University of Colorado at Colorado Springs. Institutional Change Request. Approve Distance Programs in the College of Education

Transcription

1 University of Colorado at Colorado Springs Institutional Change Request to Approve Distance Programs in the College of Education

2 NCA Institutional Change Proposal for the University of Colorado at Colorado Springs College of Education 1. What change is being proposed? Specific change being proposed The University of Colorado at Colorado Springs (UCCS) requests a revision to the stipulations of affiliation status. The requested revision is to extend accreditation in programs offered by distance delivery from the current programs in business, engineering and nursing to further include the Master of Arts in Curriculum and Instruction, the Master of Arts in Counseling and Human Services, and the Master of Arts in Special Education for the College of Education. The proposed online programs are not teacher licensure or certification programs and the College of Education has determined that online delivery is an appropriate medium in which to offer these Master s Degrees from the College of Education. These programs are intended for already licensed, currently practicing teachers and administrators. Expected outcomes The addition of web-based graduate programs in education will assist in meeting significant shortages being experienced in the preparation of educators at all levels, particularly in rural areas. Since not all those who would benefit from this advanced education and the licensures it can lead to, are in a position to attend an on-campus program here or elsewhere, this significantly expands access. As Colorado s population grows, the need for highly trained educators continues to grow, as well. The expansion of delivery options for existing college programs is in direct response to these needs. As a direct result of serving these needs, the enrollment in the college is expected to grow significantly. The tuition, and potentially state funding engendered by these programs, will also contribute to the financial well-being of the college and the campus. Impact on mission, students and breadth of educational offerings The request is congruent with the overall mission of the University of Colorado at Colorado Springs: "The University of Colorado at Colorado Springs shall be a comprehensive baccalaureate university with selective admission standards. The University of Colorado at Colorado Springs shall offer liberal arts and sciences, business, 1

3 engineering, health sciences and teacher preparation undergraduate programs and a selected number of master's and doctoral degree programs." Extending the accessibility of these existing mission-central degree offerings is part of a more general effort on the part of the institution to continue to more fully fulfill its fairly-recently revised mission (2003). At that time, the state legislature revised the mission statement to remove references to the Pikes Peak region, to remove language giving preference to graduate programs that did not exist elsewhere in the state, and to explicitly include doctoral programs. This request is, in part, a response to that change in mission. A substantial number of students are already enrolled in discrete online course offerings within the university in areas that will serve as a supplement to the oncampus degree offerings. During this academic year, there have been approximately 400 registrations in online courses. In making the full degree available online, a substantial increase is anticipated, currently projected at 10% per year, in these enrollments for the coming years. This change affects only the availability of the college s current offerings, not the breadth of the offerings themselves. Relevant Commission policy The requested change in educational offerings requires revised wording of the stipulations on affiliation status as directed in Commission policy 1.C.2b. 2. What factors led the organization to undertake the proposed change? Relationship with ongoing planning efforts The 1997 evaluation team found strength in the strategic planning process in place. That planning process led to the adoption of a formal Academic Master Plan several years later. The plan clearly directs colleges to look at ways in which they can better meet the needs of students in areas such as education. Furthermore, the College of Education has been systematically re-orienting its offerings to better meet the needs of educators. The UCCS Seven Year Growth Plan indicates the need for strategic investments in new programs in critical areas such as nursing, education, the sciences The development of online programs in Education supports both the Academic Master Plan and the Seven Year Growth Plan for the university. Offering the College of Education Master s Degrees in Curriculum and Instruction, Special Education, and Counseling and Human Services both on campus and online enhances the University s degree offerings, drawing students from a wider geographic area and attracting students seeking an alternative educational format. Adding online offerings has the potential to increase the presence and influence of UCCS in Southern Colorado. 2

4 Needs analysis The UCCS College of Education offers various Master of Arts degrees in specialized areas to meet the educational needs of the rapidly growing population of Colorado, as well as to meet the educational needs of underserved rural sections of the State. Currently only one public university in Colorado offers a fully online Master of Arts in Curriculum and Instruction. UCCS serves primarily the southern half of the state, where there are limited opportunities to pursue graduate degrees. The online program will be delivered throughout the state and to several regions throughout the country, meeting the needs of rural educators. UCCS College of Education online offerings have grown significantly since the initial offering of a few graduate courses online as a part of the Certificate in Early Literacy. This program was offered online as a way to reach more students in rural areas who were in need of the program. The interest of educators at all levels seeking advanced graduate education online from the College of Education has grown to the point where about 95 education students are currently enrolled in an online environment at the College. These classes allow learners to continue their educational goals without the physical restrictions of a traditional classroom setting or the need to physically relocate to the Colorado Springs area. This enables educators at all levels to have access to programs that they previously did not. Constituency involvement Teachers and administrators in area schools have been requesting online master s degree programs so teachers in rural areas can continue their education and were involved in the decision to create our new programs. For example, a group of area gifted and talented educators has been involved in the creation of a series of courses for the online master s in gifted and talented educators. In addition, online courses in technology are being developed with the assistance of local educators, who are incorporating the online courses into their district professional development plan. College of Education faculty and administrators serve on the Pikes Peak Regional Professional Development Council, so we are keenly aware of the current needs in public education and tailor our programming to meet those needs. 3. What necessary approvals have been obtained to implement the proposed change? The online Master of Arts in degrees Curriculum and Instruction, Special Education, and Counseling and Human Services have been thoroughly reviewed within the 3

