VOLUME I L^^&y. of ^^^p^^^t-t^*^ A REPORT TO THE NATIONAL COUNCIL FOR THE ACCREDITATION OF TEACHER EDUCATION UNIVERSITY OF ILLINOIS, URBANA Visitation: Autumn, 1971 The person charging this material is re- sponsible for its return to the library from which it was withdrawn on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. To renew call Telephone Center, 333-8400 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN DUE; AUG 15 19(4 im 1 4 m L161— O-1096 c V.! TABLE OF CONTENTS I. ADMINISTRATION AND ORGANIZATION Sources of Data The Setting for Teacher Education Statement of Objectives Priorities Program Limitations Preliminary NCATE Report The Urbana Council on Teacher Education Long Range Planning II. STUDENTS IN BASIC PROGRAMS Admission to Basic Programs Criteria for Retention Admission to Student Teaching Student Participation in Program Evaluation and Development III. BASIC TEACHER EDUCATION CURRICULA General Education Requirements Practicum Agricultural Occupations Art Education Page 2 4 7 12 14 15 35 49 53 60 67 67 75 83 90 98 III. BASIC TEACHER EDUCATION CURRICULA (Cont'd.) Page Business Education Dance Education Education of the Deaf and Hard-of-Hearing Elementary Education Education of the Educable Mentally Handicapped English Education English as a Second Language (The Teaching of) Foreign Languages Education Health and Safety Education Home Economics Education Industrial Education and Engineering Technology Journalism Librarians and Media Specialists Mathematics Education Music Education Physical Education for Men Physical Education for Women Psychology Science Education Social Studies Education Speech Education Speech and Hearing Science 108 113 120 127 133 143 148 152 163 170 179 186 188 194 204 218 229 242 243 256 260 265 IV. PHYSICAL FACILITIES AND OTHER RESOURCES University of Illinois Library Physical Facilities and Other Resources 269 277 ii IV. PHYSICAL FACILITIES AND OTHER RESOURCES (Cont'd.) Page The Allocation of Physical Facilities The Education Building Instructional Media Center and Services 280 283 284 V. PROGRAMS AND PROJECTS The Alternate Teacher Education Program 290 KIDS, INC. 294 Project 214 - A Cooperative Teacher Education Program 29 6 The Educational Placement Office 302 The Teaching Experiences Laboratory 305 VOLUME II VI. ADVANCED PROGRAMS Post-Baccalaureate Programs in Education - Overview 316 The Graduate College and the College of Education 317 Objectives of Doctoral Programs in Teacher Education 319 Courses Required in History and Philosophy of Education 321 Courses Required in Educational Psychology 322 Advanced Programs in Educational Administration and Supervision 323 Advanced Programs in Educational Psychology 341 Advanced Programs in Elementary Education 353 Advanced Programs in History and Philosophy of Education 360 Advanced Programs in Secondary and Continuing Education 371 Advanced Programs in Special Education 382 in Digitized by the Internet Archive in 2013 http://archive.org/details/reporttonational01univ VI. ADVANCED PROGRAMS (Cont'd.) Page Advanced Programs in Vocational and Technical Education 405 Programs for Training Junior College Teachers 432 Students Enrolled for Advanced Degrees 438 VII. FACULTY Faculty Appointment Policies and Procedures 441 Faculty Loads 442 Provisions for Sabbatical and Other Leaves of Absence 443 List of Graduate College Faculty 445 Roster of Faculty Personnel for Teacher Education, II Semester, 1970-71 446 IV LIST OF TABLES AND CHARTS Page Organization of the Urbana Council on Teacher Education 33 Routing of Proposals for Changes in Teacher Education 41 Composition of Area Committees and the Curricula They Supervise 42 College to Which Each Urbana Council on Teacher Education Program is Assigned and Curriculum Enrollment 45 Persons and Percentage of Colleges in Undergraduate Teacher Education Curricula 47 Teacher Education Enrollment by Colleges and Curricula, First Semester, 1970-71 48 Undergraduate Admissions 1968 and 1970: A Comparison 55 Minimum Selection Indices Required for the Admission of Freshmen to Teacher Education Curricula 56 Percentage of Undergraduate Enrollment Placed on Probation or Dropped for Poor Scholarship, February, 1971 61 Percentage of College of Education Enrollment Placed on Probation or Dropped for Poor Scholarship, End of First Semester, 1969- 70, Compared with 1970-71 62 Enrollments in Teacher Education Curricula - By College, Class, and Curriculum - Fall, 1965 and Fall, 1970 70 Cumulative Grade Point Averages by Curriculum for Undergraduates Who Received Bachelor's Degrees from the College of Education June, 1965 and June, 1970: A Comparison 74 V Page Semester Hours Required for Graduation for Undergraduate Teacher Education Curricula, by College 75 The Number of Volumes and Seating Capacity in the Departments of the University of Illinois Library, June 30, 1970 269 University Enrollment and Use of the Library, 1965-1970 270 Total Holdings and Growth of the University of Illinois Library, 1965-1970 272 Departmental Allocations - University of Illinois Library 273 VOLUME II Students Enrolled for Advanced Degrees 438 ADMINISTRATION AND ORGANIZATION Sources of Data The Setting for Teacher Education Statement of Objectives Priorities Program Limitations Preliminary NCATE Report The Urbana Council on Teacher Education Long Range Planning SOURCES OF DATA Many persons have been engaged in the preparation of the source materials for this document. Each basic program was described by an area committee. There are 23 such committees. Each committee is charged with the responsibility for the development and im- plementation of the basic teacher education programs related to the academic specializations of its members. Some of these com- mittee reports were the product of a single committee member, while others represent the product of a subdivision of labor. The descriptions of post-graduate programs have come largely from departmental chairmen in the College of Education. Data on staff, student personnel, and facilities have been developed in the Office of the Associate Dean for Instruction with assistance of staff in other offices where source data have been accumulated. These source data have been edited to make a working document. Hopefully, the editing has not detracted from the professional perspective which each person or team of persons gave to the unedited program description. (Original documents are available.) On the other hand, however, it would be less than candid to imply that a single perspective exists of any given program or program sub unit. For example, at least two views prevail re- garding the long-range purposes of "pilot" instructional projects. One viewpoint is that the knowledge one accumulates about neces- sary program elements, strategies, fiscal and administrative procedures is the reason for the project. The other point of view assumes that a successful pilot project will produce a sufficient residue of quality to provide a nucleus for institution- alizing new involvement and commitments. In the first instance, the findings are recorded and the investigators are free to move on to new assignments after fulfilling short term obligations. In the latter, there is an expectation that the institution will attempt to preserve the instructional arrangements which have been found to be productive, as well as disseminate information about them through appropriate means. At the level of ultimate responsibility, these positions represent two quite different goals or objectives which must be recognized. If the editorial work leads the reader to the assumption that all such differences have been reconciled, the goal of editing has not been achieved. To the extent that the editing portrays a comprehensive view of each program as seen by those who are actively involved in each program, it does achieve its goal. ACKNOWLEDGMENTS The concept of teacher education at the University of Illinois, Urhana is broad. It must be so for it serves many students (over 5,000), and is the product of the efforts of many faculty (over 500) . This document represents an effort to describe ways in which the concept is currently implemented. Leadership for the "mini" self-studies of Basic Programs came primarily from members of the area committees which develop cur- ricula for the Council on Teacher Education. Responsibility for the analysis of Advanced Programs has been carried by departmental chairman and/or their designees in the College of Education. Res- ponsibility for editorial work and production has been carried by Susan Woodall and Blanca Law. A variety of forms of assistance have been provided by staff in the places one would expect. They range from the Office of the Chancellor, to the Physical Plant, to the mimeograph operator. The list also includes staff in the Washington Office of NCATE. This is a working document. Its purpose is to help local staff and professional colleagues elsewhere. It is to help them consider wherein these programs do and do not accomplish the objectives which are espoused in the context of priorities which exist here. For those who find the documentation incomplete, perusal of the resource files is invited and/or discussions with resource persons can be arranged. J. Marlowe Slater Coordinator Council on Teacher Education Associate Dean, Instruction College of Education THE SETTING FOR TEACHER EDUCATION AT THE UNIVERSITY OF ILLINOIS, URBANA Development of professional programs of instruction within a university setting presents many opportunities . The academic resources are numerous. Many disciplines are represented, and staff members are extremely capable. Staff capacity extends beyond instruction into reserach and development. There are constraints, however. Competition for the time and attention of talented persons is high, and competition for fiscal resources is keen. The challenge is to establish goals which are in keeping with the potential for the development of quality programs and in tune with reality. The formal definition of "teacher education" includes all the activities of the University of Illinois which are directed to- ward the preservice and inservice preparation of teachers for the elementary and secondary schools . It also includes the pre- paration of those who choose to teach professional education courses at the college level and those who conduct research in professional education. The operational definition of teacher education on the Urbana campus of the University is extremely broad. It can be as specific as a tightly drawn research design or as general as an experience with children in a Saturday school. It can be as complex as an evaluation assignment on a series of national pro- jects or as common as a methods course. It can be something with the international flavor, such as "new math", or as local as student teaching in Urbana. It can be as new as the British version of "open education" or as old as the lecture. There are products of these many activities. They include pro- fessional personnel of essentially four kinds, i.e., new teachers, experienced teachers with new specialities or an expanded view of role and function, administrators, and those who have been especially prepared for leadership functions through doctoral programs. The list of products includes also new knowledge, new instructional materials, new procedural specifications, and other forms of new resources for teacher education. Schools and other educational enterprises are served in proportion to the quality of these products of instruction, development, research, and their related professional activities. The assumptions which underlie all efforts in teacher education are to be found in the statement of beliefs which follows this introduction. The objectives did not shift perceptibly in the 60' s, but priorities may have changed somewhat. Currently, re- examination of priorities is a popular exercise. It is prompted by numerous challenges from the public, from students, and from other professionals. It is the express purpose of this document to give substance to the generalities introduced here. (A file of reference materials is available to aid members of the NCATE team while they are making their site visit.) The Scope of Teacher Educ ation The programs of teacher education at the University of Illinois, Urbana, prepare personnel for most of the professional positions in public school systems and for teaching and research positions in colleges and universities preparing teachers. The public school positions toward which programs are directed prepare: teachers in elementary and secondary schools, teachers of special education, school librarians, guidance counselors, supervisors and consultants in general and special curriculum areas, elementary and secondary school principals, school psychol- ogists, and superintendets of schools. Programs relating to administration and teaching in colleges and universities represent another career area. A four-year curriculum prepares students to teach in self-contained elementary school classrooms. Other programs prepare teachers in art, music, industrial education, physical education, mathematics, and science for the elementary school. In addition, there are special programs to prepare elementary school teachers for in- dividual or group instruction of special (atypical) children. Four-or five-year programs prepare students for secondary school teaching in art, music, mathematics, foreign language, the sciences, English, speech, the social studies, agriculture, home economics, industrial arts, commercial subjects, physical educa- tion, health and safety education, and dance. Graduates of these curricula usually teach one or two subjects in a departmentalized, comprehensive high school. Four-and five year programs for the preparation of teachers of atypical children are provided in the areas of speech correction, the deaf and hard-of-hearing, and the educable mentally handi- capped. Graduates of these curricula usually teach individuals or small classes. A separate four-or five-year program is designed to prepare personnel for employment in training positions in industry. This is a part of the teacher education program in the area of vocational and technical education. Teachers are prepared with minors in journalism and psychology, but there are currently no teacher education majors in these areas. Librarians for small schools minor in library science at the undergraduate level. Supervising librarians and librarians for large schools sre prepared through graduate programs in the School of Library Science. Graduates from the four-year teacher preparation programs are entitled to certification by the State of Illinois, and are eligible to begin teaching after completion of the baccalaureate degree. Students completing the baccalaureate degree are encouraged to complete the master's degree program best suited to their needs and interests, and some are further encouraged to pursue more specialized programs at the advanced certificate (one year of specialization beyond the master's degree) and doctoral levels. STATEMENT OF OBJECT IVES The objectives for teacher education at the University of Illinois and their underlying beliefs, have not changed appreciably- since they were presented to NCATE in 1962. However, since 19 62, some clarification of the objectives has occurred. For example, there appears to be an emerging understanding of the distinctions which can be made between the graduate and the professional degrees. Except for this document, the University does not have a formal statement of objectives for teacher education. Beliefs Und erlying O bjectives (a) Teacher education is an all-University responsibility and necessitates close coordination of the general education, academic specialization, professional pre- paration, research, and service components of the program. While policies governing teacher education should be de- veloped jointly by the College of Education and the schools and colleges offering general and specialized academic preparation for teachers, administrative res- ponsibility should be clearly defined within the Uni- versity structure. (b) General education in the physical and biological sciences, mathematics, the arts, the humanities, and the social and behavioral sciences is essential to the preparation of a teacher. Teachers are most effective when they are broadly educated. (c) Teachers in secondary schools and colleges must be compe- tent in the content, structure, discipline, and logic of the subject (s) they expect to teach. Such competence may require graduate study in the area of specialization. It is also desirable for students in elementary education to develop specialized competence In some subject matter area. (d) The teacher must be familiar with the theoretical founda- tions of professional education. This can be achieved by study of the historical, philosophical, and social founda- tions of education, and the areas of curriculum and methodology. No matter how technical or specialized his professional function might be, the teacher will perform better if he is able to see his task in the broad per- spective of professional education. (e) Teacher education at a state university must go beyond the pre-employment preparation of teachers. The pre-employ- ment program should prepare for and move easily into an in-service program that is of mutual- benefit to the public schools and to teacher education programs. (f) Research and scholarly forms of evaluation are essential to the improvement of education and teacher education programs, as well as being valuable in their own right. There is an inherent value in discovering knowledge. (g) Study^and evaluation should be continuous. Teacher educa- tion programs should be changed only in light of such study and evaluation. (h) Teacher education should be flexible enough to adapt to the needs of the groups and individuals served. Program inflexibility is always a problem in a large program. Providing elective courses and alternate programs are two ways of providing greater freedom to faculty advisers, program administrators, and students. (i) The teacher education program should provide extensive experiences with children, youth, and adults. Learning situations must be provided for planned observation, participation, student teaching, and other laboratory experiences. Such experiences should help clarify the understanding of practices and develop realistic goals. ( j ) Admission and retention of teacher education students should be based on academic, personal, social, and moral standards. Since objective measures for many of these attributes are insecure bases for selection and admission of students, the objective measures should be supple- mented by judgments of counselors concerning the re- tention of students in the program. (k) The staff should have had successful experience related to their responsibilities in the program, and should keep in touch with school practices through service and research activities. (1) The physical resources available to a teacher education program should facilitate the development and mainte- nance of a superior program. Buildings, grounds, mate- rials, and supplies should meet the special requirements of the teacher education enterprise. Objectives _of the Basic Programs (1) The teacher's professional preparation should have four basic objectives: (a) The development of understanding and acceptance of the basic tenets of American democracy as a way of life, as regulative of the purposes of schools in this society, and as normative for the social con- ditions in which these purposes must be realized. (b) The development of understandings of the learner and the learning process . (c) The development of understandings of principles of curriculum that guide the formulation of objectives, selection of content, and the organization of con- tent for instruction. (d) The development of principles and methodology which lead to skillful management of the learning situation (2) All teachers should develop the understandings, skills, disciplines, attitudes, and interests of a liberally educated person. The total program should include study in the natural sciences, language arts, social sciences, and the humanities. The program of general education for the elementary school teacher should be more inclusive than for the teacher of secondary schools, with a cor- responding reduction of emphasis upon areas of speciali- zation. (3) Every teacher should be thoroughly prepared in the sub- jects which he is to teach, as indicated by sufficient credit in appropriate courses and by level of scholar- ship above the average. Each teacher preparing for a secondary school position should develop one or more areas of specialization. To the extent that broad requirements in general education will permit, elementary education students should also develop one or two areas of specialized knowledged for their own personal satis- faction as well as for useful ends in their teaching. Ob jectives for Master 's Degree and A dvanced Certificate Programs in Teacher Edu cation Successful completion of a baccalaureate program, with objectives similar to those stated for undergraduate programs, are expected of each degree candidate. Shortcomings in the undergraduate pro- gram may be remedied through additional undergraduate courses which do not, however, become a part of the master's degree program. (1) A core of graduate professional offerings extends the student's understanding in the social and psychological foundations of education. Special emphasis is given to the philosophy and history of education, the psychology of learning, and mental hygiene. (2) For teachers already employed in elementary and secondary schools, the master's degree and the Advanced Certificate programs are intended to further develop the knowledge and techniques of the experienced teacher. This is ac- complished through more advanced course work in both professional education and in the academic subjects of the teaching area. In the general areas of elementary and secondary education, emphasis is placed upon recent trends and developments in the theory and research of these fields. In the more specialized and more technical fields of education, first courses are offered in areas new to the student's program of preparation. (3) Administration and supervision, school psychology, and counseling are among the areas of preparation which stu- dents begin in their fifth and sixth years of college work. The master's degree is regarded as a beginning of specialization rather than as a terminal degree for those positions that do not require the research-oriented doctor's degree. It has neither the breadth nor the depth of a doctoral program and is not a stepping stone toward the doctorate. (A) Neither the Master of Education degree nor the Advanced certificate is intended to develop competence in planning or executing research; however, being professional degrees rather than graduate degrees, both are intended to develop the ability to read and interpret research in relevant professional fields. On the other hand, the Master of Arts and Master of Science degrees are viewed as first steps in the development of research competencies. Objectives of Doctor's Degree Programs in Teacher Education Programs leading to the degree of Doctor of Education (Ed.D.) and Doctor of Philosophy are designed to provide advanced professional competence and to develop further ability in the scholarly study of professional problems. Both degrees have the following objec- tives in common: 1. The doctoral student is expected to demonstrate capacity for independent research in his major field of study. Such capacity is demonstrated both in course work and in the actual designing, planning, and completing of independent research. 2. Doctoral students are expected to develop a high degree of competence in at least one major field of professional endeavor. 3. It is desirable for doctoral candidates to have had successful experience in a work assignment which is related to past experience and future goals. For example, those who intend to teach in colleges should gain some experience in teaching at this level during their gradu- ate preparation. Similarly, those preparing for research positions should have had successful experience in con- nection with research programs, etc. (The Ed.D. includes 10 a professional work requirement.) The two doctorate degrees differ in their emphasis. The Ph. D. is regarded as a research degree, and the Ed. D. as a professional degree for one who does not anticipate a career limited primarily to the investigation of theoretical problems. For students who wish to do so, the different objectives may be achieved by meeting the minimum requirements of the other degree. A student may transfer from one program to the other provided he meets the requirements of the second program. The determination as to which of the two types of programs is most appropriate for the career goals of a given student is left to the student, his advisor, and the major department. For the student, the following considera- tions are critical in noting distinctions between the two doctoral degrees : Doctor of_ Education (professional degree) Doctor of Philosophy (graduate degree) Residence One year At least two years Type c_f Program Broad with requirements in several areas Specialized with specific requirements in appropriate research techniques Type of Thesis May be same as Ph.D., but also may be specific to the solution of a single professional problem Basic research-grounded in theory and generalizable to larger populations . Completed Master's thesis required prior to the initiation of Ph.D. thesis 11 PRIORITIES It is virtually impossible to prepare a reliable and precise statement of priorities for teacher education at the University of Illinois. In an institution of this complexity priorities tend to be nebulous due to the influences of incessantly changing in- ternal and external forces, i.e., legislative funding, research grants, faculty turnover, etc. While priorities are indicative of the direction of short-range change, they also reveal the long-range objectives which are being sought. One central objective of all teacher education programs is to prepare personnel for positions of leadership. Even the admissions standards for undergraduates call for intellectual competence and academic promise indicative of leadership potential. Toward this end, University and College priorities continue to reflect an emphasis on graduate training and the development of arrangements which will facilitate instruction. The long term plans of each curriculum may influence the selection of new staff for each program, however, the ultimate criterion for the recruitement of staff is the potential of the candidate to give leadership in the role to which he aspires. Pervasive influences of this kind do not produce standardization of content. Further- more, both teachers and students operate on the assumption that originality is highly valued, and that one's efforts and his product should be distinguishable, from that of another. In this setting, the content for programs grows out of the re- flective consideration of specialists, each of whom holds a well structured view of what his discipline can contribute. However, the perspectives of these specialists must be sufficiently broad to enable them to appreciate and contribute to the Gestalt of teacher education. They must have a frame of reference which will permit them to visualize a program in its entirety; to detect im- portant elements which may have been overlooked by a specialist with a narrow perspective, and; to detect new relationships between curriculum components . Enrollments in some programs have been limited for professional as well as for fiscal reasons. It is difficult, if not impos- sible, to operate equally effectively with pre-service teachers, and doctoral candidates. Exemplary programs place great demands on participating personnel, but continuing programs have to be tended while new development progresses. This forces arrangements which are sometimes less than ideal in the immediate view, but are perceived to be desirable in the long run. As one outcome of the NCATE visit in 1962, the establishment of alternate programs for undergraduates became an acceptable goal for long-range development. (Information regarding the Alternate Teacher Education Program may be found on pages 58-59 and 290-293 of this document). At the graduate level, alternate degrees have been available for several years. Furthermore, an increased 12 awareness of the need to study educational problems in their own setting has prompted some faculty to seek new arrangements by which they may interact with school personnel. This interest in working with teachers in their public school classrooms" con- stitutes a new challenge. The challenge is to provide high quality experiences for school personnel who seek solutions to a variety of professional problems. Finally, the process by which change can be implemented is not well understood, and understanding is slow to come. The rate of change was formerly thought to be a function of the availability of new money. However, in the current situation, change must come primarily from the reallocation of limited resources. Realloca- tion necessitates a reordering of priorities as they relate to the more stable, long range objectives of teacher education at the University of Illinois . But the availability of fiscal re- sources is not the only stumbling block. There is also a need to develop an appropriate model by which change is to be accom- modated. Campus centers, institutes, etc., provide one kind of model in that they are relatively free to move from project to project as seems logical and appropriate to the directors. For those whose careers have developed in the framework of instruction- al programs, there is a sense of continuing obligation to keep those programs intact. Current efforts to develop a model for instructional change are of high priority at this time. It is of immediate concern that the College engage itself vigor- ously in state and national attempts to remodel and extend the field experience component of all programs, at both the basic and the post-graduate levels. The sense of urgency and priority originates from numerous sources. Those who theorize about career preparation make this quite clear. Students in pre-service pro- grams ask for more field experience. In-service teachers suggest that programs are irrelevant without this constant source of re- ference. Unfortunately, the fiscal realities attendant to such experiences are great, and the resources are being diminished at the time when demand is most obvious. Dilemmas such as the one regarding field experience have given rise to efforts in long range planning in teacher education. However, high priority is now given to planning throughout all segments of the University. Changing manpower considerations prompt this, but the role and function of the University in the total state and national picture in higher education may have an equal, if not more pervasive, influence upon this process at this time. 13 Program Limitatio ns There are essentially three kinds of limitations which apply to teacher education programs at the University of Illinois , - Urbana. First, certain constraints are to be found in institutional pre- ferences. For example, there is no desire here to prepare a large number of teachers. The University customarily ranks 9th among "Big 10" institutions in the AACTE reports on Teacher Productivity. This rank reflects the preference of the University of Illinois and the College of Education to concentrate efforts on being highly selective with regard to the admission and retention of students, the specializations which may be offered in the teaching fields, and program alternatives which may be offered within fields. Another limitation was imposed in the 1940 's when officials on this campus concluded that teacher education should be a cross-college activity. Subsequently, the Urbana Council on Teacher Education was established to provide direction and coordination. Even though there are long-range benefits of the Council arrangement, it does tend to reduce the autonomy of each unit involved. Other limitations are imposed by the geographical location of the campus. Champaign and Urbana do not provide a setting for most kinds of urban studies programs. Furthermore, the school popula- tion of the two cities and the adjacent communities would be inundated if all 400 enrollees in secondary education programs were to be required to spend a profitable amount of time in local schools each year. Priorities also tend to place limits upon certain activities so that certain others can be highlighted. Some priorities represent a long terra commitment and investment of resources, such as the emphasis on graduate training on this campus . Other elements may emerge from incubation to initiation, and thus assume priority status when circumstances are altered to permit them to be in- corporated and financed within the context of a developmental or research project which is being planned. Finally, fiscal considerations always place limits upon the nature of the involvements which one can enter. The challenge, then, is to limit enrollment to the number which can be accommodated to the maximum advantage with dollars which are available, and to finance only those programs, projects, and research which have the great- est potential. Various components of program development reflect constraints which fall within these categories. For most staff, these limita- tions are not viewed negatively. They are viewed as realistic boundary conditions within which programs must be developed. 14 National Council for Accreditation of Teacher Education Suite 411, 1750 Pennsylvania Avenue, N. W. Washington, D. C. 20006 January 19 70 PRELIMINARY REPORT FOR ACCREDITATION PART I. SUMMARY DATA FOR ADMINISTRATIVE PURPOSES A. Institution University of Illinois - Urbana Campu s Mailing Address 120 Education Building, Urban a , Illinois 61 801 Person and title with whom all accrediting contacts should be made Dr. J. Marlo we Slater, C oordinator of Teacher Education and Associate Dean of Instruc t ion B. Total institutional enrollment, last available academic year 1970 - Urbana campus only (what year) Undergraduate* Full-time 22,769 Part-time 689 Full-time equivalent 23 , 1 19 Graduate* Full-time 6,027 Part-time 3301 Full-time equivalent 7,547 Totals* Full-time 28,796 Part-time 3990 Full-time equivalent 30 ,666 *Unduplicated headcounts C. Check the appropriate items: Quarter Plan College for Men Private (independent) X Semester Plan College for Women Private (church related) Trimester X Coeducational X Public. Specify: Other (specify) State of Illinoi s D. Nature of this visit (check appropriate response in each category) This will be an INITIAL NCATE visit; institution NOT now accredited. X This will be an NCATE REACCREDITATION visit; previously visited in _196_2 (year) X This will be an INDEPENDENT evaluation; NCATE team alone. This will be a JOINT evaluation with 15 E. (1) Total College or University Faculty: No. full- cime 3,804 : No. part-time 4,197 : Total full-time equivalent 5 ,749 .98 (2) Professional Education Faculty: (All who teach professional courses) No. full-time 155 (estimate) (full-time University appointments) No. part-time within institution _9_ (est) (part-time University appointments) No. part-time from outside see above No . graduate assistants 110 (estimat e) No. cooperating teachers 200 (es timate) (educational practice) F. PROGRAMS IN TEACHER EDUCATION offered by institution, whether they are to be a ccredited or not . Answer all items. (1) Elementary teachers @ Ba X_ 5th year X MAT Ma X Spec_X Dr X (2) Secondary teachers @ Ba X_ 5th year X MAT X Ma_X Spec_X Dr_X (3) School Service Personnel * Elem Prin Ma X Spec_X Dr X Sec Prin Ma X Spec_X Dr_JX ^Advanced Cer- Supv & Curric Ma^X Spec X Dr X tificate in Guidance Ma X Spec X Dr X Education is Sch Psychol Ma X Spec_X Dr_X the 6th year Superintendent Ma X Spec X Dr X degree program. If there are other curricula offered or if the descriptive pattern of degrees above does not fit, attach additional information needed to show a clear picture of the scope of programs offered. G. Are there branches of the University? Where? How big? What degree levels? Do they have Teacher Education programs? (This visitation will not include accreditation consideration of branch programs.) (Example: Main campus at Y. 25,000. Prgms through Doct. Elem/Sec tchrs & SSP. Washington Campus. 6,500. Ba & Ma. Elem/Sec tchrs & some SSP prgms . Lincoln Campus. 3,000. Ba. Elem and Sec teachers only.) Chicago Circle Campus. 18,890 estimate . B .A. and B.S. for elementary and secondary school teachers. Ilaster's degree in the teac hing of mathematics. No sch o ol service personnel programs . 16 H. Medical Center at Ch icago- 2750 estimate. No te acher education programs . (Separate sheet if needed) Are there established "centers?" What is the Scope of Teacher Education activities there? (Example: Richardson Center: Graduate extension courses taught there.) The Division of University Extension offers a sta te-wide p ro - gram of undergraduate and graduate cours es . Courses are ma de avail able on the basis of adequate deman d and the avail abil it y o_f qualified in s tructors. D uring the II Semester, 1969-70, which is considered to ba representative of recent semesters , a total of 64 Edu cation cour ses in 7 major fields were of- fered in 23 Illinois communities, with an avera ge en rollmen t of 27 persons per class . As contrasted with Section F previously, show here the cate- gories and/or programs and the degree levels FOR WHICH AC- CREDITATION IS BEING SOUGHT. Program i Ba , MAT i Ma , Spec , Doct \ Elementary Teachers'" ^ ^^ u ^ Secondary Teachers" *s s' S* s'' s /■ -' ./ School Service Personnel : s^ j* ^ ;/ Elementary Principals** / s' ^S^ yS Secondary Principals*" /^ /^ i/ Curriculum & Supervision** ^ ^ Guidance Counseling ^ ^^ School Psychologist ^ ^^ Superintendent** ^' Speech Correction -^ **See Appendix B 17 ^Elementary and Secondary teachers are accredited by category and not by specific program (e.g., business education, special education, etc.). The institution automatically reports on all programs which fit within either or both categories . See Appendix C I. Add here, and on an additional sheet if necessary, such ad- ditional information about the institution as you feel would be valuable in handling all administrative details as they relate to: (a) Building an appropriate team — while not every program can have a specialist, does the institution feature certain programs which should be represented? (b) Setting appropriate fees — are categories clear? (c) Knowing about unique administrative situations; (d) Knowing about spread of official branches and centers . National Council for Accreditation of Teacher Education Suite 411, 1750 Pennsylvania Avenue, N. W. Washington, D. C. 20006 January 19 70 PRELIMINARY REPORT FOR ACCREDITATION PART II. Professional information to permit analysis with in- stitutional representatives about possible accreditation problems . ELEMENTARY EDUCATION (Pre-Service) : ** Enrollment (actually admitted and identified as elementary teacher education students) . Present Freshman Class 286 Sophomore 224 Junior 24_3 Senior 191 (includes students in Early Childhood Education) 4 unclassified 4 Irregular Number who completed programs last available year 214 Year before 226 (Does not include persons completing programs leading to all-grade certification - see Appendix A) Percentage of completions who actually entered teaching 70 (estimate) Professional Faculty in ELEMENTARY EDUCA TION: Full-time 21 Part-time 5 (# persons) (# persons) Full-time equivalent 2 3. 25 graduate assistants _37 - 19.25 full-time equivalent Elementary specialties represented among those named above: (Ex: Reading (2), Math Ed (1), etc.) science 2; mathematics 1; r eading & la n guage arts 7; early childhood ed . 3; art 4; social studies 2; general curriculum 2 \ Program Summary: General Education: Composed of _6_2 hrs covering 6_ academic areas of study. Professional Education (e.g., Ed. Psych) 2_4 hrs Professionalized Subject Matter _24 hrs (e.g., Art in the Elem School) Clinical Experiences in _4 courses 19 Subject Preparation: (Describe institutional requirement) 17 hrs . language arts; 18 hrs . social science; 16 hrs . science 11 hrs. fine and applied arts; 6 hrs. humanities; 8 hrs. math; 4 hrs. psychology; 24 hrs. professional education; 6 "hrs. physical education; 12 hrs. area of concentration. Student Teaching for Elementary Education (Mark a ll responses which apply) : X Full-time for _8 weeks _ X Part-time (what part 50% ) for 16 weeks (under special circumstances) X Other (describe) see App endix A. Number of college supervisors available in Elementary Education: Full-time _1_ Part-time 1_3 Full-time equivalent 7.5 *If the institution has requirements which do not fit the standard four-year pattern outlined above, either adapt the form above or show on a separate sheet. These differences may be a MAT program at the pre-service level or it may be a program involving more than four years of work. SECONDARY EDUCATION (Pre-Service) : ** Student Enrollment Data — all secondary fields, wherever located (actually admitted and identified as teacher education students) . Present Freshman Class 61 7 Sophomore 587 Junior 673 Senior 667 5th 11 Unclassified 8 Irregular Number completing programs during last available graduating year — all secondary fields : 597* Number completing programs previous year 617* *does not include persons completing programs leading to all- grade certification. Percentage of those prepared who entered teaching last year 70% (estimate) . Professional Faculty in Secondary Education: Full-time 21 Part-time 9 Full-time equivalent (//persons) (//persons) 25.46 20 Program Suimnary: General Education: 34 hours in work in _6_ areas of study. Professional Education (e.g., Ed Psych) 18 hrs Laboratory Experiences. In connection with 2 courses First "Teaching Field" requirement between 32 and 40 hours of course work depending on the f i eld. Foreign language average 43 hours, sciences & humanitie s average 35 hours. Second "Teaching Field" requirement (if any) 20 to 28 hours of course work depend ing upon the minor selected. I l inor no t r equire d in a ll fi elds, i.e., Bus iness Educa tion, Industria l and Technical Education, Special Education. If there is a requirement which specifies how many credits in the major must be in advanced courses, please give the require- ment: requir ement varies with the major and minor areas of study. Student Teaching (check as many as are descriptive): X Full-time for 6 w eeks Part-time (what part ) for weeks X Other. Explain see Appendix A - descrip tion of programs leading to all-grade cert ificati on. GRADUATE (ADVANCED) EDUCATION FOR TEACHING: ElemenQary Education *** (includes Early Childhood Education, Elementary Teaching, and Elementary Reading) Master's: Required total hours 32 : Completion last year 144 , Previous year 141 Typically composed of: Professional Education 16 hours Advanced General Education none hours Teaching Field Additions _ 8 hours Other 8 hours. Specify to be selected from 7 re- commended courses in Special Education, Educational Psychology, Music Education , and Education al A dmin- istration and Supervision. Specialist's: Required hours _ 32: Completion last year 4 Previous year 1 3 (Advanced Certificate in Education) 21 Professional Education none hours (beyond master's requirement) Teaching Field 32 hours Other hours. Specify hours. Specify Doctorate: Omit here but describe in the institutional report . Secondary Educat ion *** Master's: Total hours 32 Completion 102 (last year) 105 (previous year) Typically composed of: Professional Education 16 hours Advanced General Education none hours Teaching Field(s) 16 hours Other hours. Specify thesis required for M.A. and M.S., but not for the M.Ed , degree. Specialist's: Required hours 32 hours (Advanced Certificate in Education) Professional Education 8-16 hours(beyond master's requirement) Teaching Field 8-16 hours (300-level courses or above) Other hours. Specify Doctorate: Omit here but describe in the institutional report Graduat e Course s : Indicate number of "graduate only" courses listed in catalog ( which actually get offe red) in Education and in the "teaching major" departments. Elem Ed 15 Sec Ed 9. Hist 25 Sociol 39 Govt 44 Econ 45 Other Soc Sci 39 Math _67 Biol Chem _32 Physics 30 Other Sci Art 16 Music 50 PE(M) & W 13 PE(W) Bus HEc Ind Arts 22 (Higher Ed) 7, (Special Ed.) 13, (Speech) 38, (Ed Adm. & Superv.) 17, (English) 52, (Ed Psych.) 23, (Hist. & Philo. of Ed.) 18 ***Special Curricula for Teachers (special education, reading, etc.): Omit here but describe in the institutional report. 22 PROGRAMS TO PREPARE EDUCATIONAL SPECIALISTS EDUCATIONAL ADMINISTRATION AND SUPERVISION - (Name, of educational specialty) See Appendix B MASTER'S PROGRAM: Total hours required 40 Completions last year J38 Previous year 5_3 A typical program in the field, considering requirements and recommended electives, will likely be comprised of the following: Professional Education (general) 20 Concentration (Specialty) 16 Cognate work A Other Explain Number of 500-level (or the equivalent) courses in Educ . Adm inis . available 9 (name of field) Is a PRACTICUM or the equivalent required? No* Strongly Recommended? Professional staff members identifiable as integral to the field being described: 8 Full-time 3 Part-time Full-time equivalent 9 SPECIALIST'S PROGRAM: Total hours required 32 Completions last 2 years 10 / 8 (beyond master's requirement) (Advanced Certificate in Education) A typical program in the field, considering requirements and recommended electives for the two-year program, will likely be comprised of the following: Professional Education (general) 16 Concentration (specialty) 8 Cognate work 8__ Other Explain Explain **Number of 600 -level (or equivalent) courses in E duc. Adminis . (name of field) available 13 PRACTICUM required? No*** Strongly Recommended? DOCTORATE — does institution give? Yes . Do not describe here but include in the ins titutionsl report. * Simulated materials used in the 4-semester course. ** All courses at all levels are at the advanced graduate (400) level. *** Field work sometimes available. 24 PROGRAMS TO PREPARE EDUCATIONAL SPECIALISTS GUIDANCE AND COUNSELING (Name of educational specialty) MASTER'S PROGRAM: Total hours required 32 Completions last year 115 Previous year 85 A typical program in the field, considering requirements and recommended electives, will likely be comprised of the following: Professional Education (general) _ 8 Concentration (Specialty) 24 Cognate work Other thesis Explain required for M.A. & M.S. , not M.Ed. Number of 500-level (or the equivalent) courses in Counseling available ____6_ (name of field) Is a PRACTICUM or the equivalent required? No* Strongly Recommended? Yes * *the practicum is required for certification as a counselor in Illinois . Professional staff members identifiable as integral to the field being described: 8 Full-time 2 Part-time Full-time equivalent 9 SPECIALIST'S PROGRAM: Total hours required _32 Completions last 2 years 10 / 4 (beyond master's degree) (Advanced Certificate in Education) A typical program in the field, considering requirements and recommended electives for the two-year program, will likely be comprised of the following: Professional Education (general) Concentration (specialty) 24 Cognate work 8_ Other Explain Explain Number of 600-level (or equivalent) courses in Co unseling Available __7 (name of field) PRACTICUM required? Yes . Strongly Recommended? DOCTORATE — does institution give? Yes . Do not describe here but include in the institutional report. 25 PROGRAMS TO PREPARE EDUCATIONAL SPECIALISTS SCHOOL PSYCHOLOGIST (Name of educational specialty) MASTER'S PROGRAM: Total hours required 32 Completions last year 3 Previous year 4 A typical program in the field, considering requirements and recommended electives, will likely be comprised of the following: Professional Education (general) 8 Concentration (specialty) 24 Cognate work Other Explain thesis required for M.A & M.S. , not for M.ED. Number of 500-level (or the equivalent) courses in Educ. Psychology available 23 (name of field) Is a PRACTTCUM or the equivalent required? No Strongly Recommended? Yes Professional staff members identifiable as integral to the field being described: Full-time _ Part-time Full-time equivalent SPECIALIST'S PROGRAM: Total hours required 40 Completions last 2 years _ / (beyond master's) (Advanced Certificate in Education) A typical program in the field, considering requirements and recommended electives for the two-year program, will likely be comprised of the following: (Sub-doctoral program) Professional Education (general) Concentration (Specialty) 40 Cognate work Other th esis Explain Explain Number of 600-level (or equivalent) courses in E duc. Psychology available 23 (name of field) PRACTICUM required? Yes Strongly recommended? DOCTORATE — does institution give? Yes_. Do not describe here but include in the institutional report. 26 PROGRAMS TO PREPARE EDUCATIONAL SPECIALISTS SPEECH CORRECTION (Name of educational specialty) MASTER'S PROGRAM: Total hours required _32 Completion last year 4 Previous year 3 A typical program in the field, considering requirements and recommended electives , will likely be comprised of the following: Professional Education (general) 8 Concentration (specialty) 24 Cognate work Other __ Explain Number of 500-level (or the equivalent) courses in _S peech & Hearin g Science available _ 18 (name of field) Is a PRACTICUM or the equivalent required? Yes Strongly Recommended? Professional staff members identifiable as integral to the field being described: 1.5 Full-time . 5 Part-time Full-time equivalent 2 SPECIALIST'S PROGRAM: Total hours required Completions last 2 years / _ _ (No degree program in the field of teacher education) A typical program in the field, considering requirements and recommended electives for the two-year program, will likely be comprised of the following: Professional Education (general) Concentration (specialty) Cognate work Other Explain Explain Number of 600-level (or equivalent) courses in available (name of field) PRACTICUM required? Strongly Recommended? DOCTORATE — does institution give? NO. Do not describe here but include in the institutional report. (No degree program in the field of teacher education. A doctorate may be earned in the field of Speech and Hearing Science.) 27 LEARNING RESOURCES TO SUPPORT INSTITUTIONAL PROGRAMS Library: Number of total volumes in the library 4, 416 , 330 (Use recommended ALA counting techniques) Number of titles in the total library Not available Number of volumes in Education 76^500 (The 370 's, methods books in other //'s, highly re- lated volumes in behavioral sciences and other fields where actually used by the institution in support of Education.) Periodicals: Total number held 25 ,417 total ; 1,298 in Education Number held listed in Education Index 237 Budget: Total library budget — acquisitions $1,470,167 Budget allocation for Education $18,5 00 (est. ) Is there a Curriculum Laboratory? No* An Instruc- tional Media Center? NO* *There are similar facilities located in the College of Education Building. INSTITUTIONAL PLANS FOR EVALUATING ITS STUDENTS Does the institution have a plan for assessing the competencies of its elementary and secondary teachers at the point of graduation? Has it implemented its plan and are there results to consider? Does the institution have a plan for assessing the success of its graduates during the early years of their teaching experience? Has it implemented its plan and are there results to study? Does the institution have a plan, and is it proceeding, to study the competencies of its graduate products and to gauge their success? Are the results of institutional studies, both graduate and undergraduate, being considered in terms of curriculum revisions? (See Appendix D) APPENDIX A PROGRAMS PREPARATORY TO ALL-GRADE CERTIFICATION Art Education Teaching of Dance* Teaching of leaf & Hard of Hearing Children Teaching of the Educable Mentally Handicapped Music Education Physical Education - Women** Speech Correction The State of Illinois issues a Standard Special Certificate for teaching and supervising the special subjects named on the cer- tificate in kindergarten through grade fourteen. All students in the above listed curricula (unless otherwise noted) are required to meet the requirements of the State of Illinois and the cur- riculum in which they are enrolled for all-grade certification. Coursework applicable to all grade levels is required of students in these curricula. Students in the Music Education program, for example, must student teach at the elementary and secondary levels for a combined length of six weeks. The Teaching of Deaf and Hard of Hearing curriculum requirements listed below are typical of the Special Education programs pre- paratory to ail-grade certification. State of Illinois require- ments are listed parenthetically. Oral and Written Language Arts Literature and Fine Arts Social Science Science and Mathematics Health and Physical Education General Psychology Professional Education Areas of Specialization Total semester hours required 177 persons completed requirements for all-grade certification during the 1970 school year. 31 Art Education 6 Teaching of the Deaf and Hard of Hearing 1_8 Teaching of the Educable Mentally Handicapped 69 Music Education 33 Physical Education - Women 19 Speech Correction 1 Teaching of Spanish *The Teaching of Dance curriculum will require preparation for all-grade certification as of the 19 71 school year. **Physical Education - Women, all-grade certification is optional, but selected by the majority of students in that curriculum. 29 8 (8) 8 (6) 13 (6) 13 (6) 4 (3) 4 (0) 26 (16) 37 (32) 28 (120) APPENDIX A (continued) PROGRAMS PREPARATORY TO ALL-GRADE CERTIFICATION Present Freshman Class 305 Sophomore _236 Junior 228 Senior 230 Irregular 8 Unclassified 3 APPENDIX B The Department of Educational Administration and Supervision does not prepare specialists as such. However, at the master's level students may elect to concentrate in either 32 semester hours of elementary school administration or 32 semester hours in secondary administration. For the Advanced Certificate in Education and the doctorate, in addition to general school administration, students have required coursework in school business administra- tion, and may elect work in school finance, personnel administra- tion, and school plant management. 30 APPENDIX C ADMINISTRATIVE INFORMATION (a) Buil d ing an Appropriate Team . For the evaluation of our programs we request that the team include at_ least two members, each of whom would represent a different academic discipline as well as a high level of interest in teacher education as reflected by their own programs and by their involvement in national associations for teacher education. For our purposes, one each from the humanities, the arts and/cr the sciences would be desirable. The programs here also include a substantial component of foundations work in educational psychology and in the history and philosophy of education. Consequently, we would appreciate strong representation in each of these two areas. The basic and advanced programs in elementary and secondary education are broadly conceived and contain alternative programs and some international elements. Therefore, it would seem advisable to have one team member in the area of elementary education and one in the area of secondary education. The critical point for team building is that we prefer to think of our operation as one which always includes experimental elements. For example, in our under- graduate programs, we are attempting to subdivide the po- pulation of students into alternate programs within a single discipline. The preceding paragraphs have suggested team representation for most of the areas of study which contribute to the pro- gram of the Urbana Council on Teacher Education. However, the areas of special education and vocational and technical education have not been given previous consideration. We feel that it is equally significant that the team include one member for each of these two areas . For the "non-Council programs which are to be evaluated, we assume that the team will include specialists in the areas of school service personnel. Hopefully, one team member could cover both psychological specialties, guidance counsel- ing and school psychology; and one , the administration of public schools. Finally, most if not all of the complexities of the multi- versity are present here. We would expect that team members, and particularly the chairman, would be appropriately pre- pared to deal with long and sometimes involved explanations fit t. ii j ni ii why and how . 31 (b) Fee Categori es . The fee categories appear to be clear, but we are not informed as to the current rates for category 3. In addition, we would appreciate any suggestions. you can provide as to how we might estimate a travel budget for .. team members. This is urgent because our budget for 19 71-72. goes forward in December, 19 70. (c) Unique Administrative Situations . A copy of the administra- tive organization of the Urbana Council on Teacher Education is attached. No substantive change has taken place since the 1962 visitation. (d) Official Branc hes and Centers. In 19 62, the NCATE visit included the Navy Pier (Chicago) Campus of the University of Illinois. Since that time, an autonomous program has been developed at the Chicago Circle Campus. This visita- tion (1971) will not include consideration of programs in Chicago. 32 OJ *\i a N) •u o OJ 4-» rH nj rH c rH i-i •H o o CI U •H U c^ c u D TO c c O U •H o CJ 3 •H X3 CO 4-i TO W C TO C o U TO In ■H 3 X CJ 4-> 13 U x ■H u Z> w u-l •> •, 1 tl (* 4J 1 4-1 o •H 1 ■*-> O TO U OJ 3 >. O CJ •H O o. bo tj 4-) 4-1 CJ 4J c *W •u •o OJ U4 c 1— 1 rH c 3 1 ° TO • • TO 0J rH CJ 3 0) cu O CJ (0 U ■U iH U-l F. o (0 R u 1 to 3 u 00 TO O O 4-1 TO OJ H 3 U M <4H «% 03 4-1 1 * H w 4J OJ T3 C TO 4-1 •H o W 09 *o TO 0J TO &.TJ c > 55 ^ «4H M a M X 0J 0J c OJ •a ^»x O 4J & 60 W Q O TO s TO 60 c •r4 & X O o 4-1 TO TO 0J U H O X co 2 o c W -r4. T) •H c J3 • w (J TO x P. o TO rc w X TO c X w • F ■H CJ U TO 4J co C OJ • o iH c w E rH 0) a •H X 4-1 •H bJ^ OJ o TO (= -a 4J 4-1 c CO c M ai 0) OJ o c TO TO OJ 3 w U. o o X PC M kJ JC X S 1 T T 'T i ... ^r pL 1 1 O- . i 1 TJ M -a o o OJ • • X CJ X 0) T3 T.1 c u )H • U4 rH CJ >^ OJ 3 •H >> •H «H (-J H 4-1 O CO r4 X CJ TO rH cn CO 4-J C 3 CT; 4-1 • 3 OJ CO C br U • C •H 0) > X OJ u •H rH •H fc o KH rH 4-1 F C In 4-> O CO Of o rH o X U >i 00 W Pm ± U- K cr. CJ c 1X4 0J u c TO Q TO 4-1 C 0) E OJ rH W X o OJ H c c X co c X c_> OJ o X be TO C r-1 C b£ •H OJ )-. o PL4 a w OJ E O o rH r>- X> I »• in CO ox 33 APPENDIX D INSTITUTIONAL PLANS FOR STUDENT EVALUATION The competencies of those graduated from elementary and secondary teacher education programs are most critically evaluated during the student teaching experience which is completed by all seniors in teacher education during the fall or spring semester. The focus of this effort, as in most institutions, is more on the development of confidential placement credentials than on program assessment and revision. As of the time of this preliminary report, no formalized plan has been developed on the basis of which the competency and success of University of Illinois graduates might be evaluated. However, a number of careful studies have been made in specific fields, some of which have significantly influenced the development of curricula. 34 THE URBANA COUNCIL ON TEACHER EDUCATION The education of teachers at the University of Illinois is an all-University function which is under the general administrative authority of the Urbana Council on Teacher Education. The Council coordinates the administration of teacher education programs and participates with the colleges and the University Senate in the formulation of policies concerning teacher education. This Council is responsible for all programs in undergraduate teacher education and the Master of Arts (or Science) in Teaching degrees. New program proposals and proposals for change in current programs must be approved by the involved departments and colleges, the Council, and ultimately by the faculty Senate. Composition of the Urbana C ouncil on Tea che r Education The Council on Teacher Education at the University of Illinois, Urbana, is composed of the deans and directors of the colleges, schools, and divisions which offer curricula in the preparation of teachers for the elementary and secondary schools and for the community (junior) colleges. Four students in professional edu- cation, including three undergraduates and one graduate, may hold voting membership as representatives of students in professional education. The Chairman of the Council is selected by the Chancel- lor of the University. The Office of the Chancellor makes faculty appointments to the Council. The membership customarily includes: Vice Chancellor for Academic Affairs, Chairman Assistant Vice Chancellor for Academic Affairs Dean of the College of Agriculture Dean of the College of Education Dean of the College of Engineering Dean of the College of Fine and Applied Arts Dean of the Graduate College Dean of the College of Liberal Arts and Sciences Director of the School of Library Science Dean of the College of Physical Education The Student Advisory Committee to the Council appoints three undergraduates and one graduate student to the Council. Since the inception of the Urbana Council on Teacher Education, the Associate Dean for Instruction, College of Education, has 35 been appointed its Coordinator. He is also charged by the College of Education with responsibilities for the instructional program of that College. The Coo rdin ator of Teacher Edu c ation The Coordinator of Teacher Education, at the request of the Chairman and the Executive Officer of the Urbana Council on Teacher Education, confers with department heads and deans concerning the appointment of advisors and membership on area committees in each of the fields in which teachers are prepared; holds ultimate ad- ministrative responsibility for the activities of the Head of the Educational Placement Office; initiates the preparation of the annual budget of the Council; calls to the attention of appropriate committee any changes in the teacher certification laws; administers the teacher certification procedures for the University; and at- tempts to be of service to committees or advisors who request as- sistance. The Director of Teacher Education Services coordinates cross- college and Council input for students in teacher education cur- ricula. This includes admission, retention, and certification. Org ani z ation of the Urbana Council on Teacher Education The organization of the Urbana Council on Teacher Education is based on these beliefs : 1. The education of teachers is an all-University function. The Council on Teacher Education is the general adminis- trative authority charged with the coordination and supervision of this function. 2. The planning of curricula for the preparation of teachers should be done jointly by faculty and student representa- tives of the subject-matter areas and by representatives of professional education. The chart on pages 42-44 in- dicates that this belief is incorporated in the composi- tion of area committees . 3. The administration of teacher education curricula should be the responsibility of the college offering the subjecc matter which the student is preparing to teach. Thus, the curricula for teachers of art and of music are administered in the College of Fine and Applied Arts; the curricula for teachers of history, languages, and mathematics in the College of Liberal Arts and Sciences; and the curriculum for elementary school teachers in the College of Education, etc. (The College to which each Council curriculum is as- signed may be seen on pages 45-46.) Since each curriculum is administered by a college, those enrolled in the 36 curriculum must meet the graduation requirements of the college concerned. 4. The education courses required should be administered by the College of Education. In harmony v. T ith this belief, proposals for changes involving education courses are referred by the Urbana Council on Teacher Education to the College of Education for its recommendation. 5. Advisors of students in each curriculum should represent the department offering the subject matter of the teach- ing field. Advisors are appointed, by the Urbana Council on Teacher Education upon the recommendation of the head of the department and the dean of the college concerned. The budget of the Urbana Council on Teacher Education provides funds to pay for any significant fraction of time which an advisor devotes to such duties. The payment is not extra compensation, but it allows a corresponding reduction in the advisor's regular teaching load. The work of the advisors is given common direction by the Council on Teacher Education through the Director of Teacher Education Services in the Office of the Coordinator of Teacher Education. The Work _of the Urbana Council on Teacher Educatio n The Urbana Council on Teacher Education ordinarily holds three meetings a year. It appoints area committees; considers new problems or policies which seem worthy of study and appoints special committees to report on such matters; receives the reports of its committees and decides whether to recommend further action by college of University groups ; and approves proposals for new curricula and revision in current curricula. A major function of the Council is the coordinating of the ad- ministration of programs of teacher education. For example, enabling action may be taken to encourage curricular change when new course offerings are authorized. Extension of various kinds of program implementation takes place frequently in this forum of University deans. At other times, special resources of the deans' offices are used to move proposals to the desired level of implementation. The following examples of Council activities during the past two years expand upon the above summary state- ments of Council work. Student members of a Council Advisory body suggested a number of differences in Council programs; most often inferred was the need for greater involvement in school room activities as they were being provided, through the Council approved arrangements, for students in the Special Educational Opportunities Program and other students in which has come to be known as an "alternate" program. The response of Council members took a variety of forms, 37 and those responses were only a part of broader campus involvement in Volunteer Illini Projects (VIP), KIDS, INC., etc. The popular response of the deans on the Council was to encourage their staffs to seek ways to involve students in an appropriate fashion. An informal census taken at the end of Semester II, 1969-70, showed that more than 1,000 school visitation and/or teacher aide ar- rangements were implemented in local schools as a part of regular classroom instruction during that one semester. This was in ad- dition to the regular student teaching assignments and junior block involvements which are mandatory in elementary education. Needless to say, the inundation on local schools pcsed a number of problems and some of the effects still remain. Formal projects are occasionally presented to the Council. For example, authority was recently granted for a pilot study in student teaching for art, social studies, mathematics, English, science, music, and elementary education. (pages 296-301 of this document) . The guidelines formulated for the development of these projects include the requirement of an annual evaluative report to the Urbana Council on Teacher Education. In 1969, the State Board of Vocational and Technical Education asked that the University create an organizational framework in the Board's efforts to reorganize for the purpose of sponsoring special efforts in teacher education. The response of the University was to establish a subsection of the Council on Teacher Education through which all such arrangements would be cleared. The Chairman of the Department of Vocational and Technical Educa- tion serves as Chairman of that subgroup, which includes those deans whose colleges seek support from this state Board. A new form of continuous evaluation of Council programs was ap- proved in February, 1970. In essence, it asks for a complete review of each program by the appropriate area committee every three years. This arrangement also authorizes the Coordinator to give administrative approval to minor changes at any time. New programs and major alterations in current programs require Council approval. An ad hoc committee is sometimes charged with responsibility for reviewing the need for new curricula in teacher education. The maturity of the University of Illinois, Urbana, is such that most proposals can be incorporated within the context of current committees or reformulated versions of current com- mittees. There are exceptions, however, as in the instances of the committee on teaching of dance and the committee on teaching of business education. Official minutes provide background details of special subcommittee reports, the passage of enabling authorizations, progress reports on Council approved items, policy statements on pass-fail arrange- ments, University position with regard to the role and duties of student teachers in the event of a teacher work stoppage, etc. 38 Approva l of Curriculum Changes The chart on page 41 illustrates the steps taken in approving curriculum changes . While area committees are thought of as the originators of proposals for change, they also serve as the first screening body, receiving suggestions from any source. In addition to the formal steps for approving changes, there are numerous informal procedures for clearing proposals. Members of area committees, for example, often discuss proposals with their colleagues and executive committees before taking action in the area committees . These informal procedures give more assurance that formal approval will be given later and perhaps speed up the process somewhat. Evaluation of the U rbana Council on Teacher E ducation The following are among the advantages of the organization of the Urbana Council on Teacher Education: a. The deans who serve on the Urbana Council on Teacher Education provide a stable group of administrators to coordinate the elements of the programs and to implement the curricula and agreements approved by other bodies. Each dean also serves as chairman of his college executive committee and can communicate between the executive committee and the Council. Thus, administrative officers are informed of the state of teacher education within and outside their own colleges. b. Faculty and students from subject-matter departments and education, selected because of their interest and compe- tence in dealing with such problems, jointly plan to improve teacher education curricula. Differences of opinion among the members of a single area committee rarely obstruct action. c Approximately 170 faculty members and 25 students through- out the University are directly acquainted with problems and activities related to teacher education through their involvement on area committees . d. The all-University administrative services related to teacher education are centralized in the office of the Coordinator of Teacher Education. Thus, placement, advisement, and certification are given reasonably uniform treatment, and there is a core of staff members to keep in touch with each category. 