Eastern Michigan
University
Ypsilanti, Michigan 48197
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
BOARD OF EXAMINERS REPORT
EASTERN MICHIGAN UNIVERSITY
November 8-11 1992
|
Board of Examiners |
|
Dr. James M. Brewbaker |
Standard I. A: Design of the Curriculum (Basic Level)
A. Team Decision: The Standard is MET
B. Rationale for the Decision:
Although Eastern Michigan University had begun developing materials for the NCATE assessment, new focus was brought to the process when Dr. Jerry Robbins was hired as Dean of the College of Education in July of 1991. Faculty and administrative committees, both in the college and throughout the university, were challenged to understand and address the intent of the NCATE Standards. Hence, as indicated in the Institutional Report, many changes have occurred in professional education programs during the past 12 months. The Board of Examiners have visited the campus during a time when much redirection of policies, procedures and programs has been approved, but in some instances have not been fully implemented. Thus it is with the design of the curriculum.
The college has ensured that every professional education program must develop an appropriate and defensible knowledge base. These do exist for all programs, but the approach has been different between programs at the basic and those at the advanced levels.
At the basic level there is a single theme that is depicted in a model. The theme revolves around the concept of a knowledgeable, caring professional who is a reflective decision- maker in a culturally diverse society. There is a stated philosophy and mission. Additionally, goals, objectives, expectations and evaluation procedures are included. The theme is explicated in terms of current thinking regarding best practice about essential skills, knowledge, values, and attitudes necessary to beginning professional educators. It is supported by current research findings and each element of the theme, like caring, reflective and the culturally-diverse society are fully explained. The design has been related to current programs and instructional practices.
Because the curriculum design has only recently been developed, it has not yet been fully implemented and communicated to all constituencies, nor has evaluation of results been attempted. Additional faculty interaction is warranted to make programmatic components more reflective of the knowledge base, since the knowledge base is not yet thoroughly integrated into course syllabi and into the literature about the program. The knowledge base is not now the source of authority for all that occurs at the basic level of operation.
The faculty of the College of Education, and indeed all appropriate units in the University have assumed responsibility in designing educational programs. This collaborative process has been productive and is ongoing.
C. Weaknesses:
Assessment of programs designed around the knowledge base has not yet been undertaken.
The knowledge base has not yet been fully communicated to constituencies external to the institution.
D. Corrections to the Institutional Report: None
Standard I. A: Design of the Curriculum (Advanced Level)
A. Team Decision: The Standard is MET
B. Rationale for the Decision:
At the advanced level curriculum design does not embrace a unitary theme as is done at the basic level, hence the knowledge bases presented are varied. Almost all, however, do speak to educators committed to ongoing professional growth and who are aware of democratic challenges in a culturally diverse society. Instead, individual program areas or compatible program areas have developed separate themes. Ten different knowledge base designs have been prepared. In all cases there is a theme, purpose, mission, philosophy, goals, objectives, expectations, and scholarly resources at this point in time. However, less than half of these have been conceptualized as models. Evidence presented made it obvious to the Board of Examiners that work on advanced knowledge base designs were begun later than those at the basic level, and simply are not as thoroughly explicated nor have these been fully implemented or articulated to appropriate constituencies. The Board of Examiners was especially impressed with the model and supportive education programs. These models reflect the progress being made by the unit in addressing the knowledge base standards of NCATE.
In all cases, however, the college is providing that each program is addressing the design of the curriculum and that necessary components of these designs are being put in place. In all instances, the knowledge base is broad and uses appropriate theory, practice and scholarly inquiry. As is true with the basic level knowledge base, at the advanced level not all program areas have fully implemented the knowledge base into course syllabi, program literature, student evaluation, and course design, particularly in field-related experiences. Program assessment using the knowledge bases stated have not yet been undertaken.
Faculty responsible for advanced level programs have collaborated in developing knowledge base designs. They have made a good beginning. It is evident they have more work to accomplish.
C. Weaknesses:
The knowledge bases articulated at the advanced level are not uniformly reflected in curricular design, course syllabi, instructional design and practice, nor are models conceptualizeu for some knowledge bases presented.
Assessment of programs designed around advanced knowledge bases have not been addressed.
D. Corrections to the Institutional Report: None
Standard L B: Delivery of the Curriculum (Basic and Advanced)
A. Team Decision: The Standard is MET
B. Rationale for the decision:
Instruction by the unit's faculty is consistent with best practices and current research. Several classes were selected at random, and the NCATE team consistently found a variety of methods for the imparting of conceptual knowledge. For example, lectures, guided discussions, demonstrations, simulations/case studies, and collaborative learning were all noted. This was not always apparent when reviewing the syllabi, which do not reflect adequately the wealth of knowledge possessed by faculty. When students were interviewed they consistently mentioned the quality of the faculty and the ability of the faculty to model best practice based on current research. Moreover, the random classes attended had a consistent and strong focus on multicultural [earnings.
Throughout the campus the education faculty is held in high professional esteem. Various interviews conducted attested to a consistent and sincere endeavor to illustrate the importance of the College of Education and its contribution to the university's mission and goals. The unit presented much documentation of earlier program assessment and every course is evaluated by students every semester. This data, coupled with periodic review of student progress have contributed to improvement of program design and delivery.
C. Weaknesses:
Some syllabi do not show the various approaches and methods of best practice and current research.
D. Corrections to the Institutional Report: None.
Standard I. C: General Education (Basic and Advanced)
A. Team Decision: The Standard is MET
B. Rationale for the Decision:
Faculty representatives from the unit worked with the University's Basic Studies Committee to implement and ensure that the general studies components for the programs within the unit had aufficient depth and breadth. The individual program plans, as well as the undergraduate catalog for the University, document that students in the unit take courses containing studies in communications (8-12 semester hours), mathematics (6-9 hrs.), science (10-19 hrs.), history (3-6 hrs.), philosophy (3 hrs.), literature and the arts (6-15 hrs.). At the basic level, at least one of the courses taken to satisfy the general studies requirements must be an approved course in crosscultural or international studies. In addition, undergraduate students are required to take a course in physical education. Both the College of Education Council and the University Council on Teacher Education review and make changes for all general education requirements for prospective educators.
