To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

FAST TRACK Plan Change

Fall 2021

Refer to Fast Track Policy for eligibility.

All Plans with CAEP designation, or plans seeking CAEP designation, must include an Accreditation Memo of Approval from the NAU CAEP administrator prior to submission. 1. College and Academic Unit: CEIAS / Applied Physics and Materials Science

2. Academic Plan Name: Physics -Secondary Education; B.S.Ed. (PSPBSEDX

3. Emphasis:

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

4. Current catalog display in this column. Cut

and paste from the current on-line academic

catalog: (http://catalog.nau.edu/Catalog/)

Physics - Secondary Education; B.S.Ed. ACADEMIC DESCRIPTION FIELD This degree is intended for secondary education students whose primary emphasis/teaching area is physics. This academic plan also prepares you to obtain additional certification in mathematics or chemistry. This plan meets or exceeds the No-Child-Left-Behind "highly qualified" national and state standards. This plan gives you the tools to open the minds of high-school students to the wonders of the universe as seen through the practical eyes of physics. This program is nationally recognized by the National Science Teachers Association (NSTA). This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

CAREER TAB What Can I Do with a Bachelor of Science in Education in Secondary Education - Physics? If you have a fascination with physics and a passion for helping others understand it, you may enjoy a career in teaching high school physics. Earning a degree in secondary education and physics could be the best way to get there. While you develop expertise in physics, you’ll also take course preparing you to develop curriculum and make your classroom a productive environment for your students. Enjoy a rigorous but collaborative learning environment, where you’ll graduate ready to put your new-found knowledge to work shaping the educational experiences of generations to come. Note: You must apply and be accepted to the College of Education’s teacher education program in addition to being admitted to the university.

Show the proposed changes in this column. Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted.

Physics - Secondary Education; B.S.Ed. ACADEMIC DESCRIPTION FIELD This degree is intended for secondary education students whose primary emphasis/teaching area is physics. This academic plan also prepares you to obtain additional certification in mathematics or chemistry. This plan meets or exceeds the No-Child-Left-Behind "highly qualified" national and state standards. This plan gives you the tools to open the minds of high-school students to the wonders of the universe as seen through the practical eyes of physics. This program is nationally recognized by the National Science Teachers Association (NSTA). This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

CAREER TAB What Can I Do with a Bachelor of Science in Education in Secondary Education - Physics? If you have a fascination with physics and a passion for helping others understand it, you may enjoy a career in teaching high school physics. Earning a degree in secondary education and physics could be the best way to get there. While you develop expertise in physics, you’ll also take course preparing you to develop curriculum and make your classroom a productive environment for your students. Enjoy a rigorous but collaborative learning environment, where you’ll graduate ready to put your new-found knowledge to work shaping the educational experiences of generations to come. Note: You must apply and be accepted to the College of Education’s teacher education program in addition to being admitted to the university.

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Career opportunities that might be pursued: Secondary (middle or high school) physics

teacher Tutor

Reading specialist Curriculum specialist With further education, one of these paths is possible: Counselor School psychologist

Curriculum specialist Superintendent OVERVIEW TAB In addition to University Requirements: At least 78 units of major requirements At least 30 units of Mathematics and Science

Teaching requirements Up to 9 units of liberal studies requirements

can have the same prefix as the major. Required courses in this major also satisfy 16 of your 35 liberal studies units. See your advisor for details..

Elective courses, if needed, to reach an overall total of at least 120 units

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s): Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details. TSM 303, TSM 450, TSM 495C, TSM 496,

BME 437

In addition to being admitted to the university, you must also meet the additional admission requirements and apply for admission to the Professional Education Programs. Career opportunities that might be pursued: Secondary (middle or high school) physics

teacher Tutor Reading specialist Curriculum specialist With further education, one of these paths is possible: Counselor School psychologist Curriculum specialist Superintendent OVERVIEW TAB In addition to University Requirements: At least 78 units of major requirements At least 30 33 units of Mathematics and

Science Teaching Teacher Preparation coursework requirements

Up to 9 units of liberal studies requirements can have the same prefix as the major. Required courses in this major also satisfy 16 of your 35 liberal studies units. See your advisor for details.