5 college and approved by the faculty. Under UCCS policy, no additional campus approvals are needed. The programs have also been approved by the Colorado Commission on Higher Education to be offered through distance delivery. 4. What impact might the proposed change have on challenges identified by the commission as part of or subsequent to the last comprehensive visit? Concerns raised by the evaluation team in 1997 included administration of graduate programs, spotty assessment at the undergraduate and graduate levels, and deficient and inadequate library resources (pages 29 and 30). More specifically to the stipulation limiting distance delivery of programs, concern was raised that the campus had little experience with or infrastructure to support such programs. Results from a subsequent focused visit in 2002 found satisfactory progress had been made on the administration of graduate programs and assessment. Likewise, the library received a doubling of its facilities and expansion of its resources with the creation of the El Pomar Center in The two programs authorized for distance delivery in 1997 have been extremely successful, as have two programs added by this process since then. The campus has entered into a contract with ecollege to provide a common platform across programs and invested in both instructional design and technical support for online programs. 5. What are the organization s plans to implement and sustain the proposed changes? Faculty and staff involvement in implementation The proposed online graduate programs are identical to the on-campus program. All courses will be available online. Online students gain experience with research, policy, theory, problem solving/critical thinking and creativity as well as extensive experiences in their chosen cognate areas. To maintain standards of quality, the fulltime faculty in the departments of Curriculum and Instruction, Special Education, and Counseling and Human Services are equally involved in the design, oversight and delivery of both the on-campus and online modes of delivery. All other core courses will be taught by full-time faculty or permanent instructors. Full-time faculty and instructors are compensated on a contractual basis, so their participation as online instructors does not affect their regular teaching load. The UCCS College of Education is accredited by the National Council for the Accreditation of Teacher Education, and approved by the Colorado Department of Education and the Colorado Commission of Higher Education. Both require systems for evaluating faculty and instructors in both on-campus and online courses. See Appendix A for copies of the instructor s resumes. Administrative structure 4

6 These programs will be offered through extended studies. At UCCS, extended studies programs are managed by the offering college through a thoroughly decentralized administrative structure. Thus, the department and college administration structure is identical for the on-campus and distance components. There are some differences in the financial and student services aspects of the administration of the programs, but these are geared to ensure that adequate services are delivered to the students. One distinction for online students is that they register for courses through the College s Extended Studies office, Monday through Friday, 8:00-5:00. The online Master s programs are administered by the College s Extended Studies office, which includes a full-time Executive Director, a full-time Technology Coordinator and two full-time Administrative Assistants who provide services and oversight to our online programs. Academic advising for the online students is provided by the academic chair for the Curriculum and Instruction department within the College. Students submit the same application packet as on-campus students and are required to successfully complete an interview before admission will be granted. Because many online students are not in the area, the interview and academic advising may be completed by phone or . The College of Education Extended Studies office has worked diligently with the financial aid office to have financial aid services made available for three of the College of Education Extended Studies programs that have been approved by the financial aid office. The Extended Studies office is planning to have financial aid made available for all future online courses and works directly with campus wide extended studies and the financial aid office to accomplish this with every program. The UCCS Financial Aid office has a full-time position dedicated solely to assisting Extended Studies students and has created a website to assist online students in obtaining information regarding their eligibility for aid. Learning and support services Online students have 24/7 access to ecollege Technical Support via telephone and . ecollege has provided a history of excellent and timely technical support. Further, there are staff in the College, in the UCCS campus extended studies, in admissions and records, the bursar s office, and financial aid whose primary task is to assist extended studies students. The academic structure (advising, library services, etc.) of the university is geared to make no distinction between extended studies and other students. The College has hired a full-time Technology Coordinator to provide comprehensive training and support for both faculty and students. The Technology Coordinator provides a balanced level of instruction for all levels of experience for online course 5

