Eastern Michigan University
Ypsilanti, Michigan 48197
Category I |
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The program theme that covers the basic level programs of Eastern Michigan University is: Eastern Michigan University teacher educators produce knowledgeable professionals who are caring, reflective decision-makers in a culturally diverse society. Conditions and Assumptions This program theme was developed under the following conditions and assumptions. Faculty. The Eastern Michigan University faculty who prepare future teachers possess several strengths. They are current in their areas of specialization (content, theory, and/or pedagogy) and are able to translate the most recent theories and research into practical concepts, principles, and skills that allow future teachers to make reflective, caring decisions during planning and teaching. Most faculty are actively working with teachers in schools through grants, research, field experiences, and program development. Thus, they have the ability to make current ideas relevant and useful in the daily lives of teachers. Pupils. The pupils our graduates will teach represent a wide diversity of cultures, gender, classes, exceptionalities, ethnicities, and language backgrounds. Teachers prepared at Eastern Michigan University will help their students: · develop the knowledge, attitudes, and skills necessary to succeed in and contribute to this society · become problem solvers and thinkers who can resolve dilemmas · acquire the abilities to learn throughout their lives · develop high self-esteem and caring relationships · become responsible citizens in their community, country, and world. Eastern Michigan University students. The initial certification program students at Eastern Michigan University are dedicated to becoming teachers. Most of them take more than four years to complete their bachelor's degree. The average age is 26.6 and most students commute from their homes to class. Thus, Eastern Michigan University students bring maturity and considerable life experience to their studies. These future teachers will find their first jobs in a wide variety of settings as reflected by Michigan's urban, suburban, and rural diversity. |
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Eastern Michigan University graduates will be working in a rapidly changing world of expanding knowledge, varied cultures, and social challenge. Program Theme Development In general, the program theme for the basic level programs is developed in these ways. Knowledgeable. The underlying assumption supporting our vision is that each teacher leaving Eastern Michigan University has, first and foremost, a thorough grounding in the academic content related to (a) the basic liberal arts and (b) the major and minor. In addition to understanding the subject matter to be taught, the teacher can identify key concepts and ideas to be taught, understands how these ideas relate to one another, and can find ways to make the material clearly understood by students. Professional. The teacher leaving the Eastern Michigan University program is an emerging professional. That is, we see the new teacher as being on a pathway which leads to full professional competence. We have developed in them the attitudes, knowledge, and skills to begin the journey. Of course, the support provided in the early (induction) years and throughout the teacher's career is crucial to the full development of this emerging professional. A major contribution we make to their growth is to cultivate habits of life-long learning through self-assessment; finding new information in print, conversation with peers, and courses/workshops; and inquiry into one's own practice. Another aspect of the professional relates to change. We prepare teachers who are able to perform in schools as they are currently configured, and who can also contribute to the restructuring of schools and the improvement of education. Thus, the caring reflective professional will actively seek to promote more effective practices and organizations within schools. Caring. The "caring" component reflects a humanistic orientation (Ginott, Glasser) which views the teacher as a facilitator of personal growth and self-esteem (Noddings). In every discussion conducted among faculty and field experience staff, this theme was prominent. The Eastern Michigan University teacher candidate, therefore, is a person who is child-centered and nurturing. This person motivates students to do their best and seeks to develop self-confidence and positive self-regard in students. We at Eastern Michigan University cannot conceive of learners thinking deeply and constructing a personal meaning without a safe and caring environment in which to take risks and explore understandings. |
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Reflective Decision-Maker. The "reflective decision-maker" part of the theme draws on research on the process of learning to teach (Shulman, Schon, Kennedy, Grossman, Zeichner). This research reflects a constructivist view of learning which emphasizes the role of direct experience through environmental interactions (Piaget, Dewey). Future teachers individually construct their own knowledge based on their actions, reactions, and interactions with objects, people, ideas, and feelings. This interactive process results in the personal construction and reconstruction of understandings and adaptive abilities. We hold this view of development for not only Eastern Michigan University students, but also for the pupils they will teach. A reflective professional is a diagnostician/prescriber who actively inquires into the process of student learning. This person bases decisions and interpretations on a wide variety of factors and perspectives (students' needs and characteristics, content knowledge, content-specific pedagogy, theory and research related to teaching and learning, social and political contexts, personal philosophy, prior experience; see Shulman). Future teachers reflect