Eastern Michigan University
Ypsilanti, Michigan 48197

 

1997 NCATE ACCREDITATION/STATE APPROVAL DOCUMENTATION

PART III
EXHIBITS

(The exhibits are intended to support both the NCATE Continuing Accreditation Report and the Michigan Specific Standards/Rules/Guidelines and Program Descriptions. The general exhibits -- those labeled with the prefix "G" -- are not associated with any particular Standard or Indicator; however, they do provide context for other portions of the reports. The remaining exhibits are keyed to particular Standards and Indicators.)

Document Number	Name of Document
G-1	1992 Institutional Report Volume I, Standards Volume II, Program Descriptions Volume III, Faculty Vita Volume IV, Errata and Addenda
G-2	1992 Board of Examiners Report
G-3	1992 Institutional Rejoinder
G-4	1992 NCATE Accreditation Action Report
G-5	1993-1997 AACTE/NCATE Annual Reports
G-6	1994 ASHA Accreditation Reports - Master's Degree Program; Professional Services
G-7	1989, 1991, 1992 NASM Accreditation Reports
G-8	1996 Preliminary CACREP (School Counseling) Report
G-9	1997 Professional Education Supplement to the Undergraduate and Graduate Catalogs
G-10	1996-1998 Undergraduate Catalog
G-11	1996-1998 Graduate Catalog
G-12	Schedule of Classes, Fall 1997
G-13	Description of Committees/Task Forces
G-14	Samples of Student Work - Initial
G-15	Samples of Student Work - Advanced
G-16	1997-98 College of Education Faculty/Staff Directory
G-17	Knowledge Base Materials Covering Advanced Programs
G-18	Advanced Programs Knowledge Base Use In Programs
G-19	Library Space -- the New Bruce T. Halle Library Building
G-20	Library Holdings (Five-Year Trends)
G-21	Part-time Lecturer Use, 1992-1997
G-22	College of Education Support Staff, 1992-1997
G-23	Closed Sections/Unmet Demand 1993-1997
G-24	College of Education Faculty Office Space, Fall 1997
G-25	Disability Access to Facilities
G-26	Initial Level: Assessment Related to the Knowledge Base
G-27	Communication of Knowledge Base to External Constituencies
G-28	Syllabi Reflections of Best Practice and Research
G-29	Compliance with Specialty Standards
G-30	Initial Level Advising Loads and Arrangements
G-31	Minority Faculty Hiring Trends, 1992-1997
G-32	Monday Reports
G-33	Eastern Educator
G-34	Third Party Comments
G-35	Intent to Proceed with NCATE Continuing Accreditation
G-36	Summary of Folio Critiques
G-37	Academic Service-Learning

I.A.1.1	Conceptual Frameworks Documents -- Initial
I.A.1.2	Conceptual Frameworks Documents -- Advanced
I.A.2.1	Coherence --Initial
I.A.2.2	Coherence--Advanced
I.A.2.3	Syllabi: Professional Education Courses -- Initial
I.A.2.4	Syllabi: Professional Education Courses -- Advanced
I.A.2.5	Documents Describing General Education
I.A.2.6	Documents Describing Specialty/Content Studies
I.A.2.7	Documents Describing Professional Studies
I.A.3.1	Program Evaluation Documents -- Initial
I.A.3.2	Program Evaluation Documents--Advanced
I.A.3.4	Use of Evaluations for Changes--Initial
I.A.3.5	Use of Evaluations for Changes--Advanced
I.A.3.6	Student Evaluations -- Initial
I.A.3.7	Student Evaluations -- Advanced
I.A.3.8	Follow-Up Studies of Completers -- Initial
I.A.3.9	Follow-Up Studies of Completers -- Advanced
I.A.3.10	Initial Program Reconfiguration Task Force
I.A.3.11	Minutes, Documents, Products--Basic Programs Committee
I.A.3.12	Minutes, Documents, Products--Advanced Programs Committee