39 The following questions can be (and are) raised about a Council organization : a. In an era of expansion in teacher education the Council functioned well. Will it function equally well in periods which call for restructuring and redirection of effort? b. Can one justify this additional step in the already elaborate machinery which processed changes in curricula, admission, and/or graduation requirements? c. Can a council on teacher education take steps to gain agreement among the executive committees of the colleges concerned? Disagreement among members of an area committee rarely interferes with the instruction of programs pro- posed by the area committees or the Council. Anticipa- tion of such differences by area committees, however, may discourage the presentation of proposals for change. d. Why , ask some faculty members of the College of Education, should not the College have major responsibility for planning and administering all curricula for teachers and other professional school personnel? Similarly, some in other colleges ask, why must we be bound by the professional requirements and enrollment quotas sponsored by the College of Education? Stated in another way, do administrative arrangements (such as have been noted in beliefs 3 and 4, (pages 36-37 of this document) focus unduly upon distinctions which, although seemingly appropriate 25 years ago, may now impede institutional efforts to improve programs . e. Is the Council arrangement so highly specific to under- graduate teacher education (i.e. the common schools) that it cannot function with equal authority and effectiveness in professional graduate level programming for community colleges, area vocational schools, etc.? The organization of the Urbana Council on Teacher Education is founded on the belief that the planning of each teacher education curriculum should be done jointly by faculty and student repre- sentatives of the subject matter area(s) and by representatives of professional education. The composition of the area committees reflects this belief. During the 1970-71 academic year, there were 23 area committees functioning with the supervision and coordination of the Urbana Council on Teacher Education. The chart on the following pages 42-44 indicates the composition of each committee. 40 ROUTING OF PROPOSALS FOR CHANGES IN TEACHER EDUCATION C R D I N A T R F T E A C H E R E D U c A T I N AREA COMMITTEE CONCERNED \ l- J| URBANA COUNCIL ON TEACHER EDUCATION COLLEGE OF EDUCATION (For changes in education requirements) >f UNDERGRADUATE OR GRADUATE COLLEGE (S) nnNr.F.RNF.n VICE-CHANCELLOR FOR ACADEMIC AFFAIRS (Chairman, Urbana Council on Teacher Education) CHANCELLOR URBANA- CHAMPAIGN CAMPUS (Chairman of the Senate) v SENATE COMMITTEE ON EDUCATIONAL POLICY UNIVERSITY SENATE * BOARD OF TRUSTEES M/ STATE BOARD OF HIGHER EDUCATION 41 , , CM M at CO 4J c 01 »* O s en p* CO r- «* vO 00 m cm ON ON C3N O r-4 _) T3 \o en en 0\ B *o o •H 43 03 1-1 9 (0 u cd O O 3 01 4-1 10 • U-4 4J o fl 00 e u i-l O TJ 43 U .4J CO 1-1 4-IOO •H > <: o 3 4-1 O f-4 0) B 0) m u i-i •o CO •a V 3 00 00 Ol TJ U 14 0) r-l u w O 3 fr 73 6 CO a u u 5 a. 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Accountancy (minor only) College of Communications 1. Journalism (minor only) College of Education 1. Engineering Technology 60 120 180 1. Biology 9 2. Business Education 33 3. Early Childhood Education 98 4. Education of the Deaf and Hard of Hearing 35 5. Education of the Educable Mentally Handicapped 78 6. Elementary Education 847 7. English 47 8. French — «■ 9. General Science 5 10. German 1 11. Industrial Education 108 12. Mathematics 17 13. Physical Science 15 14. Russian — 15. Social Studies 77 16. Spanish Total — 1293 Colleg e of Engineering n 45 Curriculum Enrollment II Semester. 1971 College of Fine and Applied Arts 1. Art Education 2. Dance 3. Music Education 144 37 335 516 Graduate School of Library Science 1. Library Science (minor only) College of Liberal Arts and Sciences 1. Biology 2. Chemistry 3 Earth Science 4. Economics (minor only) 5. English 6. English as a Second Language, The Teaching of (minor only) 7. French 8. Geography 9 • German , 10. Italian (minor only) 11. Latin 12. Mathematics 13. Physical Science 14. Physics 15. Portuguese (minor only) 16. Psychology (minor only) 17. Rhetoric (minor only) 18. Russian 19. Social Studies 20. Spanish 21. Speech 22. Speech Correction College of Physical Education 1. Coaching (minor only) 2. Health Education 3. Physical Education for Men 4. Physical Education for Women 5. Safety and Driver Education (minor only) 125 17 3i 609 169 8 68 19 283 13 21 335 120 108 122 Zoio 41 174 217 _ "5JT 46 ON vO 5-5 On • On O vO 2 ON Ml o oo O vO <* • • • • • rH ■-4 o o 00 rH o 1-1 CM T-> o CM o CM r» ON <* vO r»- CO l— 1 CM fl <* o CM CO ON i-l o rH rH vO • • • • « H O^ ON o CM 00 i-t o CM rH fd I-l i-i 3 o • 00 ON m ON CM 00 •H o vO *»» CM ON VO m u SB o\ r-l CM Sf ON u rH rH rH 3 O c o r^- CM o O f*» CM 1-1 vO • • • • • •u H ON o I-l o CM 00 oj t-l l-l o CM rH o I-l 3 s • 1^- ON 00 I-l r>» CO o vO r-» I-l o CM S5 ON CM I-l CO 00 00 rH I-l rH u » o m m c vO • • • • • 03 H ON o CO o 00 m rH iH o rH rH CO rH C O (0 • CO vO - 00 CO "O >N 3 op O 3 T3 •H O. •h a j: *o < u pa W ft, < HJ « Pm H vO CO m w t. t V X a; c rr V a U T < •r t «t C •r- •r i- f j < 1 1 r- r- r i •r jr (/ V * r r > t 1 1 r r 1 1 r > » 4 ; i " t ii t <•' '■ 1 1 r ., i 1 '' n 1' .' 1 i i t '' »> |l r ri |i »• i i' i ' I" " V fr s »•!» TO -r ^-» J • • H x: .c ° o o \ «l a. 0> 8 to fc-H ( • .': x"-i o E Q.J V>J .I'- ll ■ ' . 1 l - • tl fj '1 1 'I. ,".l,'.i"' ' '] *"i" r 1 1 '• 1 "'J 0)j o till- "'; u •• >|i u. So 3 .H •H W •h x: X. fr- n5 rtf LONG RANGE PLANNING Much of the long range planning in higher education in the State of Illinois is related to the efforts of the State Board of Higher Education to provide leadership at the state level. This Board was established by the General Assembly in 1961, as a per- manent coordinating and planning agency. Since its inception, a three-phase operation has been initiated. Phase I sought to broaden the charge of higher education to include a junior college system, technical programs, and renewed emphasis on graduate and research programs. Phase II sought to strengthen the planning authority of the Board. It included the imposition of minimum admission standards and enrollments ceilings. It also created the concept of a "system of systems." The Preliminary draft of Phase III included a design for the overarching system and the assignment of specific roles for the sub-units (institutions) within the system. In the Fall, 1971, the final draft of Master Plan Phase III (MP-III) will be prepared in response to hearings based upon the initial draft, dated February, 19 71. Most of the content of the Master Plan which deals with teacher education originates from the work of Committee Q of the Higher Board. Committee Q was a study committee of the Board which sought to answer the question, "What is the existing status and quality of teacher education in Illinois colleges and universities, and how may it be improved?" Broadly stated, MP-III generated the most comment on three of the topics in the area of teacher educa- tion. These topics were as follows: 1. The recommendation to establish a task force to evaluate teacher education in Illinois. 2. The recommendation that laboratory schools be phased out by the fall of 19 73. 3. The recommendation that enrollments in teacher education be expanded and controlled on the basis of manpower needs. The response of the University of Illinois in these three areas was as follows : 1. Evaluative groups such as NCATE and the North Central Association already exist. Duplication of their efforts and similar activities by related professional associa- tions would appear to be unwise, and in fact impossible, 49 without great expenditures of time and money. 2. ^ach laboratory school has its own unique goals and objectives. Local objectives in research and curriculum development appear to be "in-phase" with national and professional need and should not be blanketed by an overall plan to close such units. 3. Certain manpower needs are evident and need not await confirmation by study. Teacher training programs should be vigorously supported in those areas where great need is already apparent. It should also be noted that certain recommendations of Committee Q have been the subject of attention by members of a recent Consti- tutional Convention and legislators in the latest meeting (summer, 1971) of the General Assembly of the State of Illinois. Those two bodies acted to implement the following three suggestions which were made by Committee Q: 1. The establishment of a State Board of Education. 2. Cessation of the issuance of substandard certificates. 3. Issuance of scholarships for teacher education within the broad arrangements for financial aid to students which prevail elsewhere within the state. Planning is also done at the University level. The University published a Provisional Development Plan , 19 71-72 through 1980-61 in September, 1970. In the fall, 1971, that plan will be updated. Revisions will originate in the reports of numerous subcommittees of the University Committee for Long Range Planning. The work of these subcommittees reflects college level involvement at various points. For example, one subcommittee was charged with the task of projecting need for graduate professional programs to 1980. Graduate professional programs were defined as those programs beyond the bachelor's which customarily lead to a career outside education. Based on a statement of University mission in this arena, some 38 program areas were assessed on criteria related to need for resources. The need for resources for programs to train personnel for schools was judged to be currently stable (in a four-category rating which ranged from need for "expansion requiring significant additional resources" to "contraction." The specific picture for education was described as follows: EDUCATION - All programs in education lead to professional degrees , the Doctor of Philosophy degree some- times excepted. Two kinds of changes are an- ticipated in current programs . There will be change in the number of graduates in certain programs depending upon estimates of manpower needs. The program in some areas will be ex- panded to a fifth year and conclude with a 50 master's degree and certification. A new thrust is anticipated in the extensive development of software which will be compatible with the Plato IV computer system. Many sections of the University will be engaged in an effort to pro- duce these kinds of educational materials . Planning efforts of the Urbana Council on Teacher Education members are so completely integrated with campus, college, and departmental efforts that it is seldom possible to delineate origins. For ex- ample, Council concerns such as curriculum quotas have been re- ferred to campus long range planning committees which are expected to help place the problem in campus perspective. On the other hand, area committees are not at all hesitant to introduce long range considerations which have significance for program develop- ment. On occasion, the Council asks area committees to serve as a planning unit or as a resource to a subgroup which has sought Council advice. At other times, and perhaps more often the Council serves as a stimulus to planning by one or more of its component parts. This was certainly the case in the development of the Alternate Teacher Education Program (ATEP) , and in the current effort to gather information regarding ways to provide field experiences prior to student teaching. College level efforts in Long Range Planning have ranged from an ad hoc committee on futurism — The College of Education Professor, 1984 — to a newly formed committee which will attempt to assist the Dean in his efforts to "build a framework to which we can relate decisions which affect the future of the College." The former committee met for approximately one year, and then suggested its own discontinuance for it preferred to let others speak to the ways in which these concepts might be reflected in develop- mental modes. It is hoped that the latter committee will satisfy a previously unmet need for College level planning. Two basic assumptions are most obvious in current College efforts in planning. First, although the need for planning is highly regarded, singularity in modes for planning has not been looked upon favorably by the administrative staff of the College of Education. The fact that Departmental styles differ considerably (for planning purposes) suggest that department chairmen and their executive committees are in agreement with this stance. Second, there is a currently existing need to delineate areas of responsibility and authority for the College and for the instructional departments. Departments were formed from divisions in the late 1950' s, but it was not until the late 19 60's that issues such as promotions and rank in pay were no longer subject Repori; of the Graduate Professional Education Committee for the Long Range Development Plan, Item 15 of the report presented by the Derber Subcommittee of the Long Range Planning Committee. 51 to review by a College-wide committee. In recent years, depart- ment chairmen and the Dean's office have sought to discover and strengthen observable relationships between staff needs and pro- gram, space and program, budget and programs, etc. This course of action seeks to focus upon departmental obligation to accomplish established goals. Concurrently, the College-level activities are concentrated on efforts to make certain that the professional programs are more than the summation of departmental efforts. The vehicles for relating department to college are to be found in annual departmental reports, the college executive committee, monthly meetings of College and departmental administrators for developmental and administrative purposes etc. These activities have produced program rearrangements which are noted in the departmental reports contained elsewhere in this document. In addition, there are currently numerous informal efforts by departments and operating units to reconceptualize all or parts of their current activities. Examples are to be found within the Curriculum Laboratory, the Department of Secondary Education, the Department of Elementary Education, and an informal study group composed of arts faculty who hold appointments in education, etc. The measure of quality in these changes is to be found not only in departmental rearrangements, but also in evidence of interdepartmental efforts to engage issues which can more reasonably be attacked in a larger context. Departmental efforts in Long Range Planning are described in the context of current programs. These descriptions will be noted in subsequent materials. 52 STUDENTS IN BASIC PROGRAMS Admission to Basic Programs Criteria for Retention Admission to Student Teaching Student Participation in Program Evaluation and Development STUDENTS IN BASIC PROGRAMS As detailed later in this section, the combination of high school percentile rank and ACT or SAT scores earned by the applicant provides the objective data on which admission to the University is essentially based. Since a qualified student may enroll in teacher education from the beginning of the freshman year, the procedure for admission to teacher education is, at that level, the same as that for admission to the University. Several curricula, namely those in special education, art education, and music education, require subjective information from applicants prior to admission. Ad- mission to special education curricula require supplementary information of each applicant, including letters of recommendation, a record of experiences relating to the chosen field, and the applicant's personal statement concerning his interests. A port- folio of work in artistic media is required of each applicant to the art education curriculum. Admission to music education is based, in part, upon the results of an audition of musical per- formance. Subjective considerations enter decision-making pro- cesses in other curricula only when it is necessary to distinguish among students who, en strictly objective bases, seem of nearly equal potential. There is an emerging interest in expanding the consideration of subjective information for admission to teacher education. This interest is being stimulated by the increasing surplus of teacher education graduates and the consequent need for an improved process for selecting those who enter teacher education curricula. New criteria for admission which are being considered include a demon- strated commitment to the teaching profession as evidenced, perhaps, by pre-college participation in various kinds of experiences which seem to enhance teaching effectiveness. Admission to Basic Programs Since the enrollment capacity of the University and the College has not increased in direct proportion to the number of applicants, admission standards have become increasingly selective (except for special groups). As a result, the academic potential of the stu- dents has become elevated. The quality of students today is re- garded as a positive influence on tbe quality of education at this institution . 53 Changes in enrollment patterns also give evidence of the slowly changing pattern of enrollments to meet the policy of the University of Illinois Board of Higher Education for increased emphasis on the upper division undergraduate, professional, and graduate levels. The chart on page 55 illustrates the change in undergraduate admission patterns between 1968 and 1970. Within enrollment limitations, qualified students may enroll in teacher education curricula at the University of Illinois, Urbana, as beginning freshmen or as transfer students from other curricula within the University, or from other institutions. During the fall semester, 1970, freshmen constituted about 27% of the total enrollment in teacher education. Applicants for admission to teacher education who would enter as beginning freshmen must meet the requirements of the college administering the teacher educa- tion curriculum for which they have expressed interest. Each college has adopted a "selection index" which is computed on the basis of weighted ACT or SAT test scores and the high school percentile rank of the applicant. The pamphlet, "Admissions Information, 1971-72," contains tables from which the "selection index" may be derived for each college on the basis of the high school percentile rank and test scores . Other information con- cerning admission requirements and procedures is detailed in this pamphlet . When the number of qualified applicants exceeds the number of quota space, preference is given to the applicants with highest selection indices. Each entering freshman must also take University-constructed placement and proficiency tests. These test scores become part of the student's cumulative record. Advisors can refer to these scores for the purpose of recommending certain areas of study for individual students. Except in cases where a student's tests indicate a particular deficiency, i.e., mathematics, no formal policy exists which requires a student to take courses in areas of weakness in the general studies component . The University also provides opportunities for advanced placement and proficiency credit for courses in the general studies com- ponent. This procedure supports the concept of individualized study programs for the superior student. 54 * en st ON 00 o oo rH 00 vO ON s«s oo 00 r^ 00 00 r» oo r» r» r-» •o o r* en m on 1-1 o oo 00 m VO CD r-. CM vO en CM ON oo ON CO CM 00 rH ON VO CO en en vO St CM vO rH r-t rH eo r^ *-> O •TO •H >-i 0) •« B C 1-1 O U - 00 00 r^ r*» r*. CO r^. ^ - •£ c CO 3 w rH i-4 T3 CO CO St m CM r* co CO ON vO vO st CM VO r^ CO 00 U co o rH rH CO r>» O i-4 i-l M-l rH 10 CU c u a T3 O 1-4 r- i-l rH oo m on rH © en O C co CO 1-4 rH en 00 co i-l O CO •H rH 4J M E ah c 1-4 •O CJ) o w S a) CO CO jO •H a» 4-1 co St CM 1-4 vO r*» rH r-» r* CO 00 h CD 3 I-i Ph C O St r» o CM vO CO vO vO St rH O rH C CO W On vO !>. 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More detailed admission requirements are published in the 1971-72 bulletin, "Undergraduate Study," pages 34-51. Patterns applicable for admission to each teacher education curricula are as follows : 56 Pattern of High School Subjects Required for Admission To Home Economics Education and the Teaching of Agricultural Occupations Minimum Units of High School Credit English -- Mathematics Algebra 1 Plane Geometry — 1 One or more units in a_t least three of the following: One additional unit in English, two units in one foreign language, science (not general science), social studies, additional mathematics (beyond algebra and plane geometry __5 Total 10 Pattern of High School Subjects Required for Admission To the Teaching of Dance, the Teaching of Engineering Technology, and All Teacher Education Curricula in the Colleges of Education and Physical Education English ■ — ■ 3 Mathematics Algebra 1 Plane Geometry ' 1 One or more units in _at least three of the following: Two units in one foreign language, science (not general science), social studies, additional mathematics (beyond algebra and plane geometry) _1_ Total 12 57 Pattern of High School Subjects Required for Admission To Art Education, Music Education, and All Teacher Education Curricula in the College of Liberal Arts and Sciences English 3 Mathematics Algebra 1 Plane Geometry '■■ 1 One foreign language 2 One or more units in at_ least two of the following: Additional foreign language, science (not general science), social studies, additional mathematics, (Beyond algebra and plane geometry) __5 Total 12 The mathematics requirement in each of the x^dmission Patterns may be satisfied by the prescribed course or the corresponding number of units in college preparatory mathematics. Tra ns f e r Students In addition to meeting subject pattern requirements, a transfer student must have earned an average of no less than 3.5 (based on a 5.0 system) in all previously attempted course work. A student who has earned an average which falls in the range, 3.3 to 3.49 may be provisionally admitted to teacher education. Those whose averages fall below 3.3 are not eligible for admission, although this rule is occasionally set aside for the provisional admission of individuals with unique circumstances and apparent potential. Admission Requirements for the Alternate T eacher Educatio n Program The Alternate Teacher Education Program (ATEP) serves a number of students admitted to the University under the Special Educational Opportunities Program for disadvantaged youth. The ATEP is re- garded as a transitional program which is designed to meet the special needs of disadvantaged youth preparing to merge with the mainstream of students in the College. The functional, rather than the theoretical, aspects of teacher preparation are stressed during the freshman and sophomore years. Courses have been re- structured to accommodate the development of communication skills and remediation in those areas in which disadvantaged students are often deficient. The didactic approaches which have dominated 58 instruction in educational theory have been replaced with seminar approaches in which laboratory experiences are analyzed, evaluated, and resynthesized. It is anticipated that the more promising aspects of the ATEP approach will be implemented in other teacher education curricula. One such aspect is the early introduction to activities in the public school classroom. These activities are observed and discussed by ATEP students during their freshman year. Normally such experiences are not provided prior to the junior year. Admission Requirements for the Special Educat ional Opportunities Program Admission to this program is limited to applicants who demonstrate financial need of at least $1,200, and who are included in the following categories : 1. Beginning freshmen who meet the high school subject-pattern requirements for the college and curriculum of their choice and who meet the high school rank-test score combination for this program. (This information may be obtained from the high school counselor.) 2. Students not meeting the above stated academic require- ments may be considered for special admission even though they do not meet the high school subject-pattern require- ments. For a student to be admitted on this basis, both the dean of the college involved and the Director of Admissions and Records (or their representatives) must concur. 3. In a very few cases, students who do not meet the high school rank-test score combination minimum standards may be considered for special admission. This will not be done unless a denied candidate makes this request and presents strong additional evidence of academic suc- cess such as other test scores, recommendations from counselors and teachers, and gives indication of strong motivation and self-discipline. A personal interview may be required for these candidates as another aid in evaluating the applicant's potential. More detailed information concerning the program is published in the bulletin, "Undergraduate Study, 1971-72," pages 71-72. Retention in Teacher Education A semesterly review of the progress of students in teacher educa- tion is conducted by a Council committee comprised of a staff member of the Urbana Council on Teacher Education, the curriculum supervi- sor of student teaching, and appropriate teacher education advisors. 59 The office of the Director of Teacher Education Services maintains a cumulative, student personnel data system to facilitate the deliberations of these committees. The computer-based system provides information by curriculum and college, including the following: the name of the student, his social security number, his class, sex, high school percentile rank, a profile of hours and averages for the six most recent semesters, hours and averages earned at other institutions, hours and average earned at the University of Illinois, cumulative hours and average, and a record of previous actions taker by the Council committees . Until the student in teacher education has attempted at least 45 semester hours of course work, his continuation is subject only to the all-University scholarship requirements which are detailed in "Regulations for Undergraduate Students," 1971-72. On the conclusion of the semester containing the 45th hour of attempted course work and on the completion of each additional 15-hour increment, the records of each student in teacher education are reviewed. A computer program, employed in conjunction with the system referred to above, produces "Tentative Action Lists" for consideration by the Council committees responsible for rendering decisions affecting the status and retention of students in teacher education. Organized by curriculum and college, the Tentative Action Lists identify the students, report the most recent se- mester's attempted credits and grade average, the transfer credits and average, if any, the University of Illinois credits and average, and the cumulative average. The program for the production of the Tentative Action Lists in- cludes a computerized application of the scholarship criteria for retention in teacher education, reports on the status of each student were these criteria to be applied rigorously, and codes the reason for such status. The Council committee for each cur- riculum considers this information, giving special attention to those students whose records may disqualify them or cause them to be placed on provisional status. If the computer "decision" reported in the Tentative Action List is not accepted by the com- mittee, the status is revised before the printing and mailing of notices of status. It should also be noted that the Tentative Action List identifies students who were previously declared ineligible for retention, but. who failed to make required curriculum changes . The regis- tration of such students is encumbered until appropriate curriculum changes are made. Criteria for Retention in Teacher Education Curricula The standards which are described below, provide the basis for the review of scholastic qualifications of students in teacher education. The status of each student depends not only on his specific fulfillment of grade point criteria, but also on the 60 quality of his work in his major teaching subject, and some con- siderations of more personal aspects. Of approximately 1,400 students whose records are reviewed each semester, about 70% are retained in good standing in teacher education, about 20% "are continued on provisional status, and about 5% are disqualified. These figures are based on the average of data for the three most recent review periods. The percentage of the students enrolled in each college who were placed on provisional status or discon- tinued for poor scholarship in February, 19 71, is indicated below. Percentage of Undergraduate Enrollment Placed on Probation or Dropped for Poor Scholarship, February, 19 71 Total Re- Percentage Percentage College _gis tration on Probation Dropped Agriculture Commerce and Business Adm. Communications Education Engineering Fine and Applied Arts Institute of Aviation Liberal Arts and Sciences Physical Education There has been a rather consistent trend in the lowering of pro- bation and drop rates during the past five years. In February, 1967, 14.5% of the total undergraduate student body was on acade- mic probation, compared with 9.2% in February, 19 71. Furthermore, the drop rate for the total undergraduate population was 2.5% in February, 1967, compared with 1.5% who were dropped for academic failure in February, 1971. 1839 12.7 1.3 2575 16.4 2.3 439 3.4 0.5 139 7 4.1 0.4 3598 13.4 3.1 2393 6.5 1.3 166 9.6 3.6 11446 6.9 1.1 705 13.8 1.8 61 Percentage of College of Education Enrollment Placed on Probation or Dropped for Poor Scholarship, End of First Semester, 1969-70, Compared with 19 70-71 Total Percent age Percent age Registration 19 71 19 70 on Prob at ion Dropped 19 71 19 71 1970 1970 Beginning Freshmen 300 262 5.3 3.1 — — Freshmen 355 325 7.0 4.6 .6 .6 Sophomores 269 260 6.3 4.2 .4 .4 Juniors 375 282 2.7 1.8 .5 — Seniors 372 330 1.3 2.4 / — Unclassified and 26 63 3.2 — Irregulars Totals 1397 1260 4.1 3.3 .4 .3 The percentage of students on probation suggests that students in teacher education are somewhat affected in their achievement by the 3.5 criterion required for continuation in teacher educa- tion beyond the sophomore year. Most students remain after the sophomore year, only after screening on the basis of a criterion much higher than the probation requirement common to all colleges In addition, it may be assumed that the 3.5 minimum average for admission to teacher education curricula which is required of all transfer students had an influence on the small number of persons dropped or put on provisional status . 62 Good Standing in Teacher Education Student records are reviewed by Council committees in November, April, and July. At the time of each assessment, a student whose University of Illinois or cumulative averages are in the range 3.5 and above, and whose most recent semester average is no less than 3.3, is normally assigned to the status of good standing in teacher education. Those maintaining or acquiring such status before the senior year are eligible for admission to student teaching. Provisional Status _in Teacher Education A student whose University of Illinois or cumulative average falls in the range 3.3 to 3.5, or whose most recent semester average is less than 3.3, is usually placed on provisional status in teacher education. Students on provisional status in teacher education are eligible for continuation in teacher education, but must meet requirements for good standing by the ensuing review date. Disqualified Status in Teacher Education A student whose University of Illinois or cumulative average falls below 3.3 is normally ineligible for continuation in teacher edu- cation and is placed on disqualified status . If a disqualified student wishes to continue study at the University of Illinois, and, if he is academically eligible, he may transfer to a curric- ulum outside teacher education. Students in the College of Education who are disqualified for continuation in teacher education may not re-enroll as students in that College although they may be considered for readmission after completing additional course work in which there is evidence of marked improvement in scholarship. No t ices of St atus Committees of the Urbana Council on Teacher Education review the records of students in each teacher education curriculum in November, April, and July. Students are then notified of their status on the basis of the procedure described below: On the completion of courses totaling at least - a. _45 semester hour s , the student is notified of his status in teacher education as described on the preceding pages. b. _60_ seme ster hours , the student is again advised of his status in teacher education, if eligible to continue, he is invited to apply for a student teaching assignment. 63 75 semes ter hours , the student in good standing in teacher education is notified of his admission to student teaching and advised that specific information concerning student teaching placement will be forthcoming. Students on pro- visional status may be advised of tentative teaching as- signments which would be confirmed only on the achieve- ment of good standing in teacher education at the ensuing review period. Those on provisional status in teacher education will not be permitted to complete student teach- ing during the semester in which provisional status is in effect . 90 semester hours and 10 5_ semester hours , only students whose status has been changed since the previous review date receive notices. Students formerly on provisional status in teacher education who achieve good standing will be notified. Those in good standing whose records deteriorate below acceptable levels will be notified of the change in status. Students previously admitted to student teaching may not engage in student teaching activities while on provisional status in teacher educa- tion or on academic probation in the colleges administer- ing their programs . Supplement ary In forma tion In addition to the previously described objective criteria for retention, it should be emphasized that decisions are based on the collective judgments of committees who include in their delibera- tions the consideration of personal information which the advisor may submit. Decisions which require some relaxation of the ob- jective criteria are made only after consideration of subjective aspects . During August, 19 71, for example, approximately 9.8% of the computer "decisions" regarding the status of students whose names appeared on Tentative Action Lists were revised after subjective considera- tions were taken into account. The types of changes which were made, and the number of each, are indicated below. Number of Changes Computer Assigned Sta tus Revised Status 2 15 26 4 74 17 136 Total Clear Clear Provisional Provisional Discontinued Discontinued Discontinued Provisional Clear Discontinued Provisional Clear 64 In all but a few of the programs (other than those in teacher education) leading to the baccalaureate at the University, a student who maintains a C (3.0) average is eligible for gradua- tion. In teacher education, however, the standard requires that students must maintain an average of no less than 3.5 to qualify for continuation in good standing. The minimum requirement for retention on provisional status is 3.3. Exception to the 3.3 minimum requirement for continuation is occasionally made. The rationale for requiring higher standards of scholarship for students in teacher education is based on the premise that a prospective teacher should be academically more capable than his peers in other pursuits. The academic criteria for retention in teacher education have existed essentially unquestioned since some time prior to the NCATE visitation of 1962. A comparative study of the effect of some experimental criteria emphasizing scholarship in the teaching subject and a modified cumulative grade average criterion revealed a substantial difference in the popu- lation which did continue and the population which would have continued in teacher education in good standing under the experi- mental standard. Necessary to the adoption of such criteria, would be the development of cumulative computerized academic records in transcript form. The completion of such a system was anticipated during the spring semester, 19 70-19 71. As more and earlier laboratory experiences are made available to students, it is expected that they will be able to more soundly evaluate their previous decisions to enter teacher education. Thus, through such experiences, it is conceivable that more stu- dents would elect to transfer to non-teacher education curricula. Due to the present lack of early laboratory experiences, however, most students do not have a sound basis for evaluating their career choice until they complete the practicum, at which point they have already invested at least three years of collegiate work in teacher education. S tudents Transferring to Teacher Education Transfer students entering a teacher education curriculum with 45 or more semester hours of credit and who meet the 3.5 require- ment for admission to teacher education receive notices indicating that they are on "provisional status" in teacher education. Such status is no reflection on the achievement of the student; rather, it is the status on which he is automatically placed pending the completion of at least one semester of work in a teacher education curriculum at this University. Personal Qualifications and Teacher Education Counseling Services The following statement (with minor editorial differences) is published in the Undergraduate Study Bulletin issued to all 65 undergraduate students: It is common knowledge that teaching effectiveness is in- fluenced not only by academic proficiency but also by the personal characteristics of the teacher. Recognizing the - importance of personal factors, counseling services are provided for students in teacher education. Any student wishing to avail himself of these services may make an appointment with a counselor for students in teacher edu- cation by calling 333-2800, or by visiting 120 Education Building. Since it is essential that counseling services be offered as soon as any need becomes apparent , teacher education advisors and instructors of professional education courses are asked to participate in this program. These staff members are provided information about the counseling services offered under the auspices of the Council and have been invited to recommend counseling for any student about whom there is concern. Such a student will be re- quested by letter to make an appointment to discuss per- sonal matters in which the teacher education counselor may be of assistance. The primary objective of this procedure is to provide assistance to all teacher education students who may benefit from these services. Students who 'are requested to make interview appointments with the teacher education counselor must respond to that request. Failure to respond may jeopardize the standing of the student in teacher education. During the interview, the student is informed of the various sources of assistance available on this campus. The use of these services after the interview is usually optional with the student. In exceptional cases, the counselor may require that a stu- dent enter counseling with one of the campus services. Such referrals are mandatory for the student who wishes to continue in a teacher education curriculum. The services of the teacher education counselor are available to all students in teacher education. Students experiencing academic difficulty, uncertainty of career choice, or problems of a more personal nature, are invited to explore these with the counselor. The counselor is qualified to assist in such matters and has immediate access to other sources of assist- ance. Under the supervision of the Director of Teacher Education Services, two staff members, one full-time, and one half-time, participate in a program designed to inform teacher education students of counsel- ing services available on this campus and to identify those who may benefit from counseling. Selected professional education classes are visited by the teacher education counselor who 66 describes the services available to all students in teacher education, including those which he can provide himself, and those available through the referral agencies, including the Student Counseling Service and the Mental Health Division of the Uni- versity Health Service. The instructor of each undergraduate course in professional educa- tion participates in the counseling program by identifying students in his classes about whom he feels concern relating to the "suita- bility of the student's personality for classroom teaching." In the event that more than one instructor identifies the same stu- dent as one who may need assistance, or if the possibility of a serious mental health problem emerges, a student may be referred for therapy and evaluation on a mandatory basis, as a condition of retention in teacher education. In such circumstances referrals are made in writing with an explicit statement of conditions which must be fulfilled- In consultation with the psychiatric staff of the Mental Health Division of the University Health Service, procedures have been established which would protect the interests of the student should he become a patient; however, those whose psychiatric diagnosis indicates the potential for dangerous behavior are not permitted to enter student teaching, nor are they recommended for teacher certification until they are cleared by a psychiatrist of the University Health Service. Admission to Student Teaching On the completion of 75 or more semester hours of course work, students who qualify for good standing in teacher education re- ceive confirmation of admission to student teaching and are later notified of their assignments. Students on provisional status must achieve good standing for admission to student teaching and confirmation of their student teaching assignments. Students disqualified for continuation in teacher education and students not officially registered in teacher education curricula are ineligible for student teaching. Students on college academic or disciplinary probation are not eligible for student teaching during the semester in which the probationary status is in effect. Individual exceptions may be approved by a petition committee. Services provided by the Educational Placement Office are des- cribted on pages 302-304 of this document. Student Partic ipation in Program Evaluation and Development The Student Advisory Board of the Urbana Council on Teacher Edu- cation, established in 1965, has provided students in teacher education the opportunity of representation in matters pertaining to their programs. While the organization provides for the member- ship of representatives from each teacher education curriculum, 67 the Student Advisory Board has been sustained largely by the active participation of a very limited number of dedicated students whose most recent pleas for change focussed on the need for earlier laboratory experiences and concurrent seminars dealing with the substance of educational psychology, measurement and evaluation, and instructional methodology. The approaches employed in the ATEP program, previously mentioned, were seen by this group to be more nearly in keeping with their conceptualization of an effective program for teacher education. The President of the Student Advisory Board, two other undergraduate students, and a graduate student attend meetings of the Urbana Council on Teacher Education, and have the opportunity of free expression of the student viewpoint. Voting privileges have not been formally extended, but, thus far, would not have effected different trends . The major concern of students in teacher education is for the development of teacher education programs which would provide earlier opportunities for classroom experiences of a graduated nature in successive years and the improvement of theoretical offerings in professional education. The students hope for a program which would integrate the theoretical substance with experience through seminar approaches capitalizing on the realities of the classroom and vitalizing the theoretical depictions of instructional methodology, learning theory, classroom management, behavioral psychology, and the affective component of teaching. Students have long complained that the professional module, student teaching, is too short and too late, and that theoretical considera- tions were presented in an experimental vacuum which rendered them essentially meaningless. Too much of an investment in teacher education is made before the culminating student teaching experi- ence is offered to facilitate adjustment of career plans by those who discover, too late, that teaching is not for them. These constitute major points of concurrence among most students whose comment has been solicited. Many faculty have agreed with the criticism leveled at the traditional approach, but it is ap- parent that a new architecture for education has yet to be de- veloped by the emerging cooperative structure which would involve joint participation by all segments of the educational profession, including professors, teachers in the public schools, administra- tors, the students of teacher education, and lay representatives of the communities served by the schools. More recently, and largely in response to the wave of activism that swept most campuses in the spring of 1970, specific efforts have been made at all levels to involve both graduate and under- graduate students in committee activities bearing upon the quality of programs in professional education. As a direct outgrowth of this participation of students in the affairs of the Department of Secondary and Continuing Education, for example, there have been some departures from program traditions. Students preparing to teach science, art, social sciences, and mathematics in the secondary schools have participated in a full semester (Spring, 19 70) of off-campus work including student teaching, methods, educational psychology, and history and philosophy of education. Cooperating teachers joined University faculty in the management of the full professional semester approach. 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M 00 rJ 3 P4 * rS 73 Cumulative Grade Point Averages by Curriculum for Undergraduates Who Received Bachelor's Degrees from the College of Education * June, 1965 and June, 1970: A Comparison June June 1965 1970 Education of the Deaf and Hard of Hearing Elementary Education Industrial Education 4.234 Education of the Mentally Handicapped Secondary Education 4*044 4*081 mean 4.333 3.979 4.000 4.167 3.714 3.939 4.166 4.234 4.008 4.088 Total Graduated 1965 1970 8 6 156 145 2 7 11 17 31 38 208 213 74 GENERAL REQUIREMENTS FOR GRADUATION Each candidate for a bachelor's degree must meet the general re- quirements of the University with respect to registration, re- sidence, physical education, general education sequences, and rhetoric; must conform to the directions of his curriculum in regard to electives and the total number of hours required for graduation; and must meet the minimum scholarship requirements which the University has approved for his college. Undergraduate Teacher Education Curricula, by College Semester Hours Required for Graduation College of Agriculture Vocational Agriculture Home Economics Education 126 126 College of Education Business Education Early Childhood Education Education of the Deaf and Hard-of-Hearing Education of the Mentally Handicapped Elementary Education Industrial Education Secondary Education 126 124 124 124 124 128 120 College of Engineering Teaching of Engineering Technology 136 College of Fine and Applied Arts Art Education Teaching of Dance Music Education 130 130 130 College of Liberal Arts and Sciences Teaching of Biology Teaching of Chemistry Teaching of Earth Science Teaching of English Teaching of French Teaching of Geography Teaching of German Teaching of Latin Teaching of Mathematics Teaching of Physics Teaching of Russian 120 125 125 128 120 123 120 120 120 126 123 75 Undergraduate Teacher Education Semester Hours Curricula, by College Required for Graduation College of Liberal Arts and Sciences (Continued) Teaching of Social Studies 120 Teaching of Spanish 123 Teaching of Speech . 128 Speech and Hearing Science 128 College of Physical Education Health and Safety Education 130 Physical Education 132 All curricula in the College of Education preparatory to high school teaching include the following general education require- ments : Semester Hours History 152, History of the United States, 1865 to the Present A Political Science 150, American Government: Organization and Powers 3 Psychology 100, Introduction to Psychology A Rhetoric 101, 102, and Speech 101, or Speech 111, 112 8 or 9 : Rhetoric 101, 10 2, Freshman Rhetoric and Composition 3,3 Speech 101, Principles of Effective Speaking 3 Speech 111, 112, Verbal Communication A, A Humanities ) course sequences to be selected Natural Sciences) from the following lists 6 31 or 32 General Education Sequences There is a planned general studies component required for "pros- pective teachers in each curriculum. The general studies compo- nent consists of studies in the symbolics of information, natural and behavioral sciences, and humanities. In each curriculum these courses comprise at least one-third of each student's program of study. In the curriculum for students majoring in physical edu- cation for women, for example, there are 36 required and 25 elective hours distributed among the three general studies areas. This total number of hours constitutes A6% of the 132 hours re- quired of students in physical education for graduation. Each candidate for a degree in the College of Education must se- lect one of the appropriate sequences in each of the three areas listed below, in addition to the general education requirements of the University. At least six semester hours of credit are required in each of three areas . 76 Natural Sciences Descriptive Astronomy 101, 102 Biological Science 100, 101 Principles of Biology I, II, 110, 111 General Botany 100 and Elementary Zoology 104 General Botany 100 and Life of Insects 103 Life of Insects 10 3 and Elementary Zoology 104 Physical Geology 101 and Historical Geology 102 Physical Geology 101 and Physical Geography II, 103 Introduction to Human Physiology 103 and Life of Insects 103 Chemistry - any six hours Physical Geography I, II, 102, 103 Physical Science I, II, 141, 142 Physics - any six hours Mathematics - any six hours exclusive of Elements of Algebra and Trigonometry 104, Algebra 111, and Plane Trigonometry 114. Mathematics is not acceptable as a physical science in early childhood education and elementary education. Introductory Microbiology 100, Introductory Experimental Microbiology 101, and Life of Insects 10 3 Introductory Microbiology 100, Introductory Experimental Microbiology 101, and Elementary Zoology 104 Introduction to Human Physiology 103 and Elementary Zoology 104. Social Sciences Concepts in General Anthropology 101 and Introduction to Anthropology: The Origin of Man and Culture 103 Elements of Economics 108 and Comparative Economic Systems 225 Elements of Economics 108 and History of the United States to 1865 or History of the United States, 1865 to Present 152, or The First Century of the American Republic 261, or The United States: World Power in an Industrial Age Since 1877, (262) World Regional Geography 104 and Introductory Economic Geography 105 History of Western Civilization to 1815, (111) and History of Western Civilization, 1815 to Present 112 History of the United States to 1865, (151) and History of the United States, 1865 to Present, 152 History of the United States to 1865 (151) or History of the United States, 1865 to Present, 152, or The First Century of the American Republic 261, or The United States: World Power in an Industrial Age Since 1877 (262) , and American Government: Organization and Powers 150 Science in Western Civilization, I and II, 247, 248 Colonial Beginning and the American Revolution Era to 1789 260 and The First Century of the American Republic 261 Ethics and Social Policy 103 and Philosophy of Democracy 104 Introduction to Sociology 100 and a 300-level course in Sociology The Study of Society I and II, 151, 152 77 Humanities Introduction to Ancient and Medieval Art 111, or Introduction to Renaissance and Modern Art 112, plus a 300-level course in History of Art or Philosophy of Art 323 Greek Literature in Translation 301 and Latin Literature in Translation 302 Introduction to Poetry 101, Introduction to Drama 102, Intro- duction to Fiction 103 (any two of these three courses) Introduction to Fiction 103 and Introduction to Ancient and Medieval Art 111 or Art Appreciation 115. Masterpieces of English Literature 115 and Masterpieces of American Literature 116 Survey of American Literature I and II, and 255, 256 Survey of English Literature I and II, 257, 258 Introduction to French Literature 201, 202 Masterpieces of German Literature 210 and German Source Readings from the History of Science 208, or The German Novelle of the Nineteenth Century 250, or The German Novelle of the Twentieth Century 251, or Nineteenth Century German Drama 252, or Twentieth Century German Drama 253, or Lyrics and Ballads 260. History of England to 1688 (131) and History of England, 1688 to Present (132) Intellectual History of Modern Europe 1513 to Present 323, 324 The Humanities in Western Culture 151, 152 The Growth of American Culture 211, 212 Introduction to Comparative Literature 363, 364 Introduction to Philosophy 101 and Logic 102 History of Greek and Roman Philosophy 303 and History of Modern Philosophy 306 Introduction to the Art of Music 130, plus Introduction to the Art of Music 131, or Music of the Seventeenth Century 312, or Music of the Eighteenth Century 313 Moral Ideas and Practice 105, World Religions 110, plus an elective religion course World Religions 110, plus an elective religion course Introduction to Russian Literature 215, 216 Spanish Drama and Poetry of the Twentieth Century 221 and Spanish-American Prose Fiction of the Twentieth Century 222 Advanced Public Speaking: The Logical Bases of Discourse 121 and Advanced Public Speaking: The Psychological Bases of Discourse 222 The Art of the Screen: Narration 307 and The Art of the Screen: Exposition and Persuasion 308 British Public Address 311 and American Public Address 312 Introduction to Modern Theatre Art 352 and Development of the American Theatre 366 History of the European Theatre to the Renaissance 361 and History of the European Theatre from the Renaissance to 1900 (362) Oral Interpretation 141, Oral Interpretation of Poetry 242, Contemporary Approaches to Oral Interpretation 345 (any 6 hours) 78 Humanities (Continued) General education sequences which are approved for students in the College of Agriculture are listed on pages 188-189 of Undergraduate Study , 1971-72 ♦ General education sequences which are approved for students in the College of Liberal Arts and Sciences are listed on pages 364-365 of Undergraduate Study , 1971-72 . General education sequences which are approved for students in the College of Fine and Applied Arts are listed on pages 326-328 of Undergraduate Study , 1971-72 . General education sequences which are approved for students in the College of Physical Education are listed on pages 420-421 of Undergraduate Study , 19 71-72 . An assessment is made of the level and quality of the general education background of each student. Assessment is carried out through the required testing program for freshmen entering the University. These tests include the American College Test or the Scholastic Aptitude Test, plus University designed placement and proficiency tests. The results of these tests are made available to each advisor so that he may assist in the individualization of programs for each advisee. No policy or procedure currently exists which ensures selection of courses in areas of deficiency in general education. The general education sequences which are listed and referred to above are designed so that each student's program of study can be individualized to meet his needs, interests, and background. The quality of the general studies component is also reflected in the nature of the sequences which are available to students. A cumulative record of grades and copies of transcripts for each student are constantly evaluated by the academic advisors. Final verification of fulfillment of requirements is the responsibility of the dean of the undergraduate college in which the student is enrolled. Requirements are again checked by the credentials analyst of the Urbana Council on Teacher Education who evaluates the records of each student who applies for teacher certification. State Certification Further evidence of the quality of the components of each program may be found by comparing University and teacher education re- quirements with the minimum requirements for certification in the State of Illinois. The final responsibility for determining the eligibility of graduates for certification rests with the Coordinator of the Urbana Council on Teacher Education. one, full-time credentials analyst is employed by the Council to evaluate the credentials of those applying for certification. 79 Each teacher education program meets or exceeds the requirements established by the State, as may be noted in the two examples which follow. Standard Elementary Certificate The Standard Elementary Certificate is valid for teaching in kindergarten through grade nine of the common schools. University Requirements General Education 1. Language Arts 14 Science 16 Social Science (including a course in American history and/or government) 18 Humanities (including one se- mester hour in music and one in art) 6 Mathematics 8 Health and Physical Education 6 Additional work in any above fields to total 78 hours 6 2. 3. 4. 5. 6. 7. Certification Requirements 6 5 3 37 B. Professional Education 1. Educational Psychology (including human growth and development) 3 2. Methods and Techniques of Teaching at the Elementary Level 19 3. History and/or Philosophy of Education 2 4. Methods of Teaching Reading 3 5. Student Teaching 5 6. Electives in Professional Education to total 16 Total Hours Required 124 120 Standard Special Certificate Art Education Teaching of Dance* Teaching of Deaf & Hard of Hearing Children Teaching of the Educable Mentally Handicapped Music Education Physical Education - Women** Speech Correction 80 The State of Illinois issues a Standard Special Certificate for teaching and supervising the special subjects named on the certificate in kindergarten through grade 14. All students in the above listed curricula (unless otherwise noted) are required to meet the requirement..- of the State of Illinois and the cur- riculum in which they are enrolled for all-grade certification. Coursework applicable to all grade levels is required of students in these curricula. Students in the Music Education program, for example, must student teach at the elementary and secondary levels for a combined length of six weeks . The Teaching of Deaf and Hard of Hearing curriculum requirements listed below are typical of the Special Education programs pre- paratory to all-grade certification. State of Illinois require- ments are listed parenthetically. Oral and Written Language Arts Literature and Fine Arts Social Science Science and Mathematics Health and Physical Education General Psychology Professional Education Areas of Specialization Total semester hours required *The Teaching of Dance curriculum will require preparation for all-grade certification as of the 1971 school year. **Physical Education - Women, all-grade certification is optional, but selected by the majority of students in that curriculum. 8 (8) 8 (6) 13 (6) 13 (6) 4 (3) 4 (0) 26 (16) 37 (32) 128 (120) 81 THE PRACTICUM Student Teaching , R esponsibilities The Head of Student Teaching requires a Student Teacher's Time Report from each student teacher. The time card is the official record of the student teaching experience. This record is required because some state certification regulations define educational practice requirements in terms of clock hours. The requirements of the Illinois State Teacher Certification Board specify that at least 180 clock hours be spent in student teaching, of which at least 30 hours must be actual teaching. In a sample of 100 student teachers who student taught in the fall, 1970, the mean hours actually taught was 97.57, with a range of 34-300 hours. The mean hours spent in student teaching (observing, participating, teaching, related teaching activities, and preparing for teaching) were 368.12 hours, with a range of 180-759 hours. Institutional Cooperation The student teaching practicum has been the subject of significant interest by faculty in both the University and cooperating insti- tutions. Interest has been expressed by faculty through a program initiated during 1970-71, and programs planned for 19 71-72. In- terest of cooperating institutions has been expressed in the form of study groups interested in improving student teaching experiences Three programs illustrate University interest. Of the three, two are very similar and, in fact, are conducted in the same school district, Arlington Heights, Illinois, District 214. Both sig- nificantly increase the length of student teaching, thus over- coming an obvious weakness in the regular program. They employ some degree of on site instruction in methods and other profes- sional courses thus facilitating a closer linking of theory and practice. They rely heavily on cooperative placement of student teachers, thus overcoming the persistent problem of administrative placements necessitated by large numbers in the regular program. Both of these District 214 programs were begun during the school year 1970-71. A more detailed description of the District 214 endeavor may be found on pages 296-301 of this document. 83 The third University initiated program is workshops for cooperating teachers. To a degree, communication problems which arise can be overcome by handbooks, circulars, and individual letters, but none of these are superior to face to face communication. Thus, a series of regional, half-day workshops have been planned for the first semester of 1971-72. These workshops will begin with a lunch paid for by the Office of Student Teaching. The general outline of the student teaching program and an answer period will follow: Literature will be distributed. The confer- ence will then subdivide by interest groups to discuss more specific problems. The workshop program is a joint undertaking with Eastern Illinois University. A planning session with cooperating teachers in Danville was held during the second semester of 1970-71. Two teachers initiated programs worthy of note. Both occurred in the communities neighboring the University. In Champaign, a joint teachers' association-administrators' committee for student teach- ing was organized. The committee surveyed the faculties of the district regarding their perception of the student teaching program. A variety of concerns were expressed, including length of the student teaching experience, selection of cooperating teachers, preparation of University supervisors', and course preparation for student teaching. In Urbana, student teaching was a topic for collective negotiations. After considerable thought, a negotiating positions paper was pro- duced which reflected many of the concerns expressed by the Champaign teachers. The thrust in Urbana differed, however, in that they seemed primarily concerned with finding ways of helping cooperating teachers do a better job, while the Champaign teachers seemed more concerned with pre-student teaching experiences. Whether initiated by University faculty or by public school teachers, all of these programs included significant involvement of teachers and University personnel. The lines of communication are wide open. Student teaching appears to be entering a period of dynamic change. These changes appear to be making a positive contribution to the students' experience in the practicum. University Supervisors The University supervisors who are responsible for the student teaching are well qualified, through public school teaching and academic preparation, to supervise the practicum. Because the emphasis at the University of Illinois is on graduate study, University supervisors are usually graduate students who are pursuing a master's or doctoral degree. Their appointments are usually for half-time assistantships so they can carry a full- time academic load. 84 A survey of the University supervisors yielded the following information regarding experience, background, and academic training. Table 1 Master's Degree Advanced Certificate Doctorate (Ph.D. o r Ed.D.) 14 3 45 Table 1 shows that almost 3/4 of the University supervisors are doctoral candidates, primarily in elementary and secondary teacher education. Other supervisors are from the Departments of Educational Administration, Vocational and Technical Education, and History and Philosophy of Education. Table 2 Teaching Experience in Public Schools years , 1 , 2 3 ,4,5 6,7,8-15 15 26 12 m =4.7 years Table 2 reveals that the supervisors' teaching experience ranges from 1 year to 15 years in the public schools. The mean number of years of teaching experience is 4.7. Information on nine supervisors was not obtainable. An analysis of the records of the supervisors concerning their teaching experience at the Uni- versity level revealed that 16 had taught at the university or college level. Their experience ranged from 1-5 years, with a mean of 2.3 years of college or university teaching experience. Thirty-two of the University supervisors had from 1-6 years of administrative or supervisory experience either in the public school or at the college level. The mean number of years of administrative or supervisory experience was 2.3. Table _3 College Teacher Ed. Jr. College Public Sch. Public Sch, Teaching College Coll. Admin. Admin. Teaching Dept. Head or Coor. 20 9 2 5 5 Table 3 shows that most supervisors are planning careers as college teachers of education courses in teacher training institutions. 