UCC/UGC/ECCC Proposal for New Academic Plan

UCC/UGC/ECCC Proposal for New Academic Plan If this new plan is not listed in the current NAU academic program inventory, then you must first complete the Proposal to establish a New Degree form. All Plans with NCATE designation, or plans seeking NCATE designation, must include an NCATE Accreditation Memo of Approval from the NAU NCATE administrator prior to college curricular submission. UCC proposals must include an 8-term plan. UGC proposals must include a program of study. 1. College: Education 2. Academic Unit: Educational Leadership 3. Academic Plan Name: Community College Teaching and Learning Graduate Certificate 4. Emphasis: 5. Plan proposal: New Plan New Emphasis 6. Justification for the new plan or certificate, including how the need for the plan was determined. Please also address how it is designed to meet local market, professional requirements, employment opportunities, or other needs. Colleges are under increased pressure due to public cries for more affordable tuition, increased graduation rates, and more thorough evaluation of student learning. These pressures are occurring against a backdrop of changes in college teaching. First, openings for faculty positions are increasing as leadership vacancies draw some individuals out of the teaching ranks into administration and other faculty members retire. Second, changes in student demographics are resulting in a different type of student body, one increasingly requiring developmental courses before they can take college-level courses. Third, the Common Core Standards and their equivalents are aimed at getting high school students ready for college or careers. Little research exists on how these pre-collegiate changes will impact college teaching. Finally, the influx of technology into teaching, including online options, MOOCs, and flipped classrooms requires faculty to learn new and expanded teaching strategies. Half of all college students begin their academic careers at community colleges and two-year institutions. Thus, two-year institutions require a large cadre of qualified instructors. The 10 community colleges in the Maricopa County Community College District (MCCCD), for example, employ over 1,500 full-time faculty members and over 5,000 part-time faculty members. And the MCCCD colleges enroll more than 210,000 unique students year round in both credit and non-credit courses. Approximately 45% of MCCCD students are intending to transfer to a college or university, while 36% are preparing for the workforce. The remaining

percentage of students is pursuing a personal interest or they are high school students in dual enrollment programs. Regardless of students intent, they need qualified instructors with effective teaching and learning strategies. The minimum requirement for teaching in academic areas at MCCCD is the completion of a master s degree in the teaching area. Often the master s degree, however, is focused only on discipline content. Therefore, the CCTLC will provide a much needed set of skills and learning outcomes around teaching and learning. While MCCCD is the largest district in Arizona, the CCTLC will also be of interest and will be heavily marketed to the other community college districts in Arizona including: Arizona Western College, Central Arizona College, Coconino Community College, Eastern Arizona College, Mohave Community College, Pima Community College, Yavapai College, and other two-year institutions. No certificates focused specifically on the community college sector exist in other Arizona public institutions, making this proposed certificate s focus on this sector unique to NAU. In addition to audiences at community colleges, another primary target audience for the CCTLC is current and future NAU graduate students who wish to teach at a community college or two-year institution. Current NAU graduate students will be interested in the CCTLC to use as either elective offerings in their Programs of Study or as an additional credential. The CCTLC will appeal to NAU graduate students in all disciplines and departments across the university. The CCTLC can provide NAU students with a distinction in academic job searches. 7. Student learning outcomes of the plan. If structured as plan/emphasis, include for both core and emphasis. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes). Students achieving the Community College Teaching and Learning certificate will attain theoretical and practical understanding of concepts in the post-secondary framework of teaching and learning, and will be able to: Select relevant instructional technologies (online, blended, and hybrid courses) to enhance the achievement of achieve the learning outcomes within a college classroom environment. (CCHE 590) Identify how to use instructional technologies to respond with innovative solutions to the shifts and challenges occurring in the higher education landscape. (CCHE 590) Analyze historical trends in curriculum development and recurring debates around the purposes of teaching and learning and explore their implications to contemporary higher education issues. (CCHE 640) Implement the basic principles of curriculum design and syllabus construction to design meaningful outcomes-based courses. (CCHE 640) Engage in meaningful outcomes-based assessment of intentionally designed classroombased experiences. (CCHE 640) Effectively use data from classroom-based assessments for continual improvement decisions concerning course design. (CCHE 640) Synthesize current literature on adult learning theories and identify how adult learning theories can be implemented in daily practice. (CCHE 670) Understand the unique characteristics of adult learners, and students and student culture in higher education. (CCHE 670) Identify preparation and learning differences among traditional and non-traditional (adult) students, and propose strategies to facilitate learning success for all students. (CCHE 670)

