Web Print

---

1999 NCATE Annual Report (Part C of the AACTE Annual Report) [Printable Version]

Section 1 - Institutional Information:

NCATE ID:	11472
AACTE SID:	1025
Institution:
Unit:
Next Accreditation Visit:
Deadline to Submit Final Version of Part C:	January 17, 2000

Section 2 - Unit Head Information

Unit Head Name:
Unit Head EMail:
Unit Head Phone:
Unit Head Fax:
Unit Phone:
NCATE Coordinator:
Coordinator Phone:
Coordinator Fax:
Coordinator Email:

Is the information above accurate?

No - Please enter corrections below

Corrected Unit Head:
Corrected Unit Head Email:
Corrected Unit Head Phone:
Corrected Unit Phone:
Corrected Fax:	(734) 484-6471
Corrected NCATE Coordinator:
Corrected Coordinator Phone:
Corrected Coordinator Fax:
Corrected Coordinator Email:

Section 3 - NCATE Standards Categories & Weaknesses Section




Category I - Design of Professional Education (Standards I.A through I.I)
Conceptual Framework(s), General Studies for Initial Teacher Preparation, Content Studies for Initial Teacher Preparation, Professional and Pedagogical Studies for Initial Teacher Preparation, Integrative Studies for Initial Teacher Preparation, Advanced Professional Studies, Quality of Instruction, Quality of Field Experiences, Professional Community.

Evaluations, changes, and improvements under Category I standards during this year:

During the July 1, 1998 through June 30, 1999 period, a number of curriculum-related changes were accomplished. These included changes in the Structure of the Disciplines minor, various course modifications at the advanced level, the State approval and implementation of an English as a Second Language endorsement area, revisions of the knowledge bases for the advanced programs, sequencing of the secondary special methods courses with the general methods course, adding a media/technology course to the program for music majors, refining the pattern of course work needed by post-baccalaureate students, applying the Reconfigured program in elementary education to the early childhood minor, and converting the special education programs from an elementary or secondary endorsement to a K-12 endorsement. Adjustments in what majors and minors could be used in teaching programs was also approved at the College level. The proposed doctoral program in curriculum and instruction, one of five being considered for near-future implementation, was assigned to a later period of time for implementation.

External funding (grants) for the College of Education was again received in the amount of $1.2 million, most of which went to support programs that took faculty members and students into P-12 schools in various ways. The use of technology in program delivery continued to increase in a variety of ways. Joint programming with Grand Valley State University in connection with the Ed.D. in educational leadership was initiated.

Category I Weaknesses Cited During Previous Visit:

There is a lack of articulation of the conceptual framework by some candidates and faculty.


As was the case in the previous year, the work of various faculty groups in dealing with a variety of program changes and the work of other faculty groups related to the exhibitions, structured field experiences, and assessment has continued a focus on the conceptual framework, especially at the Initial level. The conceptual framework material is on the College of Education web site and the dean's letter to students who have been admitted to the initial teacher preparation program encourages them to review this material. Program themes and other elements of the conceptual frameworks continue to be incorporated into catalog materials, web site materials, promotional materials, syllabi, and the like.



Category II - Candidates in Professional Education (Standards II.A through II.D)
Candidate Qualifications, Candidate Composition, Monitoring and Assessing Progress, Ensuring Competence.

Evaluations, changes, and improvements under Category II standards during this year:

During the July 1, 1998 to June 30, 1999 period, details of the processes for exhibitions and assessments under the "Reconfiguration" of the initial programs continued to be developed, as was the case for portfolio development by student teachers. The Urban Teacher Program (credentialing program for long-term substitutes in Detroit) continued and grew. The CLIMB project with Washtenaw Community College brought additional minority students into the initial program. During the year, exactly 1000 students were admitted to the initial preparation program (up 6.7% from the previous year), 1,403 credential recommendations were made (up 14% from the previous year), and College of Education student semester credit hour production was up 3.45% over the previous year.

Category II Weaknesses Cited During Previous Visit:

(Initial teacher preparation) Because advising loads are not equally distributed throughout the unit, some candidates are not well served.