85 A substantial number are planning careers in the public schools as teachers, department chairmen, and coordinators in various subject fields. The University supervisors are characterized as graduate s-tudents who are supervising in their field of doctoral study; they fre- quently have extensive public school teaching experience; most have had some university and college teaching experience; over half have had previous supervisory experience, either as a department chairman in the public schools or as a principal or as a super- visor of student teaching; and, the career plans of the supervisors are closely related to their experience as graduate assistants in teacher education. Cooperating Teachers Cooperating teachers in the public schools are selected on the basis of State Student Teaching Guidelines and the standards for cooperating teachers of the Office of Student Teaching. The State of Illinois standards for supervising teachers recommend that the supervising teacher should: (1) hold the highest type of professional certificate applicable to his position; (2) hold a master's degree or have completed 30 semester hours of graduate work beyond the bachelor's degree, and; (3) have at least three years of teaching experience. The Office of Student Teaching attempts to adhere to these guidelines. In some instances, however, younger teachers, who are considered by their principals and department heads to be superior teachers, but do not hold a master's degree, are selected as supervising- teachers . Through the years, University supervisors have made numerous contacts with public school teachers in their various subject specialties. They have visited various schools and workshops on campus or in University classes in the schools . Each supervisor has developed a list of qualified, outstanding cooperating teachers in the public schools. During the spring of 1971, the Head of Field Teaching Experiences in the Office of Student Teaching traveled to most of the schools in which student teachers are placed. He talked to teachers, department heads, and principals in an effort to identify outstanding teachers. The core of cooperating teachers in the various curricula tends to be consistent from year to year. Many of these teachers are known personally or by reputation to student teaching super- visors or other faculty members. All cooperating teachers are voluntarily in the program and each is certified by his school principal and often a personnel director, department chairman, or a student teacher coordinator as a teacher capable of working with student teachers. Summer and extension courses also serve as situations for identifying and selecting cooperating teachers. Many supervising teachers have been informally trained in super- vision through contacts with the University supervisor and University professors. Informal training has also occurred in 86 the schools through contacts with department heads and fellow teachers. Supervisory skills may be strengthened by enrollment in certain sections of Secondary Education 456, or in the extension course, Secondary Education 459. Recognizing that this is one area that needs strengthening in the student teaching program, a series of cooperating teacher and ad- ministrator workshops are planned for fall of 19 71. Guidelines for the workshops were developed with the cooperation of the Danville teachers and administrators. The need for workshops was revealed by the responses to a questionnaire sent to all cooperating teachers for the fall of 19 70. Included in the questionnaire was the open-ended item: "What could be done to improve student teaching?" Many teachers responded that they would like a work- shop or meeting where University and cooperating supervisors could discuss and clarify their respective roles. It is believed that supervising teachers are committed to the task of educating teachers. They have indicated a strong willingness to become more involved in developing teacher education patterns. Locally, cooperating teachers and University supervisors have been meeting to develop pilot projects in student teaching. Another example of this growing interest is the Arlington Heights 214 project where cooperating supervisors declined their remuneration in order to use the money in what they felt was a more effective way. The money they would have received was used to underwrite other costs of the student teaching project. In the past, the University has been able to express its apprecia- tion to cooperating teachers by offering them tuition waivers for University courses. Current financial problems may compel the discontinuation of this policy, however. Cooperating Schools Cooperating schools are selected primarily on the results of the criteria applied to prospective cooperating teachers. Thus, for the most part, student teachers are assigned to certain cooperating teachers who happen to be in particular schools. However, the school itself is also considered, since there is an effort to place student teachers in schools and communities which would be receptive to them. Since the University of Illinois is located in a relatively sparsely populated region of the state, many cooperating schools are at some distance from the University, predominantly in the Chicago metropolitan area. The geographic location of the cooperating school is of prime importance to students who must leave the campus area for the practicum. Schools with notable staff and program qualifications are in demand by all of the teacher educa- tion institutions in the state; thus, some students must accept placement in schools of lesser quality. Supervisory problems 87 eliminate many small schools that may have one or two excellent cooperating teachers and a strong program, but that cannot accept enough student teachers to warrant the attention of the University Local schools tend to be overcrowded because of the pressure for local assignments. These problems notwithstanding, the University of Illinois has been fortunate in securing the cooperation of many of the best practicum situations in the state, largely because of the prestige of its program. Evaluation Until very recently, administration of the student teaching pro- gram was entirely decentralized. Four offices of student teaching were organized to administer programs in elementary, secondary, special, and vocational-technical education. The program was further decentralized in that a ''head supervisor" with a group of graduate assistants placed, supervised, and evaluated student teachers in each of the subject specializations. This organization pattern correctly reflects a strong subject spe- cialization flavor in the Illinois program which carries over into the observation of teaching behavior. Thus, the University of Illinois does not use one or several observational schemes, but many . In general, these instruments take the form of an end of the ex- perience evaluation - rating procedure. In one way or another, cooperating teachers and supervisors are asked to describe, evaluate, or rate students' professional behavior in terms most meaningful to practitioners in that field of specialization. Extensive use is also made of recording devices. These include portable video and audio recorders which have been purchased by the central office and are loaned upon request. Extensive use of these devices has been made by individuals in the various subject fields. Supervisory loads are figured on a ratio of one full-time faculty for 40 student teachers per year. Most student teachers are supervised by graduate assistants appointed by the Head of Stu- dent Teaching on the recommendation of head supervisors . A portion of the supervision, which varies by department, is done by faculty who are subject specialists. Factors for figuring faculty loads for supervision also vary by department. 88 BASIC TEACHER EDUCATION CURRICULA General Education Requirements Practicum Agricultural Occupations Art Business Education Dance Education of the Deaf and Hard-of-Hearing Education of the Mentally Handicapped Elementary Education English English as a Second Language Foreign Languages Health and Safety Home Economics Industrial Education Journalism Librarians and Media Specialists Mathematics Music Physical Education for Men Physical Education for Women Psychology Science Social Studies Speech Speech Correction BASIC PROGRAM IN AGRICULTURAL OCCUPATIONS Design o_f Curricu lum The professional courses in the curriculum for secondary teachers of agricultural occupations reflect content that is taught in a sequential procedure and that exposes prospective teachers to an analysis of the agricultural occupations instructor's role in the high school. In addition, the student is prepared to assume the responsibility for communicating and working with elementary and post-secondary school teachers to ensure that the flow of career- oriented instruction is appropriate as it is presented by elemen- tary, secondary, and post-secondary institutions. The following professional courses in agricultural education are taught to prospective agricultural occupations instructors by the College of Education's Vocational and Technical Education Department through the Agricultural Education Division: Votec 101, The Nature of the Teaching Profession. Votec 240, Principles of Vocational and Technical Education. Votec 275, Summer Experience in Agricultural Education. Votec 277, Programs and Procedures in Agricultural Education. Votec 276, Student Teaching in Agricultural Occupations. Ample opportunity for study and experiences lead to the develop- ment of competencies needed by professional educators in the field of vocational and technical education. Some of the affective and cognitive student objectives of the curriculum follow: 1. To understand the nature and function of vocational education as a part of the total program of public education and to acquire specialized knowledge and skills in the specific occupational areas, e.g., applied biological and agricultural; industrially oriented: personal and public service; health; and business , marketing and management . 2. To understand the social foundations of education, the philosophy and objectives of public education in a democratic society. 3. To understand the organization and administration of public education including the role of citizens and professional educators in conducting public education. 90 4. To understand the psychology of learning and its appli- cation to the teaching-learning process. 5. To develop sufficient mastery of the area of specializa- tion in applied biology and agriculture to (a) understand the basic subject-matter content of the field, (b) under- stand methods of adding to the knowledge, and (c) become acquainted with dependable sources of information in the area. 6. To develop personal attributes including the following: a. A commitment to teaching as a service to humanity. b. A commitment to personal and professional ethics. c. A commitment to continuing professional growth. d. Sensitivity and skill in interpersonal relations. Students in the curriculum for the preparation of agricultural occupations instructors participate in the Teaching Experiences Laboratory. Six methods of instruction are practiced by students in this special program. Each method emphasizes the degree of teacher participation in the student-teacher interaction while teaching a lesson. The first is teacher-centered and the degree of student participation increases so that the sixth method is student-centered. Prospective agricultural occupations instructors are also prepared to use the problem-solving approach when teach- ing. Content for the Teaching Specia lty In the curriculum for secondary school teachers of agricultural occupations, the quality of the content of the curriculum in the humanities, social sciences, physical sciences, biological sciences technical agriculture, and teacher education is assured through a number of measures : a. The committee of the Urbana Council on Teacher Education examines this curriculum on a continuing basis . It is composed of faculty from the College of Agriculture and the College of Education, as well as students in the curriculum, representing all technical and professional areas . b. The Courses and Curricula Committee of the College of Agriculture carefully examines curricula, course content, etc. It reports to the faculty of the College which in turn has an opportunity to criticize. c. Curricula must be reviewed by the Urbana- Champaign Senate Committee on Educational Policy, which is highly 91 perceptive and quite demanding. The Senate is highly critical and comments and requests for change from the floor are quite common. Finally, Board of Trustee action is required, as is approval by the Higher Board. d. There is constant play-back from state supervisory per- sonnel, from teachers in the profession (graduates) , from high school administrators, and from others providing a flow of suggestions and criticism. The selection of courses for this curriculum is dependent upon the judgment of faculty from the College of Education and the College of Agriculture. The excellent cooperation between the two colleges in the handling of this curriculum is worthy of note. When the new curriculum in agriculture occupations was designed in 1968, sub-committees of the Courses and Curricula Committee of the College of Agriculture worked quite closely with the Division of Agricultural Education in the College of Education. It was strictly a cooperative effort. The teachers of the agricultural subject matter courses in the College of Agriculture have the advantage of being research workers in the field. They have immediate contact with the industry of agriculture through the Cooperative Extension Service of the College of Agriculture. The results of research from the University's Agricultural Experiment Station and from over the world are taught in these courses . The rather unusual organization known as the Future Farmers of America provides another "play-back" to the faculties of the Colleges of Education and Agriculture and the Vocational Agri- culture Service through their annual contest and awards program at the University. Faculty members can observe the progress and performance of former students who are serving as instructors of agricultural occupations at the secondary school level. Laboratory and Clinical Experience A number of laboratory and clinical experiences are organized for students in this curriculum. Early in the program, while enrolled in Votec 101, students are required to return to their home high school to observe the teaching of an agricultural occupations instructor. In addition, data on selected topics that are teacher- or student-centered are collected, summarized, and reported to class members at the University. Later in Votec 240, a similar observation exercise is followed, with the exception that the topic deals with educational programs, policies, and administra- tive procedures. The problem-solving approach is used. Instruction is student- centered. Class members practice-teach in the classroom and television studio. Students participate in six microteaching 92 sessions before student teaching at the high school cooperation center. Students learn to operate audio-visual equipment under the supervision of staff members in the University's Office of Instructional Resources . Vocational Agriculture Service (VAS) staff members also conduct a study session to familiarize students with instructional soft- ware such as teaching units, visual aids, and resource packets. In addition, VAS staff conduct workshops for senior students on the use "of kits for electrical wiring, electric motors, concrete, engine diagnosis, and surveying. Each student is required to select a problem that can be studied in his home high school. A proposal is developed around the stated problem. Hypotheses are developed and the procedures are determined. Data are collected, processed, and summarized. The study is reported in a term paper written in a scholarly manner. Each student must also complete two case studies while student teaching. All cooperating teachers are experienced teachers with a master's degree. Complete agricultural occupations programs are conducted at student teaching centers. A survey of cooperating teachers' activities is regularly conducted by the teacher education staff to assure that top schools and cooperating teachers have been selected to provide a rich participating experience for the student teachers . Practicum Thirteen supervising teachers were used in 19 70-71. Twelve of these teachers have completed the Master's degree in agricultural education. Six have completed or are working on the Advanced Certificate in Education. A two-day conference is held each semester to prepare teachers for their supervisory functions . Supervising teachers are carefully selected on the basis of job performance. Since all of the supervising teachers are graduates of the University of Illinois, the teacher education staff has a first-hand knowledge of the capabilities of the teachers and the teachers have an understanding of the professional instruc- tion given to the student teachers. Professional Guidelines The faculty for agricultural occupations relies heavily on two sources of professional advice in the development of the curric- ulum: a. The guidelines and recommendations made by a state advisory committee of agriculture teachers. 93 b. Suggestions received from the monthly deliberations of joint staff, which includes teacher educators from four institutions in Illinois, state consultants in agricul- tural occupations, and representatives from the secondary and junior college teacher associations. Most of the guidelines are used to upgrade the professional studies component of the teacher education curriculum and apply to both the professional component and the subject content component. The guidelines have promoted an increase in the laboratory and clinical experiences of the curriculum. Furthermore, in response to the recommendations made during the last NCATE evaluation and the demands of students, laboratory experiences have been incor- porated into the curriculum at an earlier level. Thorough and continuous evaluation of professional guidelines oc- curs in Votec E370, a course for beginning teachers. This gradu- ate course serves all beginning teachers of agriculture in Illinois It includes school visits and on-site supervision by members of the University of Illinois staff. Thus, the performance of all University of Illinois graduates is observed and evaluated during their first year of teaching. This course , which has been offered for twenty years, has served as a vehicle for the examination of the guidelines and recommendations from professional associations and other groups . At the point of program completion, graduates are expected to be competent in methods of teaching secondary school and adult stu- dents and in planning and conducting a viable program in agri- cultural occupations. There are at least four means of evalua- ting the competency of the student prior to the completion of degree requirements. 1. Student teaching provides a vehicle for evaluation of these competencies . The proficiency of teaching, plan- ning, and conducting programs exhibited by the pro- spective graduate are evaluated by a University super- visor during each of his three, one-day supervisory visits to the school. Results of these evaluations are compared with those made by the cooperating teacher who has observed the student teacher each day during his six weeks in the cooperating school. 2. Students are observed during in-class, peer teaching sessions which are video-taped for review and for critique by the methods instructor. 3. Micro-teaching sessions in the Teaching Experiences Laboratory are employed to develop and evaluate the students' abilities to utilize the various teaching techniques . 94 A. Admission to the teacher education program is dependent upon maintaining a grade average above that required for graduation. This provides some assurance that the pros- pective teachers will be proficient in their subject matter area. The agricultural occupations staff is conscientiously engaged in efforts to improve its evaluation of students. For example, a new "Flanders 's type" interaction analysis, self- teaching kit has been obtained. The procedures of this technique appear to be less complicated than those developed by Flanders and Amidon. Hence, the procedures should be simple enough to teach to students in the time alloted to evaluation. Furthermore, educators in agricultural education are typically proponents of a particular type of the problem solving approach to teaching, however, no objective instrument to allow students to evaluate their use of this approach has been perfected. Currently, a member of the agricultural education staff is de- veloping such an instrument. This instrument, when perfected, would allow graduates to have their students evaluate their teaching. A state-wide, voluntary evaluation of beginning teachers is under consideration. It would allow the graduates to compare their ratings with those of other graduates from the University of Illinois and other institutions. The evaluation of graduates suggests that there are four major areas of strength and weakness in their preparation. The strengths of graduates which have been revealed through evaluation are as follows : a. Graduates have a strong background in technical agricultural subject matter. b. Graduates have the ability to use the problem- solving approach in their teaching. c. Graduates can utilize citizens' advisory committees m program planning and evaluation. d. Graduates have a strong philosophical base in education and can relate teaching practice to learning theories. a^foIltJs: 3 " 8 WhlCh ^^ b£Gn reVealed th — gh evaluation are a. Some graduates lack manipulative skills in agriculture. b. Some graduates are fearful of teaching adults. c Some graduates are not student oriented in their teaching approach. a^u^u^ 95 d. Some graduates are weak in developing behavioral objectives and evaluating learning outcomes. Staff members in agricultural education and agriculture meet regularly to discuss the curriculum and recommended changes . Supervisory teachers meet twice a year with the agricultural education staff to evaluate undergraduate courses. These discus- sions do cause instructors to change their teaching. Students and graduates are also asked to evaluate courses . Staff members in agricultural education are rotated in their teaching assign- ments. Rotation tends to increase the productivity of staff members and encourages them to keep abreast of recent developments in all areas related to agricultural occupations . Lo ng- Range Planning In 1968, the Illinois State Board of Higher Education requested that each institution of higher learning in Illinois prepare a long-range plan and submit it with their budget requests. The Dean of the College of Education asked each department to engage in a self study and long-range planning. In brief, the long-range plans of the Division of Agriculture Education are based on the following assumptions: a. There will be an increasing demand for junior college teachers of agriculture and secondary school teachers of agriculture. b. The University of Illinois will assume major responsi- bility in Illinois for the preparation of vocational administrators, directors, and specialized teachers. c. Secondary schools and junior colleges will demand that their teaching staffs secure master's degrees and sixth- year graduate degrees. d. Enrollments in agricultural education are not directly related to the overall enrollment in the University. Enrollment in agricultural education is based on job opportunities, salary levels, and types of programs available at the University of Illinois. The following changes and innovations may be affected by projected enrollment figures and space requirements : a. The trend towards more laboratory instruction on campus for teacher education majors will continue. b. Pressure to provide certification courses for non-certi- fied teachers will be exerted by the state in order to effectively utilize talents of industry workers and 96 others who can contribute to a vocational teaching pro- gram. Programs to prepare teachers of the disadvantaged and handicapped, and programs to prepare educational workers for international projects will receive increased emphasis in the years ahead. 97 BASIC PROGRAM FOR THE PREPARATION OF TEACHERS OF ART Design of Curricula The art education curriculum is designed to prepare students with a broad educational background, and to develop competencies in the specialized areas of art practices and the teaching of art. The art education program is premised on the concept of a multifarious role for the teacher in which knowledge about art, appreciative attitudes, and productive (studio) skills are endowed with other areas of endeavor such as the literacy and performing arts, the humanities, the social and natural sciences. A significant feature of the undergraduate degree program is that Illinois State Certi- fication requirements are exceeded. The degree requires the com- pletion of 134 semester credit hours in comparison to the 120 credit hours required by the State of Illinois. Univ. of Illinois Illinois State (semester hrs.) Certification (semester hrs .) A. General Education 42 42 B. Professional Education 22 16 C. Area of Specialization 45 32 D. Electives* 25 30 (General Education 10, Art 15) *In this category 10 credit hours are elected in general education and 15 credit hours are elected in art, eight of which are con- centrated in one studio area. The emphasis on art electives is made to fulfill necessary preparation for teaching in the profes- sional area. Students do not elect to take a minor or second teaching area unless x^ork beyond the bachelors degree require- ments is completed. NOTE: The Art Department maintains a credit hour policy with a ratio of 3 classroom hours per 1 semester credit hour. Beyond the general education requirements which are implied re- quisites to the objectives and attainment of the bachelors degree, there are three major curricular objectives particular to the University of Illinois art education program. These objectives are: 98 1. To provide students with knowledge and skills necessary for appreciating and engaging in artistic activity; 2. To provide students with knowledge and skills necessary for studio (productive) activity characteristic of the practicing artist; 3. To provide students with knowledge and skills applicable to teaching methodology, human behavior, instruction, educational systems, and classroom organization, i.e., professional education. Although each objective can be viewed as consisting of separate or diametric domains of knowledge and activity, the art education program attempts to interrelate the content in each domain. Both affective and cognitive objectives are inherent. For example, appreciative activity requires that one assumes an aesthetic attitude; that he has the ability to attend to the sensuous, qualitative aspects of human experience as well as objects of artistic form, Further, the rationale and theoretical viewpoints concerning the nature of art provide substantive information con- cerning the importance of art in human behavior.' Appreciative activity also includes critical factors such as style, media, design, technique, and color. In the domain of studio activity (i.e., painting, drawing, graphics) such considerations as media, technique, and subject matter receive greatest emphasis. However, the cognitive and affective factors of studio activity are dependent on and determine the quality of one's expressive competence. Similarly, the professional education curriculum provides the prospective teacher with insights and practical skills appropriate to artistic learning and instruction. Particularly, art education courses such as Art 204, Art 206, Art 208, and Elementary Education 337 are directed toward learning experience relating the content of art and other studies to pedagogical practice. Content for the Te a ching Specialty The basic content is derived from extensive experience in studio courses with an emphasis on techniques and procedures, history of art courses, and specific education courses within the College of Education and the Department of Art which deal with teaching methodology . Art education majors are required to develop curriculum proposals using three basic models: (1) the studio artist, (2) the critic and historian, and (3) the relationship of art to society. A taxonomy of traits stemming from various points of view are re- stated in behavioral terms for application to the prospective teacher's curriculum. 99 A student is required to take Art 206 (Creative Art for Children) during his junior year. This course requires the student to teach for a semester in the Saturday Children's Art classes, a program provided for children in the community and sponsored jointly by the Department of Art and the Division of University Extension. The supervisory staff of the program plans the general curriculum. The program contains art activities most suitable as art content for elementary and junior high school students. A supervisor is assigned to each Saturday Scbool classroom to observe and evaluate the students who are teaching. Also experimental practices are conducted in Elementary Educa- tion 337, a general survey course required for elementary and art education majors. Due to scheduling time, this is usually a lecture course which limits the students comprehension and exposure to theoretical and studio activity. Three experimental approaches to the course have been used as follows : 1. Students are required to observe, plan, and present instructional material on art appreciation to children in the local school system; 2. Lecture sessions are combined with studio activities in which all students engage in studio practices. Special laboratory spaces are open daily to provide extended time for students to complete independent work in one or several technical processes; 3. Curriculum concepts used as models for student teachers are developed in close relationship to the course content and with regard to the level at which students are plann- ing to teach. Curricula are behaviorally oriented similar to experimental programs developed by CEMREL (Central Midwestern Regional Education Laboratory) , the Kettering Project for Curriculum Development in the Arts, and others; A. Customarily a section of Art 203 (consisting of studio experience for elementary teachers) and Elementary Educa- tion 337 are scheduled sequentially so that students can relate the content of courses more effectively. The major experimental approach being conducted is the student teaching program which has been implemented during the present year. This program is described in greater detail later in this report. The selection of learning experiences in the curriculum embodies the judgment of faculty in art and teacher education in several ways. First, although the art education faculty is in the Depart- ment of Art, approximately one half of the members have a dual appointment with the College of Education. The rapport between staff members of the two colleges assists in relating the content of courses, broadening the range of course selection, and in exposing students to varying points of view. The combined efforts 100 of faculty in both colleges has facilitated changes in curriculum and course content. Examples of changes resulting from this re- lationship are the teaching load and arrangements for Elementary Education 337 (required for both elementary and art teaching majors) and a revision of the student teaching program implemented in September, 1970. Second, the majority of professional education courses are taught by faculty in the College of Education in both undergraduate and graduate programs. In contrast to many university arrangements, all art foundation courses and areas of studio specialization are taught by College of Fine Arts' faculty, and art education students are required to perform at the same level of competence as students preparing for professional art degrees. This arrangement provides the students with a greater variety and quality of studio experience and avoids the replication of course offerings and physical facili- ties required when an art education program is established as an independent department. Concomitant with curricular and facilita- tion considerations, the relationship \>zith other art faculty members appears to be wholesome for maintaining the importance of art education objectives. A third aspect of the interdisciplinary and varied faculty parti- cipation is evidenced in the student teaching program. During the professional semester (16 weeks) all course work is conducted at a student teaching center, a public school location (Arlington Heights) In addition to University faculty, faculty of the cooperating schools teach part of the course work which constitutes the profes- sional semester. Additional information regarding the Arlington Heights endeavor may be found on pages 296-301 of this document. The above college and faculty relationships ostensibly assure the best means for keeping the curriculum current with educational and artistic thought. Activities of the art education faculty which supplement efforts for future growth and development are participation in exhibitions , state school curriculum evaluations, Illinois Art Education Association conferences, the National Art Education Association, national research and training institutes, and individual research projects through state and national funding agencies . Laboratory and Clinical Experience Each student enrolled in Art 206 functions as a member of the faculty of Saturday Children's Art class. Two students are assigned as teachers to each of seven classes which meet for 90 minutes each Saturday for twelve weeks. The student teachers are responsible for all instruction and related activities for the classes to which they are assigned. Students may teach on a given day as a team or one may have the responsibility for actual instruction while the other observes and/or assists. Following is a typical time schedule required of students for conducting the various aspects 101 of the Art 206 and Saturday teaching experience: 1. Actual teaching (6 sessions) 9 hours 2. Observing and assisting 10-1/2 hours 3. Planning and preparation for teaching 18 hours 4. General organization and care of materials, equipment, etc. 9 hours 5. Preparation and installation of the annual exhibition 5 hours Art 206 provides excellent opportunities for clinical experiences. Hourly conferences for the entire staff (students and supervisors) are held each week. Prior to the children's classes, two confer- ences are devoted to orienting the students to the Saturday Children's Art program and to the responsibilities each student must assume as a teaching member of the staff. After the children's classes commence, the conferences are devoted to discussion, analysis, and/or evaluation of the following: 1. The content of specific lessons; 2. The methods employed by individual teachers; 3. The work produced by children in the classes; 4. The problems of discipline and classroom management encountered by individual teachers. Video tapes of presentations from the previous week and examples of work in process by the children are the basis for evaluation during the conferences. An important aspect of the Art 206 experience is the weekly plan- ning and evaluation meeting each student has with his supervisor (s) . Planning sessions prior to each teaching session help the student to organize specific lesson content and to determine the most effective method of presentation. Evaluation sessions succeeding each lesson are devoted to analyzing the classroom event, to evaluating the effectiveness of the student in achieving his goals, and to determining methods for improving the quality of his teach- ings. Prior to evaluation sessions, the student must make a critical review of his presentation as recorded on video and audio tapes. The typical time schedule for students attending these conference sessions and related clinical activities follows: 1. Individual planning, guidance and evaluation conferences with supervisor (s) 9 hours 2. Group discussion and evaluation with entire staff 16 hours 102 3. Observation and review of student's performance as recorded on video and audio tape 3 hours 4. Analysis and evaluation of children's work with co-teacher teams 9 hours In addition to the Art 206 experience, the art education major is exposed to two primary models as means for applying his knowledge to teaching. First, a cybernetic model of human behavior is studied as it exemplifies student interaction with his environment and the ways it affects his behavior. Second, a taxonomy of con- cepts about the arts developed by Central Midwestern Regional Education Laboratory serves as an information system containing various interpretations of art. The cybernetic model and the taxonomy of aesthetic concepts are used as models for students to develop an art curriculum in preparation for student teaching, and with modifications, provide a foundation for the beginning years of teaching. A third, and closely related approach, is the accumulation and development of a file of reading materials pertaining to current theories of learning, interpretations of art, and teaching method- ology. These materials are given to students to supplement the above two primary models . Furthermore, all students in the art education curriculum are required to take Art 206 during their junior year. They are under the close observation and guidance of a full time supervisory staff member and three teaching assistants, all of whom are ex- perienced teachers . In March, 19 70, the art education faculty proposed a major change in the art student teaching program to the Urbana Council on Teachei Education. The proposal was accepted by the Council as an ex- perimental program and was implemented for the academic year, 19 70-71. The primary changes which the program incorporated are: 1. Extending the student teaching period to a full semester (16 weeks) in which the students receive nine credit hours for Educational Practice (238 and 242, 4 hours elementary, 5 hours secondary); 2. Conducting course work accompanying the professional semester at the location where students practice teach rather than dividing the semester into shorter segments • of time in which course work alternated with an 8 week student teaching experience (accompanying courses include Educational Psychology 211, Secondary Education 240 and 241) ; 3. The Arlington Heights School District 214, in cooperation with district 25, was established as the student teaching center so that students have a more homogeneous practicum 103 experience. Public school administrative personnel and cooperating teachers participate in this aspect of the curriculum. The program was developed in response to recommendations made by the Student Affairs Committee, graduate students, and individual students participating in the previous program, as well as faculty in both the Colleges of Fine Arts and Education who have seen the need for change and improvement in the practical preparation of students. There is indication that the program has produced favorable results. Subject to refinement and continuous re-examina- tion, it will continue as a regular part of the curriculum. Profes sional Guideli :". s_ In addition to implementing research findings and new learning concepts from related fields, the staff makes use of the limited number of guidelines available in the professional field of art education. A collection of curriculum guides developed by schools throughout the country is maintained and made available to students and faculty. These guides are used for study in curriculum development and evaluation in such courses as Elementary Education 337 and Art 208. The total art education program is continuously evaluated through guidelines developed by the following professional committees or organizations : 1. The National Art Education Association (NAEA) Guidelines for Teacher Preparation , an official statement prepared by the NAEA Committee on Professional Standards, published June, 19 70. The standards set forth in this guideline were established as an outcome to NCATIC recommendations following the recent revision of NCATE accreditation standards. Although the staff believes that the standards in this guideline are fully met and/or are exceeded in most categories, some areas of instruction need to be constantly updated. 2. The NAEA position statement entitled, Mi nimum S t an da rds for a Quality Art Program , published in 1967, provides guidelines for art programs in the elementary and secon- dary schools. This is used not only for program evalua- • tion, but also for instructional purposes to make stu- dents aware of needed improvements in public school art instruction . 3» The Recommended S tandards for Instructional Programs ( Revised / 1969) , published by the Office of the Super- intendent of Public Instruction, State of Illinois, is also used for evaluative purposes. Although this is a limited source for evaluation, it is used by the staff 10 A for the same purposes as the NAEA "Minimum Standards" mentioned above. These guidelines have been instrumental in the implementation of the following changes : 1. A resource center located within the art education area is now available for regular staff members, teaching assistants, graduate, and undergraduate students. The center contains visual aids material, curriculum guides, past and current special publications, research journals, NAEA journals and other periodicals, and classic or ex- emplar books in the field of art education; 2. The student teaching program, which fulfills such recom- mended practices as the extended student teaching period (one complete semester), multi-level teaching experience, and the use of public school facilities and faculty who provide a student teaching center: 3. The laboratory and clinical experiences, observation, and evaluation procedures which are part of the Saturday Children's Class (structured in Art 206) . Experimental approaches taken in several courses and in the student teaching program suggest that the curriculum is being affected primarily by the Guidelines for Teacher Preparation . However, in fact, many approaches were conceived and implemented prior to the publication of these guidelines. It appears that this staff has observed the need for changes prior to the examination of the official publication. Evaluation of Graduates At present, no organized or empirical procedures have been developed to gather data from art education graduates. Although work is being done in this area, much feedback is needed for making future changes in the curriculum. The most immediate information concerning the quality of the cur- riculum is derived from the success of students completing their student teaching experience. Many students are employed by the school systems in which they have student taught. Also, statistics provided in -the annual report from the Educational Placement Office (University of Illinois, 1970) indicate that a majority of student candidates obtain teaching positions. Use of Evaluation R esults Part of the problem in preparing teachers centers around develop- ing performance and studio skills so that students can function 105 in a classroom situation with a promising degree of confidence. The strong emphasis on course work in the area of specialization (45 credit hours) plus art electives (15 credit hours) of which one kind of studio practice must be taken for a minimum of 8 credit hours, is designed to help develop artistic competence. The cur- riculum also attempts to build in a variety of studio experiences in all areas of painting, drawing, design, sculpture, graphics, photography, weaving, ceramics, jewelry, and metal work. Ideally, the opportunity for a wide variety of studio activity provides students with some knowledge of the diversity in programs existing in public school curricula. Further emphasis is placed on instructional methodology and cur- riculum development skills which will assist students in making more efficient use of teaching energies. However, granting the emphasis given to studio practice, curriculum, and instructional methodology, the time factor in a four year degree program places a limitation on achievement and level of competence. Program evaluation has made at least two alternatives available. One is to function on the basis of a limited conception of possible models for art instruction by acknowledging the impossibility of trying to teach everything that goes by or includes the name of art. Therefore, art as seen and used by the artist, the critic and historian, and society serve as acceptable models for in- struction . The problem of defining what to teach and how to measure what is taught has been partially solved by the addition of two behavioral- ly oriented courses. These courses use the content of studio, art history, and educational psychology courses and apply them to the problem of curriculum building. The involvement with conceptual models of the artist, critic historian, and art and society, and the application of these models to the classroom in a specific observable manner provides the students in the classroom with concerns similar to those which professionals in the artistic community encounter. Long- Range Planning Efforts to improve the teacher education program are reflected primarily in activities related to the student teaching program. An attitude study is being conducted simultaneously with the ex- perimental program to determine if there is a significant change in student teacher behavior, student attitudes, and their assess- ment of the total art education program. The use of the Arlington Heights school systems as a center for student teaching, the re- sults of increasing the student teaching experience to a sixteen week period, and the participation of public school personnel in planning and instruction should provide important data concerning the success of the total program. Members of the Art Education faculty are presently serving on the 106 Educational Curriculum Committee, the Urban a Council on Teacher Education, and Art Department committees such as the Policy Com- mittee and the Operations Committee. Although the Art Department committees serve in an advisory capacity, their primary function is policy making and long-range planning for the Department as it relates to the University community. Beyond the present and future modification of the student teaching program, staff members are engaged in plans for interdisciplinary course offering. For example, a course for music and art education majors is being considered to provide instruction in art theory and philosophy of aesthetics. Other kinds of course content and enrichment experience are contemplated for future development. In addition, the construction of a descriptive- evaluative data structure of valid research variables and components in the area of affective behavior incorporated in a Center for the Study of Affective Behavior in the Arts and Education is being planned. While research in the area of affective behavior has grown and gained support from all levels of the educational establishment in recent years, no over-all, empirically oriented evaluation and organization of the components which surround this complex behavior has been attempted. In the proposed study, the various components of affective behavior which have been uncovered by research activi- ties during the past 70 years will be organized in the form of a taxonomy. The primary objective of this taxonomy is to empirically establish similarities and differences among the salient affect variables which have been used in widely divergent research appli- cations, and to organize these variables into guidelines which can be applied to curriculum development in the arts and education. Future plans include the development of course work in affective behavior and the use of the Center as a basis for continued re- search and observation. Also, a plan for expanding facilities to meet increased enrollment and curriculum offerings has been submitted to the University. Action toward this plan has been pending budgetary decisions and cutbacks administered throughout the University community. 107 BASIC PROGRAM IN BUSINESS EDUCATION Introduction The business education curriculum was recently transferred from the College of Commerce and Business Administration to the College of Education. Changes, including the name of the curriculum, the degree title, and curricular offerings, were made, in part, to complement other offerings in the Department of Vocational and Technical Education: and to more effectively meet current and emerging needs in the public schools . The business education programs in Illinois secondary schools, community colleges, and area vocational schools are being revised and expanded to fulfill newly defined purposes in line with emerging needs in vocational education; therefore to complement these needs, the following areas of specialization were planned: secretarial- office practice; marketing and distributive education; accounting- bookkeeping; data processing: and economics. The business education curriculum was approved on January 21, 1970, by the Board of Trustees of the University of Illinois and became effective February, 19 70. In February, 19 71, the Department of Vocational and Technical Education voted to grant division status to business education. Because of the relative newness of the program, efforts have been directed toward its development. The implementation of special programs will be introduced as needs are recognized. Accordingly, evaluation and follow-up studies will be conducted at the time when graduates from the curriculum become available. Design of Curricula The business education curriculum is designed to achieve both affective and cognitive objectives. Some of these are more formally stated than others. The cognitive objectives of the curriculum in- clude proficiency levels in the skill areas of shorthand and type- writing. The objectives are dependent upon the specialization of the student. The affective objectives combine psychological and teaching theory to prepare the. student to instruct others in their particular areas of specialization. The student gains a broad background in his area of specialization and in the theory and practice aspects surrounding his area of specialization; for example, a specialization in accounting-bookkeeping includes 10! knowledge in related areas to help a teacher become well rounded and well versed in his subject area. A grade point average of 3.5 is required to enter and remain in the program. The student is expected to identify with the teaching profession and learn about himself as a prospective teacher. Students are encouraged to attend and participate in conferences; at this time they learn about the problems teachers encounter in their content areas. They also meet with businessmen to determine the needs of business. These experiences help the student to identify with the related problems of business and education. Through the laboratory and practical experiences, students learn to define teaching styles and develop individual preferences for teaching techniques. The laboratory experience also enables the student to analyze his teaching in terms of concepts and constructs, which gives him tools for systematically looking at himself as a teacher. Due to the newness of the program and a small number of enrollees , a close faculty-student relationship is maintained. This close relationship forms a basis for an effective profes- sional model. Content for the Teaching Specialty The program is designed to provide the student with general education courses, prescribed courses in business education which are of a general nature, professional education courses designed to present pedagogical theories and practices, and a choice of one or two areas of specialization. If the student chooses only one area of specialization, the flexible nature of the program allows him to broaden his interest and scope. A teacher of occupational subjects has more than just skills to teach. He must integrate principles and theory evolving from a more basic and thorough understanding of business and economic operations. he must learn how to teach content related to business and economic operations . The Urbana Committee on the Preparation of Secondary School Teachers of Business Education is composed of two members from the College of Commerce and Business Administration and four members from the College of Education. This Committee meets to evaluate the implementation of the program and to make long-range plans. The faculty members directly concerned with the business educa- tion curriculum meet to determine the developmental approaches as they relate to teaching in the business, office, and distri- butive education specialties . Meetings with members of the faculty of junior and community colleges insure articulation in the program objectives and the need for program updating. Laboratory and Clinical Experience Laboratory experiences are required of all students preparing to teach in business, office, and distributive education. 109 Classroom observation is an essential aspect of Education Practice 250, in which the student participates in the opening activities of the school where he will later be student teaching. Microteaching at the. Teaching Techniques Laboratory is also an essential laboratory component of the Principles of Secondary Education 240 and Techniques of Teaching at the Secondary School 241, at which time theoretical approaches and practical experiences are related. *is part of microteaching, students focus on practice in specific techniques: teacher centered presentations, recita- tion, directions leading to an activity, directed discussion, reflective discussion, and inquiry discussion. Evaluation assessments of the microteaching experience for busi- ness, office, and distributive education student teachers indicate that microteaching is seen as a valuable learning experience and that teachers begin to develop preferences for different teaching techniques and styles. (William D. Johnson and Sally F. Pancrazio, "Reactions of Student Teachers to Microteaching," E ducational Tel e v ision , in press, 1970). As a requirement of the special methods class 241, students also learn several basic systems for the analysis of their teaching from a cognitive and social- emotional vantage point. Videotape or audiotape recordings during microlessons provide systematic feedback for analysis . Description of the teaching in terms of specific concepts of a system is made by the student teacher. Following the description of teaching is a prescription which the teacher makes to his own teaching. Therefore, the program attempts to provide teachers with the means to study and improve their teaching. Feedback data from students after student teaching indicated that the previous work in analysis of their teaching made them highly conscious and evaluative of their behaviors while student teaching. Provisions for the diagnosing and treating of individual typical cases, practices, or problems have been primarily the responsibility of the educational psychology and special methods classes . Films involving critical incidents in teaching offer clinical experi- ence in the diagnosis and prescription of classroom problems. Documentary -type videotapes of actual classroom behavioral pro- blems provide additional clinical experience. Furthermore, it is strongly recommended that students gain occupational experiences in order to better prepare their students for the world of work. Students in business, office, and distributive education have several opportunities to become familiar with research publica- tions, statistics, basic sampling techniques, and research with the leaders and their major works in the business, office, and distributive education areas. Research techniques are included in Votec 382. kesearch statistics and basic sampling techniques are the domain of the content specialists in Economics 171 and 172. Procedures in research writing are taught in Rhetoric 251. The opportunity for the integration and use of research skills are presented in such courses as Secondary Education 101, 240, or 241, in which critical educational problems may be formulated and studied. 110 All students enrolled in Secondary Education 240 and 241 are re- quired to enroll in the laboratory experiences of microteaching in the Teaching Techniques Laboratory. Laboratory supervisors are also certified and experienced teachers who receive extensive training for their supervisory roles. Clinical experiences are generally the function of the methods or educational psychology instructor, both of whom are experienced teachers. Practicum Criteria for the selection of supervising teachers in the coopera- ting schools where students are placed for student teaching are essentially the same as those stated on pages 83-88 of this document In addition to those criteria, summer and extension courses serve as important identification and selection situations for promising cooperating teachers in business education. The teaching specialty of the prospective cooperating teacher is also an important criterion. Because of the differing specialties in business, office, and distributive education, student teachers are assigned to a cooperating teacher who has competency in a particular special- ty. Feedback from the University supervisor and the student teacher provides systematic evaluation of the student teaching assignment and the cooperating teacher's relationship and perform- ance with the student teacher. Training in supervision at the practicum level has been applied, rather informally, but there has been an attempt to improve this particular situation. Prospective supervisors are encouraged to enroll in courses which cover supervisory skills, such as Secondary Education 456 and Education E459 . During the summer of 19 71, a course will be offered in the training and supervision of student teachers and in the self-monitoring of teaching through analysis of teaching. Cooperating schools are selected primarily on the results of the criteria applied in prospective cooperating teachers. The choice of the student teacher for placement is also considered. While student teachers do not student teach in the secondary school from which they graduated, generally they are placed, with their approval, in a school situation which is similar to their prior school experience; however, exploration of other cultural back- grounds is encouraged. Prior to placement an interview between the student teacher and a faculty member takes place to determine the student teacher's choice and individual requirements. Student teachers complete a personal data sheet which is sent to the prospective superintendent and cooperating teacher. Therefore, placement of student teachers is made with the approval of the student teacher, the University supervisor, the cooperating superintendent, and cooperating instructor. Thus, for the most part, student teachers are assigned to certain cooperating teachers who happen to be in particular schools. 111 Professional Guidelines The business education curriculum provides preparation for the teaching of five phases of business education in secondary schools. It meets the requirements for certification in the State of Illinois The guidelines implemented in the business education curriculum at the University of Illinois are in keeping with the recommendations made by F. Kendrick Banks, Past President of the National Business Education Association, which are published in the 19 70 National Business Education Association Yearbook on pages 1 98-206. The yearbook is entitled The Emerging Content And Structure Of Bus iness Education . The business education curriculum at the University of Illinois reflects these recommendations. It is concerned with the general education courses which include the behavioral sciences, general information, communications courses; the core courses in business education which equip the student with knowledge and background for more concentrated study in the functional areas of specializa- tion and economic understanding. Plans are under way to implement some clinical experiences for students in the curriculum so that they can experience the corre- lation between theory and practice. Plans have been initiated for concurrent teaching experiences in the skills areas and the methods classes . Throughout the instructional process the objective is not only to provide a basis for identifying superior instructional practices but to eliminating inferior ones, and to encourage study of re- search and investigation into the implementation and utilization of innovations and instructional materials. Evalua tion of Graduates It is recognized that there is a need for evaluation, but the program was adopted so recently that there is no sample possible for evaluation. Once there is a sample and evaluation takes place, there will be a formal procedure set-up within the division to consider the recommendations and modify the program on the basis of the evaluation results. Long- Range Planning In light of its newness, the whole program is being studied ob- jectively. There is a need for follow-up of graduates; further- more, there is a need for additional staff in the area of business, office, and distributive education. Plans are under way to secure additional staff with competencies in the respective areas. The development of clinical experience is being explored and attempts are being made to offer the courses in a more sequential manner. 112 BASIC PROGRAM FOR THE PREPARATION OF TEACHERS OF DANCE Design of Curricula The Department of Dance prepares dance education students to teach at all levels, elementary through senior high school. The preparation of teachers of dance, as in other fields of aesthetic education, largely revolves around three areas - developing an appropriate system of symbols and conceptual abilities, developing a scale of values and an ethical system to guide behavior, and relating oneself to the environment. To accomplish these tasks, the goals of this curriculum have been enumerated as f ollows : Cogn itive Goals : In both theoretical and technical training, specific daily classroom goals are designed to increase abi- lities and skills. The goals are for the dancer to achieve both body and mind understanding, that is, comprehension, application, analysis, synthesis and evaluative abilities, both of the doing and symbolic manipulation of ideas of dance. Affective Goals : The affective goals of this curriculum are concerned with sensitivity to phenomena and with the indivi- dual's willingness to participate sensitively and interact with these phenomena. Specifically, the aim is to cultivate attending to aesthetic fields, responding with willingness, and an effort is made to further help the student in develop- ing values (that is, his acceptance of those values he derives, his commitment , and working for them) . There can be no question that acquiring certain attitudes and appreciations in an aesthetic field helps to shape an individual's entire ability to perceive and evaluate his environment, and further influences the ways in which he will behave with respect to that environment . Content for th_e Teaching Sp ecialt y The curriculum in dance for the degree of Bachelor of Arts in the Teaching of Daiice recognizes the importance of an extensive back- ground in the teaching content specialty as well as supplementary knowledge necessary to provide perspective and flexibility for the teachers. The curriculum provides an extensive background in dance courses which covers the following areas: 113 Modern Dance Technique classes - 3 credit per semester (techniques classes are required each semester in residence) Ballet Technique - one semester required Improvisation - two semesters (emphasis on sensitivity, awareness 3 and exploration) Composition - two semesters required Dance Production Workshop - elements of stagecraft Teaching Methods Courses - Creative Dance for Children, Dance in the Elementary School Music Theory and Practice for Dance - two semesters Dance History - two semesters Elective Courses - Dance Theory and Philosophy, Dance Repertory Workshop, Labanotation Related courses providing depth and supplementary knowledge: Music literature electives - two semesters Physiology and anatomy provide knowledge of the human body necessary for a teacher of dance Humanities and social science sequences, as well as electives in general education courses, provide additional depth. Education courses required include the following: Secondary Education 101 - an introduction to the field of dance as a teaching area Educational Psychology One semester of Child Psychology School and Community Experiences - observation History and Philosophy of Education Principles of Secondary Education Effective September, 1971, all applicants for the dance curricula, including the Bachelor of Arts in the Teaching of Dance and the Bachelor of Fine Arts in Dance, are required to have a qualifying audition prior to approval for admission. New students who have a 114 strong interest in dance but who have not had formal training are encouraged to audition. Upon completion of the Bachelor of Arts in the Teaching of Dance degree, graduates are eligible for a Standard Special Certificate as defined by the Illinois State Certification Board and are pre- pared to teach dance in the public schools, elementary through high school levels. In this degree program emphasis is placed upon a strong professional background as well as liberal arts courses and the fulfillment of teacher certification requirements. Dance, is an art form using movement as its medium for expression, and within the dance major curricula emphasis is placed on movement proficiency and understanding. otudents are required to enroll in a modern technique class while in residence and must achieve the level of advance technique prior to graduation. An environ- ment is provided in which the dance students may begin to develop as artists-choreographers. A dance composition sequence begins with improvisation and continues through beginning, intermediate, and advanced composition culminating with a dance production work- shop. The dance curricula also includes musical training for dancers, ballet technique, dance-teaching methods courses, and theory courses in dance history, theory, and philosophy. Dancers rehearse and perform in student works as well as in those of faculty and guest choreographers. A total of 130 hours, not counting basic physical education, is required for the degree of Bachelor of Fine Arts in Dance. Senior students must present a satisfactory special project as part of the degree requirement. The specific course requirements and curricula for dance may be found on pages 340-342 of Under- gradua te Study , 19 71-72 . Labora t ory and Clini cal Experience In order to make theory more concrete, the dance curriculum in- cludes the following laboratory and clinical experiences : Laboratory experiences : 1. Structured observation in local public schools and occasional off-campus observation in public schools. 2. Practical experience in typical tasks in choreographing, teaching, and rehearsing groups of peers within several of the major courses. 3. An off-campus, structured orientation to the public school system and community in which the student will later student teach, including supervised written accounts of this observation. 115 Secondary Education 101, a freshman orientation class, provides an introduction to the teaching of dance and includes observation of dance class situations in the elementary and secondary schools, discussions of the problems of teaching as they relate to dance, and the viewing of movies dealing with experimental approaches to the teaching of dance. Dance 243, The Teaching of Dance to Children, is a junior- level methods course in which students teach Saturday morning classes for children brought in from the community. The dance majors meet 2-3 times weekly for discussion and analysis of the lessons and teaching problems in general, in addition to teaching three classes with varying elementary age levels on Saturday mornings . Secondary Education 241, Technic of Teaching in Secondary School, continues the laboratory experiences initiated in Dance 24 3 by bringing high school age students to the Uni- versity for Saturday morning classes. Students in this methods course teach these classes during the six weeks prior to leaving campus for student teaching and after they return. These students meet several hours weekly for dis- cussions and analysis. The use of televised teaching has been used as aid for the students in achieving objectivity regarding their teaching problems. Dance 245, Dance in the Elementary School, a new course in this two-year-old curriculum, has not as yet been implemented. This course will concentrate on direct observation of the elementary school situation with as much actual teaching of classes as is possible within the school system. A junior year assisting program has been suggested and is currently under consideration as an addition to the program. This would enable the junior dance education major to assist a faculty member in a University service course for non- dance majors. It is felt that the dance majors are not themselves ready, in terms of their own development in dance, for this responsibility until they reach the junior year. Lectures in teaching methods courses provide additional in- formation that deals with planning, selection, learning re- sources, motivation, presentation, etc. This is then applied directly by the student teacher in her Saturday morning teaching class which is analyzed, discussed, and modified if necessary with the instructor. To supplement this, extensive observation sheets are used by the other class members to evaluate the class situation and the individual problems (physical, social, learning) of the children involved. These observations are shared with the student teacher. The student teacher also evaluates other classes using the ob- servation sheet and diagnoses the individual practices and problems of that situation. 