CF-1     Institutional Vision

CF-2     Institutional Mission

CF-3     Unit Vision

CF-4     Unit Mission

CF-5     Background--Initial Programs

CF-6     Beliefs--Initial Programs

CF-7     Goals--Initial Programs ("Standards and Benchmarks"

CF-8     Background--Advanced Programs

CF-9     Beliefs--Advanced Programs

CF-10   Goals--Advanced Programs

CF-11   Program-Specific Outcomes--Advanced Programs

CF-12   Knowledge Bases--Initial Programs

CF-13   Knowledge Bases--Advanced Programs

CF-14   References

CF-15   Candidate Proficiencies

CF-16   Assessment--Initial Programs

CF-17   Assessment--Advanced Programs

CF-18   Shared Vision

CF-19   Coherence

CF-20   Professional Commitments and Dispositions

CF-21   Commitment to Diversity

CF-22   Commitment to Technology

CF-23   Candidate Proficiencies Aligned with Standards

CF-25   Alignment with NBPTS

CF-26   Matrix of Initial Program Outcomes and Standards

1.1.A          Initial Program Teacher Preparation Outcomes and Benchmarks

1.1.B          Initial Program Expected Dispositions

1.1.C          Advanced Program Goals

1.1.D          Advanced Program Expected Dispositions

1.2             Samples of Scoring Rubrics

1.3             State Licensure Test Scores

1.4             Performance by a Cohort

1.5.A          Summary of Assessments at Entry

1.5.B          Summary of Assessments Prior to Student Teaching

1.5.C          Summary of Assessments at Completion

1.6             Samples of Student Work

1.7             Performance of Program Completers in First Year of Practice

1.8             Follow-up Study of Program Completers

1.8.A.1        Follow Up Studies, Career Services, 1998-99, 1999-00

1.8.A.2        Follow-Up Studies, Career Services, 2000-01

1.9             Employer Satisfaction Reports

1.10            Program Reports--SPA's

1.11            Program Reports--Other Accrediting Bodies

1.12            Report for State Periodic Review

1.13.A         Dispositions--Initial Programs

1.13.B         Dispositions--Advanced Programs

1.14            Majors/Minors Offered and Requirements

1.15            Advanced Programs Curriculum Requirements

1.16            State Specialty Program Standards

1.17            Entry Level Standards for Michigan Teachers

2.1.A    Description of Assessment System

2.1.B    EMU Professional Educator Assessment System Implementation Plan

2.2       Samples of Assessments

2.3.A    Group Diversity Project (EDPS 322)

2.3.C    Classroom Assessment Plan (EDPS 340)

2.3.D    Expository Lesson Plan (RDNG 310/311)

2.3.E    Student Teaching Evaluations

2.3.F    Educational Benchmarking Inc. Survey of Student Teachers

2.3.G    Post-Completion Self Analysis

2.3.H    Post-Completion Supervisor Analysis

2.3.K    Curriculum Unit (CURR 304/305)

2.3.O    Electronic Portfolio (EDMT 330)

2.3.Q    Reflective Analysis Paper (CURR 304/305)

2.3.R    Dispositions

2.3.S    Analytic Writing Project (SOFD 328)

2.3.U    Lesson Design/Adaptation Activity (SPGN 251)

2.3.W    Advanced Program Completer Survey Results

2.3.X     Advanced Program Completer's Supervisor Survey Results

2.3.Y     Ed Leadership Adv. Program Completer Survey Results

2.3.Z     Ed Leadership Adv. Program Completer Supervisor's Survey Results

2.4      File of Student Complaints and Response

2.5      Policies for Handling Student Complaints

2.6      Minutes of Meetings About the Assessment System

2.7      Description of Information Technology to Manage Assessment System

2.8      Evaluation of Credibility of Critical Assessments
2.9      A Study of the Relationship Between Teaching and Context Variables in Student Outcomes

2.10    A Brief History of Development of EMU Mid-Program Assessments

2.11    Admissions to the Initial Teacher Preparation Program

2.12    Graduate Admissions in the College of Education

2.13    Executive Summary, Quarterly Report on MTTC Results
2.14    Program-Specific Assessment Information, Advanced Programs
2.15    Unit Evaluation