I.B.1.1	Amount/Distribution of General Education
I.B.1.2	Multicultural/Global Content in General Education

I.C.1.1	Analysis of Body of Subject Content--Initial
I.C.1.2	Uses of Technology in Subject Content--Initial
I.C.2.1	National Association for the Education of Young Children (NAEYC) Early Childhood Education Full Folio - Initial First Critique First Rejoinder Second Critique Second Rejoinder
I.C.2.2	International Society for Technology in Education (ISTE) Computer Science Full Folio - Initial First Critique
I.C.2.3	Association for Childhood Education International (ACEI) Elementary Education Full Folio - Initial First Critique First Rejoinder Second Critique Second Rejoinder
I.C.2.4	National Council of Teachers of English (NCTE) English Interim Folio - Initial First Critique
I.C.2.5	NASPE/American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Physical Education Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.6	National Council of Teachers of Mathematics (NCTM) Secondary Mathematics Full Folio - Initial First Critique
I.C.2.7	National Science Teachers Association (NSTA) Secondary Science Interim Folio - Initial First Critique
I.C.2.8	National Science Teachers Association (NSTA) Biology Interim Folio - Initial First Critique
I.C.2.9	National Science Teachers Association (NSTA) Chemistry Interim Folio - Initial First Critique
I.C.2.10	National Science Teachers Association (NSTA) Earth Science Interim Folio - Initial First Critique
I.C.2.11	National Science Teachers Association (NSTA) General Science Interim Folio - Initial First Critique
I.C.2.12	National Science Teachers Association (NSTA) Physics Interim Folio - Initial First Critique
I.C.2.13	National Council for the Social Studies (NCSS) Secondary Social Studies Comprehensive Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.14	National Council for the Social Studies (NCSS) Economics Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.15	National Council for the Social Studies (NCSS) History Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.16	National Council for the Social Studies (NCSS) Geography Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.17	National Council for the Social Studies (NCSS) Government/Political Science Full Folio - Initial First Critique First Rejoinder Second Critique
I.C.2.18	National Council for the Social Studies (NCSS) Psychology Full Folio - Initial First Critique: NCSS does not review psychology programs
I.C.2.19	National Council for the Social Studies (NCSS) Sociology Full Folio - Initial First Critique: NCSS does not review sociology programs
I.C.2.20	Council for Exceptional Children (CEC) Special Education Interim Folio - Initial and Advanced First Critique
I.C.2.21	International Technology Education Association /Council on Technology Teacher Education (ITEA/CTTE) Technology Education Full Folio - Initial First critique
I.C.2.22	National Association for Business Teacher Education (NABTE) Business Education Folio - Initial
I.C.2.23	National Communications Association (NCA) Speech Folio - Initial
I.C.2.24	American Council on the Teaching of Foreign Languages (ACTFL) French Folio - Initial
I.C.2.25	American Council on the Teaching of Foreign Languages (ACTFL) German Folio - Initial
I.C.2.26	Administrative Guide for Vocational-Technical Education in Michigan Industrial-Vocational Education Folio - Initial
I.C.2.27	Marketing Education Association Standards for Excellence in Marketing Education (MEA) Marketing Education Folio - Initial
I.C.2.28	American Council on the Teaching of Foreign Languages (ACTFL) Spanish Folio - Initial
I.C.2.29	National Association of Schools of Art and Design (NASAD) Art Folio - Initial
I.C.2.30	American Council on the Teaching of Foreign Languages (ACTFL) Japanese Language and Culture Folio - Initial
I.C.2.32	Form X "Programs Offered for Certification / Endorsement" -- Michigan State Board of Education
I.C.2.33 - I.C.2.89	Program Descriptions

I.D.1.1	Professional Studies Topics
I.D.1.2	Pedagogical Studies Topics

I.E.1.1	Integrative Studies--Content and Pedagogy in the Initial Programs
I.E.1.2	Integrative Studies--Diversity in the Initial Programs