116 The required and recommended reading list of teaching methods classes includes recent research in the field of education as well as in the specific area of the teaching- of dance. Both the education and physical education (dance library) libraries keep the dance education staff well informed of new acquisi- tions and send to faculty materials concerning new publica- tions in the field. These are included in course bibliography lists and are used in the course content. Films provide further information with the added merit of seeing actual situations. The most recent material available is covered in the lectures. The students then draw from the above sources of information and use them in their own indi- vidual way . Pr acticum Supervising teachers in the area of dance are chosen from among the rather limited number of dance specialists teaching in the state. The number of dance specialists is small, as is the number of student teachers to be placed, hence the supervising teachers are generally known personally by the head supervisor from the University of Illinois. Every attempt is made to place a student with a teacher who has a minimum of two years teaching experience and a bachelor's degree with a major in the teaching of dance. The supervising teachers have been observed by faculty members from the Dance Department at the University of Illinois and their educational backgrounds have been evaluated. The primary criteria for selection of cooperating schools involves the placement of the student teacher with the appropriate supervising teacher. Any cooperating school with a dance specialist teaching there is generally a large, well-equipped and well-staffed school providing the student teacher with a variety of experiences in extra-curric- ular activities as well as a variety of types of dance classes. Professional Guideline* The Dance Division of the American Association of Health, Physical Education and Recreation has published dance education guidelines in several issues of ''Focus on Dance." The University of Illinois Dance Department is aware of these guidelines and has consulted this source when involved in curricular development . Leaders in the field of dance education have had several develop- mental conferences on dance, under the auspices of the United States Department of Health, Education and Welfare - Arts and Humanities Program, and a member of the University of Illinois dance faculty has attended these meetings. The publication "Impulse," which reflects the views of these leaders, has been studied by the University of Illinois dance faculty and the dance teaching curriculum was found to more than adequately meet the 117 very basic guidelines which evolved from these meetings. This particular Department is one of the largest dance departments in the country and offers a more complete program of study than do most universities offering a major in dance. Evaluation off Graduat es A teaching of dance degree has been granted by the Department of Physical Education for Women of the University of Illinois, since 1952. Since that time, there has been a history of placement of these graduates in highly recognized high schools in this state. Since the number of students graduating from this curriculum has been relatively small, an informal curriculum evaluation was made by the. graduates through persona] contact. The present Bachelor of Arts in the Teaching of Dance curriculum has been in effect for only two years and, therefore, has not graduated students. This new teaching curriculum represents a major change from the previous Bachelor of Science degree in the teaching of dance which was under the auspices of the Department of Physical Education for Women. The new curriculum reflects the establishment of dance as a separate department in the College of Fine and Applied Arts and includes a greatly strengthened prepa- ration in dance as well as dance teaching methods courses which are separated from physical education for the first time. Six students will be placed in student teaching situations next year and should be graduated in June, 19 72, the first students to graduate from the new curriculum. It would be most appropriate for the Dance Area Committee to develop a formal evaluation pro- cedure at this time to determine the effectiveness of the new dance education curriculum and to establish a direction for future changes . Long-Range Planning As has been stated in the previous section of this report, the present dance education curriculum has been in effect for two years and represents a major change from the previous curriculum. The present curriculum was the result of consultation and evalua- tion with faculty and students over a two to three year period of t ime . At the present time, the dance Student Advisory Committee has two subcommittees active in curricular evaluation and revision: 1. A committee composed of students and faculty to revise the science requirement for dance majors, and 2. A committee to revise the Faculty Evaluation Questionnaire which evaluates teachers, courses, and the curriculum at the end of each semester. 118 The Faculty Evaluation Questionnaire has been used as one means of establishing long-range plans for teacher education. In addi- tion, the problems involved in teacher education are a topic for discussion within the Committee for the Preparation of Dance Teachers . At this point, two years after a major curricular revision, it is felt that the present curriculum should be fully implemented and produce graduates before a full scale evaluation Would be feasible, Some tentative long range plans for the curriculum have emerged from faculty-students discussions: 1. The initiation of a junior assisting program in which junior teacher education majors would assist faculty members teaching University classes for non-dance majors. 2. The expansion and inclusion of other forms of dance in the present, basically modern dance program (ethnic dance) . 3. A student teaching semester should be offered both fall and spring to accommodate the larger number of students who will soon need these courses and to provide greater flexibility for the program. 4. The provision for a greater variety of cooperating schools in which students could be placed for student teaching. 119 BASIC PROGRAM FOR THE PREPAR ATION OF TEAC HERS OF THE " DEAF AND HARD-OF-HEARING Design of Curricula In addition to general background in Liberal Arts and Science students in this program take a block of courses in general edu- cation which provides course work in child development, classroom programs, and management of normal children. Observation and student teaching with normal elementary school children is included. Course work in speech and hearing covers phonetics, speech science, speech reading, auditory training, audiometry, and the utilization of residual hearing. Students also take a course in linguistics and two courses in manual communication. Course work in the broad area of special education is included in the program and electives may be taken in other areas of special education to help teachers of the deaf in dealing with multi-handicapped deaf children. The student has a broad body of knowledge in tbe above areas when he begins courses specific to the education of the deaf. This background allows the instructor in education of the deaf to re- late this previous knowledge and skills to classroom work with deaf children and to develop the unique skills needed by teachers of the deaf. The broad competencies that the specialized curriculum in deaf- ness attempts to develop are: 1. Knowledge of a range of specific techniques used to teach deaf children and the ability to adapt these techniques to a specific situation. 2. Knowledge of learning theories and the ability to apply these theories to deaf children's learning. 3. Knowledge of normal language development, including new information available in the area of psycholinguis tics , and the ability to apply this information to the speech and language development of deaf children. A. Knowledge of the structure of the English language and the ability to relate linguistic theories to language teaching for deaf children. 5. Knowledge of curriculum requirements for both hearing and deaf children and the ability to choose appropriate 120 goals and procedures for optimal learning at a given stage of development. 6. Knowledge of a broad range of media and materials and the ability to use. them effectively to attain carefully chosen goals . 7. Knowledge of techniques of planning and analysis and the habit of critically analyzing and evaluating plans and performance at all times . 8. Knowledge of constantly emerging information and materials in the field of deafness and in many other related fields and a willingness to seek out and apply these findings. 9. Knowledge of, experience with, and sensitivity to the needs of a broad age range of deaf children as children, as well as children with special problems that may be imposed by deafness. This includes interaction with deaf adults as well as deaf children. 10. Knowledge of special problems that may be imposed by additional handicaps, either social, emotional, or physical, and the ability to adapt learning strategies and. materials to the specific needs of these children. 11. Knowledge of all forms of communication commonly used by deaf children and adults and some beginning proficiency in manual communication modes. Students in this program are primarily prepared to teacb deaf children at the preschool and elementary level. However, since both students and teachers are found in a number of different kinds of settings it is hoped that the above competencies will provide sufficient flexibility for adjustment to a unique setting. Student teaching in both residential and public school settings assures flexibility and better understanding of some strengths and weaknesses of both types of programs. Course work and experience with hearing children in the Elementary Education Department give students a basis for judging the behavior and ability of deaf children in terms of their normal peers and allows the future teacher of deaf children to function more effectively in a public school program. Course work in manual communication prepares the student to function more effectively with deaf parents of deaf children and to adjust more easily to a program that may use more than one method of communication. Content for the Teaching S pecialty Students in Deaf Education take course work in Elementary Educa- tion (curriculum, . child development, reading, music, math) and student teach with normal children in order to be familiar 121 with the program for hearing children that must be adapted to the special needs of deaf children. Courses in speech and hearing (hearing disorders, audiometry, speech science, aural rehabilitation and phonetics) insures background in the causes and results of hearing impairment. Courses in linguistics are aimed at developing competence in the structure of language, a major problem of all hearing impaired children. Specialized methods courses attempt to integrate and adapt this previous information to the needs of deaf children as veil as teaching special methods . Courses in other departments are selected only after consultation with that faculty and after the special needs of the deaf educa- tion students have been discussed. Student input is considered in evaluating course content . Faculty participation in national meetings, committees, etc., in the field of deafness help keep the content of the teaching current. Similarly, consultation with experts in related fields (i.e., psycho- linguistics, linguistics, speech and hearing science, and general education) keep faculty informed of significant developments in related disciplines. Furthermore, the yearly evaluation of all curriculum experiences for the United States Office of Education tends to encourage efforts to keep programs up-to-date. Laboratory and Clinical Experien ce There are numerous opportunities, required and voluntary, for students to interact with deaf and hard of hearing children and adults . For examples : a. Freshmen and sophomores observe one morning or afternoon each week. b. Juniors act as teacher-aides tx^o mornings each week. c. Students observe speech and language tutoring and audio- logical evaluations in the Speech and Hearing Department. d. Students observe a variety of age levels in local school classes for deaf children. Detailed reports required. e. Students observe of several outstanding programs for deaf children with an accompanying in-depth workshop. f. Students informally participate with local deaf children (bowling league, Girl Scouts, etc.). g. Students usually observe a normal hearing class during the first two weeks of school (Ed. Prac. 250). h. Student interaction is scheduled with deaf adults in the local community. 122 In addition, each student is required to do two weeks of individual speech tutoring, which includes the diagnosis, remediation, and the projection of future need in speech development of the tutee. This activity is supervised by the classroom teacher and the Uni- versity supervisor. Practice in audiometric testing is also a part of the. work in the Speech and Hearing Department. Furthermore, speech tapes and workbooks have been purchased to set up a Listening Laboratory so that students can develop the skills necessary to assess and remediate the speech of deaf children . Teaching and learning theory within the curriculum must be applied to the special needs of deaf children. Some exposure to these concepts with normal children is assumed, more must be provided in the curriculum itself and then adapted to deaf children. Student teaching is carefully monitored by the University super- visor (weekly visits) and the instructor of the methods course. All planning and teaching is carefully evaluated to insure the application of learning theory concepts to the actual teaching situation. Students are not placed in any laboratory or clinical experience without insuring adequate supervision by either an experienced teacher of deaf cbildren, the university supervisor, or both. Practicum The practicum is in many ways the climax of the course work and clinical experiences required of undergraduates. Consequently, numerous efforts are made to maximize the quality of the experience Cooperating teachers, for example, are recommended by University supervisors and local supervisors. The majority of cooperating teachers have master's degrees. Furthermore, the majority of cooperating teachers have at least two years of experience. There is, however, a realistic problem of finding enough well qualified teachers in the special area of the education of the deaf and hard-of-hearing. Consequently, the faculty for this curriculum participated in a workshop at the Illinois School for the Deaf to increase the knowledge and skills of cooperating teachers. A position (Coordinator of Student Teaching) was also developed at the Illinois School for the Deaf to screen cooperat- ing teachers and to coordinate all student teaching activities. The practicum is a balanced program in which the student must practice teach in two distinctly different settings: a resi- dential school and a public day school. Practicum facilities arc selected on the basis of the general quality of the educational program and classroom instruction offered. The proximity of 123 the facilities to the student must also be taken into consideration Professional Guidelines Guidelines offered by the following sources have been considered in developing the professional studies component of the curriculum for the teaching of the deaf and hard-of-hearing : a. Council on Education of the Deaf - Proposed Standards for Certification of Teachers of the hearing Impaired. b. Council on Exceptional Children - Teacher Preparation Guidelines . c. Recommendations from the Office of the Superintendent of Public Instruction, OSPI , Advisory Committee on Teacher Preparation . The subject content recommended by these guidelines is covered in classes teaching methods of teaching deaf children. At least one faculty member in this curriculum has participated both formally and informally in the drawing up of these guidelines. Laboratory and clinical experiences have been increased within the last two years. Students observe and interact in classes for deaf children much earlier in their academic experience. They also have structured experiences with deaf adults as recommended by the guide- lines . Furthermore, these professional guidelines influenced the addition of required courses in linguistics and two courses in manual com- munication. Evaluation of Graduates The stated objectives are evaluated during course work by means of tests and assignments structured to check the student's ability to apply theory to the practical situation. Further evaluation is conducted during two student teaching experiences by the Univer- sity supervisor, the cooperating teacher, and supervising teachers in the schools. Furthermore, tests are given and evaluations are prepared by the University, the cooperating teachers, and the students regarding academic preparation and practicurn experiences. In general, evaluation at the present time is somewhat informal. Graduates tend to maintain contact with the University and evaluate their own experiences after graduation. Since the number of stu- dents prepared each year is small, as is the field itself, contact is maintained at national and state meetings. Records are kept to ascertain where graduates are teaching. 12A Several types of evaluation of students have been studied, however. This is an area that needs further study in the field of deafness. It is recognized that teachers of deaf children need a great deal of guidance and evaluation during their first year in the- classroom. If there were adequate supervision in the classroom this would be possible and evaluation could be conducted through this channel. This is not the case at present. An alternate plan being explored is a one year internship with frequent contact with the University. This would allow more adequate evaluation of graduates. To date, informal evaluation by administrators and supervisors in programs for deaf children reveal very limited information, but do seem to confirm the achievement of most of the stated objectives, Limited and informal evaluation by administrators, supervisors, and graduates themselves do reveal the following: Strengths 1. Graduates have a broad range of techniques and methodology available to them. 2. They are flexible and can adapt to unique situations. 3. They tend to evaluate their performance as they teach and make appropriate changes. They are not bound to a single approach . 4. Most graduates take further course work to increase their competencies and keep abreast of trends in their field. Weaknesses 1. They need more intensive practicum experiences during preparation . 2. They need more theory and practice in teaching speech to deaf children. (This is an almost universal comment about graduates of teacher preparation programs that do not have demonstration schools.) 3. They need more preparation in the use of media and the application of technological developments to the educa- tion of deaf children. A. They need more knowledge of the use and selection of amplification equipment. Use of Evaluation Results More practicum experiences have been added at an earlier time in the curriculum. Existing practicum has been increased in time and scope. The content of the methods courses is modified each 125 year. The development of a core course in the Department should free some time in the methods courses for more depth in the area of speech and the development and use of media and materials . There is more communication than formerly with the Speech and Hearing Department in an attempt to share resources and more clearly state the specific needs of students. Individualized work in the area of speech teaching is planned for next year. Long-Range Planning The curriculum for the preparation of teachers of the deaf is in the process of being restructured. Its new structure will be strongly influenced by the five activities below. 1. The formation of a state group of personnel engaged in the preparation of teachers of the deaf to improve co- ordination of programs within Illinois. 2. The yearly review of the status of graduates from the curriculum, necessitated by the application for funds from the United States Office of Education (USOE) . 3. Site visits and recommendations made by the USOE committee, A. Participation in a proposed national organization for educators of teachers in the area of deafness to improve coordination among these programs. 5. Participation in reviews of national standards being prepared by the Council on Education of the Deaf for Teachers of Hearing Impaired Children. In addition, the Department of Special Education is developing a core course of teaching competencies required in all areas of specialization within the Department. Faculty for the curriculum are also participating in long-range planning for the University. 126 BASIC PROGRAM IN ELEMENTARY EDUCATION Design of Cur ricula The basic dimensions of the two degree programs (elementary educa- tion and early childhood education) in the Department of Elementary Education reflect a view that teachers at these levels are es- sentially generalists who work with children in a variety of areas. The first two years of the programs are similar in course require- ments, but in the junior and senior years they become more special- ized. The early childhood education program, for training teachers of pre-kindergarten through third grade, turns to more extensive classroom experience with an additional semester of student teaching and greater emphasis on methodology, curriculum, and classroom programs for the nursery school and early grades. The elementary education program, geared to training teachers for kindergarten through ninth grade, continues the bread sweep of the first two years with further requirements in the social studies and mathematics. It incorporates wider elective allowances, permitting students to gain additional exposure or greater depth in fields of their own interest and choice. The academic portions of each program expose students to content in the fields that might be part of the education of children. In addition, students are expected to build an area of concentration in an academic field The professional portion of the two programs reflects concerns that students understand the role and function of the school as an institution; that they have functional understandings of human development and learning theory; that they understand curriculum programs, and; that they have appropriate methods and content in fields to be taught. In- addition, it is assumed that pros- pective teachers must have experience with children in classrooms through participation and student' teaching. These two general programs do not attempt to aim students at any special teaching conditions such as urban, rural, or disadvantaged, nor are as- sumptions made concerning special school organizations such as nongraded or team teaching. The programs attempt to expose students to these special structures without really creating specially trained teachers . Special Programs Alternate Teacher Edu cation Pro gram (ATEP) . This program differs 127 from existing programs in that ii: attempts to provide early school experiences in the freshman and sophomore year for an integrated group of disadvantaged Black students mixed with a usual group of White undergraduates . In this special program students enroll in special sections of several academic courses and in Education 100, 101, and Education 199. These courses allow for assignment to a school and a seminar format. At the junior level, students move into the regular program and complete degree requirements. At present, the first group of students who entered the program are juniors and will be graduating in June, 19 72. Bristol Attachment . A special opportunity is afforded 25 students each year to spend the entire second semester of their junior year studying at training colleges affiliated with the University of Bristol, England. The British academic faculty committed to implementation of the program are senior faculty members at the University of Bristol, the College of St. Matthias, Redlands College, and Newton Park College. These highly competent and dedicated people are in close association with the Local Education Authority which administers the schools of Bristol. The intent of this opportunity is to expose students to educational programs and practices found in modern infant schools of Bristol. Students not only study these programs, but also work with children in the classroom. This classroom experience lasts approximately five weeks. The special aspects of this program actually spread over three semesters. During the period immediately preceding the attachment at Bristol, students enroll in a seminar in which they study related elements of British and American schools. As part of this course, they visit and observe in local schools. Bristol-bound students complete their observation-participation course (Elementary Education 237, described in a later section) before going to Bristol. This gives them increased awareness of the way children act, learn, and respond, as well as more extensive contact with American schools and practices. This also enables them to take fuller advantage of their Bristol ex- perience. After return to campus and during student teaching, these students are placed in classrooms that offer flexibility and activity similar to that found in the British schools. These students are all supervised by the same College supervisor and participate in a common seminar which runs concurrently with student teaching, and in which they may evaluate, question, and integrate their various experiences . Content for the Teaching S peci alty Basic degree requirements include specific requirements in language 128 arts, social sciences, mathematics, humanities, natural sciences, fine arts, and health and physical education. These represent the teaching areas to be found in elementary school classrooms. Some courses required of students are specifically designed to deal with content related to the teaching to be done with children. Courses are offered in areas such as children's literature, art, music, mathematics, and physical education. Most of these courses are taught in the academic departments outside the College of Education. Programs for teacher education at the University of Illinois are controlled by the Urbana Council on Teacher Education through area committees. In elementary education the area committee is composed of members from a variety of academic fields who play an active part in program modification or development. In addition, academic departments are consulted when new programs related to their fields are developed. Most required courses concerned with academic content are taught in academic departments whose professors are working at the frontiers of their disciplines. As educationists, the elementary education faculty make no pretense of having the knowledge to dictate content for these academic courses. Instructors in various departments are given feedback about what students in elementary education say about courses, but the specifics of con- tent is the responsibility of the professors. Labo r atory and Clinical Experience The major laboratory experience required in the elementary and early childhood programs comes as a part of Elementary Education 237, Theory and Practice in Elementary Education. This observa- tion-participation course is designed to give prospective teachers experience in observing regular elementary school classes and working with small groups of children so that the participant might become sensitive to the thinking, actions, and reactions of children. The students participate in morning classroom activities for at least six to eight weeks. They are not student teachers, but they do become actively involved in regular class- room activities. This five-semester-hour course is oriented toward looking at teaching behavior and the fundamental curriculum dimensions of the elementary school. It involves lectures, dis- cussion groups, television analysis of actual teaching episodes, as well as experiences as a participant aide. A second laboratory experience is provided in Elementary Education 335, an elective course in the elementary education curriculum and a requirement in the early childhood curriculum. Elementary Education 335 is a course in teaching techniques in elementary school science and is frequently taken before the junior year. This course provides experience in working with small groups of children in micro- teaching and utilizes a number of resource people as well as 129 laboratory equipment and video taping in the activity-oriented learning situation, A further elective experience is available to undergraduates in a student-planned and student-implemented Saturday school called, KIDS, INC. Those who organize and manage this project are enrolled in Elementary Education 199, while others volunteer on Saturday morning for particular teaching tasks. Additional information concerning KIDS, INC. is located on pages 294-295 of this document. Clinical experience is included in the Elementary Education 237 course through television analysis of teaching situations. All majors are required to take a course in child development which is taught by specialists in the Department of Educational Psychology. This course is followed by the laboratory-oriented Elementary Education 237 course described above. The combination of these two courses offers students exposure to scholarly work and to work in situations where principles can be applied. All cooperating teachers used in the junior participation and student teaching programs are selected through an organized process They are recommended by the building principals and are then screened and assigned to students by college staff. The quality control rests in the fact that staff members responsible for the experiences are making the assignments. Practicu m Cooperating teachers are selected by the head of the student teach- ing program. This staff member is of professorial rank, and her sole responsibility is to coordinate and direct the program and to implement new student teaching programs as they are approved by the Department. At present, in addition to the regular eight-week, split-semester senior block, several centers are being opened where students will be placed for a 16-week experience in which methods courses will be taught in conjunction with actual teaching expe- rience. These methods courses will be taught by senior faculty who will travel to the centers. All student teaching centers are situated in Champaign-Urbana and seven Chicago suburbs. All nine school districts are considered to be outstanding and to have large numbers of high-quality teachers School districts recommend teachers to the Head of Elementary Student Teaching, who screens them for experiential and training background. Teachers should have three years of teaching experience and be holders of a master's degree. The principal of each school uses his own evaluative methods before recommending teachers. Principals are encouraged to be selective and discriminating. Supervisors who work with cooperating teachers make continuous reports on the work of cooperating teachers . Those who might not work well with students are dropped from further use. In addition, 130 at the conclusion of the semester, student teachers submit evalu- ations of their cooperating teachers. With these multix^le evalua- tions on every experience there is continual assessment of" each cooperating teacher. Professional Guidelines A number of professional guidelines for curriculum development are considered by the faculty. The standards of the International Reading Association, the National Council of Teachers of English, and the Association for Student Teaching, among others are fre- quently consulted. Although faculty members of this Department have been instrumental in establishing many of these guidelines and, therefore, have incorporated similar concepts in elementary education curricula, it is virtually impossible to apply the guidelines in toto to any one program. Frequently, too, these guidelines are inappropriate at the elementary level. Evaluation No systematic program of evaluation is utilized. At present, a comprehensive, college-wide questionnaire is being prepared to be sent to recent graduates. The results of this study should give valuable input as to the strengths and weaknesses of programs as perceived by graduates in the field, as well as by graduates who have pursued further stud} 7 . In most cases, the students react in mixed fashion to their pre- paration. They have viewed student teaching and other laboratory- based experiences as most valuable, methods and technique courses as somewhat valuable, and foundation courses in child development and social foundations as least valuable. This reflects the very practical orientation of both students and recent graduates. In addition, a student-operated evaluation program at the Univer- sity of Illinois critiques many of the courses offered. Students rate their courses and their ratings are published. This informa- tion is given close scrutiny in an effort to improve courses. Use of E valuat ion Results Feedback from teachers in the field indicates that students are generally quite well prepared in the subject-matter aspects of their teaching. This feedback is often informal, but both the director of student teaching and the supervisors of student teachers are alert to this type of information. The students often feel that much of the subject-matter material covered is not closely related to an elementary school classroom. Further- more, feedback suggests that students have an adequate background to begin teaching, but not enough to build real sense of security 131 in teaching. The part of the program which receives the most praise is student teaching. This reflects student need for a more practical experience. Several 16-week student teaching centers are being established to help meet this need. The Department of Elementary Education has standing committees that are concerned with undergraduate programs and laboratory experiences. These committees are charged with making recommenda- tions for program development. Both the undergraduate and labora- tory experience committees are presently working on modifications which recognize criticisms. One criticism which has already been met was that of a lack of student participation on Departmental committees . Students are now represented on Departmental and College committees. These students are usually members of the Elementary Education Under- graduate Advisory Council, a representative student group which works to communicate student concerns and aggravations to the Department, and Departmental concerns and policies to the students Another criticism which is recognized and which is bringing about consideration of a number of alternatives is that of the rigidity of the program. Possibilities are being discussed which would provide more options from which to choose, or which would provide greater flexibility within the existing curricula. Long-R ang e Planning Standing committees of the Department have been engaged in planning for program improvement . No formal studies of a wide scope have been undertaken, but a number of doctoral studies have been and are being completed which evaluate parts of the program. The existence of standing committees and the general procedures of involving staff in faculty meetings concerning curriculum changes exhibits faculty involvement. In addition, the structure of the Urbana Council on Teacher Education places responsibility for curriculum change in a broad-based area committee which facilitates a multidisciplinary approach to teacher education. Efforts now in the planning stage call for development of several different experimental programs, one of which might become the regular program. One of these, the Alternate Teacher Education Program, is already in existence. In addition, there is strong interest in preparing some teachers to work specifically in open classrooms. Most tentative proposals do involve earlier exposure to classrooms through earlier laboratory courses. Some faculty members in the Department of Elementary Education believe that the Department should increase its commitment to experimental programs in teacher education. Consideration is being given to this point of view. 132 BASI_C PROGRAM FOR THE PREPARATION OF TEACHERS ~ 91 IM E DUG ABLE MENT ALLY HANDICAPPED The major objectives of this curriculum are derived from the nature of the children found in classes for the educable mentally handi- capped. In general, the differing types of children placed in classes for the educable mentally handicapped may be grouped into three categories : 1. Children whose education and/or behavioral problems are presumed to come from organic damage or a failure in the development of the central nervous system. 2. Children who are presumed to be developing relatively evenly, but at a slowed rate without definite pathology, as representing the lower end of a distribution of intelligence . 3. Children whose problems are mainly in the academic area, though behavioral problems often develop as a consequence, and who may be presumed to be suffering the effects of an early environment which was disadvantaging to the develop- ment of skills and learnings necessary for school success. All of the children in these groupings have an implied heterogenity of educational need. The objectives of the curriculum are designed to help the students who are preparing to teach children who are educable mentally handicapped to meet these needs. More specifically, the faculty strives to assist students in meeting the following objectives as they prepare to become teachers of the educable mentally handicapped: a. the ability to provide structure and a discipline that leads to the development of inner controls; b. the awareness of differing subcultures, that choices among them are based on value judgments rather than absolutes, and that it is part of the teacher's role to strive to prevent the child from being penalized by a conflict between the culture of his home and that of the school; c. the ability to provide a classroom situation which fosters mental' health by accommodating the individual needs of children within the limits of tbc role of the school; i ?l d. a knowledge of a number of teaching strategies for each subject area, from which choices may be made and which may be modified to meet the needs of the atypical learner; e. a knowledge of learning principles to serve as a basis for the educational choice-making process; f. the ability to observe behavior, hypothesize a cause of problems, plan instruction related to the hypothesis, and to check the results of the instruction in terms of the desired changes in the behavior of the individual. The curriculum for the preparation of teachers of the educable mentally handicapped, in an effort to achieve the above stated objectives, includes the following components. a. Pre-student teaching experiences, for example, occur in many settings outside the schools in order to broaden the student's perspective of the life of the individual that has been identified as retarded beyond the educa- tional orientation. b. In Special Education 322, which is concerned with the study of the problems and characteristics of the retarded, the problems of the affective domain are included. For example, the class assignment during the past semester was to analyze the total program available to the re- tarded in one community and to make recommendations of what should be done to provide an adequate program. All facets of the life of the retardate were considered. This exercise appeared to be an excellent sensitizing experience for the students as they examined the total life style of these individuals. c. In Special Education 318A approximately two weeks are devoted to direct study of the affective domain, after which instruction is related to each of the special study areas. Instruction includes a study of the theory of personality based on need satisfaction. Required readings include such publications as Education for Alienation (Nathaniel Hickerson, Prentice-Hall, Englewood Cliffs. N. J., 19 66): The Disadvantaged: Challenge to Education (M. Fantini and G. Weinstein, Harper and Row, N.Y., 1968); Child Development I_: A_ Systemati c and Empirical Theory (Sidney Bijou and Donald Baer, Appletcn, New York, 19 61.) d. One of the social studies sequences approved for the curriculum and the one most often elected by the students includes a basic course in sociology followed by another course such as Stratification and Social Classes (Sec 223), Racial and Cultural Minorities, (Soc. 225), or Analysis of Juvenile Delinquency (Soc. 231). e. Social Work 316, Social Services for Children, has 134 recently been approved by the College as fulfilling a portion of the social sciences requirement. The single most popular elective in the curriculum is Special Education 321, Education of Disturbed and Conduct- Problem Children. Special Education 323 and 318A constitute a year-long sequence in methods, management . and curriculum for educable retarded children. These courses provide study of the basic skills (such as visual and auditory dis- crimination, sequential memory) . in the fall of 19 70, the seven-week, half-day practicum in special education was changed to a concentration on a single pupil who did not fit well into the EMH class to which he was assigned. With the supervision of a University faculty member, the student was helped to analyze the child's performance, plan remediation specific to the needs discovered, and prepare a plan of continued remediation. The object was largely to provide a situa- tion in which the student was allowed to focus on indivi- dual need and learn that it could be discovered, and that correct teaching can bring results before the teacher is caught up in the need to preserve group discipline in teaching an entire class. It was felt that this latter need, providing the greatest threat to new teachers s too often obscured the fact that these children do, indeed, want to learn and make progress when their educational needs are met. In the spring of 19 71, a two-hour course was given for those who will engage in the experience described in 2 (on the previous page) the following September. During this time a learning disabilities-approach was taken no introduce the students to the various basic learning skills; to some of the activities which both disclose these problems and/or may be used to practice the skills: and, to certain basic principles of learning, namely those involving the effects of teaching relevant cues, of starting with the familiar and moving slowly to the unfamiliar, etc. This course was added to Special Education 318A and 323. Student response was excellent. For basic preparation in teaching strategies and curric- ulum, students take courses provided for elementary educa- tion students in teaching reading (3 hours), mathematics (5 hours), music (3 hours), and arts arte shop (5-6 hours). All of these are completed before entering of the Special Education 318A-323 sequence which builds on the knowledge of teaching already gained. 135 Ex perimental Endeavors Ihe conversion of the fall practicum in special classes to an intensive experience with an individual child and the introduction of Special Education 199A in the junior year are both experimental programs this year. All placements were made in the Champaign school district last fall, and the teachers and the supervisor rated the program sufficiently successful and helpful that the assistant superintendent in charge of the placement of student teachers has granted special permission to continue the program. Another experimental direction which has not yet been achieved but to which the curriculum is committed during 19 71-72, is the development of closer ties with the curriculum preparing teachers of children with learning disabilities. This is seen as necessary because (a) there is presently excessive overlap of course content and (b) it is believed that the specialist of the future who will work with the educable retarded will need strongly developed di- agnostic and remedial skills and the ability to direct the in- structional efforts of a staff, rather than the skills which are called upon in the segregated classroom. It is planned that separate certifications and separate curricula will be retained. Content .for the Tea chi ng Specialty Undergraduate students who received bachelor's degrees in the. education of the educable mentally handicapped are eligible for dual certification in elementary education and in the education of the mentally handicapped. This dual certification indicates that the Department of Elementary Education of this University and the Office of the Superintendent of Public Instruction of this state accept the premise that students in this curriculum receive the necessary content and subject matter to qualify as elementary school teachers. By granting entitlement to this program 5 the Office of the Super- intendent of Public Instruction has also indicated its acceptance of the content as meeting the needs of persons preparing to teach the educable mentally handicapped. The commitment of the faculty to flexibility and perspective is evident in the problem-based orientation of the curriculum; in the attention given to the application of principles of learning, and; in the experimental portions of the program previously des- cribed. A systematic effort is made to keep the content of the curriculum current. Constant re-evaluation is stimulated by recurrent reviews by panels of professionals in the field who are responsible for the awarding of fellowship funds. In 1971-72, these reviews will be at three-year intervals. One of the projected criteria for fellowship funds is that no program is apt to be refunded if it 136 has retained the same program, unchanged and no stronger, during the three-year period. The process of providing greater cooperation and reducing overlap between this program and those in learning disabilities and emotion- al disturbance will help ensure this movement toward evaluation and revision within the Department of Special Education. Furthermore, the Department of Special Education has committed itself to the review of the total departmental thrust. This effort will, of course, necessitate review of each program within the Department. As a part of this endeavor, a course is being planned which will focus entirely on such teaching skills as task analysis , the writing of lesson plans, and behavior modification programs. This course will ensure that these topics will receive the at- tention which they deserve, and it will also free time within the existing courses. L abora tory and Clinical Exp erience Students in the curriculum for the education of the mentally handicapped have practical experience in working with the re- tarded prior to and during their undergraduate education. Ex- perience with the retarded is required for admission to the curriculum. Seme new students have* extensive school room ex- perience as cadet teachers in high school or possibly camping experience with the retarded. These students are assigned to observe and participate in the schools or in rehabilitational, recreational, or training facilities within the community in an effort to complement rather than duplicate their earlier contacts. Among the required laboratory experiences is a minimum two-hcur registration for the "junior experiences." These experiences are frequently elected by students in both their sophomore and junior years. An effort is made to suit these experiences to the needs of the individual students. Also during the junior year, a number of students elect to enroll in Special Education 199, Undergraduate Open Seminar. This course is taught, in part, through the posing of problems describing the behavior of children, from which the students are required to practice forming diagnostic hypotheses and to suggest remediation procedures. Furthermore, Special Education 324, a course in measurement of the exceptional, re- quires the administration and interpretation of various testing instruments . After the introductory work in Special Education 199, senior level students begin working with individual children in EMH classes who are exhibiting problem behaviors. The classroom teacher may not know the basis of the child's problem or the real level at which the child is functioning. Students have approximately seven weeks in which to fir.d the pupil's level, diagnose his problem in terirs of the basic skills or other deficits, and 137 plan and teach a remedial program. This is done under a registra- tion of 3 semester hoars in Educational Practice 220A. Some of the scholarly research and writings that are applicable to and taught in the methods courses are those by Zeaman and House on discrimination learning and relevant cues; by Bijou on behavior modification through operant conditioning, and; by Scott on the engineering of attention. Special Education 322, Psychology and Education of the Mentally Handicapped, and Special Education 324, Mental and Educational Measurement of Exceptional Children, are based on research findings suitable to their subject matter fields, The best indication that these findings, which form part of the course content, are also incorporated in experimentation and prac- tice is that there are practica attached to both 322 and 324 which are directed by instructors of those courses, while student teach- ing is supervised by the instructor of the methods courses and by assistants who audit the courses with the students . All of the faculty in mental retardation on this campus and each of those who assist in teacher education, whether as students or assistants, have had significant and successful practical, class- room experience with retarded children as one condition of their recruitment to this faculty. Practicum — — — » The criteria for the selection of cooperating teachers are (a) successful experience in teaching, (b) full certification in the special area, (c) willingness to accept and work with a student teacher, and (d) an assessment on the part of their own super- visors that they have the necessary flexibility. A master's degree is not required. The number of teachers entering mental retardation at the master's level all too often indicates a thin veneer of summer courses overlaid on a long-term commitment to the academic values of the regular class . On two occasions it has been necessary, in order to allow students with special needs to graduate, to use teachers who were completing their first year in special education. In these cases, special arrangements were made to have an older teacher in the building act as advisor and back-up supervisor, and some of the most capable University supervisors were assigned. In no case has this been done out of the local area, where extra visits are feasible on very short notice. The need for such exceptions of course, arises from (a) the tremendous increase in the number of student teachers needing placements in a total field which has an insufficient number of master teachers, and (b) the rapid turnover in the field, which means that the established teacher is more rare than is true of other educational fields. The criteria for selecting cooperating schools include the absence of any restriction on the race, color, religion, or sex of the 138 cooperating teacher; the presence of a recognized program of special education with which the Department is willing to have its students allied; and willingness of the district to cooperate in teacher education. At the present time, there are no figures available to determine the number of cooperating teachers who have training relative to the supervision of student teachers. However, formal training in supervision is rare because such courses are seldom offered. Furthermore, the University lacks the resources to offer such courses to special education teachers dispersed ever a wide area of the state. The Departmental control in this regard, then, is limited. However, when the opportunities of the student teacher have been unnecessarily restricted by the cooperating teacher, the teacher was not called upon again to act as a cooperating teacher. Profes sional Guidelines One guideline for all parts of the professional component is the publication, Profe s siona l Standards for Personnel in the Education of Exceptional Childr en, published by the Council for Exceptional Children. This publication is the result of conferences which brought together the leading experts in the field. In this docu- ment, base requirements and desirable guides for the field are recommenced. The Department of Special Education has also been involved in the development of professional guidelines. The Department has been called upon to assist with some of the assessment projects under- taken by the field for the development of guidelines . This does provide the faculty an intimate acquaintance with developments . In the recent past, these have included the planning and hosting of one of the six regional conferences on the identification of problems, barriers to their solution, possible solutions in the field of special education, and the planning and hosting of one of six regional conferences on doctoral programs in teacher edu- cation. These were special projects funded by the Bureau of Education of trie Handicapped. In addition, one member of the Department is a member of the professional review panel in mental retardation which evaluates training programs throughout the country. The professional guidelines have fostered the development of closer cooperation among special education and other, "regular" teacher education curricula. Educational Practice 250 and 232, for example, now attempt to introduce the special teacher to "regular" education; to allow her a better understanding of the job and the problems of the ''regular" teacher; to provide better communication, and to allow the pre-service teacher to develop an internalized "yardstick" of average development in order to keep a sense of proportion about the special children with whom 139 a x. she will work. The Department of Elementary Education has teen provided with guidelines concerning ways in which the goals of special education students may differ from those of the "regu elementary school teacher trainee. The professional guidelines offered by the Council for Exceptional Children and the reviews by panels of professionals have led to the requirement, rather than the recommendation, that all students complete pre-student teaching observation and practicum (Special Education 199), which was formerly done without registration or credit. While this is not yet in the official curriculum, an examination of student records during the past two years will show that it has been fulfilled without exception. It is also listed as a requirement in the Handbook with which students are provided. Professional guidelines have also prompted the shift to Educe.tional Practice 220A from a classroom experience to an individualized tutorial program. The guidelines recommended by professional organizations have not been adopted without prior critical examination, however. In fact, yearly requests for fellowship funds (addressed to the Bureau of Education for the Handicapped) require a description and evaluation of changes made during the year and proposed improvements. Grants are not received unless some critical examination has taken place and those guidelines which indicate current thought in the field have been applied. Evaluation of Graduates The nature and needs of the field have been such that up to this point there was a rather uncritical acceptance of any teacher certified to teach the retarded. Admittedly, this coupled with the critical need to constantly re-evaluate the curriculum to keep up with the new knowledge in the field, has not been conducive to the development of the evaluation of teachers. Students are evaluated, however, on entrance to the program. For- merly, this was done by individual interview. Now it is done through a quantifiable rev/iew of personal history and letters of reference. Therefore, the presence of various desirable attributes, including firsthand knowledge of what retarded individuals are like, may be ascertained prior to admitting a student to the curriculum. The curriculum is also small enough to encourage student- teacher feedback. At the junior level, students are asked to write evalua- tions of the adequacy of the curriculum and. course work. The stu- dents' comments are also published in The A dvisor , a student publi- cation which protects the source of comments . Seniors are asked to submit written comments and to discuss desirable changes with the head supervisor. A special effort is made to elicit comment regarding practicum experiences. 140 Near the end of the final student teaching period, the supervisor and cooperating teacher each fill out an evaluation of the student in terms of many of the specifics of teaching success, from appli- cation of learning principles to legibility of handwriting. After each of three practica, the teacher and supervisor evaluate. the student and write letters of reference describing the per- formance of the student. Admittedly, there is a lack of formalized feedback about students after they have left the University. One informal type of feedback; however, is the number of directors of special education who call concerning their need for teachers and indicate that they prefer those trained at Illinois. A large proportion of students who complete basic programs in special education go on to graduate work in special education. It is difficult to say to what extent this is the influence of the curriculum, and to what extent it is brought about by the very high level of academic excellence characteristic of this select group. Here attention must be given to the evaluation of graduates. At present, this is a weakness of the program. Lo ng- R ange Planning No formal research is being conducted at this time, partially because the teacher education program for the educable mentally handicapped is the responsibility of two faculty members with the help of graduate assistants. This is not conducive to the allocation of time for formal research. This does not suggest that research is not seen as important. It has a low priority because of the pressures of time. Research concerning the teach- ing of the retarded is being conducted on this campus and its findings are incorporated in course work. In fact, the faculty in mental retardation participated in the long-range planning conference on teacher education in mental retardation held on this campus during the summer of 1970. At present long-range plans include the development of a program to draw the areas of mental retardation, learning disabilities, and emotional disturbance into a learning program with a single main stem, with branches leading to special competencies in the individual areas . This will reflect an underlying movement in the field away from etiological, non-educationally-relevant categories toward concern with meeting individual need without the imposition of labels. This will call for teachers with much broader skills. Efforts will also be made to develop teachers with special skills in pre-school education. This also reflects the direction of 143 change in the field. Prevention is the only way most children can be helped significantly. Amelioration is not as beneficial as prevention. The fact that the State of Illinois is considering legislation which will reduce the minimum age for school attendance of special education pupils to age three reinforces this belief. 142 BASIC PROGRAMS IN ENGLISH EDUCATION The curriculum for students preparing to teach English in the secondary school is designed to achieve the objectives established by two recent studies of the role and preparation of the English teacher: the Illinois State-Wide Curriculum Study Center in the Preparation of Secondary School English Teachers, a project sponsored by the United States Office of Education, 1969, and; the English Teacher Preparation Study, conducted by the Modern Language Association, the National Council of Teachers of English, and the National Association of State Directors of Teacher Educa- tion and Certification, 196 8. The Illinois State-Wide Curriculum Study Center in the Preparation of Secondary School Teachers of English "Qualifications of Second- ary School Teachers of English: A Final Statement" and the English Teacher Preparation Study "Guidelines for the Preparation of Teachers of English" provide a statement of the objectives of the English education curriculum at the University of Illinois. The present curriculum, as designated in the University bulletin Undergra duate Study, reflects the coverage and emphasis in both reports. Because directors and researchers of these reports are influential faculty members of this University in both English and secondary education, the undergraduate program has been significantly shaped by objectives derived from these analyses of the English teacher's role. There are presently four programs to prepare certified teachers of English at this institution. Each program includes courses in the subject matter most often included in secondary school English classes. Over 90 per cent of all students preparing to teach English are required to take the following English or re- lated courses for a minimum of the indicated hours of credit: Literatur e : Shakespeare: 3 American Literature: 6 English Literature: 6 Literature for Adolescents 3 Genre Courses : 6 Literary Criticism 3 143 Rheto ric and Freshman Rhetoric: 6 Language : Advanced Composition: 3 Grammar and Usage: 3 History of the English Language: 3 Speech : Public Speaking: 3 Oral Interpretation: 3 Readi ng: The Teaching of Reading: 3 In addition to these courses , each program requires additional hours in English, some specified by the particular program and some elected by the student. The programs in English Education are reviewed periodically by the Urbana Committee for the Preparation of Secondary School Teachers of English. The recent addition of the Teaching of English as a Second Language program resulted in part from the work of this committee. In addition, informal contact among English staff and semesteriy meetings of methods course teachers helps to keep the teaching content current. The proximity of the National Council of Teachers of English and the National Council for Teacher Education and Educational Resources Informa- tion Center and the staff sharing with these centers have also helped to keep courses up-to-date. In recent years, involvement in the Illinois State-Wide Curriculum Study Center on the Prepa- ration of Secondary School Teachers of English and the English Teacher Preparation Study has been a major contribution. Laboratory and Clinical Exp erience Although specific laboratory and clinical experiences are not required of all students preparing to teach English, there is considerable opportunity for such experience. For example, English 310 (Literature for the High School) provides an op- portunity for secondary school students to join college class discussions in order to highlight for the teacher trainee the adolescent response to books. For several years, students in English sections of Secondary Education 101 spent two to three- weeks in local schools as aides to English teachers. Although this program was recently discontinued due to scheduling dif- ficulties, an effort is being made to revive and expand it. A growing collection of video tapes of English classes and micro- teaching experiences provide an opportunity to analyze teaching problems and techniques (Secondary Education 101 and 241) . Video tapes have been used in English courses such as English 215, 310, and 370, and Rhetoric 389 to demonstrate and diagnose problems and processes in language teaching, creative responses to liter- ature, and composition. English 310, Literature for the High School, also sponsors a project which sends students to a local 144 school to help with an experimental program of independent reading for eighth grade students. In Secondary Education 336, the Teach- ing of Reading, students use audio tapes to practice diagnosis of reading problems. An advanced reading course, Secondary Education 339, is entirely clinical and involves students in diagnosing and treating handicapped readers. The findings of research and scholarly writings are incorporated in English and secondary education courses. Many professors teaching these courses are doing research in English and education, and major research in these fields is being done at the University. In Secondary Education 101, 241, and 336 students are required to read and interpret current research in English education and read- ing, and to use research in p rob]. em-solving and in clinical and laboratory experiences . These practicum and research elements of the curriculum for the preparation cf secondary school teachers of English have been significantly influenced by the two sets of nationally accepted professional guidelines previously mentioned. A comparison of the list of courses taken by the large majority of students in the present English education program (pages 143-144 of this document) with those guidelines gives evidence of their influence. Since the publication of these guidelines, other changes have occurred, specifically, the program providing an alternative to a minor and the strengthening of requirements in English language and advanced composition. Moreover, all projects described earlier attest to ongoing examination and implementation of the guidelines . E valuatio n of S tudents There is some relationship between the previously mentioned objectives and guidelines and the criteria in "Student Teacher Evaluation Report — English" currently used in the student teacher supervision program. Other than that instrument, there are no standard means presently used to collect data on students at the time of their graduation. However, some instructors do regularly ask their students to make a thorough assessment of their professional preparation immediately following their student teaching. The six forms of the Illinois Teacher Rating Scales were used during the period of 1964-1969, to evaluate University cf Illinois graduates of the English education program. Five of these scales each contain 35 criteria grouped in these six major categories: personal qualifications, knowledge of language, knowledge and skill in written composition, knowledge and skill in literature, knowledge and skill in oral communication, and knowledge and skill in teaching English. While the large majority of the University's student teachers and first-year graduates were consistently rated at the superior-good 145 level in all categories, in knowledge of language and knowledge and skill in teaching English, the ratings, though well within the superior-good range, were slightly lower than those in the other four categories . The lack of an evaluation program for recent graduates at this time may be a reaction to the extensive evaluation conducted during the lifetime (1964-69) of the Illinois State-Wide Curricu- lum Study Center in the Preparation of Secondary School English Teachers (ISCPET) . While students from the University consistently scored considerably above the average on all measurement devices employed by ISCPET, the use of these devices did increase the awareness of the strengths and weaknesses in English teacher training. Since the close of ISCPET, considerable attention has been given to finding ways of overcoming those weaknesses. The student course evaluation program (The Adv isor) and the teacher training evaluation program both provide feedback to the faculty regarding the efficacy of courses and instructors. As a result of this information a review of the English offerings given during the student- teaching semester has been instituted and changes have been made in the offerings so that they will be more compatible with professional courses. Another result is the re-exaraination of the introductory literature program. This study may lead to the changing of course offerings and requirements . Further changes may be the result of the long-range planning com- mittees, consisting of faculty members from the College of Educa- tion, the Department of Secondary Education, and the English Department . Curricular changes are also being considered by the English Area Committee. Currently, the Area Committee is con- sidering a program to combine various English and professional education courses into a competencies curriculum for training a group of approximately fifty students. Among the most promising features of the proposal is its plan to increase student ex- periences with adolescents in secondary schools. Also, a project for the teaching of English to ethnic minority groups has been planned for the 19 71 fall semester. The study of customs, attitudes, and beliefs of minority groups, as well as of the predominant ethnic group, will be undertaken in an ef- fort to understand possible areas of misunderstanding which could interfere with effective teaching. The program will also include study of non-verbal communications, kinesics, and minority group dialects. Uses of action research and the means of adapting traditional instructional methods to particular ethnic needs will also be investigated. Master of at ts_ in the Teaching of English Trie Master of Arts in the Teaching of English, sponsored by the Department of English, exists in two forms — one for the 146 certified and one for che uncertified teacher, the chief differ- ence being the requirement of English methods and student teaching for the uncertified teacher. Since these two courses carry under- graduate credit only, the uncertified teacher needs ten more hours for the degree than does the certified teacher. The certified teacher can complete the degree in two semesters of full time course work; the uncertified teacher needs a minimum of two se- mesters and a summer. Both the certified and the uncertified teacher are required to complete two 300-level courses in educational psychology, two 300-level courses in history and philosophy of education, and one course in linguistics or advanced composition. The remainder of the course work consists mainly of 300- and 400-level courses in English, chosen by the student in conference with his advisor, with the chief intention being to fill gaps in the subject-matter background. At least half of the eight graduate units must be in English, but some students may elect extra courses in education or other subjects relevant to their teaching goals. 