Elective courses, if needed, to reach an overall total of at least 120 units

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Minimum Units for Completion 120

Major GPA 2.5

Highest Mathematics Required MAT 239

Additional Admission Requirements Required

Student Teaching/Supervised Teaching

Required

University Honors Program Optional

AZ Transfer Students complete AGEC-S

Recommended

Progression Plan Link View Progression Plan

Purpose Statement The NAUTeach program is a challenging undergraduate course of study solely designed to prepare mathematics and science teachers for grades 6-12. The program emphasizes the pre-service teacher’s ability to develop research-based pedagogy through a STEM (Science, Technology, Engineering, Mathematics) focused, field intensive, rigorous curriculum. This allows undergraduate students to be highly supported by faculty who specialize in mathematics and science education research and Master Teachers that have years of professional classroom experience. Our program is designed for students with strong skills in mathematics or science seeking certification to teach biology, chemistry, physics, Earth sciences, general science, or mathematics at the secondary level. The NAUTeach program, modeled after the successful UTeach program at the University of Texas, provides opportunities for you to:

graduate in four years. Students earn a Bachelor of Science in education in their field of study.

earn dual degrees. Students have the ability to earn degrees both in specific fields of science or mathematics and in teaching science or math.

have early classroom teaching immersion. Students are in the K-12 mathematics or science classroom teaching and observing from the first semester and throughout the NAUTeach program to prepare for their capstone student teaching experience.

work cooperatively in a STEM focused center. Course of study partnered with the department of Mathematics, Biology, Chemistry, Geology, and Physics.

experience “student-centered” instruction. Course structure supports deep student understanding of concepts related to teaching, science, and mathematics.

develop numerous STEM based lessons and a full STEM based unit. Students teach numerous STEM lessons and a STEM unit at local secondary schools, which build towards a capstone student teaching experience that utilizes the full range of skills and experiences.

TSM 303, TSM 450, TSM 495C, TSM 496, BME 437

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details. Minimum Units for Completion 120

Major GPA 2.5

Highest Mathematics Required MAT 239

Additional Admission Requirements Required

Student Teaching/Supervised Teaching

Required

University Honors Program Optional

AZ Transfer Students complete AGEC-S

Recommended

Progression Plan Link View Progression Plan

Purpose Statement The NAUTeach program is a challenging undergraduate course of study solely designed to prepare mathematics and science teachers for grades 6-12. The program emphasizes the pre-service teacher’s ability to develop research-based pedagogy through a STEM (Science, Technology, Engineering, Mathematics) focused, field intensive, rigorous curriculum. This allows undergraduate students to be highly supported by faculty who specialize in mathematics and science education research and Master Teachers that have years of professional classroom experience. Our program is designed for students with strong skills in mathematics or science seeking certification to teach biology, chemistry, physics, Earth sciences, general science, or mathematics at the secondary level. The NAUTeach program, modeled after the successful UTeach program at the University of Texas, provides opportunities for you to:

graduate in four years. Students earn a Bachelor of Science in education in their field of study.;

earn dual degrees. Students have the ability to earn degrees both in specific fields of science or mathematics and in teaching science or math.;

have early classroom teaching immersion. Students are in the K-12 mathematics or science classroom teaching and observing from the first semester and throughout the NAUTeach program to prepare for their capstone student teaching experience.;

work cooperatively in a STEM focused center. Course of study partnered with the department of Mathematics, Biology, Chemistry, Geology, and Physics.;

experience “student-centered” instruction. Course structure supports deep student understanding of

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

engage in educational dialogue and planning. Students plan lessons that promote deep content knowledge, analytical reasoning, creative thought and use of appropriate teaching strategies.

use technology to enhance learning. Students experience technology throughout NAUTeach courses and develop lessons that model technology use in 6-12 classrooms.

earn scholarships, internships and loan forgiveness. Numerous financial opportunities exist for secondary mathematics and science education majors.

inspire future scientists, engineers, and mathematicians to change the world. Visit Teachers who inspired great scientists to see how teachers change the world.