not only on the technical aspects of teaching (e.g., Are my directions clear?), but also on the social and ethical aspects of teaching (e.g., What message did I send to students today when I asked them to participate in resolving the conflict between two students?). Reflection occurs during planning, teaching, and revisions. The teacher prepared at Eastern Michigan University is willing to engage in such self-analysis and has experienced this process as part of the Eastern Michigan University program. Diverse society. Eastern Michigan University teacher candidates will be teaching in an ever-changing world. They will need to understand and work sensitively and productively with people of varied classes, exceptionalities, genders, cultures, languages, religions, and ethnic backgrounds. The caring, reflective professional has a sense of being connected to a society larger and more diverse than the society in which he or she was raised. This teacher has a feeling of civic and social responsibility to the community, nation, and world. Outcomes The teacher graduating from Eastern Michigan University's initial certification program: Knowledgeable 11. Demonstrates mastery of the subjects they are prepared to teach. Can identify and communicate the essential concepts, principles, and ideas in the content being |
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taught. Identifies and corrects common student misconceptions. Shows students how ideas relate across and within subject areas. 12. Is technologically literate and teaches students to use and access technology for learning and personal growth. Professionals 13. Demonstrates an understanding of the organization, governance, and services of schools. Can identify the economic, social, historical, legal, and political structures that influence education. 14. Has a working knowledge of how to bring about change and is willing to work for change and improvement in education at the local, state, and/or national level. 15. Has current knowledge of curriculum proposals provided by national, state, and local organizations and can make professional judgements about incorporating those ideas into classroom teaching. 16. Uses a systematic means of inquiring into the relationship between teacher actions and student learning and attitudes (e.g., journaling, peer coaching, collaborative problem-solving, student evaluations). 17. Continually seeks out resources and experiences that promote professional development. Caring 18. Creates a classroom environment that promotes valued learning, inquiry, problem-solving, and creativity. 19. Interacts positively with students to promote cooperation, positive interpersonal skills and self-esteem through a safe, warm, and humane classroom climate. 10. Sets realistic expectations and provides encouragement to each student. |
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Reflective Decision-Maker 11. Selects curricula, strategies, and technologies that develop student knowledge, thinking, and self-esteem. 12. Plans and delivers a variety of curricula, activities, and assessment approaches that are responsive to (a) students' individual needs (including exceptionalities, gender, culture, language, religion, ethnicity, and unique learning characteristics) and (b) broader community needs. 13. Judges the appropriateness of content, processes, and assessments within a specific classroom, community, and global context. 14. Evaluates how classroom management and instructional decisions can influence students' emerging sense of social justice and ethics. 15. Considers a wide variety of factors and perspectives when making and evaluating teaching decisions. 16. Articulates an emerging position on the purpose of schools in today's democratic society and on the personal ethics of being a teacher. Diverse Society 17. Encourages and models respect for people of diverse characteristics and backgrounds when selecting content, when teaching, and in interpersonal relationships. 18. Participates in and promotes student involvement in community issues and affairs (local through world). 19. Communicates clearly and effectively in writing and in interpersonal situations (with students, peers, parents, staff, and administrators). Additional Information Additional information about the program theme may be found in Exhibit 1-A. |
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Advanced Level Development and Approval Process A COE Council committee charged with studying theme development at the advanced level found it difficult to develop wording and concepts that seemed to be appropriate for all the various fields and degree levels involved. As a result, clusters of related programs each developed a theme that seemed to be appropriate for the professional field(s) and degree level. Each of these proposed themes was reviewed by the COE Council and approved. (See Exhibit 69-F.) Advanced Level Themes See Exhibit 1-B for information on the theme that covers master's-level programs in early childhood education, elementary education, middle school education, secondary school teaching, K-12 curriculum, and reading. This theme is: The development of educators who are committed to their ongoing professional growth and are aware of the challenges of democracy in our culturally diverse society. These educators will assert leadership, apply and practice scholarship, and exercise reflective thinking to meet the needs of learning communities. See Exhibit 1-C for information on the theme that covers the master's-level program in business education. This theme is: Development of career and technical education teachers who exercise leadership in their professions, apply and practice scholarship, and develop the business literacy and employability competencies required in a technological and global economy. See Exhibit 1-D for information on the theme that covers the master's-level program in industrial education. This theme is: Development of technology and career/technical teachers who exercise leadership in their professions, apply and practice scholarship, and develop the creative and critical thinking skills, understanding of social and global impacts of technology, and technical skills required in a technological society. |