147 BASIC TEACHER EDUCATION MINOR IN THE TEACHING OF E NGLIS H AS' A SE COND LANGUAGE In order to provide maximum training in the basic disciplines concerned with the teaching of English as a Second Language, in a limited number of semester hours (26-28) , the undergraduate minor in the Teaching of English as a Second Language has three options based on the teacher education major with which the minor is to be combined: Option 1, which is to be combined with a teacher education major in English literature, concentrates on linguistics, rhetoric (composition and English language analysis) , and anthropology. Option 2, which is to be combined with a teacher education major in foreign language, speech, or social studies, includes linguistics, rhetoric (composition and English language anal- ysis), and American literature. Additional courses in English literature, linguistics, and/or anthropology are strongly recommended. Option 3, which is to be combined with a teacher education major in English literature and rhetoric, concentrates on linguistics, speech, and anthropology. Each option includes eight semester hours of course work in the theory and practice of teaching English as a second language (linguistics in Language Learning I and II) . The particular needs of second language teaching and learning are dealt with here. Instruction in professional education is offered through the teacher education major with which the minor is combined. In both courses in the methodology of teaching English to speakers of other languages which are required in the undergraduate and graduate curricula, there are directed practicum projects, in- cluding observation and discussion of demonstrations of select techniques of presentation; analysis, selection, and development of instructional materials; and practice teaching. The first semester includes a supervised tutoring project in which the teacher trainee makes a diagnosis of his student's errors and deals with two dominant pronunciation problems and voicing in a sequence of seven tutoring sessions. Lesson plans are submitted for the supervisor's comments before each session and two or three sessions are observed by the supervisor. The practicum also 14i includes individual conferences and group sessions for observation, demonstration, and discussion. The second semester includes micro- teaching of select, cumulative modules of instruction which lead to communicative competence. The focus of the practicurn is on standard techniques for language practice and drill reinforcement, such as communication modules, substitution drills, question and answer drills, chain drills, and "transfer activities" extending classroom instruction to the ii i i j ii real world. In the practicurn for Rhetoric (Linguistics 338 ; Linguistics and Language Learning I) the student also receives experience by diagnosing his tutee's pronunciation errors as revealed in the two diagnostic tests that foreign students take at the beginning of the semester. From this inventory of errors, each teacher trainee selects two dominant errors as focus items for his tutoring project. Members of the staff of the Division of English as a Second Language supervise the practicurn assignments in the Teaching of English to Speakers of Other Languages programs offered by the Division. For the micro- teaching experience, non-credit experi- mental classes are set up in the extensive English as a Second Language program. Master of Arts in the Tea ching of English as a_ Second Language The Master of Arts in the Teaching of English as a Second Language incorporates courses frcm two core areas: English and linguistics. A candidate who is a native speaker of English must have achieved proficiency in one foreign language that is equivalent to at least two years of undergraduate study. A student who is not a native speaker of English must demonstrate acceptable proficiency in English . Degree requirements total eight units, at least five of which are in the core areas and two in education (one unit in educational psychology and one unit in history and philosophy of education). A student must pass a final comprehensive examination in the core areas and must complete one term paper or an essay on a topic related to the teaching and learning of English as a second lan- guage . The master's degree program includes, in addition to the. on-campus curriculum, two overseas options (in Puerto Rico and Iran) featuring supervised internships integrated with on-the-site instruction from University of Illinois staff in residence in the field and from visiting consultants. Through, this internship the student earns a minimum of two units of graduate credit in English, linguistics, education, and/or other relevant disciplines. In the overseas options, the internship, which ranges from nine to eleven months per year, includes supervised teaching of classes 149 regularly assigned to the intern and individual conferences with the director in the field. Integrated with the internship is a concurrent seminar offered by the director. The Puerto Rican option includes a seminar in cross-cultural interaction and analysis, particularly an analysis of cultural patterns as seen through correspondence and periodic visits from a University con- sultant, the student maintains a daily log of his experiences, which he analyzes and interprets according to the theoretical model presented in the course. During the past year, each student in Puerto Rico was assigned to two schools: one elementary and one secondary. This dua] assignment was planned to give the trainee a broad range of ex- perience. The selection of the particular schools and classes was determined by the Commonwealth of Puerto Rico Department of Education. The site of the Arecibo region for all appointments was determined by the University's specific request for such an arrangement, by the success of the previous year in this region, and by the willingness of the administrators and supervising staff in this region to accommodate their curriculum and class assign- ments to the continental teacher trainee. The assignment of the interns to particular classes and colleges at Tehran University was made by the Tehran University Language Center. The following innovations in the Teaching of English to Speakers of Other Languages program are being explored: a. Extension of current overseas options to include sites in other countries. Potential sites being considered are Israel, Egypt, India, Sierra Leone, Indonesia, and select countries in South America. It is hoped that increased opportunities abroad will bring more students in touch with a diversity of contexts of language ac- quisition and of dominant language register needs. b. Extension of automated technological programs of instruc- tion (such as the current automatic twenty-five minute telephone lessons available anywhere twenty-four hours ' per day through direct dialing) by means of computerized linguistic-situational modules developing communicative competence. Very restricted pilot projects in the use of this type of equipment for teaching English as a second language have already been explored at the Univer- sity of Illinois. c. A new, five-year curriculum leading to the Master of Arts in Teaching English to speakers of other languages in which the students would begin their preparation as early as the sophomore year. This program would include an on- campus micro-teaching component and an interrship for a minimum of one semester. A proposal for this innovation has been submitted to the appropriate committee, and work is in progress to implement the suggested revisions. 150 An interdisciplinary curriculum leading to the degree of Doctor of Philosophy in the Teaching of English to Speakers of Other Languages . Such a degree is recommended by the current domestic and international demand "for qual- ified teachers of English as a second language; by the interest already expressed in such a doctoral program (twenty students now on campus have recently requested such a program) ; and by the current nation-wide emphasis on interdisciplinary training programs which have practical applications in the United States and abroad. 151 BASIC PROGRAMS IN THE TEACHING OF FOR EIGN L ANGUAG ES Design of Curricula The affective objectives of teacher training in foreign languages. both classical and modern, fall into three groups. The curricula are designed to instill in the future teacher: 1. an appreciation of the fact that men of many nations and tongues have contributed to the cultural heritage of mankind and that the current "knowledge explosion" is the result of the humanistic and scientific advances of a multi-lingual world, 2. a realistic attitude toward the interdependence of the political and economic interests of all nations and the concomitant need for communication, and 3. a tolerance towards citizens of other lands, e.g., their customs and their perhaps less than perfect use of our language . The teacher education curricula in foreign languages are designed to achieve the following cognitive objectives: 1. facility in the basic communication skills, 2. knowledge of the linguistic structure of the target language(s) and its differences from English, 3. understanding of the foreign culture, ethnic as well as esthetic , A. acquaintance with the development and achievements of the foreign literature, 5. ability to convey to others the affective aspects and to teach the subject matter stated and implied above. The teacher training curricula in foreign languages are planned for and capable of achieving the above mentioned objectives. While it is otherwise obvious, several of the various affective and cognitive objectives are almost always served simultaneously. To cite but one example: literature cannot be fully understood without reference to the ethnic culture it depicts. To treat 152 either involves the active use of the basic communication skills, and all of this has a direct bearing on parts of the affective objectives listed above. In fact, affective objectives are always connected with subject matter in the cognitive realm. Training in the basic communication skills and linguistics is pro- vided by a large number of required and elective courses in each of the teacher education curricula in foreign languages . The bulletins Unde r graduate S tudy and Unde r graduate Courses list them in detail. Each of the curricula has a course specifically in- tended to acquaint the future teacher with the ethnic and esthetic culture of his respective language. All curricula call for required and elective courses dealing with the literature of the target language. These, too, are listed in the bulletins mentioned above. To assure that each future teacher is knowledgeable in theory and practice of modern pedagogy, the curricula include eighteen semester hours of professional education courses (listed in Undergraduate Study) and an appropriate course in the methods of teaching the language specialty. These teachers courses are taught under the auspices of the language departments by teachers of these languages, and they apply the theoretical knowledge acquired in the education courses to the specific issues and problems in teaching the respective language. Because of the innumerable advantages for achieving not only the cognitive but also the affective objectives of the foreign lan- guage teaching curricula in a foreign setting, the various lan- guage departments, encouraged and supported by the College of Education, are providing opportunities for study abroad. The College of Liberal Arts and Sciences maintains a Students Abroad Office which provides liaison to all accredited junior-year and study-abroad programs for which University of Illinois students are eligible. These programs are used by a significant number of students enrolled in teacher education curricula. In addition, several departments are sponsoring their own study- abroad programs, because these programs can be matched better with their over-all curriculum and because efficient cost control makes it possible for a greater number of students to participate. Among these programs are : 1. French ; This program is now in its third year and has proven very successful. Place of study: Rouen. Students register for French 261 and 262. Each permits from 0-15 hours of academic credit in language, literature, and culture courses. Local faculty work as resident super- visors . 2. German : Beginning in fall 19 71, a maximum of 30 students a year will study at the Padagog is che Akademie at Baden, Austria. A local faculty member and a graduate assistant will be in residence at Baden. The faculty member will supervise and do some teaching. Students register for 153 German 351 and 352 and may get from 0-16 hours of academic credit per semester in language, literature, culture, and one course in educational psychology (approved by the Department of Educational Psychology in the College of Education) . 3. Latin : The Department of the Classics is a co-sponsor' of the multi-institutional Rome Center Study Abroad Program. It sends students there regularly. 4. Rus s i an does not sponsor its own program due tc the delicate nature of academic exchanges with iron-curtain countries. It does participate in the program "Russian Language Study at Leningrad State University," but it is not a sponsor of the multi-institutional effort. 5. Spanish : Beginning with fall 1971, the Department of Spanish, Italian, and Portuguese will offer a study abroad program with local faculty members as supervisors. After a month of orientation at the University of Madrid, stu- dents will receive instruction at the University of Barcelona by Spanish faculty, but in special classes open only to University of Illinois students. In addition, they may attend regular university lectures. Future teachers may also benefit from computer assisted instruction- al programs, known as PLATO (Programmed Logic for Automated Teach- ing Operations) . Such teaching is part of their class work in several courses required for the teaching major, as well as in the special methods course Latin 280: Teachers Course. The first students to use the PLATO system in connection with foreign language courses were enrolled in the fall of 1968-69. The student is able, through visual cues, to generate grammatically correct sentences. Various other exercises are used for mastery and review of essential morphological and syntactical patterns in the target language. All foreign language departments have responded to the Special Educational Opportunities Program for disadvantaged students either by initiating special sections of existing courses for these students or by devising new classes to meet their specific needs. Foreign language majors thus have a unique opportunity to observe the operation of such programs as they are being discussed in their methods classes. The courses which comprise the requirements for a well- trained teacher of a foreign language, included in the foreign language curricula, are constantly examined by each foreign language de- partment concerned, by departmental committees, inter-departmental foreign language committees, as well as an Area Committee (which includes members of each language department and members from the Department of Secondary and Continuing Education) in an effort to make, them more useful and effective in the preparation of foreign language teachers. 154 m The required courses, subject matter as well as professional, in each language program are in keeping with the recommendations of the different professional associations : the Modern Language Association of America, the National Federation of Modern "Language Teachers of French, German, Italian, Spanish and Portuguese, and Slavic and East European Languages, etc. The course content in the foreign language curricula, preparatory to the teaching of French, German, Latin, Russian, or Spanish is designed to be varied and thorough that the student will emerge from the training with a fir control of the language, a clear understanding of the culture, a first-hand knowledge of some of the literature, and a desire to increase this knowledge, and the confidence that comes from being a responsible and well-prepared member of an honorable profession. The minimum requirements for graduation and teacher certification in the different foreign language departments vary from 120 to 123 semester hours. For teacher education requirements, and other pertinent information, applicable to all curricula, the section entitled "Urbana Council on Teacher Education" in the 19 71-7 2, Undergraduat e Study, pp. 251-256 may be consulted. For the re- quirements for a graduate degree, Master of Arts in the Teaching of French, German, Latin, Russian or Spanish, consult the section for each language department in the current Graduate Study . For a description of courses required in the different teacher training curricula, see the current Undergr aduate Courses . The success of these curricula is due mainly to the fact that all required courses, specialty and professional, are taught by special- ists in the various fields of language study, a faculty with many years of teaching experience; to the cooperation which exists between the foreign language departments in the College of Liberal Arts and Sciences, the Department of Secondary and Continuing Education in the College of Education, and to the Urbana Council on Teacher Education. Labor ator y an d Cli nical Experi ence Laboratory experiences required of or available to students vary according to the several foreign language curricula. In some, videotaped, micro-teaching is required prior to the practicum. Student, professional, and critic teacher response to this ex- perience has been enthusiastic and positive. Other curricula incorporate a period of pre-practicum observation and tutoring in the practicum semester. In some curricula, prior to the practicum, an optional para-teaching course is available, permit- ting students who have attained a desired level of language pro- ficiency to participate in a program of observation from the el- ementary school level through fifth year secondary school language instruction, and to assist the instructor in small group or Indi- vidual tutorials, sometimes in actual classroom instruction, at the level of chosen specialization. Plans are afoot to implement 155 the video-taping of para- teaching experiences with a view toward more effective interaction analysis. All curricula encourage Educational Practice 250 (School and Community Experience) which has become a virtual requirement. The para-teaching experiences referred to above and the pre- practicum observations are obvious contributors to the observation, diagnosis and treating of individual typical cases, practices, or problems, not only of the student but of the pr'e-professional. Participation in Educational Practice 250 provides an introduction for the practice teacher to the environment in which he will be immersed during his practicum. Some curricula have introduced into the departmental methods course a period of tutoring of col- lege students experiencing difficulty in their foreign language class. These tutorials are written up and reported, allowing the tutor to observe and apply diagnostic and remedial skills learned in his methods courses . All instruction in teaching and learning theory is given by doctoral staff or predoctoral instructors specializing either in the language or in foreign language education. It is to be expected that the instruction demonstrates appropriate eclecticism in the presentation of theory and materials and requires a famil- iarity with available resources. The findings of research and other scholarly writings are appropriately applied in micro-teach- ing, para-teaching j methods, and education courses. To date, not all prospective teachers can be said to have had laboratory and clinical experiences prior to the pracr.icum. However, those who do not are a small minority. The availability of such experiences is recognized by all curricula as both de- sirable and necessary. Where they are available, they are under the guidance of experienced teachers. Pro f es s i ona 1 Guidelines Among the authoritative guidelines considered in developing the teacher education program in foreign languages at the University of Illinois, Urbana, are the following: a. Steering Committee for the Foreign Language. Program of the Modern Language Association of America, "Foreign Language Program Policy." ( The Modern Language Forum, Vol. XLI, No. 2, December 1956, pp. 121-132.)'" b. "Foreign Languages Program Policy of the Modern Language Association of America: 1966." The Modern Language Journal , Vol. 50, No. 6, October 1966, pp. 381-385. C. U. S. National Commission for UNESCO, The Nati onal In be rest an d Fore ign L an g u a g e s , third edition, U. S. 156 Government Printing Office, 159 pages. d. "MLA Proficiency Tests for Teachers and Advanced Students." Educational Testing Service, Princeton, New Jersey. • e. "Guidelines for Three Levels of Competence: French, German, Latin, Russian, and Spanish." Office of the Superintendent of Public Instruction, State of Illinois, 1969. f. Articles and reports which serve to evaluate or supple- ment the guidelines described above have appeared from time to time in the official publications of the various foreign language associations, particularly the Modern Language Jo urnal and Foreig n Languag e An nals . These have been the subject of discussion in many committees as well as departmental meetings. These guidelines relate to the teaching subject content of the curriculum in the following ways : 1. They serve as criteria for the selection of objectives and of content for reading, writing, speaking and area study. 2. They serve as criteria for the selection of audio-visual aids and exercises for individualized language laboratory practice. 3. They serve as criteria for the selection of methods of instruction and for the preparation or selection of evaluative devices, including new-type objective examina- tions . 4. They serve as criteria for the selection and provision of pre-service teaching experiences—micro-teaching, public and private school class visitation, tutoring of junior and senior high school students, development of proficiency in the use of tape recorders, sound film and slide projectors, the making of transparencies, etc . As indicated in the preceding paragraphs, the guidelines have affected laboratory and clinical experiences through the provision of: 1. Micro-teaching experiences in courses required of prospective teachers of foreign languages. 2. Opportunities for public and private school class visita- tion in the program of teacher preparation. 3. Practice in the operation of movie projectors, overhead projectors, tape recorders, filmstrip and slide projectors, .57 as well as practice in the making of transparencies, felt boards, etc. 4. Experiences involving the use of computer-assisted instruction. 5. Opportunities for gaining preprofessional teaching ex- perience via tutoring of junior and senior high school students . 6. A special offering (Education 250) in "School and Com- munity Experience" involving two weeks of full-time resident internship preceding and supp] ementary to the practicum. Evidence that the guidelines have been critically examined in relation to the planning and development cf the teacher education curriculum can be derived from che following facts: a. All personnel involved in the teacher education program have been involved in the preparation or implementation of state, regional, or national guidelines in some way: e.g., as conference participants, as authors of text- books, as consulting editors to textbook publishers, as chairmen of state, regional or national committees, etc. b. The guidelines are included among the required reading in teacher education courses. For example, the U. S. National Commission's The Nation al Intere st and F oreign Languages is required reading in the Education 101 sections for prospective teachers of foreign languages . The guidelines contained in the report of the MLA Foreign Language Program are included in full in the basic read- ings for students in Education 240, Principles of Education, All foreign language sections of Education 241, Technique of Teaching in Secondary Schools, give special attention to the guidelines, particularly to the "Guidelines for Three Levels of Competence" issued by the Office of the State Superintendent of Public Instruction. c. The guidelines have been the subject of direct and in- direct discussion in the annual two-day foreign language articulation conferences held on the Urbana campus under the auspices of the University's foreign language depart- ments . d. The guidelines have been discussed and evaluated by members of the staff in public addresses and in articles for professional magazines (e.g., Kaulfers, W. V., "High School Foreign Language: Developments and Prospects," The Educational Forum , March 1970, pp. 383-393). e. The frequent references to laboratory, clinical, and 158 real-life teaching experiences found in this reporc give proof of the leadership role which the University of Illinois has attempted to assume in the implementation of the guidelines for teacher education in foreign lan- guages . For over a decade, attention has been directed to the guidelines issued by state, regional, and national associations, via excerpts and commentaries, in the University of Illinois Modern Foreign Language Newsletter, published monthly during the academic year on the Urbana camous . Evaluati on ojf Gra duates There is currently no formal method of evaluating foreign language teacher education graduates. There are, however, a number of informal procedures whereby considerable information about the •quality of programs for the preparation of foreign language teachers is received. 1. In the general methods classes taught by the College of Education staff and in the departmental methods courses, for example, time is set aside for student teachers to discuss their recent experiences. Out of such discussions come items of concern both to the Area Committee and to the Urbana Council of Teacher Education. 2. The College of Liberal Arts and Sciences each year polls all graduating seniors on what they believe to be strong and weak points in the instructional program they have experienced. The courses for majors in all of the foreign language departments have consistently been rated very highly both in pedagogical procedures used and in content presented. 3. An independent student publication, The Adviso r, evaluates the effectiveness of classes at the University each term (from the student's point of view). Courses for foreign language teaching majors have generally received high ratings . 4. Every other year the departments of foreign languages, with the assistance of the Division of University Extension, conduct a two day Articulation Conference for teachers of foreign languages throughout the state. This confer- ence attracts many former students and affords a forum for evaluation . 5. Members of the foreign language faculty travel throughout the state visiting schools where University of Illinois graduates are employed. Such visitations afford opportu- nities for an evaluation of former students. 159 Faculty active in the training of foreign language teachers are members and officers of professional organizations such as the American Council on the Teaching of Foreign Languages, the various associations of foreign language teachers, the American Classical League, etc. Such membership provides not only an active role in the development of standards for foreign language instruction, but also an opportunity to visit with teachers from various areas of the country occupied with many levels of instruction and, thereby, help to insure that foreign language instruction at the University of Illinois reflects what is best in current theory. Members of the foreign language faculties of the Education and Liberal Arts Colleges have worked cooperatively over many years with consultants from the State Department of Public Instruction in the development of state guidelines for foreign language in- struction. This, too, forms a type of evaluation. Ideas about foreign language education are placed under close scrutiny by outside experts with considerable and current experience in the schools of the state. Despite the recent divergence in demand for and supply of foreign language teachers, graduates of the University of Illinois have retained a favored position throughout the state, probably because school administrators regard them as prime teaching candidates, an attitude which can be observed in both oral and written comments received by the Educational Placement Office. Use of Evaluation Results As it becomes clear that a change is advisable in a curriculum, this change is made by the department concerned and discussed in the area committee where the other departments may consider its usefulness for their own program. Modification of curricula is an ongoing process. There is seldom a year where changes based upon evaluative feedback are not made in the programs. Long- Range Planning Before long-range planning for the 19 70's is considered, it may be advisable to review data pertinent to the training and placement of foreign language teachers in the 1960's. In general, the decade of the 60 's saw an increase in the number of students enrolled in foreign language teacher training curricula over that of previous decades . Enrollments were in five different foreign language fields with the heaviest enrollments being in Spanish and French. The increase was from 41 student teachers in 1961-62, to 120 in 1969-70. -t the same tine that the number of student teachers was increasing, the demand for teachers was increasing only until 1966-67, after which time it began a regular decline . 160 Conditions for placement are such at this time that it is questionable as to whether the University should continue to train 120 or more foreign language students for public school certifica- tion during each of the years in the decade of the 19 70's." In January, 1969, the University established a Long-Range Planning Committee. It requested that departments and individuals respond with suggestions for changes in such areas as programs, enrollments, and space allotments . The Department of Secondary and Continuing Education has proposed, as its part of the projection to 1980 for the College of Education, that a five-year program will be minimum in the training of teachers for certification and for the Master of Education degree. If adopted, the program will apply to all students preparing to teach foreign languages. Enrollment projections in this program for the next ten years plan a reduction in the number of student teachers in foreign languages. It is proposed that there will be a quota system on the number of students selected for admission to the teacher preparation program at the end of the sophomore year. At that time, students who are accepted will enter a three-year teacher education program. The bachelor's degree will be awarded upon completion of work at the end of the senior year, but certification will not come until the end of the fifth year, at which time the student will be awarded a Master of Education degree. Special Resour c es Of great service to language study is the language laboratory with a total of 116 spaces. It serves an average, of over 1500 people per day. The laboratory has a staff of 35 people, including teaching assistants, and is of two types: 1. a library type laboratory with 32 spaces where the student works by himself, i.e., he can stop the tape, play it back, record his voice, etc. 2. a broadcast type laboratory with 34 spaces and a central console which can play nine programs simultaneously. Affiliated with the language laboratory is a soundproof studio in which recordings for the language departments are made, tapes duplicated and edited. In 1966, the language laboratory installed a community access telephone system which provides service to the various foreign language courses wishing to use it. The advantage of the tele- phone system is that the student, in addition to his regular laboratory sessions, or instead of them, can dial from any place for the selection of the desired program. Any number of telephone lines can be connected to one program to allow more than one student to listen to the program. All foreign language departments 161 make use of the telephone system; the French department also has a French news broadcast. The language laboratory also loans (without charge) equipment, such as tape recorders, overhead projectors, film projectors, and record players for use in the classroom. Additional equipment and service for foreign language teaching is available from the Office of Instructional Resources. As a result of the recommendations of the faculty, the construction of a new Foreign Language Building was approved. The eight million dollar building, to be ready for use in the fall of 19 71, will provide office facilities for the modern foreign languages, classics. linguistics, and English as a second language. All classrooms will be equipped with audio and video equipment and will be connected with the University-wide closed-circuit television system and the University's Computer-Based Education Research Labo- ratory. Classrooms will be of two types: traditional and seminar. When complete, the language building will provide one of the most technically developed and innovative language laboratories in the world. One of the unique features will be the 246 PLATO terminals which provide audio and video recording equipment. There will be one library type laboratory designed for use by any language course equipped with 108 PLATO type multi-media learning carrels. There will also be six classroom- type language laboratories each equipped with 20 PLATO booths. The language laboratory will include: a collection of foreign language instructional visual and audio programs; a library of other foreign language instructional material such as slides and transparencies; facilities for advanced research in phonetics; portable audio and visual equipment; and computer- based multi-media instructional facilities. The Computer Assisted Instruction (CA1) will be continued with the installation of the fourth stage — PLATO IV. The first large segment of this 4000 terminal system will be installed in the new Foreign Languages Building. Language laboratories containing 224 terminals j and 22 additional terminals located in the offices and seminar rooms throughout the building, are scheduled for in- stallation during 1972 and 1973. Terminals in other places will follow. PLATO IV x^ill also serve four to five thousand stations at a number of remote sites located within a radius of 120 miles. 162 BASIC PROGRAM IN HEALTH AND SAFETY EDUCATION The modern health and safety educator must draw from the organic, behavioral, and health sciences. The educator helps the learner to make intelligent decisions concerning personal and environmental factors. More specifically, the educator should: (1) produce favorable changes in health behavior; (2) add to or correct health knowledge: (3) enable others to perform health and safety skills; and (4) develop insights, appreciations, understandings, and decisions concerning personal and community health. Content Jo. 1 ! the Teaching Specialty Teaching specialties may be selected in health education, safety education, or health and safety education. In each of these teaching specialties a student's undergraduate preparation is based on: (1) a broad base of courses selected from the arts, biological, and behavioral sciences; (2) health and/or safety education curricula designed to prepare the student for secondary school teaching or working in public agencies at the national, state, and local levels; and (3) a program of education courses concerning learning theory, methodology, and observation that culminates with a six (6) weeks practice teaching experience. Program requirements and recommended electives are outlined on pages 42], --425 of Und er- gradu ate Study , 1971-72 . The faculty of the Department of Health and Safety Education, in conjunction with the Urban a Committee on the Preparation of Teachers of Health and Safety, acts on proposed curriculum changes. The Urbana Committee on the Preparation of Teachers of Health and Safety includes two staff members from the College of Education who are concerned with teacher education. Staff members make periodic proposals for curriculum changes based upon their pro- fessional judgment j student concern, and need. Furthermore, the Department of Health and Safety Education has a committee composed of five students and three faculty members who are concerned with curriculum evaluation. In November, 1970, the committee made several recommendations for change in the teacher education options. These recommendations have been approved by the faculty of the Department. Also, several new courses in drug education, the teaching of sex education, and critical issues in health education are currently being offered. 163 Labo ratory and Clinic al Experience All courses offered by the Department, with the exception of Health Education 281 B, First Aid, are taught by persons possesing a doctorate and holding the rank of Assistant Professor or higher. First Aid is taught by qualified graduate assistants (Ph.D. candi- dates) possessing the American Red Cross Instructor's Certificate. Furthermore, the academic staff consults with these teaching as- sistants in developing learning opportunities for students enrolled in the various sections. Students enrolled in health education courses are afforded the opportunity to develop oral and written skills (including research) evaluative competencies, curriculum development skills with all their manifest complications, and methodology competencies neces- sary to effectively teach health education. Furthermore, owing to a diversity of background represented by the academic faculty, as well as in the student population, all health problems are examined from a multiplasic, multidisciplinary point of view. The following courses are among those offered by the Department of Health and Safety Education which provide clinical and laboratory experiences : Public Health 110 Students visit outside agencies and examine case studies. First Aid 282 Students teach first aid skills and practice skills for later use by reacting to simulated emer- gencies . Driver Education 284 Students observe and practice the use of a dual control car and psychophysical testing equipment . Principles of Health Education 288 Students do micro- teaching. Health Education Field Work 289 Students work in a professional health agency. Health & Safety Education in the Elementary School 39 2 Students develop unit and lesson plans and do teaching demonstra- tions . Students in Health and Safety Education must take several courses in the behavioral sciences and psychology of education. Teaching and learning theory is also incorporated into such courses as Health Education 282, 288, and 285. iet Practicum Within the practice teaching experience, each student must have a minimum of 60 hours of teaching and observation, 60 hours -of related teaching activities, and 60 hours devoted to class preparation. It is difficult to find qualified health education teachers to supervise practice teachers. Few schools have teachers with under- graduate majors or minors in health education. Criteria for the selection of supervising teachers are: (1) they must have taught health education for at least five years; (2) they should have the equivalent of a 24 hour health education undergraduate miner, and; (3) they should possess a master's degree. Fortunately, most students practice teach locally, consequently, a member of the staff assists in the supervision of each candidate . Similarly, it has been very difficult to locate schools offering separate, semester long, health education courses. Most schools schedule health education in isolated 3-6 week blocks of time that serve as extra teaching stations for overcrowded, physical education facilities . Although the 3-6 week block arrangement is not ideal;, it does present an opportunity for practice teachers to gain valuable experience. Any student may request to do his practice teaching at the school of his choice*. The prospective cooperating teacher, however, must express a desire to serve in that capacity and show that he has the support of his superiors. An outline of the proposed health teaching experience is requested for evaluation and discussion with the student and to maximize the potential for a successful experience. The Department supervisor of student teaching evaluates each school and cooperating teacher during visits to determine the advisability of returning to the particular situation in the future . Professional Gui delines The following guidelines have been considered in developing the health and science education curricula: Professional Preparation in Health Education, Physical Educa- tion and Recreation Education. American Association for Health, Physical Education and Recreation, 1962. Appraisal Guide for Professional Preparation in Health Educa- tion. Prepared by the Teacher Education Commission of Health Education Division of the American Association for Health, Physical Education and Recreation (AAHPER) , 19 67. The National Conference Report on Professional Preparation set forth ten recommendations for the specialized curriculum in health education. With very minor exceptions, all of the recommendations 165 are reflected in courses of study leading to the Bachelor of Science degree in Health and Safety Education. Several examples showing how these recommendations are related to the University of Illinois undergraduate curriculum are as follows: Recommendations 1 and 2 of the conference report call for preparation in basic sciences and in the behavioral sciences. The health education majors at Illinois are required to take course work in all of these areas. Recommendation number 3 from the report stresses the importance of placing health problems in a personal, social, political, ^nd cultural context in order for students to gain a more complete understanding of health problems and their implications. Several courses in the curriculum give special emphasis to modern concepts of health and disease including an ecologic view of health, as well as an introduction to epidemiology as an approach to the study of health problems. In addition, the statement on minimum requirements for community health educators (reference no. 4) includes content areas which call for content in basic public health concepts and methods. Such content is included in several courses including Health Science 110, Public Health; Health Education 390, Public Health Education; and Health Education 391, Public Health Statistics. One of the standards from the appraisal guide (reference no. 2) calls for the development of the students competence in developing and using a variety of teaching methods and materials. To help students achieve these competencies, the Department of Health and Safety Education has created a laboratory facility which contains specially selected materials for health education. These teaching materials are made available to students for use in preparing teaching demonstrations which are required in certain courses. Students are also given experiences in teaching under controlled situations in the classroom in addition to micro- teaching lessons. The professional education curriculum in health and safety educa- tion undergoes continuous evaluation, not only in terms of the effectiveness as measured by student graduates, but also scrutiny and evaluation from the standpoint of current thinking as reflected by professionals in the field- A faculty and student committee completed a revision of the undergraduate curriculum in Health Education in the fall semester of 19 70-71. A majority of the committee recommendations for revisions were accepted by the Department faculty and will be implemented for the 19 71-72 aca- demic yeai . Evaluation of Graduates Through the use of personal interviews the effectiveness of gradu- ates is discussed with their employers. A systematic approach to evaluation Is currently under consideration by the Department. ib6 The undergraduate enrollment in the program increased from under ten students in the first half dozen years tc 2 3 majors in 19 67-1968, to 40 majors in 1970-1971. Of the 40 current students, 22 are in a teacher education program. With this background of early development it is easier to discuss evaluation and follow-up of graduates in the proper context. As a small Department, both in terms of the number of students and the number of faculty, a close personal rapport is maintained with students. Each student is assisted in job placement or in conti- nuation of his studies at the graduate level. After leaving the University most students engage in periodic correspondence with faculty. There are frequent opportunities to talk with former students at professional conventions. These communications serve as a means of updating information on their work and the effective- ness of their preparation. At this time there is not a formal evaluative instrument in use for this purpose. Perhaps as numbers increase and the personal touch with graduates decreases, a more impersonal and less desired method will have to be utilized. Each individual in the Department is closely counseled on a one-to- one basis. Individuals are given opportunities to respond to the needs and interests they may feel that apply to program, teaching, and personnel. As. seniors, each is asked to evaluate those ex- periences which have been beneficial and those which have been -of less interest or usefulness. In the autumn of 1970, a student-faculty committee worked to revamp the total undergraduate program. The results of their recommenda- tions should greatly benefit new and continuing students. An evaluation of the effectiveness of teachers is made primarily by personal contact. Most graduates who do not go on to graduate study remain within the state of Illinois, thus enabling the faculty to periodically visit with their school associates . An indication of the success of the program lies in the great demand for University of Illinois students by school administrators. There are far more job vacancies than can be filled. During the fall semester 1971, an Undergraduate Curriculum Revision Committee was formed to examine the existing curriculum and make changes as necessary. To accomplish this purpose, the following procedure was followed: a. Student members interviewed health and safety education majors to gather their criticisms. b. Faculty members reviewed notations made from interviews with previous students. c. Faculty members reviewed and discussed new developments, other curricula outlines, future planning, etc. d. University recimrement? were taken into consideration 167 in the revision of the curriculum. e. New courses in the Department of Health and Safety Education and in other departments were evaluated prior to inclusion. f. Several meetings were used to incorporate the input from all these sources into the new undergraduate curriculum. Us e o f_ Evaluat ion Results The primary source of evaluative input is student interviews. Interviews have heen conducted over the past four or five years and records are kept of the most common comments, both favorable and unfavorable. The following strengths and weaknesses were most frequently mentioned by students: 1. Weaknesses a. There is a need for more content courses in health to give students basic background knowledge in the new critical health areas. b. Certain courses in radio-TV and communications were extremely difficult to schedule, c. PEM 150, PEM 210, and Educational Practice. 250 were considered no longer applicable for the professional skills required. d. Health Education 282-288 sequence has too much variation and overlap. e. Some required courses blocked flexibility in the program. 2 • Strengths a. The personal basis of academic and social counseling was appreciated by the students. b. Students felt that the methodology of teaching health and safety was emphasized, perhaps to a fault. c. The curriculum allows for experiences in both the biological and social sciences. d. Students enjoy their practice teaching experiences and have become sound., well-respected members of the profession . e. Students are well prepared to do graduate work in the health fields. 163 The original curriculum prepared in 1958, has been revised twice, once in 1966, and again in 1970-71. The current revision was pre- pared primarily by students and takes into account the major criticisms of the former program. A student-faculty committee was established in the fall of 19 70, to restructure the Health Education 282-288 sequence. The health minor program has been - liberalized and more teachers are being recruited to take a miner in the Department . Long-Rang e Plan ning The following assumptions about the future of health and safety education are based on (1) various health manpower reports, (2) the development of a comprehensive public health and medical care plan for Illinois, and (3) the experience of the faculty in the fields of health and safety education. 1. Accidents are the fourth leading cause of death in the general population of the United States . This fact has resulted in an urgent demand for school safety educators. 2. Health and safety education in the schools and colleges must become a more important and integral phase of the Illinois comprehensive plan for public health and medical care. This cannot be done without a marked increase in the number of health and safety educators being trained. 3. The University of Illinois should play a major role in the development of a comprehensive plan for public health improvement in Illinois. Consequently, the Department of Health and Safety Education should expand its curricula substantially by 1980. 4. The Federal Highway Safety Act (1966) specifies that 40% of the funds allocated must be spent on local traffic safety programs. This has created a need for public safety specialists who are not presently available. 5. There is a new demand for safety education specialists dus to the recent (January, 1969) passage of a law which raised the age of eligibility for a driver's license to 18 unless the applicant has satisfactorily completed an approved driver education course. This law has markedly expanded the number of driver education courses in Illinois high schools. These five, well-substar.tiaLed assumptions lead to two major con- clusions: (1) the": student enrollment in health and safety education must be encouraged to increase, (2) course offerings in health and safety education must be more fully developed to facilitate quality preparation in a number of health and safecy education specialties. .69 basic program in home economics education Curriculum The home economics education curriculum is planned to prepare teachers who can use their specialty in working with individuals and groups in school and in out-of-school activities related to home economics. The following cognitive objectives are sought: I. Sufficient mastery of subject matter in home economics to (1) understand the basic structure and key concepts of the field, and <'2) be acquainted with dependable sources of information and ways of adding to one's knowledge. More specifically the student should be able to: a. Use and explain principles of art, chemistry, microbiology, and psychology in situations related to food, clothing, and housing for individual's and families. b. Use principles of psychology and human relations in classroom, employment, family and social situations, and help students recognize and transfer such principles" to similar situations. c. Utilize knowledge of basic principles of economics and characteristics of the marketing system in making consumer choices for food, clothing., housing, furnishings, and equipment . d. Use and explain principles of nutrition, food preparation, and management involved in planning, purchasing, preparing, serving, and storing food. e. Explain basic principles of growth and human development and utilize these as a framework for experiences in family and school situations . f. Plan allocation of resources for individual, family, or classroom needs, and help students identify resources and principles of planning their utilization for personal use. decision-making processes (including personal value systems) in situations involving personal and family relations, home management, and con- sumer choices . 170 II. Sufficient understanding of the organization and administra- tion of public education, (include the role of lay public and its advisory committees) to function effectively as a teacher. III. Sufficient understanding of the nature and purpose of public vocational education to function effectively as a teacher of home economics occupations, a team member in a vocational program, and/or a teacher of consumer and homemaking educa- tion. IV. Sufficient understanding of the philosophy, objectives, and functions of public education in a democratic society to be able to promote democratic practices in a classroom and in a school, V. Sufficient understanding of reasonable bases for curriculum decisions in a democratic society to be able to plan, with students and administrators, a relevant curriculum for those she teaches . VI. Sufficient ability to use diagnostic tools and procedures to plan and organize effective teaching-learning experiences. VII- Sufficient understanding of principles of learning and evaluation to function effectively as a facilitator of learning and of self evaluation for her students Affect ive Obj ecti ves The student will value: I. Teaching as a service to humanity. II. Home Economics as a vehicle for this service. III. Personal and professional ethics as a guide to behavior. IV. Continuing professional growth. V. Every human being as having equal worth and dignity. VI. Her own professional competencies as means of facilitating the development of each student's potential. VII. Public education as a vehicle for individual and societal development . VIIT . Self understanding and emotional stability. IX, Physical health and vigor. Psychomotor O bjectives The student should have: I. Sufficient perceptual skills to sense needs and readiness ... of learners, and to observe all aspects of a situation and their interrelationships. II. Sufficient communication skills to relate well to people and the ability to impart specialized knowledge. III. Sufficient manipulative skills to prepare and serve nutri- tious, attractive, appetizing food for self or groups. IV. Sufficient manipulative skills to care for clothing, housing, transportation, and health needs. V. Sufficient technical skills to use and care for common items of household equipment and of education technology. In addition to study in formal courses, the following opportunities are utilized in combination with, and in addition to, course work as means of building teacher competencies . Individual contacts with instructors and other professional persons in counseling, advisement and other activities. Attendance at professional conferences. Participati.on in student clubs and other student activities. -■ Job experiences . Field experiences, including volunteer community services. Independent study. Content of the Teaching Specialty Students in the home economics education curriculum obtain the knowledge of their teaching specialty and allied fields in a series of courses in home economics and in the root disciplines on which the field is based. The content to be taught to school children is distilled from this broad knowledge on the basis of principles of curriculum building taught in the professional courses in home economics education. Experiences of students include various types of actual teaching under supervision. Thus, they have an opportunity to make cur- riculum decisions, to test their choices about use of content, and to see implications of their decisions. 17: The selection of courses for this curriculum is dependent on the judgment of faculty from both the College of Agriculture (of which the Department, of Home Economics is a part) and the College of Education (of which Home Economics Education is a part). The Urbana Council on Teacher Education Committee for the Preparation of Teachers of Home Economics is composed of faculty from both these groups. Additional input comes from chairmen of the various subject matter divisions in the Department of Home Economics. It is the responsibility of the afore-mentioned Committee to examine the curriculum regularly and make recommendations for change. In addition, changes must meet with the approval of the Home Economics Department, and the Courses and Curriculum Committee of the College of A.griculture . Curriculum changes must be reviewed by the Urbana-Champaign Senate Committee on Educational Policy and by the Senate itself before going to the Board of Trustees and the Board of Higher Education for final approval. Criticisms or requests for change can be made at any level. Impetus for curriculum change comes from several sources. Student evaluation from structured and informal means is one source. There is feedback from graduates now teaching, from state supervisory personnel, and from University supervisors of student teaching who are cognizant of needs in the public schools . Impetus for change in content also comes from faculty as a result of engaging in research, participating in professional conferences with col- leagues from various universities, student evaluation of courses, and administrative encouragement to re-write course outlines. Laborator y and Clinical E xperience Some experimental activities are required in each of the four courses in home economics education. Observation in local public schools is part of both Votec 101, Nature of the Teaching Profession (typically sophomore or freshman year), and Votec 240, Principles of Secondary Education (typically junior year). A variety of situations is sought. Each observa- tion has a specific purpose. In addition to written reports, follow-up discussions are held with trie class, and when possible, with the teacher who was observed. Classroom observations are supplemented with observations in potential, or actual work stations for home economics related occupations, and with field trips to secondary area-vocational schools . Students get teaching experience in several ways. In the first course, Votec 101, each student has one or two experiences in micro-teaching to get the feel of directing the teaching-learning process and being analytical about her performance. This is supervised by personnel in the Teaching Experiences Laboratory. In the second course, Votec 240, students plan and teach a lesson in home economics in a local school. Observation of this class 17 3 and consultation with the local teacher and University instructor, precede the teaching. She is also observed by her instructor of Votec 240, and follow-up evaluation conferences are held.. When a student is teaching, class sessions are video-taped for playback to the student for her evaluation of her procedures. Further uses of video-playback and microteaching experiences are- made in the senior course, Techniques of Teaching. This is done to allow the student to assess plans on a trial basis . In the second senior course, Adult Education, students observe and parti- cipate in teaching community adult education programs, seme of which are directed primarily to the disadvantaged. Additional experiences are encouraged. Students may participate as teacher aides, or tutor ocher University students or students in the community as part of VIP (Volunteer Illini Projects). Students may assist with small group instruction such as a 4-H club for deaf youngsters, or a special nutrition education class for low-literate, pregnant girls. As students report on experiences in class, or in individual con- ferences with instructor or advisor, efforts are made to help students inteliectualize the experiences and to relate practice to theories they have been studying. A special kind of pre-practicum experience is carried out in the early fall of the senior year. The student spends two weeks in the school and community in which she will later do her student teaching. As a participant observer she assists with getting ready for the opening of school, the organization of classes, and plans for the year. ' She. becomes acquainted with the school, studies the community, the home economics students, the home economics department, its resources, and its problems as a basis for planning work for student teaching in that particular setting. She begins to investigate the background and needs of an individual student and plans for follow-up when she returns. A guide for this two week experience is furnished, work is super- vised by the local teacber, reports of goals accomplished and insights gained are evaluated by the local teacher and by Univer- sity personnel. In addition, frequent use is made, of scholarly journals in home economics and in education as sources for student reports or projects, and as supplementary reading in relation to concepts discussed in class. In junior and senior courses in home eco- nomics education, students may be asked to explain or speculate how they could put certain research results into direct use in teaching. When a practice or policy is changed, or a new concept is intro- duced in home economics education classes, the rationale for the change is explained and references are made to any research or 174 study on which this rationale might be based. When individual student interest and ability warrants it, encourage- ment is given for mini-research projects. Written guidelines for experiences are furnished by university instructors and follow-up evaluation conferences are held with such personnel. The criteria for the selection of cooperating teachers and cocperat Lng schools are essentially the same as those described on pages 83-88 of this document. Pr ofe ssional Guidelines The American Home Economics Association is in the process of developing guidelines for accreditation of home economics programs in colleges and universities . Home economics faculty are cog- nizant of these and consideration is given to them as changes are proposed. Regional groups of university personnel in various sub-specialties of home, economics have been working on defining basic content for their areas. university of Illinois faculty have contributed to the work of these conferences . . Publications of associations such as the following are studied for new implications for teacher education. American Home Economics Association American Vocational Association (the author of this report is a member of the AVA Committee on Evaluation and Accredi- tation) Association of Student Teaching (now Association of Teacher Educators) American Association for Colleges of Teacher Education National Education Association Guidelines from the Illinois Division of Vocational Education which have grown out of the Illinois State Plan for Vocational Education, the mandates of the 1968 Vocational Amendments, and the report of the President's Advisory Council on Vocational Education have influenced the choice of extra-class experiences, curriculum content, and materials for future teachers in home economics . In the past, the heme economics education faculty nas preferred to examine the guidelines recommended by professional associations, then to design a program which has integrity for the University of Illinois and its students. 175 Evaluation of Graduates Evaluation of future home economics teachers is done at several stages for purposes of admission, retention, and final recommenda- tion. Each semester, after a student earns 45 credit hours, her record of academic performance is reviewed, and consideration is given to personal and emotional factors as observed and reported by instructors and advisors. A review of academic performance is more than a look at the grade-point average. If there is evidence of weakness in a particular area towards which she should be building competency, help is sought. Instructors in each course in home economics education, and cooper- ating teachers and University supervisors of student teaching provide information about the strengths and weaknesses of potential teachers in relation to cognitive, affective, and psychomotor objectives of the curriculum. Data come from teacher executed check-lists, rating scales or narrative comments, and from students self-evaluation materials. In addition, each instructor in home economics checks a personality rating scale for each student in her classes each semester. Furthermore, as a student completes her pre-prof essional studies, cooperating teachers and University supervisors of student teaching file recommendations with the Educational Placement Office in the College of Education. Academic records are reviewed for certifica- tion by a credentials analyst for the Urbana Council on Teacher Education . After students enter the teaching profession informal contacts are maintained by correspondence, and to some extent, by ob- servation visits and calls on administrators when schools are near to student teaching centers. Data from the Educational Placement Office about successes and problems of beginning teachers are used whenever possible. Opinions of graduates are sought regarding various aspects of the curriculum, and ideas are gained for modifications, as well as for summer school workshops for in-service education. Literature in the field of teacher evaluation is reviewed by resident staff and selected pieces are shared with cooperating teachers and students. Ways of making evaluations and what to look for are topics frequently on the agendas of conferences for cooperating teachers. Cooperating teachers and students share in making recommendations for new evaluative techniques .. A rating scale for home economics student teachers has been studied and adapted for use in the program at the University of Illinois. Self-evaluation by students is encouraged and used at all levels in home economics education. Increasing attention is being given to affective components in working with teacher competencies. Formal and informal feedback suggests that students who complete the home economics education curriculum have command of their 76 subject specialty and a strong foundation in the root disciplines. They demonstrate a dedication to teaching and to students, as well as flexibility in the use of teaching techniques. Consequently, cooperating teachers who have worked with other institutions have expressed a preference for student teachers from the University of Illinois. Similarly, there continues to be a high demand for graduates of the home economics education curriculum at the University of Illinois. Evaluation results indicate that the strength of the program is the depth of preparation in the subject specialty and in education. The sequential opportunities in courses and other experiences in home economics education give opportunities for students to develop a commitment and to build needed competencies at different stages of readiness . It is recognized, however, that the program does need greater flexibility in requirements to better meet the needs of individual students; greater emphasis on a consumer approach, as contrasted to a production approach in some home economics subjects: mere opportunity for study and experiences in areas such as decision- making, human growth, and development: and experiences in home economics courses which help students apply the content to every- day life and to family situations different from their own. The Urbana Council on Teacher Education Committee encourages review of programs and courses in terms of needs assessed and recommenda- tions of present and fcrmer students. long- Rang e Pl annin g Activities related to the improvement of the home economics teacher education program have included the use of student reactions on course evaluations, questionnaires to students regarding curriculum, student participation on the Vocational-Technical Education Cur- riculum Committee, a Retreat by the Vocational-Technical Education Department to assess needs and new directions, a home economics staff study of implications for change growing out of the McGrath report "The Changing Mission of Rome Economics," and staff parti- cipation with other home economics education personnel in Illinois and the state staff in Springfield on a Joint Council for Home Economics Education. All staff members in home economics education and many in noire economics have participated in one or more of the above, and/or in sub-committees furnishing reports for long-range plans for the University . Recommendations for curriculum changes are in process. These need to be made in order to: 17 7 a. Allow greater flexibility in courses and experiences to meet needs of individual students. b. Better serve the current demands for education meeting the needs of contemporary society, especially the changing needs of families, disadvantaged, and handicapped persons, c. Increase opportunities for heme economics teachers to prepare to use their specialties in programs of home economics occupations and consumer education. d. Articulate programs with those of junior colleges to better aid transfer students as the University moves 17! BASIC PROGRAMS IN INDUSTRIAL EDUCATION Design of Curricula The curriculum leading to the Degree of Bachelor of Science in Industrial Education was revised in 1967 to gain maximum flexi- bility in meeting specialized needs of students and their employ- ing institutions. A necessary requisite for flexibility is a close advisee-advisor relationship for each student. The general University and College of Education requirements are similar to those for students enrolled in other teacher preparation curricula of the University. However, a significantly different approach is utilized in developing the courses and experiences in the major teaching area, or technical education specialty. No courses are specifically required of all students in the curriculum, Each student, in cooperation with an advisor, develops a pattern of course work and supervised experiences to achieve competencies for teaching in his specialty area. This area must comprise a minimum of 48 semester hours in the specialty and supporting sciences, mathematics, and other substantive areas. A majority of students entering this curriculum do so as transfer students or with experiences gained in the military or outside employment. Courses offered by other departments within the University, cooperating junior colleges, supervised experiences within the University and with outside business and agencies are utilized to build on the students past experiences. With this arrangement it is possible to prepare students for a number of specialties when a fully structured program could not be justified. On the other hand, it is not possible to prepare students in some more traditional areas, such as graphic arts and automotives . Students who desire to teach in these areas are referred to other institutions which have appropriate programs. Operation of the program requires a high ratio of individual staff to student. Consequently, the total enrollment is limited to 100-125 students, mostly juniors and seniors. The laboratory facilities operated by the Industrial. Education Division are designed to provide transitional experiences for many students. That is, they provide not only the technical content and ex- periences for students who nees such experiences, but also pro- vide experiences for the transition from a technically competent practitioner to a teacher of the technical area. 179 Nine possible technical specialties have been developed. Additional specialties and combinations are made possible by drawing upon the prior background of the individual student and available resources. All graduates must meet the teacher certification requirements. Students in this curriculum prepare for one of three types of educational roles : 1. Industrial arts teaching at the junior or senior high school level. Industrial arts teachers are guided through a program which includes a breadth of experiences in the various material areas such as metal working, wood-working, drafting, and electronics. Greater depth may be developed in one or more areas . 