I.F.1.1	How Advanced Programs Build On and Extend Prior Learning
I.F.1.2	National Association for the Education of Young Children (NAEYC) Early Childhood Education Full Folio - Advanced First Critique First Rejoinder Second Critique Second Rejoinder
I.F.1.3	Educational Leadership Constituent Council (ELCC) Leadership Programs - Advanced (not submitted for ELCC review)
I.F.1.4	National Middle School Association (NMSA) Middle Level Education Full Folio - Advanced First Critique Rejoinder Second Critique
I.F.1.5	NASPE/American Association for Health, Physical Education, Recreation and Dance (AAHPERD) Physical Education Full Folio - Advanced First Critique
I.F.1.6	International Reading Association (IRA) Reading Full Folio - Advanced First Critique Rejoinder Second Critique
I.F.1.7	Council for Exceptional Children (CEC) Special Education Full Folio - Advanced First Critique

I.G.1.1	Analysis of Instructional Strategies Used
I.G.2.1	Use of Reflection, Critical Thinking, Problem Solving, Etc.
I.G.3.1	Teaching of Cultural Diversity and Exceptionalities
I.G.4.1	Evaluation of Instruction and Use of Results

I.H.1.1	Field Experiences Policies and Practices
I.H.2.1	Descriptions of Pre-Student Teaching, Student Teaching, and Other Field Experiences
I.H.3.1	Student Teaching, Internship, and Other Field Experience Handbooks
I.H.3.2	Student Teaching Placement Records
I.H.3.3	Characteristics of Field Experience Sites

I.I.1.1	Collaborations with Arts and Sciences Faculty Members
I.I.1.2	Faculty and Student Handbooks
I.I.2.1	Written Agreements With Agencies Concerning Collaboration
I.I.3.1	Minutes and Documents: COE Program and Policy Advisory Board
I.I.3.2	Minutes and Documents: Other Advisory Groups
I.I.3.3	Office of Collaborative Education Documents; Collaborative School Improvement Program Documents
I.I.3.4	Comer Schools and Families Initiative Documents
I.I.3.5	Other Collaborative Materials, Records, and Documents

II.A.1.1	Admission Policies and Practices--Initial
II.A.1.2	Basic Skills Test Score Data
II.A.1.3	Admission Policies and Practices--Advanced
II.A.1.4	GRE and Other Admission Test Data
II.A.2.1	Incentives to Attract and Retain High-Qualified Students
II.A.2.2	Scholarships Awarded to Professional Education Students
II.A.3.1	Monitoring of Admissions Criteria

II.B.1.1	Recruitment of Diverse Student Body: Plans/Activities/Results
II.B.2.1	Evaluation of Diversity Recruitment Steps
II.B.3.1	Diversity of Student Body
II.B.4.1	Diversity of the Professional Education Student Body

II.C.1.1	Mid-Point Assessments: Policies and Procedures
II.C.2.1	Samples of Student Advisee Folders
II.C.3.1	Samples of Student Transcripts
II.C.3.2	Assistance to Students With Less Than Satisfactory Progress
II.C.4.1	Mid-Program Assessment Procedures for Candidates
II.C.5.1	Criteria for Placement in Field Experiences
II.C.6.1	Documents Concerning Progress Through Programs

II.D.1.1	Published Criteria/Outcomes for Each Program
II.D.2.1	Exit Assessment Processes
II.D.2.2	Basic Skills and Subject Field State Certification Test Score Data

III.A.1.1	Vita for all full- and part-time professional education faculty
III.A.1.2	Summary of Doctorates Held and Special Expertise
III.A.1.3	Qualifications of Dissertation and Graduate Advisors
III.A.1.4	Qualifications of Persons who Supervise Field Experiences
III.A.1.5	Qualifications of School-Based Faculty
III.A.2.1	Qualifications of Faculty as Teacher-Scholars
III.A.2.2	Peer-Reviewed Work of Advanced Program Faculty
III.A.3.1	Faculty Involvement with P-12 Schools
III.A.4.1	Faculty Involvement with Professional Associations and Service

