course change request - twu home€¦ · course change request in workﬂow 1. osap editor 2. fs...

Course Change Request

In WorkflowOSAP Editor1. FS Head2. CPE Head3. OSAP Editor4. OSAP Head5. UG Editor6. UG Head7. Assessment Head8. OSAP Head9. FS Head10. OSAP Head11. CurriculumCommittee

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Datatel13.

Approval Path11/16/17 10:53amScott Martin(smartin4):Rollback toInitiator

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11/16/17 1:42pmScott Martin(smartin4):Approved forOSAP Editor

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11/16/17 1:55pmKaren Petty(kpetty): Approvedfor FS Head

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11/17/17 8:18 amLisa Huffman(lhuffman1):Approved for CPEHead

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Prefix: FS Number: 3323 TCCN:

(if applicable)

AcademicComponent:

Department of Family Sciences

College: College of Professional Education

Course Title:

New Course ProposalDate Submitted: 11/16/17 12:17 pm

Viewing: FS 3323 : Separation and LossLast edit: 01/10/18 3:02 pmChanges proposed by: emccarroll

FS 3323: Separation and Loss https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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12/06/17 8:51 amJennifer Martin(jmartin):Approved forOSAP Head

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12/06/17 11:22amRachelle Land(rland1): Approvedfor UG Editor

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12/08/17 3:22pmBarbara Lerner(blerner):Approved for UGHead

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12/13/17 1:54pmTerry Senne(tsenne): Approvedfor AssessmentHead

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01/09/18 12:39pmScott Martin(smartin4):Approved forOSAP Head

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01/10/18 3:03pmJerry Whitworth(jwhitworth):Approved for FSHead

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Separation and Loss

Short Title: SEPARATION & LOSS

Catalog


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© 2014-2015 Texas Woman's UniversityContact TWUPrivacy PolicyAccessibility PolicyCompact with TexansNon-Discrimination StatmentTWU Online RésuméCollege for All TexansState of TexasTexas State-wide SearchTexas Transparency

Description:Systemic interactions in families dealing with loss and separation from a developmentalperspective. Special focus on different types of loss (e.g., death, injury, divorce, deployment,incarceration, and sudden loss vs. anticipated loss) and the impact on the individual and the family.Interventions and strategies used by child development professionals to assist children,adolescents, and family members in dealing with loss and separation, ethical issues, self-care, andprofessional boundaries related to working with children and families throughout a loss. Threelecture hours a week. Three credit hours.

May be repeated for additional credit:No

Semester Credit Hours: 3

Funding level: 300 - Junior

Malpractice Liability Insurance Required: No

Bloodborne Pathogen Exposure Insurance Required: No

Lab Fee: $ 0

CIP Code:190706 : Child Development.

UndergraduateDegreeRequirements:

N/A

Course ReviewerComments

Scott Martin (smartin4) (11/16/17 10:53 am): Rollback: 1) No course is being deactivated. Pleaseplace in the Justification how additional teaching load will be managed. 2) SLOs do not meet TWU's"Guidelines for Well Written SLOs" [PDF]. Please revise and/or work with Dr. Terry Senne(x81-3029).Terry Senne (tsenne) (12/13/17 1:53 pm): Course SLOs are appropriate, given disciplinaryaccreditation/endorsement requirements.

Key: 7725

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Prefix: FS Number: 3323

AcademicComponent: Department of Family Sciences


Programs: B.S. in Child Development B.S. in Family and Consumer Sciences B.S. in Family Studies M.A. in Early Childhood Education M.Ed. in Early Childhood Education M.S. in Child Development M.S. in Counseling & Development M.S. in Early Childhood Education M.S. in Family Studies M.S. in Family Therapy Ph.D in Early Child Development &

Education M.S. in Child Life Ph.D. in Family Studies

Ph.D. in Family Therapy Other

Effective Date ofCourse: Fall 2018

Course Title: Separation and Loss

Short Title: SEPARATION & LOSS 12 characters remaining

CatalogDescription:

Systemic interactions in families dealing with loss and separation from a developmental perspective. Special focus on different types of loss (e.g., death, injury, divorce, deployment, incarceration, and sudden loss vs. anticipated loss) and the impact on the individual and the family. Interventions and strategies used by child development professionals to assist children, adolescents, and family members in dealing with loss and separation, ethical issues, self-care, and professional boundaries related to working with children and families throughout a loss. Three lecture hours a week. Three credit hours.

114 words remaining

EnforcedRegistrationPrerequisites:

EnforcedRegistration Co-requisites:

Prerequisite andCo-requisiteNotes:

May be repeated for additional credit: Yes No

Primary type ofinstruction: Lecture

Primary instruction contact-hours: 3

Secondary type ofinstruction: Select...

Secondary instruction contact-hours:


Justification forAddition orChange:

New Course Proposal

Editing: FS 3323: Separation and Loss

New Record https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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TWU supports a large number of pre-child life students, who ultimately aim to be accepted in our MS Child Life program. To provide coursework that meets endorsement requirements of the Association of Child Life Professionals, we must provide content that meets the specific objectives of the certifying body. In order for an undergraduate degree to apply for endorsement, a grief/death and dying class must be part of the undergraduate degree plan. Additional teaching load will be covered by existing faculty, or by an adjunct if necessary.

It is not uncommon for a child development program to have a death and dying class, and this was a class that was identified as missing from our program, as this content is not covered in any other classes on the degree plan. Child Development students typically go on to work with children in families in advocacy centers, military bases, child care, and various government agency settings. This class meets the need for students needing a grief class, but also extends the content into other types of loss and ensures this class is applicable for all of our child development majors and any one who aspires to work with children and families.

We also have been teaching this class as a 4903: Child Life II class for the child life emphasis students for years, and other students in our department enroll in it as well. The objectives for proposing this class is to ensure we meet endorsement criteria from the ACLP.

List course(s) tobe deactivated toallow for newcourses:

Code Title


Malpractice Liability Insurance Required: Yes No

Bloodborne Pathogen Exposure InsuranceRequired:

Yes No

Lab Fee: $ 0

CIP Code: 190706

Campus(es) wherethe course will beregularly taught:

(check all thatapply)

Denton Dallas Houston Other

If cross-listed,with what othercourse:

Click on the icon to add each

Code Title

Function ofcourse:


Course for majors in the component Service/Elective course for other majors Replacement for... Other


Core Curriculum Global Perspectives Core Curriculum & Global Perspective

Measurablestudent learningoutcomes:

Learning Outcomes: Comments:

1 Clearly apply theories related to death, dying, loss, grief, and bereavement.

Level 3.

Child Development.Find...


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(Students will beable to)Click on the icon to add each

2 Correctly explain differences between different types of grief associated with loss (e.g., disenfranchised grief, unresolved grief and complicated grief).

Level 2.

3 Effectively differentiate types of losses (e.g. divorce, incarceration, aging, moving, loss of job, loss of security, loss of health, loss of future expectations, etc.).

Level 2.

4 Accurately distinguish between varied approaches to mourning among different developmental stages, genders, cultures, and family structures.

Level 2.

5 Correctly identify the various roles and various agencies available to help support families during the process of death, dying, loss, grief and bereavement.

Level 1.

6 Effectively articulate the professional’s influence and role on the mourning process, including the necessity of exploring their own personal beliefs, values, and self- care potential issues.

Level 3.

7 Propose appropriate interventions to assist children, adolescents, and their families manage active dying, grief, bereavement, anxiety over separation/loss, and/or the mourning process in a variety of settings.

Level 6.


Courserequirements:


Course requirements: Comments:

1 Loss Timeline and Process Paper

2 Exams

3 Readings Discussions

Textbooks:

Additionalinformation:

Author Title Publisher Edition/Date

Jarratt, Claudia Helping children cope with loss and seperationHarvard Common Press 1994

Kubler-Ross, E. & Kessler, D On Death and Dying Scribner 2014

Kubler-Ross, E. & Kessler, D On Grief and Grieving Scribner 2014


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Supportingdocuments:

Uploaded Files:

Files To Be Uploaded:


Click the "Save Changes" button if you with to save the proposal and come back later to makeadditional edits. Click "Start Workflow" to submit your proposal to workflow for consideration. Notethat if you need to make additional edits to a course once you have submitted to Workflow, you willneed to request that the course be rolled back to you by whomever currently has the proposal intheir cue.


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In WorkflowOSAP Editor1. FS Head2. CPE Head3. OSAP Editor4. OSAP Head5. UG Editor6. UG Head7. Assessment Head8. OSAP Head9. FS Head10. OSAP Head11. CurriculumCommittee

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Datatel13.

Approval Path11/16/17 10:43amScott Martin(smartin4):Approved forOSAP Editor

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11/16/17 11:40amKaren Petty(kpetty): Approvedfor FS Head

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(if applicable)

AcademicComponent:



Course Title:

New Course ProposalDate Submitted: 11/16/17 10:37 am

Viewing: FS 3423 : Play andDevelopment in Early ChildhoodLast edit: 01/02/18 1:44 pmChanges proposed by: bvittrup

FS 3423: Play and Development in Early Childhood https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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12/06/17 11:23amRachelle Land(rland1): Approvedfor UG Editor

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12/08/17 3:22pmBarbara Lerner(blerner):Approved for UGHead

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Play and Development in Early Childhood

Short Title: PLAY & DEVELOPMENT IN EC

CatalogDescription:

Theoretical and empirical bases for understanding the play of young children. Examination of therole of play in human development through multiple theoretical lenses and across multipledevelopmental domains (cognitive, social, emotional, and physical). Three hours of directobservations of young children's free play experiences. Prerequisite: FS 1513 or FS 2513. Threelecture hours a week. Credit: Three hours.


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© 2014-2015 Texas Woman's UniversityContact TWUPrivacy PolicyAccessibility PolicyCompact with TexansNon-Discrimination StatmentTWU Online RésuméCollege for All TexansState of TexasTexas State-wide SearchTexas TransparencyReport Fraud, Waste, or Abuse in TexasTexas Homeland SecurityTexas Veterans Portal






Lab Fee: $ 0



N/A


Terry Senne (tsenne) (12/13/17 1:56 pm): Course SLOs are appropriate as written.Key: 7732

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Course Title: Play and Development in Early Childhood

Short Title: PLAY & DEVELOPMENT IN EC 5 characters remaining

CatalogDescription:

Theoretical and empirical bases for understanding the play of young children. Examination of the role of play in human development through multiple theoretical lenses and across multiple developmental domains (cognitive, social, emotional, and physical). Three hours of direct observations of young children's free play experiences. Prerequisite: FS 1513 or FS 2513. Three lecture hours a week. Credit: Three hours.

141 words remaining


FS 1513 or FS 2513










New Course Proposal

Editing: FS 3423: Play and Development in Early Childhood


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This course will assist Child Development majors in deepening their understanding of the role of play in children's development. It will allow the ECDE component to better meet the needs of the existing student population, which includes not only those who hope to be early childhood educators but also those interested in occupational therapy (our pre-OT majors), and physical therapy (our pre-PT majors), and Child Life (our Child Life emphasis majors). Upcoming modifications to the national Child Life certification standards require a course in play and development. This course has been taught as a 4903 special topic course since 2015, and thus it is already part of our regular departmental rotation and will not impose an additional teaching load.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:








1 Properly explain the role of play in human development.

Level 2.

2 Accurately identify and articulate a variety of theories connected with children's social, emotional, cognitive, linguistic, and physical development through play.

Level 3.



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3 Appropriately apply theories of play to a particular early childhood environment or career field.

Level 3.

4 Observe children’s play and make proper connections with existing play theories.

Level 4.

5 Correctly identify and articulate effective strategies, materials, and activities that can support children’s play and development in early childhood settings.

Level 3.


Courserequirements:



1 Observation Paper - Analysis of observed free play activities of children, including description and application of selected theory, connecting theory to practice.

2 Exams

3 Project - Analyze existing play space, or design a play-based activity related to a particular early childhood career field.

Textbooks:



Uploaded Files:





Frost, Wortham, & Reifel Play and Child Development Pearson 4th/2012


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In WorkflowOSAP Editor1. FS Head2. CPE Head3. OSAP Editor4. OSAP Head5. GS Head6. Assessment Head7. OSAP Head8. FS Head9. OSAP Head10. CurriculumCommittee

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Datatel12.

Approval Path11/13/17 12:03pmScott Martin(smartin4):Rollback toInitiator

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11/16/17 11:45amScott Martin(smartin4):Approved forOSAP Editor

2.

11/16/17 11:47amKaren Petty(kpetty): Rollbackto OSAP Editor forFS Head

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11/16/17 1:47pmScott Martin(smartin4):Approved for

4.


(if applicable)

AcademicComponent:



Course Title:


Viewing: FS 5013 : Grief, Loss, andBereavementLast edit: 01/09/18 12:54 pmChanges proposed by: krose1

FS 5013: Grief, Loss, and Bereavement https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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OSAP Editor11/16/17 1:52pmKaren Petty(kpetty): Approvedfor FS Head

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12/06/17 7:58pmCarolyn Kapinus(ckapinus):Approved for GSHead

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01/10/18 3:10pmJerry Whitworth(jwhitworth):Approved for FS

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Head

Grief, Loss, and Bereavement

Short Title: GRIEF, LOSS, & BEREAVEMENT

CatalogDescription:

Research-based focus on the macro- and micro-systemic interactions in families dealing withdeath, loss, and bereavement from a developmental perspective. Special focus on different types ofloss such as the death of a child, the death of a sibling, traumatic injury and death, sudden loss,and anticipated loss, as well as loss of a parent due to deployment, death, or divorce. Interventionsand strategies used by child developmentalists and child life specialists to assist children,adolescents, and family members with dealing with active dying, anticipated loss, sudden loss,grief, and bereavement; ethical issues such as euthanasia, DNR orders, and withdrawal of lifesupport. Three lecture hours a week. Credit: Three Hours.