7 development and instruction. In addition, the College has the support of the Teaching and Learning Center staff to assist with the online process and technical needs such as file compression. If video services are needed, the Information Technology department provides videography services on a fee basis. The role of the Technology Coordinator includes training faculty in two specific areas. First, training is provided in how to develop an online course using instructional design principles and methodology. For example, if an existing on-site course requires classroom discussion and participation, this activity can easily be transferred to the online course. The online activity would include an asynchronous threaded discussion in which students are required to actively contribute to the discussion much the way they would in and on-site course. Rubrics for participation are included in the course defining the quality of participation expected. Second, training is provided for online teaching strategies and techniques. For example, timeliness of feedback to students, various ways to communicate with students, and ways to help the students feel connected and engaged with the online learning environment. These two specific areas of training assure the full-time faculty and adjunct instructors that their course content and activities meet the objectives that are stated in the course syllabus. Ongoing instructional support is provided for faculty/adjunct instructors as needed to continue to meet the high standards of a quality education that the College adheres to. Approximately two to three hours of training is provided for online course development. On an individual basis, additional training can be provided until the instructor is comfortable with the online teaching and learning environment. Additionally, approximately two to three hours of online teaching and learning strategies are provided depending on the experience level of the instructor. The Technology Coordinator also provides technical support for online students, as needed. The communication protocol for students is to first contact their online instructor for content questions and/or initial technical questions. Then, the student is to contact either the College s Technology Coordinator or ecollege s Technical support helpdesk. Following is an excerpt from one online course on ways to communicate. There are seven ways we can communicate from within this ecollege course management system. In addition to these listed below, you can also your colleagues and instructor from your UCCS Webmail account. 1. Announcements on the Course Homepage posted by the instructor. 2. s sent using the tool in the toolbar at the top of the page -- instructors and students have access. 6

8 3. Discussion (Threaded Discussions) areas in the course where you will discuss issues and questions with other students and the instructor. 4. Posting questions about the course in the instructor's Virtual Office. 5. Post tips and ideas about assignments or whatever in the Student Lounge. 6. Sharing materials with others by placing them in the Document Sharing tool. 7. Sharing Web sites with others by placing them in the Webliography tool. In summary, the full-time faculty and adjunct instructor receive multiple training sessions before they began course development, along with ongoing instructional design and technical support during the course. Instructional design improvements are addressed routinely based on student course evaluation surveys online. Further, training and support is available up completion of the course to reflect and revise activities based on student feedback as well as the instructor s online teaching experience. The objective for training and reflection is to provide a continual improvement process in which faculty and adjunct instructors self-evaluate the course content and activities to make certain all course objectives have been met and that students are engaged using a variety of teaching and learning strategies. One final note, the Course Management System (CMS) vendor ecollege, provides training courses for a fee at any time. Training in Online Instructional Practices The college has hired a full-time Technology Coordinator to provide comprehensive support for both faculty and students. This role includes training faculty on instructional design principles and methods as well as technical training and support using ecollege course management system. Faculty has received training sessions before they began the course creation, instructional design and technical support during the course, and additional training and support up completion of the course. The objective is to provide a continual improvement process in which faculty and adjunct instructors reflect and self-evaluate the course along with the Technology Coordinator. Instructional design improvements are addressed routinely based on student course evaluation surveys online. Training in teaching online is also available to faculty at any time through ecollege, as needed. However, the Technology Coordinator provides a balanced level of instruction for all levels experience for online instruction. In addition, the college works with the Teaching and Learning Center staff to assist students and faculty with the online process, as needed. 7

9 Financial data The financial model of extended studies offerings requires that all costs be covered by the revenues generated. Tuition is being set to allow that to occur. Because of the steady increase in yearly online enrollments, we expect our tuition revenue to exceed our instructional costs. See attached budget projections in appendix B. Timeline Preliminary courses for the Curriculum and Instruction Master of Arts degree were offered in June Courses for the Counseling and Human Services program will begin in September 2006 and the Special Education Master of Arts degree will begin in January Full implementation of the programs is planned upon receipt of NCA approval. The full scope and sequence of courses is currently being developed and will be completed by June, Many courses have been offered as part of the certificate and other non-degree course previously offered within the college. See Appendix B for sample course syllabi of required courses for each program. 6. What are the organization s plans to evaluate the proposed changes? Documenting achievement of expected outcomes Enrollments in the program will be a significant indicator of meeting objectives. Given the funding structure, insufficient enrollments will lead directly to the program s discontinuance. Perhaps more significantly, students earning degrees and, where appropriate, licensure will be the true measure of success. Assessment of student learning Campus assessment guidelines require that distance programs be assessed separately from their on-campus counterparts. Those same guidelines require student learning outcomes, direct measures of student learning, data collection, analysis and interpretation, and active use of assessment results in guiding faculty supervision of the program. In addition, the college s NCATE accreditation processes require significant specific assessments to take place. Finally, all students, whether online or on-campus, complete an evaluation of the course and the faculty at the end of each course, as mandated by regental policy. In the case of extended studies courses, this is further mandated by Colorado Commission on Higher Education policy. 8

10 Appendix A Program descriptions follow for the online programs in the Curriculum and Instruction, Counseling and Human Services, and Special Education Master of Arts degrees. 9