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Science

Teachers Association, and the Interstate New Teacher

Assessment and Support Consortium

Design instruction that develops all students’ abilities to meet academic standards

Reflect on teaching practices including the creation of

a classroom environment based on respect and rapport that fosters a positive climate for learning,

equity, and excellence.

Create and maintain a learning climate that supports the development of all students’ abilities to meet

academic standards.

Implement and manage instruction that develops all

students’ abilities to meet academic standards.

Assess learning and communicate results to all students, parents and other appropriate professionals

with respect to all students’ abilities to meet academic standards.

Collaborate with colleagues, parents the community

and other appropriate agencies to design, implement,

and support learning that supports all students’ abilities to meet academic standards.

Review and evaluate personal performance in order to

improve teaching practices through reflection.

Develop and nurture current professional knowledge of the teaching/learning process.

Provide evidence of student learning through the

design and implementation of instruction that makes use of effective communication techniques, is based

on student prior knowledge, actively engages students

in the learning process, and provides timely high-quality feedback.

Reflect on the roles and responsibilities and adhere to

legal and ethical requirements of the profession.

In collaboration with other professionals, participate in the design, implementation, and assessment of

individual education programs.

concepts related to teaching, science, and mathematics.;

develop numerous STEM based lessons and a full STEM based unit. Students teach numerous STEM lessons and a STEM unit at local secondary schools, which build towards a capstone student teaching experience that utilizes the full range of skills and experiences.;

engage in educational dialogue and planning. Students plan lessons that promote deep content knowledge, analytical reasoning, creative thought and use of appropriate teaching strategies.;

use technology to enhance learning. Students experience technology throughout NAUTeach courses and develop lessons that model technology use in 6-12 classrooms.;

earn scholarships, internships and loan forgiveness. Numerous financial opportunities exist for secondary mathematics and science education majors.;

inspire future scientists, engineers, and mathematicians to change the world. Visit Teachers who inspired great scientists to see how teachers change the world.

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Science

Teachers Association, and the Interstate New Teacher

Assessment and Support Consortium Design instruction that develops all students’ abilities

to meet academic standards;

Reflect on teaching practices including the creation of a classroom environment based on respect and rapport that fosters a positive climate for learning, equity, and excellence.;

Create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards.;

Implement and manage instruction that develops all students’ abilities to meet academic standards.;

Assess learning and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards.;

Collaborate with colleagues, parents the community and other appropriate agencies to design, implement, and support learning that supports all students’ abilities to meet academic standards.;

Review and evaluate personal performance in order to improve teaching practices through reflection;

Develop and nurture current professional knowledge of the teaching/learning process.;

Provide evidence of student learning through the design and implementation of instruction that makes use of effective communication techniques, is based on student prior knowledge, actively engages students

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Provide evidence of meeting the Arizona Professional

Teaching Standards by taking the AEPA Secondary Professional Knowledge exam.

Core Knowledge in Physics:

o Energy, work, and power o Motion, major forces, and momentum

o Newtonian physics w/ engineering applications

o Conservation mass, momentum, energy, and charge

o Physical properties of matter: solids, liquids, and gases

o Kinetic-molecular motion and atomic models

o Radioactivity, nuclear reactors, fission, and fusion o Wave theory, sound, light, the electromagnetic

spectrum and optics o Electricity and magnetism

o Fundamental processes of investigating in physics

o Applications of physics in environmental quality and to personal and community health

Advanced Competencies in Physics

o Thermodynamics and energy-matter relationships o Nuclear physics including matter-energy duality

and reactivity o Angular rotation and momentum, centripetal

forces, and vector analysis

o Quantum mechanics, space-time relationships, and special relativity

o Models of nuclear and subatomic structures and behavior

o Light behavior, including wave-particle duality and

models o Electrical phenomena including electric fields,

vector analysis, energy, potential, capacitance, and inductance

o Issues related to physics such as disposal of nuclear waste, light pollution, shielding

communication systems and weapons

developments o Historical development and cosmological

perspectives in physics including contributions of significant figures and underrepresented groups,

and evolution of theories in physics

o How to design, conduct, and report research in physics

o Applications of physics and engineering in society, business, industry, and health fields