Funding level: 500 - Master's



Lab Fee: $ 0



N/A


Scott Martin (smartin4) (11/13/17 12:03 pm): Rollback: 1) How will additional teaching load bemanaged? 2) SLOs do not meet TWU's "Guidelines for Well Written SLOs" [PDF]. Please revise and/orwork with Dr. Terry Senne (x81-3029).Karen Petty (kpetty) (11/16/17 11:47 am): Rollback: See Scott's comments #2. I addressed #1already.KPScott Martin (smartin4) (11/16/17 1:46 pm): Submitter indicated: I have worked with Terry Senneon the SLOs and she has informally approved them via email after looking at the revisions.Terry Senne (tsenne) (12/12/17 5:30 pm): Course SLOs are acceptable as written, perDepartment of Family Sciences contextual description of the newly created degree program, whichstates: "For many of these courses, it is the students' first experience with the content, especially inhow to apply the knowledge in a clinical setting working with children and families in pediatric


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medical settings. For example, this will be the first time that they have learned about theories ofdeath, dying, etc. so being able to apply them is what we want them to be able to do. They willapply this knowledge to helping families work through grief, death, etc. through legacy buildingactivities, and other things to help prepare families for an anticipated death (or deal with thetrauma of an unanticipated one, etc.). It is what they are required to do in the clinical setting. Thisis a professional option degree, resulting in certification in Child Life for work in hospitals workingdirectly with children and families. We are also tied to staying very close to the certifying body'scontent knowledge objectives,"Jennifer Martin (jmartin) (01/02/18 2:06 pm): This course is very similar to FS 5183. A largenumber of new courses have been proposed in FS. Perhaps a better approach is to work with facultyin the clinical component in order to design a course which meets the needs of both clinicians andnon-clinicians. This would alleviate workload concerns and more effectively utilize faculty expertiseand university resources.

Key: 7715

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Course Title: Grief, Loss, and Bereavement

Short Title: GRIEF, LOSS, & BEREAVEMENT 3 characters remaining

CatalogDescription:

Research-based focus on the macro- and micro-systemic interactions in families dealing with death, loss, and bereavement from a developmental perspective. Special focus on different types of loss such as the death of a child, the death of a sibling, traumatic injury and death, sudden loss, and anticipated loss, as well as loss of a parent due to deployment, death, or divorce. Interventions and strategies used by child developmentalists and child life specialists to assist children, adolescents, and family members with dealing with active dying, anticipated loss, sudden loss, grief, and bereavement; ethical issues such as euthanasia, DNR orders, and withdrawal of life support. Three lecture hours a week. Credit: Three Hours.

89 words remaining











New Course Proposal

Editing: FS 5013: Grief, Loss, and Bereavement


1 of 4 1/21/18, 6:56 PM

The 100% online M.S. in Child Life is a new degree in the Department of Family Sciences. To provide curriculum that meets certification requirements of the Association of Child Life Professionals (ACLP) we must provide coursework that meets the specific objectives of the certifying body. This requires the addition of 4 new courses to our inventory, including this one.

Child Life Specialists work in pediatric medical settings as part of the health care team, working directly with children and their families, as well as the entire medical team. One of their roles is to serve as a liaison between the family and the medical team, as well as apply knowledge of child development, family systems, grief and bereavement, and professional ethics to practical work with children and their families in medical settings. This professional degree prepares students to enter this profession and apply this knowledge acquired in their graduate program to work with children and families, so a primary focus of the entire degree program must be the acquisition and application of new knowledge. This makes it unique in relation to other graduate programs that may be focused on higher levels of thinking and learning on Bloom’s Taxonomy.

These courses have certain content knowledge that will be required to satisfy the endorsement criteria of the professional organization, which will lead to accreditation of the program with the ACLP once they have rolled out their accreditation process. Once that occurs, only accredited programs will be able to deliver this degree program, so we need to ensure that our coursework meets their criteria.

While a course with a similar title exists on the FS inventory, it is geared toward clinical counselors and not appropriate for child life specialists working with children and families in medical settings, nor for child developmentalists who may be assisting children and families in non-clinical settings. This creates the need for an additional course in our inventory on grief and bereavement that does not focus on clinical interventions, but rather provides instruction from a developmental perspective.

This course is one of the new proposed courses for our 100% online M.S. in Child Life. The need for these courses was communicated prior to approval of the degree. The course will need to be delivered online. This course is already being taught as a special topics, so there is no addition of teaching load.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:

Course for majors in the component Service/Elective course for other majors Replacement for...



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Other






1 Clearly apply theories related to death, dying, loss, grief, and bereavement to work with children and families in health care and other settings.

2 Critically analyze differences in grieving for both death-related issues and other types of losses (e.g. divorce, aging, moving, loss of job, loss of security, loss of health, etc.), including disenfranchised grief, unresolved grief and complicated grief in children, adolescents, and their family members.

3 Effectively adapt to varied approaches to mourning among different developmental stages, genders, cultures, and family structures when working with children and families in health care and other settings.

4 Effectively disseminate knowledge of end-of-life legal and ethical issues involved with living wills, DNR orders, palliative care, euthanasia, and withdrawal of life support specifically with special populations including children and adolescents.

5 Appropriately communicate the various roles and agencies available to help support families during the process of death, dying, loss, grief, and bereavement.

6 Effectively communicate the child life specialist’s/child developmentalist's influence on the mourning process, including the necessity of exploring their own personal beliefs, values, and self care potential issues.

7 Choose appropriate interventions to assist children, adolescents, and their families manage active dying, grief, bereavement, anxiety over separation/loss, and/or the mourning process in Child Life and/or other childhood settings.

8 Effectively collaborate with the health care team about issues children and families face in regard to grief, bereavement, loss, death, and dying.


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Courserequirements:



1 Loss Timeline and Process Paper

2 Exams

3 Reading Discussions

Textbooks:


NOTE: I have worked with Terry Senne on the SLOs and she has informally approved them via email after looking at the revisions.


Uploaded Files:





Walsh, K. Grief and loss: Theories and skills for the helping proPearson 2nd ed/2011

Jarrett, Claudia Helping children cope with separation and lossHarvard Common Press 1994

McCue, Kathleen How to help Children through a parent’s serious illneSt. Martins 2011


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12/12/17 9:44 am5.


(if applicable)

AcademicComponent:



Course Title:


Viewing: FS 5033 : Foundations ofSchool CounselingLast edit: 01/21/18 7:02 pmChanges proposed by: lgrubbs

FS 5033: Foundations of School Counseling https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Jennifer Martin(jmartin):Approved forOSAP Head12/12/17 9:49 amCarolyn Kapinus(ckapinus):Approved for GSHead

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01/12/18 11:21amJerry Whitworth(jwhitworth):Approved for FSHead

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Foundations of School Counseling

Short Title: FOUNDATIONS OF SCHOOL COUNSEL

CatalogDescription:

Skills for development of a comprehensive developmental school counseling program based onstate and national standards for school counseling programs including program development,program assessment, data management, and professional development. Co-requisite: FS 5043.Three lecture hours a week. Credit: Three hours.






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Lab Fee: $ 0

CIP Code:131101 : Counselor Education/School Counseling and Guidance Services.


N/A


Scott Martin (smartin4) (09/25/17 10:38 am): Rollback: Revise course description - subjectmatter focus. SLO note regarding foundational level taxonomy and accreditation.Scott Martin (smartin4) (11/29/17 4:57 pm): All SLOs missing "Criterion/criteria" (defines theminimum acceptable level of performance). The focus is on the expected “quality of performance”.The criterion/criteria can be specific or qualitative (using generic quality indicators of performancesuch as, critically, accurately, appropriately, concisely, etc.)Scott Martin (smartin4) (11/29/17 4:57 pm): No course noted for deactivation, justification needsto include how AC will fit the additional workload of a new course into the limited teachingresources of AC.Jennifer Martin (jmartin) (12/12/17 9:43 am): Please explain how the teaching load for thisprogram will be handled without deletion of an existing course.Carolyn Kapinus (ckapinus) (12/12/17 9:49 am): How will the workload for teaching this coursebe accommodated?Terry Senne (tsenne) (12/13/17 2:00 pm): For all course SLOs: Add a generic indicator ofexpected quality of student performance (criterion).Scott Martin (smartin4) (01/21/18 7:00 pm): SLOs Revised.Scott Martin (smartin4) (01/21/18 7:02 pm): FS 5293 course identified for deactivation - noimpact on workload.

Key: 7654

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Course Title: Foundations of School Counseling

Short Title: FOUNDATIONS OF SCHOOL COUNSEL 0 characters remaining

CatalogDescription:

Skills for development of a comprehensive developmental school counseling program based on state and national standards for school counseling programs including program development, program assessment, data management, and professional development. Co-requisite: FS 5043. Three lecture hours a week. Credit: Three hours.

159 words remaining



FS 5043 Critical Issues in School Counseling


FS 5043 is also being proposed during this rotation








New Course Proposal

Editing: FS 5033: Foundations of School Counseling


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The creation of the new school counseling classes is per our CACREP accreditation/reaccreditation requirements. As this class will replace a class that is being deactivated, it will not have an impact on faculty teaching loads.


Code Title

FS 5393 School Guidance and CounselingServices




Yes No

Lab Fee: $ 0

CIP Code: 131101






Code Title

FS 5393 School Guidance and CounselingServices

Function ofcourse:








1 Effectively evaluate the history and philosophy of the school counseling profession including significant factors, events, and ASCA standards.

Some SLOs may be at lower Blooms levels because this is an introductory level course.

2 Concisely conceptualize and apply components of the ASCA National Model.

Level 3.

Counselor Education/School Counseling and GuidanceServices.

Find...


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3 Successfully assess and apply the Code of Ethics from professional school counselors to a variety of scenarios.

Level 5.

4 Thoroughly critique the role and purpose of professional organizations, professional credentialing, including certification, licensure, and accreditation practices and standards, and the role and process of the professional counselor and school counselor advocating on behalf of the profession.

Level 5.

5 Correctly evaluate the roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school.

Level 5.

6 Appropriately articulate, model, and advocate for appropriate school counselor identity and program.

Level 5-6

7 Accurately identify various forms of needs assessments and develop plans for conducting a needs assessment.

Level 1.


Courserequirements:



1 Professional Identity and Career Goals - Students will navigate the following websites listed below and identify the credentials available for a professional school counselor. Students will then identify the professional school counselor’s roles and responsibilities as highlighted by your state, school district, and/or ASCA and create a professional identity statement. This 4-6 page paper will have two sections. The first will be a discussion of your career goals. You are to describe your reasons for/and interest in becoming a school counselor; a) what attracted you to this profession, b) what school level you are interested in and why, c) how you envision yourself in your role as a professional school counselor within the next 8 to10 years, and d) what do you hope students, teachers, administrators, parents, and the community will gain from your expertise as a professional. The second section should include a discussion of: (a) your role in the school, (b) your role with other stakeholders, (c) any specialized area of training or interest, and (d) advocating for your role and profession.


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2 Mission, Vision- Each student will develop a mission and vision statement for their school counseling program that aligns with the mission and vision of their district and campus.

3 Cultural Audit, Data Profile, and Reflection- Each student will complete a cultural audit of the school they work in (or a school similar to one in which you would like to work). Students will be asked to identify the demographic make-up of the school by ethnicity, race, SES, gender, at-risk, dropout, etc. and complete the cultural audit form to be distributed in class. Students will collect a variety of current data from their campus to analyze gaps in achievement and to begin building a campus needs assessment.

After collecting campus data, students will identify gaps in achievement to begin building a campus needs assessment. Students will complete a 2-4 page paper identifying gaps among ages, genders, race or special populations in any of the following: attendance, standardized test scores, graduation rates, etc. In your reflection, discuss potential causes of the gaps and possible interventions.

4 School Counseling Portfolio – This portfolio will be an accumulation of various notes, handouts, resources and assignments you accumulate through the three school counseling courses. Different artifacts will be required for each class (more information is attached to the syllabus and specific course assignments will be discussed in class). Whenever possible, save your documents on a CD or DVD and include the disk in your resource binder.


Textbooks:


Some SLOs may be at lower Blooms levels because this is an introductory level course


Uploaded Files:



American School Counseling AssociationASCA National Model: A Framework for School CounsAmerican School Counselor Association2012


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SLOs Revised.



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12/12/17 9:46 am5.


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AcademicComponent:



Course Title:


Viewing: FS 5043 : Critical Issues inSchool CounselingLast edit: 01/21/18 7:11 pmChanges proposed by: lgrubbs

FS 5043: Critical Issues in School Counseling https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Critical Issues in School Counseling

Short Title: CRITICAL ISSUES SCHOOL COUN

CatalogDescription:

Skills necessary for development of a comprehensive developmental school counseling programbased on national standards including support of diverse populations, crisis intervention, servicedelivery, program advocacy, collaboration, consultation, and team building. Co-requisite: FS 5033.Three lecture hours a week. Credit: Three hours.






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Lab Fee: $ 0



N/A


Scott Martin (smartin4) (09/25/17 10:38 am): Rollback: Revise course description - subjectmatter focus. SLO note regarding foundational level taxonomy and accreditation.Scott Martin (smartin4) (11/29/17 5:07 pm): Most SLOs missing "Criterion/criteria" (defines theminimum acceptable level of performance). The focus is on the expected “quality of performance”.The criterion/criteria can be specific or qualitative (using generic quality indicators of performancesuch as, critically, accurately, appropriately, concisely, etc.)Scott Martin (smartin4) (11/29/17 5:08 pm): No course noted for deactivation, justification needsto include how AC will fit the additional workload of a new course into the limited teachingresources of AC.Jennifer Martin (jmartin) (12/12/17 9:46 am): Please explain how the workload for this programwill be handled withou deletion of an existing course.Carolyn Kapinus (ckapinus) (12/12/17 9:48 am): How will the workload in teaching this coursebe accommodated?Terry Senne (tsenne) (12/13/17 2:07 pm): SLOs 1, 2, 3, and 5 need a generic indicator ofexpected quality of student performance (criterion). If feasible, replace the action verb"Demonstrate" in SLO 5 with a measurable action verb.

Key: 7655

Preview Bridge


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Course Title: Critical Issues in School Counseling

Short Title: CRITICAL ISSUES SCHOOL COUN 2 characters remaining

CatalogDescription:

Skills necessary for development of a comprehensive developmental school counseling program based on national standards including support of diverse populations, crisis intervention, service delivery, program advocacy, collaboration, consultation, and team building. Co-requisite: FS 5033. Three lecture hours a week. Credit: Three hours.

158 words remaining



FS 5033 Foundations of School Counseling


Foundations course also in the proposal process








New Course Proposal

Editing: FS 5043: Critical Issues in School Counseling


1 of 5 1/21/18, 7:11 PM

This course addition is required for our CACREP accreditation/reaccreditation. This course will only be offered every other year. Existing faculty will teach the course in the semester it is offered, or a qualified adjunct will be employed to teach it if a regular faculty member is not able to do so.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 131101






Code Title

Function ofcourse:








1 Effectively evaluate and conceptualize the role of diversity in terms of equity and access issues, college and career readiness, development, and learning in schools.

Some SLOs may be lower on the Blooms scale because this course is basic level and introductory to the field.

Level 5.

2 Correctly create and evaluate classroom and small group-counseling interventions to address various social/emotional, academic, and transitional needs.

Level 5 & 6.


Find...


