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A : Դɼ ATLANTIC UNIVERSITY
College of Education
Department of Exceptional Student Education
New Program Proposal ESE Honors-in-the-Major (Approved by the Honors Council.)
Program Title HOOT: Honoring Outstanding Owl Teachers Expanding research and practice to prepare educators for the future
Background
Students seeking a Bachelors degree in Exceptional Student Education (ESE) have a number of state university and college options, as well as private and for-profit institutions. In Florida, they have over 25 degree options in ESE, otherwise known as special education. However, quantity does not necessarily imply quality. Traditionally, a university education was intended to expand the knowledge and experience base of students rather than to prepare them solely for workplace functions. Many applied fields (like teacher education) miss the opportunity to explore experiences beyond the prescribed professional preparation routines. Research and applied experiences that open FAU students to the social and cultural lives of people with disabilities, that increase social opportunities, or that allow students to explore the home living experiences of families is quite significant and represents some of the cutting edge scholarship in the field of special education. Also, the special education field is replete with intervention research that improves the lives of people with disabilities both in and outside of school. These scholarly demonstrations include rigorous well-controlled studies that clearly exhibit the production of knowledge in relation to children, adolescents, and adults with disabilities. By creating an ESE Honors-in-the-Major Program in the College of Education, we intend to provide the opportunity for our majors to explore this expanded view of their future profession. Such a program will distinguish FAU, the College of Education, and the Department of Exceptional Student Education by offering a high quality program that is clearly differentiated from other institutions offering a Bachelors degree in ESE. The program can effectively prepare competent scholar/practitioners.
Rationale
Special Education is one of the most dynamic and rewarding fields within education. Providing a comprehensive education to children, adolescents, and adults with disabilities and their families requires educators who understand the lives of these individuals inside and outside of schools. Federal legislation, emphasis on inclusive education, and greater demands for accountability in relation to student performance, only begin to describe the issues driving the current state of education. Many, including policy makers, have little patience for large segments of the student population failing to meet state, local, and national standards. Thus, future educators must be well prepared to help students, ALL students, make adequate academic and social progress. While it is true that children are unique, it is not the case that each individual learning profile is so unique that it is impossible to apply empirically supported instructional methods that have a long history of effectiveness. Many of the forces in play with students with disabilities are not limited to the classroom. Children and adults with disabilities face challenges at home, in typical communities, with health care, in employment, and so on. Special education teachers who gain experience and knowledge of these contexts can become better teachers by discovering the impact that their classroom work can have on the total lives of people with disabilities and their families. These special education teachers will play a critical role in schools, and serve as a hub or central conduit for students and fellow teachers. This is no small responsibility for current or future educators.
Preparing special educators as teachers who also grasp the broader social context of their work requires extensive training and experience to prepare for the role. The ESE Honors-in-the-Major Program will provide an opportunity for ESE majors to expand their preparation in these directions. The specific purpose of the ESE Honors-in-the-Major Program is:
To attract undergraduate students of high ability and commitment to special education and related professions;
To prepare undergraduates seeking a Bachelors degree in ESE with the scholarly and practical experiences which will help them expand the traditional teaching roles required of graduates;
To provide additional opportunities to learn for undergraduate students (e.g. through enhanced experiences outside of course work and an honors seminar);
To form mentorships between experienced faculty and future educators; and
To foster the development of future educators with experience in the development and implementation of interventions for children, adolescents, and adults with disabilities
Anticipated Benefits
We anticipate that the ESE Honors-in-the-Major Program will benefit FAU undergraduate students in several ways:
Students will gain background knowledge about people with disabilities outside of the traditional teaching role.
Students will receive special designation on their final transcript, signifying the completion of a more rigorous academic program with extensive research and practical experiences.
Students who participate in the program will have the opportunity to seek funding for enrichment experiences beyond normal course work, and that are not open to students who are not participating in an honors program. For example, funding for honors students (that is currently under review by FAU officials) is part of a university-wide effort to cover costs associated with meetings, conferences, travel, and other honors enrichment activities.
Graduates of the ESE Honors-in-the-Major Program will be highly competitive as applicants for educational positions in school districts as well as competitive graduate programs in education.
Honors Standards-Entry Requirements
Admission to the ESE Honors-in-the-Major Program requires that students:
Are eligible to enter no later than the spring of junior year
Are fully admitted and are programmed in the ESE program;
Hold a 3.7 cumulative GPA in FAU courses;
Obtain a letter of recommendation from the ESE faculty advisor; and
Submit an application form, including a one page statement explaining: (a) the students academic/career goals in the field of special education, and (b) how the ESE Honors-in-the-Major Program is relevant to their academic and/or career interests.