11 Program Overview: Online Masters Degree in Curriculum & Instruction Philosophical Foundation The overarching philosophical premises of the Online Masters Degree in Curriculum and Instruction mirror the philosophical premises of the on-campus Masters Degree in Curriculum and Instruction in the College of Education at the University of Colorado at Colorado Springs. It is designed to provide professional educators increased knowledge of current research on teaching and learning and its contexts and to apply that research in their practice. In addition, the degree provides an opportunity for teachers to focus on an area of interest and to develop increased skills and knowledge in that area. The College of Education s theme, The Reflective Educator: Answering the Call; Honoring the Commitment, not only reflects the knowledge and skills expected of graduate students, but also provides a meaningful structure for supporting the essential elements of each program. The model assumes that professional educators will serve as instructional leaders within their school lettings and that learning to teach is a developmental process. Teachers enhance their instructional leadership skills by (1) increasing their professional knowledge base, and (2) continually reflecting on their practice. Mission and Beliefs The mission of the College of Education and the Department of Curriculum and Instruction at the University of Colorado at Colorado Springs is to serve a diverse population by providing endorsement and promotion of Professional graduate programs designed to promote high standards of professional practice. Best practices through content-driven research and practice. Individual and collaborative research, creative work, professional development, and service efforts within and outside the College and University that contribute to knowledge of best practice and student achievement. A strong academic culture that supports, reinforces, and sustains ethical and professional practice. Admission Processes for the Online Masters Degree in Curriculum and Instruction Online Masters Degree candidates must demonstrate practical knowledge in the field of teaching along with the research skills and practices necessary for graduate-level work. 10

12 To be admitted to the Online Masters Degree in Curriculum and Instruction, the applicant/candidate must meet the following criteria: 1. Hold a Baccalaureate degree with a preference given to students who have successful documentation of high quality undergraduate work in the liberal arts and sciences and in a teaching field and who hold a teaching license. 2. Submit a completed program application. 3. Document a minimum GPA of 2.75 for completed undergraduate work and 3.0 for graduate work 4. Document successful completion of GRE or MAT 5. Interview with Department Chair or Department faculty. 6. Submit three letters of recommendation (one academic, two professional). 7. Submit evidence of successful teaching experience 8. Document demonstration of professional dispositions through development of a personal goal statement and recommendations. Table 1: Decision Points: Online Masters Degree in Curriculum & Instruction Program Curriculum and Instruction & Cognate Discipline (ESL, Gifted & Talented, Counseling & Human Services, Leadership, Mathematics, Reading, Science, Special Education, Technology) Reading English as a Second Language Decision Point Maintain a 3.0 GPA throughout the program. Completing pre-clinical courses and perquisites for approval to participate in the clinical/practicum experiences with a B or better on each course. Minimum GPA of 2.75 to enter the program. Maintain a 3.0 throughout the program. Following admission into the Online Masters Degree in Curriculum and Instruction, candidates may enroll for both online and on campus graduate courses in the College of Education; however, prior to enrolling in online courses, candidates must receive written approval from the Chair of the Department of Curriculum and Instruction. Description of Programs Within the Online Masters Degree in Curriculum and Instruction The College of Education at the University of Colorado at Colorado Springs offers an Online Master of Arts degree in Curriculum and Instruction in three tracks for licensed teachers: General Masters Degree in Curriculum and Instruction (30 semester hours) Masters Degree in Reading (40 semester hours) Masters Degree in English as a Second Language (30 semester hours) 11

13 Program Requirements for the Online General Master of Arts Degree in Curriculum and Instruction The Online Master of Arts Degree in Curriculum and Instruction is a thirty (30) semester hour program designed primarily for certificated or licensed, practicing teachers who desire to continue developing their professional expertise. Noncertificated or non-licensed individuals who are interested in pursuing this Masters may participate in the program as well. Candidates complete a core of work requiring them (1) to examine educational issues from the perspective of their social context; (2) to become intelligent consumers of research and apply research to their instructional settings; (3) to understand the role and uses of technology in curriculum and instruction, and (4) to fulfill their understanding of curricular design and models of teaching. Further, the selection of a cognate field allows students to concentrate their coursework in an area of instruction in which they wish to develop a particular expertise (Mathematics, Gifted and Talented, Educational Computing and Technology, Reading, Language and Literacy, Leadership, Science Education, Counseling and Human Services, Special Education). The general Online General Master of Arts degree in Curriculum and Instruction requires the following coursework: Table 2: Required Coursework: Online Masters Degree in Curriculum & Instruction MA Requirements Required Core Courses 12 Semester Hours Cognate Field (to be chosen from one of the listed areas of focus) 9 Semester Hours Elective Coursework 9 Semester Hours Required Coursework CURR credits Social Foundations of Educational Trends CURR credits Issues, Strategies, & Models in Curriculum Design LEAD credits Introduction to Research & Statistics CURR credits Research Project (To be taken as the FINAL Course) (Prerequisite: LEAD Introduction to Research and Statistics) CURR credits CURR credits CURR credits Students may choose from any graduate course selection in the College of Education including the areas of Curriculum & Instruction, Science Education, Reading, Mathematics, Gifted and Talented, Technology, Special Education, Counseling, and Leadership. 12