Examine and reflect upon the multiple roles of faculty, identify areas of strength and areas for continued development, and incorporate this knowledge into the development of a personal teaching philosophy and portfolio. (CCHE 688) Articulate, analyze and critique theories in post-secondary teaching and learning. (CCHE 688) Implement teaching and learning theories into a personal teaching philosophy and portfolio. (CCHE 688) Make explicit connections between theory and practice and apply theoretical constructs throughout a personal teaching philosophy and portfolio. (CCHE 688) 8. Academic Catalog text and requirements: 8a. Text to be displayed on the Career tab in the academic catalog (max 3 paragraphs): What Can I Do with a Graduate Certificate in Community College Teaching and Learning? With their open-access model and low tuition rates, nearly half of all undergraduates attend community college. To achieve their diverse missions, the more than 1,000 public, independent and tribal community colleges in the United States rely on a blend of fulland part-time faculty to offer the broadest array of courses to meet varying student curricular and scheduling demands. This certificate prepares current full- and part-time future faculty for the complex environment facing community colleges. Part-time faculty members, or adjuncts, have long been part of community college staff. Adjunct faculty members are typically hired because they possess technical skills and practical knowledge that are beneficial to students. Their expertise and workplace experiences will be supplemented through the knowledge gained in this certificate about community colleges as organizations, educational technology, curriculum design, and the characteristics of today s community college students. 8b. Text to be displayed on the Overview tab in the academic catalog (max 3 paragraphs): In addition to university requirements: Complete individual plan requirements. Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details. Minimum Units for Completion: 12 GPA 3.0 Additional Admission Requirements: Required 8c. Plan requirements to be displayed on the Details tab in the academic catalog. If the plan requires an emphasis, include summary text for each emphasis: CERTIFICATE REQUIREMENTS Take the following 12 units: CCHE 688 (3 units) CCHE 590 (3 units) CCHE 640 (3 units)

CCHE 670 (3 units) This certificate may be pursued by and completed by any student admitted to NAU. Students do not need to be degree-seeking. This certificate may be pursued and completed concurrently with a degree program or as a stand-alone certificate. Under both circumstances, federal financial aid can be used for this certificate. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. 8d. Attributes to be displayed on the Overview tab in the academic catalog: Required Not Required Optional Recommended Additional Admission Reqmnts Additional Admission Reqmnts Additional Admission Reqmnts Additional Admission Reqmnts Additional Fees/Program Fees Additional Fees/Program Fees Additional Fees/Program Fees Additional Fees/Program Fees ADE Certification/Endorsement ADE Certification/Endorsement ADE Certification/Endorsement ADE Certification/Endorsement Comprehensive Exam Comprehensive Exam Comprehensive Exam Comprehensive Exam Dissertation Dissertation Dissertation Dissertation Emphasis, Minor, Certificate Emphasis, Minor, Certificate Emphasis, Minor, Certificate Emphasis, Minor, Certificate Fieldwork Experience Fieldwork Experience Fieldwork Experience Fieldwork Experience Foreign Language Foreign Language Foreign Language Foreign Language Legislative Internship Legislative Internship Legislative Internship Legislative Internship Oral Defense Oral Defense Oral Defense Oral Defense Research Research Research Research Study Abroad Study Abroad Study Abroad Study Abroad Student/Supervised Teaching Student/Supervised Teaching Student/Supervised Teaching Student/Supervised Teaching Thesis Thesis Thesis Thesis 9. NCATE designation, if applicable: Initial Plan Advanced Plan Remove Designation 10. Effective beginning FALL: 2015 See effective dates calendar 11. Will this proposal impact other plans, sub plans, or course offerings, etc.? Yes No If yes, describe the impact. If applicable, include evidence of notification to and/or response from each impacted academic unit. Answer 12-13 for UCC/ECCC only: 12. A major is differentiated from another major by required course commonality: 24 units of the required credit hours of a major must be unique, (i.e. not common or not dual use as a required element in another major), to that major. Does this plan have 24 units of unique

required credit? Yes No 13. Minor: A planned group of courses from one or more subject matter areas consisting of at least 8 hours and no more than 24 hours. At least 12 hours of the minor must be unique to that minor to differentiate it from other minors? Does this minor have 12 units of unique required credit? Yes No Answer 14-15 for UGC only: 14. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework? Yes No If no, explain why NAU should establish the plan. 15. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework? Yes No If no, explain why NAU should establish the plan. FLAGSTAFF MOUNTAIN CAMPUS Scott Galland 1/29/2015 Reviewed by Curriculum Process Associate Approvals: Department Chair/Unit Head (if appropriate) Chair of college curriculum committee Dean of college For Committee use only: UCC/UGC Approval Approved as submitted: Yes No Approved as modified: Yes No EXTENDED CAMPUSES Reviewed by Curriculum Process Associate

Approvals: Academic Unit Head Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning) Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Chief Academic Officer; Extended Campuses (or Designee) Approved as submitted: Yes No Approved as modified: Yes No

Northern Arizona University College of Education Educational Leadership coe.nau.edu/academics/edl Ph: 928/523-3202 P.O. Box 5774, Flagstaff, AZ 86011 email: d-edl@nau.edu Fax: 928/523-5715 December 8, 2014 University Graduate College Curriculum Review Committee Dear UGC Committee Members, The Department of Educational Leadership and I supports the new Community College Teaching and Learning Graduate Certificate. This graduate certificate was developed by the Educational Leadership s Community College Higher Education faculty to meet the needs of community college employees by furthering their expertise and teaching ability. This letter will document my and our department s support for the new CCHE Teaching and Learning Graduate Certificate to move forward in the curriculum approval process. Michael C. Schwanenberger Ed. D. Educational Leadership Department Chair Assistant Professor, College of Education Cc: Ramona Mellott Kim VanDerLinden