2. Teachers in vocational or occupationally oriented programs. Teachers preparing for this role must have significantly greater .depth in their specialty area and in supporting areas of sciences and mathematics. Occupational experience in the specialty to be taught is typicajly required for certification at either the secondary or post-secondary levels. The resources of the College of Engineering, Commerce, Architecture, Institute of Aviation and other units are utilized in developing the necessary depth. In most cases, some work is taken within the industrial education laboratories to* gain assurance of orientation and some competency in the teaching aspects of the labo- ratory situation. 3. Members of the education or training departments within industry. Many opportunities exist within corporations for persons with a background in education. Often such persons are associated with the personnel or industrial engineering departments. Persons preparing for this goal are guided to include courses in industrial engineer- ing and management as well as the laboratory oriented and education courses . Since the majority of students entering the technical education specialties enter as transfer students from a technically oriented program in preparation for employment, one of the major objectives of this curriculum is to achieve the transition from the technical employment orientation to the "teacher-cf" the technical area. A close relationship of advisor-advisee is essential in achieving this transition. In addition, Votec 101 and 240 (Nature of the Teaching Profession and Principles of Vocational and Technical Education) have been scheduled with blocks of time on a single day co permit in-depth discussions and seminars as well as field visits to a variety of educational programs . Contact with the educational programs and professional persons in the field have been most effective in gaining the transition in attitude and orientation , Votec 139, Supervised Occunational Experiences, provides 1 Rf] opportunities whereby students may be placed in appropriate em- ployment situations to gain technical experiences and work orien- tations which would not normally exist within a classroom setting. These supervised occupational experiences, which may be repeated to a total of 17 semester hours, provide the opportunity for s student, faculty supervisor, and employing supervisor to inter- relate the technical and educational components. Persons pre- paring to teach industrial arts are also encouraged to participate in supervised occupational experiences to gain a better apprecia- tion of modern technology and industry. The wide range of student backgrounds, including those of the older and more experienced students, provides a classroom and discussion setting for the professional courses where students with varying objectives can gain a better understanding of the total educational program and their contributions. The flexibility for developing each student's program on an indivi- dual basis with an advisor is a significant departure from tra- ditional structures . Operation of such a program requires exten- sive time on the part of each faculty member. This pattern was approved on a somewhat experimental basis . Experience to this date has shown it to be most desirable and effective in utilizing a broad range of resources and permitting students to gain com- petencies in specialized areas where a full program could not be justified. Examples would include -the teaching of micro-precision technology, teaching of dental hygiene, a combination cf electronics and computer science, and aviation. Special arrangements permit a student to participate in concurrent enrollment at the University and at the local junior college, thus bringing additional resources within the utilization of the curriculum. The College of Engineering and the Industrial Education Division of the College of Education frequently pool their resources in a cooperative effort to maximize the programs and facilities available to students. Students enrolled in the College cf Education may enroll in courses offered in the College of Engineer- ing. Students in the College of Engineering may also receive a degree in the teaching of engineering technology. The four-year undergraduate curriculum leading to a Bachelor of Science degree in the Teaching of Engineering Technology provides the course xvork needed for subject matter competence; supplies the necessary background in pedagogical theory and techniques , including practice teaching; and makes possible on-the-job experience through three summers of relevant work and study under supervision in industry. Laboratory a nd C linical Experience A wide, variety of laboratory and clinical experiences are required cf all students preparing to teach industrial arts education. In essence, each technical laboratory in the curriculum is a methods course, in how to teach that particular shop activity. In addition, micro-teaching is required in Votec 388, Special Techniques of Teaching Vocational-Industrial Subjects, and Secondary Education 242, Technic of Teaching in the Secondary School. Educational Practice 250 is also a required course in the industrial education curricu- lum. It is entitled School and Community Experiences and is described as "Observation and laboratory experience in the public schools to prepare students for student teaching." Each micro- teaching lesson is critiqued in depth by the methods class and its instructor. After a student has had one micro- teach- ing experience, he is given additional opportunities to micro-teach to build upon his strengths and correct his weaknesses . The Division of Industrial Education oxv 7 ns two, highly portable micro- teaching equipment unics. The facilities of the Teaching Experien- ces Laboratory are also available to students, Only full-time staff members conduct courses which contain labora- tory and clinical experiences. The State of Illinois Department of Education requires that only approved vocational teacher trainers conduct methods courses for certification of vocational trade and industrial education teachers. Practicum The criteria used for the selection of cooperating teachers in industrial education are essential!}'' the same as those outlined on pages 83-88 of this document. The criteria used for the selection of cooperating schools are much similar to those explained on - pages 83-88 of this document. However, every effort is made to place industrial education stu- dent teachers in schools where they will have experiences with minority groups in an integrated setting. Furthermore, there has always been a policy in industrial education student teaching of selecting schools and teachers that are on the leading edge of new developments because this is the type of teacher the Division hopes to prepare. But schools with legitimate problems are not avoided, rather they are used to more adequately round out the student teacher's professional growth. Judging by the number of requests from schools and teachers for University of Illinois industrial education student teachers, it is felt that the program has much to its credit. Use of_ Pro fes sional Guidelines The participation of the Division in activities of the Industrial Arts Curriculum Project has gained national recognition. This program is gaining national adaption and impact on the field. Special workshops are being sponsored across the nation and several are sponsored by this Division in this state. In the summer of 19 71, the Division coordinated 70 workshops for teachers in the field. A number of professional activities of individual staff members, 182 essentially through their individual interests and in addition to their regular University duties, have gained recognition for the Department and the University. One faculty member , for example, is active in international education. He has served as a member of the University of Illinois survey team in Nepal, and as a consultant to East Pakistan (summer, 1970) and to India (summer, 1971). Another faculty member has been very active in working in the health occupations field. His activities have included work with the Health Occupations Education Division of the American Vocational Association, the Association of Advisors for the Health Professions, and others . All faculty members in the Division of Industrial Education are. active members in all or most of the professional organizations in the field. Many serve as officers and committee members, Therefore, they are not only familiar with national developments, but they also contribute to the formulation of policies and guide- lines within the organizations. One professor, for example, is currently working with a committee of the American Council on Industrial Arts Teacher Education which is doing research on the opinions of teachers regarding the priorities of various industrial education objectives. These and other activities of the faculcy have resulted in an increased flow of inquiries and interest to the Department. The basis for a significant role in this area has been established. Evaluation A follow-up study of all graduates who completed bachelor's degres since 1960, was undertaken during the 19 70-71 academic year. Some interns were included in the questionnaire to provide a program evaluation. The returns from the study are being analyzed at the present time. Preliminary results will be. available during the fall of 1971. Long-Ran ge Planning Extended discussions concerning the long-range plans and the nature of the undergraduate, program in industrial education have been frequent during the past two years. Much of the discussion has revolved around the need for additional resources to accomplish the desired changes. The actual resources available for the program have been decreasing as costs have been increasing. The budget for operating expenses, equipment, and personnel is at the minimum. At present, two alternatives are being considered: (1) a re- structuring of the laboratory classes with changes in personnel utilization, and (2) the elimination of all laboratory courses with the necessary technical work to be accomplished in cooperation with junior colleges or other institutions of organizations. 1S3 Recent requests for additional resources have not been success- ful, consequently, a program reduction may be necessary. Basic Program in the Teaching of Engineering Tec hn ology The minimum requirements for a Bachelor of Science degree in industrial education with a specialty in technical education are: (1) 35 to 43 semester hours of general requirements which include physical education, history; government, humanities, natural science, psychology, rhetoric or speech, and mathematics; (2) 20 hours of professional education courses including history and philosophy of education, educational psychology, and generalized vocational- technical education courses; (3) 48 hours of technical education specialty requirements in either mechanical or electrical engineer- ing; (4) 25 to 27 hours of general electives from a recommended list depending upon the curriculum of the student. These require- ments have evolved under the direction of University of Illinois faculty who have had extensive experience in the development of curriculum materials and programs for the preparation of tech- nicians at the post-high school level. Through the above groups of courses and the interactions with his peers and faculty members, it is anticipated that the student will develop attitudes which are consistent with the meeting of the needs of his future students, fagardless of whether they come from rural, suburban, or inner-city areas. The students who have completed the programs have been readily assimilated into the educational community, and many have continued to pursue higher education for the purpose of preparing themselves for increased professional responsibilities in post-high school technical education. An active program of school-university ai'ticnlation provides a continuous flow of information which allows a continuous up-dating of programs to better serve the needs of the students. The courses and other learning experiences of the curriculum are designed by a committee of staff members from the Department of Vocational-Technical Education and the Departments of Mechanical, Electrical , and General Engineering. Staff members involved in the teaching of the technical special- ties are highly capable by virtue of academic preparation, in- dustrial experience, and participation in activities relating to engineering education and post-high school technica] education. Students preparing to teach within the curriculum are continuously observed and counseled. Trial presentations are racro-taught with provisions for peer group and supervisory evaluations , The methods laboratory and practice teaching also provide clinical experiences. Under a provision whereby a special problems number is used, information has been developed over the past ten years through special curriculum guides in two-year associate degree programs for engineering technology. The information that pertains to the specific pedagogic problems associated with the specialized subject matter being taught are discussed in depth. Supervising teachers for the practicum are selected for their high level of competence with students as indicated by their department heads and peers. They must be teachers who have kept abreast of the latest educational developments through reading of journals, attendance at conferences, and working in industry. Cooperating schools are selected on the basis of the quality of their programs in the specialty area of the student teacher. The guidelines that have been used have been developed from experimental programs in summer institutes and academic year institutes sponsored by the National Science Foundation. The seminars on technical education are specifically designed to identify those professional teaching competencies required by the teacher of engineering related technologies. The practice teaching assignments have been selected on the basis of actual subject matter experience and an in-service follow-up activity has provided a dialogue and feedback relative to the application of the guidelines of the specific subject matter- being taught. Background data are prepared on all students subsequent to their seeking teaching positions in order that the future employer may be ccngizant of the various backgrounds of the interviewees. Periodic follow-up studies of the graduates are conducted, both as a means of keeping track of the graduates, but also as a means of feedback on the curriculum in retrospect. A follow-up study of previous students in both summer institutes, academic year in- stitutes and the teacher curriculum for engineering technology teachers has been conducted every five years. At the present time a five and ten year follow-up study is in the process of being completed. Upon the completion of this study, the results will be incorporated in recommendations for improvement of the program. To date, evaluation results indicate that graduates of this program have a high degree of professional flexibility, mobility, and a desire for further education. The major strength in the curriculum is the breadth of learning and the strong foundation which enables the graduates to pursue further education. lie 'weaknesses have become apparent in the curri culum. 135 BASIC MINOR PROGRAM IN THE TEACHING OF .JOURNALISM The teacher education minor in the field of journalism is designed primarily to prepare the secondary school teacher with the basic journalistic skills necessary to advise and assist high school students in the preparation of school publications. The students who select this minor are most often in a major curriculum pre- paratory to the teaching of English and do not have aspirations for a career in professional journalism. This teaching minor requires a minimum of eighteen semester hours in journalism and communications. In addition to four required courses with a total of thirteen hours credit, a minimum of six additional hours must be chosen from a selected group of electives . Credit Hours Required Courses : Typography 3 Newswriting 3 High School Journalism 3 News Editing 4 Electives: Introduction to Advertising 3 Public Affairs Reporting 3 Contemporary Affairs 2 Communications and Public Opinion 3 Photo-Journalism 3 Magazine Article Writing 3 Principles of Radio & Television Broadcasting 2 These required courses and electives are in accordance with the recommended guidelines established by the Association for Education in Journalism. Most of the faculty for these courses have professional and academic journalistic experience to enable them to keep their courses current with developments In journalism as the develop- ments related to the teaching of journalism. The instructor for High School Journalism 308, for example, is presently the Chairman of the Secondary School Division of the Association for Education in Journalism. He also serves as director of the Illinois State High School Press Association, a position which affords frequent contact with high school journalism teachers and publications advisors. 186 The structure of the courses and the faculty heavily emphasize laboratory and practical experience. The College of Communica- tions educates communications workers with modern equipment which includes newsrooms, photography darkrooms, radio and television classrooms and radio broadcasting studies, printing laboratory, advertising layout laboratory, and a library. Radio students make use of portable tape recorders for assignments. Newspaper and radio wire copy come to the copy desk for use by student editors. Typography students study the engraving, offset, and stereotyping processes. Photographers have a completely equipped laboratory with ten dark rooms, workrooms, studies, and telephone sending and receiving equipment* Press cameras are .available for classroom and outside assignments . Television students utilize modern, well-equipped studios for classroom productions in the University Television Building. In many ways, these facilities help prepare the student for the role of a professional journalist. Laboratory courses in news writing, graphic arts, and editing are not only valuable for the high school journalism teacher and publications advisor, but in this era of the surplus of teachers, strong preparation in the minor field may offer a career alternative. The Department of Journalism continually modifies courses and programs to meet the needs of students and the. demands of the field. Journalism 308, High School Journalism^ for example, is altered from year to year to accommodate new information, some of which is gleaned from journalism teachers and publications advisors in the secondary schools. This information was in- fluential in implementing a study of the underground press in high schools as a part of the course in high school journalism. A special journalism faculty committee has plans for significant curriculum change. Since it is often difficult for a student to relate the skills and information he receives in one course to another course, this committee has planned the fusion of several courses (e.g., photography, graphic arts, and editing) to reduce segmentation and maximize transfer of learning. However, this program has not been initiated due to a lack oi funds . .87 B ASIC MINOR PROGRAM FOR THE PRE PARATIO N OF SCHOOL AND TEACHER ' LI BRARIANS AND MEDIA SPEC IALISTS A teacher education minor in library science is offered by the Graduate School of Library Science to advanced undergraduates in the College of Education and the College of Liberal Arts and Sciences who wish to qualify as classroom teachers and librarians in small elementary, junior high, and senior high schools. This minor, which requires 26 semester hours of credit, 21 in library science and 5 in professional education.; is the result of close cooperation between the Graduate School of Library Science and the College of Education. Emphases are placed upon the librarian's responsibilities to students as a teacher, and to teachers as a consultant. Practice in a school library is required. The Specialty for Elementary School Librarians is described on page 275 of Und er gradua te Study , 19 71-72 . The teacher education minor in library science is detailed on page 416 of the same publication . Close attention is paid to standards for school library programs in their ever-changing aspects, emphasizing the role of the library as a media center. Revision of curriculum is on-going. Curriculum planning and revision reflect the fact that the faculty of the Graduate School of Library Science includes specialists in all areas of librarianship . A curriculum committee is operative at all times and is charged with initiating review of course content and proposing new courses. Final decisions regarding course and curriculum development must be approved by the entire faculty of the Library School. Labo ratory and C linical Experiences Students are involved in a week of observation in a school library situation at the beginning of a school term. Problem solving activities are incorporated throughout the methods course for school librarians. These include the administrative problems of a media center as well as the selection of learning resources - book and nonbook - to use with groups or individual students having special needs. Students are involved in the development of diagnostic tests to use for individualizing instruction rela- ting to library skills. The evaluation of pupil progress in applying learned skills is built into the curriculum. Discussion of films showing classroom and school library situations .88 brings out principles involving motivation and diagnosis of learning difficulties of pupils using library resources. During the practi- cura period, University students are given an opportunity to work with one or two students to develop techniques for diagnosing reading, listening, and viewing habits and patterns and to plan a developmental program for each. Opportunities are given stu- dents to evaluate a small section of library holdings in terms of curricular and students needs of the school and to make recom- mendations for ordering new media. One of the units of work in the methods course deals with "The Teaching Functions of the School Library.". Basic to planning learning activities for students in libraries is the need for understanding learning and teaching theories . Undergraduate students in the library science curriculum are required to take all courses that are required of any teacher education student. These would include educational psychology and a methods course in the i r ma j or s ub j e c t . The library science methods section attempts to build on these backgrounds of students: and, in addition, provides for the • following types of experiences; 1. Awareness of the schemes for classifying educational objectives ; 2. Formulating behavioral instructional objectives; 3. Designing and critically analyzing specific lesson plans and procedures; 4. Working with new theories of learning and attempting to apply them to professional library experiences. Readings are suggested and lecture-discussion workshop activities are included in the semester's work. a An attempt is made to introduce students to the most important research studies related to school librarianship and its relate components. Individual work, small groups, and large groups comprise the organizational structure of these investigations. All undergraduate minors in the library science curriculum are required to take Library Science 204, Development and Operation of Libraries. One of the requirements of the course is partici- pation in a non-credit weekly laboratory. Lab experiences are planned and supervised by a member of the Graduate School of Library Science faculty. The Library School maintains a Learning Resources Laboratory and, although the curriculum is not designed to assign students to work in this area, courses are structured so that students find it necessary to utilize the laboratory. The courses required of all students In this curriculum provide 18i for many role playing and simulation types of learning activities. Courses utilize the problem solving techniques for learning. All courses are taught and all practicum experiences are supervised by regular members of the faculty of the Graduate School of Library Science. No graduate assistants serve as teaching assistants. Practicum The locations for student teaching experiences are selected through the cooperative efforts of the head supervisor in library science and the head supervisor in the student's major teaching area. All minors in the library science curriculum are required to have student teaching experiences in boLh the classroom and the library. Generally, the criteria used for the selection of sites and the complimentary supervising personnel are also used in the library science student teaching program. In addition, the following criteria are used: 1. The supervising librarian must have a master's degree in library science from the American Library Association. 2. The supervising librarian muse have had at least two years of professional library experience. 3. The cooperating school must have an educational media center (school library) program that meets state and regional standards. 4. The media center program must emphasize the importance of the learner and the media staff should function to support teachers in achieving the goals of the total educational program. The library science supervising faculty consult with the cooperat- ing supervisors before and during the time of the student teaching experience. Each cooperating librarian and student teacher is provided with a statement of the University's objectives and an outline of suggested activities for the student teaching experience, Professional Guidelines The Graduate School of Library Science is responsible for the courses of the professional studies component in the program to prepare school librarians — i.e., the methods course and the partial supervision of che student's practicum experiences. Emphasis in these courses is given to those techniques which enable the school librarian to function in a professional role. Con- sequently, students work to become aware of the responsibilities of the professional librarian, but they are more concerned with attaining competencies necessary to implement the program of library science within the school. 190 Guidelines prepared by the American Association of School Librarians, the Association for Educational Communications and Technology, the American Association of Library Schools, and the American Library Association are all used as a basis for the con- tent of courses in the library science curriculum. The Graduate School of Library Science at the University of Illinis is accredited by the American Library Association and thus meets the standards for the preparation of professional librarians as prescribed by that body. These standards form the basis for the program of study for the preparation of professional librarians. The faculty of the Graduate School of Library Science continuously reviews its many programs for the education of professional librarians, and the suggestions of examining boards are always given due consideration. The School participates in programs that provide funding for experimental curricula — i.e.,. NDEA, KEA, and foundation instigated programs. Evaluatio n c_f Students Sets of mimeographed materials stating objectives and projects to be completed are prepared for the methods and practicum courses and are distributed to University students and to cooperating teachers and librarians in the cooperating schools. Student pro- jects are turned in at stated times, are graded, and returned to students for use in staff-student conferences. These are modified from time to time. Observations are made of student performances in class room situations and in library activities. Staff-student- librarian-teacher conferences are held for purposes of evaluation and to suggest constructive criticisms for student improvement. Students fill out course evaluation forms prepared by the research staff of the University. Faculty fill out an evaluation of each student and a recommendation form for the College of Education and for the Graduate School of Library Science, These are on file in student folders. When students are enrolled in the library science minor at the junior or senior year levels , students folders are on file in the office of the Graduace School of Library Science. These in- clude suggested programs of study for each semester at the junior, senior, or graduate levels. They also include faculty evaluation forms for each library science course completed and faculty re- commendations . Many undergraduate students in the library science minor, upon completiou of the bachelor's degree, enter the Graduate School of Library Science for the professional degree program. Their records are then evaluated and If they fulfill the entrance re- quirements they are admitted to the graduate program. Graduate students who have completed the degree program have the services of the placement office. After the first full year of employment, 191 a letter is sent to the employing agency requesting letcers of recommendation for student files. From time to time there have been follow-up studies made requesting former students to evaluate the courses they had taken in relation to the professional world. Many students keep in touch with faculty members through corres- pondence, informing them of their career progress. Faculty members are involved in school and library evaluations and in visits, and see former graduates in action. Many of the undergraduates have gene on to complete the professional library degree at the master's level. There is evidence of sta- bility of job positions. Graduates have moved up the salary scales, have moved to more responsible positions, have engaged in professional activities at the state and national levels, and have gone on for advanced degrees cr for refresher courses . Others have also written articles for professional journals. Evaluation has revealed strengths and weaknesses in the under- graduate program in library science. Strengths: Practice teaching is done in both the library and the regular classroom. Students are highly motivated. There is fine rapport with cooperating schools. Graduates perform well on the job. Faculty members are continually involved in evaluating school media centers . Weaknesses: As class size increases, the size of the staff remains the same. There is a felt need for closer communica- tion and cooperation with the Urbana Council on Teacher Education and the Office of Student Teaching. The faculty of the Graduate School of Library Science are currently engaged in a comprehensive review' of the curriculum. The results are sure to have major implications for all aspects of the Library School's program, including the preparation of school librarians. Long; - Range Planning University long-range planning in regard to enrollment provides fo: a 50% increase by 1980 of the enrollment in the Library School. These data pertain to' graduate students only, but they indicate a considerable increase in size and strength of the library school itself. No commitment has been made in the enrollment of under- graduates in the teacher-librarian courses, since these courses constitute a minor. The University has a well-established graduate program, and is seeking ways to strengthen the undergraduate program. In con- junction with the doctoral program in instructional materials (in educational psychology) , consideration is being given to the development of an undergraduate curriculum for the preparation 192 of school media specialists, which would in effect constitute a major. The goal is to prepare those who finish the program to qualify both for state certification and for graduate study. 193 BASIC PROGRAM IN MATHEMATICS Design of Curricu la The University of Illinois offers three pre-service, undergraduate programs for the training of secondary school mathematics teachers: one in the College of Education that leads to the degree of Bachelor of Science in Secondary Education; another in the College of Liberal Arts and Sciences and leading to the degree of Bachelor of Science in the Teaching of Mathematics, and; a third, also in the College of Liberal Arts and Sciences, which leads to the degree of Bachelor of Arts (or Sciences) with a major in mathematics. The first two programs differ only in some details: the mathematics courses required in both programs are the same. The third program is an honors program that has stronger mathematics requirements than the first two. Clearly, these three major categories are not mutually exclusive, and many of the specific goals of the program could be included under more than one category. The objectives of these programs are listed under three broad headings: content goals", professional skill goals, and general professional goals . 1. Content Goals (Mathematical Literacy) a. Students are expected to be thoroughly familiar with secondary school mathematics, to appreciate the relation- ship among mathematical subjects and to have a perspective of secondary school mathematics as "embedded" in a larger body of mathematical knowledge. b. Students are expected and encouraged to develop an appreciation of mathematics as a deductive system and an understanding of the role of proof in mathematics. Ex- perience in making deductions and mathematical arguments is provided by all the content courses in the curriculum. However, Math 306 is especially concerned with an examina- tion of logical principles and their role in mathematical reasoning. c. Students are expected and encouraged to develop an appre- ciation of the elegance and power of mathematical "structures" and the means by which "structure" can be used to organize many of the topics of secondary school mathematics. Ideas of structure for algebra and geometry 194 are considered in Mathematics 317 and 30 3. d. An awareness of the existence of a body of mathematics beyond basic arithmetic, Greek geometry, medieval Arab algebra, and 19th century set theory is expected and required. Only teachers who have had some mathematics beyond such topics can understand that mathematics is not a closed subject of very limited scope but, rather, a creative and continually developing activity. e. An understanding of the powers and limitations of modern digital computers is expected and encouraged. In view of the increasing importance of computers in society in general and in schools in particular, it is important that teachers have some facility in computer programming. Beyond that, they should have an elementary understanding of the basic ideas involved in computing and data proces- sing, e.g., formal languages, algorithmic procedures. These matters are taken up in Computer Science 10 7, Introduction to Digital Computing for Secondary School Teachers . ' v f. An appreciation of the power of mathematical techniques and modes of thought is solving scientific questions is encouraged. The curriculum at the University of Illinois is admittedly weak in this area, but efforts in this di- rection are made in the calculus courses and the biological or physical science requirements. 2. Professional Skill Goals a. Students are expected to develop the ability to teach secondary school mathematics so that students will learn the mathematics and enjoy learning. These matters are given special consideration in Educational Practice 242 and Secondary Education 241. b. Students are expected to demonstrate an ability to read secondary school mathematics textbooks critically, and to make evaluations and recommendations regarding curric- ulum matters . c. Students are expected to develop an understanding of adolescents and how they learn. Specifically, graduates should be able to explain adolescent behavior patterns, particularly those associated with learning. Further, they should be able to make reasonable conjectures as to what will facilitate learning, particularly concerning those factors over which teachers have some control. Educational Psychology 211 is specifically addressed to the development of these and related insights, skills, and theories . 195 General Professional Goals a. Students are assisted in developing an understanding of the role of the school in society. Further, they are encouraged to form a basis for evaluating the effective- ness of particular schools. (History and Philosophy of Education 201.) b. Students are encouraged to view teaching as a worthy profession, and to understand their rights and responsa- bilities as members of the profession. c. Students are expected to demonstrate a belief in the human dignity and worth of students and, thereby, a disposition to behave towards them in a humane and professional manner. Content for the Teaching Specialty Required Courses in Mathematics and Computer Science HOURS Math. 120 — Calculus and Analytic Geometry 5 Math. 130 — Calculus and Analytic Geometry (5) and Math. 140 — Calculus and Analytic Geometry (3) , or Math. 131 — Calculus and Analytic Geometry (3) and Math. I4l---Calculus and Analytic Geometry (5) 8 Math. 302 — Topics on Geometry 3 Math. 303--Advanced Aspects of Euclidean Geometry 3 Math. 305 — Teachers' Course 3 Math. 306--Selected Mathematical Topics for Secondary School Teachers, I 3 Math 317 — Introduction to Higher Algebra 3 Math. 318 — Introduction to Higher Algebra, or Math. 315 — Linear Transformations and Matrices 3 Math. 343---Advanced Calculus, or Math. 347 — Introduction to Higher Analysis : Real Variables 3 C.S. 101 — Introduction to Automatic Digital Computing, or C.S. 107 — Introduction to Digital Computing for Secondary School Teachers 3 Total 37 The above list of required content courses reflects what are believed to be reasonable requirements for the kinds of mathe- matical competencies which a secondary school teacher should have. The following paragraphs include rationale for the in- clusion of each of the above courses in the required curriculum. 1. Calculus and Analytic Geometry (120 and 130) . Many high schools now include calculus in their curriculum. Furthermore, a growing number of high school graduates will 196 enter a calculus sequence as freshmen in college and may benefit from the introduction to basic calculus and analytic geometry in the high school setting. In addition, calculus is still central to all applied mathematics. Advanced work in analysis, number theory, probability theory, and even algebra and geometry presupposes an understanding of calculus, and some facility with the techniques of the calculus . 2. Topics on Geometry (302) and Advanced Aspects of Euclidean Geometry (303) . The high school curriculum traditionally includes at least one year of geometry. These two courses are designed to familiarize the student with a variety of geometrical ideas that put the traditional high school topics in their proper perspective. Among the topics studies are transformation geometry, the projective plane, the Klein Erlanger program, and foundations . 3. Teachers Course (305) is a "topics" course, and the choice of topics is, to some extent, left to the instructor. An effort is made to treat a variety of topics that are not systematically considered in other courses of the curriculum. Topics frequently chosen for inclusion in this course are: elementary number theory, elementary probability, Boolean algebra and switching networks, and graph theory. 4. Selected Mathematical Topics for Secondary School Teachers, I (306) , is a course in logic especially designed for teachers Its aim is to introduce students to the logical analysis of mathematical arguments. Since the idea of proof is central to all mathematics, it is important that teachers have a thorough understanding of what constitutes a proof and an appreciation of the logical principles that underlie formal arguments in mathematics. 5. Introduction to Higher Algebra (317) is an introduction to modern or "abstract" algebra. A large part of high school mathematics is concerned with studying the algebra of the ring of integers, the fields of rational and real numbers, and the rings of polynomial functions over the reals. Thus, in high school, one studies many very general algebraic ideas in particular settings. It is, therefore, important that teachers be aware of these general ideas. 6. Introduction to Higher Algebra (318) and Linear Transforma- tions and Matrices (315) are both courses in linear algebra, the first somewhat abstract and theoretical, the second somewhat more concrete and applied. Students may elect either course, depending on their mathematical talents and predilections. Both courses serve to broaden the student's acquaintance with algebra. Indeed, linear algebra is that branch of algebra that has the most important applications, 19 7 and many high school curricula are including some study of linear algebra. 7. Advanced Calculus (343) and Introduction to Higher Analysis: - Real Variables (347) . Math 347 provides the mathematical underpinnings for the differential and integral calculus. Since a high school teacher may be called upon to teach a calculus course, he should have experiences in the foundations of this subject. Further, ideas from analysis (e.g., limit and continuity) arise in various places in the high school curriculum in an intuitive way (e.g., decimal expansions of real numbers, the calculation of the area and circumference of non-vectilinear figures) . It is important that teachers understand the mathematical issues inherent in such topics, even when such issues are consciously suppressed in the teaching of the high school student. Students in curricula are given the option of replacing Math 34 7 by Math 343. The regular version of Math 343 is an advanced calculus course designed mainly for engineering or science students. However, prospective teachers who elect this course are placed in a special section that is concerned less with application and more with an analysis of the foundations of calculus. Thus, the teachers' section of Math 343 is a somewhat slower-paced and less sophisticated version of Math 347. 8. Introduction to Digital Computing for Secondary School Teachers is a course in elementary programming designed especially for the needs and interests of prospective teachers More high schools in the United States now have access to a computer and it is usually the mathematics teacher who is called upon to introduce students to its use. Beyond this, a knowledge of the basic principles of computing and data process has become part of the cultural equipment that forms a part of a humanistic education. Responsibility for the organization, administration, and develop- ment of the mathematics teacher training curriculum has been vested in the Area Committee in Mathematics by the Urbana Council on Teacher Education. At present, this Committee includes ten professors of whom six have doctorates in mathematics and four have doctorates in education. All mathematics courses designed especially for teachers must also be approved by the Department of Mathematics before they can be included in the teacher educa- tion curriculum. During the 25 years in which the Area Committee organization has been in existence, there has been continual and critical review of the content of the curricula. For example, the Committee has been continually stimulated by curriculum developments in tbe University of Illinois Committee on School Mathematics program. Also, many curriculum innovations used experimentally in the University of Illinois' Academic Year Institute have been 198 incorporated in the pre-service curriculum. The surge in the use of automatic digital computers, new developments in teaching techniques, and the frequent addition of younger staff have re- sulted in continual questioning of old methods, and revisions arc always being proposed, discussed, and adopted. Laboratory and ■ C linical Experience The Teaching Techniques Laboratory provides an opportunity for microteaching. Students in undergraduate mathematics teacher training curricula do microteaching in two courses : (1) Intro- duction to the Teaching of Secondary School Subjects (Secondary Education 101) , the first education course that students take, typically, in their freshman or sophomore year, and (2) Technic of Teaching in the Secondary School (Secondary Education 241) , taken during the professional semester in the senior year. >iicroteaching experiences are described in more detail on pages 305-315 of this document . Another component of the laboratory experience involves small group teaching, or "mini- teaching, " at the University High School. Teams of three student teachers are assigned to a group of four or five high school mathematics students. Lessons are planned by the teaching team in consultation with the regular classroom teacher and the methods course instructor. The lessons are then taught with primary instructional responsibility assumed by each of the three members on a rotating basis. The lessons are videotaped and discussed prior to the next class with the expectation that subsequent planning and instruction will incorporate many of the suggestions arising from such discussion. The mini-teaching experience has a substantial clinical component. Each team of three student teachers is carefully observed and monitored by the regular classroom teacher, the methods instructor, and graduate students. Conferences concerning the progress of each teaching team are held regularly. Many of the difficulties ex- perienced by the teaching team, such as sequence of presentation, use of strategies, terminology, or other aspects of instruction are dealt with a large group sessions following the lesson. Other difficulties, such as responsiveness to personalities in the class, lack of confidence, or evident weaknesses in the student teacher's grasp of subject matter, are handled in individual conferences. In Secondary Education 101 and 242, students' attention is also directed to relevant yearbooks of the National Council of Teachers of Mathematics; to appropriate articles in "The Mathematics Teacher"; and to the work of University of Illinois Committee on School Mathematics (UICSM) , School Mathematics Study Group (SMSG) , and Secondary School Mathematics Curriculum Improvement Study (SSMCIS) . 199 Practicum The practicum for students preparing to teach secondary school mathematics is essentially the same as that described on pages 83-88 of this document. Training in supervision has been provided for cooperating school personnel in a variety of ways. • In the past few years teachers have come to the campus in the fall, prior to receiving student teachers, for a workshop on supervisory techniques, a two-day seminar on training procedures for student teachers, and a session for discussion of mutual problems in student teaching, including problems of supervision. At present, the Department is also involved in an experimental teacher education project in the Arlington Heights, Illinois, District 214 schools, where work is being done on the improvement of student teacher supervision. A more detailed description of this endeavor is given on pages 296-301 of this document. Professional Guidelines The members of the Area Committee have given considerable thought to the recommendations made by the Committee on Undergraduate Programs in Mathematics (CUPM) sponsored by the Mathematical Association of America. The Committee has also kept abreast of new developments in University of Illinois Committee on School Mathematics. In addition, the Committee has paid considerable attention to the curriculum developments of the School Mathematics Study Group (SMSG) , the Ball State Project, and others that have appeared over the past two decades. The implications of these programs for teacher training curricula have been continually studied ad discussed by the Committee. However, the Committee does not hold any of these guidelines or projects sacrosanct. It feels that instructors at this institution are highly qualified and should be given maximum freedom in developing their own ideas and in preparing material for classroom use. The laboratory and clinical experiences are conducted within the context of recent curriculum developments in mathematics. The subject matter taught by the students in training relates directly to that likely to be encountered in "modern" mathematics classrooms These experiences are supervised by the methods instructor and by doctoral students in mathematics education, thus maximizing the opportunity to discuss techniques, learning difficulties, and curriculum problems in the light of current trends and issues in mathematics education. The development of teacher training curricula over the years has been continually affected by national guidelines and the new materials of the national secondary curricula development groups . Recently, for example, the Committee felt that college-level stress 200 on "new math" materials and ideas was no longer necessary since students have now often been indocrinated in the "new math" from an early age. In view of this, replacements for "new math" courses are being developed. The new courses being developed, under the sponsorship of the National Science Foundation, are concerned primarily with logic and its applications to elementary mathematics. Last year, at the suggestion of the Committee, a course was developed specifically for prospective high school teachers on elementary programming and the use of computers in high school. Evaluation of Graduates The problem of evaluating the students prepared by a given curric- ulum is most difficult. While it is possible through prolonged and careful observation and inquiry to come to a subjective evalu- ation of a teacher's performance in the classroom, the Committee is not convinced that there are any valid methods for an objective evaluation of a teacher's effectiveness in a classroom situation. However, the following informal evaluation of curriculum and its graduates may be of interest : 1. Women in the program who marry and must complete their education at another institution, frequently plan their work so that they will receive their degree from the University of Illinois. 2. Graduates of mathematics education programs are sought by school administrators and tend to be employed by the more prestigious schools. It is interesting to note, however, that an increasing number of graduates forfeit higher monetary rewards for the satisfaction of helping disadvantaged children in the inner city. 3. Faculty tend to maintain contact with graduates who become department chairmen, who attend the meetings of the mathematical associations, who participate in programs sponsored by these organizations, and who become active in the administration of the mathematical societies . The stated objectives of the curriculum are designed to prepare students to teach mathematics in secondary schools and junior colleges. The only way to determine if graduates are satisfying this objective would be to measure their teaching effectiveness. Since there is no objective way to measure teaching effectiveness, there is no formal program for evaluation. Furthermore, in this period of severely limited funds it is quite unlikely that financial resources would be alloted for such an endeavor. However, the faculty for mathematics education remains open to suggestions re- garding how such evaluations might be made at a reasonable cost to the University. 201 Use of E valuation Result s Despite the fact that there is no formal procedure for the evalua- tion of graduates, it should be emphasized that the curriculum is constantly being evaluated and changed from points of view other than the one of post-graduate teacher evaluation studies. For example, in the near future the Committee plans to scrutinize the current curriculum with the following questions in mind: 1. Should a course emphasizing mathematical heuristics be added to the curriculum? 2. Should an internship program be added to the curriculum? 3. Should courses in probability theory and game theory be added to the curriculum? 4. Should the number of mathematical electives be increased so that students would have a somewhat wider choice in pursuing their mathematical interests. The answers to these questions will be sought by the Committee in a variety of ways. For example, the answer to Question 3 may emerge from an examination of modern high school curricula to see how much stress is now being given to probability and game theory. The Committee will also consider the likelihood that probability theory will play a quota role in future curricula, and the aspects of the theory that are likely to be accessible to high school students, etc. The experiences of other Universities with such courses will also be reviewed. The Committee recognizes that post-graduate evaluations might, in some circumstances, be another useful item entering into the curriculum recommendation. Long - Range Planning The Area Committee continually reviews the undergraduate teacher training program and recommends changes to keep the program up-to- date. During the academic year 1967-68, for example, the Area Committee made an extensive study of the undergraduate program for preservice secondary school mathematics teachers. Instructors for all required courses in mathematics and education appeared before the Committee, discussed the courses they taught, and made recom- mendations for the improvement of the program. Also, at about that time, the Committee decided that the demands on teachers in the area of computer science justified the intro- duction of a course in computer science. To assist them in plan- ning, they requested that- a member of the Department of Computer Science be added to the Committee. With his assistance, the Committee formulated objectives in computer science for teachers. This course was first offered in the fall of 19 69-70, and is now required. 202 The changes in the teacher training program outlined above were initiated by the Area Committee which consists of members of the Department of Mathematics, the Department of Computer Science, and the College of Education. The majority of the Committee members are subject matter specialists. The Committee's plans for the year ahead are the following: to consider the introduction of a course in heuristics, i.e., problem solving in the style of Polya, and a course in the history of mathematics. The possibility of providing teachers with greater elective options is also being explored. Proposals for the revision of some courses currently in the curriculum are being considered. 203 BASIC PROGRAM IN MUSIC EDUCATION Design of Curricula Music has unique qualities that place it among the most desirable media of organized aesthetic education, Human beings are univer- sally sensitive to music and find satisfaction and meaning through experience with it. The role of the music teacher is to increase the musical sensitivity of his students and thereby heighten their potential for aesthetic experiences. The music teacher's task is to create an educational environment that provides optimal conditions whereby the possibility for increasing musical sensi- tivity in his students can manifest itself. Curriculum objectives that are conceived within the framework of aesthetic education should develop in the teacher an awareness of the nature and function of music as it relates to developing musically sensitive students. Music attains significance only through its expressive appeal, and all work with music must be conducted with full cognizance of its expressive appeal. Clearly, objectives in the affective domain must concentrate, therefore, on the development of the teacher's musical sensitivity. Before a teacher can foster the development of musical sensitivity in his students, he must be musically sensitive himself. This sensitivity is developed through individual and group performance, through listening experiences, through reading music, and through working in a musical environ- ment. Knowledge of such things as form, melody, rhythm, and harmony — objectives of the cognitive domain — aid in the per- ception of music and thereby heighten musical sensitivity. Because all experiences with music could or should be experiences of feelings the teacher must have tolerance for all types of music. These experiences are possible in electronic music, jazz and folk music, as well as music in the more traditional medium and styles. Consequently, the School of Music requires the prospective teacher to study music of different periods and to perform a variety of music both instrumental and vocal. A prospective teacher is also required to attend many different types of concerts. This exposure to musical performances aids in developing tolerance and appre- ciation for the entire gamut of our musical heritage. As previously stated, music attains significance only through its expressive appeal, and all work with music must be carried with full cognizance of its expressive appeal. An understanding of the elements of music enhances the perception of music and heightens musical sensitivity. The assumption is that among the variables necessary for competent teaching are knowledge of the subject matter, knowledge of the teaching- learning process, and an understanding of the features of a discipline which are of most worth in bringing about musical sensitivity. Cognitive objectives in music, therefore, include (1) a knowledge of the literature for the prospective teacher's own performance medium — solo and/or ensemble; (2) a knowledge of literature that deals with the technique for other musical in- struments and voices; and (3) knowledge of ensemble literature of various grades in areas of special concern. In addition to this knowledge the student must attain an understanding of music history, including knowledge of style related to musical periods, the contributions of composers, ethnic groups, styles and tech- niques pertinent to the evolution of music, and the relationship of contemporary music to contemporary society. He must know the compositional and performance techniques in music of the past and be able to relate these to the public school teaching situation. Through his work in the College of Education, the prospective music teacher is expected to implement the latest theories of learning. He is required to gain an understanding of the techniques for developing the musical potential of each student. Also, a com- prehension of the traditions, customs, and heritage upon which our educational system is based is expected. The curriculum at the University allows a major in instrumental music or in vocal-choral music. Specific objectives are used within each of these curricula. Currently, within each curricula, the student also elects a major performing medium. The University has no program for elementary-general music, although a curriculum has been proposed. Special Programs Being Conducted 1. A special section of Music 346, an experimental course in team- teaching of elementary and junior high school instrumental music, was added in fall, 1970. In this course students are exposed to a specialist in the orchestra field as well as the band field. Emphasis is placed upon problems of starting instrumental beginnings, elementary level technique and program literature, recruiting, scheduling and grouping of technique classes. Study of minor repair of musical instruments, not offered previously in other courses, is also included. 2. Music 242 is taught by an instructor who also teaches in the public schools. Observation in the schools plus follow-up in class are an integral part of the program. 3. Music 120-123, a combined music literature, history, and 205 theory sequence, was first offered beginning fall, 1969, as part of the Contemporary Music Project. The purpose is to make these subject areas more relevant to each other_ and to the student's total musical training. Although the sequence is offered to only a limited number of students at this time, future plans are to include all freshmen and sophomores . This will become possible subsequent to completion of the new music building which will provide the needed classroom space. 4. The study of jazz, jazz improvisation, and jazz arranging and composition is being offered this year on an elective basis. Plans are to incorporate these areas as part of the content of required methods courses in the near future. 5. Other activities include the University of Illinois String Research Project, micro-teaching in the Teaching Experiences Laboratory, early childhood music, music for the handicapped, use of the theory-ear training laboratory for remedial pur- poses, filming of public school music classes, rehearsals for methods courses, and observation training. 6. Observation and classroom follow-up are part of the work in pre-school music education. The Child Development Labora- tory serves as a basis of operation for this program. 7. A choral laboratory is required of all choral majors. The lab is part of each of the four conducting classes that the stu- dent must complete. The lab is designed to allow prospective choral conductors an opportunity to develop their conducting skills by conducting before a large mixed choir. Five staff members meet with each student after he has conducted. They discuss his strengths and weaknesses as they appear on a video-taped recording of the student's conducting performance. 8. A class for young children is offered in which students gain teaching and observational experience with the Suzuki method employed in the teaching of strings and piano. 9. An introduction to music literature is taught with the aid of programmed tapes. These tapes are accessible through a telephone hook-up with the 150 stations in the new Under- graduate Library. Content for the Teaching Specialty The prime purpose of public school music education is to develop the student's musical sensitivity in order to promote greater apprecia- tion of a wide variety of musical styles. The means for acbieving this objective is through teaching for musical understanding or literacy. This is achieved tbrough learning and understanding the elements of basic musicianship and is refined through intensive participation in musical performance. The school curriculum in the 206 secondary schools is primarily one of teaching music through performance. Musical concepts and understandings are. gained through active participation in the making of music, membership in bands, orchestras, choruses, and small ensembles. The primary content of performing organizations is- the use of quality music of various musical eras. The varying levels of music are supple- mented with pedagogical material. The basis for the curriculum at the University is a continuous contact with music through listening and performing. Students study music in conducting and literature courses, and in methods courses and laboratories. Music with a wide range of difficulty is encountered in large and small performing organizations. The content of general music in the schools consists of music fundamentals, elementary performing, creative experiences, and a wide variety of listening activities. Theory and history of music comprise a large block of the music major's curriculum. Basic musicianship is reviewed in private instruction and in methods classes. Selectivity and high performance standards for admission to the University's School of Music are such that much of the content that will be taught to public school students is already known to the University of Illinois student through prior work in performing groups and in private instruction. Supplementary knowledge is difficult to distinguish from primary knowledge in music instruction. The instrumental teacher may use piano, guitar, voice, a ndnor instrument, composition, analysis, or other musical experience to satisfy the interests of his stu- dents at a particular time. Common musical knowledge can be approached in a variety of ways, each requiring considerable experience and training of the teacher. The present curriculum provides this wide variety of experiences to the prospective teacher. For example, the study of six instruments plus the string family for 1/2 to 1 semester each, 3 semesters of piano, and 1 semester of voice are required of the instrumental music majors . Faculty members in the applied music, theory-composition, and musicology divisions of the School of Music are responsible for teaching subject matter content to music education majors. The curriculum for preparation of music teachers is formulated by the Division of Music Education in consultation with the divisions in the School of Music. The music education staff is composed of members from applied music divisions, performance organizations, and the Division of University Extension. The curriculum is ap- proved by the Director of the School of Music, the Educational Policy Committee in Music, the music faculty, and the Urbana Council on Teacher Education. These facts indicate that subject matter specialists and music education faculty are involved in decisions concerning course content and curricular requirements for music education majors. The Division of Music Education holds weekly meetings during the regular academic year. A significant portion of these 20 7 meetings is devoted to discussion and evaluation of course content. Two subcommittees are in the process of evaluating and formulating recommendations for improvement of course content of all music education methods courses, content, and the credit-class hour structure of supplementary instrument class offerings. In addition, the Division seeks to rotate course assignments periodically among instructors in a given area of specialty and promotes faculty and graduate student involvement in curricular research. Finally, the presence of the Head of Music Extension, the Director of University Bands, and the Director of Jazz Bands as members of the Division provides additional and continuing evaluation and perspective for all concerned with regard to current trends and new develop- ments in the field. Laborat ory and Clinical Exper ience The following laboratory experiences are required of students preparing to teach music: a. Observation in local public schools; local music extension demonstration classes, including elementary general music and youth orchestra; the Child Development Laboratory of the University; University High School; the University String Research Project classes; and occasional off-campus observation in public schools of the state. b. Practical experience in conducting and rehearsing groups of peers in laboratory situations. c. Micro-teaching in the Teaching Experiences Laboratory and use of problem solving approaches in methods classes. Micro- teaching is a laboratory requirement for all students enrolled in Secondary Education. In the micro-teaching experience, both learner-centered techniques and teacher- centered techniques are studied and practiced. Learner- centered techniques include: (1) directed discussion, (2) reflective discussion, and (3) inquiry discussion. Teacher-centered techniques include: (1) directed dis- cussion, (2) reflective discussion, and (3) inquiry discussion. Teacher-centered techniques include: (1) lecturing, (2) recitation, and (3) directions leading to an activity. All micro-teaching sessions are video- taped and portions of the tape illustrating key moves of the technique under study are played back and critiqued in conference with the methods student and two trained supervisors, one from the College of Education and one from the School of Music. A wide variety of evaluative procedures are used. d. An off-campus orientation to the public school system and community in which the student will later engage in student teaching is offered to seniors during the first two weeks each September. 208 Observation is an integral part of the work of the following classes : ^Secondary Education 101 - Introduction to the Teaching of Secondary School Subjects Secondary Education 241 - Technic of Teaching in the Second- ary School Music 242 - Teaching Music in the Elementary School Music 243 - Teaching Music in the Junior High School Music 246 -- Teaching of Choral Music Practical experience in conducting and rehearsing groups of peers in a laboratory situation is provided in the following undergradu- ate classes : Music 142 - Elements of Conducting Music 230 - Choral Literature and Conducting I *Music 231 - Choral Literature and Conducting II Music 232 - Instrumental Literature and Conducting I *Music 233 - Instrumental Literature and Conducting II Music 244 - Teaching of Instrumental Music *Music 246 - Teaching of Choral Music ^Special laboratory organizations meeting two hours each week are provided for students enrolled in these courses. Prior to observing in a school or class, the public school or laboratory teacher in charge usually meets with the college class for an orientation period. Subsequent to the observation the teacher either conducts an informal seminar at his school or meets with the college class at a later date for this purpose. Specific items pertaining to the observations are also discussed afterward in class between the college instructor and the observers. ^Approximately one-half of this course, offered during the sophomore year, is devoted to observation. 