Honors Standards-Continuing Enrollment
Students must make adequate annual progress to remain in good standing. Students must maintain the following standards to remain in the program:
Maintain a cumulative FAU GPA of 3.7 for continued participation in the program;
Participate in at least on enrichment activity (see below) per semester;
Attend one meeting per semester with the department honors coordinator.
Honors-Level Enrichment
Participation Requirements
Students who participate in the ESE Honors-in-the Major Program will:
Participate in the program for a minimum of three semesters (i.e., a minimum of Summer, Fall and Spring of the Senior year);
Participate in at least one Honors Enrichment Option per semester while in the program;
Complete one credit hour of EEX 4934 Honors Seminar in ESE; and
Define and complete an Honors Compact (Honors Project, see section below) during Student Teaching.
Honors Enrichment Options
Students who participate in the ESE Honors-in-the Major Program will be involved in a series of experiences outside of normal course work. These Honors Enrichment Options combine both scholarly and experiential opportunities for FAU students to broaden their perspectives on the lives of people with disabilities. Students will select at least one (not previously completed) Enrichment Option for each semester that they are in the program. Honors Enrichment Options include:
Scholarship
Participate in at least one professional development activity (e.g. in-service activity)
Evidenced by registration and program agenda.
ESE Reading Circle activities. {Reading Circles, facilitated by department faculty, are an out-of-class activity where students and faculty engage around discipline-specific readings and discussions of a scholarly, yet informal nature.}
Evidenced by letter or email from the Reading Circle facilitator indicating students level of participation/attendance for required sessions.
Attend and/or present at a national, state, regional, or local conference.
Evidenced by registration and conference booklet.
Organize an informal discussion (Brown Bag) about issues in the field of special education.
Evidenced by program flyer, agenda, and other materials.
Research
Participate in a research project with a faculty member or doctoral student
Evidenced by letter or email from the faculty investigator indicating students level of participation.
Participate in an elective course to build research skills
Evidenced by transcript and course syllabus.
Participate in University Undergraduate Research Symposia (e.g., present research culminating in a reflective paper or presentation).
Evidenced by Symposia program.
Practice
Evidence of use of assistive technology, beyond the use required in Practicum or Student Teaching
Evidenced by two student designed lesson plans, which incorporate the use of technology in classroom.
Participate in field experiences beyond those required as part of the program. Specifically, these experiences should include activities outside of school settings (e.g., coordinating a community-based activity for individuals in a supported living environment, coaching a community recreational activity, facilitating social skill groups; providing respite care). These experiences may include collaborative projects or service learning opportunities with related disciplines such as nursing, social work, psychology, communication disorders, medicine, etc.
Evidenced by promotional materials, activity logs documenting progression of activities, and/or appropriate documentation from the community agency (e.g., letter from agency director).
Organize or coordinate or assist community activities for people with disabilities
Evidenced by program flyer, agenda, or promotional materials.
Obtain and maintain student membership in honors or professional organizations (e.g., Kappa Delta Pi, TASH-formerly known as The Association for Persons with Severe Handicaps for Persons with Severe Handicaps, Florida Council for Exceptional Children, Kappa Delta Pi, Florida Association for Behavior Analysis). Please note: Membership in a professional organization will satisfy the Honors Enrichment Option once during participation in the honors-in-the-major program.
Evidenced by current membership card or other proof of membership
Honors Seminar in ESE
Participation in the ESE Honors-in-the Major Program also requires at least one-time enrollment in EEX 4934, Honors Seminar in ESE. This 1-2 credit seminar will be taught each Fall. Topics and experiences are designed to reflect a community orientation to disability, with speakers and activities delivering information regarding housing, employment, health care, family support, and other issues that challenge people with disabilities and their families. Please note: Students interested in obtaining University service learning designation will have the opportunity to do so via the service learning option embedded in EEX 4943, Honors Seminar in ESE syllabus.
