Ed. Policies, Jan. 27

Members Present: Randy Richards, Dan Zeimet, Ragene Gwin, Barb Wiese, Nathan Schlueter, Bill Hixon, Brenda Peters, David O’Connell, Miranda Nelp, Kris Eitrheim, Corinne Winter

Guests: Pat Connelly, Meg Gillette, Paul Koch, Carl Herzig, Owen Rogal, Michael Hustedde, Nancy Hayes, Bea Jacobson, Barbara Pitz, Bob Ristow, Bill Hitchings

Minutes of November meeting approved.

I. Motion to Approve English Department Five-Year Review: Kris Eitrheim, second: Bill Hixon

Actions included in the review include:

• Adding three new courses to the curriculum

ENG 302: Medieval Literature

ENG 306: Restoration and Eighteenth Century Literature

ENG 347: The Beats

• Dividing a previously joined course

Divide ENG 220: Minority Voices in Literature into ENG 220 Minority Voices in Literature and ENG 223: African American Literature. (The two courses had existed earlier and were at once time combined).

• Changing the requirements for the English major, English Education major, English minor, and Writing minor

Eng major: Replace ENG 303 (Shakespeare) with ENG 219 (Critical Reading and Writing)

Eng. Ed major: Same as above plus List EDUC 369 (Adolescent Lit.) and an Education requirement rather than an English requirement [This has been worked out with the Ed. Dept.]

Eng minor: Reduce the required credits from 21 to 18, and reduce elective credits from 15 to 12 with 6 credits required at the 300-level to reflect the decreased number of required credits.

Writing Minor: Replace ENGL 219 with ENGL 321: Memoir Writing as a choice for the minor. Replace English 217 with English 315 to reflect the proposed change in numbering for this course.

English Education Minor: Reinstate the minor which was deleted 10 years ago It will include English 201, 202, 210, 211, 219, 313, and 316 plus one elective course above the 100 level They will need to complete Education department courses specific to English licensure.

• Changing one course from 200 to 300 level:

ENGL 217: Written Business Communication to be re-numbered as ENGL 315.

• Revising titles and descriptions for several courses (noted on 4-point forms)

Discussion:

The English Department felt pleased with the finding of their review. They saw evidence that they offer a quality education and that their majors demonstrate growth in skills. They felt that their best work and the best assessment takes place within their classrooms. They perceived some gaps in their literature offerings. Those will be filled by new offerings. New personnel who have joined the department will allow better coverage of the range of literature. The number of majors in the department has nearly tripled since the last program review.

The department agreed that the portfolio listed in their assessment plan is not working. Materials are collected, but the portfolios are not well used in the assessment process. They propose to replace the portfolio with a review of the papers written in the English seminar.

The department was asked what they saw as reasons for the increase in numbers of majors. They cited the general increase in SAU enrollment and the desire for teaching careers. They also stated that they believed that as a department they are stronger than they have been. Members of Ed. Policies affirmed this impression. Other causes might include involvement of the department in other student activities such as Quercus, Inside-Down There, International Education, and the African American reading event. Along those lines, they have discussed ideas such as inviting High School English teachers to attend the Quercus reading and to bring some interested students. Other ideas included finding ways to connect with alums.

A question was raised regarding the non-use of placement records of graduates for departmental assessment. A review of placements shows that many students do not enter their career of choice with their first placement.

A question was raised regarding whether the department has a method for assessing whether the changes they make in curriculum result in better outcomes for the students. The department has paid a great deal of attention to discussions of this issue within the national discipline. They believe that assessment embedded in coursework is most effective and that by focusing on what they offer they can assure that students have an opportunity to develop essential skills. There is a national discussion regarding what can be measured and how.

English department learning objectives are internally developed based on knowledge of the discipline.

Brenda Peters listed some information that still needs to be provided to her:

1. Information on how ENGL 302 (Medieval Lit.) will address Gen Ed goals.

2. Some sample documents such as assignments or papers that show how courses are addressing Gen. Ed. Goals

3. Statements regarding how courses that are not Gen. Ed. Address the skills and attitudes goals for General Education.

On the assumption that those materials will be forthcoming, the Program Review was passed.

II. Special Education Proposal

The SPED Dept. proposes changes to the Licensing and Masters programs based on changes in State mandates. See attached documents.

Motion to approve: Ragene Gwin Second: Kris Eitrheim

Discussion

The SPED program has been re-designed to follow state requirements exactly.

A question was raised about someone who intends to teach in a Middle School (grades 6-8) since the two levels of licensure are K – 6 and 7 – 12. In Iowa, a person may teach up to 2 levels above or below the level listed on her license.

What about students preparing to teach in Illinois or other states? It is believed that students who fulfill the requirements of the new program will be able to secure licensing in Illinois and elsewhere. Illinois is also currently reviewing its requirements.]

What about impact on the undergraduate endorsement? That program is self-contained. Courses that used to be offered as 400/500 split (one class open to both undergraduate and graduate students) are now offered as separate sections. There will be no more 5^th year program. An undergraduate can graduate with a license for Instructional Strategist I.

Will there be transition issues due to renumbering and re-organization of course content? Those have been addressed. Those who are finishing this summer will follow the current program. They will be “grandparented” into new areas. Those currently beginning their work will fulfill the new requirements.

A question was raised about the complexity of the portfolio requirements for the SPED students. These portfolios are the kind that they will need to maintain in their professional careers in order to demonstrate their competence and professional growth. Students must take a great deal of initiative in keeping their materials in proper order.