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3 Appropriately assess leadership, teamwork, and advocacy practices that result in improved overall school environment for students, including the use of research, technology, and institutional data.

Level 5.

4 Critically evaluate the effectiveness of school emergency plans and their role in crisis management.

Level 5.

5 Thoroughly demonstrate knowledge of special programs and transition, their role in programs, and the legal and ethical standards that pertain to students of various abilities and demographics.

Avoid use of verbs such as, “know”, “recognize”, “value”, “demonstrate”, “appreciate”, etc. unless you describe student performance actions that will indicate their knowledge, recognition, value, and ability to demonstrate or appreciate.

If possible, use another action verb to replace "Demonstrate". [TAS]

6 Successfully identify and evaluate community, environmental, and institutional resources that enhance, as well as barriers that impede, the academic, career, and personal/social development of all students and their families.

Level 6 and Level 1.

7 Concisely apply knowledge of ethical and legal considerations related to the practice of professional school counselors.

Level 3.


Courserequirements:



1 Group Proposal and Reflection– Students will write a proposal for a counseling group. This proposal should include a discussion of: (a) purpose and goals of the group, (b) ideal number of members, (c) criteria for members, (d) when and where the group will be held, (e) procedures for selecting members, (f) procedures for obtaining parent permission, (g) anticipated length of time (weekly and number of sessions), and (h) activities that will be used in the group. Students will then include a brief 1-2 page reflection discussing the process of creating the proposal. Were there any particular challenges? How is creating a group for schools different than creating a group in the clinical sector?


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2 Professional School Counselor Interview and Reflection- Each student will interview two school counselors at two different school levels (Primary/Elementary, Middle, or High School). Find out the joys and difficulties/obstacles the counselors encounter in his/her work. Ask questions that would help you understand more about counseling and the particular field of school counseling. You also want to find out how they incorporate the ASCA National Model into their program. A list of questions is included in this syllabus as a reference point. A 4-6 page paper, including the following will be submitted: A summary of each interview, and your personal reactions to the interview, the counselor, and the information received. Be sure to include the grade level, number of years, and type of school environment (rural, private, all girls, etc…) the counselor works in.

3 Resource List – Students will begin collecting resource information for the communities in which they work (or will work). A list of resources will be built for family services and community services. Family services may include information for local: food banks, clothing assistance locations, utility/bill assistance, legal services, immigration services, etc. Community services may include: domestic violence, homeless, teen services, foster care services, language assistance/education, etc. In your list include information about any office specializations (e.g. ADHD, anxiety, LGBT friendly, Autism, etc.) and the forms of payment accepted (e.g. insurance, cash only, sliding scale, Medicare, Medicaid, Chips, etc.). Students should include a minimum of 10 community services and 10 family service resources. It is to your benefit to build a full list as this will be a resource you will use in the workplace.



Textbooks:


American School Counselor AssociationASCA National Model: A Framework for School CounsAmerican School Counseling Association2012


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Some SLOs may be lower on the Blooms scale because this course is basic level and introductory to the field.


Uploaded Files:





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(if applicable)

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Course Title:


Viewing: FS 5053 : Applied Skills inSchool CounselingLast edit: 01/21/18 7:19 pmChanges proposed by: lgrubbs

FS 5053: Applied Skills in School Counseling https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Jennifer Martin(jmartin):Approved forOSAP Head12/12/17 1:32pmCarolyn Kapinus(ckapinus):Approved for GSHead

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Applied Skills in School Counseling

Short Title: APPLIED SKILLS SCHOOL COUNSEL

CatalogDescription:

Skills necessary for development of a comprehensive developmental school counseling programbased on national standards for school counseling programs, including program assessment,student services, collaboration, consultation, and team building. Prerequisites: FS 5033 and FS5043. Three lecture hours a week. Credit: Three hours.




Malpractice Liability Insurance Required:


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No


Lab Fee: $ 0



N/A


Scott Martin (smartin4) (09/25/17 10:38 am): Rollback: Revise course description - subjectmatter focus. SLO note regarding foundational level taxonomy and accreditation.Scott Martin (smartin4) (11/29/17 5:16 pm): Most/All SLOs missing "Criterion/criteria" (definesthe minimum acceptable level of performance). The focus is on the expected “quality ofperformance”. The criterion/criteria can be specific or qualitative (using generic quality indicatorsof performance such as, critically, accurately, appropriately, concisely, etc.)Scott Martin (smartin4) (11/29/17 5:16 pm): No course noted for deactivation, justification needsto include how AC will fit the additional workload of a new course into the limited teachingresources of AC.Jennifer Martin (jmartin) (12/12/17 9:47 am): Please explain how teaching load will be managedfor program without deactivation of an existing course.Carolyn Kapinus (ckapinus) (12/12/17 1:32 pm): How will the department accommodate facultyworkload to add this course?Terry Senne (tsenne) (12/13/17 2:16 pm): Refer to suggestions included in the Student LearningOutcomes section above, and revise SLOs accordingly. In addition, all SLOs, except SLO 9, need ageneric indicator of expected quality of student performance (criterion).Scott Martin (smartin4) (01/21/18 7:19 pm): SLOs revised.

Key: 7656

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Course Title: Applied Skills in School Counseling

Short Title: APPLIED SKILLS SCHOOL COUNSEL 0 characters remaining

CatalogDescription:

Skills necessary for development of a comprehensive developmental school counseling program based on national standards for school counseling programs, including program assessment, student services, collaboration, consultation, and team building. Prerequisites: FS 5033 and FS 5043. Three lecture hours a week. Credit: Three hours.

157 words remaining


FS 5033 Foundations of School CounselingFS 5043 Critical Issues in School Counseling



Both FS 5033 and 5043 are currently being proposed as well








New Course Proposal

Editing: FS 5053: Applied Skills in School Counseling


1 of 5 1/21/18, 7:19 PM

Required for CACREP accreditation/reaccreditation. This course will only be offered every other year. Existing faculty will teach the course in the semester it is offered, or a qualified adjunct will be employed to teach it if a regular faculty member is not able to do so.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 131101






Code Title

Function ofcourse:








1 Appropriately assess methods to collaboratively plan, develop, implement and evaluate a comprehensive developmental school counseling program that includes student competency in the domains of a) academic development b) personal/social development and c) career development.

Level 5.


Find...


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2 Effectively develop and evaluate strategies in curriculum design and demonstrate the ability to plan lessons, manage a classroom environment, and utilize instructional techniques for teaching counseling and guidance related material.

Level 5.

3 Rigorously evaluate and apply knowledge of concepts, principles strategies, programs, and practices designed to close the achievement gap, promote student success, decrease dropout rates, and prepare students for post-secondary options and opportunities.

Level 5.

4 Satisfactorily develop leadership, consultation, and collaboration skills to build partnerships with school personnel, families, and communities in an effort to locate community resources, enhance student development, well-being, and overall student achievement and success.

Level 3.

5 Accurately apply basic clinical skills to a variety of scenarios.

Level 3.

6 Comprehensively evaluate data to assess the effectiveness school counseling programs and student outcomes for diverse populations.

Level 5.

7 Cogently demonstrate the ability to apply and adhere to ethical and legal standards in school counseling.

Level 3.

8 Thoroughly evaluate community, environmental, and institutional opportunities that enhance, as well as barriers that impede, the academic, career, and personal/social development of students.

Level 5.

9 Critically assess models of program evaluation and strategies for evaluating counseling outcomes in school counseling programs.

Level 5.

10 Concisely compare and evaluate a variety of direct student services to assist in students’ academic, social/emotional, and career development.

Level 5.


Courserequirements:




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1 Parent Education Presentation—Students will work in groups to design a parent education presentation. Each group will be assigned a topic such as: social/emotional development, transition needs, career/college readiness, technology, and so forth. Groups may select a specific need within their assigned topic. Each group will share their 30-45 minute presentation to the class. Be sure to include in your presentation any additional resources available to parents, families, or students regarding this topic. Also, include a relevant handout for the audience.

2 Classroom Intervention Unit Plan with a Pre- and Post Test You are to decide on topics from within: Academic, Personal/Social, Career, or College Readiness and create a classroom guidance unit with a minimum of 3 classroom lessons for the same grade level (of your choice). You will develop a brief pre-and post-test assessment for your guidance lesson that will help determine the effectiveness of the intervention. Be sure to address how you will accommodate the needs of various learners.

3 Stakeholder Interviews – Students will conduct interviews with the following stakeholders: campus administrator (1), teacher (1), parent (1), student (2— from different grade levels), and special services (1—select from the following: LSSP, diagnostician, or behavior specialist). After conducting all 6 interviews, complete a 4-6 page reflection paper. Discuss the stakeholders’ perceptions of the school counseling role, how they feel the counselor contributes to the campus, how they work and collaborate with the school counselor, etc. Are there needs in the school community that these stakeholders would like to see better addressed? How do these views compare and contrast with the counselor interviews you conducted in the foundations class? Also discuss your reactions to the interviews (e.g. did anything surprise you, upset you, impress you, or was there something you had a strong reaction to).

4 Program Assessment – Students will use multiple data sources collected across all three courses to complete a needs assessment. Assessment data will be used to make research-informed decisions regarding the school counseling program interventions, activities, and program evaluation.



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Textbooks:



Uploaded Files:





Byrd, R. T & Erford, B. T Applying Techniques to Common Encounters in SchoPearson 2014


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Prefix: FS Number: 5063TCCN:

(if applicable)

AcademicComponent:



Course Title:

Date Submitted: 11/10/17 1:22 pm

Viewing:

Last edit: 01/02/18 2:09 pmChanges proposed by: krose1

FS 5063: Developmental and Psychosocial Perspectives on Health, Illnes... https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

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Developmental and Psychosocial Perspectives on Health, Illness, and Families

Short Title: DEV PSY PERSP HLTH ILL & FAM

Catalog Description:Macro- and micro-systemic interactions in individuals and families dealing with health/illness issues and

mental/physical health care systems from developmental and psychosocial perspectives. Special focus on

chronic and terminal illnesses faced by children and related issues including diversity. Interventions and

strategies used by child developmentalists and child life specialists to assist children and family members in

dealing with health-related issues and/or the health care system. Ethical issues such as HIPPA regulations

and family members as health caregivers. Three lecture hours a week. Credit: Three hours.






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Bloodborne Pathogen Exposure Insurance Required: NoLab Fee: $ 0



N/A


Scott Martin (smartin4) (11/13/17 12:15 pm): How will additional teaching load be managed?

Terry Senne (tsenne) (12/12/17 5:36 pm): Course SLOs are appropriate as written, given new content and

disciplinary accreditation expectations.

Jennifer Martin (jmartin) (01/02/18 2:09 pm): This course is very similar to FS 6323. A large number of new

courses have been proposed in FS. Perhaps a better approach is to work with faculty in the clinical

component in order to design a course which meets the needs of both clinicians and non-clinicians. This

would alleviate workload concerns and more effectively utilize faculty expertise and university resources.

Key: 7716

Preview Bridge


3 of 3 1/22/2018, 1:15 PM








Course Title: Developmental and Psychosocial Perspectives on Health, Illness, and Families

Short Title: DEV PSY PERSP HLTH ILL & FAM 1 characters remaining

CatalogDescription:

Macro- and micro-systemic interactions in individuals and families dealing with health/illness issues and mental/physical health care systems from developmental and psychosocial perspectives. Special focus on chronic and terminal illnesses faced by children and related issues including diversity. Interventions and strategies used by child developmentalists and child life specialists to assist children and family members in dealing with health-related issues and/or the health care system. Ethical issues such as HIPPA regulations and family members as health caregivers. Three lecture hours a week. Credit: Three hours.

116 words remaining










Justification for

New Course Proposal

Editing: FS 5063: Developmental and PsychosocialPerspectives on Health, Illness, and Families


1 of 4 1/21/18, 7:35 PM

Addition orChange:

The 100% online M.S. in Child Life is a new degree in the Department of Family Sciences. To provide curriculum that meets certification requirements of the Association of Child Life Professionals we must provide coursework that meets the specific objectives of the certifying body. This requires the addition of 4 new courses to our inventory, including this one.

While a course with a similar title exists on the FS inventory, it is geared toward clinical therapists and not appropriate for child life specialists working with children and families in medical settings, nor for child developmentalists who may be assisting children and families in non-clinical settings. This creates the need for an additional course in our inventory on health and illness in families that does not focus on clinical interventions, but rather provides instruction from a developmental perspective.

Conversation has begun with Academic Affairs (Dr. Utter) and COPE Dean (Dr. Huffman) to add a new faculty line for this very robust and important degree. In the interim, we will continue to utilize highly qualified and certified adjuncts with PhD and CFLE credentials.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:








1 Accurately assess how the health/illness continuum applies across the lifespan, impacts psychosocial development, and influences the family life cycle.

Level 5



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2 Effectively evaluate the complexities of the mental/physical health care systems, including implications, barriers, and disparities for families within these systems.

Level 5

3 Appropriately describe individual and family diversity issues as they relate to health and illness.

Level 1

4 Effectively apply systems and psychosocial theories/models to understanding the influences of mental and physical health on family functioning.

Level 3

5 Critically evaluate current research focused on families and health, including research on chronic illness, terminal illness, and mental and physical health.

Level 5

6 Choose appropriate intervention strategies to manage children and family member’s fear, anxiety, and stress related to health and illness issues.

Level 3

7 Accurately describe principles of effective interdisciplinary communication within professionals in the health care community, as well as between family members and health care professionals.

Level 1

8 Critically evaluate the impact of family communication methods on the health and wellness of individual family members.

Level 5


Courserequirements:




2 Reflection Assignment(s)

3 Family Health Traditions Activity

4 Programs for Families Assignment

5 Family Illness Stories Discussion

6 Quizzes


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7 Exams

8 “How to Talk to …” Brochure


Textbooks:


This course is one of the new proposed courses for our 100% online M.S. in Child Life. The need for these courses was communicated prior to approval of the degree. The course will need to be delivered online.


Uploaded Files:





Frankel, R.M., Quill,, T.E., McDaniel, S.H.The Biopsychosocial approach: Past, present, future.University of Rochester Press 2003

McDaniel, S.H., Doherty, W.J., & Hepworth, J.Medical Family Therapy and Integrated Care. American Psychological Association 2013

McDaniel, S.H., Hepworth, J., & Doherty, W.J. The shared experience of illness. Basic Books 1997


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Viewing: FS 5073 : ProfessionalPractice and Ethics for Workingwith Children and FamiliesLast edit: 01/02/18 1:57 pmChanges proposed by: krose1

FS 5073: Professional Practice and Ethics for Working with Children... https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Professional Practice and Ethics for Working with Children and Families

Short Title: PROF PRAC & ETHICS CHILD FAM

CatalogDescription:

Major issues for professionals working with children, adolescents, and families in a variety ofsettings (health care, advocacy, ECI, etc.) Emphasis on legal and ethical standards, professionalidentity, and professional boundaries. Three lecture hours a week. Credit: Three hours.