There are several courses available in each area to satisfy the requirements. Due to the growing number of students within the program, the unit cannot ensure that the courses selected will be the most appropriate for the student's individual background.
Individuals pursuing advanced studies must have depth and breadth of general studies at the undergraduate degree leveL Deficiencies are identified for remediation prior to admission and appropriate scheduling to address these is suggested by advisors.
C. Weaknesses: None
D. Corrections totheInstitutionalReport: None
Standard I. D: Specialty Studies (Basic and Advanced)
A. Team Decision: The Standardis MET
B. Rationale for the Decision:
At the undergraduate level, with some exceptions, specialty studies requirements supporting the unit's programs are well planned and sequenced and representative of those standards set by the professional organizations in their individual areas. Although folios have been prepared and submitted in a timely fashion to professional organizations for the science and social sciences areas, no information has been received conceming their status on full compliance in the individual areas. Elementary education, mathematics education and physical education at the basic levels are not in compliance at this time. Elementary education faculty has been committed first to the articulation and implementation of the knowledge base before further action on compliance status.
At the basic level, student programs include an academic major and minor. Once a major is chosen, every student is given a detailed program description that describes the requirements for each declared major, including the minor and general studies requirements leading to graduation and licensure. Professional education components of their specific program is indicated in this information.
The Michigan State Department of Education has approved all the programs both basic and advanced, along with specific certification endorsements offered at Eastem Michigan University.
The University Council on Teacher Education represents faculty from both the specialty and professional areas and serves as the main vehicle for collaboration. This committee reviewed the specialties studies component for each of the basic programs during 1991-1992. The programs in Special Education, Music Education and Art Education are commended both at the undergraduate and graduate levels and the graduate programs in Educational Leadership and Counseling for their implementation of the knowledge base and their commitment to the specialty area.
C. Weaknesses:
At the advanced level, School Psychology is not in compliance with the American Association of School Psychology.
At the basic level, programs in elementary education, mathematics and physical education are not in compliance with their professional organizations.
D. Corrections to the Institutional Report: None.
Standard II. A: Clinical and Field-Based Experiences (Basic and Advanced)
A. Team Decision: The Standard is MET.
B. Rationale for the Decision:
All undergraduate education students must complete a minimum of 100 hours of field experiences before student teaching. Fffly of those hours must be in two preapproved settings related to the intended area of certification. The remaining hours may be spent in activities such as coaching, tutoring or student teaching, if approved. It is expected that students will be actively involved in classroom activities, although it is not required. Certain methods courses such as reading and mathematics, also require 24 hours of teaching experiences. Students must have verification of all these experiences in order to be assigned to student teaching.
Students involved in the Collaboration for the Improvement of Teacher Education program (Cl TE), approximately 70, work in carefully selected sites with teachers who have been trained in CITE structures and expectations. The student teachers spend 10 weeks in the field placement, working with school students for half-days until finally completing a week long mini teaching unit. Because the communities surrounding Eastern Michigan University have rich diversity, college students at all levels are able to have experiences with culturally diverse and exceptional populations.
Student teaching is a 15 week, full day, full time experience at sites which meet certain criteria. Early childhood, K-12, and special education majors have two assignments with half of the 15 weeks spent in each setting. Roles and responsibilities are outlined in the Student Teaching Handbook and in "Worker's Compensation Indemnity Agreements" which must be signed by the school and University. Supervisors meet with student teachers a minimum of four times, conducting workshops and detailed debriefings.
Advanced level students spend fifty hours of field-based experiences in two different settings related to the area of their intended certification. Some advanced programs also have designed field experiences appropriate to the levels and purposes of the programs. A field supervisor and university faculty member provide observation, feedback and debriefing.
C. Weaknesses:
All students do not have field assignments equal to those afforded students in the CITE program.
D. Corrections to the Institutional Report: None
Standard II. B: Relationships with Graduates (Basic an Advanced)
A. Team Decision: The Standard is MET.
B. Rationale for the Decision:
Program review at Eastern Michigan University is based on a combination of goals-based, decision making, and connoisseurship models, and are conducted on a ten-year cycle, with a comprehensive five-year report. Additionally, review activity occurs during each year in each academic department. The most recent review indicated the status of each program in the College of Education, with recommendations for changes.
The College of Education conducted follow-up studies of graduates in 1986-87 and 1991-92, looking at the performance of teachers in 10 areas. In 1992 a follow-up study of school counselors resulted in six recommendations, three of which were initiated. As a result of a 1985 study of special education graduates, courses in adaptive technology and augmentative communication were added to the program, and a Center for Adaptive Technology Education was created.
Evaluations of the CITE program have been conducted yearly since the program's inception. Results have shown that CITE students feel significantly better prepared to teach than students who were not in that particular option.
First-year graduates from education programs may receive help through information meetings with university personnel or sometimes through workshops offered by a supervising teacher in area schools. A county-wide induction program was conducted in 1989-90, and two courses, one for beginning teachers and another for supervising student teachers, were developed as part of this program. A Leadership Academy was established in 1991 to provide experiences for new and practicing administrators and for certification renewal.
C. Weaknesses: None
D. Corrections to the Institutional Report: None
Standard II. C: Relationship with Schools
A. Team Decision: The Standard is MET.
B. Rationale for the Decision:
The university's involvement in the Collaborative School Improvement Project (C-SIP) has affected a great number of schools in the area: approximately 16-20 schools are involved yearly in a three-five year process for improvement in which the university faculty work as facilitators. This year the program includes work with several district-wide projects as well. C-SIP has received several national exemplary program awards, such as one from the American Association of State Colleges and Universities, and another from the Association of Teacher Educators.
Faculty in the Collaboration for the Improvement of Teacher Education (CITE) program work closely with member schools not only in the field placement component, but also in developing research questions.
Teachers in area schools are used as part-time lecturers in many of the programs at the university, and cooperating teachers participate in workshops for student teachers taught by university supervisors. Such use of area educators is positively reviewed by school personnel and by students. Concern was expressed that some senior faculty in the college do not get into schools with enough frequency and this may cause them to lack understanding about current issues and concerns in the schools.