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See Exhibit 1-E for information on the theme that covers the master's-level program in art education. This theme is: The development of educators who are committed to their ongoing professional growth and are aware of the challenges of democracy in our culturally diverse society. These educators will assert leadership and the ability to cultivate abstract thinking skills and analyze visual statements for personal meaning. See Exhibit 1-F for information on the theme that covers the master's-level program in music education. This theme is: An advanced musician/teacher education program to provide the knowledge and competencies necessary for meeting the culturally diverse music education needs of the twenty-first century. See Exhibit 1-G for information on the theme that covers the master's-level program for teachers in special education. This theme is: The development of special education professionals with the comprehensive knowledge, skills, and attitudes to deliver a continuum of habilitative/rehabilitative services to persons with special needs and to their families within a multicultural society. See Exhibit 1-H for information on the theme that covers the master's-level program in school counseling. This theme is: The school counselor as a caring professional whose focus is on the relationships needed to facilitate the development of students for effective living in a changing global society. See Exhibit 1-I for information on the theme that covers the specialist-level program in school psychology. This theme is: Based on the recommendations of the Spring Hill Conference, the training emphasis is to provide school psychologists who can meet the comprehensive psychological, educational, and mental health needs of a culturally diverse student population found in the public and private educational institutions of Michigan and the United |
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States. Emphasis is given toward direct and consultative services to students, parents, teachers, and administrators. See Exhibit 1-J for information on the theme that covers the master's-level programs in leadership, the specialist-level programs in leadership, and the doctoral program in leadership. This theme is: The development of leaders with the knowledge, skills, and attitudes for helping to build learning communities within a culturally diverse society. See Exhibit 1-K for information on the theme that covers the specialist-level programs for leaders/administrators in special education. This theme is: The development of leaders in special education with the knowledge, skills, and attitudes for building quality services for persons with special needs and their families within a multicultural society. The knowledge bases used in professional education are broad and include the traditional forms of scholarly inquiry as well as theory development related to professional practice. Eleven sets of knowledge bases have been identified to support the professional education programs of Eastern Michigan University. Each set draws both from various forms of scholarly inquiry and from knowledge from the world of practice. One set of knowledge bases supports the basic level programs. Descriptive information appears in Exhibit 1-A. The 10 sets of knowledge bases supporting the advanced level programs are described in the Exhibits as indicated: See Exhibit 1-B for information on the knowledge base that covers master's-level programs in early childhood education, elementary education, middle school education, secondary school teaching, K-12 curriculum, and reading. See Exhibit 1-C for information on the knowledge base that covers the master's-level program in business education. |
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See Exhibit 1-D for information on the knowledge base that covers the master's-level program in industrial education. See Exhibit 1-E for information on the knowledge base that covers the master's-level program in art education. See Exhibit 1-F for information on the knowledge base that covers the master's-level program in music education. See Exhibit 1-G for information on the knowledge base that covers the master's-level program for teachers in special education. See Exhibit 1-H for information on the knowledge base that covers the master's-level program in school counseling. See Exhibit 1-I for information on the knowledge base that covers the specialist-level program in school psychology. See Exhibit 1-J for information on the knowledge base that covers the master's-level programs in leadership, the specialist-level programs in leadership, and the doctoral program in leadership. See Exhibit 1-K for information on the knowledge base that covers the specialist-level programs for leaders/administrators in special education. The unit ensures that the course work in general education, specialty studies, and professional studies complement one another. Basic Level At the basic level, the University Council on Teacher Education (UCTE) has the responsibility for ensuring that course work in general education, specialty studies, and professional studies complement one another. UCTE is composed of representatives of the Colleges of Education, Arts and Sciences, Health and Human Services, and Technology. (See Criterion 69.) |
