EMU | COE Council Agenda January 28, 2004

Comment by Basic Programs Committee: AThis class is useful, but might be more useful if offered at a 500- or graduate level for continuing education of teachers. In future, grid should be attached to show how this class meets state economics standards.@

ii. Advanced Programs Committee

No report.

iii. Professional and Affiliated Programs Committee

The Professional and Affiliated Programs Committee recommends approval of:

a. Revise INDT 341 Advanced Ground Instruction by changing the title to Instrument Ground Instruction, reducing the number of hours from three to two, and revising the course description; Create a new INDT 342 Commercial Ground Instruction (2) AAdvanced ground instruction will be presented to include aerodynamics, airports and airport operations, Federal Aviation Regulations, metrology [sic], weather reports, aircraft performance, aircraft systems, weight and balance, and commercial pilot operations.@

b. Revisions in the Finance major, by creating a new course FIN 360 Theory of Financial Decisions, modifying the content of FIN 359 Intermediate Financial Theory, changing the prerequisites of both FIN 350 Principles of Finance and FIN 450 Problems in Financial Management, removing FIN 358 and INS 351 as electives, adding FIN 360 as a required course, making FIN 359 and FIN 360 corequisites to each other, adding FIN 352 Entrepreneurial Finance as a restrictive [sic] elective, incorporating ARequired II@ electives into restrictive [sic] electives, and adding FIN 360 to the Banking track and changing the selection of restrictive [sic] electives. No change in total credit hours required.

c. Proposed new courses FRNH 450 French Civilization in Film (3) and FRNH 550 French Civilization in Films (3). The description for both courses is identical: AThe purpose of this course is to study a number of French films and distinguish between fiction and reality as portrayed in the film. Students will research the era and compare the events shown in the film with the societal or historical facts found in their research.@

iv. Personnel Committee

The Personnel Committee has completed its work for the year. (Note: Gloria Neve has served as chair of this group for app. 12 years. She is retiring at the end of this year.)

v. Planning and Finance Committee

No report.

4. Reports from other College or University Groups

A. Faculty Council

B. Graduate Council

C. Continuing Education Advisory Council

D. EMU Research Advisory Council

E. COE Program and Policy Advisory Board

F. COE Resource Development Board

G. COE Human Subjects/Research Advisory Committee

H. COE Student Advisory Committee

I. ad hoc Technology Advisory Committee

J. ad hoc Building Appearance Committee

K. ad hoc Diversity Committee

L. ad hoc Porter Chair Advisory Committee

M. ad hoc Education Alumni Hall of Fame Committee

N. ad hoc Education Students Data Assessment Committee

O. Other COE Groups

P. COE Departments or Offices

Q. Porter Building status

R. NCATE/State status.

i. NCATE status

ii. Recent approvalsBELCC approval of all ed leadership programs

S. Dean=s report

i. See items C and D under ANew Business@

5. Old business

None.

6. New business

A. Proposal to change name of CHEM 101 from AScience for Elementary Teachers@ to AChemistry for Elementary Teachers.@

ATTACHMENT 1

Office of the Dean

College of Education

Eastern Michigan University

January 13, 2004

To: Dr. Russell Olwell, Chair, Basic Programs Committee

Dr. Jim Berry, Associate Dean

This is to request formal input and a recommendation to the College of Education Council on the attached proposal to create a bachelor=s degree to be awarded to those who complete the requirements of the Apost-bac@ program.

If you have questions, please let me know. Thank you for your attention.

________________________

Jerry Robbins, Dean

Attachment

Copy w/attachment:

Provost Paul Schollaert

Dr. William Miller

Dr. Shawn Quilter

Ms. Chris Lancaster

Members of the College of Education Council

Eastern Michigan University

Division of Academic Affairs

PROPOSAL FOR BACCALAUREATE DEGREE PROGRAM FOR

POST-BACCALAUREATE STUDENTS IN TEACHER PREPARATION

Introduction.