To date, the unit has not developed a systematic plan for a broad variety of school-based projects, and interviews with area school practitioners indicated a need for more faculty involvement in area schools in this respect.
C. Weaknesses:
The College of Education does not have a systematic plan regarding faculty participation in activities with local schools.
D. Corrections to the Institutional Report: None
Standard III B: Mentoring Progress (Basic and Advanced)
A. Team Decision: The Standard is MET
B. Rationale for the Decision:
Upon enrollment in the College of Education or with expressed interest in the teaching professions, students are assigned to staff members within the college to monitor progress. Unsatisfactory progress activates a mentor/assistance program. In these instances, the number of classes/hours may be reduced and remediation is required to aid students. This is done through a tutorial services program. As identified in the institutional report, students at the basic level are monitored each semester on their grade point average. In addition, they are assessed at completion of prestudent teaching assignments and when they apply for student teaching. Grade averages, faculty recommendations and assessments made by cooperating field supervisors are all part of the process. Student assessments and any conditions for improvement are put in writing to the student. A graduation audit is completed on each student.
At the advanced level, similar student monitoring is followed as at the basic level. However, such monitoring is pursued at the departmental level. The Graduate School office prepares. formal letters when deficits are noted and also clears students for graduation.
C. Weaknesses: None
D. Corrections to the Institutional Report: None
Standard III, C: Advising Services (Basic and Advanced)
A. Team Decision: The Standardis MET
B. Rationale for the Decision:
Advisory services are available to all students in the central University Academic Advisory Center. In addition, departments in the College of Education provide advisors once the student has declared a major. There is a process by which students may request a change of advisor. Students are provided with program sheets and some elect to advise themselves from these sheets. Several program areas use group advising sessions, while others advise on an individual basis. Students are not required to see their advisor and frequently seek advice from anyone who is available. A student who has not declared a specific education major may be assigned an advisor not within the student's general area of interest. Such assignments can cause an advisor to be overloaded with a large number of students. In a large college like this, heavy loads result in student dissatisfaction because they may wait long periods of time to see their advisor. This often occurs as time slots for student-advisor meetings become delayed. A popular advisor, due to demand, may not be able to see the student for three to five weeks. Advising loads are not equally distributed throughout the unit.
Unlike the basic level, advising is not a problem at the advanced level. The Graduate Office collects application materials and forwards them to departments for a recommendation. Some students meet with a graduate advisor even before being admitted, at which time a program is planned. Otherwise, the advisor plans a program with the student after admission occurs. Program of study sheets must be filed on each student with the Graduate Office. Students are satisfied with advising at the advanced level.
Through interviews, it became apparent that state-mandated standards are not completely understood by the advisors. A standard communication system is perceived by faculty to be needed so that any changes in the State Department of Education's requirements/standards are readily disseminated.
C. Weaknesses:
Not all faculty in the unit are committed to systematic, regular and effective advising of students at the basic level.
D. Corrections to the Institutional Report: None
Standard III. D: Completion of Programs (Basic and Advanced)
A. Team Decision: The Standard is MET
B. Rationale for the Decision:
A student who completes the professional program is, in most cases, quite well assessed by the institution. Students are required to pass state-mandated skills tests prior to enrollment in student teaching. Generally, each student is monitored by the professional staff toward completion of the program. There are a variety of ways to insure that students are performing well throughout their learning process, and students are periodically monitored for progress toward degree. Each student is formally cleared by the records office for graduation and by the unit for certification status.
Departments vary in their approaches to advising, so the variety of methods used in the process may result in confusion by some students . A plan has been established in the four departments of the College of Education for monitoring student progress and these are in printed form and are distributed to students. However not all advisors use them or follow the procedures.
C. Weaknesses:
The unit's approach to helping students toward completion of programs is varied and can cause difficulty for students who change majors or who have dual majors.
D. Corrections to the Institutional Report: None
Standard IV. A: Faculty Qualifications and Assignments (Basic and Advanced)
A. Team Decision: The Standard is MET.
B. Rationale for the Decision:
Eastern Michigan University employs 124 full-time teacher education faculty, 58 Eastem Michigan University faculty from other units part-time, and 165 part-time faculty not otherwise employed by the institution. Thirteen College of Education faculty represent racial/ethnic minorities; nine of this number are African Americans. A lesser percentage of regular Eastem Michigan University faculty part-time to teacher education (2 of 58 or 3.4 percent) and part-time faculty from off campus (10 of 165 or 6 percent) are from minority groups. In 1991-92, 38% of sections were tendered by faculty part-time to the institution. (Source: 1992 JDSC Form B)
Approximately 18.5 percent of full-time College of Education faculty do not hold a temminal degree. These professors teach only undergraduate courses and, by virtue of experience and or training, are adequately qualified for their specific instructional roles. The dean indicates that during his tenure, all new-hires for full-time positions have held the doctorate and that numerous senior faculty without the doctorate are close to retirement. Searches currently under way confirm the likelihood that, in the future, new Eastern Michigan University teacher educators will hold the terminal degree. Nondoctoral faculty observed during the visit were current both in content and pedagogical practice.
The college administration indicates a strong commitment to employ a significantly greater number of minority faculty. This process has begun to bear fruit during the new dean's brief tenure at the institution.
Part-time faculty, though numerous, are screened carefully. Those recruited, on occasion, through Eastern Michigan University's continuing education operation must meet selection criteria established by the various department heads, and the dean has become involved in this process as well. Part-time faculty contribute substantially to the quality of the student teaching program; some, for example, have worked with a single school and a cluster of student teachers assigned there for several years; area administrators applaud this practice. Part-time faculty also bring a world-of-practice dimension to such advanced programs as counseling and leadership. Faculty believe that the mix of full-time faculty at the university supplemented by educators with professional jobs outside Eastern Michigan University promote quality learning for students. Graduate faculty status is recommended at the unit level and is approved by the Dean of the Graduate School.
C. Weaknesses:
Although Eastem Michigan University is situated advantageously close to centers of heavy minority population, its efforts to recruit minority faculty have not produced meaningful numbers of professors from racial/ethnic minorities.