III.B.1.1	Hiring/Retaining a Diverse Faculty
III.B.2.1	Recruiting a Diverse Faculty
III.B.3.1	The Diversity of the Faculty

III.C.1.1	The Contract: "Agreement Between Eastern Michigan University and the Eastern Michigan University Chapter of the American Association of University Professors"
III.C.1.2	Work Load Policies and Practices
III.C.2.1	Load for Those Supervising Field Experiences
III.C.2.2	Load for Those Directing Graduate Projects

III.D.1.1	EMU Opportunities for Faculty Development
III.D.2.1	Development Opportunities for School Faculty
III.D.3.1	College of Education Department Evaluation Documents
III.D.3.2	Salary, Tenure, Promotion Processes
III.D.3.3	Samples of Faculty Publications and Scholarly Work
III.D.3.4	Student Evaluations of Faculty and Courses
III.D.4.1	How Evaluations Are Used to Improve Teaching, Scholarship, and Service

IV.A.1.1	Eastern Michigan University Mission Statement
IV.A.1.2	College of Education Mission Statement
IV.A.2.1	College of Education Description
IV.A.2.2	Administrative Organizational Charts
IV.A.2.3	EMU Input Chart for Curriculum and Academic Policy Matters Related to Professional Education
IV.A.2.4	College of Education Council and Related Structures
IV.A.2.5	College of Education Policy Concerning the Committee on Basic Programs
IV.A.2.6	College of Education Policy Concerning Committee on Advanced Programs
IV.A.2.7	College of Education Policy Concerning Committee on Professional and Affiliated Programs
IV.A.2.8	College of Education Policy Concerning the Planning and Finance Committee
IV.A.2.9	College of Education Policy Concerning the Personnel Committee
IV.A.2.10	Communications Chart -- Professional Education Programs
IV.A.2.11	Department of Health, Physical Education, Recreation and Dance Department Input Document
IV.A.2.12	Department of Leadership and Counseling Department Input Document
IV.A.2.13	Department of Special Education Department Input Document
IV.A.2.14	Department of Teacher Education Department Input Document
IV.A.3.1	Quantity of Faculty
IV.A.3.2	Extent of Use of Part-Time Faculty and Graduate Assistants
IV.A.3.3	Numbers and Kind of Support Personnel in the College of Education
IV.A.3.4	Doctoral Program Staffing
IV.A.4.1	College of Education Faculty Standing Committee Actions
IV.A.5.1	Planning Groups and Processes; Planning Products
IV.A.6.1	Minutes and Documents, College of Education Advisory Bodies
IV.A.7.1	Non-Discrimination/Due Process Provisions for Faculty and Students

IV.B.1.1	Comparison of Professional Development Activities for College of Education Faculty Members with Those in Other EMU Colleges
IV.B.2.1	Description of Office, Instruction, and Other Space to Carry Out Mission and Responsibilities
IV.B.2.2	The John W. Porter College of Education Building
IV.B.3.1	Student Access to and Training in Educational Technologies
IV.B.3.2	Faculty Access to and Training in Educational Technologies
IV.B.4.1	Library Resources
IV.B.5.1	Hardware and Software Acquisitions
IV.B.6.1	Staffing for Library, Instructional Materials, and Media/Computer Support--EMU, College of Education

IV.C.1.1	College of Education Budget Trends and Estimates
IV.C.2.1	College of Education Resource Allocation Processes
IV.C.3.1	College of Education Facilities and Equipment

 

For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.

EMU

COE

About These Pages

Office of the Dean
College of Education
(313) 487-1414
FAX (313) 484-6471

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