General Supporting Competencies

o Biology: Organization of life; Bioenergetics;

Biomechanics; Cycles of matter o Chemistry: Organization of matter and energy;

Electrochemistry; Thermodynamics; Bonding o Earth Sciences: Structure of the universe; Energy;

Interactions of matter o Mathematics: Statistics; Use of differential

equations; Calculus

in the learning process, and provides timely high-quality feedback.;

Reflect on the roles and responsibilities and adhere to legal and ethical requirements of the profession;

In collaboration with other professionals, participate in the design, implementation, and assessment of individual education programs.;

Provide evidence of meeting the Arizona Professional Teaching Standards by taking the AEPA Secondary Professional Knowledge exam.;

Core Knowledge in Physics:

o Energy, work, and power o Motion, major forces, and momentum

o Newtonian physics w/ engineering applications

o Conservation mass, momentum, energy, and charge

o Physical properties of matter: solids, liquids, and gases

o Kinetic-molecular motion and atomic models

o Radioactivity, nuclear reactors, fission, and fusion o Wave theory, sound, light, the electromagnetic

spectrum and optics o Electricity and magnetism

o Fundamental processes of investigating in physics o Applications of physics in environmental quality

and to personal and community health

Advanced Competencies in Physics

o Thermodynamics and energy-matter relationships o Nuclear physics including matter-energy duality

and reactivity o Angular rotation and momentum, centripetal

forces, and vector analysis

o Quantum mechanics, space-time relationships, and special relativity

o Models of nuclear and subatomic structures and behavior

o Light behavior, including wave-particle duality and models

o Electrical phenomena including electric fields,

vector analysis, energy, potential, capacitance, and inductance

o Issues related to physics such as disposal of nuclear waste, light pollution, shielding

communication systems and weapons

developments o Historical development and cosmological

perspectives in physics including contributions of significant figures and underrepresented groups,

and evolution of theories in physics

o How to design, conduct, and report research in physics

o Applications of physics and engineering in society, business, industry, and health fields

General Supporting Competencies

o Biology: Organization of life; Bioenergetics; Biomechanics; Cycles of matter

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

DETAILS TAB Additional Admission Requirements Admission requirements over and above admission to NAU are required. To be eligible for admission to the teacher education program, candidates must meet the following requirements and apply for the program online. 30 units of coursework which includes: TSM 101, TSM 102 and TSM 303 with grades

of "C" or better Program Mathematics Foundations

requirement with a grade of "C" or better The English foundations requirement (ENG

105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)

Completion of or enrollment in TSM 303

A minimum GPA of 2.5 in all content major coursework (must have taken at least 12 units) AND one of the following grade point average requirements: o A cumulative 2.5 GPA in Liberal Studies

courses o A cumulative 2.5 GPA in all courses

You must be declared in this major Submission of a copy of your State-approved

Identity-Verified Print (IVP) fingerprint clearance card, obtainable through the Arizona Department of Public Safety (602-223-2279)

Major Requirements Take the following 78 - 80 units: (PHY 161 or PHY 171)* (4-5 units) (PHY 262 and PHY 262L) or PHY 172* (4-5

units) PHY 263, PHY 264, PHY 321, PHY 361 (12

units) (AST 183 and AST 184L) (4 units) MAT 136, MAT 137, MAT 238, MAT 239 (15

units) PHY 333W (3 units)

o Chemistry: Organization of matter and energy; Electrochemistry; Thermodynamics; Bonding

o Earth Sciences: Structure of the universe; Energy;

Interactions of matter o Mathematics: Statistics; Use of differential

equations; Calculus

DETAILS TAB Additional Admission Requirements Admission requirements over and above admission to NAU are required. To be eligible for admission to the teacher education program, candidates must meet the following requirements and apply for the program online. 30 units of coursework which includes: TSM 101, TSM 102 and TSM 303 with grades

of "C" or better Program Mathematics Foundations

requirement with a grade of "C" or better The English foundations requirement (ENG