D. Corrections to the Institutional Report: None.
Standard IV. B.: Faculty Load (Basic and Advanced)
A. Team decision: The standard is MET.
B. Rationale for the Decision:
The average teaching load reported in the institutional report ( 11.5 semester hours per term for undergraduate faculty, 8.2 hours for graduate faculty, and 10.5 semester hours for those teaching a mix of graduate and undergraduate courses) are well within applicable criteria; in fact, data from the current academic year indicate that, for each of these categories, reductions have been instituted. College of Education administrators, aware of student teaching loads which were excessive in the past, sought and obtained supplementary funding from Eastern Michigan University sources to bring the student teachers-supervisor ratio within an acceptable range.(Source: 1992 JDCS Form B)
Many faculty perceive their workload as excessive, speaking of great numbers of advisees and/or committee assignments, and similar noninstructional activities. These responsibilities, according to faculty, impinge on scholarly productivity and professional service outside Eastern Michigan University. Vitae, on the other hand, reveal that numerous faculty carrying some relatively heavy loads (within NCATE limits) are highly productive scholars and, further, that faculty who on paper appear to carry less burdensome assignments on campus publish little.
Based on numerous classroom observations, faculty competence to deliver high-quality teaching is consistently strong.
C. Weaknesses: None
D. Corrections to the Institutional Report: None.
Standard IV. C: Faculty Development (Basic and Advanced)
A. Team decision: The standard is MET.
B. Rationale for the Decision:
Eastern Michigan University offers an impressive range of faculty development options for faculty, including workshops and seminars under the auspices of the Faculty Center for Instructional Excellence (FCIE), support for research activities by the Office of Research Development (ORD), sabbatical programs, and support for travel to professional meetings. Ernest Boyer and Mayellen Weimer have been recent FCIE presenters. College of Education faculty members partake of these programs, though there is some indication that professors who may have the most to gain from such programs frequently participate the least.
It is noteworthy that, among twenty-five or more FCIE workshops in 90-91, nearly a fourth (on such topics as multicultural sensitivity, teacher effectiveness, and teaching graduate students) were offered by College of Education faculty.
Faculty development offerings such as these are especially important in the case of faculty who, in the triennial evaluation, receive negative ratings. When this occurs, an improvement plan is developed to which the professor must address over a one, two, or three-year period. Participation in selected FCIE activities are frequently prescribed aspects of such improvement plans.
New faculty are carefully inducted in their roles. A mentor is assigned each new professor, and responsibilities like advising are limited until new professors have fully acquainted themselves with program requirements and the other departmental expectations.
Support for professional travel, though limited, is available and equitably distributed across departments and schools.
C. Weaknesses: None.
D. Corrections to the Institutional Report: None.
Standard IV. D: Faculty Evaluation (Basic and Advanced)
A. Team decision: The Standard is MET.
B. Rationale for the Decision:
Most aspects of faculty evaluation are governed by the contract negotiated between Eastern Michigan University and the American Association of University Professors, the legal bargaining unit representing the faculty.
Nontenured faculty are evaluated annually following a process of self-evaluation (in a narrative and by completing checklists/questionnaires), peer review, and conferral with the appropriate department head. Tenured faculty participate in a triennial evaluation which incorporates the same elements, and all faculty seem to take the process seriously.
There is no merit pay for Eastern Michigan University faculty. This is a feature of the EMU/AAUP Agreement. At the time of promotion, faculty receive a raise in their base salary. The amount of the increase is consistent within departments and/or disciplines and sensitive to perceived market considerations (i.e. accountants receive greater increases that historians).
All teacher education classes at Eastern Michigan University are evaluated by students, with faculty having the opportunity to supplement core evaluation items with others selected from a bank of items they perceive as important in classes they teach. Reports of student evaluation are periodically published among the faculty and the administration.
C. Weaknesses: None
D. Corrections to the Institutional Report: None
Standard V. A: Governance (Basic and Advanced)
A. Tearn Decision: The Standard is MET
B. Rationale for the Decision:
Eastern Michigan University is an active member of the Renaissance Group and is extensively involved in that organization, which promotes university-wide involvement in quality professional educational preparation. Formal and informal collaborative relationships exist among the College of Education, the College of Arts and Sciences, the College of Health and Human Services, the College of Technology, and to a lesser extent, the College of Business. Deans and university administrators are supportive of educational program growth and development. The commitment to educational preparation is a stated mission of the university and its goals and mission are congruent with those of the College of Education.
The College of Education does have authority to oversee all aspects of educational programming and related matters, and appropriately uses its authority to promote policies for admission, retention, recruitment, and development of faculty and students. Processes and procedures are in place to make decisions and evidence is presented that faculty and administrative staff provide leadership in all aspects of program development, monitoring and assessment. The unit provides evidence that it has made good use of quite limited resources and has put in place mechanisms for identifying and allocating available faculty and other resources. Appropriate internal committee structures are in place in the college, as well as throughout the university, with primary program consideration occurring in the College of Education Council, the University Committee on Teacher Education, and the Graduate Council. The college maintains an advisory group with educators outside the university, and is working at establishing a student advisory committee. The unit as a whole is actively involved with local schools professional associations, and other university units. Some faculty are less involved with individual area schools.
The College has a long-range plan and monitors progress regarding that plan. An appropriate and energetic dean has full administrative authority in the unit and the dean is to be complimented for his vision, leadership and commitment to meaningful change. Appropriate feedback, advising and decision-making committees exist to assess and further develop programs and activities within the college. Due process is clearly stated and followed for both faculty and students. These are clearly stated in the EMU/AAUP Agreement and the Student Handbook respectively.
There is a separate graduate school with a dean and other appropriate administrative and clerical staff. This office has authority to approve policy and oversee graduate student admissions, matriculation, and graduation policies and procedures. There is a faculty Graduate Council, which approves policies, course, and programs. Education faculty sit on this council and the council works collaboratively with the College of Education. Decisions affecting advanced level activities in professional education is an interactive process between the two units.
Governance affecting professional educational preparation at Eastern Michigan University is perceived to be appropriate by everyone both inside and outside the unit.