14 Program Requirements for the Online Master of Arts Degree in Curriculum and Instruction with an Emphasis on Reading Candidates in the program are expected to master the central concepts, tools of inquiry, and structures of their field. The content of the Reading Program is based on a comprehensive set of skills supported by and correlated with the established standards of the National Council for the Accreditation of Teacher Education (NCATE), the International Reading Association (IRA), the Colorado Department of Education Standards (CDE), the COE Conceptual Framework, and the COE Reading Program Objectives. In order to be considered for Clinical/Practicum experiences, each reading teacher candidate must meet predetermined knowledge base requirements, gain certain skills and demonstrate specific dispositions related to academic coursework and professional practice. These requirements include the successful completion of preliminary coursework at a B or better level. This coursework includes information in the following areas: (1) Methodology and Pedagogy; (2) Diagnosis and Remediation; (3) Content Area Reading; (4) Children s and Adolescents Literature; (5) Organization and Management of Reading Programs; and (6) Psychological Processes related to Reading Instruction. Graduate reading students must also complete a reflective paper, which discusses the progress toward the desired outcomes and learning experiences within the program. Candidates in the Masters Degree program in reading complete two practica: (1) CURR 5430/31-4: Reading Clinic Procedures-Supervised Practicum I and (2) CURR 5432/33-3: Practicum II: Field-Based Practicum. The first practicum is a supervised clinic in which candidates complete a semester of one-onone tutoring with struggling readers. The second practicum is completed at a school site and involves both work with students and inservice work with teachers, parents, and paraprofessionals. In order to proceed to the completion point of the reading program, the candidates must have successfully completed two clinical courses (Introduction to Clinical Experiences and Practicum 1 and Practicum 2, Research Methods and the Research Project. These requirements are designed to ensure that candidates are able to demonstrate in practical terms the research based skills and practices as well as the desired dispositions put forth throughout the Reading Program course of study. At this point, all candidates must provide the following evidentiary data: Appropriate practical application of pedagogical and remedial strategies related to the teaching of reading Successful completion of professional development requirements Understanding of research concepts Successful application of research methodology Successful sharing of literacy information with others Reflection of professional growth and development Synthesis of professional experiences in the Graduate Reading Program 13

15 The Online Master of Arts degree in Curriculum and Instruction with a Reading Emphasis requires the following coursework: Table 3: Required Coursework: Online Masters Degree in Curriculum & Instruction with Emphasis in Reading MA Requirements Required Core Courses 12 Semester Hours Practica 7 credits Required Coursework CURR credits Teaching Reading & Writing in Content Areas CURR credits Teaching Reading in the Elementary School CURR credits Informal Diagnostic & Remedial Techniques of Reading CURR credits Psycholinguistics and Reading CURR credits The Reading Writing Connection CURR credits Developing & Implementing Literacy Programs CURR credits Children s & Adolescent s Literature CURR credits Introduction to Clinical Experiences CURR credits Methods & Materials in ESL/Multicultural Education LEAD credits Introduction to Research & Statistics CURR credits Research Project (To be taken as the FINAL Course) (Prerequisite: LEAD Introduction to Research and Statistics) CURR 5430/31-4 credits Reading Clinic Procedures: Supervised Practicum I CURR 5432/ credits Practicum II: Field Based Practicum Candidates in the Reading Program are expected to have comprehensive knowledge and skills in the area of reading as a result of the program course of study. These professional skills and dispositions are observed, provided, modeled, and assessed throughout the program. 14

16 The following table represents the required evidence for successful completion of course work and practica for the Masters Degree in Reading: Demonstrations Required Coursework Evidence Application of instructional and remedial strategies CURR 5430/31: Practicum I Testing Sessions (2) Remediation Sessions (9) Reflective Journals Questioning Module Instructional Lesson Plans Parent Communication Sessions Application of professional standard requirements Application of research procedures Reflection on professional growth and needs Synthesis of professional experiences in the reading program CURR 5432/33: Practicum II CURR 5490: Research Project Literacy Survey #2 Application Sessions Teacher Inservice Presentation Parent Literacy Presentation Completed Conference Proposal Completed project Analysis of survey Full electronic portfolio English as a Second Language Education Program The English as a Second Language program (ESLEP) is a graduate program and an added endorsement licensure program for licensed inservice teachers. The program courses apply to the requirements for an ESL endorsement as mandated by NCLB (No Child Left Behind) and the Colorado Standards for ESL endorsement. The ESLEP standards and knowledge base are correlated with NCATE, Colorado Standards ESL endorsement standards, the Performance Based Standards for Colorado Teachers and the COE Conceptual Framework. Admission Processes/Checklist for the Online Masters Degree in English as a Second Language: Graduate Application Requirements or Graduate Level Endorsement Only For Teachers Seeking a Masters in Curriculum and Instruction (C&I) with an Emphasis in ESL & ESL Endorsement (30 credit hrs) or Graduate Level ESL Endorsement Only (21 credit hrs) The following forms (*) are available on the Graduate School web site link from the UCCS Home Page (Use graduate school forms only) ESL Education Program Application ESL Education Program Supplemental Application Date Received: Date Received: 15