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Lab Fee: $ 0



N/A


Scott Martin (smartin4) (11/13/17 12:49 pm): How will additional teaching load be managed?Terry Senne (tsenne) (12/12/17 5:37 pm): Course SLOs are appropriate as written, given newcontent and disciplinary accreditation expectations.

Key: 7717

Preview Bridge


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Course Title: Professional Practice and Ethics for Working with Children and Families

Short Title: PROF PRAC & ETHICS CHILD FAM 1 characters remaining

CatalogDescription:

Major issues for professionals working with children, adolescents, and families in a variety of settings (health care, advocacy, ECI, etc.) Emphasis on legal and ethical standards, professional identity, and professional boundaries. Three lecture hours a week. Credit: Three hours.

161 words remaining











New Course Proposal

Editing: FS 5073: Professional Practice and Ethics for Workingwith Children and Families


1 of 4 1/21/18, 7:38 PM


While a course with a similar title exists on the FS inventory, it is geared toward clinical therapists and not appropriate for child life specialists working with children and families in medical settings, nor for child developmentalists who may be assisting children and families in non-clinical settings. This creates the need for an additional course in our inventory on health and illness in families that does not focus on clinical interventions, but rather provides instruction from a developmental perspective.

Conversation has begun with Academic Affairs (Dr. Utter) and COPE Dean (Dr. Huffman) to add a new faculty line for this very robust and important degree. In the interim, we will continue to utilize highly qualified and certified adjuncts with PhD and CFLE credentials.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:








1 Accurately apply state and federal laws and regulations related to working with children, adolescents, and families in a variety of settings.

Level 3



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2 Effectively apply their professional organization’s Code of Ethics and Standards of Practice, Mission Statement, and Value statement to the practice of skills and interventions with children, adolescents, and families in a variety of settings.

Level 3

3 Critically analyze the unique ethical, legal, and professional issues and dilemmas faced by professionals working with children, adolescents, and families and other professional in health care related fields.

Level 4

4 Accurately identify current trends in child life, intervention, and/or advocacy practices in a variety of settings for children, adolescents, and families.

Level 1

5 Critically evaluate research literature on a wide variety of issues impacting ethical decision-making in intervention, advocacy, and/or health care, including issues related to larger systems and social contexts.

Level 5

6 Formulate and verbalize an appropriate rationale for decision-making on ethical, legal, and professional issues related to working with children, adolescents, families, and other professionals in a variety of settings.

Level 6

7 Create an effective professional development plan.

Level 6


Courserequirements:




2 TX DFPS Training on Reporting Suspected Abuse or Neglect of a Child

3 CITI RCR/Human Participants Training

4 HIPPA Quiz

5 Ethical Code Quiz

6 Ethics Discussions


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7 Reflective Journals

8 Ethical Decision-Making Model

9 Exams


Textbooks:




Uploaded Files:





Klein, D. L. Making Ethical Decisions in Child Life. Child Life Council 2000

Association of Child Life ProfessionalsPediatric Bill of Rights Child Life Council 2002


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Viewing: FS 5403 : Child LifeLast edit: 01/02/18 1:59 pmChanges proposed by: krose1

FS 5403: Child Life https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Child Life

Short Title: CHILD LIFE

CatalogDescription:

Mission, goals, and values of the Child Life profession; children and the health care environment;developmentally appropriate practice in a health care setting. Three lecture hours a week. Credit:Three hours.






2 of 3 1/21/18, 7:40 PM



Lab Fee: $ 0



N/A


Terry Senne (tsenne) (12/12/17 5:35 pm): Course SLOs are appropriate as written, given newcontent and disciplinary accreditation expectations.

Key: 7723

Preview Bridge


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Course Title: Child Life

Short Title: CHILD LIFE 19 characters remaining

CatalogDescription:

Mission, goals, and values of the Child Life profession; children and the health care environment; developmentally appropriate practice in a health care setting. Three lecture hours a week. Credit: Three hours.

169 words remaining











New Course Proposal

Editing: FS 5403: Child Life


1 of 4 1/21/18, 7:42 PM

The 100% online M.S. in Child Life is a new degree in the Department of Family Sciences. To provide curriculum that meets certification requirements of the Association of Child Life Professionals (ACLP) we must provide coursework that meets the specific objectives of the certifying body. This requires the addition of 4 new courses to our inventory, including this one.

This course and its content is a requirement of the ACLP. All SLOs are written to provide the content and application knowledge required by the certifying body. This course is currently being taught as a Special Topics course, so no additional teaching load will be generated.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:








1 Appropriately apply the Official Documents of the Child Life Council (CLC) including the Code of Ethical Responsibility; Child Life Competencies, and Standards of Clinical Practice; the Child Life Mission, Values and Vision Statements; and the Code of Professional Practice.

All SLOs are written to provide the content and application knowledge required by the certifying body. (see above)

Level 3.



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2 Communicate appropriate understanding of the field of child life, what a child life specialist is, and what a child life specialist does.

Level 2-3.

3 Appropriately discuss current practices in direct and non-direct services in pediatric health care, including a historical review of the profession and its development in the evolution of children’s health care.

Level 2.

4 Knowledgeably discuss the impact of illness, injury, and health care on patients and families, specifically within the context of developmental theory, the stressors, and the developmental and psychosocial treatment issues that affect the health care experience of a “child and family,” including siblings.

Level 2.

5 Appropriately identify the key principles of patient- and family-centered care, including principles of respect and dignity, information sharing, supporting participation in care, and collaboration in relationship to child life practice.

Level 1.

6 Knowledegably examine elements of play, benefits of play, and various therapeutic play modalities for the clinical setting.

Level 1.

7 Plan and execute developmentally appropriate activities suitable for a health care setting.

Level 4.

8 Critically examine both historical and current perspectives on the rationale for, and techniques and outcomes of preparation, as well as accepted preparation methods for health care encounters and life-changing events.

Level 1.

9 Thoughtfully verbalize their own personal philosophy of Child Life

Level 2-3.


Courserequirements:



1 Article Reviews

2 Reflective Discussions

3 Diagnosis Project


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4 Exams


Textbooks:


Additional Course Materials:Child Life Council Resources-Making Ethical Decisions in Child Life Practice-Official Documents of the Child Life Council-Child Life Competencies (download available)-Code of Professional Practice (download available)



Uploaded Files:





Rollins, J. A., Bolig, R., & Mahan, C. C.Meeting children’s needs psychosocial needs across Pro-Ed 2005

Thompson, R. H. & Stanford, R. H. Child Life in Hospitals Thomas Books 1981

Gaynard, Wolfer, Goldberger, Thompson, Redburn, L Psychosocial care of children in hospital: A clinical pChild Life Council 1998

Thompson, R. The Handbook of Child Life: A guide for pediatric psThomas Books 2009


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Course Title:


Viewing: FS 5503 : Family Systems inChild DevelopmentLast edit: 01/02/18 2:04 pmChanges proposed by: krose1

FS 5503: Family Systems in Child Development https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Family Systems in Child Development

Short Title: FAMILY SYSTEMS IN CHILD DEV

CatalogDescription:

Introduction to the systems approach to the family as a social system. Integration of parental,sibling, and child subsystems and external societal influences. Emphasis on current research andtheory. Three lecture hours a week. Credit: Three hours.







2 of 3 1/21/18, 7:42 PM


Lab Fee: $ 0CIP Code:

190706 : Child Development.


N/A


Terry Senne (tsenne) (12/12/17 5:38 pm): Course SLOs are appropriate as written, given newcontent and disciplinary accreditation expectations.Jennifer Martin (jmartin) (01/02/18 2:04 pm): This course is very similar to FS 5853. A largenumber of new courses have been proposed in FS. Perhaps a better approach is to work with facultyin the clinical component in order to design a course which meets the needs of both clinicians andnon-clinicians. This would alleviate workload concerns and more effectively utilize faculty expertiseand university resources.

Key: 7724

Preview Bridge


3 of 3 1/21/18, 7:42 PM








Course Title: Family Systems in Child Development

Short Title: FAMILY SYSTEMS IN CHILD DEV 2 characters remaining

CatalogDescription:

Introduction to the systems approach to the family as a social system. Integration of parental, sibling, and child subsystems and external societal influences. Emphasis on current research and theory. Three lecture hours a week. Credit: Three hours.

163 words remaining











New Course Proposal

Editing: FS 5503: Family Systems in Child Development


1 of 4 1/21/18, 7:44 PM


While a course with a similar title exists on the FS inventory, it is geared toward clinical family therapists and not appropriate for child life specialists working with children and families in medical settings, nor for child developmentalists who may be assisting children and families in non-clinical settings. This creates the need for an additional course in our inventory on grief and bereavement that does not focus on clinical interventions, but rather provides instruction from a developmental perspective.

This is currently being taught as a special topics, so no additional teaching load will be generated.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 190706






Code Title

Function ofcourse:








1 Critically evaluate family relationships and the dynamics of family life from a systems perspective.

Level 5.



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2 Critically analyze historical and contemporary theories related to family structure and family functions.

Level 4.

3 Critically analyze adaptations in family structure and interaction patterns during times of transition.

Level 4.

4 Critically examine diverse family systems. Level 1.

5 Appropriately appraise patterns of parenting, caregiving, and family life from a cross-cultural perspective.

Level 4.

6 Appropriately facilitate adult-child interactions, family roles, and parenting skills from a systems perspective.

Level 6.

7 Critically appraise family coping mechanisms in response to stress or crisis from a systems perspective.

Level 4.

8 Critically evaluate current research and theory as it applies to family systems.

Level 5.


Courserequirements:



1 Systems theory application paper

2 Exams

3 Article Review


5 Genogram

Textbooks:



Gilbert, R. M The eight concepts of Bowen theoryLeading Systems Press 2006

Galindo, I., Boomer, E., & Reagan, D. A family genogram workbook. Educational Consultants. 2006


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Uploaded Files:





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Course Title:


Viewing: FS 5543 : Prepracticum inFamily TherapyLast edit: 01/21/18 7:46 pmChanges proposed by: anorton

FS 5543: Prepracticum in Family Therapy https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Prepracticum in Family Therapy

Short Title: PREPRACTICUM FAMILY THERAPY

CatalogDescription:

Experiential learning and practice of skills, qualities, and decision-making capabilities for coupleand family therapy performed under supervision. Preparation for Internship in Family Therapy.Prerequisites: FS 5003, FS 5863, FS 5563, FS 5553, and permission of the instructor. Ten practicumhours a week. Credit: Three hours.






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Yes


Lab Fee: $ 0

CIP Code:511505 : Marriage and Family Therapy/Counseling.


N/A


Jennifer Martin (jmartin) (12/06/17 9:20 am): Will this course ever be taken by doctoral FamilyTherapy majors? If so, needs to be coded for 600-doctoral funding.Jennifer Martin (jmartin) (01/02/18 2:13 pm): Delete SLO 1. The remaining SLOs are appropriateas written.Scott Martin (smartin4) (01/21/18 7:46 pm): SLO 1 deleted.

Key: 7727

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Course Title: Prepracticum in Family Therapy

Short Title: PREPRACTICUM FAMILY THERAPY 2 characters remaining

CatalogDescription:

Experiential learning and practice of skills, qualities, and decision-making capabilities for couple and family therapy performed under supervision. Preparation for Internship in Family Therapy. Prerequisites: FS 5003, FS 5863, FS 5563, FS 5553, and permission of the instructor. Ten practicum hours a week. Credit: Three hours.

154 words remaining


FS 5003, FS 5863, FS 5563, FS 5553Family Therapy majors only










New Course Proposal

Editing: FS 5543: Prepracticum in Family Therapy


1 of 4 1/21/18, 7:46 PM

Currently, FS 5363 Prepracticum, is shared between the MS in Counseling and Development and MS in Family Therapy programs. To manage this, separate sections are made for each program wherein students must register for their programs section only. In addition, each program has different prerequisites for Prepracticum. We cannot enforce different prerequisites for different students. In addition, each program has different accreditation needs and we cannot continue to have the same SLOs and meet those requirements. We are therefore proposing that a new class FS 5543 Prepracticum in Family Therapy be created so that each program may have its own prepracticum course with enforceable prerequisites.


Code Title




Yes No

Lab Fee: $ 0

CIP Code: 511505






Code Title

Function ofcourse:








1 Effectively Integrate theoretical rationale through practice under supervision.

Level 6.

2 Accurately articulate and appraise the couple and family therapy process, in a manner consistent with systemic theory.

"Articulate" is a Level 3 verb. "Appraise" is a Level 5 action verb.

Marriage and Family Therapy/Counseling.Find...


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3 Effectively integrate the essential interviewing, assessment, and interpersonal skills and strategies required to establish and maintain a therapeutic alliance with all members of the couple and family system.

Level 6.

4 Effectively assemble and assess intake information, giving balanced attention to individual, family, community, cultural, and contextual factors.

"Assemble" is a Level 6 action verb, and "assess" is a Level 5 action verb.

5 Effectively evaluate, administer, and interpret assessment instruments appropriately reflective of couple and family presenting problems and diversity.

Action verbs are Levels 3 and 5.

6 Accurately assess the couple, family, and larger system dynamics related to the presenting problem and formulate hypotheses regarding relationship patterns and their bearing on the presenting problem, including the influence of extratherapeutic factors.

Level 5.

7 Effectively create, with couples and families, measureable treatment goals and objectives, including termination and aftercare plans, using a systemic perspective and modifying as appropriate.

Level 6.

8 Effectively screen and develop adequate safety plans for suicide, self-harm, abuse, violence, substance abuse and overall risk.

"Screen" is a Level 5 action verb and "develop" is a Level 3 action verb.

9 Effectively evaluate how different techniques may impact the treatment process and facilitate change, while assessing the influence of treatment on extratherapeutic relationships.

Level 5.