C. Weaknesses: None
D. Corrections to the Institutional Report: None
Standard V. B: Resources. (Basic and Advanced)
A. Team Decision: The Standard is NOT MET.
B. Rationale for the Decision:
Eastern Michigan University has used limited resources to good advantage in recent years, and the College of Education, in particular, has been creative in its allocation of money in a fashion which supports program quality. Despite this, a considerable number of resource deficiencies seriously hamper the unit's ability to provide excellent teacher education at both basic and advanced levels.
From a positive perspective, the unit has a new doctoral program in the Department of Leadership and Counseling. The resources secured in order to implement are exemplary. Six faculty plus the future hiring of two additional faculty at the assistant level is noteworthy. Additionally, $20,000 each year for the next five years has been allocated to the library to purchase research materials for use by doctoral students. Also, doctoral students, with computers and modems, will be able to interlink with their respective advisors via computer as well as other significant personnel within the department. Moreover, because it is a doctoral program and professors must gear up to the rigor by presenting papers, going to conferences, and the like, financial support for travel will be available for each faculty member in the program in the amount of $1,000. With this exception, available funds for travel, development, equipment, and operating expenses of the unit are distributed fairly equitably.
In support of the unit's students and faculty, the library staff has made an effort to provide periodicals, media, and texts that will serve changing needs of its clientele. The library staff works at keeping an "active living collection." They also have acquired a second network of the ERIC CD ROM system with seven stations. It also is piloting the UnCOVER FAX system. The library is a member of the Southern Eastem Michigan League of Libraries (S.E.M.L.O.L.). The IMC stores several "practical" materials that have proven most useful to education students in several of the education disciplines. The library staff also is piloting "Optical Media."
Nevertheless, the State of Michigan has experienced serious financial problems, which get passed on to all governmental units. The universities have not been protected from cutbacks and serious resource problems exist for all units at Eastern Michigan University, including the College of Education. For example, within the Early Childhood Program, if students do not or can not sign up for classes on the first day of registration, the classes are usually closed. Some students are forced to attend an extra semester in order to enroll in the necessary classes needed for graduation. This is a situation faced by many students in all basic level program areas.
Additionally, there are a great number of part-time lecturers. Of the 350 individuals whose vita appear in Volume III of the Institutional Report, only 122 are ranked faculty; 228 are part-time lecturers. Committee, advising, and other academic responsibilities are the sole domain of ranked faculty. As a result, advising loads are heavy which causes dissatisfaction on the part of faculty and students alike.
There appears to be an insufficient number of clerical staff to support programs. Leadership and Counseling have three and a half secretaries serving six faculty members, while teacher education has four secretaries and one professional technician serving 50 faculty. The department of Health, Physical Education, Recreation and Dance has two secretaries serving 39 faculty and 3,000 students; and Special Education has three and a half secretaries and one professional technician serving 26 faculty. In one program, the turn-around time for wordprocessing is seven days, in another program it is 48 hours. Secretarial staff is insufficient to keep up with the demands from the great number of faculty and students.
In one year, at the basic level, there are approximately 1,135 students that complete their program. This does not include the number of students at the advanced level renewing certificates, earning masters degrees, or continuing some other certification. Keeping this in mind, Boone Hall, where the College of Education is located, has 25 IBM and 30 Apple Computers. Rackum Hall, where the Special Education Department and the CATE Laboratory are located has approximate 14 computers; several of these computers are made for visually impaired students. Sill Hall and Pray-Harold buildings have computers for general use. The university has approximately 26,000 students, about 5,150 students are in the College of Education. The College of Education has 3,942 part-time students. There are not aufficient computers to meet the growing technological demands of the student population. Many faculty do not have access to computers.
There is a lack of office privacy. In one faculty office area, the walls are not connected to the ceiling. In some offices, there are four faculty members per office. Classroom, laboratory and meeting spaces are limited. The ratio of 18 to 1 for instructional supervision of practicum experiences is not consistent. Many supervisors have more than an 18 to 1 load. It is argued that the load is averaged within a two-semester time period and that loads will "even-out" within the two semesters.
Not all facilities are accessible to individuals with disabilities. Campus-wide, the overall condition of sidewalks and access to buildings is, in many cases, very limited. Many of the sidewalks are too steep for easy travel. No specific markings showing best routes is provided for those in wheelchairs or who are physically impaired in some other way. Buildings' doors across the campus where physically challenged education students may attend classes do not have appropriate doorknobs that can be easily used. The College of Education building, Boone Hall, is not fully accessible to wheelchair students; they can not travel to the third floor. It is obvious that the basic resource problem in this criteria of the Standard causes problems in all other Standards being assessed.
C. Weaknesses:
Library space and holdings are limited.
Approximately one-third of the faculty are part-time lecturers.
There is insufficient number of clerical staff to support programs.
When students do not or can not sign up for classes on the first day of registration, the classes often are closed. Some students are forced to attend an extra semester in order to enroll in the necessary classes needed for graduation.
There are not aufficient computers to meet the growing technological demands of the student population. Many faculty do not have ready access to computers.
There is a lack of acceptable office space. The office walls are not connected to the ceiling. In some offices, there are four faculty members per office.
Many supervisors have had traditionally more than an 18 to 1 load.
Not all facilities are accessible to individuals with disabilities.
D. Corrections to the Institutional Report: None
Strengths
The preparation of professional educators is viewed as a university wide obligation.
Multicultural and/or global perspectives permeate instruction in professional education programs at both basic and advanced levels.
The prestudent teacher Collaboration for the Improvement of Teacher Education (CITE) option is excellent and strongly promotes reflective thinking about curriculum, methods and the social aspects of teaching and learning.
In the fifteen months of his tenure at Eastern Michigan University, Dean Jerry Robbins has energized teacher education at the university, and, with numerous concrete accomplishments, has been a catalyst for the improvement of curriculum, budgetary support and operational effectiveness.
The special education faculty is committed strongly to program enhancement in the integration of adaptive technologies to enhance learning of children in special populations.
Two aspects of the student teaching program are exemplary: (a) the practice of matching student teachers with prospective cooperating teachers, and (b) the ongoing assignment of college supervisors to specific schools where they establish excellent working relations with both administrators and classroom teachers.
The Office of Student Teaching is exceptionally well led and contributes to the overall quality of the basic program.
Faculty members generally are perceived to be outstanding teachers and are respected for using a wide array of teaching strategies and techniques.
