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Graduate Program Council

December 11, 2012


Present: Diane Raushenfels, Mike Raschick, Bob Lloyd, Julie Ernst , Faith Loven, Fay Maas (ex officio)

Discussion: Revisions of Community College Teaching Certificate

Program Proposal

  • Proofread for clarity.
  • In #5 you reference an attachment that describes learning outcomes. This document was not included in the materials sent to the committee.  Please ensure that both the learning outcomes and the manner in which the program quality will be assessed are addressed in this document.

 

Approved with requested revisions

Course Proposals

In general, proof all proposals for clarity.  If these are dual-listed as 4xxx/5xxx courses, change the catalog number on the first page of each proposal (e.g., now reads EdSe 5204 should read EdSe 4204/5204)

EdSe 5000

  • #1 Title doesn’t reflect content of course described in #5 or #23. Suggest Introduction to Post-Secondary Teaching or Intro to College Teaching.
  • #5 Remove reference to specific platform (Moodle).
  • #11 List graded component.
  • #22 Proof for clarity; suggestion: replace “introduce” with “provide”.

 

Approved with requested revisions

EdSe 5204

  • #5 revise for clarity.
  • #8 See instructions; You can select only two instructional modes.
  • #11 See instructions; chose multiple components only if they are to be scheduled separately (e.g., lecture and lab sections meet separately and are scheduled separately).  Also, select Final exam for one of the components if a final exam is to be given.
  • #21 Be more specific on the rationale for the reason that this specific course needs to be included in the program; explain why this course content is important to the program.
  • #25 This concern was brought up in the GPC 11/20/12 meeting and has not been addressed in this revision. Is the conceptual outline for both grads and undergrads?  If so, indicate that the conceptual outline and topics are same for both but that there will be different outcomes and assessments for the graduate students.  If grad students will be covering different topics, indicate that here.
  • #26 This concern was brought up in the GPC 11/20/12 meeting and has not been addressed in this revision. Indicate whether the learning outcomes and assessment methods are only for graduate students.   Break down 26A to delineate the Application of unique characteristics of adult learning theories to the Assessment Methods. Delineate how the assessments are graduate level (i.e., require higher order thinking skills such as evaluation, synthesis, analysis etc.).

 

Approved with requested revisions

 

EdSe 5501

  • #8 See instructions; You can select only two instructional modes.
  • #11 See instructions; chose multiple components only if they are to be scheduled separately (e.g., lecture and lab sections meet separately and are scheduled separately).  Also, select Final exam for one of the components if a final exam is to be given.
  • #21 Be more specific on the rationale for the reason that this specific course needs to be included in the program; explain why this course content is important to the program.
  • #25&26  Indicate whether conceptual outline is same as that for the undergrads.  Committee assumed the outcomes/assessments shaded in green were for graduate students.  Clarify on the proposal, if this is accurate.

 

Approved with suggested revisions

Edse 5525

  • #11 See instructions; chose multiple components only if they are to be scheduled separately (e.g., lecture and lab sections meet separately and are scheduled separately).  Also, select Final exam for one of the components if a final exam is to be given.
  • #21 This concern was brought up in the GPC 11/20/12 meeting and has not been addressed in this revision.  Be more specific on the rationale for the reason that this specific course needs to be included in the program; explain why this course content is important to the program.
  • #25 Indicate whether conceptual outline is same as that for the undergrads.

 

Approved with suggested revisions