105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)

Completion of or enrollment in TSM 303 A minimum GPA of 2.5 in all content Major

coursework Requirements, excluding the Teacher Preparation courses (must have taken at least 12 units) AND one of the following grade point average requirements: o A cumulative 2.5 GPA in Liberal

Studies courses o A cumulative 2.5 GPA in all courses

One of the following grade point average requirements: o A cumulative 2.5 GPA in Liberal

Studies courses o A cumulative 2.5 GPA in all courses

You must be declared in this major Submission of a copy of your State-approved

Identity-Verified Print (IVP) fingerprint clearance card, obtainable through the Arizona Department of Public Safety (602-223-2279)

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

TSM 360 (3 units) ESE 330 (3 units) *PHY 171 and PHY 172 are strongly preferred Note: It is highly recommended that all new students take our 1-unit first-year seminar, PHY 103 Optional Concentration Requirements for students wishing to obtain additional certification in chemistry CHM 151, CHM 151L, CHM 152, CHM 152L,

CHM 230, CHM 230L, CHM 295 (14 units) Note: Students wishing to obtain additional certification in mathematics are encouraged to take the mathematics education minor. Mathematics and Science Teaching Courses (30 units) TSM 101, TSM 102, TSM 303 with grades of

"C" or better (5 units) BME 437 with a grade of "C" or better (3

units) TSM 495C (12 units) TSM 496 with a grade of "C" or better (1

unit) TSM 350, TSM 404, TSM 450 (9 units) Note: TSM 495C meets Northern Arizona University's senior capstone requirement. Note: In order to be approved for student teaching, you must complete TSM 350, TSM 404, and TSM 450, earning a grade of "B" or better in two of the three courses and earning a "C" or better in the remaining course. TSM 350, TSM 404 and TSM 450 may be repeated with a grade of “C”. Teacher Preparation In all of our teacher education programs, you are required to apply for, and complete a student teaching or internship experience. Applications are due one year prior to the student teaching semester. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.

Major Requirements Take the 78 - 80 units outlined below. A minimum NAU cumulative GPA of 2.5 is required. For all coursework, a passing grade is required or a grade of “C” or better is required for courses evaluated on an A-F scale. Additionally, a GPA of 2.5 in major requirements and a grade of “B” or better in at least two of the following three Teacher Preparation courses TSM 350, TSM 404, and TSM 450 is required. TSM 350, TSM 404 and TSM 450 may be repeated with a grade of “C”. Take the following 78 - 80 units: (PHY 161 or PHY 171)* (4-5 units)

(PHY 262 and PHY 262L) or PHY 172* (4-5 units)

PHY 263, PHY 264, PHY 321, PHY 361 (12 units)

(AST 183 and AST 184L) (4 units)

MAT 136, MAT 137, MAT 238, MAT 239 (15 units)

PHY 333W (3 units)

TSM 360 (3 units) ESE 330 (3 units) *PHY 171 and PHY 172 are strongly preferred Note: It is highly recommended that all new students take our 1-unit first-year seminar, PHY 103 Optional Concentration Requirements for students wishing to obtain additional certification in chemistry CHM 151, CHM 151L, CHM 152, CHM 152L,

CHM 230, CHM 230L, CHM 295 (14 units) Note: Students wishing to obtain additional certification in mathematics are encouraged to take the mathematics education minor. Mathematics and Science Teaching Teacher Preparation Courses (30 33 units with a grade of “C” or better, except where noted*)

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Before being accepted to student teaching, the following criteria must be met: Admission to the teacher education program NAU GPA must be at least 2.5, with a GPA of

2.5 in all teacher preparation courses, with no grade lower than a "C"

Passing score on the required Professional Dispositions Modules

Complete all plan requirements Take the appropriate AEPA or NES Subject

Knowledge test. All major coursework, with the exception of

TSM 101, must be completed within six years prior to student teaching.