Buildings and grounds throughout the university are exceptionally well maintained and contribute to a positive environment for teaching and learning.
Students, graduates and area educators display a genuinely warm and positive feeling for the university in general and the College of Education specifically.
The college has developed a strong doctoral program in educational leadership and the university has provided good resources to support the program.
The Urban Teacher Education Program is an innovative approach to seeking students committed to working in the urban setting. The college is continuing to maintain some aspects of the program, even though state and federal funds have not been renewed.
The university administration is supportive of the principles of the Renaissance Group and the President of the university is actively involved in that organization at both the national and local levels.
Andrews, Ann - Reference Librarian
Barak, Gregg - Head, Sociology, Anthropology, and Criminology
Barclay, Rosalyn L. - Associate Director, Counseling Services
Beagen, Dennis - Head, Communications and Theatre Arts
Benmin, Donald - Associate Vice President, Academic Affairs
Boone, Morell - Dean, Library
Cavanaugh, Patric - Head, Health, Physical Education, Recreation and Dance
Collins, Ronald - Provost and Vice President for Academic Affairs
Dalbey, Marcia - Head, English, Language and Literature
Doyle, Pat- Acting Vice President, Business/Finance
Duley, Margot - Head, History and Philosophy
Evanovich, Dolan - Director of Admissions
Findley, Lynette- Director, Equity Programs
Fish, Barry - Dean, College of Arts and Sciences
Goldenberg, Ronald - Dean, Graduate School
Gordon, Ruth - Admissions
Gordon, Jane - Admissions
Halmhuber, Nancy - Secretary, Special Education
Hause, James - Head, Music
Haynam, George - Head, Computer Science
Johnson, Robbie - Associate Dean
Johnson, Judith - Associate Provost
King, Elizabeth - Dean, College of Health and Human Services
King, Steven, - Head, Foreign Language and Bilingual Studies
LaCombe, Judy - Secretary, Health, Physical Education, Recreation and Dance
Levy, Judith - Head, Chemistry
Lick, Don - Head, Mathematics
McAnuff, Courtney - Associate Vice President, Marketing and Student Affairs
Nazarro, Andrew - Acting Head, Geography and Geology
Quinn, Kathleen - Head, Special Education
Racz, Twyla - Librarian, Collection Development
Rempt, Ann - Acting Head, Business and Industrial Education
Rhodes, Elizabeth - Head, Environmental and Consumer Resources
Riley, James - Head, Teacher Education
Robbins. Jerry H. - Dean, College of Education
Rusiniak, Ken- Head, Psychology
Schmitt, Donna- Associate Dean
Scott, Joanna - Head, Political Science
Shapiro, Douglas - Head, Biology
Shelton, William - President, Eastern Michigan University
Smith, Laurence - Vice President, Marketing and Student Affairs
Tack, Martha - Head, Leadership and Counseling
Tammany, David - Assistant Vice President, Academic Affairs
Tubbs, Stewart - Dean, College of Business
VanHaren, John - Head, Art
Waltz, James - Acting Associate Dean, College of Arts and Sciences
White, Bette C. - Dean of Students
Wilbanks, Roy - Executive Vice President
Yee, Sandra- Chair, Library
Adams, Leah - Teacher Education (Early Childhood)
Allen, Irene - Teacher Education
Anderson, Roberta - Special Education
Barak, Gregg - Head, Sociology
Barnes, James - Technology Education
Beagen, Dennis - Head, Communication and Theatre
Beauvais, Kathleen - Teacher Education
Bednar, Anne K. - Teacher Education (Ed. Tech.)
Beiwa, R. S. - Teacher Education
Beller, Jennifer- Health, Physical Education, Recreation and Dance
Benig, James - Leadership and Counseling
Berry, Jim - Associate Professor
Briggs, Douglas - Health, Physical Education, Recreation and Dance
Burke, Lois - Temporary Instructor
Cavanaugh, Patric - Health, Physical Education, Recreation and Dance
Chamberlain, Marge - Special Education
Collins-Eaglin, Jan - Teacher Education
Conklin, Cheryll- AAUP Executive Director
Coyner, Joe - Special Education (Behavioral Disorder)
Dalbey, Marcia - Head, English
Davis, Jan - Student Teacher Supervisor
Dhintner, Mildred - Head, Computer Science Teacher Education
Diamond, Barbara - Teacher Education
Ditzkazy, Helen - Leadership and Counseling
Duley, Margot - Head, History and Philosophy
Flores, Albert - Student Government Senator, Academic Affairs Chairman
Gordon, Jane - Teacher Education (Reading)
Gottwald, Henry - Special Education (Legal Aspects and Clinical Courses)
Greene, Bert - Chair, Teacher Education
Grimburg, Jaime - Teacher Education (Curriculum)
Gwaltney, Thomas - Teacher Education (Grad. Coordinator, Social Foundations/ Educational Research)
Halmhuber, Nancy - Special Education
Harmon, Alison - Leadership and Counseling/C-SIP
Hause, James B. - Head, Music Education
Haynam, George E. - Head, Computer Science
Hetrick, Bill - Leadership and Counseling
Huyvaert, Sarah - Teacher Education
Jennings, Jerry - Industrial Education
Jernigan, Louise - Teacher Education
Jinhuson, Lorana - Mac Lab in Boone
Johns, Robbie
Johnson, Martin - Health, Physical Education, Recreation and Dance
Jones, Zenia - Computer Science Education
Kieft, Lew - Business and Industry Education
King, Steven - Head, Foreign Language and Bilingual Studies
Kinney, Martha - Teacher Education
Kirkendalk Carolyn - Director of Instructional Materials Center (Library)
Kreger, Robert - Special Education
Krieger, Mary - Health, Physical Education, Recreation and Dance
Krieger Mary - Human, Environmental and Consumer Resources
Lake, Marilyn - Special Education
Levy, Judith - Professor and Head, Chemistry
Lick, Don R. - Head, Math
Lintner, Mildred - Computer Science
Martin, Nora - Special Education
Martin, Sarah H. - Teacher Education (Reading)
Maxfield, Ted - Academic Affairs Committee/Student Government
McClennen, Sandra- Special Education
McCormack, Maureen - Teacher Education
McDole, Thomas - Associate Professor of Business and Industrial Education
McKee, Judy - Teacher Education
Meis, Ruby - Human, Environmental and Consumer Resources
Meyers, Earl - Business and Industrial Education
Nash, Gayle - Special Education
Nelson, Olga - Teacher Education (Reading)
Novak, John - Associate Professor of Biology
Otto, Gretchen - Art Education
Paciorek, Karen - Teacher Education (Early Childhood)