Differentiating the Honors Seminar from Other ESE Courses
In the field of special education, as with many sub-disciplines of education, there is considerable emphasis on teaching methods. This is entirely appropriate, but special education field extends well beyond teaching methods. In fact, special education includes a host of services and supports intended to improve the lives of people with disabilities. As students who matriculate though the HOOT Program work toward honors distinction, they not only engage in the application of teaching methods, as all quality teachers should, but they will also engage in discovery and integration. In special education, the discovery process is best demonstrated through the implementation of interventions or systematic change efforts that are intended to improve the quality of life for individuals with disabilities and/or their families. In EEX 4934 Honors Seminar in ESE, students will be asked to consider not only what and how to teach an individual with a disability, but also to develop a comprehensive plan that includes a sound, feasible intervention that will improve an individuals quality of life. In addition, students will be asked to engage in the practice of integration. This involves bringing together current knowledge in a systematic manner with the intent of drawing conclusions about the current state of practice. For example, students will be asked to consider the current state of knowledge for teaching science to students with severe intellectual disabilities. What standards might be used to judge progress toward science knowledge, and how might different teaching methods to teach such seemingly abstract concepts like human evolution be developed and implemented? Clearly, the honors seminar is quite different from other courses, requiring students to go beyond the application of teaching methods, to requiring the discovery and integration of knowledge of special education services and supports.
Honors Project / Honors Compact
The culminating Honors Project for the ESE Honors-in-the-Major will consist of an Honors Compact. An Honors Compact is a way to enrich an existing course by including honors level experiences. An Honors Compacts requires student to think critically and develop a specific product that reflects a deep understanding of the content. Students participating in the ESE Honors-in-the-Major Program will be required to develop an Honors Compact during their Student Teaching semester. The ESE Honors Compact will require students to implement an ecological inventory and a learning sequence {See explanation of these terms in Appendix A} created and delivered during Student Teaching. Students will be required to take data to measure student growth and the impact of their project. At the conclusion of Student Teaching, students will present their work during a spring event hosted by the Department, open to all faculty and students. If timing permits and when the University Undergraduate Research Symposium is scheduled during the spring semester, students will be encouraged to present their work or preliminary findings at the Symposium.
Dismissal from the HOOT Program
Students may be dismissed from the FAU DESE Honors-in-the-Major Program for the following reasons:
1.Having a cumulative FAU GPA below 3.7 at the end of any semester in the program;
2.Any violation of an FAU Student Code of Conduct that results in suspension or expulsion orviolation of the FAU Academic Integrity Policy.
Special note: Failure to meet Enrichment Option requirements at the end of two consecutive
semesters, excluding Summer will require a meeting withthewith the Honors Coordinator and
may be grounds for dismissal from the program. The Coordinator may use discretion in deciding
a student'sHonors status.
ESE Honors-in-the Major Department Coordinator
The Department of Exceptional Student Education (DESE) is committed to developing and sustaining a well organized, high quality honors-in-the major program. Many programs require leadership based on a clear mission and vision for the program. In the ESE Department, an Honors Coordinator will be an essential part of the program, to be taken on by a faculty member who is interested and willing to advise honors students and to lead and facilitate the honors education activities. The Honors Coordinator will:
Lead/coordinate the effort to select students applying to the honors program;
Lead the development of Honors Enrichment Options in conjunction with other faculty members in the Department;
Maintain documentation on students participating in the program (e.g., completion of enrichment options);
Deliver or identify a faculty member or doctoral student to teach the ESE 4934 Honors Seminar in ESE;
Work with the ESE Field Placement Coordinator to ensure honors participants are able to complete the Honors Compact during Student Teaching;
Organize the Spring event during which graduating honors students will present their Honors Compact to other members of the Department;
Assist students in selecting and registering for state, national, and/or international conferences; and
Assist students to develop, identify, and participate in Honors Enrichment Options.
Student Interest in the Department of Exceptional Student Education
HOOT: Honoring Outstanding Owl Teachers Program
Drs. Dukes and Darling both teach different sections of EEX 2091, Disability and Society, a pre-requisite option for students entering the DESE bachelors degree program. Prior to preparing an Honors proposal for the Department, both faculty polled their students to assess potential interest in the formation of this Honors-in-the-Major program. In both sections during Spring 2012, and during one section in Summer 2011, students expressed strong enthusiasm about the proposed Honors program and were eager to see its formation.
Last spring, Drs. Darling and Dukes also facilitated a Reading Circle, designed to engage ESE majors in an intellectually stimulating activity outside the parameters of the classroom. This Reading Circle is similar to the Enrichment Activities we will offer HOOT students; we believe the activity and the participants are representative of the students who ultimately will participate in the program. Students who participated in the Reading Circle reported high levels of satisfaction with the activity. A clear theme that emerged from the exit interview indicates that the students yearned for more enrichment activities, like the Reading Circle, or other activities to sustain scholarly engagement both in and outside of the classroom. This indicates additional support for the implementation of the Honors program for our undergraduate majors.
