Educational Policies Committee

March 28, 2006

Members Present: Mara Adams, Pat Connelly, Lori Rodrigues-Fisher, Fr. Bud Grant, Tom Hill, Martin Hansen, Keri Manning, Deanna Stoube, Barb Wiese, Dan Zeimet

Guests: Kathryn Anderson, Les Bell, Kristin Quinn, Terri Switzer, Katie Trujillo

Approve Minutes: Motion to approve: Jim van Speybroeck, seconded by Deanna Stoube

Art Department Five Year Review: Motion to approve: Barb Wiese, seconded by Keri Manning

Discussion: Les Bell explained that the Art Department’s changes and its new Book Arts concentration were an outgrowth of the departments traditions and its roots from its inception by Fr. Catich. Kathryn Anderson’s expertise and skills allowed the department to pursue this direction. The Book Arts program is a complement to the existing Fine Arts concentration, which focuses on the individual artist’s needs and perspective, and the Graphic Arts concentration with its focus on the needs and view of the client. The Book Arts concentration provides a stepping stone for students that don’t fit neatly into the other concentrations.

Les Bell reviewed the Art Department’s curriculum changes as outlined in their review documents, noting that the core has contracted and the electives have increased. This will better serve the students, who in the past had few electives from which to choose. There was discussion about the measurability of the departments goals, and Les Bell noted that some things that may seem to be difficult to assess can in fact be effectively dealt with via student critiques of work. Fr. Bud noted that in the four-point plans, every course was connected to the University’s general education goals and complimented the Art Department on an accurate and carefully thought-out document. A member asked how the Art Department was affected by the need to provide ample number of general education courses, and Les Bell noted that meeting the University’s needs for increased general education courses has strained departmental resources. The tension between supplying general education courses while balancing departmental interests and resources is one that warrants a campus-wide discussion.

Motion to approve the Art Department’s Five Year Review was carried.

Letter: A letter was composed in response to concerns raised by Kirk Kelley; the letter was approved by the EPC members. Motion to approve and send the letter from EPC: Jim Van Speybroeck, seconded by Pat Connelly.

New Business: Three proposals were considered, from Graduate Special Education, Physical Therapy, and Mathematics. Motion to accept the proposals: Jim Van Speybroeck, seconded by Keri Manning. Explanations of the proposals are as follows:

1. The Department of Mathematical Sciences requests approval of two changes to the way elementary mathematics courses are graded.

1. Change MATH 090, Fundamentals of Math, from graded to Pass/Fail;

2. Change MATH 095, Intermediate Algebra, from graded to Pass/Fail.

Currently students need to pass these courses with a grade of “C” or better, but the credits don’t count toward the 120 credits needed for graduation. This situation leads to student confusion, and complicates the job of the registrar. In any case, grades provide little incentive in these courses because the courses aren’t general education, they aren’t required by any major, and no one takes them for pleasure. It therefore seems reasonable to eliminate grades entirely.

2. The Department of Physical Therapy requests approval to convert Human Gross Anatomy (BIOL 500) to Human Gross Anatomy (DPT 500).

The Physical Therapy Department learned last fall from Dr. Kirk Kelley that growth in the number of undergraduate students needing anatomy and physiology coupled with the biology department’s decision to search for a microbiologist meant that he would no longer be able to teach the human gross anatomy class in the professional Doctor of Physical Therapy (DPT) program. The Physical Therapy Department decided that they would prepare to assume responsibility for the 500 level Human Gross Anatomy course effective Fall 2006. Support for this decision is provided by the Dean/Acting Dean of the respective colleges and the Chair of the Biology Department (see letters of support from Dr. Ristow, Trujillo and Peters). Resources required to help cover this change has been approved by the Strategic Planning Committee. Dr. Bryon Ballantyne, the primary course instructor, has also applied for a faculty development grant. A revised course fact sheet and syllabus for DPT 500 have been provided to EPC.

3. Request for change in catalog description to match changes by the Iowa Department of Education. The existing description for the endorsement as a special education consultant by the Iowa State Department of Education (Page 200-201 of the University catalog for 2005-2007) is as follows.

Special Education Consultant**: SPED 513, 750, 751. **Students wishing

to obtain this concentration must possess a master’s degree in special education

or in another area (if in another area, they must have 30 semester credits in

special education at the graduate level), meet requirements for endorsement

in the consultation concentration area, and have four years of successful

teaching experience, two in the licensure area.

The state’s description for endorsement as a special education consultant which is on the IDE Web-site at http://www.state.ia.us/boee/speced.html#Special%20education%20consultant. The changes reflect the current licensure standards for special education developed by the State Iowa effective 1 August 2005.

15.3(1) Special education consultant.

a. Authorization. The holder of this endorsement is authorized to serve as a special education consultant. The consultant provides ongoing assistance to instructional programs for pupils requiring special education. A consultant can serve programs with pupils from birth to the age of 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8) with the exception of consultants serving deaf or hard–of–hearing or visually disabled students. Applicants who desire to serve as consultants serving deaf or hard–of–hearing or visually disabled students must hold the respective special education instructional endorsement. The deaf or hard–of–hearing consultant endorsement or the visually disabled consultant endorsement allows the individual to serve students from birth to the age of 21.

b. Program requirements.

(1) Degree—master’s.

1. Option 1: Master’s in special education in an endorsement area listed under rule

15.2(272).

2. Option 2: Master’s in another area of education plus an endorsement in at least

one special education instructional area.

(2) Content: The coursework is to be at least eight graduate semester hours to include the following:

1. Curriculum development design.

2. Consultation process in special or regular education:

- Examination, analysis, and application of a methodological model for consulting with teachers and other adults involved in the educational program.

- Interpersonal relations, interaction patterns, interpersonal influence, and communication skills.

(3) Skills required for conducting a needs assessment, delivering staff in–service needs,

and evaluating in–service sessions.

c. Other. An applicant must have four years of successful teaching experience, two of

which must be in special education.

Motion to approve the above three proposals was carried.

Motion to adjourn: Keri Manning, seconded by Deanna Stoube.