Paciorek, Michael - Division Chair, Physical Education
Palasek, James R. - Special Education
Pasch, Marvin - Teacher Education
Patrick, Louise - Music
Pazzaro, Andrew - Head, Geography/Geology (Acting)
Pedersen, Eric - Health, Physical Education, Recreation and Dance
Phelps, Christine - Leadership and Counseling
Phillips, Don - Chemistry
Pietig, Jeanne - Teacher Education
Price, Bill - Leadership and Counseling
Quinlan, Joan - Special Education
Quinn, Kathleen - Head, Special Education
Rehersch, James - Business and Industrial Education
Remp, Ann - Acting Head, Business and Industrial Education Research
Rhodes, Elizabeth - Head, Health, Physical Education, Recreation and Dance
Rice, Dale - Special Education
Riley, James D. - Head, Teacher Education
Rocklage, Lynne - Special Education (Technology)
Rusiniak, Ken - Head, Psychology
Samonte, Quinico - Teacher Education
Saunders, Ron - Health, Physical Education, Recreation and Dance
Scott, Joanna - Head, Political Science
Shapiro, Douglas - Head, Biology Department
Silverman, Debi - College of Health and Human Services
Sparks-Langer, Georgia - Teacher Education (Curriculum - Field Experience)
Starko, Alane - Teacher Education
Tack, Martha W. - Leadership and Counseling
Tayeh, Carla- Mathematics
Tracy, Marilyn - Leadership and Counseling
VanHaren, John E. - Head, Art
Wagner, Debra - Special Education/ECE Undergraduates
Wahi, J. - Teacher Education
Waidley, John - Leadership and Counseling (Counselor Ed.)
Waltz, James - Acting Associate Dean, College of Arts and Sciences
Warren, Bette - Associate Professor of Mathematics
Weisniski, Dr. - Special Education
Williams, Pat - Director of Academic Advising Center
Wilson, Herb - Business and Industry Education
Wingo, Rose - Business Education
Witten, Chet - Health, Physical Education, Recreation and Dance
Yahrrnatter, Arthur - Communication and Theatre Arts
Black, Maureen
Cook, Laureen
Cullen, John
George, Jane
Goodwin, Gerald
Groot, Cindy
Gustitus, Jennifer
Meikel, Elise M.
Sharkey, Jennifer
Tseng, Li-Yu
Tucker, Joan
Welland, Christine
Anderson, Lisa
Andrews, Renee
Angel, Michelle
Anthony, Susan
Arnold, Tracy
Baker, Dorothy
Bandiff, Joseph
Benyola, Darlene
Berson-Frankel, Barrie
Billmaur, Terry
Booth, Brad
Boyce, Lisa
Callebs, Tammy
Campeon, Harry
Carducci, Rainelle
Christian, Eric
Cummings, Sandra
Daniels, Dana
Deller, Dora
Donelson, Gregory
Eck, Darrell
Ferris, Tracy
Figurski, Barb
Gardner, Kimberly
Gorman, Patricia
Gregory, Tracy
Hadden, Darlene
Haines, Amy
Hamet, Alexander Frank
Haskamp, Collene
Hotea, Rich
Jordan, Susan
Kar, Michelle
Manning, Maria
Meritt, Rhonda
Papp, Mark
Paron, Christina
Powers, Krista
Riccinto, Janalen
Richmond, Stephanie
Rigiel, Margaret
Savich, Theresa
Schurmaf, Beth
Smith, Kim
Sonnenfeld, Marc
Stebelton, Tammy
Stiles, Jill
Thomas, Kim
Weiss, Michael J.
White, Lynnette
Wright, Julia
Ashton-Mills, Kathy - Supervising Teacher
Baker, Jean - Principal, Abbot School
Boughner, Joan - 1st Grade Teacher, Ericson Elementary
Boyce, Cheryl - Student Teacher
Carpenter, Donna - Cooperating Teacher
Chinery, Stacy - Student Teacher
DiPaola, Jerry - Director of Community Education, West Bloomfield Schools
Ehlinger, Jodie - Student Teacher
Ellington, Carolyn - 1st Grade Teacher, Burns Park Elementary
Fouts, Sharon - Principal, Harrish Elementary
Gallagher, Mary - Elementary Counselor, Monroe Public Schools
Gardner, Sharon - Counselor, Ypsilanti Adult Education
Garr, Brenda - Cooperating Teacher, Methods
Harrison-Saxton, Barbara - Principal, Houghton Elementary School
Herppich, Teri - Student Teacher
Kent, Diane - Student Advisory Committee
Kirnmey, Penny - 4th Grade Teacher, Allen Elementary School
Loyd, Bill - Assistant Principal, Paddock Elementary School
Mann, Judy - Principal, Haisley Elementary
Moody, Crystella - Supervising Teacher
Moore, Michele - Student Teacher
Moore, Sidney - Senior Teacher, Child and Adolescent Psychiatric Hospital School
O'Neill, Colleen - Student Teacher
Pasche, Marvin - Supervising Teacher
Raske, Mary Ann - Principal, Dillon Elementary School
Stout, Terry - Student Teacher
Watson, Latonya - Student Teacher
William, Mary - Teacher Corp
Wing, Jerry - Community Advisory
Wing, Gerald - Superintendent, Monroe Intermediate School
Woods, Jodi - Student Teacher
Woods, Staci - Student Teacher
Student teaching application, Undergraduate Students
Student teaching application, Graduate Students
Directions for Microteaching
Peer Teaching Feedback Forrn
Gender Equity Ideas (Secondary)
Gender Equity Ideas (Elementary)
How to Make Bulletin Boards
Bibliography of Children's Books
Sample Letter for HB 5533 (Michigan Collegiate Coalition)
Affirmative Action Audit and 1992-93 Affirmative Action Plan Executive Summary
Teaching Social Studies at the Secondary Level
Human Development Psychology
Graduate Program Sheets
Undergraduate Program Sheets
Preconditions Document
EMU/AAUP Agreement and other contracts
Complete vita for current professional education faculty
Program Listings and Recommendation Instructions Manual, MDE
Scrapbook of College of Education Faculty, Staff, Alums, Students, Programs, and Activities ir the Press
Publications of the Faculty
Materials presented to specialty organizations (CEC, NSTA, etc.); critiques, rejoinders
Syllabi for professional education courses
Undergraduate catalog, graduate catalog, professional education supplement to the catalogs
Schedule of classes, Fall 1992
Program Listings and Recommendations Manual
Samples of student work--theses, research projects, etc. Advising materials
Academic program records for current students and recent graduates
Materials on state teacher testing program
Materials on cooperating teachers
Faculty evaluation instruments and materials
Faculty/staff directory
Fiscal records for College of Education and other academic units
Instructional Materials Center information
University Library materials
Academics at EMU--Ronald Collins presentation
University Off-Campus Programs in Michigan
Science education materials
Huron High School student teaching project
North Central Association Self Study Report
Model/knowledge base material covering all basic-level programs
Model/knowledge base material covering masters-level programs in early childhood education, elementary education, middle school education, secondary school teaching, K-12 curriculum and reading.