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All components of the basic level programs were reviewed and a number of changes were recommended during 1991-1992 and the early part of 1992-1993. (See Exhibit 69-D.) Recommendations of the UCTE concerning the content and structure of programs were reviewed and, in most cases, approved by the College of Education Council (COE Council) during the same time period. (See Exhibit 69-F.) See Criteria 10, 13, and 17 for additional information about the general education, specialty studies, and professional studies components, respectively, in the basic level programs. Advanced Level At the advanced level, the COE Council has the responsibility for ensuring that course work in the specialty studies and professional studies complement one another. The COE Council is composed of members from all College of Education departments. All components of the advanced level programs were reviewed during 1991-1992 and the early part of 1992-1993. (See Exhibit 69-F.) See Criteria 13 and 17 for additional information about the specialty studies and professional studies components, respectively, in the advanced level programs. The knowledge bases of the professional studies component(s) are reflected in curricular design and planning; course syllabi; instructional design, practice, and evaluation; students' work; use of major journals in the field by faculty and students; and faculty and students' (especially graduate students) participation in research and synthesis. The knowledge base for the program(s) which each course supports is reflected in the syllabus for the course. For the syllabi, see Exhibit G-8. The relationship of the knowledge base to such topics as curricular design and planning; instructional design, practice, and evaluation; student's work; use of major journals in the field by faculty and students; and faculty and students' scholarly work may be found in the 11 knowledge base documents, as indicated below. Faculty scholarly work is also shown in Exhibit G-6 and in Volume III, Faculty Vita. See also Criteria 54 and 55. |
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See Exhibit 1-A for information on the implementation of the knowledge base that supports the basic level programs. See Exhibit 1-B for information on the implementation of the knowledge base that covers master's-level programs in early childhood education, elementary education, middle school education, secondary school teaching, K-12 curriculum, and reading. See Exhibit 1-C for information on the implementation of the knowledge base that covers the master's-level program in business education. See Exhibit 1-D for information on the implementation of the knowledge base that covers the master's-level program in industrial education. See Exhibit 1-E for information on the implementation of the knowledge base that covers the master's-level program in art education. See Exhibit 1-F for information on the implementation of the knowledge base that covers the master's-level program in music education. See Exhibit 1-G for information on the implementation of the knowledge base that covers the master's-level program for teachers in special education. See Exhibit 1-H for information on the implementation of the knowledge base that covers the master's-level program in school counseling. See Exhibit 1-I for information on the implementation of the knowledge base that covers the specialist-level program in school psychology. See Exhibit 1-J for information on the implementation of the knowledge base that covers the master's-level programs in leadership, the specialist-level programs in leadership, and the doctoral program in leadership. See Exhibit 1-K for information on the implementation of the knowledge base that covers the specialist-level programs for leaders/administrators in special education. |
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Basic Level Exhibit 4-A contains the results of a survey of the professional education faculty about course content. Included is an item that inquires about students' work, use of major journals in the field, and participation in research and synthesis. Types of student work. To illustrate, the following "products" are representative of those expected from students, although, of course, only a few of these are expected in any particular course. Lesson plans, unit plans, courses of study, teacher-made tests, instructional games, research reports, plan for student organizations, trend report, program evaluation and improvement plan, teacher time-management plan, business plan for a proposed business, start of school unit, resource card file, personal philosophy of education statement, materials file, reflection journals, analysis of lesson scripts, content analysis, portfolio, posters, transparencies, bulletin boards, flat art. Play-instructional materials, fieldwork report, learning logs, questionnaires, assessment report for a child assessment, software evaluation report, critical analyses of journal articles, studio exercises/project, budget, weekly analyses of outside readings, lesson plan on videotape, work activity samples, instructional apparatus appropriate for young children, music visual aids, databases of instructional materials, project on ordering equipment/materials, invented learning games, videotaped class review, text analysis, individual educational plan for handicapped youngster, behavior change plan, anecdotal records, activity file, instructional space design, mainstreaming plan, and cultural/pluralistic evaluation of materials. Journals. Journals frequently usedagain, only those appropriate to the grade level or teaching fieldBusiness Education Forum, Balance Sheet, Perspectives on Marketing, Marketing Educators Journal, Journal of Vocational Education Research, Marketing and Distributive Education Digest, Young Children, Childhood Education, Educational Leadership, Phi Delta Kappan, Reading Teacher, Elementary School Journal, Language Arts, Journal of Educational Research, Child Development, Journal of Research in Early Childhood Education, Computing Teacher, English Journal (English majors required to subscribe). Art Education, Studies in Art Education, Teaching K-8, School Arts, Journal of Aesthetic Education, Foreign Language Annals, Modern Language Review, Science and Technology, Home Economics Journal, Journal of School Health, Social Education, Journal of |