17 Career Goal Statement Experience with English Language Learners Graduate School Application, Parts 1 and 2* In-State Tuition Classification Form* Selective Service Form (male applicants born on or after 1/1/1960)* Reference Forms: Date Received: Date Received: Date Received: Date Received: Date Received: 2 References from professors/persons who can speak to your ability Date Received: to succeed in graduate level classrooms 3 References from colleagues who know your work experiences Date Received: (Sent directly from the references) Transcripts (3) three official copies from each Graduate/undergraduate institution you have attended (Must be sealed) Required: Application fee ($60) paid to UCCS Graduate School Date Received: Date Received: GRE or MAT test and scores submitted Date Received: Note: A graduate degree already conferred will waive requirement for GRE or MAT The Online Master of Arts degree in Curriculum and Instruction with an Emphasis in English as a Second Language requires the following coursework: (Note: The courses are listed in the order in which they must be taken, with the exception of CURR 5707 which may be taken concurrently with any course. ESL MA Core & Emphasis Requirements Required Core Courses 9 Semester Hours ESL Course Choices 21 Semester Hours Required Coursework LEAD credits Introduction to Research & Statistics CURR credits Ethnographic Methods in Educational Research. CURR credits Research Project (To be taken as the FINAL Course) (Prerequisite: LEAD Introduction to Research and Statistics) CURR credits Introduction to ESL/Multicultural Education. CURR credits Materials and Methods in ESL/Multicultural Education. CURR credits Literacy for Linguistically Different Learners. CURR credits Methods, Materials, & Theories of Assessment for ELLs. CURR credits Practicum in ESL/Multicultural Education. CURR credits Second Language Acquisition: Capstone. CURR credits Pro-Seminar: Parent and Community Involvement. 16

18 Online Master s Degree in Counseling Program Overview May 2006 Philosophy The philosophical foundation of the online counselor training program is based on the major theories of human nature, development and learning, and on an idealistic vision of what people can become. The program is designed to be evolving and places considerable responsibility on students for their own learning. The focus of the program is student-centered with the intention of guiding students as they develop their own counseling theory and approach to helping. Students are trained to create a therapeutic environment for their clients that promotes personal growth. The program s ethical guidelines are: (1) Promote client growth (2) Promote client self determination and (3) Do no harm. Students are encouraged to seek a variety of ways to learn and grow as professional counselors. Fundamental to this philosophy is Arthur Comb s articulation of the concept of self as instrument in which effective counselors are those who have learned to use themselves effectively and efficiently for carrying out their own and society s purposes. Such a philosophy draws heavily on the humanistic notion that self-actualization is connected with human growth and the cognitive belief that personal awareness and problem solving abilities are fundamental to human learning. Mission Statement The mission of the Department of Counseling and Human Services at the University of Colorado at Colorado Springs is to provide generalist professional preparation programs that prepare its graduates to act as facilitators of change in the lives of diverse individuals at all developmental levels. Program Description The primary purpose of the graduate programs in Counseling and Human Services is to prepare counselors and other human services personnel to serve as competent school and community counselors, to create specialized service in student affairs and to provide leadership to various community and military organizations. The Department of Counseling and Human Services offers online students two programs of study. Track one is designed to prepare professionals for work as school counselors. Track two is designed to prepare professional for work in community settings such as counseling centers, agencies, business and industrial and private practice. Students receive preparation in working with individuals, groups, couples, families and organizations. The Counseling and Human Services program recognizes the importance of the growth and development of the student throughout the life span and includes coursework that emphasizes personal growth in addition to the traditional graduate courses in counseling theories and techniques. The Counseling Core consists of a four course (12 semester hours) sequence beginning in the summer semester. Students admitted to the program must commit to completing these courses on campus during their first year in the program. After completing these four classes, students complete a 100 clock hour practicum. Later in the program, all students complete a 600 clock hour internship. Both experiences are arranged by the 17