All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.

Candidates requesting student teaching placements in TSM 495C must take the NES Physics Subject Knowledge Exam prior to final clearance to student teach.

In order to obtain an AZ teaching certificate, you must pass the following required Arizona Educator Exams Secondary Professional Knowledge Exam General Electives Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit. You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.) Additional Information

TSM 101, TSM 102, TSM 303 with grades of "C" or better (5 units)

BME 437 with a grade of "C" or better (3 units)

ESE 330 (3 units) TSM 495C (12 units) TSM 496 with a grade of "C" or better (1

unit) TSM 350, TSM 404, TSM 450 with a grade

of “B” or better in at least two of the three* (9 units)

Note: TSM 495C meets Northern Arizona University's senior capstone requirement. Note: In order to be approved for student teaching, you must complete TSM 350, TSM 404, and TSM 450, earning a grade of "B" or better in two of the three courses and earning a "C" or better in the remaining course. TSM 350, TSM 404 and TSM 450 may be repeated with a grade of “C”. Teacher Preparation In all of our teacher education programs, you are required to apply for, and complete a student teaching or internship experience. Applications are due one year prior to the student teaching semester. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher. Teacher education programs require a student teaching or internship experience. A minimum number of practicum units are also required, which involves supervised field experience with a practicing teacher. These required experiences are embedded in the major requirements courses. Before being accepted to student teaching, the following criteria must be met: Admission to the pProfessional eEducation

pPrograms (PEP)

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements. You may not count more than one "D" toward the major and emphasis requirements for this degree. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. This degree plan is supported through the NAUTeach program. CAMPUS AVAILABILITY TAB Flagstaff

GPA and course grade requirements for degree program as stated in Additional Admission and Major Requirements

NAU GPA must be at least 2.5, with a GPA of 3.0 in all History and Social Studies coursework, with grade of "C" or better in the major.

Passing score on the required Professional Dispositions Modules

Take and pass the designated content knowledge exam.

Complete all plan requirements. All major coursework, with the exception of

EDF 200 must be completed within the six years prior to student teaching.

Successful completion of required state and university training modules.

All candidates must demonstrate professional and ethical standards of practice as described in the Model Code of Ethics for Educators and adhere to NAU’s and PEP’s Student Code of Conduct social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.

All outstanding PEP Alerts must be resolved per improvement plan

Attend mandatory Student Teaching Orientation

General Electives Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit. You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.)

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

It is highly recommended that you take POS 220 (3 units) either as one of your electives or to meet one of the liberal studies requirements. Additional Information Be aware that Arizona state teacher certification requirements leading to an Institutional Recommendations may change at any time, and may impact program of study requirements. You may not count more than one "D" toward the major and emphasis requirements for this degree. Be aware that some courses may have prerequisites that you must also take. For prerequisite information, see course information contained in the catalog click on the course or see your advisor. This degree plan is supported through the NAUTeach program. CAMPUS AVAILABILITY TAB Flagstaff

5. Justification for Fast Track plan changes: The purpose of the proposed catalog language changes are to clarify for students, advisors, and faculty the required GPAs and other program requirements. In addition, we have added “cumulative” to the NAU GPA requirements to create consistency and specificity. Clarifying language regarding GPAs for the degree program will also assist advisors in utilizing the Academic Reporting (AR) feature of PeopleSoft to automate some processes for calculating GPAs related to additional admission requirements as well as clearance for student teaching. Several edits were also made to update requirements in relation to state licensing requirements such as the reference to the Model Code of Ethics for Educators. 6. Will this proposal impact other academic units/programs, course offerings, or campus availability, etc.? Yes No If yes, list and include evidence of notification to and/or response from each impacted academic/ administrative unit, as necessary

Answer 7-10 for Undergraduate Plans only: 7. A major is differentiated from another major by required course commonality: 18* units of the required coursework to complete the major must be unique, (i.e. not common or not dual use as a

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

required element in another major), to that major. Does this plan have 18* units of unique required credit? Yes No

* If there are not 18 units unique, the program will need to justify why the major is not conforming to this requirement in one of two ways: 1. The distinctiveness of the degree program must be evident through a well-articulated (1) Degree Program Purpose,

(2) Degree Program Learning Outcomes, and (3) explanation for why the specified curriculum requirements are necessary for students to achieve the Degree Program Student Learning Outcomes as illustrated in the program’s Curriculum Map/ Matrix and narrative describing the design of the degree program curriculum.