Courserequirements:



1 Professional Resume

2 Clinical Observations

3 Clinical Observation Write-ups

4 Mock Intake Session and Evaluation

5 Treatment Plan


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6 Progress Notes

7 Mid-Phase Mock Session and Write-Up

8 Self-of-the-Therapist Reflection Paper


Textbooks:



Uploaded Files:





Patterson, J., Williams, L., Edwards, T. M., Chamow, LEssential skills in family therapy: From first interviewThe Guilford Press 2nd/2009

Williams, L., Edwards, T. M., Patterson, J., & ChamowEssential assessment skills for couple and family theThe Guilford Press 2014


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Course Title:


Viewing: FS 5863 : Issues and Ethics inProfessional DevelopmentLast edit: 01/09/18 1:11 pmChanges proposed by: anorton

FS 5863: Issues and Ethics in Professional Development https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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pmJennifer Martin(jmartin):Approved forOSAP Head12/07/17 2:14pmCarolyn Kapinus(ckapinus):Approved for GSHead

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Issues and Ethics in Professional Development

Short Title: ISSUES & ETHICS IN PROF DEV

CatalogDescription:

Major issues for professionals in family therapy; emphasis on legal and ethical standards,professional identity, and private practice issues; examination of the legal/therapeutic interface asit directly impacts practice. Three lecture hours a week. Credit: Three hours.






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No


Lab Fee: $ 0



N/A


Jennifer Martin (jmartin) (12/06/17 1:15 pm): If this course will ever be taken by doctoralstudent, it should be funded at the 600-doctoral funding level.Terry Senne (tsenne) (12/13/17 2:29 pm): All course SLOs are appropriate as written.

Key: 7708

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Course Title: Issues and Ethics in Professional Development

Short Title: ISSUES & ETHICS IN PROF DEV 2 characters remaining

CatalogDescription:

Major issues for professionals in family therapy; emphasis on legal and ethical standards, professional identity, and private practice issues; examination of the legal/therapeutic interface as it directly impacts practice. Three lecture hours a week. Credit: Three hours.

163 words remaining











New Course Proposal

Editing: FS 5863: Issues and Ethics in ProfessionalDevelopment


1 of 4 1/21/18, 7:49 PM

Per the graduate program review and accreditation requirements, we are changing the level of the course from 6000 to 5000.


Code Title

FS 6233 Issues and Ethics in ProfessionalDevelopment




Yes No

Lab Fee: $ 0

CIP Code: 511505






Code Title

Function ofcourse:








1 Accurately evaluate state and federal laws and regulations and their application to clinical and professional issues.

Level 5

2 Accurately interpret the AAMFT Code of Ethics and standards of practice and their application to the practice of family therapy.

Level 3



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3 Accurately evaluate the unique ethical, legal, and professional issues and ethical dilemmas faced by systemic therapists.

Level 5

4 Effectively appraise current trends in family therapy practice and literature on a wide variety of issues impacting ethical decision-making, including issues related to larger systems and social context.

Level 5

5 Appropriately formulate a sound rationale for decision-making on ethical, legal, and professional issues.

Level 6

6 Effectively create a professional development plan, including the licensure process, innovative practice and business standards.

Level 6


Courserequirements:



1 AAMFT Ethical Code Discussion

2 Ethical-Decision Making Model Paper

3 Exam

Textbooks:



Uploaded Files:



Click the "Save Changes" button if you with to save the proposal and come back later to makeadditional edits. Click "Start Workflow" to submit your proposal to workflow for consideration. Note


Wilcoxon, Remley, Gladding Ethical, Legal, and Professional Issues in the PracticePearson 5th/2012


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Course Title:


Viewing: FS 5873 : Health, Illness, andFamiliesLast edit: 01/02/18 2:19 pmChanges proposed by: anorton

FS 5873: Health, Illness, and Families https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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pmKaren Petty(kpetty): Approvedfor FS Head12/11/17 6:25 amLisa Huffman(lhuffman1):Approved for CPEHead

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© 2014-2015 Texas Woman's UniversityContact TWUPrivacy PolicyAccessibility PolicyCompact with TexansNon-Discrimination StatmentTWU Online Résumé

Health, Illness, and Families

Short Title: HEALTH, ILLNESS, & FAMILIES

CatalogDescription:

Research-based focus on the macro- and micro-systemic interactions in families dealing with thehealth/illness continuum and mental/physical health care systems. Three lecture hours a week.Credit: Three hours.



Funding level: 600 - Doctoral



Lab Fee: $ 0



N/A


Scott Martin (smartin4) (11/13/17 12:57 pm): Justification was a repeat of the CourseDescription so was removed. Please provide a comprehensive justification.Lisa Huffman (lhuffman1) (11/17/17 8:27 am): Rollback: Please provide a justification for thisnew course.Terry Senne (tsenne) (12/13/17 2:32 pm): All course SLOs are appropriate as written.Jennifer Martin (jmartin) (01/02/18 2:19 pm): This course is very similar to FS 5063 also beingproposed. A large number of new courses have been proposed in FS. Perhaps a better approach isto work with faculty in the clinical component in order to design a course which meets the needs ofboth clinicians and non-clinicians. This would alleviate workload concerns and more effectivelyutilize faculty expertise and university resources.

Key: 7709

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Course Title: Health, Illness, and Families

Short Title: HEALTH, ILLNESS, & FAMILIES 2 characters remaining

CatalogDescription:

Research-based focus on the macro- and micro-systemic interactions in families dealing with the health/illness continuum and mental/physical health care systems. Three lecture hours a week. Credit: Three hours.

172 words remaining











New Course Proposal

Editing: FS 5873: Health, Illness, and Families


1 of 4 1/21/18, 7:52 PM

We are requesting that the course number on this class be moved from a 6000 to a 5000 level course in order to incorporate and be in line with accreditation standards and graduate program review feedback. This class on the master's degree only and taken by predominately master's students.


Code Title

FS 6323 Health, Illness, and Families




Yes No

Lab Fee: $ 0

CIP Code: 511505






Code Title

Function ofcourse:








1 Accurately evaluate how the health/illness continuum applies across the lifespan and throughout the family life cycle.

Level 5

2 Effectively evaluate the health care delivery system, including interdisciplinary communication, the system’s impact on services provided, and the barriers and disparities in the system.

Level 5



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3 Appropriately assess the influence of biological factors and medical conditions on the client system.

Level 5

4 Accurately evaluate the connections between individual and family diversity and health and illness.

Level 5

5 Effectively integrate systems theory as it applies to mental and physical health in families.

Level 6

6 Appropriately critique current research related to families and health, including research on chronic illness, genomics, neuropsychology, infertility, and grief and loss, and use the literature to inform clinical practice.

Level 5

7 Accurately conceptualize a therapeutic approach that builds strength and acceptance in the face of ambiguous loss due to illness or disability.

"Conceptualize" is Level 6 action verb.


Courserequirements:



1 Family Illness Stories

2 Medical Genogram

3 Families, Systems, & Health Article Review

4 Shared Experience of Illness Story

Textbooks:



Uploaded Files:


Course Reviewer


McDaniel, S.H., Hepworth, J., & Doherty, W.J.The shared experience of illness: Stories of patientsBasic Books 1997

McDaniel, S.H., Doherty, W.J., & Hepworth, J.Medical family therapy and integrated carePearson 2nd/2014


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Course Title:


Viewing: FS 6203 : Frameworks andEthics for Qualitative Research inFamily SciencesLast edit: 01/02/18 2:22 pmChanges proposed by: mbrown50

FS 6203: Frameworks and Ethics for Qualitative Research in Family... https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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Frameworks and Ethics for Qualitative Research in Family Sciences

Short Title: FRAMEWKS & ETHICS QUAL RESRCH

CatalogDescription:

Qualitative research genres specific to Family Sciences disciplines. Research design, data collection,analysis, and writing related to Family Sciences research literature. Strategies for evaluating,critiquing, and conducting research on Family Sciences topics through appropriate qualitativemethods. Responsible research and professional ethics including the Institutional Review Boardprocess. Practice with hands-on research strategies in Family Sciences disciplines. Three lecturehours a week. Credit: Three hours.




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Lab Fee: $ 0

CIP Code:190101 : Family and Consumer Sciences/Human Sciences, General.


N/A


Scott Martin (smartin4) (09/29/17 12:07 pm): Rollback: Per requestJennifer Martin (jmartin) (12/06/17 1:24 pm): Please provide information in the rationale toexplain how this course will fit into the doctoral degree plan. Also, explain how the additionalfaculty workload will be handled.Terry Senne (tsenne) (12/13/17 2:34 pm): Course SLOs are appropriate as written.

Key: 7670

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3 of 3 1/21/18, 7:52 PM








Course Title: Frameworks and Ethics for Qualitative Research in Family Sciences

Short Title: FRAMEWKS & ETHICS QUAL RESRCH 0 characters remaining

CatalogDescription:

Qualitative research genres specific to Family Sciences disciplines. Research design, data collection, analysis, and writing related to Family Sciences research literature. Strategies for evaluating, critiquing, and conducting research on Family Sciences topics through appropriate qualitative methods. Responsible research and professional ethics including the Institutional Review Board process. Practice with hands-on research strategies in Family Sciences disciplines. Three lecture hours a week. Credit: Three hours.

136 words remaining











New Course Proposal

Editing: FS 6203: Frameworks and Ethics for QualitativeResearch in Family Sciences


1 of 4 1/21/18, 7:54 PM

Other introductory courses offered through varying academic disciplines (ie Reading, Sociology) do not address specific elements that our students need as they develop their Family Scientist Research identities. Our proposed Introductory qualitative class will provide a more comprehensive approach to all qualitative methodologies/approaches within a Family Sciences perspective. That is to say that it will address specific methods that are focused on our distinctive disciplines (e.g., early childhood, adolescence, therapy, family dynamics, aging). Additionally, our proposed course focuses on the paradigm of qualitative research and the perspective of "thinking qualitatively." For example, these are elements that the existing Reading course focused on an introduction to qualitative research does not cover. Finally, we are proposing this new Introductory course to be complementary with our existing Advanced Qualitative course. Our proposed introductory class is more focused on a basic understanding of methods and designs within discipline specific literature. In addition, the existing advanced course is more focused on analysis and application at the advanced level. As such, the proposed Introductory class will provide students with a solid foundation on which to build-upon when they enter the advanced class. We are interested in our students experiencing a seamless transition from the Introductory class into the more advanced class.


Code Title

FS 6683 Professional Seminar in FamilySciences




Yes No

Lab Fee: $ 0

CIP Code: 190101






Code Title

Function ofcourse:







Family and Consumer Sciences/Human Sciences,General.

Find...


2 of 4 1/21/18, 7:54 PM


1 Appropriately evaluate a genre of qualitative research methods (e.g., phenomenology, grounded theory, case study, ethnography/autoethnography, narrative inquiry, heuristic inquiry, action research, critical/emancipatory research and/or other diversity-related genres) specific to Family Sciences disciplines.

Level 5

2 Appropriately critique existing qualitative research in Family Sciences disciplines.

Level 5

3 Effectively justify decisions for using qualitative methods, including appropriate vocabulary, tools, epistemologies, and place in the scientific world as it relates to Family Sciences.

Level 5

4 Appropriately formulate qualitative method design, including context, data collection tools and strategies, analysis strategies/coding, ethics, trustworthiness, and Family Sciences researcher as tool.

Level 6

5 Effectively design an individual qualitative research project for Family Sciences disciplines.

Level 6

6 Effectively evaluate the methods and content necessary for submitting research projects to ethical review boards within the various Family Sciences disciplines.

Level 5


Courserequirements:



1 Sample data collection processes: complete data collection processes that align with student’s selected qualitative genre (e.g., developing interview guide/questions, conducting/transcribing interviews and/or field-note observations).

2 Research brief: evaluate existing research (e.g., journal articles, dissertations) using qualitative methods, and review/critique for quality.

3 Mini-research proposal: write an individual research proposal including introduction section, mini literature review, appropriate research question(s) that align with an appropriate qualitative research genre, and appropriate conceptual framework; include sections on self as researcher; ethics, and the types of data that could be collected for this project.


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4 Research procedure activities: complete or submit current human subjects training, write sample IRB proposal, exploring existing software programs.


Textbooks:



Uploaded Files:





Flick, U. Managing quality in qualitative researchSage. 2007

Kvale, S. Doing interviews. Sage. 2007

Marshall, C., & Rossman, G. B. Designing qualitative research. Sage. 2016

Moustakas, C. Phenomenological research methods. Sage. 1994

Saldana J. Thinking qualitatively: Methods of mind.Sage. 2015

Schwandt, T The Sage dictionary of qualitative inquirySage. 2015

Daly, K. J. Qualitative methods for Family Studies and Human DSage. 2007


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Course Title:


Viewing: FS 6293 : AdvancedQualitative Research in FamilySciencesLast edit: 01/09/18 1:10 pmChanges proposed by: mbrown50

FS 6293: Advanced Qualitative Research in Family Sciences https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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pmJennifer Martin(jmartin):Approved forOSAP Head12/11/17 9:23 amCarolyn Kapinus(ckapinus):Approved for GSHead

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Advanced Qualitative Research in Family Sciences

Short Title: ADV QUALITATIVE RESEARCH FS

CatalogDescription:

Advanced qualitative research design, analysis, and application in Family Sciences; analysis andevaluation of qualitative research literature; emphasis on data analysis, interpretation, andreporting. Prerequisite: FS 6203 or its equivalent. Three lecture hours a week. Credit: Three hours.






2 of 3 1/21/18, 7:57 PM



Lab Fee: $ 0

CIP Code:190101 : Family and Consumer Sciences/Human Sciences, General.


N/A


Scott Martin (smartin4) (09/29/17 12:09 pm): Rollback: per requestJennifer Martin (jmartin) (12/06/17 1:36 pm): Should FS 6203 be an enforced registrationprerequisite?Jennifer Martin (jmartin) (12/06/17 1:37 pm): Recommend that we treat this as a modification ofFS 6793 with changes to SLOs rather than propose a new course.Terry Senne (tsenne) (12/13/17 2:37 pm): All course SLOs are appropriate as written.

Key: 7671

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3 of 3 1/21/18, 7:57 PM








Course Title: Advanced Qualitative Research in Family Sciences

Short Title: ADV QUALITATIVE RESEARCH FS 2 characters remaining

CatalogDescription:

Advanced qualitative research design, analysis, and application in Family Sciences; analysis and evaluation of qualitative research literature; emphasis on data analysis, interpretation, and reporting. Prerequisite: FS 6203 or its equivalent. Three lecture hours a week. Credit: Three hours.

162 words remaining











New Course Proposal

Editing: FS 6293: Advanced Qualitative Research in FamilySciences


1 of 4 1/21/18, 8:00 PM

Replacement of existing advanced qualitative course to be in better alignment with the proposed new introductory-level course (FS 6203).


Code Title

FS 6793 Advanced Qualitative ResearchMethods In Family Sciences




Yes No

Lab Fee: $ 0

CIP Code: 190101






Code Title

Function ofcourse:








1 Appropriately formulate an advanced qualitative method design (with selected genres), including context, data collection tools and strategies, analysis strategies/coding, ethics, trustworthiness, and researcher as tool.

Level 6

Family and Consumer Sciences/Human Sciences,General.