19 student in a convenient location. Those who anticipate problems in completing the 700 hour clinical experience portion of the counseling training program (practicum and internship) may want to consider other options for their graduate study. The Counseling and Human Services Program is specifically designed to meet the needs of the busy, adult learner who is interested in a format alternative to the normal on campus program..students admitted to the program must complete their degree within the four year limitation set by the Department. Counseling students may apply no more than nine semester hours of recent graduate credit or credit as an unclassified student to their counseling degree program. Applicants must coordinate acceptance of transfer credit with the program director. The Community Counseling Program is designed to prepare graduate students to assume positions in the provision of professional counseling and consultation services involving the principles of psychotherapy. Students will be prepared in the areas of human development, learning theory, group dynamics, and the etiology of mental illness and dysfunctional behavior. They will be prepared to provide professional services to individuals, couples, families and groups for the purposes of treating psychopathology and promoting optimal mental health. Promotion and enhancement of healthy, self-actualizing, and satisfying life-styles is the goal of community counseling, whether the services are rendered in an educational, military, business or industrial, health or medical, private practice or human services setting. The Counseling program has three primary goals: Knowledge acquisition; skills acquisition and appropriate levels of self awareness or dispositions. All objectives of the counseling program fall under these three goals and are taken directly from accreditation standards found in the Council for Accreditation of Counseling and Related Programs (CACREP). All coursework in the online program is identical to the on-campus program and meets CACREP standards with the exception of how supervision is provided during field experiences to online students. Required Curriculum for Community Counseling Credit Hours COUN 501 Theories and Techniques of Individual Counseling 3 campus COUN 502 Lab and Practicum in Individual Counseling 3 campus COUN 504 Human Growth and Development 3 online COUN 510 Theories and Techniques of Group Counseling 3 campus COUN 511 Lab and Practicum in Group Counseling 3 campus COUN 512 Practicum in Counseling 3 online COUN 513 Introduction to Marriage and Family Counseling 3 online COUN 541 Measurement and Appraisal 3 online LEAD 570 Research 3 online COUN 533 Issues, Ethics, and Trends in Counseling 3 online COUN 543 Career Development 3 online COUN 586 Social and Cultural Foundations of Counseling 3 online COUN 592 Roles and Functions of the Community Counselor 3 online COUN 544 Advanced Psychopathology and Diagnosis 3 online COUN 572 Internship in Community Counseling 6 online Total Semester Hours 48 All students will attend on-campus classes the first summer they are enrolled in the program, regardless of where they are in the required sequence of classes. The on-campus courses include the following: 18

20 COUN 501: Individual Counseling Theories and Techniques 3 credit hours COUN 502: Lab in Individual Counseling 3 credit hours COUN 510: Group Counseling Theories and Techniques 3 credit hours COUN 511: Lab in Group Counseling 3 credit hours Fall I - online COUN 504 COUN 592 LEAD 570 Sequence of coursework for online community counseling (students may begin any semester) Spring I - online COUN 533 COUN 541 COUN 544 Summer on campus (can be done before or after Fall I and Spring I) COUN 501 COUN 502 COUN 510 COUN 511 Fall II online Spring II online Summer II - online COUN 512 COUN 513 COUN 572 COUN 533 COUN 543 COUN 586 COUN 572 Students skill levels and personal awareness will be assessed at the end of COUN 502 and COUN 511. Knowledge will be assessed at the end of COUN 501 and COUN 510. Students must demonstrate mastery of knowledge, skills and appropriate dispositions before engaging in the field experiences (COUN 512 and COUN 570). COUN 512 (Practicum 3 credit hours) and COUN 572 (Internship 6 credit hours) will only be taken after students have been assessed as having the appropriate levels of knowledge, skills and dispositions as demonstrated in COUN 501, 502, 510, and 511. The School Counseling Program The Department of Counseling and Human Services offers Master s degree in Counseling and Human Services with an emphasis in School Counseling. The School Counselor program meets the licensure requirements of the Colorado Department of Education (CDE) and is accredited by North Central Association of Teacher Education (NCATE). It has been developed in accordance with the standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The school counselor program requires the completion of 48 semester hours of appropriate academic credit. School counselor students will take all the necessary coursework to be eligible for licensure in Colorado as a Licensed Professional Counselor (LPC) after they complete appropriate post-masters degree supervised counseling experience and pass the state licensure examination. It is strongly recommended that school counselors seeking the LPC credential take additional course work in psychopathology and diagnosis, community agency counseling and complete supervised field experiences specific to community counseling. School counselors are licensed Professional Special Services personnel who work in school settings with students, parents, educators, and others within the community. They may be licensed as Elementary School Counselors, Secondary School Counselors or K-12 School Counselors. School Counselors design and manage comprehensive developmental guidance programs to help students acquire skills in the social, personal, educational, and career areas necessary for living in a multicultural society. School counselors accomplish this by employing such interventions as guiding and counseling students individually or in small groups, by providing information through group guidance, by contributing to the development of effective learning environments, through student advocacy and through consulting with others. 19