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Geography, The Social Studies, Harvard Educational Review, The Technology Teacher, AVA Journal, Music Educators Journal, General Music Today, Journal for Research in Music Education, The Instrumentalist, American String Teacher, Choral Journal. The Arithmetic Teacher, The Mathematics Teacher, Swimming World, Swimming Technique, Michigan Journal of HPERD, Journal of Teaching Physical Education, Research Quarterly, Journal of Reading, Exceptional Child, Volta Review, American Annals of the Deaf, Journal of Learning Disability, Learning Disability Quarterly, Journal of Mental Deficiency, and Journal of Mentally Retarded. In addition, numerous courses require "coursepacks," which include reprints of articles and papers from a variety of sources. Research and synthesis. Similarly, a number of activities are used, even with basic-level students, that require research and synthesis. These include (again, not in every course) using the ERIC and MVEIS computer-based information systems, writing research papers (either on a specified topic or a topic of the student's choosing), creation of resource cards, preparation of case studies from observational data gathering, analyzing test instruments, development of a prospectus for a teacher-research project, attending professional conferences where research papers are read, analyzing swimming and other movements, conducting a survey, critiquing of journal articles, book critiques, analyzing classroom observation, critiquing reliability and validity of tests, and designing an educational experiment. Advanced Level Exhibit 4-B contains the results of a survey of the professional education faculty about course content. Included is an item that inquires about students' work, use of major journals in the field, and participation in research and synthesis. Types of student work. To illustrate, the following "products" are representative of those expected from students, although, of course, only a few of these are expected in any particular course. Research proposal; essay papers; a directing scene; study guide for a production; storytelling programs; puppets; inventions that solve problems; learning centers; intervention plans; staff development programs; parent education programs; annotated bibliographies; portfolios; personal philosophies; structured interviews; case studies; role-plays; simulations; résumés; problem analysis papers; legal case digests; research papers; book analyses; self- |
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development projects; logs; media materials; reflection papers; journals; child study reports; observations reports; play kits; units of study; self-assessments; audio tapes and tape analyses; test critiques; book reviews; journal article reviews; curriculum evaluations; literary criticisms; card files; and precis of readings. Journals. Representative journals frequently usedagain, only those appropriate to the grade level or teaching fieldBusiness Education Forum, American Educational Research Journal, Youth Theatre Journal, Drama Theatre Teacher, Children's Literature Association Quarterly, Puppetry Journal, Social Education, Social Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Gifted Child Today, Journal of Research in Early Education, Children Today, Child Welfare, Day Care and Early Education, Harvard Educational Review, Phi Delta Kappan, Educational Leadership, Journal of Teacher Education, Journal of Research in Education, National Association of Secondary School Principals Bulletin, Community Education Journal, Journal of Supervision and Curriculum Development, School Administrator, Executive Educator, American School Board Journal, Futurist, Adolescence, Journal of Early Adolescence, Child Development, Reading Research Quarterly, Human Development, Cognitive Development, Cognition and Instruction, Young Children, Journal of Creative Behavior, Early Childhood Development and Care, Anthropology and Education Quarterly, Journal of Education, Art Education, Studies in Art Education, School Arts, Aesthetic Education. School Counseling, Elementary School Counselor, Career Development Quarterly, American Counseling Association Journal, Counseling Psychologist, Journal of Measurement and Evaluation in Counseling and Development, Career Development Quarterly, Journal of Specialists in Group Work, Journal of Counseling and Development, School Counselor, Journal of Research in Vocational Education, Journal of Industrial Teacher Education, Hornbook, Children's Literature in Education, Children's Literature, Journal of Research in Music Education, Music Educators Journal, Design for Arts Education, Nation's Schools, School Musician, Choral Journal, The Instrumentalist, and many others. Research and synthesis. Similarly, a number of activities are used with advanced-level students that require research and synthesis. Examples are: doing research in order to do a production authentically; reviewing articles; doing program evaluations; conducting structured interviews; evaluating a parent education program; writing reflection journals; developing a plan for change; doing literature reviews; using ERIC resources; creating a financial database; critiquing articles; doing bibliographic research; doing observations; critiquing |