Advertising and Promoting the HOOT Program to Prospective Students
The faculty members in the Department of Exceptional Student Education understand the importance of advertising and promoting programs. Clearly, students must have access to timely and easy to understand information to make decisions about university studies. The Department will advertise and promote the HOOT program in several ways, allowing us to reach students currently attending FAU as well as those considering attending. First, the Department will add information about the HOOT program to a program flyer that is currently in development. The flyer will be made available to prospective high schools students during high school visitation days held at FAU. Additionally, the flyer will be distributed directly to high school counselors who will, in turn, distribute the information to high school seniors. Thus, students will have some awareness about the ESE major and the HOOT program before graduating from high school. Additionally, the flyer will contain a QR code for those students who utilize the technology; this addition will provide yet another source of information about the program. Second, we will add information about the HOOT program to the ESE Department page on the College of Education web site, and make the information about the HOOT program available to our College of Education advisors. These advisors serve as the entry point for prospective students to all College of Education programs. Both current and prospective students will be able to access information about the program from these sources. The program will be described on the web site and will offer students basic information about the program. Further, we will include descriptions of the Enrichment Options and other details on the program, helping students understand the essential nature of the honors experience. Finally, the program will be announced and promoted in ESE events and courses. For example, two faculty members sponsored a Reading Circle during Fall 2011, and another Reading Circle is planned for Fall 2012. The HOOT program will be announced and described during the Reading Circle as well as other events (e.g., student orientation for new students also held in the Fall of each year). Announcements will be made in entry-level course work as well, ensuring that current students will hear about the program on a number of different occasions. Announcement made in entry-level courses will allow interested students who meet the standards for the program to participate in the program the following semester.
EXCEPTIONAL STUDENT EDUCATION HONORS IN THE MAJOR APPLICATION
HOOT: Honoring Outstanding Owl Teachers Expanding research and practice to prepare educators for the future
Applicants to the Department of Exceptional Student Education (DESE) Honors in the Major program must submit the following information:
Application Form (this form with the sections below completed);
Personal Statement (a brief essay of 1500-2000 words, explaining why you are interested in pursuing the HOOT Honors in the Major program. The statement should include mention of any special circumstances that should be considered in evaluating the application);
Writing Sample (an academic writing sample, not to exceed 15 pages);
Letter of nomination (from a faculty member within the DESE);
Department of Exceptional Student Education Program Sheet (completed in consultation with your advisor)
Submit this form and the associated documents no later than November 1.
In order to graduate with DESE Honors in the Major, you will need to:
Maintain 3.7 GPA requirement;
Complete three semesters of Enrichment Options (see Program Handbook);
Complete the Honors Compact during your student teaching semester.
Name:Z#: FAU Email: Personal Email:Cell Number:Current Home Number:Permanent Phone Number:Current Mailing Address:Permanent Mailing Address:Number of Credits Completed (FAU):Cumulative GPA:Appendix A
The ESE Honors Compact will require students to implement an ecological inventory and a learning sequence.
An ecological inventory is used to determine a set of skills needed in a home, work, school, or community settings for individuals with disabilities. Conducting an ecological inventory is intended to determine what to teach, how to teach, and how to evaluate the outcome, ultimately to determine a set of skills to directly teach individuals with disabilities.
Lessons, as used here refers to a written plan describing activities or exercises, which will be used to teach a specific skill. This plan should minimally include instructional objectives, materials/activities, student practice, evaluation, and plan for maintenance of skill.
A learning sequence (LS) is an in-depth series of instructional lessons designed to teach one significant skill to mastery. This will require teacher candidates to make data-based decisions to modify instructional activities. These plans will entail activities, which utilize a variety of strategies to assist K-12 students in reaching skill mastery. These activities include: monitoring learning activities, providing feedback, and ensuring generalization of skills. Teacher candidates will also vary activities to accommodate the different learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage of all K-12 students. The LS will consist of at least 6-9 lessons, distributed over a minimum of three weeks. After implementation, the total learning sequence will be submitted including: Pre and post tests, Task analysis of objective, all lesson plans and accompanying materials, Progress charts, and Self-evaluation.
SIGNATURES
Approved by:
Department Chair: ________________________________
College Curriculum Chair: __________________________
College Dean: ___________________________________
UUPC Chair: ____________________________________
Provost: ________________________________________Date:
_________________
_________________
_________________
_________________
_________________
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