Group information and advising processes, both for undergraduate students and post-baccalaureate students have become "institutionalized" and have continued smoothly, attracting many hundreds of students. A variety of materials to support advising have been developed and put into circulation?some for faculty and many for students, so as to enhance self-advising. A great deal of information about the post-baccalaureate program was placed on the College of Education web site and the undergraduate and graduate catalog is now available on the EMU web site. An earlier recommendation for an advising center in the College of Education and a request for its funding and staffing did not come to fruition.



Category III - Professional Education Faculty (Standards III.A through III.D)
Faculty Qualifications, Faculty Composition, Professional Assignments, Professional Development.

Evaluations, changes, and improvements under Category III standards during this year:

In the fall of 1998, 10 persons, including women and minorities, joined the faculty. In the fall of 1999, an additional 11 persons (including one returning from a central administration assignment), including women and minorities, joined the faculty of the College of Education. These efforts have increased the diversity and quality of the faculty of the College of Education appreciably. The John W. Porter Chair in Urban Education was funded sufficiently for initial implementation and Dr. James Comer of the Yale Child Study Center was named to hold this chair in 1999-2000.

Awards from the Provost's travel fund to College of Education faculty members continued at a high level, thus permitting additional presentations at/participation in national professional meetings. Two new faculty members in the College of Education received an institutional new faculty research award, one received a graduate school research support award, and two received institutional research and creative activity fellowships. Various others among the College of Education faculty received reassigned time awards for scholarly and service activities. Faculty recognitions and scholarly/creative activities in the College of Education continued to increase.

Category III Weaknesses Cited During Previous Visit:

(Initial teacher preparation) Heavy faculty advisement loads, especially in the Teacher Education Department, do not permit adequate advisement.


Group information and advising processes, both for undergraduate students and post-baccalaureate students have become "institutionalized" and have continued smoothly, attracting many hundreds of students. A variety of materials to support advising have been developed and put into circulation?some for faculty and many for students, so as to enhance self-advising. A great deal of information about the post-baccalaureate program has been placed on the College of Education web site and the undergraduate and graduate catalog is now available on the EMU web site. An earlier recommendation for an advising center in the College of Education and a request for its funding and staffing did not come to fruition.



Category IV - The Unit for Professional Education (Standards IV.A through IV.C)
Governance and Accountability, Resources for Teaching and Scholarship, Resources for Operation.

Evaluations, changes, and improvements under Category IV standards during this year:

During the July 1, 1998 to June 30, 1999 period, the College of Education input/governance system functioned appropriately, other than inactivity on the part of one standing committee. Within the College of Education, one associate dean, who had been serving in an interim capacity, was named to the position permanently. Another associate dean retired and, following a national search, was replaced. The associate director of student teaching was named interim director. One faculty member was given a half-time assignment to coordinate off-campus programming.

In anticipation of the move to the Porter Building, a coordinator of the clinics was designated and other organizational changes were devised, including having the Office of Collaborative Education report to one associate dean and the clinics, Educational Resource Center, and computer labs report to the other associate dean. Because of a central administrative directive to reduce the number of and reallocate support staff within the College of Education, a number of functions were centralized. The plan for accomplishing this was submitted to the institution's Human Resources office, which has yet to approve it.

Construction of the Porter Building continued during the year, generally ahead of schedule. Much effort was spent in planning and preparing for the move and arranging for the necessary furnishings and equipment for the building. The University's Halle Library continued to expand its holdings and services relevant to Education students.

The College of Education increased the number of conferences and special events held. The College of Education is (a) now a member of and provides the headquarters for COATT, astatewide collaborative effort related to technology for teachers; (b) the editorial home for Educational Studies, the journal of the American Educational Studies Association; and (c) the headquarters for the USA-SINO Teacher Education Consortium.

Total financial resources available to the College of Education dipped slightly primarily because of replacing retiring senior professors with beginning assistant professors and a smaller amount of gift money than in some previous years.

Category IV Weaknesses Cited During Previous Visit:

None.


None.



Additional Changes in the Unit:

None. See above.


Enter the Name of the Person Filling Out the Report: Jerry Robbins