Find...


2 of 4 1/21/18, 8:00 PM

2 Competently integrate understanding of qualitative research design, methodologies, and strategies used in the analysis of family sciences research.

Level 6

3 Effectively evaluate qualitative analysis, interpretations, and reporting in family sciences.

Level 5

4 Appropriately collect genre-specific qualitative data.

Level 3

5 Properly integrate genre-specific coding methods in qualitative analysis and interpretation.

Level 6

6 Adequately appraise qualitative software that can be used for data collection, transcription, analysis, and display.

Level 5

7 Effectively formulate data analyses, presentation, and interpretation of qualitative data.

Level 6

8 Appropriately integrate ethical decision making associated with qualitative analysis, interpretations, and reporting.

Level 6


Courserequirements:



1 Practice coding and analyzing existing or newly collected qualitative data (may include a visit to the CRDA Center for Research Design & Analysis).

2 Mini report on data coding, analysis, and interpretation (from existing or newly collected data).

3 Research brief: evaluate analysis of existing empirical research (e.g., journal articles, dissertations) using qualitative methods, and review/critique for quality.

4 Complete a content analysis of existing literature using qualitative methods to provide an in depth understanding of a topic and related context.

5 Completion of needed ethics activities (e.g., NIH or CITI online training modules, IRB, etc.)

6 Mock qualifying exams

Textbooks:


3 of 4 1/21/18, 8:00 PM



Uploaded Files:





Anfara, V. & Metz, N.T. Theoretical frameworks in qualitative research Sage. 2015

Bentley, P. Qualitative data analysis. Sage. 2013

Saldaña, J. The coding manual for qualitative researchers.Sage. 2015

Schwandt, T. The Sage dictionary of qualitative inquiry Sage. 2015

Wolcott, H. Writing up qualitative research. Sage. 2009


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Catalog Pagesreferencing thiscourse

Bachelor of Science in Child Development (Child Life)

Prefix: FS Number: 4403TCCN:

(if applicable)

AcademicComponent:



Course Title:

Date Submitted: 11/09/17 8:17 am

Viewing:

Last edit: 11/09/17 8:17 amChanges proposed by: krose1

FS 4403: Child Life: Working with Hospitalized Children and Families https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

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Child Life: Life I: Working with Hospitalized Children and Families

Short Title: CHILD LIFE I

Catalog Description:Research in Child Life and related areas; application of developmentally appropriate practice in a health care

setting; mission, goals, and values of the Child Life profession. Prerequisites: FS 2513, FS 2563, FS 3403,

and FS 3563. Three lecture hours a week. Credit: Three hours.



Funding level: 400 - Senior



Lab Fee: $ 0



2 of 3 1/22/2018, 1:12 PM


Contact TWU

Privacy Policy


Compact with Texans


TWU Online Résumé


State of Texas


Texas Transparency





N/A


Key: 2988

Preview Bridge


3 of 3 1/22/2018, 1:12 PM

To make changes to pre/co-requisites, Instruction Type, SLOs, Course Requirements, or Textbooks; do not

utilize this system. The Academic Component leader may email the request to OSAP at [email protected]

for consideration and approval.


AcademicComponent:



Effective Date ofCourse:

Fall 2018

Course Title:

Child Life: Working with Hospitalized Children and Families

Short Title: CHILD LIFE 18 characters remaining

CatalogDescription:

Research in Child Life and related areas; application of developmentally appropriate practice in a health care setting; mission, goals, and values of the Child Life profession. Prerequisites: FS 2513, FS 2563, FS 3403, and FS 3563. Three lecture hours a week. Credit: Three hours.

156 words remaining




Due to changes in the certification requirements by the Association of Child Life Professionals, we will be changing our Child Life II course to a Separation and Loss course, so the designation of Child Life I and Child Life II is no longer needed.

Editing:

Edit Record https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 2 1/22/2018, 1:12 PM

Funding level: 400 - Senior


Bloodborne Pathogen Exposure Insurance Required: Yes No

Lab Fee: $ 0

CIP Code: 190706


Core Curriculum

Global Perspectives

Core Curriculum & Global Perspective



Uploaded Files:



Click the "Save Changes" button if you with to save the proposal and come back later to make additional

edits. Click "Start Workflow" to submit your proposal to workflow for consideration. Note that if you need to

make additional edits to a course once you have submitted to Workflow, you will need to request that the

course be rolled back to you by whomever currently has the proposal in their cue.

Child Development.

Find...

Edit Record https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

2 of 2 1/22/2018, 1:12 PM


In WorkflowOSAP Editor1. FS Head2. CPE Head3. OSAP Editor4. OSAP Head5. GS Head6. OSAP Head7. FS Head8. OSAP Head9. CurriculumCommittee

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12/06/17 9:11 amJennifer Martin

5.


Department of Family SciencesDoctor of Philosophy in Early Child Development and EducationMaster of Science in Child DevelopmentMaster of Science in Child Life

Other Coursesreferencing thiscourse

FS 6443 : Research and Issues in Family Sciences


(if applicable)

AcademicComponent:



Course Title:


Viewing: FS 5113 : Theories of ChildHuman DevelopmentLast edit: 11/16/17 11:48 amChanges proposed by: emccarroll

FS 5113: Theories of Child Development https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

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(jmartin):Approved forOSAP Head12/11/17 9:05 amCarolyn Kapinus(ckapinus):Approved for GSHead

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Theories of Child Human Development

Short Title: THEORIES OF CHILD HUMANDEVELOPMENT

CatalogDescription:

Focus on theoretical concepts of development in the areas of cognition, language, personalitygrowth, educational theory, and social-cultural perspectives. Three lecture hours a week. Credit:Three hours.






Lab Fee: $ 0


UndergraduateDegree

N/A


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Requirements:


Key: 3015

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3 of 3 1/21/18, 7:38 PM

To make changes to pre/co-requisites, Instruction Type, SLOs, Course Requirements, orTextbooks; do not utilize this system. The Academic Component leader may email the request toOSAP at [email protected] for consideration and approval.





Course Title:Theories of Child Development

Short Title: THEORIES OF CHILD DEVELOPMENT 0 characters remaining

CatalogDescription:

Focus on theoretical concepts of development in the areas of cognition, language, personality growth, educational theory, and social-cultural perspectives. Three lecture hours a week. Credit: Three hours.

173 words remaining




We are changing the title of the course from "Theories of Human Development" to "Theories of Child Development." This change is reflective of the way the course has always been taught since approval over 10 years ago. We also do not have a "Human Development" program, we have "Child Development" degree plans. We will be working to update the course description and SLO's to ensure that they meet the current standards and requirements in the spring 2018 semester.


Editing: FS 5113: Theories of Child Development

Edit Record https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

1 of 2 1/21/18, 7:39 PM

Malpractice Liability Insurance Required: Yes NoBloodborne Pathogen Exposure InsuranceRequired:

Yes No

Lab Fee: $ 0

CIP Code: 190706





Uploaded Files:






2 of 2 1/21/18, 7:39 PM


In WorkflowOSAP Editor1. FS Head2. CPE Head3. OSAP Editor4. OSAP Head5. GS Head6. OSAP Head7. FS Head8. OSAP Head9. CurriculumCommittee

10.

Datatel11.


1.


2.


3.


4.

12/12/17 9:48 amJennifer Martin

5.


Doctor of Philosophy in Early Child Development and EducationMaster of Education in Early Childhood EducationMaster of Science in Child DevelopmentMaster of Science in Child LifeMaster of Science in Family Therapy


(if applicable)

AcademicComponent:



Course Title:


Viewing: FS 5223 : Child Growth andHuman Development in EarlyChildhoodLast edit: 11/29/17 5:17 pmChanges proposed by: emccarroll

FS 5223: Child Growth and Development in Early Childhood https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

1 of 3 1/21/18, 7:40 PM

(jmartin):Approved forOSAP Head12/12/17 1:45pmCarolyn Kapinus(ckapinus):Approved for GSHead

6.


7.


8.

Child Growth and Human Development in Early Childhood

Short Title: CHILD GROWTH & HUMAN DEVELOP IN EC

CatalogDescription:

Motor, social, emotional, and cognitive aspects of the development of children birth through ageeight. Observation/Field experience: Fifteen clock hours. Three lecture hours a week. Credit: Threehours.




Malpractice Liability Insurance Required: Yes


Lab Fee: $ 0

CIP Code:131209 : Kindergarten/Preschool Education and Teaching.

UndergraduateDegree

N/A


2 of 3 1/21/18, 7:40 PM


Requirements:


Key: 3027

Preview Bridge


3 of 3 1/21/18, 7:40 PM






Course Title:Child Growth and Development in Early Childhood

Short Title: CHILD GROWTH & DEVELOP IN EC 1 characters remaining

CatalogDescription:

Motor, social, emotional, and cognitive aspects of the development of children birth through age eight. Observation/Field experience: Fifteen clock hours. Three lecture hours a week. Credit: Three hours.

172 words remaining




This is another place we found the phrase "human development" where it isn't applicable- especially for this course which states in the description that it is birth through age eight. We are just deleting the "human" from the title and then we will also update the objectives in the spring semester to make sure they meet current TWU requirements.

Editing: FS 5223: Child Growth and Developmentin Early Childhood


1 of 3 1/21/18, 7:40 PM




Yes No

Lab Fee: $ 0

CIP Code: 131209





Uploaded Files:




Kindergarten/Preschool Education and Teaching.Find...


2 of 3 1/21/18, 7:40 PM


In WorkflowOSAP Editor1. CPE Head2. OSAP Editor3. OSAP Head4. GS Head5. OSAP Head6. READ Head7. OSAP Head8. CurriculumCommittee

9.

Datatel10.


1.

12/12/17 11:56amLisa Huffman(lhuffman1):Approved for CPEHead

2.

12/12/17 11:57amScott Martin(smartin4):Approved forOSAP Editor

3.

12/12/17 11:57amScott Martin(smartin4):Approved forOSAP Head

4.

12/12/17 1:335.

Prefix: READ Number: 5543 TCCN:

(if applicable)

AcademicComponent:

Department of Reading


Course Title:


Viewing: READ 5543 : Introduction toLiteracy and Learning in theDisciplines Content AreasLast edit: 01/02/18 3:19 pmChanges proposed by: cbriggs1

READ 5543: Introduction to Literacy and Learning in the Disciplines https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/coursea...

1 of 3 1/21/18, 11:25 PM

pmCarolyn Kapinus(ckapinus):Approved for GSHead01/09/18 1:41pmScott Martin(smartin4):Approved forOSAP Head

6.

01/12/18 10:08amConnie Briggs(cbriggs1):Approved forREAD Head

7.

Introduction to Literacy and Learning in the Disciplines Content Areas

Short Title: INTRO LIT & LEARN DISCIPLINESLITERACY IN CONTENT AREAS

CatalogDescription:

Rationale and principles for teaching reading and related communication skills in specific content-area subjects; emphasis on strategies for instruction in text comprehension, text production, andvocabulary development as it relates to disciplinary coursework. development. Three lecturehours a week. week and 15 clock hours of field-based research. Credit: Three hours.






Lab Fee: $ 0

CIP Code:131315 : Reading Teacher Education.


N/A


2 of 3 1/21/18, 11:25 PM



Scott Martin (smartin4) (12/12/17 2:25 pm): The attached revised SLOs have been approved by.Dr. Terry Senne.

Key: 6698

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3 of 3 1/21/18, 11:25 PM


Prefix: READ Number: 5543

AcademicComponent: Department of Reading



Course Title:Introduction to Literacy and Learning in the Disciplines

Short Title: INTRO LIT & LEARN DISCIPLINES 0 characters remaining

CatalogDescription:

Rationale and principles for teaching reading and related communication skills in specific content-area subjects; emphasis on strategies for instruction in text comprehension, text production, and vocabulary development as it relates to disciplinary coursework. Three lecture hours a week. Credit: Three hours.

159 words remaining




Title and catalog description is changed to reflect current terminology and research shifting from content-area literacy to disciplinary literacy. SLO's were revised to meet the TEA requirements for students in the MAT program while still being appropriate for MEd. students as an elective.

Editing: READ 5543: Introduction to Literacy andLearning in the Disciplines


1 of 3 1/21/18, 11:25 PM




Yes No

Lab Fee: $ 0

CIP Code: 131315





Uploaded Files:

READ 5543 - 2018 FA - SLO update.pdf Remove




Reading Teacher Education.Find...


2 of 3 1/21/18, 11:25 PM

READ 5543: Introduction to Literacy and Learning in the Disciplines

SLO update – Effective Fall 2018

Approved by Dr. Terry Senne

Students will be able to:

1. Clearly articulate understanding of the foundations of disciplinary literacy the factors that affect

literacy development across the curriculum.

2. Effectively select and apply appropriate instructional strategies for vocabulary and word study

to meet learners’ needs as they engage with various forms of text specific to the disciplines.

3. Effectively select and apply appropriate instructional strategies for comprehension to meet

learners’ needs as they engage with various forms of texts specific to the disciplines.

4. Effectively select and apply appropriate instructional strategies for teaching students to

converse and discuss in academic ways.

5. Effectively select and apply appropriate instructional strategies for writing and creating various

forms and modes of texts appropriate to the disciplines.

6. Effectively evaluate and select multiple forms and modes of texts in planning and delivering

instruction appropriate to the disciplines.

7. Appropriately relate the role of students’ cultural, linguistic, and home background in the

development of appropriate instructional practices.

8. Accurately recognize characteristics of dyslexia, identify students for further assessment, and

select effective, multisensory strategies for teaching dyslexic students.

SLOs 1-5 and SLO 7 are written at a level appropriate for this course because it is an introductory course.

The MAT students have no background in literacy/reading instruction prior to taking this course. Higher

level SLOs are not appropriate because this is really the equivalent of an introductory undergraduate

course, taken by graduate students just entering the field of education. SLO #6 is written at a higher

level because it requires students to use knowledge from their specific disciplines, acquired in their

undergraduate programs.

SLO 8 is required by the Texas Education code. The wording for this SLO is taken directly from the code.

Prefix: EDSP Number: 5123TCCN:

(if applicable)

AcademicComponent:

Department of Teacher Education


Course Title:


Viewing:

Last edit: 01/02/18 12:05 pmChanges proposed by: jwhitworth

EDSP 5123: Students with High-incidence Disabilities https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 3 1/17/2018, 4:32 PM

Students with High-incidence Disabilities

Short Title: STU W/ HIGH INCIDENCE DISABIL

Catalog Description:Exploration of the cognitive, academic, language, social, and behavioral characteristics and needs of students

with high-incidence disabilities such as autism spectrum disorders, communication disorders, intellectual

disabilities, specific learning disabilities, emotional/behavioral disorders, and physical/sensory disabilities that

affect educational opportunities. Primary focus on the impact of these characteristics and needs on academic

achievement and successful transition into the community. Three lecture hours a week. Credit: Three hours.