Model/knowledge base material covering masters-level program in business education.
Model/knowledge base material covering masters-level program in industrial education.
Model/knowledge base material covering masters-level program in art education.
Model/knowledge base material covering masters-level program in music education.
Model/knowledge base material covering masters-level programs for teachers in special education.
Model/knowledge base material covering masters-level program in school counseling.
Model/knowledge base material covering specialist-level program in school psychology.
Model/knowledge base material covering masters-level programs in leadership; specialist-level programs in leadership; doctoral program in leadership.
Affirmative Action Report
College of Education minutes
Student Teaching Handbook
Student Teaching Files
Boone Hall Handicapped Access statement
Program statement for Education Building
Graduate and undergraduate general recruitment materials
Enrollment Report, 1990-91
Equity Office program materials
Programs Focused on Prospective Teachers (IJTP, OCC, YES)
College of Education Admissions material
Student Profile
Academic Advising Center materials
Career Services Center information
Supplementary (to the catalogs) special-topic materials about programs; due process materials
Counseling Services materials
Personal and psychological support for special groups of students (e.g., foreign, handicapped, minority)
Academic Development Committee, Graduate Student Assessment Plan, 4/92
Faculty Profile, Fall 1991
1991-1992 AACTE/NCATE Joint Data Collection Report
Grants received by professional education faculty
Renaissance Group "Faculty Roles" affinity group survey
Faculty Center for Instructional Excellence (FCE) materials
Departmental Evaluation Documents (DED)
Student Ratings of Instructors and Courses
University Council on Teacher Education (UCTE)) Goveming Document
College of Education Council Goveming Document
1991-92, 1992-93 Agenda, UCTE
1991-92, 1992-93 Minutes, UCTE
1991-92, 1992-93 Agenda, College of Education Council
1991-92, 1992-93 Minutes, College of Education Council
1991-92, 1992-93 Membership, UCTE
1991-92, 1992-93 Membership, College of Education Council
1991-92, 1992-93 Minutes and Materials, College of Education Council Standing Committees
Agenda, etc. from College of Education Administrative Staff meetings
Organizational Charts of EMU, College of Education; University divisions
National Institute for Consumer Education (NICE)
College of Education Strategic Plan of 1984
Commission on Creative Strategies....etc. materials
Mission statement, etc. of 1990
Administrative planning, 1991-92, 1992-93
Current College of Education planning documents
College of Education Community Advisory Committee, Composition and Minutes
College of Education Student Advisory Committee, Composition and Minutes
Department/Program Advisory Committees
Grade Grievance Procedure
Faculty Profile
Faculty Plan
Monday Report
Materials for Supervision of Part-Time Faculty
Academic Department Profile
Elementary Math K-6
Elementary Reading
Model/knowledge base material covering specialist-level programs for leaders/administrators ir special education.
Statement concerning master's program in physical education
Basic-level faculty surveys covering course content related to several criteria
Advanced level faculty surveys covering course content related to several criteria Renaissance Group srudent survey information
1986-88 Student Ratings of Instructors and Courses 1990-91 Student Ratings of Instructors and Courses Materials submitted to specialty organizations
Other guidelines used
Spreadsheet used to construct Table 19-A.
Spreadsheet used to construct Table 20-A.
Table 20-B; spreadsheet used to construct this table.
Table 21-A; spreadsheet used to construct this table.
Table 21-C; spreadsheet used to construct this table.
Table 22-A; spreadsheet used to construct this table.
Table 22-B; spreadsheet used to construct this table.
Table 23k-A; spreadsheet used to construct this table.
Table 23-B; spreadsheet used to construct this table.
Special education pre-student teaching field experiences
Regular education (not CITE) pre-student teaching field experiences CITE
Student teaching--materials other than handbook.
Field experiences in the administrator preparation programs
Field experiences in the school counselor preparation program Field experiences in the special education advanced programs Field experiences in all other advanced programs.
Early childhood field experiences
Reading field experiences
George School materials
Paddock School materials
Student Teaching Handbook
Definitions of roles/responsibilities--student. university supervisor, field supervisor, advanced programs
Written agreements covering pre-student teaching and student teaching; letters/memoranda of agreement covering advanced program placements
EMU Program Review materials
College of Education Follow-Up Studies of 86-87 and 90-91.
1991-1992 Follow-Up Study based on OSU survey form
Renaissance Group survey of student teachers
Career Services Center Follow-Up information
Department/program follow-up studies
Helping entities, including Substance Abuse and Training, Center for Community Education, Administrators Academy
Collaborative School Improvement Program (C-SIP) materials
For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.
 EMU |
 COE |
 NCATE |
Office of the Dean
College of Education
(313) 487-1414
FAX (313) 484-6471
If you have any questions, comments or problems with these web pages or this web server, please contact: Web.NCATE@emich.edu.