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statistical procedures; doing ERIC and Psychological Literature database searches; qualitative data gathering and analysis; attending professional conferences where papers are read; writing master's and specialist theses, and dissertation. The faculty responsible for professional education collaborate in the design, delivery, and evaluation of curriculum for the unit's programs. Both Levels Exhibits 4-A (basic level) and 4-B (advanced level) include survey information from the faculty about the nature and extent of collaboration in the design, delivery, and evaluation of individual courses included in the professional education program. Basic Level The University Council on Teacher Education (UCTE) has the responsibility for the design and evaluation of curricula for the basic-level programs. The UCTE is composed of representatives from the College of Education, the College of Arts and Sciences, the College of Health and Human Services, and the College of Technology. (See Criterion 69.) Recommendations of the UCTE are made to the College of Education Council (COE Council) for further review and approval before implementation. Thus, faculty in both the College of Education and the other academic colleges involved with teacher preparation collaborate in the design and evaluation of curriculum. Program delivery is a campus-wide responsibility. The general education component is largely a function of the faculty of the College of Arts and Sciences. The specialty studies component may be found in any of the colleges of Arts and Sciences, Education, Health and Human Services, and Technology. The professional studies component is largely a responsibility of the College of Education, although special methods courses (and a few other professional courses) are delivered through the academic departments. In practice, many initiatives for program design and evaluation occur at the departmental/program level, after which they are presented to the UCTE for review and action. (In some cases, they may be reviewed in parallel or previously by a college structure, as well.) In |
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addition, various campus structures address aspects of evaluation. These include the program review process (see Criteria 9 and 33) and the university's task force on assessment. Advanced Level The COE Council has responsibility for the design and evaluation of the advanced-level curricula. The COE Council is composed of representatives from all the departments in the College of Education. Thus, professional education faculty are substantially involved in the design and evaluation processes. Delivery of the advanced-level programs is primarily a responsibility of the College of Education. However, in such cases as art education, music education, business education, and industrial education, much of the delivery occurs within the academic department. In the case of school psychology, delivery of the curriculum is a responsibility of several departments in multiple colleges. As with the basic level programs, other organizational units and levels are involved with the design and evaluation functions. These include the same ones as for the basic level, plus the Graduate School. |
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Faculty in the unit have time for curriculum development (see Criterion 60) and they participate in a variety of faculty development opportunities in order to keep instruction current and in harmony with best practice (see Criterion 63). Their extensive participation in professional organizations (see Criterion 64) contributes to their knowledge of best practice and appropriate content. The quality of the instruction by the faculty is regularly and systematically evaluated (see Criteria 65, 66, and 67). An appropriate variety of methods of instructional delivery is used (see Criterion 7) and faculty in the unit generally enjoy reputations as effective instructors (see Criterion 8). Faculty instruction in the unit provides students with systematically varied models of instruction. Basic Level Faculty survey. Faculty in the professional education programs use a variety of models of instruction. Exhibit 4-A included the results of a survey of the faculty who teach professional education courses at the basic level. This survey includes an item that asked for information about "modes of delivery" in these courses. The "modes of delivery" most frequently reported were lecture (84), guided discussion (71), demonstrations (44), field-based experiences/field trips (37), simulations (35), case studies (30), role-playing (29), laboratories (27), student presentations (10), group activities (8), and collaborative learning (7). Twenty-six other "modes of delivery" were mentioned once or twice. Among those who used the lecture mode, they used it , on the average, for 36% of the course time; for laboratories, 33% of the course time; for collaborative learning, 25% of the course time; for field-based experience/field trips, 24% of the course time; and for guided discussion, 23% of the course time. Student survey. In the spring of 1992, the members of the Renaissance Group surveyed student teachers on a number of items (see Exhibit 7-A), including their perception of certain aspects of the "modes of delivery" in both professional education courses and in non-professional education courses. A comparison of responses between students at Eastern Michigan University and the entire nationwide group surveyed is presented in Table 7-A. These data |
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are, in effect, weighted by the numbers of students in a particular program who may use more or less of a given "mode of delivery" than the overall averages for the "mode of delivery." Advanced Level Faculty survey. Exhibit 4-B includes a survey of faculty involved with the courses in the advanced-level programs. An item was included that asked for information about "modes of delivery" in these courses. The "modes of delivery" most frequently reported among 149 usable responses were guided discussion, 92%; lecture, 90%; case studies, 45%; simulations, 42%; demonstrations, 40%; field activities of various sorts, 33%; and role-playing, 31%. Thirty-seven different "modes of delivery" were reported. Among those who used the lecture as a mode of delivery in a course, the mean use was 35% of the course time; for guided discussion, 26% of the course time; for field activities of various sorts, 23% of the course time; for laboratories, 20% of the course time; for both simulations and demonstrations, 16% of the course time; for case studies, 15% of the course time; and for role playing, 14% of the course time.