Lab Fee: $ 0

CIP Code:131001 : Special Education and Teaching, General.


2 of 3 1/17/2018, 4:32 PM


Contact TWU

Privacy Policy


Compact with Texans


TWU Online Résumé


State of Texas


Texas Transparency





N/A


Scott Martin (smartin4) (11/29/17 3:02 pm): All SLOs - Missing "Criterion/criteria" (defines the minimum

acceptable level of performance). The focus is on the expected “quality of performance”. The criterion/criteria

can be specific or qualitative (using generic quality indicators of performance such as, critically, accurately,

appropriately, concisely, etc.)

Diane Myers (dmyers1) (11/29/17 3:17 pm): Added generic quality indicators to all SLOs for the course.

Terry Senne (tsenne) (12/11/17 5:07 pm): All course SLOs are appropriate as written.

Key: 7706

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3 of 3 1/17/2018, 4:32 PM

Prefix: EDSP Number: 5123

AcademicComponent:



Programs: B.S in Interdisciplinary Studies M.A. in Administration

M.A. in Special Education - EducationalDiagnostician

M.A. in Special Education

M.A. in Teaching, Learning, & Curriculum

M.A.T. in Teaching M.Ed. in Adminstration

M.Ed. in Special Education - EducationalDiagnostician

M.Ed. in Special Education

M.Ed. in Teaching, Learning, & Curriculum

Ph.D. in Special Education Other


Fall 2018

Course Title: Students with High-incidence Disabilities

Short Title: STU W/ HIGH INCIDENCE DISABIL 0 characters remaining

CatalogDescription:

Exploration of the cognitive, academic, language, social, and behavioral characteristics and needs of students with high-incidence disabilities such as autism spectrum disorders, communication disorders, intellectual disabilities, specific learning disabilities, emotional/behavioral disorders, and physical/sensory disabilities that affect educational opportunities. Primary focus on the impact of these characteristics and needs on academic achievement and successful transition into the community. Three lecture hours a week. Credit: Three hours.

135 words remaining



Prerequisite andCo-requisite Notes:


Primary type ofinstruction:

Lecture


Secondary type ofinstruction:

Select...




New Course Proposal

Editing:

New Record https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 4 1/17/2018, 4:34 PM

The justification for this course is two-fold. First, we currently have three courses addressing characteristics and needs of students with disabilities required for the Masters in Special Education. These three courses are category-based, Developmental Disabilities, Learning Disabilities, and Emotional/Behavior Disabilities. By going to a dual classification for disabilities, High-Incidence and Low-Incidence, we can effectively address the topic through two courses rather than three, making the M.Ed./M.A. more efficient and allowing us to reduce the number of required hours. Second, this change also more accurately reflects the current state of the profession, which puts more of an emphasis on the level of supports needed for a disability than on the label or category.

List course(s) to bedeactivated to allowfor new courses:

Code Title

EDSP 5303 Students With Emotional/Behavioral

Disorders

EDSP 5413 Individuals with Learning Disabilities




Lab Fee: $ 0

CIP Code: 131001


(check all that

apply)

Denton

Dallas

Houston

Other

If cross-listed, withwhat other course:

Click on the

icon to add each

Code Title

Function of course:

(check all that

apply)

Course for majors in the component

Service/Elective course for other majors

Replacement for...

Other


Core Curriculum

Global Perspectives


Measurable studentlearning outcomes:

(Students will be

able to)

Click on the

icon to add each


1 Effectively assess the historical, theoretical, philosophical & social aspects of high-incidence disabilities throughout the life span.

Level 5.

2 Accurately analyze definitions, classifications, etiologies, and pedagogies related to individuals with high-incidence disabilities.

Level 4.

Special Education and Teaching, General.

Find...


2 of 4 1/17/2018, 4:34 PM

3 Critically assess the impact of the characteristics and needs of students with high-incidence disabilities on students’ academic and social behavior in the classroom

Level 5.

4 Appropriately correlate family and multicultural aspects of high-incidence disabilities with effective instruction.

Level 4.

5 Accurately evaluate federal & state rules, regulations & policies regarding teaching students with high-incidence disabilities.

Level 5.

6 Effectively support inclusive education environments for students with high-incidence disabilities.

Level 5.

7 Appropriately recommend assistive technology, devices, and services to facilitate the access of students with high-incidence disabilities to the general curriculum.

Level 5.

8 Accurately compile the various resources and services available within the school and the community to support students with high-incidence disabilities.

Level 6.

9 Effectively integrate current research, trends and issues in the field of high-incidence disabilities.

Level 6.


Courserequirements:

Click on the

icon to add each


1 Professional Article Reviews: Students will read three articles on one trend, issue, or research topic regarding a high-incidence disability and summarize the articles for other students

2 Resource File: Working in small groups, students will produce a digital file of resources and services available in schools and communities in a specific geographic area.

3 Fact Sheets: Student will choose two high-incidence disabilities and prepare detailed fact sheets on each disability.

4 Topic Paper: Students will prepare a 6-8 page topic paper on research and practices for teaching students with high incidence disabilities in inclusive settings.

5 Interviews: Students will interview two parents/guardians of students with a high-incidence disability. Questions for the interviews will be developed as an in-class activity. Students will write a reflection paper based on the interviews.


3 of 4 1/17/2018, 4:34 PM

6 Case Studies to IEP: Students will be given three case studies of students with a high-incidence disability and will work in small groups to design an IEP for those students.

7 Technology Presentation: Each student will develop a short professional presentation describing and, if possible, demonstrating one technology tool or application for improving academic or social behavior of students with high-incidence disabilities.


Textbooks:



Uploaded Files:








Raymond, E.B. Learners with Mild Disabilities: A C Pearson 5th/2017


4 of 4 1/17/2018, 4:34 PM


(if applicable)

AcademicComponent:



Course Title:


Viewing:

Last edit: 01/10/18 11:29 amChanges proposed by: jwhitworth

EDSP 5133: Students with Low-incidence Disabilities https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 3 1/17/2018, 4:35 PM

Students with Low-incidence Disabilities

Short Title: STU W/ LOW-INCIDENCE DISABIL

Catalog Description:Exploration of the cognitive, language, behavioral, and physical characteristics and needs of individuals with

low-incidence disabilities which may include intellectual disabilities, developmental disabilities, autism

spectrum disorders, and physical/sensory disabilities; impact of these characteristics and needs on academic,

vocational, and social skills across the life span. Examination of issues related to school achievement,

transition, and successful inclusion in the community. Three lecture hours a week. Credit: Three hours.






Lab Fee: $ 0



2 of 3 1/17/2018, 4:35 PM


Contact TWU

Privacy Policy


Compact with Texans


TWU Online Résumé


State of Texas


Texas Transparency





N/A


Scott Martin (smartin4) (11/29/17 3:08 pm): All SLOs missing "Criterion/criteria" (defines the minimum




Diane Myers (dmyers1) (11/29/17 3:24 pm): Added generic quality indicators of performance to each SLO.

Terry Senne (tsenne) (12/11/17 5:12 pm): All course SLOs are appropriate as written; however, consider

reducing the number of SLOs if possible. Perhaps some of the SLOs are scaffolds to the more complex

SLOs. If so, they are inferred due to the hierarchical structure of Bloom's Taxonomy.

Diane Myers (dmyers1) (01/10/18 11:29 am): Left number of SLOs as is to ensure documentation of this

course covering all content related to TEA standards for Educational Diagnostician certification.

Key: 7710

Preview Bridge


3 of 3 1/17/2018, 4:35 PM


AcademicComponent:













Fall 2018

Course Title: Students with Low-incidence Disabilities

Short Title: STU W/ LOW-INCIDENCE DISABIL 1 characters remaining

CatalogDescription:

Exploration of the cognitive, language, behavioral, and physical characteristics and needs of individuals with low-incidence disabilities which may include intellectual disabilities, developmental disabilities, autism spectrum disorders, and physical/sensory disabilities; impact of these characteristics and needs on academic, vocational, and social skills across the life span. Examination of issues related to school achievement, transition, and successful inclusion in the community. Three lecture hours a week. Credit: Three hours.

133 words remaining






Lecture



Select...




New Course Proposal

Editing:


1 of 4 1/17/2018, 4:43 PM

The justification for this course is two-fold. First, we currently have three courses addressing characteristics and needs of students with disabilities required for the Masters in Special Education. These three courses are category-based, Developmental Disabilities, Learning Disabilities, and Emotional/Behavior Disabilities. By going to a dual classification for disabilities, High-Incidence and Low-Incidence, we can effectively address the topic through two courses rather than three, making the M.Ed./M.A. more efficient and allowing us to reduce the number of required hours. Second, this change also more accurately reflects the current state of the profession, which puts more of an emphasis on the level of supports needed for a disability than on the label or category.


Code Title

EDSP 5103 Developmental Disabilities

EDSP 5303 Students With Emotional/Behavioral

Disorders




Lab Fee: $ 0

CIP Code: 131001


(check all that

apply)

Denton

Dallas

Houston

Other


Click on the

icon to add each

Code Title

Function of course:

(check all that

apply)



Replacement for...

Other


Core Curriculum

Global Perspectives



(Students will be

able to)

Click on the

icon to add each


1 Effectively evaluate theories and professional perspectives related to etiology of conditions associated with low-incidence disabilities throughout the life span.

Level 5.

2 Appropriately critique variations in beliefs, traditions, and values across cultures in regard to low incidence disabilities and their effects on the relationship among child, family, school, and community.

Level 5.


Find...


2 of 4 1/17/2018, 4:43 PM

3 Critically analyze state and federal laws, rules, and policies related to persons with low incidence disabilities throughout the life span.

Level 4.

4 Accurately connect the physical, behavioral, and cognitive characteristics of individuals with low incidence disabilities to successful placement in inclusive environments in the school and community.

Level 4.

5 Appropriately recommend curriculum adaptations, physical environments, functional curriculum, and individualization of instruction that are age appropriate for students with low-incidence disabilities throughout the life span.

Level 5.

6 Effectively collaborate with families and other professionals in program planning and implementation for individuals with low incidence disabilities across the life span.

Level 6.

7 Accurately compile school, community, and agency resources, services, and supports for successful transition planning and implementation for students with low incidence disabilities.

Level 6.

8 Accurately assess current research and other information resources regarding characteristics, needs, supports and services for individuals with low incidence disabilities.

Level 5.

9 Appropriately recommend technology tools for planning instruction and managing the teaching and learning environment for students with low incidence disabilities.

Level 4.


Courserequirements:

Click on the

icon to add each


1 Design a 45 minute presentation, using appropriate technology, describing major theories of the causes of low-incidence disabilities and relating those theories to historical, cultural and social perspectives and beliefs of low-incidence disabilities. Prepare a poster based on the presentation.

2 Select a topic related to low-incidence disabilities and write a 10-12 page paper on the topic. The paper should include the following sections; introduction, literature review, practical application, directions for future research.

3 Work in assigned groups to analyze four case studies of children and young adults with low-incidence disabilities. One of the case studies will be used to develop an Individualized Transition Plan (ITP), and another to develop an Individualized Family Service Plan (IFSP).


3 of 4 1/17/2018, 4:43 PM

4 Complete a Legal Framework Module that requires the integration of state and federal laws, regulations, and policies regarding the programs, resources and services to individuals with low-incidence disabilities.

5 As part of a team, construct a community map that identifies, describes and locates resources and services in a local community for individuals with low-incidence disabilities.

6 Create a website of information and links regarding curriculum, strategies, and resources, including technology tools, for teaching students with low-incidence disabilities across the life span.


Textbooks:



Uploaded Files:








Brown, McDonnell, & Snell Instruction of Students with Severe Pearson 8th/2016


4 of 4 1/17/2018, 4:43 PM


(if applicable)

AcademicComponent:



Course Title:


Viewing:

Last edit: 01/02/18 12:10 pmChanges proposed by: jwhitworth

EDSP 5473: Trends and Issues in Special Education https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 3 1/17/2018, 4:44 PM

Trends and Issues in Special Education

Short Title: TRENDS & ISSUES IN SPEC EDUC

Catalog Description:Current trends and issues in the education of children and young adults with disabilities; implications for

curriculum planning and teaching methodology. Examination of research and promising practices in areas

such as assessment, instruction, curriculum, transition, resources, technology, collaboration, and public policy

to identify emerging issues and practices for providing effective and appropriate educational services to

students with disabilities. Three lecture hours a week. Credit: Three hours.






Lab Fee: $ 0



2 of 3 1/17/2018, 4:44 PM


Contact TWU

Privacy Policy


Compact with Texans


TWU Online Résumé


State of Texas


Texas Transparency





N/A


Scott Martin (smartin4) (11/29/17 3:46 pm): Proposal identifies EDSP 5053, EDSP 5343 and EDSP 5353 to

be deactivated. These three courses were already deactivated as part of the Course Rotation update

process. It was noted at that time new proposals would be forthcoming to replace them. No increase in

teaching load anticipated.

Scott Martin (smartin4) (11/29/17 3:47 pm): All SLOs missing "Criterion/criteria" (defines the minimum




Diane Myers (dmyers1) (11/30/17 9:47 am): Removed EDSP 5053, EDSP 5343, and EDSP 5353 from the

"Courses to Be Deactivated" list, as they were previously deactivated during Course Rotation updates. Added

generic quality indicators to each of the SLOs for the course.

Terry Senne (tsenne) (12/11/17 5:15 pm): All course SLOs are appropriate as written.

Key: 7713

Preview Bridge


3 of 3 1/17/2018, 4:44 PM


AcademicComponent:













Fall 2018

Course Title: Trends and Issues in Special Education

Short Title: TRENDS & ISSUES IN SPEC EDUC 1 characters remaining

CatalogDescription:

Current trends and issues in the education of children and young adults with disabilities; implications for curriculum planning and teaching methodology. Examination of research and promising practices in areas such as assessment, instruction, curriculum, transition, resources, technology, collaboration, and public policy to identify emerging issues and practices for providing effective and appropriate educational services to students with disabilities. Three lecture hours a week. Credit: Three hours.

134 words remaining






Lecture



Select...




New Course Proposal

Editing:


1 of 4 1/17/2018, 4:46 PM

Special Education is a professional field that is continually changing and evolving. Currently, the M.Ed. in Special Education includes several courses that focus on specific issues and components of special education. This course takes a more comprehensive approach that addresses all new and emerging trends and issues in the field. This will allow the program to be more efficient, reducing required hours for the degree, while at the same time being more responsive to ongoing developments and changes in the special education profession.