2. Degree programs can prohibit students from earning dual majors/dual degrees if the dual majors/dual degrees do not conform to this requirement. A prohibiting policy must be documented in the academic catalog for both majors/degrees.

8. An emphasis is differentiated from another emphasis by required course commonality: 15 units of the required coursework to complete the emphasis must be unique, (i.e. not common or not dual use as a required element in another emphasis), to that emphasis. Do the emphases each have 15 units of unique required credit? Yes No 9. An undergraduate certificate is differentiated from another certificate by required course commonality: 12 units of the required coursework to complete the certificate must be unique (i.e. not common or not dual use as a required element in another certificate), to that certificate. Does this certificate have 12 units of unique required credit? Yes No 10. A minor is differentiated from another minor by required course commonality: 12 units of the required coursework to complete the minor must be unique, (i.e. not common or not dual use as a required element in another minor), to that minor. Does this minor have 12 units of unique required credit? Yes No Answer 11-14 for Graduate Plans only: 11. Graduate degrees are differentiated from one another by required curriculum and course commonality: at least 12 units of required coursework to complete the degree must be unique (i.e. not common or for dual use as a required element in another degree). Does this degree contain at least 12 unique units of required credit? Yes No 12. Emphases within a Graduate degree are differentiated by required curriculum and course commonality: at least 9 units of required coursework to complete the emphasis must be unique (i.e. not common or not dual use as a required element in another emphasis). Do emphases contain at least 9 unique units of required credit? Yes No 13. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework? Yes No If no, explain why this proposal should be approved.

14. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework? Yes No If no, explain why this proposal should be approved. Scott Galland

4/9/2021

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

Reviewed by Curriculum Process Associate Date Approvals:

See Attached 2/12/2020

Department Chair/Unit Head (if appropriate) Date

Dean of College Date

From: Cynthia Conn <Cynthia.Conn@nau.edu>

Sent: Wednesday, February 12, 2020 5:00 PM

To: Nicole A Morrow <Nicole.Morrow@nau.edu>; Stuart S Galland <Stuart.Galland@nau.edu>

Cc: Ramona N Mellott <Ramona.Mellott@nau.edu>; Pamela Jane Powell <Pamela.Powell@nau.edu>; Shadow William Jon Armfield

<Shadow.Armfield@nau.edu>; Sherry L Markel <Sherry.Markel@nau.edu>; Colleen Noble Rice <Colleen.Rice@nau.edu>; Maureen

Fray <Maureen.Fray@nau.edu>; Scot Raab <Scot.Raab@nau.edu>; Pradeep Maxwell Dass <Pradeep.Dass@nau.edu>; Terry Wayne

Crites <Terry.Crites@nau.edu>; Shannon Marie Guerrero <Shannon.Guerrero@nau.edu>; Christopher G Griffin

<Christopher.Griffin@nau.edu>; Linda Sargent Wood <Linda.Sargent.Wood@nau.edu>; Christi Lyn Carlson

<Christi.Carlson@nau.edu>; Pamela Kay Stephens <Pamela.Stephens@nau.edu>; Todd Evan Sullivan <Todd.Sullivan@nau.edu>;

Jersus Jose Colmenares <Jersus.Colmenares@nau.edu>; Patricia E Frederick <Patricia.Frederick@nau.edu>; Joseph Glynn Collentine

<J.Collentine@nau.edu>; Angela Lynn Hansen <Angela.Hansen@nau.edu>; Steve Palmer <Steve.Palmer@nau.edu>; Kortney Olivia

Zesiger <Kortney.Zesiger@nau.edu>; Holly Christine Aungst <Holly.Aungst@nau.edu>; Gabriel Alonzo Montano

<Gabriel.Montano@nau.edu>; Christopher John Mann <Christopher.Mann@nau.edu>; James D Palmer <James.Palmer@nau.edu>

Subject: Undergraduate Teacher Preparation Fast Track Catalog Changes

Importance: High

Hi Nicole and Scott, Please find attached the completed Fast Track catalog change forms for the undergraduate teacher preparation

programs. I am submitting these forms on behalf of the programs. The leadership for each program was involved in finalizing the

edits and are copied on this message.