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The institution as a whole regards the unit as one where instructional practice is consistently superior. Student Perceptions An analysis of the 19861988 Student Ratings of Instructors and Courses (see Exhibit 8-A) indicated that the College of Education faculty were perceived by students as more effective teachers than the faculty in other colleges. Courses taught by College of Education faculty were rated by students as "much above average" (A) or "above average" (B), with no ratings at the "average" (C), "below average" (D), or "much below average" (E) levels. An additional analysis which focused on courses rather than instructors indicated that 11.5% of the College of Education courses were rated exclusively at the A and B levels. The percentage of A and B ratings for the university as a whole was 5.3%. This analysis was repeated on 1990-91 data (see Exhibit 8-B) from the same source. In this more recent time period, 13.2% of 985 College of Education courses/sections were rated at the A or B level, compared with 9.3% for the university as a whole (4,336 courses/sections). |
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The Spring 1992 survey of student teachers in Renaissance Group institutions (including Eastern Michigan University) (see Criterion 7 and Exhibit 7-A) included several questions about relative quality of instruction. One such question was "How rigorous are the courses in your professional education sequence compared to courses outside your school, college, or department of education? In comparison, the courses in my professional education sequence are:" The combined "as rigorous as my courses outside education" and "more rigorous than my courses outside education" result for Eastern Michigan University was 82%; for the Renaissance Group sample as a whole it was 78.3%. Another such question was "In general, how would you assess the quality of the arts, sciences, and humanities courses which you have taken?" The combined top 2 categories (on a 5-point scale) gave a result for Eastern Michigan University of 44% and for the Renaissance Group sample as a whole 41%. The companion question was "In general, how would you assess the quality of the professional education courses which you have taken?" The combined top 2 categories (on a 5-point scale) gave a result for Eastern Michigan University of 58% and for the Renaissance Group sample as a whole 62.5%. Administrative Perceptions A Spring 1992 survey of Eastern Michigan University academic administrators (central, college-level, and department-level) yielded 69 responses to the item that asked for "your individual overall perception of the quality of instructional practice in the College of Education with respect to undergraduate students/courses/programs." The mean response was 2.333 (SD = 0.98), where 2="about the same as other academic colleges at EMU" and 4="consistently superior to other academic colleges at EMU." There were 68 responses to the item that asked for "your individual overall perception of the quality of instructional practice in the College of Education with respect to graduate students/courses/programs." The mean response was 2.279 (SD=1.049) on the same scale as given above. |
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Professional Education Faculty Awards and Recognitions Each year, Eastern Michigan University faculty members have been selected to receive the Distinguished Faculty Award in the area of teaching. The prestigious awards, with a cash prize of $1,500, have included one to a junior faculty member and one to a senior faculty member. Awards made in recent years to persons closely associated with the professional education program include those to Martha Irwin, Marjorie Lipson, Mary Bigler, Georgea SparksLanger, Ann Nerenz, Nora Martin, and Carla Tayeh. In 1989, the State of Michigan established a Teaching Excellence Fund from which $2,500 cash awards were given to faculty members from state universities who are judged to be superior teachers. Tom Gwaltney and Eric Pedersen have been among the recipients. Eastern Michigan Alumni Association Teaching Excellence Awards have been received by Margaret Moore (1991) and Leah Adams (1992) of the College of Education. The unit maintains a rigorous, professional instructional quality control mechanism. Instructional quality control is monitored through several mechanisms. The University Council on Teacher Education (UCTE) and the College of Education Council (COE Council) have a role in instructional quality control that has not yet been fully realized or implemented. (See Criterion 69.) Various evaluations provide information necessary to make quality adjustments in instruction. These include follow-up studies of program completers (see Criteria 33 and 34), evaluations of the academic and professional competence of students (see Criterion 51), and evaluations of faculty to improve teaching (see Criterion 67). Recommendations from various advisory groups (see Criterion 75) serve to enhance the quality of the delivery of instruction. Faculty development opportunities are readily available to help faculty improve the quality of instruction (see Criterion 63). The university's program review process has been in place since 1981. Its first purpose is "to improve the quality of the university's academic offerings." The program review process was revised in 1985, in 1989, and again in 1992. |
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In general, the program review process is structured on a 10-year cycle. Each year, there is a annual report. In Year 5, there is a comprehensive report that summarizes trend data and addresses additional points. In Year 10, the report is tied in with the North Central Association accreditation process. Each annual report includes a section on "teaching/learning improvement." Additional information on the program review process will be found in Exhibit 33-A. |
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