Code Title




Lab Fee: $ 0

CIP Code: 131001


(check all that

apply)

Denton

Dallas

Houston

Other


Click on the

icon to add each

Code Title

Function of course:

(check all that

apply)



Replacement for...

Other


Core Curriculum

Global Perspectives



(Students will be

able to)

Click on the

icon to add each


1 Effectively negotiate a wide range of sources of current research and literature in Special Education, including journals, databases, books, and the Internet.

Level 6.

2 Accurately critique current research and promising practices related to trends emerging in the field of special education, and the issues related to those trends.

Level 5.

3 Critically dissect ways in which the role of the special education teacher has changed over the years, identifying shifts in special education trends.

Level 4.


Find...


2 of 4 1/17/2018, 4:46 PM

4 Accurately assess concepts, critical litigation, legislation, historical, cultural, and political events which have, historically and currently, contributed significant influence on the field of special education as a professional field of study.

Level 5.

5 Effectively debate major issues and trends, current and emerging, in the field of special education, their potential impact on society and schools, and their positive and negative impact on teaching children and young adults with disabilities.

Level 5.

6 Appropriately integrate trends and issues related to the education of students with disabilities and/or young children with practical implementations for addressing these issues within the school and

i

Level 6.

7 Effectively defend a position on emerging issues and trends in education and prepare cogent arguments for and against specific positions regarding those emerging issues.

Level 5.


Courserequirements:

Click on the

icon to add each


1 Design and implement an individualized evidence-based project regarding the implementation/implications of a current or emerging trend or issue in a school setting.

2 Summarize and assess three articles related to trends and issues in special education from professional journals.

3 Make two short presentations on current special education issues and trends, analyzing the various aspects relating to those topics.

4 Participate in a mock debate noting the pros and cons of different positions relating to current special education issues and trends.

5 Prepare a lesson, integrating at least two technology tools, which could be used to present a special education issue or trend to special education professionals or parent groups.

6 Interview a special education teacher, school principal, community-based service provider, and a parent of a child with a disability, regarding their perceptions of the significance of a current/emerging trend or issue.

7 Complete a matrix of historical trends and issues related to the treatment, perceptions, beliefs, policies, resources and services to individuals with disabilities.

Textbooks:



3 of 4 1/17/2018, 4:46 PM



Uploaded Files:








Friend, M. Special Education: Contemporary P Pearson 5th/2018


4 of 4 1/17/2018, 4:46 PM


(if applicable)

AcademicComponent:



Course Title:


Viewing:

Last edit: 01/02/18 12:12 pmChanges proposed by: dmyers1

EDSP 5863: Educational Diagnostician Practicum https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

1 of 3 1/17/2018, 4:47 PM

Educational Diagnostician Practicum

Short Title: EDUC DIAGNOSTICIAN PRACTICUM

Catalog Description:Field-based practicum based on Texas Educational Diagnostician standards. Prerequisites: EDSP 5833 and

EDSP 5843. 160 total practicum hours. Credit: Three hours.






Lab Fee: $ 0



N/A


2 of 3 1/17/2018, 4:47 PM


Contact TWU

Privacy Policy


Compact with Texans


TWU Online Résumé


State of Texas


Texas Transparency





Terry Senne (tsenne) (12/11/17 5:20 pm): Given the need to address the TEA State Standards, the course

SLOs will be considered acceptable as written.

Key: 7662

Preview Bridge


3 of 3 1/17/2018, 4:47 PM


AcademicComponent:













Fall 2018

Course Title: Educational Diagnostician Practicum

Short Title: EDUC DIAGNOSTICIAN PRACTICUM 1 characters remaining

CatalogDescription:

Field-based practicum based on Texas Educational Diagnostician standards. Prerequisites: EDSP 5833 and EDSP 5843. 160 total practicum hours. Credit: Three hours.

179 words remaining


EDSP 5833 and EDSP 5843





Practicum



Select...




New Course Proposal

Editing:


1 of 3 1/17/2018, 4:48 PM

This practicum is being created to replace EDSP 5853 per Texas Education Agency policy changes requiring a field-based practicum for students seeking professional certification as Educational Diagnosticians.


Code Title

EDSP 5853 Advanced Assessment and Evaluation

of Individuals with Disabilities




Lab Fee: $ 0

CIP Code: 131001


(check all that

apply)

Denton

Dallas

Houston

Other


Click on the

icon to add each

Code Title

Function of course:

(check all that

apply)



Replacement for...

Other


Core Curriculum

Global Perspectives



(Students will be

able to)

Click on the

icon to add each


1 Effectively integrate and apply knowledge of the purpose, philosophy, and legal foundations of evaluation and special education.

See "Additional Information" comment below.

2 Appropriately describe and apply ethical practices, roles, and responsibilities for educational diagnosticians.

3 Appropriately assess students' need for special education, special education programs, and instructional decision-making.


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4 Effectively formulate plans related to assessment, evaluation, instructional planning, and curriculum development.


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1 Course requirements are detailed in the Educational Diagnostician Practicum handbook (attached).

Textbooks:


Please note that the student learning outcomes are based on the state standards. We have tried to incorporate action verbs from Bloom's taxonomy to the best of our ability, but there is not a lot of flexibility in the state standards (which use the word "demonstrate an understanding" almost exclusively). In addition, we have attached the Practicum Handbook, which provides additional (and in-depth) information about the scope and structure of the practicum.


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J. M. Sattler Foundations of Behavioral, Social, San Diego: Jerome M. Sattler, Pub 6th Edition/2014


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Prefix: ELDR Number: 5123TCCN:

(if applicable)

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Viewing:

Last edit: 01/21/18 6:19 pmChanges proposed by: pmalone

ELDR 5123: Educational Foundations and Administrative Implications: AEL https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

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Educational Foundations and Administrative Implications: AEL

Short Title: ED FOUND & ADMIN IMPLICATIONS

Catalog Description:Advancing Educational Leadership (AEL) systems. Historical, philosophical, and global influences on

education systems. Leadership systems which build positive campus culture, use data and assessment to

plan and deliver educational programs, lead instructional delivery, and increase student learning in today's

diverse schools and related educational settings. Work of prominent leadership scholars to build reflective

practices supporting these areas. Three lecture hours a week. Credit: Three hours.






2 of 3 1/22/2018, 12:56 PM


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Bloodborne Pathogen Exposure Insurance Required: NoLab Fee: $ 0

CIP Code:130401 : Educational Leadership and Administration, General.


N/A


Jennifer Martin (jmartin) (12/05/17 10:35 am): Can the title be shortened/more succinct? Will this course

ever be taken by doctoral students such as those in Special Education? If so, the funding level should be 600-

doctoral.

Terry Senne (tsenne) (12/11/17 5:23 pm): Course SLOs are appropriate as written.

Diane Myers (dmyers1) (01/10/18 11:34 am): Shortened titles as requested and clarified acronym in

description. Changed funding level to doctoral since special education doctoral students may take the course.

Scott Martin (smartin4) (01/21/18 6:19 pm): Course description edited to meet TWU formatting.

Key: 7735

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Prefix: ELDR Number: 5123

AcademicComponent: Department of Teacher Education


Programs: B.S in Interdisciplinary Studies M.A. in Administration M.A. in Special Education - Educational

Diagnostician M.A. in Special Education M.A. in Teaching, Learning, &

Curriculum M.A.T. in Teaching M.Ed. in Adminstration M.Ed. in Special Education - Educational

Diagnostician M.Ed. in Special Education M.Ed. in Teaching, Learning, &

Curriculum Ph.D. in Special Education Other


Course Title: Educational Foundations and Administrative Implications: AEL

Short Title: ED FOUND & ADMIN IMPLICATIONS 0 characters remaining

CatalogDescription:

Advancing Educational Leadership (AEL) systems. Historical, philosophical, and global influences on education systems. Leadership systems which build positive campus culture, use data and assessment to plan and deliver educational programs, lead instructional delivery, and increase student learning in today's diverse schools and related educational settings. Work of prominent leadership scholars to build reflective practices supporting these areas. Three lecture hours a week. Credit: Three hours.

135 words remaining










Justification forAddition or

New Course Proposal

Editing: ELDR 5123: Educational Foundations andAdministrative Implications: AEL


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Change: ELDR 5123 combines learning objectives previously duplicated in ELDR 5103,5113 and 6223. A deeper focus on leadership systems which build positive campus culture and develop distributed leadership systems for today's diverse schools and related educational settings is included in the new course. This change allows for a reduction in hours in the related ELDR degree. This course includes new state mandated training for principals.


Code Title

ELDR 5103 Leadership in Educational Settings

ELDR 5113 Educational Foundations andAdministrative Implications

ELDR 6223 Organizational Leadership: Theoryand Practice




Yes No

Lab Fee: $ 0

CIP Code: 130401






Code Title

Function ofcourse:








1 Effectively assess the leadership components and influences on educational systems, while also examining the effects of campus culture.

Level 5.

Educational Leadership and Administration, General.Find...


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2 Thoroughly evaluate assessment and campus data and design a plan of action to increase student and teacher success.

Level 6.


Courserequirements:



1 Three days of state mandated training focused on building a positive school culture, leading instruction and using data to assess campus effectiveness and increase student achievement.

2 Development of an individual educational philosophy and personal vision to drive one's leadership work.

3 Research identified educational philosophers, their beliefs and contributions to leadership theories in the development of one's individual educational philosophy.

4 Define local, state, national and global influences on the purpose of education from a historical perspective. Compare these purposes of education to the current focus in the field of K-12 education.

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Click the "Save Changes" button if you with to save the proposal and come back later to makeadditional edits. Click "Start Workflow" to submit your proposal to workflow for consideration. Notethat if you need to make additional edits to a course once you have submitted to Workflow, you willneed to request that the course be rolled back to you by whomever currently has the proposal in


Anna Warren and Nicole Bevilacqua Advancing Educational Leadership Participant Guide Education Service Center Region 13 1/2016


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Prefix: ELDR Number: 6513TCCN:

(if applicable)

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Course Title:


Viewing:

Last edit: 01/10/18 11:43 amChanges proposed by: ltrujillojenks

ELDR 6513: Professional Principal Preparation https://nextcatalog.twu.edu/courseleaf/courseleaf.cgi?page=/courseadmi...

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Professional Principal Preparation

Short Title: PROF PRINCIPAL PREPARATION

Catalog Description:Action steps for Crucial Conversations (TM), action research, and preparation for internship and Texas

Teacher Evaluation and Support System certification. Three seminar hours a week. Credit: Three hours.




2 of 4 1/17/2018, 4:54 PM


Contact TWU

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Compact with Texans


TWU Online Résumé


State of Texas




Lab Fee: $ 0

CIP Code:130401 : Educational Leadership and Administration, General.


N/A


Diane Myers (dmyers1) (10/05/17 3:15 pm): May consider changing title. I eliminated "Practice Principal

Exam" (since all of our courses should be preparing students for this and I think it's implied). Should "Crucial

Conversations" be TM? And if there's already an elective CC course, should the elective be archived? Also, I

removed "orientation to ELDR 6613" since the internship itself has an orientation.

Lisa Huffman (lhuffman1) (10/05/17 4:51 pm): I agree with the modifications and suggestions of Dr. Myers. I

would also consider changing the name of this course because the principal training is just 9 class hours with

the other 30+ hours of instruction focused on the development of related skills. Additionally, and institute

implies a a short instructional program and this is a semester long course.

Lisa Huffman (lhuffman1) (10/09/17 4:50 pm): Rollback: I agree with the modifications and suggestions of

Dr. Myers. I would also consider changing the name of this course because the principal training is just 9

class hours with the other 30+ hours of instruction focused on the development of related skills. Additionally,

and institute implies a a short instructional program and this is a semester long course.

Scott Martin (smartin4) (11/16/17 9:51 am): Modifications made.

Jennifer Martin (jmartin) (12/05/17 10:42 am): Decreasing the number of required hours for a master's

degree to 30 does not align with TWU Graduate School policy. It will require approval of the Graduate

Council, because master's degrees without thesis require a minimum of 36 SCH.

Terry Senne (tsenne) (12/11/17 5:25 pm): Course SLOs are appropriate as written.

Diane Myers (dmyers1) (01/10/18 11:43 am): To address Dr. Martin's comment: the ELDR program has

submitted the 30-hour degree plan to the Graduate Council for review and plans to seek all necessary

approvals. Thank you.

Key: 7660

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Prefix: ELDR Number: 6513

AcademicComponent:













Fall 2018

Course Title: Professional Principal Preparation

Short Title: PROF PRINCIPAL PREPARATION 3 characters remaining

CatalogDescription:

Action steps for Crucial Conversations (TM), action research, and preparation for internship and Texas Teacher Evaluation and Support System certification. Three seminar hours a week. Credit: Three hours.

172 words remaining






Seminar



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New Course Proposal

Editing:


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The ELDR program has proposed a new 30-hour degree program with a two semester practicum. At this time, only one semester of practicum is on the current 36-hour degree plan, which means a second semester must be added to the new 30-hour degree plan. This addition of a practicum semester is due to the new Texas Principal Standards and the new competencies for the TExES Principal Exam for certification that will be enforced starting September 2018. This course will be taught as a special topic course starting summer 2018 until ELDR 6513 Principal Summer Institute has been approved.

No deactivation is needed of a course and current faculty resources are available, since the degree plan will be decreased from 36-hours to 30-hours.


Code Title




Lab Fee: $ 0

CIP Code: 130401


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apply)

Denton

Dallas

Houston

Other


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Replacement for...

Other


Core Curriculum

Global Perspectives



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able to)

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1 Appropriately and thoroughly assess multiple data which will focus on supervision, student assessments, teacher evaluations, and campus improvement plans and that enhances the success of students and teachers on a campus.

2 Effectively design a plan of action that addresses the culture, professional development, finance/budget, teaching and learning, and ethics and integrity.

Courserequirements:


Educational Leadership and Administration, General.

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2 Quizzes

3 Pre & post evaluations

4 Portfolio construction


Textbooks:


This course will prepare all ELDR students for the TExES Principal Certification test, and be competitively ready to earn a school administration position after graduation. This course will be offered as ELDR 5903: special topics until this course is approved. There is a separate ELDR 5243 Crucial Conversations (TM) course already approved, which will continue as an elective for students in any program; students taking ELDR 5423 will have the opportunity to be certified in Crucial Conversations (TM). For ELDR 6513, the Crucial Conversations (TM) portion will be an abridged version of ELDR 5243 and no certification will be available.


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Wilmore, E.L. Passing the Principal TExES Exam Corwin 2nd ed/2013


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