21 Required Curriculum for School Counseling Credit Hours COUN 501 Theories and Techniques of Individual Counseling 3 COUN 502 Lab in Individual Counseling 3 COUN 504 Human Growth and Development 3 COUN 510 Theories and Techniques of Group Counseling 3 COUN 511 Lab in Group Counseling 3 COUN 512 Practicum in Professional Counseling 3 COUN 513 Introduction to Marriage and Family Counseling 3 COUN 541 Measurement and Appraisal 3 LEAD 570 Research 3 COUN 586 Social and Cultural Foundations of Professional Counseling 3 COUN 533 Issues, Ethics and Trends in Professional Counseling 3 COUN 543 Career Development 3 COUN 580 Roles & Functions of the School Counselor 3 COUN 581 Organization/Administration of the School Counseling Program 3 COUN 570 Internship in School Counseling (6 to 12 semester hours) 6 Total Semester Hours 48 All students will attend on-campus classes the first summer they are enrolled in the program, regardless of where they are in the required sequence of classes. The on-campus courses include the following: COUN 501: Individual Counseling Theories and Techniques 3 credit hours COUN 502: Lab in Individual Counseling 3 credit hours COUN 510: Group Counseling Theories and Techniques 3 credit hours COUN 511: Lab in Group Counseling 3 credit hours Fall I - online COUN 504 COUN 580 LEAD 570 Sequence of coursework for online school counseling (students may begin any semester) Spring I - online COUN 533 COUN 541 COUN 581 Summer on campus (can be done before or after Fall I and Spring I) COUN 501 COUN 502 COUN 510 COUN 511 Fall II online Spring II online Summer II - online COUN COUN 570** COUN 533 COUN 513 COUN 543 COUN 586 COUN 570 ** COUN 512 must be completed prior to beginning COUN 570 Students skill levels and personal awareness will be assessed at the end of COUN 502 and COUN 511. Knowledge will be assessed at the end of COUN 501 and COUN 510. Students must demonstrate mastery of knowledge, skills and appropriate dispositions before engaging in the field experiences (COUN 512 and COUN 570). PLEASE NOTE: Internship only begins in the fall semester and is a two semester process. Students may not begin internship until practicum and all core on-campus requirements have been met. 20

22 Neither practicum nor internship hours may be counted while the university is not in session. Field Experiences: Practicum and Internship Policies To receive a Master s Degree in Counseling and to complete academic requirements for certification as a school counselor or licensure as a professional counselor, the student must complete both a Practicum (COUN 512) and an Internship (COUN 570, 572 or 574). Each student is required to purchase student liability insurance to cover practice in the practicum and internship. The most economical way to purchase insurance is through membership in the American Counseling Association (ACA). Practicum * Practicum is completed after the summer on-campus intensive during the first year of online counselor training. The three credit hour course, COUN 512, requires completion of a 100 clock-hour field experience that includes both university supervision by a program faculty member as well as on-site supervision by a practicing counseling professional employed at the practicum site. The practicum may be taken concurrent with other coursework and should be completed within 15 weeks. The university supervision consists of electronic communication and through submission of audio tapes or a digitized recording of counseling sessions that can be submitted electronically. The digitized recordings are done by using an ipod and an i-talk device which allows the ipod to record the counseling session. The ipod is then connected to the PC through an ISB and downloaded for review and transmission to the university supervisor. * The practicum site is arranged by the student and can be in a school or community/agency setting depending on the needs of the student. A contract must be completed and signed by both site and university supervisors. The contract is available in the Forms section online. The contract specifies the content of the practicum. Students should estimate the number of hours each week they will spend on each practicum activity. The University Supervisor is the last person to sign after all on-site arrangements have been finalized. No practicum hours may be counted until the contract is approved and signed by all participants. Students are required to identify the practicum site and contact the site supervisor during or prior to the on-campus summer semester, before beginning the practicum experiences. Students must purchase student liability insurance and provide documentation of this fact to the University supervisor during the summer semester prior to beginning the practicum experience. Practicum activity consists of observation of counseling, co-therapy, and other appropriate counseling activities under close supervision. Students must complete one hundred (100) clock hours of on-site professional experience. The practicum should provide for the development of basic individual, group and marriage and family counseling skills under supervision. The practicum provides an opportunity to perform, on a limited basis, some of the activities that a regularly employed staff member would be expected to perform. A regularly employed staff member is defined as a person occupying the professional role to which the student is aspiring. The practicum must include a minimum of forty (40) hours of direct service work with appropriate clientele. Direct hours are those in which the student counselor provides service directly to a client or clients. The remaining 60 hours may be in indirect hours which can include paper-work, planning, supervision, attending workshops or conferences, etc. 21