Eastern Michigan University
Ypsilanti, Michigan 48197
CANDIDATES IN PROFESSIONAL EDUCATION
Qualifications of Candidates
Initial. Admissions criteria have not changed appreciably in recent times, although discussions of possible changes have taken place in the context of the Reconfiguration of the programs. For current requirements, see Exhibit II.A.1.1 and Exhibit G-9. Requirements include an overall grade point average (GPA) of 2.5 and a 2.5 GPA in the major (or three minors). There are two alternatives to the GPA requirement that are occasionally invoked. Competency in speaking, reading, written expression, and mathematics is required and measured in several different ways. One of the measures of written expression is the review of an autobiographical statement. Successful completion of the state's Basic Skills Test (reading, mathematics, and writing) is required. See Exhibit II.A.1.2 for results over the past five years.
The number of scholarship awards to prospective teachers has increased in recent times, both by the creation of several additional scholarships and by greater efficiencies in the selection and award process. See Exhibit II.A.2.1 and Exhibit II.A.2.2. Admissions are managed by the COE's Office of Academic Services, headed by an associate dean. (The former "student teaching office" now provides a variety of student services for and within the unit.) As of July 1, 1997, this office assumed the responsibility for all recommendations to the state for licensure. With this action, all admission, retention, and exit requirements are monitored within the unit (the College of Education). See Exhibit II.A.3.1.
Advanced. Incremental increases in admissions criteria have taken place in the advanced programs since the last NCATE review. These include more explicit statements of criteria, increased proficiency in English requirements for nonnative speakers, and the like. Admission to the advanced programs is a two-step process. There must first be an admission to the Graduate School. At the master's level, this calls for holding a bachelor's degree from a regionally-accredited institution with an undergraduate GPA of 2.50 or a GPA of 2.75 in the last half of the undergraduate program. Specialist and doctoral requirements are higher. See Exhibit G-9. The second step in admissions is to the desired program. Requirements vary among the programs, but include holding a teaching (or other appropriate professional) credential, standardized test scores, recommendations, and an interview. See Exhibit II.A.1.3.
The number of graduate assistantships available in the university (including minority, college work study, and institutionally funded) and in the College of Education (grant funded) has permitted the support of additional full-time students. See Exhibit II.A.2.1 and Exhibit IV.A.3.2.
Composition of Candidates (Initial and Advanced)
Since the last NCATE review, EMU has created a Division of Enrollment Services and this unit has provided great service in attracting and retaining a diverse student body. See Exhibit G-5 for documentation of generally increasing numbers of professional education program completers from traditionally under-represented groups (males, racial/ethnic minorities). The unit has a number of special projects designed to attract and retain minorities, including offering the certification sequence in Detroit, working closely with feeder community colleges, producing a video to attract African American men into teaching, etc. New activities are initiated as former ones cease to be productive or functional. See Exhibit II.B.1.1 for a description of the various activities that recently have been or currently are in place. Exhibit G-5 documents the numbers of men/women and members of four nonwhite (plus "other") racial/ethnic groups that are found among the professional education student body. See also Exhibit II.B.2.1, Exhibit II.B.3.1, and Exhibit II.B.4.1 for additional information about the diversity of the student population.
Monitoring and Advising the Progress of Candidates
Initial. The Reconfiguration of the initial preparation programs, partially implemented through pilot programs and scheduled for full implementation in 1998, puts considerable emphasis on cornerstones, keystones, and capstones to monitor student progress through the various phases of the program. The exhibitions that are (and increasingly will be) associated with these progress points can be used to counsel students who are not making satisfactory progress. The exhibitions are intended to be drawn from and to be supportive of the conceptual framework and to be authentic, performance-based assessments of the work of a teacher. See Exhibit G-13 (Reconfiguration) and Exhibit I.A.1.1 for additional information.
Among other factors, retention in the initial preparation program requires the maintenance of a 2.50 GPA. Eligibility for student teaching requires not only the completion of specified course work but satisfactory completion of the state's Basic Skills Test and recommendations from university faculty, field-based professionals, and the department of the student's major. See Exhibit G-9, Exhibit II.C.5.1, and Exhibit II.C.6.1.
Advanced. Most advanced programs now have formally-stated retention and/or midpoint check requirements. These typically include a grade point average requirement and often require some form of group faculty review or a project. See Exhibit II.C.4.1.
Initial and Advanced. Advising processes have been greatly improved and expanded in recent years, especially at the initial level. See Exhibit G-30. Group advising sessions are now used extensively for initial-level students and electronic communications are increasing in use. The catalog (see Exhibit G-9, Exhibit G-10, and Exhibit G-11), program materials (see the College of Education home page, as well as various materials in the Exhibits), the schedule of classes (see Exhibit G-12), and faculty E-mail addresses (see Exhibit G-16) are among the items that are posted to web sites for student use and information.
For additional information concerning advising and mid-program assessments, see Exhibit II.C.2.1, Exhibit II.C.3.1, Exhibit II.C.3.2, and Exhibit II.C.4.1.
The availability of counseling services is advertised in the catalogs, university orientation and student handbook materials, the student newspaper, and various flyers and announcements. In addition to the services of the university's counseling center, the Department of Leadership and Counseling provides a counseling clinic that is available to students in the professional education programs.
At the time of admission, each initial program student is advised of the relative availability of jobs in her/his field. The university's Office of Career Services provides seminars for professional education students as well as a full range of services related to job openings, preparing resumes, and the like. EMU beginning teachers are intensively recruited, especially by districts in Sunbelt states, during a large job fair held each April. See Exhibit II.C.6.1.
Ensuring the Competence of Candidates
Initial. At the initial level, the Reconfiguration effort has established 22 outcomes. These are in the process of implementation and may be seen in Exhibit II.D.1.1 (and Exhibit G-13 and Exhibit I.A.1.1). These are grouped in the categories of (a) knowledgeable in subject matter, (b) professionalism, (c) caring, (d) reflective decision-maker, and (e) diversity, reflecting the overall theme and the conceptual framework for the initial program. Each outcome is (or will be) assessed by two or more exhibits that must be presented by the student. Students may view material about outcomes and exhibits on our web site. Increasingly, as full implementation approaches, these items are becoming part of printed program materials.
The exhibits that students are (or will be) expected to prepare include an instructional unit, work samples, an inclusion journal, a conference presentation, a case study analysis, a concept map, an autobiographical essay, and an action research study. In addition, the student teaching experience is structured as a culminating experience and a full portfolio is now required for presentation and review by a professional team. The portfolio often includes videotaped performance. Before licensure, the student must pass two to four subject-field examinations administered by the State. For additional information on various exit requirements, see Exhibit II.D.2.1 and Exhibit II.D.2.2.
Advanced. At the advanced level, most programs have explicitly stated exit requirements. These include traditional activities such as completion of stated course work and certain grade point averages but also include such activities as a thesis, publishable paper, recital, independent study, portfolio, comprehensive oral and/or written examination, dissertation, supervised practicum/internship, major project, professional seminar participation, and the like. For additional information on various exit requirements, see Exhibit Exhibit II.D.2.1 and Exhibit II.D.2.2.
For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.
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Office of the Dean
College of Education
(313) 487-1414
FAX (313) 484-6471
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