3.1       Descriptions that Demonstrate Diversity of Setting

3.2       Candidate Work Samples

3.3       Faculty Evaluations of Candidates 

3.4       Summary Results of Candidate Assessments

3.5       Student Teaching Assessment Instruments 

3.6       Student Teaching Handbook 

3.7       Criteria for the Selection of Clinical Faculty 

3.8       Assessments/Scoring Used in Field Experience and Clinical Practice

3.9       The Education Students Data/Assessment Committee (ESDAC)

3.10     COE Advisory Committee
3.11     Field Experiences in Teacher Education: Setting the Stage for Successful Teaching
3.12       Implementation of Work Sample Requirements in New EMU Student Teaching Unit

3.13       FETE Practical Guide for the Cooperating Teacher
3.14       Student Teaching Supervisor Survey

4.1     Curriculum Components that Address Diversity Issues
4.2     List of Proficiencies Related to Diversity Expected of Candidates
4.3     Assessments of Proficiencies Related to Diversity
4.4     Summary of Candidate Performance Results
4.5     Unit Policies, Practices, and Procedures that Facilitate Experiences with Diverse Candidates
4.6     Unit policies, Practices, and Procedures that Facilitate Experiences with Diverse Faculty
4.7     Unit Policies, Practices, and Procedures that Facilitate Diverse Field Experiences
4.8     Selected Demographic Characteristics of Seven-County Southeast Michigan Area

5.1        Faculty Qualifications and Assignments
5.1.A    Campus Professional Education Faculty Qualifications
5.1.B    Student Teaching Supervisor Qualifications
5.1.C    Cooperating Teacher Qualifications and Assignments
5.2       Summaries of Faculty Vitae
5.3       Samples and Summaries of Faculty Publications and Other Scholarly Activities
5.4       Samples of Faculty Evaluation Forms
5.5       Summaries of Faculty Evaluations
5.6       Collaboration with the Professional Community
5.7       Summary of Professional Development Activities in Which Faculty Have Participated

6.1     Unit Budget, with Provisions for Technology
6.2     Lists of Facilities, Including Computer Labs and Curriculum Resource Centers
6.3     Summaries of Faculty Workload
6.4     Faculty Development Expenditures
6.5     Policies on Governance and Operations of the Unit
6.6     Descriptions of the Unit Governance Structure, Including Organization Charts
6.7     Minutes of Meetings of Unit Governance Committees
6.8     Unit Catalogs and Other Printed Documents Describing Admission Practices, Academic Calendars, and Grading Policies
6.9     Recruiting and Admission Policies
6.10   Institution and Program Advertising
6.11   Comparative Expenditures, Academic Units, 1996-97 to 2001-2002
6.12   EMU/AAUP Contract
6.13   EMU/Lecturer's Union Contract
6.14   Professional/Technical (Pt) Support Personnel
6.15   Administrative Personnel 

G-1      1997 Institutional Report

G-2      1992 Institutional Report

G-3      1997 Board of Examiners Report

G-4      1997 Institutional Rejoinder

G-5      1997 NCATE Accreditation Action Report

G-6      1993-2003 AACTE/NCATE Annual Reports

G-7      Improvements in Advising

G-8      NASM Accreditation Reports

G-9      CACREP (School Counseling) Accreditation Reports

G-10    Reports to/from Specialized Professional Organizations (SPA's)
G-11    State of Michigan Periodic Review/Program Evaluation
G-12    Third-Party Comment 
G-13    2003 Professional Education Supplements to the EMU Catalogs (Graduate and Undergraduate, html )

G-14    2003-2005 Undergraduate Catalog (831K pdf)

G-15    2003-2005 Graduate Catalog (703K pdf)

G-16    Class Schedules

G-17    Halle Library

G-18    COE Faculty and Staff Directory

G-19    Monday Reports

G-20    Eastern Educator

G-21    Academic Service-Learning

G-22    Teacher Quality (Work Sample) Project

G-23    EMU Initial Program Expected Dispositions

G-24    FETE Student Handbooks

G-25    Student Teaching Handbook

G-26    Initial Teacher Preparation Program Theme

G-27    Advanced Educator Preparation Program Theme
G-28    Professional Education Programs Selected Syllabi
G-29    CPED²S Handbook--Teacher Preparation Programs (777K pdf)