I have reviewed all edits and the edits are acceptable in terms of accreditation and state rule language requirements. Please accept this

email in support/justification for these catalog edits.

I appreciate your assistance with these catalog changes. If you have any questions, please let me know.

Thanks, Cynthia

Cynthia Conn, PhD

Assistant Vice Provost, Professional Education Programs

Associate Professor & Associate Dean, College of Education

cynthia.conn@nau.edu | 928-523-7624 | COE Room 123

PO Box 5774, Flagstaff, Arizona 86011-5774

nau.edu/pep

To all faculty submitters and committee members: please be sure to proofread and edit all response submissions. Form Effective Fall 2019

From: James Palmer <jdp85@nau.edu> Sent: Friday, April 9, 2021 1:39 PM To: Scot Raab <Scot.Raab@nau.edu> Cc: Stuart S Galland <Stuart.Galland@nau.edu>; Pamela Jane Powell <Pamela.Powell@nau.edu>; Christopher G Griffin <Christopher.Griffin@nau.edu>; Steve Palmer <Steve.Palmer@nau.edu>; Cynthia Conn <Cynthia.Conn@nau.edu> Subject: Re: Approval Request: Change in catalog statement for PEP initial teacher preparation programs

I approve.

Best, James

From: Cynthia Conn <Cynthia.Conn@nau.edu>

Sent: Wednesday, April 7, 2021 5:22 PM

To: Nicole A Morrow <Nicole.Morrow@nau.edu>

Cc: Pamela Jane Powell <Pamela.Powell@nau.edu>; Christopher G Griffin <Christopher.Griffin@nau.edu>; Steve Palmer

<Steve.Palmer@nau.edu>; James D Palmer <James.Palmer@nau.edu>; Scot Raab <Scot.Raab@nau.edu>; Ayana Shimizu Caines

<Ayana.Caines@nau.edu>; Nicole Jessica Bies-Hernandez <Nicole.Bies-Hernandez@nau.edu>

Subject: Change in catalog statement for PEP initial teacher preparation programs

Hi Nicole, Approximately a month ago we discussed a change to a catalog statement PEP initial teacher preparation programs to make

it more general since requirements are often added or changed by the state. Attached is a listing of the initial teacher preparation

program of studies, including the Academic Plan Code, where we would like to have the catalog statement changed.

I have listed the Catalog Heading and Current Language in column G and the new statement in column H as well as any other relevant

notes.

We are maintaining a web page listing the current required state and university training modules and I have provided that url so that

text from the statement can be linked to it.

The PEP Initial Teacher Preparation Coordinating Council members approved this change in catalog statement at the March 2021

meeting. I have copied the Associate Deans for the colleges with initial teacher preparation programs on this message.

I appreciate your assistance with this request. If you need any additional information, please let me know.

Thanks, Cynthia

Cynthia Conn, PhD

Associate Dean, NAU Professional Education Programs & College of Education

cynthia.conn@nau.edu | 928-523-7624 | COE Room 123

PO Box 5774, Flagstaff, Arizona 86011-5774

nau.edu/pep

To support the health of the NAU community and adhere to guidelines set by the Center for Disease Control, we are practicing social

distancing with virtual appointments and by limiting walk-ins. For inquiries regarding Arizona Teachers Academy, student teaching,

state certification, or assessment/accreditation, please email our office at PEPAdministration@nau.edu, call our Flagstaff office at

928-523-7246, or call our North Valley office at 928-523-0358. PEP staff members are also available to meet via Zoom (email or call

to set-up an appointment).