209 Critiques of conducting and rehearsal procedure are provided in all conducting, choral, and instrumental methods courses. Video- tape machines are used where possible with conference times sched- uled between the instructor and individual students to view the tape and discuss its contents. In Music 231, 233, and 246, where special laboratory organizations are available, as many as four instructors are present to evaluate and make recommendations for student improvement. Students thereby receive the benefit of more comprehensive critiques along with exposure to varied approaches to the solution of a given problem. Senior students involved with micro-teaching are provided with a specific teaching task for each session. They are observed via television monitor and evaluated by the course instructors and assigned student teaching supervisors, as well as by University personnel in charge of the micro-teaching laboratory. Examples of the assigned tasks are teacher-centered recitations, directed discussion, and reflective thinking. Each task is assigned ac- cording to a teaching technique commonly used in at least one phase of teaching. Peer micro-teaching is used only for fami- liarization. At all other times students teach freshmen not majoring in music. The study of general teaching and learning is included in the content of Educational Psychology 211, Secondary Education 240 and 241, all of which are required of all music education under- graduates. Study of the Kodaly, Orff, and Suzuki methods related directly to music are covered as part of required music methods courses . Students also take courses and observe classes of children taught by leading authors and experts in the field of music teaching and learning theory. These include the University of Illinois String Research project, nursery school classes in music at the Child Development Laboratory, and demonstration classes in elementary music offered through the Division of Uiiiversity Extension. All instructors teaching the courses are full-time University faculty with public school and university-level teaching experience Finally, all graduate students assisting instructors in these courses have had successful public school experience. These facts indicate that all prospective teachers of music receive laboratory and clinical experiences under the guidance of experienced teachers Practicum Prior to placing a supervising teacher on the approved list, the University head supervisors in music first consult their colleagues in the Division of Music Education for their evaluation of a teacher based either upon direct contact or through adjudication of contest performances of his organizations. Next, the head supervisors visit the prospective supervising teacher at his 210 school, observe him as he teaches, and sometimes consult approved supervising teachers in neighboring schools who might have direct knowledge of the teacher's competence. Assuming all information obtained is favorable, the supervising teacher is assigned a student teacher for the next semester of following academic year. Periodic visits and evaluations by University supervisors and written evaluations by assigned student teachers determine whether or not the supervising teacher remains on the approved list beyond the first year. Up to this point, no systematic effort has been made to actually train supervising teachers in the area of supervision other than through informal discussions between University head supervisors and the supervising teachers at their respective schools. Two student teaching handbooks, one of a general nature and the other addressed to supervising teachers in music, are distributed to new supervising teachers. In the case of the latter, a revised version is expected to be completed by late spring, 19 71. Two seminars for supervising teachers and University supervisors in music were planned for spring, 19 71. The purpose was to establish better communication and to discuss points relative to student teaching of concern to all parties involved. The Head Supervisor of choral student teaching has also proposed the idea of offering a graduate course in student teacher supervision. This course would be offered to supervising teachers in the public schools and to graduate assistants at the University involved with student teacher supervision. Criteria for the selection of cooperating teachers include: 1. Musical ability 2. Teaching ability 3. Teaching and program objectives compatible with those of the University A. Ability to communicate with student teachers 5. Willingness to provide student teachers with a balance between observation and teaching experience 6. Willingness to discuss problems of teaching in reasonable detail with student teachers 7. Lxperience in teaching Cooperating schools are selected almost entirely on the basis of the quality of the music teachers on their faculty as outlined in the previous section. For this reason cooperating schools in music are chosen from practically all areas of the state including cities such as Rockford, Moline, Quincy , and the Chicago area. Local school systems are used primarily for married students and other special cases . Each school is selected because it appears to be using relevant teaching materials and is doing some ex- perimental work in the teaching of music. The only real restric- tion exists where only one distant school is available in a given area necessitating undue, travel expense and faculty time in meet- ing the responsibility of three half-day visits. Therefore, 211 every reasonable effort is made to select the best cooperating teachers and schools in the state for music student teaching. Professional Guidelines The music education faculty has considered two guidelines; one by the Music Educators' National Conference (MENC) , the other by the National Association of Schools of Music (NASM) . Comparisons between the percentage in given areas recommended by these professional organizations and the comparative amount re- quired in the music education curriculum at the University of Illinois are given below. 12 3 MENC NASM U. of I. Basic Musicianship 14% 20-25% 20% Musical Performance (Instrumental) 33% 25-30% 30% Musical Performance (Vocal-Choral) 33% 25-30% 25% Figured on a total of 120 semester hours. 2 Figured on a total of 120-132 semester hours. 3 Total of 130 semester hours plus 4 hours of physical education required for graduation. The above indicates that the University of Illinois Music Educa- tion curriculum is clearly within the guidelines established by the National Association of Schools of Music. The MENC percentages shown date back to a report on Accreditation and Certification in 1952. A new Commission on Teacher Education was established by MENC in 19 70. The report of this Commission is due in the near future. It is expected that this report will more closely re- flect the current guidelines established by NASM. The School of Music employs a specialist on each instrument, has specialists in each voice category, and specialists in the various divisions within music history. In addicion, the staff within music educa- tion is selected to reflect the job classifications within music education: early childhood specialists, general music special- ists, choral and instrumental specialists. The above guidelines have affected laboratory and clinical ex- periences offered in music education to the extent that three semesters of literature and conducting are required, rather than only one or two semesters as is the case in the majority of other institutions. Music education students in their second and third semesters of literature and conducting devote five hours per week to each course, thereby insuring longer and mere frequent opportunities to conduct and rehearse the laboratory organizations available. Beyond this, the bulk of laboratory and clinical 212 experiences are made available through music methods and secondary education courses taught by music education faculty, The curriculum also reflects the recommendations of the Tanglewood symposium and the preliminary reports of the MENC's Commission on Teacher Education. Evaluation of Gradua tes Teachers prepared in music education are evaluated in the following ways : 1. A study of job placements was made in 1968 to determine how many graduates have combination teaching positions, such as band-choir and vocal-general music, compared to those who teach only in their primary area of specialization. This study superseded similar studies done earlier by doctoral students . 2. An analysis of music teacher index-of- demand was done in December, 1970. 3. A study of the quality of preparation in specific subject areas of the curriculum was sent to a randomly selected group of 100 music supervisors and 100 school administrators in Illinois . A. Student teacher evaluations are completed by cooperating teachers and University supervisors. 5. Seniors in music education discuss and evaluate the quality and relevance of the preparation they received prior to student teaching. 6. A survey was made of instrumental music education graduates of the past 15 years concerning their expressed strengths and weaknesses in educational preparation for the duties they are now fulfilling. 7. Student teachers, course content, and the curriculum in general are continually evaluated through interviews with cooperating teachers, student teaching supervisors, and music extension staff. 8. Continual feedback is obtained from the Division of University Extension which continually monitors the state through extra- mural courses, workshops, and visitations. According to a survey conducted by the American Council on Education, the University of Illinois School of Music ranked fifth in the United States in graduate study. The above evaluations were directed toward teacher preparation in the areas of specific musical content, skills, teaching 213 ability, and availability of the type and quantity of music teach- ing positions currently available. All of these except the last category are directly related to the objectives previously stated. Furthermore, questionnaires to graduates, observation of student teachers, and group discussions with senior students are used in the preparation of data about teachers prepared by the curriculum. Consequently, information is sought at the completion of study and later after graduates have had professional teaching experience, During the 1969-70 academic year, a subcommittee charged with evaluating the instrumental emphasis program investigated all known studies, including doctoral dissertations dealing with curriculum study and evaluation. Fifteen of these studies v/ere analyzed in detail with written reviews prepared for current and future re- ference. The Coun cil for Research in Mus i c E duc ation bulletin, which is devoted primarily to thesis reviews, is edited by a member of the University of Illinois Music Education faculty. The same faculty member is also the author of the Music Achievement Test published by the Follett Book Company, and The Evaluation of Musi c Teachi ng and Learn ing, published by Prentice-Hall in 1970. These facts indicate that the Music Education faculty is able to draw upon expert guidance in the area of evaluation of music teaching. Finally, a specific proposal for follow-up evaluation via personal visitation of first-year graduates is presently on the Music Educa- tion Division agenda. It is hoped that this proposal can be implemented by fall, 19 71. Evaluation has revealed the following characteristics of teachers prepared to teach music: 1. A majority of graduates now specialize in either band, orchestra, or choral-general music. The number of those doing combination teaching of choir and band, for example, has decreased significantly during the past 15 years, 2. Most University of Illinois music education graduates are well-trained musicians; are good performers on their major instrument; and have a good basic knowledge of minor in- struments, weaknesses of individual graduates are non-musical problems such as relations with students, the school and com- munity, lack of organization, and general problems in com- munication with students. 3. On a general rating scale, Illinois music supervisors and school administrators who had employed graduates rated 70% of them above average and 30% were rated average. None were rated below average. 214 H?Jsl 2JL Evaluation Resu lts The following strengths and weaknesses of the music education pro- gram have been revealed as a result of the evaluation of teachers which it has prepared : 1. There is inadequate coverage of supplementary instruments. An almost complete lack of knowledge of certain instruments is seen to he a weakness . 2. Additional knowledge of rehearsal procedure and conducting experience is needed. 3. There is a lack of experiences in methods, materials, and techniques in the jazz idiom. 4. There is no course work in marching band methods, materials, or instrument repair. 5. There is a need for more direct relevance in the study of music history. 6. The great majority of graduates indicated a need for know- ledge in how to deal with the teaching of culturally deprived children. As a result of the evaluation of graduates , the program modifica- tions listed below have occurred. 1. An Ad-Hoc Supplementary Instruments Committee was appointed in fall, 19 70, to recommend changes for improvement of the supplementary instrument class program. Its report is ex- pected in early 19 71. 2. Laboratory groups for advanced instrumental literature and conducting classes were established in spring of 1970, and the meeting hours per week for each course were increased from 3 to 5. Primary emphasis is now placed upon conducting and rehearsal procedures with class lecture-discussion minimized. 3. The School of Music now offers jazz band for credit and courses in jazz and youth music on an elective basis. A new jazz emphasis program at the master's level has been proposed and accepted in principle. It is anticipated that the basic aspects of jazz education will also be incorporated as part of undergraduate methods classes in the very near future. 4. An experimental course in instrumental methods, which in- cludes emphasis on marching band techniques and covers minor repair of musical instruments, was instituted in fall, 19 70. 5. The theory and music history divisions of the School of 215 of Music instituted a sequence of experimental courses in 1969-70, which combine theory and music history into one course. The coordinators of these courses have cooperated closely with the Music Education Division and have sought its suggestions for content objectives for the course se- quence. Lon g-Range Plann ing Although long-range planning by the Music Education Division in the past has been minimal, the Division is presently drafting a long-range planning paper. It is expected that the final draft will be ready in early 19 71. Also 5 members of the Division are presently involved in long-range planning discussions with the Department of Secondary and Continuing Education and the School of Music. These are a part of the large- scale, long-range planning which is being conducted by the College of Fine and Applied Arts, the College of Education, and the University . The following plans have been proposed for the development of the music education program: 1. Hiring a new faculty member in Secondary and Continuing Education to build a program with more continuity and depth in Secondary Education 101, and to assist with further de- velopment of the Doctor of Philosophy program in Music Educa- tion. In the past, the 101 course has been taught by tempo- rary and part-time staff. During 19 71, this course was taught as an overload by one of the full-time faculty. As the first course in music education taken by music education students, the faculty feels it should represent the very best faculty that can be provided. 2. Additional offerings in jazz, youth, and folk music are needed. The recent growth of jazz bands in the public schools along with data provided through questionnaires to graduates sup- ports this position fully. 3. New offerings in music for the handicapped need to be offered in the area of special education. The rationale for need in this area is generally well-known. 4. Attention needs to be given to preparation of music teachers to work in the inner city with culturally disadvantaged stu- dents. Music as a humanistic and universally expressive • medium can do much to enrich human life and emotional existence . 5. Additional needs are apparent in the areas of international and comparative education. Programs for training junior college faculty and college band conducting positions are 216 also needed. Satisfying these needs is important beeause of the present lack of qualified persons in these areas. A detailed description of the physical facilities and resources for music education is on file, for examination by NGATE visitors 217 BASIC PROGRAM IN PHYSICAL EDUCATION FOR MEN Design of Curriculum The curriculum for the undergraduate progr£im in physical educa- tion for men is designed to prepare the individual to assume the role of teacher and coach. The faculty of the Department of Physical Education for Men believe that the school curriculum must contribute to the real needs of youth as described by the Commis- sion on Life Adjustment Education for Youth. The objectives of the Department of Physical Education for Men then, are to develop individuals who are healthy, skilled, and productive individuals who want to perpetuate democracy. Although the basic charge of the Department of Physical Education for Men is to develop competent teachers of physical education, opportunities are made available for students who wish to work in physical education but outside of teacher education. Students interested in research in areas of physiology, history, philosophy, exercise therapy, administration, and psychology may emphasize a particular area to facilitate graduate work. The program objectives are not only affective and cognitive, but also psychomotor. Course work is designed to help the prospective physical educator teach physical fitness, movement behavior, social skills, interpretive cortical, and use of leisure time. Activity courses are chosen on the premise that the student needs competencies in activities which are common to the American schools and culture. In addition, some activities e.g., soccer, lacrosse, handball, and fencing are incorporated in an effort to provide knowledgeable, skillful instructors in areas which are often not present in school curricula due to an inadequate supply of instructors. It is the responsibility of the Department not only to follow curricular designs now being employed in the schools, but also to lead in the implementation of new activities which fulfill the objectives of physical education. Instruction in activities includes the cognitive, affective, and psychomotor domains. Attitudes concerning specific skills are generated and different philosophical positions are covered. In addition, strategies, rules, and related areas of the cognitive domain are taught. The acquisition of skill in all activity courses fulfills the objectives of the psychomotor domain. 218 In addition, each activity course involves teaching methods which are unique to the particular activity. Also, because some activities are particular to intersholastic sports, coaching theories and techniques are discussed. Because of the nature of physical education, the curriculum empha- sizes cognitive learning in the biological sciences, particularly in the physiological sciences. These courses lay the groundwork for students to gain basic cognitive understandings in the areas of human movement and exercise. The areas of kinesiology, physio- logy of exercise, care and prevention of athletic injuries, and exercise therapy are all stressed so that prospective teachers not only show psychomotor knowledge (skills) , but also a knowledge of theories and concepts which are associated with movement be- havior. In following the concept of a liberal education, physical education majors also fulfill requirements in rhetoric and speech, the humanities, history, government, psychology, and a teaching minor of their choice. Although methods of teaching are stressed in all skill courses, physical education majors complete a 15 hour sequence in the College of Education. These courses concern history and philosophy of education, methods of teaching in the secondary schools, stu- dent teaching experience, and educational psychology. Experimenta l Endeavors The Department of Physical Education for Men has been using a seminar class, PEM 199, as an experimental class. The exact nature of the course has varied from semester to semester. It has been concerned with the physical educator and athletic coach in the inner city environment. Persons from the inner city have been recruited to relate significant problems and procedures to the seminar. The course has also been used as an experimental teaching experience for majors at the elementary school level. The Department is placing more emphasis on elementary physical education. Con tent for the Teaching Specialty The program of study of each student is designed to enable him to teach in the public schools of the State of Illinois. The course content surpasses the standards for state certification. Each activity course has been chosen and developed on the assumption that these activities are taught in the public schools. The course content also allows graduates to lead as well as follow. General activities are taught which allow the students to intro- duce new games and concepts into the school curriculum. At the same time, subject matter concerning cognitive areas is constantly 219 updated as a result of research findings. Students are encouraged to criticize present curricular structures and students are repre- sented on the Curriculum Revision Committee. Also, a thorough survey of graduates has just been completed in order to determine which courses the graduates felt were valuable to them as teachers. Additionally, the Department constantly analyzes feedback from student teachers regarding their strengths and weaknesses in the student teaching period. The entire curriculum has been derived from the consensus of profes- sional faculty with the aid of s'tudent input. Faculty members submit curricular change proposals to the Department for considera- tion. These changes must be approved by the College and higher administrative authorities. The same procedure is followed by the College of Education in determining the education curriculum which physical education majors must follow. The faculty of the Department of Physical Education for Men is encouraged to keep abreast of current thought in education. The staff is involved in research in various areas of physical educa- tion. Considerable energy and money is spent each year by the faculty to attend various institutes and symposia on curricular matters . Laboratory and Clinical E xperience ' In addition to the laboratory experiences which are part of the professional activity courses in this curriculum, students are required to earn credit in two semesters of PEM 225, Supervised Experience in Physical Education. In addition to seminars and critique sessions, students are directly involved in classroom teaching situations. Each student is assigned to a basic instruc- tion class and works closely with the regular instructor in the course. The students are required to develop lesson plans and teaching units for the course to which they are assigned. They are expected to teach these units and their methods are evaluated by fellow students, the basic instruction teacher, and the professional program supervisor. Students must also evaluate other students. This encourages the student to become aware of the techniques used by others. For the most part, the students have reacted quite favorably to this requirement and have been instrumental in getting the second semester requirement of this course into the program. At the present time an experimental course, PEM 19 9, Undergraduate Open Seminar (Elementary School Teaching Experiences) , has been instituted in the program as an elective. The course has been designed to provide an early laboratory experience. Furthermore, it is felt that the experimental nature of the course permits an 220 an opportunity to develop a required course at a later date which will be based on the structure now being tested. The course has also been used to introduce micro-teaching techniques. Not only will this experimental course permit the professional major to have an early opportunity in interacting with children, but it will permit the student to evaluate his own motives at an earlier time, thus permitting him to make a decision concerning his inter- est in professional preparation in physical education. Further- more, it is hoped that more men in physical education will become interested in teaching at the elementary level if they are exposed to students of that age and find success in their interaction during the experiences . Students in the Department of Physical Education for Men are ex- pected to show evidence of having participated in activities re- lated to physical education for the equivalent of four semesters during the time of their undergraduate study. This means parti- cipation in intercollegiate athletic programs or in intramural activities (as players, coaches, managers, or officials). Some students satisfy this requirement by serving as little league coaches, recreation leaders, camp counselors, etc. Thirty-five undergraduate students are currently serving as coaches, assistant coaches, and officials in a local recreation program. The program consists of basketball competition for public school students in the fifth and sixth grades. The physical education majors participating in the program are under the supervision of a faculty member in the Department who works with the local re- creation department. The emphasis in the program is on teaching skills and total participation rather than competition. The pro- gram has been so successful that the Physical Education for Men Majors Club is now considering expanding the program to include baseball in the spring and summer. In summary, the laboratory experiences described above offer a wide range of opportunities for the physical education major to gain insight and practice related to his professional study. Many of the experiences, although required, are in addition to the laboratory experiences related to teaching methods in the professional activity courses in the required program. Several required courses in the undergraduate professional pro- gram in physical education for men are closely related to the diagnosing and treating individual, typical cases. These courses are : a. PEM 205, Tests and Measurement in Health, Physical Education, and Recreation. The course deals with measuring and evalua- ting students on the basis of body type, organic fitness, body mechanics, motor fitness, and general physical ability. Consideration is given to various knowledge tests related to the field. 221 b. PEM 206, Kinesiology. The emphasis in this course is on muscular action and mechanics of balance, and movement of the body. c. PEM 207, Prevention and Care of Atheltic Injuries. The course centers around diagnostic procedures, various forms of therapy, and the handling of emergency conditions related to sport and physical education. d. PEM 2.08, Theory of Prescribing Exercise. The course is con- cerned with prescription and conduct of exercise programs related to physical handicaps . All of the courses listed above provide an opportunity for practi- cal experience in addition to the regular classroom participation. For example, students V7ho are enrolled in PEM 20 7, Theory of Prescribing Exercise, are required to take part in the operation of the exercise therapy clinic where they gain experience in re- cognizing various abnormalities and applying the principles of exercise to the patients who use the facilities. Students in PEM 206, Kinesiology, participate in laboratory ses- sions in connection with the class. The laboratory sessions are related to mechanics and analysis of movement of the human body and include a special project in this area to be completed by each student. The laboratory required in connection with PEM 205, Tests and Measurements in Health, Physical Education, and Recreation, is related to projects concerned with testing and evaluation. Students in physical education are required to successfully com- plete an undergraduate course in educational psychology. This course deals with the application of psychological principles to the practical problems of teaching. The students are expected to show evidence of their understanding of psychological principles as they relate to their specific area of professional preparation. Physical education students who are interested in teaching at the elementary level are expected to successfully complete a course in child development which prepares students for applying their basic subject matter knowledge to the elementary school teaching situation. In order to provide the most appropriate learning environment for prospective teachers of physical education, a concerted effort is made to assign to each of the professional courses a teacher who is experienced in the area related to the course. In addition to recognized knowledge in the course in which they teach, the in- structors have demonstrated professional levels of competence related to laboratory and clinical experiences. This is illustra- ted by their personal scholastic background, record of research and writing, record of publications, and personal professional reputation as evidenced by their contributions to national pro- fessional meetings. 222 P racticum Criteria used for the selection of cooperating schools and teachers are essentially the same as those detailed on pages 83-88 of this document . Professional Guideline s The teaching content in the undergraduate professional program in the Department of Physical Education for Men is influenced to a great extent by standards set by the American Association of Colleges for Teacher Education as adopted by the National Council for Accreditation of Teacher Education. The faculty members who determine the requirements for graduation are strongly influenced by professional physical education associations. An important influence has been the report of the professional preparation conference of the American Association for Health, Physical Educa- tion, and Recreation. In order to evaluate standards of professional preparation in physical education in the State of Illinois and, if needed, to improve the standards, members of the faculty of the University of Illinois have taken a leading role in the annual proceedings of the Illinois Association for Professional Preparation in Health, Physical Education, and Recreation. Participation in this association has not only influenced the professional programs at the University of Illinois but has been instrumental in improving standards at other private and public institutions in the state. Members of the faculty have been participating members of several conferences related to the development of a model curriculum in undergraduate professional preparation which has just been comple- ted under the sponsorship of the Association of Physical Educa- tion Deans and Directors of the Big Ten schools. Laboratory and clinical experiences related to physical- education have been re- cognized as important elements of the undergraduate professional preparation. Provisions have been made to include such experiences in the curriculum where they are recognized to be appropriate and necessary. Examples of this include the recent addition of the requirement of a second semester of supervised experiences in physical education and the development of a course related to teaching physical education at the elementary school level. The guidelines suggested by learned societies and professional associations are continually evaluated and examined by the faculty. Although there is a continuing effort and the curriculum is constantly reviewed, a concerted effort is being made at this time to evaluate the entire undergraduate curriculum as it relates to national, regional, and state guidelines; professional competen- cies; and state certification requirements. This current, overall evaluation will also be inflenced by the educational needs of the students who will be served by the prospective graduates of the 223 program. An example of this might well be that the influence of the concept of lifetime sports will require a shift in emphasis from preparation of teachers for team sports to greater emphasis on preparing physical educators in the area of individual and dual sports . Evaluation of Graduates The stated purpose of the curriculum in physical education is to prepare students for teaching physical education and coaching athletics. The following objectives of the curriculum have been established to satisfy the above purpose: 1. develop the student's communicative powers 2. provide the student with an understanding of the human body and its functions 3. stimulate a sound philosophy of education 4. develop appropriate teaching skills 5. meet satisfactory skill levels in specified areas of physical education 6. develop an understanding of history, philosophy, and professional responsibility in physical education 7. provide an opportunity for preparation in a second teaching area Through systematic contact with graduates, their employers, and colleges and universities, it is possible to determine how well graduates succeed in the profession. A recent study of graduates since 1965, has provided considerable information that will help determine appropriate curricular modification. During the students' undergraduate program a personal file is kept of their curricular and professional extracurricular activi- ties. When they graduate, these files are checked for complete- ness and accuracy. Some of the information is transferred to a small card and the student is requested to keep his alma mater informed regarding address, employment, and educational status. After the students enter the profession periodic checks are made of their location and employment status. Information from stu- dents returning for graduate study or visiting the campus is also helpful in updating records. A third metbod of collecting data about teachers is through the hospitality rooms of the College at professional conventions. Lastly, the College of Physical Educa- tion has an alumni committee whose specific function is to maintain contact with graduates. During the fall semester, 1971, an Undergraduate Curriculum Review Committee was formed and charged with the responsibility of ex- amining the curriculum in light of present educational needs. The committee was comprised of four faculty members and four un- dergraduate students. Several avenues of curricular review were pursued. 224 1. Letters were sent to departments of physical education in leading colleges and universities requesting their advice. 2. Professional literature was reviewed for recent informa- tion about curricular evaluation. 3. A questionnaire was developed, subjected to a pilot study, and then sent to present seniors and the graduates since 1965. This study was completed during the spring semester, 1971, at which time summaries were sent to graduates, students, and faculty. Finally, recommendations will be made to the faculty with imple- mentation to follow. More data will be available regarding the characteristics of teachers prepared by this curriculum after the analysis of the undergraduate study. However, the following characteristics have been observed: 1. Most graduates receive at least partial employment in their major, physical education, and then move into full time physical education positions within a couple of years . 2. Many graduates teach at least part-time in a major field of study, usually health or safety education. 3. There is a growing interest in elementary physical educa- tion and more graduates are taking jobs at this level. 4. Most graduates are employed as coaches and teachers. 5. Most graduates are employed in Illinois in communities of varying sizes and affluence. 6. A large number of graduates return to school for graduate study, primarily in the State of Illinois. Use of E valuation Results In order to assess the undergraduate professional preparation program, students who are completing their final semester are asked to provide information concerning their reaction to the major program of study. Feedback from graduates of the program provides additional insight into strengths and weaknesses. The following is a summary of the comments made by students and graduates : 225 Weaknesses : 1. In their senior year, students have eight weeks of stu- dent teaching which is too little, too late. Consequently, some students enter the profession unaware and with a lack of dedication. 2. There is too little emphasis on teaching methodology and too much on skills. 3. Students claim that their preparation for coaching is inadequate. 4. There are inadequate provisions for the varying interests of physical education majors. There is a need to establish curricular options that would better prepare elementary and secondary teachers, therapists, trainers, researchers, and other specialists. Strengths : 1. Students are well prepared in the science areas. 2. Students are physically skilled individuals. 3. Students are academically capable young men who perform well in graduate school. 4. Graduates have good professional judgment and are willing to assume responsibility. The information reported above influences actions initiated by faculty regarding changes contemplated in the undergraduate curriculum. Significantly, the curriculum is being evaluated relative to these and other factors. L ong - Ran ge Flanning The undergraduate professional program in the Department of Physical Education for Men is currently engaged in overall evalua- tion of the curriculum. Although the consideration for proposed changes will be influenced greatly by professional guidelines which are already established and by state certification require- ments, the committee is also conducting research related to this question. Advanced undergraduates who are currently enrolled in the program are being asked to react to various phases of their undergraduate preparation. Of equal importance, is the response of recent graduates (from the past five years) to questions con- cerning the value of various aspects of their preparation as it relates to their success as teachers. The current study will provide useful information about where the graduates of the pro- gram go after completing their undergraduate work, which in turn 226 may indicate the need for more flexible aspects of undergraduate preparation to provide the types of experiences which will be useful to the major students when they enter the profession. An effort is being made by the administration in the Department of Physical Education for Men to engage in a follow-up of the stu- dents who complete their undergraduate program in the Department. The purpose of a follow-up program is to provide a continuing source of information about the professional contributions made by graduates. Furthermore, the follow-up program will provide a means by which the administration can solicit promising candida- tes to enter the undergraduate program. Thy University recently completed an extensive report related to the Ten Year Plan for the institution. Members of the faculty in the Department of Physical Education for Men participated in this endeavor as it relates to the undergraduate professional program. The University Long Range Plan has influenced the Department's long range plans in several areas, notably program enrollment quotas, staff space, teaching and laboratory facilities, admis- sions standards, and innovative plans. By 1980, the enrollment in the undergraduate professional prepara- tion program is expected to reach a plateau of 135 lower division students (freshmen and sophomores) and 120 upper undergraduate students (juniors and seniors) for a total of 255 undergraduate students. It would appear that a significant development in the undergraduate professional program in physical education will be the initiation of a program designed to prepare physical education teachers for teaching in the urban area. The need for such specialization is generally recognized. The concept of preparing physical education teachers for inner-city teaching will necessitate the development of a program which includes a greater emphasis on courses related to such professional service. This will include study in sociology, urban planning, urban education, courses in Black studies, etc. A proposal has been made to develop areas of specialization within the undergraduate preparation program. These areas of concentra- tion will permit undergraduate students to pursue studies more closely related to their special area of interest. Furthermore, such programs of study which permit options within the field of preparation for physical education and will allow students to gain the necessary educational experiences required to make a more specialized contribution in the teaching field. Toward this end, the Department is considering the initiation of a physical therapy option which will prepare the physical educator to be a specialist in the school, prepared to serve in the adapted and corrective physical education program. This becomes 227 increasingly appropriate as greater emphasis in the schools is given to providing meaningful physical education experiences for the atypical student. Other options being proposed for the program would provide the undergraduate student with an opportunity to study in an area of specialization which could provide a basis for future graduate study. Students who would select such an area of specialization would be able to obtain an adequate background for future study in such areas as physiology of exercise, bio-mechanics, psychology of sport, history of sport and physical education, or philosophy of sport and physical education. It is felt that such program of specialization can be provided so that students' interests and needs can be satisfied without any sacrifice of basic preparation in physical education. Students would still be able to gain the necessary field experiences re- commended by stated guidelines and required for certification to teach . 228 B ASIC PRO GRAM IN THE PREPAR ATION OF TEACHERS Of" PHYSICAL" EDUCATION FOR WOMEN The curriculum in physical education for women contains two options leading to the Bachelor of Science degree. The first option is designed essentially for the secondary level. It incorporates the teaching minor and leads to certification for grades six through twelve. The second option certified the teacher for kindergarten through grade 14. The second option is selected by approximately 90 percent of the students,, therefore, subject matter is differ- entiated by level. This is accomplished within study content courses as well as through courses designed for transmission of content relative to specific fields. The content in physical education to be taught to pupils primarily consists of knowledge of the movement capabilities of the body. This understanding is gained through the development of basic movement skills which are applied to games, sports, and dance. One aspect of study content consists of a core of activity courses which have been selected because of the specific movement patterns each contains. The fundamentals course in the core; Physical Education for Women 151, Basic Movement, provides experiences, skills, and knowledge relative to the structure and function of the human body. Movement principles, principles of motor learning, and mechanical laws of force production, application and absorption and stability are related to local-motor and non-local-motor movements. The knowledge and skill developed in this course are applied to the other activity courses contained in the core curric- ulum. In addition to the core of courses, the student also se- lects an activity specialty from areas of individual sports, dance, or swimming. A specialty consists of at least two elected activity courses and one teaching methods course in the selected area. The supplemental knowledge areas serve several purposes . One is to provide background knowledge for specific courses. The second purpose is to develop skill in the assessment and prescription of movement activities for individuals in groups of students. The third purpose is to provide an understanding of the educational structure within which the student will be teaching. In addition, these supplemental knowledge areas also develop skills and techni- ques which provide knowledge of efficient organization and admin- istration of all school related programs in physical education. Selection of courses for the professional curriculum is the primary responsibility of the Professional Preparation Committee. This Committee, elected by the continuing staff, is composed of two faculty members from the associate professor and full professor ranks, two assistant professors, two instructors, and two 229 undergraduate students. The Professional Preparation Program director serves as chairman of this Committee. The distribution of rank helps assure the inclusion of teachers of both professional education and subject matter courses. The Professional Preparation Committee has three tasks and responsibilities. 1. Continuous curriculum development and evaluation. 2. iiethods of in-service growth and faculty evaluation. 3. Consideration of student and faculty suggestions for improvement and change. The second committee, which constantly evaluates the curriculum and recommends courses and experiences, is the Teacher Education Committee. This Committee is composed of academic advisors, the Supervisor of Student Teaching, and the Director of the Profes- sional Preparation Program. Appointment as an advisor in the Department of Physical Education for Women is a fairly permanent position. The Committee currently consists of both teachers of subject matter courses and professional education courses. These faculty members are in constant contact with the professional students and communicate the students' evaluations and suggestions for curriculum change. Provisions exist which encourage faculty members to keep current with developments in the field of physical education and related disciplines. For example, staff members of the Department of Physical Education for Women are encouraged to attend at least one convention or conference a year. Travel expense allowances have existed for all ranked members of the faculty. During ten weeks each semester, the Supervisor of Student Teaching visits students teaching the Chicago suburban elementary and secondary schools. Staff members may be excused from duties to visit these schools with the supervisor. Full-time faculty members also accompany the junior physical education major students on a two- day observation trip to the public schools in the Chicago area. Opportunities for continuing education are also available to full-time faculty members who may be admitted as unclassified students in any University course. This is subject to the ap- proval of the Head of the Department. To facilitate taking courses, faculty members are allowed time for attendance in courses or seminars. Laboratory and C linical Experiences The laboratory experiences, which illuminate and demonstrate principles of teaching and learning theories-, required of students preparing to teach within their curriculum are many and varied. Five methods classes include observation of peer teaching and learning within the laboratory sessions. One methods class includes observation within the basic instructional program of the University of Illinois, while three methods classes observe 230 students in the local public schools. A required experience en- titled "Observation Trip" incorporates the observation of physical education programs in public institutions of the Chicago area. The teaching of peers within the methods class laboraLory session takes place in six courses while teaching in the basic instruction program exists in one class and teaching in the public schools exists in two classes. Planning and conducting skill clinics is part of the laboratory experience of one methods class. Perform- ance of the specific physical education activity of the movements class, which clarifies skill analysis and technique and provides the opportunity to gain perception of movement problems, is in- cluded in five methods classes. The junior assisting program is another means by which the stu- dent can get experience in teaching prior to taking her practicum in the public schools. Each student enrolled in the program is assigned either to an activity course in the basic instruction program or to a physical education class in the Champaign or Urbana public school systems at the elementary or secondary level. If the former is chosen, she works with an instructor in the Department for a semester. If the latter is selected, the stu- dent works two hours a week with an experienced teacher in the public schools for a length of five to six weeks. The objectives of the assisting program are: 1. To observe and cooperatively analyze the operational means of accomplishing class objectives. 2. To participate in the organization of subject matter in the teaching environment . 3. To assume responsibility for instruction. A. To participate in the evaluative process. Instruction in the study of teaching and learning theory incor- porates the findings of research and other scholarly writings, and provides experiences for students in their interpretation and use. Three methods classes require a survey of the literature. Three methods classes require a special project, including a bibliography. Two methods classes compile a notebook of resource materials. Written unit and lesson plans are required in eight methods classes. Four methods class course outlines list specific references while seven methods classes have specific textbook assignments. One class requires the purchase of an additional reference book of the student's choice at the end of the semester. The preparation of class cards for learning and practice of se- lected skills and worksheets for specific rules and knowledge is required in one methods class. At present, each faculty member in the Department of Physical Education for Women fills out a preference check list indicating 231 those classes for which she feels she is qualified to teach. Instructors for the courses, including laboratory and clinical experiences, are selected according to their teaching preference and qualifications in three different categories. These categories include: 1. She must have had teaching experience. 2. She must demonstrate proficiency in teaching major activity classes . This not only includes knowledge of rules and strategy, but it also includes the ability to analyze performance in that activity. 3. She must have an understanding of motor learning. This means that the instructor must have knowledge about what constitutes skilled performance and achievement . Practicum Prospective teachers in the Department of Physical Education for Women are required to student teach for ten weeks, five weeks in the secondary school and five weeks in either the junior high or elementary school. The Supervisor of Student Teaching is either in direct contact with the cooperating schools or is kept informed about the ex- periences provided the student teachers' through the supervisor- consultants. Also, the student teacher evaluates her experience in each cooperating school. The Supervisor of Student Teaching uses these sources for determining the quality of the student's experience and for retaining, improving, and/or not requesting the cooperating school for the following year. The Head Supervisor in the area of Physical Education for Women recommends and selects the supervisor-consultant if they meet one or more of the following qualifications : 1. Demonstrates outstanding ability as a cooperating teacher for the University of Illinois . 2. Has demonstrated successful leadership in the field and in her area of specialization. 3. Demonstrates outstanding ability as chairman of the department, supervisor and coordinator of the local program. 4. Indicates a willingness to serve in this capacity. Whenever possible, the Head Supervisor and the general methods 232 teacher in the area are the same individual. The criteria for the selection of cooperating teachers is essential- ly the same as that stated on pages 83--88 of this document. Head supervisors make every student teaching assignment with care to ensure the best possible student teaching experience for each student teacher. This means that the Head Supervisor will match each student carefully with the cooperating teacher and a cooper- ating school. With the exception of problem situations in certain areas, a cooperating teacher will not be assigned more than one student teacher per semester. When it is considered desirable, a student teacher may spend part of his assigned practice time in his second teaching field, but only to the extent that it does not interfere with the student's attainment of a further experience in the area of major emphasis. However, responsibility for the student teacher should be assigned to only one cooperating teacher. Professional Guidelines Guidelines existing in teacher preparation are based upon examina- tion of the roles a person who teaches is expected to play as he or she carries out the tasks normally assigned to the position. Basic to this analysis are the knowledge and skill which are pre- supposed by the roles assumed by a teacher: (1) as a person; (2) as a member of the educational profession; (3) as a spe- cialist . A specialist in teaching physical education needs knowledge and understanding in the following areas: 1. Foundations of physical education (historical develop- ment, psychological relations, philosophical presupposi- tions, societal contexts, and import); 2. Professional content (repertoire content or depth, pedagogical content or selective placement) ; 3. Technological content (laboratory exercises, clinical experience, and internship). Part of the work of the Department's Curriculum Evaluation Com- mittee, 1961-62, included comparing the Department's curriculum with the stated goals of the University of Illinois and with the guidelines of various learned societies, including the National Council for Accreditation of Teacher Education, the American Association for Health, Physical Education, and Recreation. "Evaluation of the Undergraduate Professional Curriculum in Physical Education for Women" contains the Department's objectives 233 for teacher education, specialized professional preparation, and laboratory experiences with formal statements of the American Association for Health, Physical Education, and Recreation as found in Profess i onal Prepa ration in Health Edu cation, Physical Educat ion, Recreation Educat ion , 1962 and Stand ards and Guide for Accreditation of Teacher Education of the National Council for Accreditation of Teacher Education, along with the supplement E valuation S tandards and Guide in Health Education, Physical Education , R ecreation Education. Included was a formal analysis of program projection of the department's undergraduate profes- sional preparation program from 1969-70. The majority of the faculty of the Department of Physical Education for Women belong to the Illinois Association for Professional Preparation in Health, Physical Education, and Recreation. Mainly through efforts of these women and their colleagues in the Depart- ment of Physical Education for Men at the University, the Associa- tion was founded and has prospered. The primary purpose of this organization is to develop professional standards to improve the quality of personnel entering the fields of health, physical education, and recreation. Cooperation and coordination among state institutions and agencies have upgraded professional pre- paration programs throughout the State of Illinois. Several other states send representatives to the annual conference to keep abreast of what is being done. Two recent projections in which the University of Illinois faculty were directly involved were the articulation of junior college preparatory programs to four year institutions programs, equating and delineating the physical education standards in the Minimum Stan dard s _of Teacher Preparation through the supervisory department of the Office of Public In- struction, Illinois. Control of Basi c Programs The Urbana Council on Teacher Education, which is composed of administrative personnel in teacher education units, delegates the responsibility of direction in the teacher education program in the Department of Physical Education for Women to the area committee of this Department. There are two departmental committees directly responsible for the administration of the teacher education program. The first com- mittee, the Teacher Education Committee, is composed of class advisors who, in part, are under contract to the Urbana Council on Teacher Education. This Committee is responsible for student matriculation, scheduling courses, and recommending admission to the student teaching sequence of courses. The Professional Program Committee has the primary responsibility for designing, approving, evaluating, and developing the teacher education curriculum. The committee is composed of two elected members from the combined ranks of full and associate professors, two from the rank of assistant professor, two instructors, and two 2 34 elected student members. It is assumed that membership from each rank ensures a balanced input into the functioning of the Committee The members are elected on a two-year rotating basis to facilitate continuous progress on ensuing projects. The Professional Program Committee membership is limited to full time continuing faculty. Approximately 75% of this population teaches in the professional preparation program. The two major accomplishments of the Professional Progam Committee during its first year have been in the area of evaluation. The program of student evaluation was instituted in the fall, 19 70. All physical education major students are evaluated twice each semester by the teachers of professional courses in which they are enrolled. These evaluations are given to the students' advisors who then discuss these with the students. The second evaluative procedure is for teachers of professional courses. The faculty elected two evaluators for each of three kinds of courses, activity, methods, and theory. The evaluator observes a minimum of one class, arrives at an evaluation, and discusses the observation with the person being evaluated. Provision has been made for more than one evaluation or evaluator if requested. In addition, the instructor will have the student write an evaluation of each of her courses . The Illinois Course Evaluation Questionnaire and supplemental form designed by the Professional Program Committee are used. The Office of Measure- ment and Research does a statistical analysis for each instructor. This Office is also beginning to establish departmental norms for each category of courses offered. Curriculum development has also been a focus of this Committee. At the present, two committees are developing tract programs of study. One option is being designed for students interested in teaching physical education, pre-school through grade nine. The second tract is for those interested in grades six through 14. Other committees are developing activity specialities which will also be designed relative to the elementary or secondary designa- tion. The Teacher Education Committee has formulated policies concerning proficiencies of courses and placement in student teachings; stimulated the formation of an Ad Hoc Committee to Investigate the sequence of content of methods courses; reviewed students' status for student teaching, and instituted a procedure for students' evaluation of academic advisors. Eva luation of Graduates Student teachers have been evaluated yearly, and first year teachers were evaluated yearly prior to 1963 and will be again beginning in 1971. These evaluations are based on qualities derived from such objectives as competency in basic skills and knowledge of physical education, professional qualities, ability 2 35 to teach, social skills, and personality qualifications. The desired level of attainment of these objectives has also been reflected in the evaluations of the professional program by undergraduate students, graduates, cooperating and supervising teachers . Each student teacher is evaluated by her cooperating teacher and a supervising teacher near the middle and at the end of both the secondary school and elementary school teaching experience. It is intended that a condensed version of these data be used by the Professional Preparation Committee for curriculum evaluative purposes . Until 19 63, at which time there was a change in the supervisor of student teachers, an "estimate of success" of each first year graduate who had a teaching position was sent to the school ad- ministrator and/or head of the girls physical education program. The results of these evaluations were summarized and presented to the Professional Program Committee. During the second semester 19 70-71, a similar questionnaire was sent to school administrators where first year graduates were teaching to determine the characteristics of the most recent University of Illinois physical education graduates . The results of these evaluations will also be used by the Professional Program Committee in considering program revisions and development. In 1962, the American Association for Health, Physical Education, and Recreation National Conference Report, Professiona l P repara- tion , suggested several methods for evaluating graduates for professional programs and thereby ascertaining the strengths and weaknesses of the curriculum. These suggested evaluative pro- cedures and their implementations include: 1. Observation: student teachers have been regularly ob- served by the supervisor of student teachers as well as by cooperating and supervising teachers. 2. Questionnaire: the status and achievements of graduates of the curriculum have been determined by follow-up studies undertaken in 1962 and in 1971. 3. Student teaching and other field reports: This procedure has been a continuing process with cooperating and supervising teachers evaluating the experiences of the student teachers and the student teaching program itself. 4. Standardized Tests such as the Graduate Record Examina- tion have not been given as a general procedure to all seniors. It was given to all seniors as part of the 1962 survey. Since then only those seniors contemplating graduate, education have taken this examination. 5. Reports of administrators on teaching strengths and 236 weaknesses of the graduates after the first year of teaching: Prior to 1962, this procedure was routinely followed. In the spring of 19 71, this procedure was renewed with a revised check list being sent to adminis- trators of 1970 graduates. 6. Surveys of types of positions held by recent graduates and their personal evaluations of the strengths and weaknesses of the professional program: A questionnaire was sent out in 1960 and 1962 to graduates of 1957, 1958, 1959, 1960, 1961, and 1962. The new questionnaire was sent out in 19 71 to all graduates of the past five years. 7. Continuous follow-up on achievement of graduates: This type of follow-up has been maintained primarily through the activity of the Physical Education Alumnae Associa- tion. The recent reins titut ion of several of the above evaluative tech- niques seems to indicate the effort of the professional program committee to update and improve the evaluation procedures in use. In general, evaluation results indicate that the areas of greatest strength indicated by both high school and elementary teachers were as follows: honesty and fair play, professional standards, personal appearance, cooperation, health and vigor, responsibility, and character. The weakest areas, as indicated by the lowest percent of superior ratings by high school and elementary teachers are: initiative, understanding students, sympathy and tact, basic research understanding, effective teaching methods (elementary) , understanding program planning and evaluative techniques (elemen- tary) . Professional teaching and personality qualities of student teachers were evaluated by cooperating and supervising teachers. The re- sults from the 1969-1971 were summarized as to year of graduation and level at which student teaching was done. All students taught at both elementary and secondary schools . The following summary combines all six semesters in both elementary and secondary teaching. On the basis of a 5.0 rating scale, with 5 as superior in all aspects and one as poor with much improvement needed, no single quality received an average rating of less than four (good with room for improvement) . Of 30 professional teaching qualities the average ratings of ten (33%) were 4.5 or above. These included in rank order: attendance at required extra-curricular activities, sincere belief and interest in the profession, teacher-student relationships out-of-class , awareness of the physical plant, eagerness to learn, punctuality (related to teaching situation), interest in work and in those being taught, care of equipment and facilities at end of unit, attendance at volunteer extra-curricular activities, and attention to routine matters. 237 The lowest ratings of professional teaching qualities were between 4.2 and 4.3. They included, in rank order from lowest to highest: ability to anticipate and plan ahead, use of variety of teaching techniques, understanding age groups, discipline, use of instruc- tional materials, the art of questioning, wise use of student participation, ability to create an atmosphere for best teaching, logical presentation of material, and well-balanced lesson plans. There were 21 personal qualities rated, of which 11 (50%) were above the 4.5 on the rating scale. The highest five qualities were: appearance in and out-of-class , cooperation with others, mental health, social maturity, willingness to accept suggestions and constructive criticism. The lowest personal qualities, all above 4.0, from lowest to highest were : lack of f orcef ulness , poor voice quality, lack of creativity, lack of self-confidence, and not displaying en- thusiasm. Of the 21 professional teaching qualities, knowledge of subject matter, sincerity of beliefs, and interest in physical eduation as a profession were rated highest at the secondary level. Par- ticipation in extra-curricular school functions, and sincerity of beliefs, and interest in physical education as a profession were rated highest at the elementary level. Use of Evaluatio n Re sults Indications of program strengths and weaknesses have been gathered from the following sources : 1. "Recommendations for the Preparation of Off-Campus Student Teaching". Sent to cooperating teachers of women physical education teachers (19 68-19 69) . 2. Course evaluations by seniors at the conclusion of their student teaching, and final evaluative sessions (yearly) . 3. Student evaluations of student teaching experiences and supervisory practices (yearly) . 4. Evaluation of curriculum by recent graduates (1960-1963, 1971). 