For many years, Eastern Michigan University has provided a service for persons who hold a bachelor=s degree (either from EMU or from elsewhere) and who have made the decision to become a teacher after receiving that degree. Sometimes that decision has come soon after receiving the bachelor=s degree; more often, it has come after the person has had experience in another line of work.

For a long time, the number of persons in this situation was small. In those days, the occasional person with a bachelor=s degree who wanted to become a teacher simply went to a certain staff member in Records and Registration and, following an inspection of the person=s undergraduate transcript, the person received a Aprogram of study,@ the completion of which would trigger a recommendation to the Michigan Department of Education.

The number of Acareer changers@ began to increase considerably in the late 1980's. The shortcomings of the arrangement described in the previous paragraph began to become apparent. There was little connection between the Aprograms of study@ being issued and the rapid changes that were being made otherwise in the requirements for becoming a teacher through Eastern Michigan University. The preparation for the 1992 NCATE visit made it quite clear that EMU, inappropriately, was preparing Ainitial teachers@ in two vastly different ways: (a) a structured approach applicable to undergraduate students that incorporated all the rapidly-changing state and national requirements/expectations and (b) a Aprogram of study@ approach through Records and Registration that took virtually any baccalaureate degree and let the student add Aa few courses in pedagogy@ and obtain the same credentialBa recommendation to the Michigan Department of Education for licensure as a teacher.

In the early 1990's the number of Acareer changers@ in the initial teacher preparation program increased still more. Appreciable numbers of persons with graduate and professional degrees joined the ranks, including physicians, lawyers, social workers, and others. Former Provost Ronald Collins transferred the responsibility for the Apost-bac@ students from Records and Registration to the College of Education. This permitted imposing similar exit requirements on all prospective students.

In 1995-96, 299 such students were formally admitted to the initial teacher preparation program; in 2001-02, 534 such students were formally admitted. These students have made up approximately 1/3 of the student body for initial teacher preparation for some years now. EMU has become one of the nation=s largest providers of teacher preparation services, if not the largest, for an Aalternative@ audience.

Gradually, catalog provisions were clarified, web site materials were prepared, advising mechanisms were strengthened, and other such actions were taken to Aregularize@ the programming for this large and valued population of prospective teachers. However, up until recent times, these persons were counted as Agraduate@ students, with the rationale that anyone taking course work after a bachelor=s degree must be a graduate student, even though the required course work has been (at least since 1992) essentially at the undergraduate level. In recent times, the EMU record-keeping system has been changed such as to count the Apost-baccalaureate students@ as undergraduate, rather than graduate, studentsBmore accurately to reflect the level and nature of course they were taking.

As changes and improvements in the programming for the post-baccalaureate teacher preparation students have been made over, especially, the past decade, one Aoddity@ has remained with respect to these thousands of students. Except for those that happened to acquire an EMU degree before entering the EMU initial teacher preparation program, none of these persons can truly say that she or he is an EMU Aalumnus.@ None of them receive a degree or comparable institutional recognition for their academic efforts and accomplishments. This is despite the fact that many of the Apost-bac@ students take more hours at EMU than many Atransfer@ students do. The transfer student at the undergraduate level receives an EMU degree, Awith all the rights and privileges appertaining thereto.@ The Apost-bac@ student typically does not participate in any ceremony, receives no EMU degree, does not get Acaptured@ by Alumni records, and is not invited to participate in any of the Alumni and Development activities offered by the institution.

The purpose of this proposal is to create a bachelor=s degree program, such that all completers of the post-baccalaureate teacher preparation program at EMU will receive a bachelor=s degree in teaching, in addition to their other academic credentials, as well as a recommendation for licensure as a teacher by the Michigan Department of Education.

I. Description.

A. Goals and Objectives.

1. Intent. The purpose of this proposal is to create an academic Aaward@Ba bachelor=s degreeBavailable to and required of all those who complete EMU=s post-baccalaureate program for the initial preparation of teachers. No change is intended in any aspect of the programming with the exception of awarding a degree in association with completion of all requirements.