APPENDICES

Curriculum:

Instructional Strategist I (Mild/Moderate Disabilities – K-6)

SpEd 509 - History and Philosophy of Special Education (3 credit hours)

SpEd 510 - Behavior Intervention (3 credit hours)

SpEd 511 - Assessment in Special Education (3 credit hours)

SpEd 513 - Collaboration in Special Education (3 credits)

SpEd 520 - Characteristics of Learners with Mild/Moderate Disabilities (3 credit hours)

SpEd 521 - Methods and Strategies for Teaching Academic Skills (3 credit hours)

SpEd 560 - Introduction to Assistive Technology (2 credit hours)

Educ 552 - Diagnostic and Prescriptive Teaching of Reading (4 credit hours)

SpEd 528 - Practicum in Mild/Moderate Disabilities - Elementary (3 credit hours)

Instructional Strategist I: (Mild/Moderate Disabilities – 7-12)

SpEd 509 - History and Philosophy of Special Education (3 credit hours)

SpEd 510 - Behavior Intervention (3 credit hours)

SpEd 511 - Assessment in Special Education (3 credit hours)

SpEd 513 - Collaboration in Special Education (3 credit hours)

SpEd 520 - Characteristics of Learners with Mild/Moderate Disabilities (3 credit hours)

SpEd 523 - Methods for Teaching Learning and Life Skills (3 credit hours)

SpEd 560- Introduction to Assistive Technology (2 credit hours)

Educ 556 - Teaching Adolescents with Reading Disorders (3 credit hours)

SpEd 529 - Practicum in Mild/Moderate disabilities - Secondary (3 credit hours)

SpEd 660 - Career Management and Transition (3 credit hours)

Instructional Strategist II – Behavior Disorders/Learning Disabilities – Ages 5-21

SpEd 509 - History and Philosophy of Special Education (3 credit hours)

SpEd 510 - Behavior Intervention (3 credit hours)

SpEd 511 - Assessment in Special Education (3 credit hours)

SpEd 513 - Collaboration in Special Education (3 credit hours)

SpEd 514 - Curriculum in Special Education (2 credit hours)

SpEd 530 - Characteristics of Students with Learning or Behavior Problems (3 credit hours)

SpEd 531 - Methods for Teaching Students with Learning and Behavior Problems (3 credit hours)

SpEd 538 - Practicum in Moderate/Severe Learning and Behavior Disabilities (3 credit hours)

SpEd 660 - Career Management and Transition (3 credit hours)

Masters Degree Option

Students completing the license program have the option of applying their license credit toward the completion of a 34-37 hour field-based masters degree.

Educ 700 - Applied Research and Statistics (5 credit hours)

Educ 712 - Field-based Research Project (3 credit hours)

PROPOSED GRADUATE PROGRAM

PENDING EPC AND STATE APPROVAL

BEGINNING JUNE 7, 2004

PROPOSED INSTRUCTIONAL STRATEGIST I: K-6 PROGRAM

Summer	History and Philosophy of Special Education – Sped 509	Characteristics – Sped 520	Diagnostic and Prescriptive Teaching of Reading – Educ 552
Fall	Assessment – Sped 511	Behavior Intervention – Sped 510 Collaboration – Sped 513
Spring	Methods and Strategies for Teaching Academic Skills – Sped 521 Practicum in Mild/Moderate Disabilities (Elem.) – Sped 528	Assistive Technology – Sped 560
Summer	Research/Statistics – Educ 700
Fall	Thesis – Educ 712

PROPOSED INSTRUCTIONAL STRATEGIST I: 7 –12

Summer	History and Philosophy of Special Education – Sped 509	Characteristics – Sped 520	Teaching Adolescents with Reading Disorders – Educ 556
Fall	Assessment – Sped 511	Behavior Intervention – Sped 510 Collaboration – Sped 513
Spring	Career Management and Transition – Sped 660	Assistive Technology – Sped 560	Methods and Strategies for Teaching Learning and Life Skills – Sped 523 Practicum in Mild/Moderate Disabilities (Sec.) – Sped 529
Summer	Research/Statistics – Educ 700
Fall	Thesis – Educ 712

PROPOSED INSTRUCTIONAL STRATEGIST II: K-12

Summer	History and Philosophy of Special Education – Sped 509	Characteristics – Sped 530	Curriculum – Sped 514
Fall	Assessment – Sped 511	Behavior Intervention – Sped 510 Collaboration – Sped 513
Spring	Career Management and Transition – Sped 660	Methods for Teaching Students with Learning and Behavior Problems - Sped 531 Practicum in Moderate Severe Learning and Behavior Disabilities - Sped 538
Summer	Research/Statistics – Educ 700
Fall	Thesis – Educ 712

Deleted Courses – Effective the end of Fall 2005

Six courses will no longer be offered by the graduate special education program

(Figure 4).

Figure 4: Courses Deleted from the Existing M.Ed. Program

Educ 710 – Research Methods (3)

Educ 711 – Research Statistics (3)

Educ 715 – Teaching Culturally Diverse Students in Special Education Settings (3)

Sped 700 – Research Project (3)

Sped 713 – Legal Aspects of Special Education (2)

Sped 716 – Contemporary Issues in Special Education (3)

Motion to adjorn: Barb Wiese Second: Kris Eitrheim

Submitted by Corinne Winter