________Date_____________________

Chairperson, Senate Com. on UG or GR Studies Date

Chairperson, Senate Coordinating Com. Date

Secretary, Faculty Senate Date

Date of Senate Resolution Date to be Effective

Registrar Program Code Date

Vice Provost for Academic Affairs & International Programs Date

Provost Date

Board of Trustee Notification Date

Revised 02/09/2009 /khs

Letters of Support

From: Norbert Mulders <mulders@UDel.Edu>

Date: Wednesday, September 25, 2013 5:46 PM

To: "Glass, Laura Simmering" <lglass@udel.edu>

Cc: "Nowak, Edmund R" <nowak@udel.edu>

Subject: Re: program revision

To: Laura Glass, Associate Director, School of Education

From: Norbert Mulders, Director of the Undergraduate Programs, Department of Physics and Astronomy

Re: Revision of the ETE major

The Department of Physics and Astronomy fully supports the change from SCEN102 to SCEN101 as a required course in the Elementary Teacher Education major.

From: <Ferguson>, R Gary <ferguson@udel.edu>

Date: Thursday, October 10, 2013 6:16 PM

To: "Glass, Laura Simmering" <lglass@udel.edu>

Subject: RE: ESL concentration

Dear Laura,

Thank you for conferring with me regarding the proposed English as a Second Language (ESL) concentration for students in the Elementary Teacher Education (ETE) major.

I am happy to endorse the proposal that the students electing this concentration take FLLT 424 and one foreign language course at the 100 level or higher.

With best wishes,

Gary

Gary Ferguson

Elias Ahuja Professor of French

Interim Chair, Department of Foreign Languages and Literatures

From: <Miller>, George Eric <miller@udel.edu>

Date: Friday, October 25, 2013 1:07 PM

To: "Glass, Laura Simmering" <lglass@udel.edu>

Subject: Approval of Replacement of ENGL courses

The English department supports the proposal of the Elementary Teacher Education (ETE) to revise the English literature requirement of their majors so that the students can then take any ENGL literature course at the 200-level or higher.

George Miller, Associate Chair

English

From: <Ernest>, John Richard <jrernest@udel.edu>

Date: Tuesday, October 8, 2013 10:38 AM

To: "Glass, Laura Simmering" <lglass@udel.edu>

Cc: "Miller, George (miller@english.udel.edu)" <miller@english.udel.edu>

Subject: RE: English requirement

Dear Laura,

This makes sense to me—but I’m copying our Associate Chair, George Miller, so that he can note whether he sees any potential problem with this.

Best,

John

John Ernest, Chair

Department of English

University of Delaware

From: Glass, Laura Simmering  

Sent: Wednesday, October 02, 2013 6:06 PM 

To: Ernest, John Richard 

Subject: English requirement

Dear John,

I coordinate the Elementary Teacher Education (ETE) major and am writing about a revision that the School of Education would like to make to the English literature requirement in this major. Currently, our students who are not in the middle school English concentration take one of 29 specified ENGL literature courses and this set of courses is listed online at http://www.education.udel.edu/ete/required-courses/english-courses/. We created this literature requirement because Pennsylvania required a literature course for teacher certification. However, Pennsylvania has recently changed this certification requirement and a literature course is no longer required.

We feel that it is very important for ETE students to have an English course in addition to ENGL 110. Now that we do not need to require a specific set of ENGL literature courses, we would like to replace our literature requirement with any ENGL course at the 200-level or higher. This revision would give students the flexibility to choose an English course that fits their personal and professional interests. Would you be willing to approve this revision to the ETE major? Thank you for considering this! Please feel free to let me know if you have any questions.

Best,

Laura

Laura Glass

Associate Director, School of Education

From: <Vukelich>, Carol Vukelich <vukelich@udel.edu>

Date: Wednesday, November 6, 2013 3:27 PM

To: "Glass, Laura Simmering" <lglass@udel.edu>

Subject: Elementary Teacher Education Program

I write as chair of the University Council on Teacher Education. On November 6, 2013, the Council unanimously approved the six revisions to the above-identified program.

Carol Vukelich

Hammonds Professor in Teacher Education

Director, Delaware Center for Teacher Education

Deputy Dean, College of Education and Human Development

University of Delaware

200 Academy Street

Newark, Delaware 19716