5. Evaluation of graduates by their employers (1962, 1971) . The cooperating teachers responses to a questionnaire in 1968 and 1969 indicated that, in general, both elementary and secondary teachers felt that the experience immediately preceding student teaching was satisfactory. A few suggested that more practical details and immediate problems applicable to the typical public school situation be included. Most teachers in both secondary 238 and elementary schools indicated that the present four year curriculum was satisfactory. The areas of weakness for secondary teaching included: lack of confidence in sports officiating, insufficient preparation in gymnastics and dance, and lack of preparation and skill in individual sports. At the elementary level the areas of weakness included: need for more emphasis on elementary education, child development, creative rhythms, move- ment education, development of basic skills, gymnastics, activi- ties for specific age leve'ls , and rules in officiating. In ad- dition, it was indicated that the student needs more realistic teaching situations with elementary school children and more exposure to elementary age children prior to student teaching. Evaluations of professional courses by seniors at the completion of their student teaching have varied somewhat from semester to semester, a summary of the evaluations follows: In general, the methods courses which emphasize the teaching of activities were rated as helpful, necessary, and good. The great- est weakness expressed was the need for more practical and realistic teaching experiences with larger groups and with children of varying ability. The students also indicated a definite lack in preparation for the teaching of modern dance, the use of large apparatus, and teaching advanced gymnastic skills. The strengths of the methods courses seemed to be in the materials presented, the analysis of skills, the correction of errors, and the progressions and resource materials. Most of the theory courses were rated as well taught or relevant, but the students indicated the lack of practical application or opportunity for practical experiences . Recommendations from surveys : Three surveys of recent graduates have been conducted. The first follow-up study of recent graduates was conducted in cooperation with nine other Illinois teacher education institutions in 1960. The second study by the Univer- sity of Illinois, Department of Physical Education for Women, was conducted in 1962, and the third in 1971. Both of the earlier surveys indicated an overall satisfaction of University of Illinois women graduates with their professional preparation in physical education. The major areas which appeared to have been strengthened most were measurement and evaluation and the ability to affiliate with school and community. The strongest areas as rated by the 1957, 1958, and 1959 graduates, were teaching techniques, application of educational principles, and the ability to instill democratic attitudes, ability to identify with the community, and the measurement and evaluation. The 1960-62 graduates indicated that the outstanding strengths were in the areas of ability to plan and present team sports, ability to affiliate with school and community, ability to plan and present elementary school games, teaching techniques and 239 measurement and evaluation. The weakest area rated by the earlier graduates were organization and administration, related' school activities, counseling- and guidance, elementary school games, and related summer activities. The second survey indicated the following weaknesses: ability to plan and present aquatics, organization and administration, ability to plan and present individual sports, gymnastics, dance, and ability to counsel and guide students. The 1971 survey indicated less specific questions relative to curriculum evaluation. According to the graduates who responded in 19 71, the strengths of the professional program seemed to lie in the areas of mechanical analysis of skills and the broad con- ceptual approach to movement and to teaching. Some of the areas needing greater emphasis or a more realistic approach included: elementary school physical education, officiating, individual sports, what and how to teach in advanced gymnastics, advanced level coaching techniques, dance, and teaching co-educational classes . All information from surveys and evaluations has been made avail- able to the Teacher Education Committee and the Professional Program Committee. Program changes are initiated by one or both of these committees . All faculty members who teach professional program courses were given the summary of the evaluations of seniors following student teaching. The information from the surveys was also available to faculty. Appropriate adjustments and revisions and course ob- jectives, content, work expereinces were undertaken by individual faculty or faculty committees . Long-Range Planning An Ad Hoc Committee was appointed in 19 67 to study the under- graduate professional program and to propose guides for revision. The committee was composed of representative faculty members and an undergraduate student representative. The committee first identified substantive content in professional preparation in physical education and then identified key basic concepts of human movement and learning from which sub-concepts and curricular experiences could be deducted. A large number of staff members were involved in sub-committees detailing the concepts basic to each major division. The whole staff participated in numerous discussions of the concepts, knowledge, and core curriculum ideas, as the committee presented progress reports to the total staff. The present Professional Program Committee has continued to study and plan for the curricular revision. During the second semester, 1970-71 two committees worked on two curricular options in physical education for women. Additional committees have studied possible revision and integration of 240 course content in closely related courses, such as activity and methods courses . A revised curriculum design is being developed, based on the curriculum study started in 1967. Professional preparation is to be based on a core curriculum and with content experience suffi- cient for basic human movement preparation of practicing educators, scholars, researchers, and administrators. Specialization in content areas will be selected beyond the core and human movement and general education courses . An Ad Hoc Committee was appointed in 1967 to study the undergradu- ate professional program and propose guides toward revision. The committee was composed of representative faculty members and an undergraduate student representative. The committee first iden- tified substantive content in professional preparation in physical education and then proceeded to identify key basic concepts of human movement in learning from which sub-concepts and curricular experiences could be deducted. A large number of staff members were involved in sub -committees detailing the concepts basic to each major division. Using three key concepts as the foundation, the committee attempted to identify basic knowledge for a core curriculum and from this suggest possible curricula options. The whole staff participated in numerous discussions of the concepts, knowledge, and core curriculum, as the committee presented progress reports to the total staff. It is from this point that the current professional program committee will proceed with further study and development of the curriculum. During the 1969-70 school year, the program directors and the Head of the Department of Physical Education for Women developed the Departmental ten-year academic plan 19 70-1980, as part of the University's long-range program in building projection for the next ten years. The following is a quote from the introductory paragraph of the "Curricular Expansion and Involvement" which is based on the Progress Report of the Ad Hoc Curriculum Committee. "The revised curriculum design is being developed based on a curriculum study of 1967. Professional preparation is co be based on a core cur- riculum with content experiences sufficient for basic human movement, preparation of practicing educators, scholars, research- ers, and administrators. Specialization in content areas will be selected beyond the core in human movement and general educa- tion courses The complete progress report from the Ad Hoc Curriculum Committee in the Department of Physical Education for Women will be avail- able for examination by NCATE visitors. 241 BASIC MINOR PROGRAM IN THE TEACHING OF PSYCHOLOGY The minor in the teaching of psychology does not have a corres- ponding teaching major and does not offer professional education courses, i.e., methods of teaching. The current teaching minor in psychology is based on courses which have been developed solely within the Department of Psychology. They are courses which are open to all students and meet a variety of educational and vocational goals. The courses in the teaching minor were selected because they are felt to represent the kinds of psychological knowledge most appropriate for a high school teacher of psychology. Surveys indicate that the teaching of psychology in secondary schools is increasing. Therefore, the Urbana Committee on the Preparation of Secondary School Teachers of Psychology has re- commended that a committee be appointed to consider the develop- ment of a teaching major in psychology for secondary school teachers. The teaching major would include a professional course in the principles and methods of teaching psychology. The area committee has also recommended that a special committee- consider the value of adding the professional course to the present minor in the teaching of psychology. 242 BASIC PROGRAM FOR THE PREPARATION OF SECO NDARY SCHOOL TEACHERS OF S CIENCE The teaching specialities in science are under the review of the Urbana Committee on the Preparation of Secondary School Teachers of Science. This Area Committee is responsible for the direction of the teaching specialties in biology, chemistry, earth science, general sceince, and physics. The characteristics which these specialties share are explained in the first section of this report. A description of the unique characteristics of each specialty follows the first part. Students in science education complete 13 semester hours of course work in education in addition to the student teaching practicum. Laboratory and clinical experiences are included in several of the courses taken prior to the practicum. Most of these courses have special sections for students in major academic areas. In the science education sections, students majoring in biology, chemistry, earth science, general science, and physics are en- rolled together. Education 101, Education Practicum, provides students with an introduction to science teaching. This course is intended to help prospective teachers develop a frame of reference for interpreting children's behavior and for planning teaching stra- tegies that will enable children to develop understandings of science. The science teachers at Urbana Junior High School have willingly consented to become partners in this educational ex- perience . Under the supervision of classroom teachers and science education instructors, pairs of students in the science education section of Education 101 work with small groups of eighth or ninth grade students for approximately one hour per week. The type of work done in each teaching session and the methods of presentation are determined cooperatively by the students, the classroom teachers, and the methods instructors. Classroom teachers and methods in- structors supervise the small group that is teaching. After each teaching session, all science education students meet with the course instructors and any classroom, teachers who are willing and able to attend, to discuss the problems and activi- ties of the day. It is in the sessions where integrated philo- sophies of science and education and a psychology of learning are developed. 243 Each Secondary Education 301 student in the program must write an observation report on each teaching session. The instructors read and comment on the reports and return them to the students. The reports are then returned to the instructors and kept on file. Each student is also required to submit a final paper which summarizes the semester's work. The science methods course, Secondary Education 241, has evolved over the past four years from having almost no clinical or labora- tory component to being almost totally clinical. This is especially true during the semesters when the enrollment is not too high and can be limited to one methods section. On occasion, however, the laboratory component must be reduced due to a lack of accessible groups of children, space, full-time financial support, and specialized equipment. The science methods clinical laboratories are typically conducted during five of the seven weeks preceding the practicum. During these weeks, the students are organized into several teaching teams. Each team is charged with teaching a group of five or six high school pupils. These groups of pupils, or "mini-classes," are sub-sets of pupils comprising one or more of the University High School's regular science classes. Typically, the teacher(s) of the high school science class (es) and the methods professor set major or broad objectives for the five weeks of mini-teaching. The teacher(s) and the professor also suggest selected biological or physical phenomena and related teaching strategies which seem to bear upon the objectives. The task of the methods student then, besides meeting pupils regularly, is to make decisions with their professor and the high school teacher about the sub-sets of concepts that make up the previously identified conceptual items; to specify, in some manner, behavioral cognitive and affective objectives; to develop and sequence teach- ing and learning activities, and; to evaluate learning. Major focuses are always the individual pupil, the relationships among pupils; and the relationships between the teacher and individual pupils. "Mini teaching" is clearly not the "game called school" which beginning teachers and high school pupils already know how to play. New approaches to teaching and learning how to teach are explored and evaluated. As an aid to an analysis of teaching behaviors and interactions with pupils, each "teacher team" is video taped two or three times a week. The tape is used for private analysis by the student, for joint analysis with the professor and/or high school teacher, or for review and discussion by some larger group from the methods class . Marked problems in such a clinical methods course are student and staff time, as well as the availability of high school classes, and space and staff to provide the "mini teaching." The kind of operation just described requires a minimum of half of each day, daily, from each student and the professor must 244 almost necessarily give his total time to it for a section en- rolling no more than 12-14 students over the five weeks. The availability of high school classes and pupils, both for the methods clinical laboratory and the Secondary Education 3.01 labora- tory, is dependent upon the good will and professorial commitment to teacher training at the local schools. In Secondary Education 101, and 241, the two education courses which enroll students by (science) teaching specialty and which have the clinical emphasis, are the basis for research in teacher education and learning theories. A few doctoral studies addressed to the problem of beginning teachers working with children in science, and concerned with the "mini teaching" and associated course work of Secondary Education 241 and 101, have been initia- ted in the past three years. Most often the people doing their doctoral studies have been the science teachers of the high school class (es) being used as the clinical laboratory. Most frequently the (clinical) professor is the doctoral student's thesis advisor or a thesis committee member. The conceptual basis for these studies, several of which have been companion studies, necessarily bears heavily upon the in- struction and clinical help offered science education undergradu- ates enrolled in Secondary Education 101 and 241. A suggestion of the nature of some of the studies and of the emphasis in the courses in which they were set, can be gained through a couple of the thesis titles: Problem of Beginning Che mistry Teachers in Helpi ng Students , Drawn Conclusions from Data : Five Con Studies (Ashatilfer, 19 70) and a Companion of the Altern ate Theories Formed by Students in the Clas sr oom and Thos e Held by the T eache r • (Hanson, 1970) . The findings of the doctoral studies also furnish feedback to the courses (Secondary Education 242 and 101) . This produces a con- tinual evolution of the courses. The laboratory and clinical experiences are under the guidance of an experienced teacher. The teacher(s) of the class(es) from which the "mini classes" are drawn, for example, have had school teaching experience ranging from about 4-12 years, and in most cases, have been doctoral candidates in science education at the University. University faculty who conduct laboratory and clinic- al experiences are holders of the Doctor of Philosophy or Doctor of Education degree in science education, all hold professorial rank in the University, and have been on the staff several years. Furthermore, all have worked severa3. years as science teachers in a wide variety of grade levels . All have been associated with one or more major science or math curriculum projects, and the majority have had teaching experience in foreign cultures. 245 Practicum With increasing enrollments in teacher education and the increas- ing need for student teaching placements, the selection of cooper- ating schools and teachers is being based less upon criteria that are within the control of the University and public school per- sonnel interested in teacher education, and more upon chance and convenience. An increasing number of school districts are in- stitutionalizing student teaching and are not allowing University staff to participate in decisions regarding which schools in the district will receive student teachers or which teachers in the schools will serve as cooperative teachers. About all that can be done in such circumstances is to take that which is available, analyze the results after one or two students are placed, and, if the situation appears to be undesirable, discontinue the placement of student teachers in that school. About 25% of the science education students find themselves in the circumstances described above. The remaining 75% are placed in schools where student teachers have been placed in the past; where some decision-making power in the selection of cooperating teachers rests with the University; and, where criteria other than convenience are being served. These criteria, however, are not identical in all situations. The "common sense" criteria call for: 1. Cooperating teachers who want student teachers and who have something particular to offer, whether it be talent in dealing with people, or a philosophy of science educa- tion that merits study. 2. Schools that are sufficiently large and well staffed to allow two or more student teachers to be simultaneously assigned to the science department. This assures the student teachers "someone to talk to" and also increases efficiency in terms of time and money in supervising visits . 3. Schools that are relatively well-off financially and are, consequently, well equipped for science teaching and attractive to professionally competent staff. With only seven weeks available for student teaching, students can see but a small part of the "real world" of schools . The decision is to emphasize what schools and staff might be in terms of equipment, facilities, and staff. The consequence is that students seldom have pre-service experience with the less affluent, although more common, end of the educational spectrum. It should be noted that little attention is given to advanced degrees or years of teaching experience in the selection of cooper- ating teachers. This policy does differ in a number of ways from 246 the general policy for student teaching for all curricula as stated on pages 83-83 of this report. Professional G uidel ines The guidelines that have been developed by various science and science education societies do not seem appropriate to deal with the problems confronting those charged with education of teachers. In fact, within the past year the American Association for Advance- ment of Science has been asked by the National Science Foundation to construct new guidelines for science and mathematics. This appears to have been precipitated by a general disenchantment with the previous guidelines as they relate to contemporary concerns . The final form of the American Association for Advancement of Science guidelines have not been written to date. Preliminary versions were challenged so extensively by participating members and groups that it is impossible to guess what direction they will take. Regardless of the direction, there will be consider- able disagreement with the new guidelines if they are specific enough to be of some guidance to program developers. A more serious cosine, however, may be hidden in this section of the NCATE form. It is the opinion of the science education faculty that the people involved with teacher education at the University of Illinois are exploring teacher education programs at a level far in advance of those suggested by guidelines. The faculty does not wish to be restricted by guidelines that tend to be much less imaginative than its own thinking has been. Long- Range Planning The entire faculty in the science training areas have input into the teacher training curricula in science. This is done primarily through representation on the Urban a Committee on the Preparation of Secondary School Teachers of Science. Each science specialties has a representative on this Area Committee. The Committee meets regularly during the academic year to discuss such questions as the direction which secondary education should be taking in the science area. Several professors have also been directly in- volved, as members of the Urbana Council on Teacher Education, in developing long-range plans for teacher education. In addition to the constant evaluation by the Science Area Com- mittee, efforts are made to change science curricula to meet the needs of students and to keep abreast of changes in the areas of science. For example, special programs are being developed. One of the most recently initiated programs is a multi-disciplinary 7 , cooperative program with a large suburban school district in Arlington Heights, Illinois. This effort is more fully described on pages 296-301 of this document. 247 BIOLOGY D esign of Curricul a The curriculum in the biological sciences is designed to prepare secondary school teachers who are able to make their subject re- levant to a continually changing society. Students preparing to become secondary school teachers of the biological sciences are expected to develop an awareness of the problems of the environ- ment and how they might be handled in a teaching situation. In addition to the subject matter in biology, the students being prepared in this curriculum are required to take extensive work in chemistry, mathematics, and physics to foster an integrated approach to science teaching. The science education faculty be- lieve that teachers preparing to teach at the secondary level in the life sciences need to gain an insight into the ideas that influence scientific thought and, particularly, the contemporary social pressures and problems that affect the natural world and man's place in the natural environment. Consequently, students are encouraged to enroll in new courses in the life sciences which are designed to help prepare them to teach students of the secondary level the relevance between the biological sciences and some of the problems facing mankind today. These new courses include: Physiology 374, Problems in Human Ecology. Methodologies for investigation of problems in human ecology; effects of specific environmental and social factors; multidis- ciplinary studies of selected current problems. Biology 312, Environmental Biology. Lecture, laboratory, and field course dealing with the relation of organisms to their environments and physiological bases for responses, adaptations, and behavior. Introduction of ecosystems, biotic communities, and population dynamics. Emphasis on man and his interactions with the environment. Furthermore, the curriculum in the biological sciences covers a broad background within the framework of life science. The stu- dent is required to take course work in vertebrate and inverte- brate zoology, botany, ecology, microbiology, and other areas of the biological sciences to increase their breadth of scientific knowledge and procedures . The curriculum is designed by the Department of Biology in conjunction with the Urbana Council on Teacher Education so that the interrelationships among biology, chemistry, physics, and earth sciences become an integral part of the training program of the student . The faculty members who teach the courses in biological sciences are professional biologists with specialties in various areas of competency required in the teacher training curriculum. Many 24! of these people have been involved in institutes sponsored. by the National Science Foundation for the training of teachers in the biological sciences. A number of faculty members teaching these courses have participated in the College Undergraduate Biological Education symposia program for improving biology teaching at the college level, and many of them have been involved in the develop- ment of the Biological Sciences Curriculum Study. Also, the cur- riculum in the biological sciences is closely linked with the faculty who are involved in science education in the College of Education and other members of the Area Committee for the teach- ing of sciences so that there is meaningful coordination among the various philosophies of science. Relevancy of Curriculum Content There is constant re-evaluation of the curriculum and course re- quirements in the teacher training programs of the biological sciences. Changes in the curriculum fall under the purview of the Area Committee in Science Education, which consists of faculty members from each department in the science curriculum; namely, physics, chemistry, earth science, and biology. Numerous changes have occurred during the past two years. For examples, organic chemistry has been made a requirement in the program in biological sciences and a complete year of physics is now required. The rationale for these requirements is that it is difficult for a person to comprehend the biological sciences without adequate background in chemistry and' physics . To understand biological principles one has to have an understanding at the molecular level of chemical reaction and physical phenomena. Also there has been a complete evaluation of the courses in ecology being taught at this University. As a result of that evaluation, such offerings as human ecology, biological control, and environmental control have been added to course offerings with the rationale that these problems are most relevant in today's society and students preparing to teach in secondary 'education need information to teach these subjects at the secondary level. There is constant review and updating by the departments in the School of Life Sciences and in the College of Education to make the curriculum relevant, up-to-date, and to make sure that stu- dents are getting the kind of background in the life sciences that will then enable them to be effective teachers of biology in the secondary school. Closely associated with this endeavor to revise and up-date the curriculum is a constant effort to communicate with the secondary schools to determine which text- books they are using, and the approach they are taking to teach biology (such as the BSCS biology programs) . With this informa- tion, students can be better prepared to teach biological science using current texts and new methods. 249 Evaluation o_f Graduates At the present time, a questionnaire study is being conducted to follow-up all science education graduates from the University of Illinois during the past ten years. It has become apparent thus far that approximately 30% of the graduates from this University in the teaching of science are in the teaching profession. These people have been contacted and given questionnaires which attempt to assess the following items of concern: 1. The meaningfulness of training as perceived by the gradu- ates while they were undergraduates on campus . 2. The effectiveness of graduates as teachers of science. Questionnaires are also being sent to administrators and department heads of the schools in which graduates are employed, asking them to evaluate University of Illinois graduates in science education. 3. The changes in science teaching that have occurred from the time the respondents graduated to the present time, as those changes are perceived by the graduates in the context of their teaching situations . 4. The graduates' evaluation of their undergraduate training as it relates to their teaching situation. 5. The positions for wbich graduates are being hired and the backgrounds sought by superintendents and other people hiring science education graduates from this University. There are a number of professional societies which are deeply involved and seriously concerned about keeping abreast of de- velopments in the teacher education programs as they pertain to science. Particularly in the biological sciences, the College Undergraduate Biological Education Symposia (CUBES) is quite concerned with improving teaching programs at the college level where they influence the trainers of teachers. In addition, it is hoped that the results of the follow-up study conducted by the Director of Teacher Education Services will be available and useful to faculty responsible for the science education curricula. By and large, the entire teacher training program in the sciences is remiss in not having a formal evaluation program. At the present time, however, there are several avenues for feed- back of An informal nature. Recent requirements in organic chemistry and physics, and the availability of course work in the environmental sciences have been added in response to con- versations with graduates of science education curricula who are teaching in secondary schools . Informal feedback has also signaled the need for the provision of additional teaching experiences for undergraduates. Furthermore, graduates have indicated that they could have benefited from more opportunities 250 to develop and use lesson plans, and to study curriculum develop- ment . CHEMISTR Y The undergraduate curriculum for the preparation of secondary school teachers of chemistry is designed to train teachers who are aware of the role of chemistry in modern science and technology, and who understand and are able to keep pace with the changing mass of technical information which affects that role. The primary role of the secondary school chemistry teacher is to prepare college oriented students with a background in chemistry so that they will be prepared for their freshman year in chemistry and have a better grasp of the basic physical sciences required at the college level. Consequently, a chemistry teacher at the secondary school level must have a background and an understanding of chemistry so that he will be able to sufficiently orient the secondary school student for the college experience. It is imperative that the secondary school teacher of chemistry should teach his students to handle laboratory equipment care- fully, to know and employ proper safety techniques, and to acquire skills in handling glassware, chemicals, and solutions. If stu- dents are trained by secondary school teachers who realize the need for these affective and cognitive objectives, they will be better equipped to obtain the necessary information from college chemistry courses. It is important that the student teacher of chemistry stimulate in the students an interest in science and train them in the scientific methods, the open mind, and an appreciation and attitude for scientific inquiry. Chemistry is in a period of great change of emphasis, consequently, all programs may be considered experimental. They are frequently revised. During the past three years, for example, there has been a complete revision in the introductory chemistry courses . Chemistry 100, a remedial course for students who have no back- ground in high school chemistry, has been developed to prepare the uninitiated to take subsequent courses in chemistry. Chemis- try 101 and 102 have been completely revised to give science students, including those in the teacher education programs, a two-semester background in basic techniques in chemistry and to prepare them for advanced courses in chemistry. Organic chemistry has also undergone a complete revision, separating the lecture and the laboratory into two separate courses, Chemistry 131 and 134. This arrangement allows greater latitude for the chemistry major and emphasizes the relationship between chemistry and the biological sciences. The curriculum for the teacher education student in chemistry has not been specifically designed for teacher preparation. At the present time, the faculty in the Department of Chemistry is 251 of the opinion that students preparing to teach chemistry will find adequate material in following the basic curriculum outlined for chemistry majors. The professional education component relies almost exclusively upon the -courses designed by the College of Education. EARTH SCIENCE The curriculum for the preparation of secondary school teachers of earth sciences attempts to employ an experiential, inquiry of discovery based mode of teaching to prepare independent, self- directed teachers and to furnish a learning experience that will enable them to keep informed about their subject. In other words, the faculty tries to teach courses in the same way that scondary school teachers should conduct their own courses. In this process, the faculty seek to assist students in meeting the following objectives : 1. To appreciate how an earth scientist investigates the earth, in the field and in the laboratory; to view earth science as a rational enterprise'. 2. To learn and to demonstrate the skills required to accumulate, classify, and critically examine the data on which conclusions in earth science are based, and to learn how these conclusions are reached. Students re-evaluate and rediscover conclusions on the basis of personal experience and learn to reject, revise, or build on the conclusions of others . 3. To suggest multiple working hypotheses to account for observed data and ways to test the validity of hypotheses and theories; to appreciate the interplay between theory and experiment . A. To relate subject matter to man, his history, and his works so the student will know how earth science relates to society. 5. To realize that knowledge acquired about the observable world leads to the power to predict, and hence to control, and such power can be used or abused; that students, as members of society, should take responsibility for some of the decision-making processes. These objectives are taught in the following course categories: A. Content for Teaching Specialty and Laboratory and Clinical Experience: At least 33 hours in geology, oceanography, meterology, and astronomy; the 8-week summer camp in geology is an elective. In addition, botany or zoology, chemistry, physics, and mathematics through trigonometry, calculus is 252 recommended. Students must have a minor in biology, general sciences, mathematics, or physical science. B. Teaching and Learning Theory, Clinical Experience, and ■ Practicum: At least 19 to 20 hours. A teaching minor - plus courses in secondary education, the foundations of American education, educational psychology, and school and community experience. C. General Studies and Humanities : These include courses in humanities, general psychology, rhetoric, speech, political science, U. S. history, a foreign language, and physical education. Design of Curriculum Education is aimed at developing student effectiveness, i.e. developing their skills . The personal needs of each student are stressed. Interaction revolves around the students in the class, their personal responses, and their experiences. The learning of earth science is most significant when based on experiences with direct meaning to the student. Hence, students are permitted to select, in part, their own subject matter and approach for study, and are provided with the facilities and assistance to explore it. They work in a leisurely, informal fashion with time to observe, wonder, read, experiment, and generate and test ideas. They develop individuality through self-directed activity. The question of relevance disappears since students choose relevant areas and means for study. Opportunities are provided for students to work independently as well as cooperatively. They are given a sense of being at home with earth science, with the confidence to do things themselves, and with an appreciation that curiosity and the desire to experi- ment are closer to the spirit of scientific research than memo- rizing facts. The essence of the above approach lies in the teacher-student relationship. Involvement and cooperation are encouraged, a "we" feeling develops and each student feels he belongs and is important. This approach provides a sense of cooperation between students and staff, enhances student interest, and furnishes the feedback necessary to assess and modify the program. The diver- sity of activity results in the opportunity for broad exposure to subject matter. C ontent for the Teaching Specialty The curriculum includes, among other things, the materia], in geology developed by the Earth Science Curriculum Project. 253 This material was specifically designed for school children by professional scientists and earth science teachers, and includes supplementary materials needed by high school and junior high school earth science teachers . The faculty who teach the subject matter courses are professional earth science teachers with specialties in the different subjects in the curriculum. Several of these teachers have participated in institutes for teachers and high school students sponsored by the National Science Foundation. In addition, several teachers are currently active in the Earth Science Teacher Preparation Project and the Illinois Association of Colleges and Universities for Improvement of Earth Science Teaching. Evaluation of Graduates A file is kept on the performance of each student in the program. This file contains a record of the grades received in each course, the instructors' evaluations, and letters and comments relating to the performance of each student. After leaving the University, a number of graduates maintain contact with the curriculum by supplying information for the Newsletter and by personal communication with teachers in the curriculum. At the present time, there are no specific plans for a formal evaluation of graduates of the earth science education curriculum. However, it is hoped that the instrument developed by the Director of Teacher Education Services will be useful in evaluating the graduates of this curriculum from 1965 through 19 70. Use of Evaluation Results Informal feedback from former students suggests that the earth sciences education curriculum is strong in content courses, education courses, and in general studies. Hox^ever, there could be more cooperation between teachers of content and those involved in the practicum. The evaluation of prospective teachers and discussions with earth science teachers have led to the instigation of curriculum changes. For examples, subject matter content has been changed so that it is more relevant to school children, lectures have been reduced and modified to encourage discussion, and laboratory work and field trips have been less formalized to encourage self-directed acti- vity, self-confidence, and greater relevance. Furthermore, in the spring and fall of 1971, Geology 233 and 222 will be revised to meet the previously stated objectives for earth science educa- tion. 254 PHYSICS The curriculum in physics is designed tc provide the prospective teacher with preparation in mathematics and physics, plus a back- ground in the general studies. ' The curriculum attempts to give the student a foundation in classical and nuclear physics. These goals reflect the belief that the role of the secondary school physics teacher is to prepare the college oriented student in the fundamentals of the physical sciences. The curriculum includes more than the subject matter to be taught to school children, so that the teacher can approach his subject with the self-confidence which comes from in-depth knowledge. However, in addition to an in-depth study of physics and mathe- matics, the curriculum includes chemistry, astronomy, and frequent- ly, biology. This background is designed to prepare the teacher to improve secondary level courses and to keep them up-to-date as they relate to other science areas. This multidisciplinary approach is jointly coordinated by the Department of Physics and the College of Education, with assistance from faculty members in astronomy, biology, chemistry, and other areas. In advisor-student relationships it has been ascertained that students being prepared in the physics education curriculum need additional, and more extensive, teaching experience. Consequently, one full semester of student teaching is being done on an experi- mental basis. In addition, students take a special, one semester laboratory course designed to help them understand the profession- al application of physics, as well as to provide the experience they will need to assist their own students in laboratory or special projects. 255 BASIC PROGRAM FOR THE PREPA RATION OF TEACHERS OF SOCIAL STUDIES In the social studies curriculum it is felt that the role of the teacher is to promote among his students better insights into themselves and the society in which they live. This belief is founded on the assumption that an understanding of the social studies is conducive to the development of man as a rational, social being. Consequently, the primary objective of the curric- ulum is to prepare a teacher who can use his knowledge of subject matter as a basis for helping students rationally examine their attitudes, beliefs, values, concepts, and theories. In order to assure that the future teacher is adequately prepared in the social studies, and in an effort to allow the student some freedom in the selection of courses compatible with his interests, the student may select one of two options for his course of study. Both options are fully explained on pages 269-270 of the 19 71-72, Undergr adua te Study bulletin. Each option enables the prospective teacher to relate his under- graduate preparation to his anticipated professional position. Option A, in which the student selects a teaching minor outside the social studies field, provides a program of preparation for teachers in many junior high schools and small high schools in which competence in more than one department is preferred. Option B enables the student to specialize in an area of the social sciences as well as history. This allows greater depth of knowledge In preparation for teaching in larger schools where an instructor is seldom asked to teach areas outside of the social studies. Option B reflects the current expansion of secondary school offerings in the social sciences. Both choices endeavor to demonstrate the interrelationship of the social science disciplines . The student's subject matter competency is complemented by an array of professional education courses. As a supplement to this common core of courses, the Department of History offers an elective course each semester entitled "The Teaching of History." In addition, the Department of History offers a series of under- graduate seminars each semester in an effort to personalize instruction (enrollment is limited to twelve students per section) and to focus on the nature of history. This elective experience also fosters competence in the structure and logic of the disci- pline . 256 Laboratory Experienc e The student has an opportunity to apply teaching and learning theory through laboratory and clinical experience. Approximately 75% of all students in social studies teacher education elect Educational Practice 250, School and Community Experience. In addition, micro-teaching has been a component of all social studies method courses during the last three years. Introduction to Education 101 frequently includes a micro-teaching component, in addition to which students in the social studies curriculum make structured observations in public and laboratory schools. A student may also elect to work in volunteer programs in which they tutor individuals over an extended period of time. Fracticum The practicum for the student in social studies education is es- sentially the same as that described on pages 83-88 of this publi- cation. Professional Guideline s Guidelines developed by national learned societies and profession- al associations are considered in the planning and development of the social studies education curriculum when such guidelines exist. In the Department of History, for example, the pamphlet, Preparation of Sec ondar y Sc hool History Teachers (Second Edition, 1968), by Donald B. Cole and Thomas Pressly, is currently utilized as a guide. This document is published by the American Historical Association's Committee on Teaching. Two members of the Depart- ment of History of this University, including the Chairman of the Urbana Committee on the Preparation of Secondary School Teachers of Social Studies, have been active contributors to the work of the Committee on Teaching. The Department of Economics also utilizes guidelines suggested by a professional association. Consideration has been given to the Report of the Nation al Task Force on Economic Edu cation , 1 961 . This report, undertaken with the cooperation of the American Economic Association, was prepared for the purpose of describing "the minimum understanding of economics essential for good citizen- ship and attainable by high school students..." At the college level, students are being prepared to implement this objective. A special section of the beginning course in economics is current- ly offered to the student preparing to teach in the secondary school. This course is taught by the Director of the University's Center for Economic Education, who has been active in planning curricula for students in economics at the university and junior college levels. 257 Ev aluation There is currently no formal method of evaluating graduates of the social studies education program.. There are, however, a number of informal means of receiving feedback from students currently enrolled and recent graduates . In the methods of teaching courses, for example, class time is reserved for student teachers to discuss their experiences. Furthermore, the Depart- ment of History, with the assistance of the Division of University Extension, annually conducts a two-day articulation conference for social studies teachers in the State of Illinois. This con- ference attracts many former University of Illinois students and serves as a vehicle for a type of informal evaluation. L ong- Range Plans The faculty involved with the preparation of social studies teachers highly favors the development of a program of formal evaluation. Under the current financial restrictions, however, the development and implementation of such a program would un- doubtedly require cutbacks in other endeavors. This consideration does not preclude a well-conceived plan in the near future, which could be implemented when the necessary resources become available. Other long-range plans for the social studies education curriculum have been strongly influenced by the surplus of qualified teachers. A recent fruition of such planning is apparent in the increased number of options for minors in social studies (Option B) , with more extensive preparation in the minor field. In addition, the following areas of concern are being considered by the subject- matter faculty in consultation with the faculty for professional education : 1. Developing a short-range, as well as some longer range, projections of the demand for social studies teachers. Adjustments in admission requirements for the program and the development of an extended counseling program for would-be entrants may result. The current hiring stringency will demand that the graduate demonstrate superior preparation, which is intimately related to the imagination and skill with which the curriculum is develop- ed to meet anticipated needs. 2. Preparing an interdisciplinary approach to the teaching of social studies. It is generally felt that this is the direction in which secondary social studies teaching is moving. 3. As an outgrowth of the above, more extensive involvement of the subject matter departments in program planning. It appears that faculty in the subject matter fields are not always fully aware of the importance of their potential contributions to the teacher education program. 258 4. Planning programs in consultation with subject matter departments so admission into the degree programs for the Master of Arts in the Teaching of Social Studies and the Master of Arts in the Social Sciences will be facilitated for their graduates . 5. Adapting the curriculum to the needs of future teachers in the inner-city and suburban schools. 6. Developing closer cooperation between the schools involved in the University's teacher education program and the campus. Among the possible efforts in this direction would be an exchange of supervising teachers between the campus and their schools to increase the awareness of each other's problems and to work together toward their solution. M aster of Arts in the Teachin g of_ Soc ial Studies Of the eight units required for the Master of Arts in the Teaching of Social Studies degree, four units must be in the social studies, of which two must be in history. The two remaining units must be selected from not more than three of the following fields: economics, geography, political science, sociology, and anthro- pology. Three units are to be in education;, these include Educa- tional Psychology 311 and 312, Secondary and Continuing Education 456, and any two of the History and Philosopby of Education cour- ses numbered 300 through 307. The eighth unit is an elective which is ordinarily in either the social studies or education. In no instance can work credited toward an undergraduate degree count toward this degree, nor can fewer than eight units meet the requirements . This program is designed primarily for those who expect to teach at the secondary level. It is a terminal degree, meaning that there is no doctoral program at the University of Illinois, nor at most universities, in either the social studies or the teach- ing of social studies. Holders of this degree are entitled, however, to work for the doctorate in some other field. 259 BASIC PROGRAM FOR THE PREPARATION OF TEACHERS OF SPEECH Design _of Curricula The design and proposed revisions of the secondary school teacher training program in speech have been affected by the results of studies of the status of secondary speech in Illinois conducted by the supervisor of the curriculum under the auspices of the Illinois Superintendent of Public Instruction. As will be discussed in subsequent sections of this report, the field of speech education is a multi-faceted and somewhat amor- phous field. Further, the child behaviors with which teacher trainees will eventually work are numerous and complex. Although each of the program components have specific cognitive and af- fective objectives, the objectives of the total program are best characterized as global. The program is designed to: 1. Develop the competency of future teachers in the tech- niques of evaluating the communication skill develop- ment of secondary school children. 2. Develop the competency of future teachers to understand and manage the theoretical constructs in the field of speech communication for the purpose of curriculum design. 3. Provide supervised experience in teaching speech communica- tion which employs a variety of teaching techniques, strategies, and new materials. Observation of real school situations and the use of video-taped, micro-teaching demonstrations are two of the special programs designed specifically for this curriculum. BoLh as a part of requirements for individual subject matter courses, students observe junior and senior high school communication programs in the community. Additionally, the University serves as host to Illinois High School Activities Association workshops and fes- tivals in the speech and drama area in which the students in this curriculum participate. The Department maintains television facilities over which it has control and which have been used both for diagnostic and teaching demonstration purposes. Both functions are recent innovations and have been the subject of systematic research. Current data and inferences made from it have aided iii developing arguments 260 both for the expansion of facilities and greater in-depth research into desirable teacher behaviors. Content for the Teaching Specialt y Evidence that this program prepares teachers for the types of jobs they will be asked to do has been gathered largely from the ef- forts of the Illinois Superintendent of Public Instruction to carry on a longitudinal evaluation of secondary school needs in the speech communication area. The supervisor of this curriculum has been instrumental in conducting this evaluation. Results of the effort have been widely disemminated . The development of content for the subject matter area is the pro- duct of systematic effort by the Department of Speech. During the past decade the Department has expended major effort for long range planning which has involved every member of its faculty. Provisions for keeping abreast of developments in the fields as- sociated with this curriculum are made by employing high standards for the staff in the departments which administer it. The Depart- ment of Speech, which has the primary responsibility for the cdurriculum, has faculty who have held the presidencies of four national and one international professional associations over the past decade; faculty who have headed eight major divisions of professional associations; faculty who have edited major profes- sional journals; faculty who work as evaluators and consultants for various state and federal agencies, etc. Only those persons who have a record or high potential for active involvement in the profession are hired. Laboratory and Cli nical Experience In addition to the micro-teaching sessions previously mentioned, students enrolled in the speech section of Secondary Education 101, Introduction to Teaching High School Subjects, volunteer for one of the tutorial programs operated on this campus, or for one of the tutorial programs operated by service groups in the com- munity. Students are asked to give oral reports and to submit written reports on these experiences which are discussed in class. The major effort to relate learning theory and research on teaching to the needs of students in this curriculum is made in the required educational psychology and teaching methods course. The two re- quired textbooks for the latter course are Statts, A. Language Learning and Cogni tion , and DeCecco, J. The Psychology of Lan- guage Thought and Instruction . Integration of the constructs and results of research presented in the reading is accomplished through a series of papers which are concerned with programs of systematic evaluation of the speech behavior of children, viable curriculum designs, and well developed co-curricular programs. 261 Practicum The criteria used for the selection of cooperating teachers and cooperating schools are essentially the same as those detailed on pages 83-88 of this document. Professional Guidelines The primary guidelines which have been used for the proposed revision of the curriculum have come from three basic sources; i.e. Conceptual Frontiers in Spee ch Communication , National De velopmental Pr oje ct on Rhet oric , and Communication in the High School : Speakin g and Listening *. These guidelines have been produced as a product of extensive deliberation by leaders in the field at both state and national levels. Use of the above guidelines has resulted in a curriculum proposal which is more viable than the previous one since it gives students more options for specialization and provides greater opportunity for creating new programs in the secondary school. Further, the guidelines have resulted in substantial revision and new direc- tions in course and program development within the Department of Speech . A comparison of the recommendations formally adopted by the con- ferences which produced the guidelines cited above may be made with the Long-Range Planning Report. Such a comparison will demonstrate that the Department of Speech has not only critically examined the guidelines but has acted upon them. *Kibler, R. and L. Barker, Conceptual Frontiers in Speech Communi- cation : R eport of_ the New Orleans Conference on Research and Instructional D evelopment , (U.S.O.E. Contract Number OEC 4-7- 07193-3157), Speech Association of America, New York, 1969; Illinois Curriculum Program, Communication in the High School : S peaking and Listening, D-l, Illinois Superintendent of Public Instruction, 19 70; Speech Communication Association, Natio nal D evelopment: Projec t on R het oric (H 69-0-123) , Pheasant Run, Illinois, 19 70. Evaluation of Graduates As previously indicated, a teacher training program which provides opportunity for different kinds of specialization may only have global objectives. Testing the extent to which these objectives have been met takes place both during the course work required in the program and during the semester in which the major methods course and student teaching is done. At both points it is possible to either counsel a student to withdraw or to compel him to do so. 262 Examples of instruments used to evaluate pupil behavior in rela- tion to program goals are available for inspection. Three methods are used to evaluate the extent to which students in this program have met the program objectives prior to gradua- tion; i.e., 1. Completion of integrative assignments in the major methods course. 2. Evaluation by the cooperating teacher for the practicum. 3. Evaluation by a supervising teacher from the program for the practice teaching experience. The curriculum supervisor will be on leave during the 19 71-72 school year to engage in research related to the evaluation of teacher behaviors. A proposal has been submitted to USOE to support a research program concerned with the systematic observa- tion of classroom teachers. The Department of Speech supervises its student teachers and has a long history of active participation in programs sponsored by the Illinois High School Activities Association, consequently, almost constant evaluation of program graduates has been possible Long-Ran ge Plan ning Plans for future development in the program, listed in tentative priority are: 1. Development of student teaching centers and an intern- ship program. 2. Direct involvement of secondary school personnel in the teaching functions of the University. 3. Creation of more systematic laboratory and clinical experiences . The rationale for all three areas of development is composed of essentially the same elements . Each change would permit more extensive evaluation of the prospective teachers and the program; would make it possible to spot weaknesses in both more easily; and would enable better assessment of child needs than is now done. Rapid responses to the needs of all individuals involved in speech communication education is the goal. Research Projects Completed and in Prog ress 1. A comparative study of three non-directive methods used to teach rhetorical principles in Speech 101. Department of 263 Speech and Theatre, University of Illinois, Urbana, Illinois, May, 1965. 2. A study of the relationship between student attitudes toward the instructor and improvement of performance in Speech 101, Office of Instructional Resources, University of Illinois (Data collected but not yet analyzed) . 3. A study of the use of controlled teaching materials in Speech 101. (The criterion measures for this study have never been refined to the point of permitting meaningful conclusions . Given the changes in the philosophy and directions of the course, it is doubtful the study will be completed.) 4. A study of the effects of training and proficiency in public speaking on speech evaluation. (Two articles have been sub- mitted for publication.) 5. A study of the effects of video-taping on specific speech skills in the basic public speaking course. 6. A study of the effects of a creative dramatics program in a recreational setting. 7. A study of the effects of peer evaluation on specific speech skills in the basic public speaking course. 8. A study of the effects of selected study speeches on stand- „ ards of evaluating public oral discourse. 9. A study of the status of speech education in Illinois. 10. A study of selected sociocultural and maturational influences on the language development of a language deprived group. 264 BASIC PROGRAM IN SPEECH AND HEARING SCIENCE The curriculum in speech and hearing science is a pre-prof essional degree program in the College of Liberal Arts and Sciences. It is designed primarily to prepare students to enter professional training in speech pathology or audiology at the graduate level. Approximately 90% of all undergraduates in the program seek state certification for work in the public schools. However, in 19 72, the bachelor's degree will no longer be a certifying degree for speech and hearing science clinicians in the State of Illinois . The State certification requirements in 1972, will be identical to those required for the Certificate of Clinical Competence issued by the American Speech and Hearing Association (ASHA) . All students, including those currently enrolled as freshmen, sophomores, and juniors in speech and hearing science, will then be required to complete a master's degree, have one year of supervised experience (i.e., internship), and pass an examination prior to receiving the new Speech and Language Clinician Certifi- cate . Number of Degrees Awarded, 19 70 Speech and Speech Pathology Audiology Hearing Science Total Bachelor' s 23 23 Master's 38 6 1 45 Doctor's 7 2 1 10 Curriculum To remain in good standing in the curriculum the student must have achieved a cumulative College average of at least 3.65 (5.0 maximum) by the completion of his junior year. The degree of Bachelor of Science requires completion of at least 128 semes- ter hours (excluding physical education) as detailed on pages 411-412 of Undergraduate Study , 1971-72 . The required 128 hours include : 265 semester hours - 23 6 to 8 to 16 12 54 18 to 15 General Education Rhetoric Foreign Language Psychology Speech Education Electives The student who will graduate after 19 72, must complete a fifth year of study and requirements for the Degree of Master of Science in Speech and Hearing Science. At the time the degree is awarded, the student must have completed at least 23 semester hours of professional education courses or their equivalents to be eligible for certification in the State of Illinois . These courses are listed below: Educational Practice 220, Educational Practice in the Education of Exceptional Children 5 hours Educational Psychology 311, Psychology of Learning for Teachers 1/2 unit Educational Pscyhology 312, Mental Hygiene and the School 1/2 unit Elementary Education 233, Classroom Programs in Childhood Education 2 hours History and Philosophy of Education 301, 302, 304, 305 (may select any two) 1 unit 301 - Philosophy of Education (1/2 unit) 302 - History of American Education (1/2 unit) 304 - Social Foundations of Education (1/2 unit) 305 - History of Educational Ideas (1/2 unit) Special Education 117, Exceptional Children 3 hours Special Education 324, Mental and Educational Measurement of Exceptional Children 2 hours Speech 486, Advanced Clinical Techniques in Speech and Hearing 1/2 unit Clinical Practicum and L aborat ory Experiences The major facility used in clinical practicum is the University of Illinois Speech and Hearing Clinic. Also, four community facilities are utilized. These include Carle Hospital and Clinic, 266 Community Rehabilitation Center, the Fontana Nursing Care Center, and the Veterans Administration Hospital in Danville, Illinois. Graduate students who are enrolled for practice teaching activities are assigned to the local school systems of Champaign and Urbana. All supervisors are members of the faculty of the Speech and Hear- ing Science area. The undergraduate student, in the junior year, enrolls in Speech 385, Speech Pathology I, Speech 386, Basic Diagnostic and Thera- peutic Principles of Speech, and Speech 388, Speech Pathology II. As part of the requirements for these courses the student must accumulate 30 hours of observation. These observations require written reports which are evaluated and graded by an assigned supervisor. In the last six weeks of the junior year, the student participates in diagnostic and therapy activities with a supervisor. During the first semester of the senior year the student enrolls in a clinical practicum course, Speech 387. In audiology the student enrolls in Speech 391 (Introduction to Hearing Disorders) , Speech 393 (Aural Rehabilitation), and Speech 395 (Audiometry). The student is required to accumulate ten hours of observation of audiological procedures as part of the course requirements for Speech 391. In the senior year the student enrolls in a practicum course, Speech 398, Practicum in Audiology. The student enrolled in the teacher training curriculum is assign- ed to a public school for six full weeks of practicum. This assignment is made for the spring semester of the senior year. Undergraduate student clinicians are supervised by faculty members on a one to one or two to one basis . A supervisor is always present in the therapy situation. Students meet with their super- visor for ten minutes after each therapy session. At that time the supervisor discusses with the student the evaluation of the therapy session. They also discuss plans for the next therapy session . The student must submit a lesson plan three days before the therapy session. The supervisor reviews the lesson plan, makes comments, and returns the lesson plan at least one day before the therapy session. At the end of each session the student enters his com- ments on the lesson plan. The lesson plan is graded and returned to the student . Program Development There is a Curriculum Committee in the Speech and Hearing Science area. Any member of the staff may submit suggestions for courses and curriculum changes to this Committee. Once a course is ap- proved by this Committee, it must be approved by the Advisory Committee and the faculty of the Department of Speech and Theatre 267 After such approval is obtained, the course must then be approved by the faculty and Curriculum Committee of the College of Liberal Arts and Sciences, other colleges which may be involved, the University Curriculum Committee, the University Senate, and the Board of Trustees. 268 PHYSICAL FACILITIES AND OTHER RESOURCES Library Physical Facilities and Other Resources The Allocation of Physical Facilities The Education Building Instructional Media Centers and Services Library Facilities The University of Illinois Library, with over 4,416,330 volumes on the Urbana campus , contains more books and other materials than the library of any other state university. It ranks third, behind Harvard and Yale, among all American universities. The University of Illinois Library is a large, decentralized system which has many specialized collections in several on-campus locations to supplement the materials available in the Education Library. The Number of Volumes and Seating Capacity in the Departments of the University of Illinois Library, June 30, 19 70 Seating Library Unit Capacity Volumes General Library Building Classics Commerce Education and Social Science English General Reading and Reference Room History and Philosophy Illinois Historical Survey Library Science Lincoln Room Map and Geography Modern Language Newspaper Library Physical Education Rare Book Room Other Libraries on Campus Agriculture Architecture Biology Ceramics Chemistry City Planning and Landscape Architecture Communications 34 38,185 226 25,876 275 46,513 74 19,255 500 21,607 47 15,569 33 5,69 3 76 12,712 8 4,121 12 13,532 53 14,197 52 14,119 152 14,366 83 101,044 155 58,016 97 31,405 132 84,685 10 5,458 74 38,682 24 18,622 10 2 9,167 269 Seating Other Libraries on Campus Engineering Geological Survey- Geology Home Economics Illini Union Browsing Room Labor and Industrial Relations Law Mathematics Music Natural History Survey Observatory Physics Undergraduate University High School Veterinary Medicine Capacity Volumes 99 118,949 10 65,973 73 58,353 118 9,404 61 2,293 50 6,256 387 217,602 112 35,646 29 16,566 25 26,937 12 3,375 95 18,703 1899 84,335 51 18,581 76 16,425 Use of the Librar y The total recorded use of the Library in Urbana during 1969-70 was 1,694,087 a substantial increase over the total figure of 1,561,751 for the 1968-69. It is of interest to note that library circulation has increased by 53% in the last ten years, considerably faster than the increase in student enrollment. Most of the increased use in 1969-70 was the result of the first full year of operation of the new Undergraduate Library. In terms of formally recorded circulation, the ten most heavily used libraries were Circulation, Undergraduate, Education, Commerce, Music, Communica- tions, Biology, Engineering, Agriculture, and Architecture. University Enrollment and Use of the Library 1965 - 19 70 Enrollment Recorded Year Undergraduate Graduate Total Use 1965-66 21,707 7,975 29,682 1,516,148 1966-67* 21,622 7,498 29,120 1,543,352 1967-68* 22,913 7,494 30 , 40 7 1,582,417 1968-69* 23,802 8,048 31,850 1,561,751 1969-70* 24,297 8,462 32,759 1,694,087 *first semester enrollment figures Circulation figures, though the chief statistical indicators of use, actually measure only a fraction of the services rendered by the Library system. The greater part is unrecorded and is provided through the direct consultation of open-shelf collections and direct assistance given to users by library staff members. An increasingly important element of service to users is the 270 location of copying machines inside departmental library units. The 14 machines presently installed make possible the convenient and direct acquisition of library materials x^ithout withdrawing books . Reference Serv ice In general, no statistical records are maintained of reference assistance provided, although the services are in constant demand and require a large amount of staff time. Good reference aid is one of the most valuable services which the Library can supply and the staff is always seeking better ways to meet reference needs and to increase the accessibility of the Library's resources. The Reference Department, which is assigned this special respon- sibility, has reported that questions asked by students have showed wider knowledge of libraries and standard reference work. The expansion of the reference collection in the Undergraduate Library has raised the level of reference service to undergraduate students, who have responded with increased use of reference books. A number of library divisions prepare special subject bibliographies and indexes for users. The Undergraduate Library, for example, compiled a bibliography on drugs and drug usage, in cooperation with the office of the Associate Dean of Students. The Law Library prepared a bibliography on sewage charges in water pollu- tion. The Education Library issued bibliographies on population problems, the urban environment, social problems and the police, education and ecology. Growth of the Librar y Responsibility for the selection of publications and other re- sources lies with the faculty and the Library staff. The faculty is largely responsible for recommending the acquisition of publi- cations in their special fields. The Library staff assumes the responsibility for the subject fields neglected by the faculty, for coordinating the collection as a whole, and for aiding the faculty with bibliographical assistance and with purchase sug- gestions from catalogs, lists, and quotations. At the present rate, 140,000 volumes per year are added to the main library book-stacks. The following chart indicates the total holdings of the library and its rate of growth since 1965. 271 o c •H o ■u •H CO rl o > c a) 4-1 o 5 o 5-1 o C 0) CO 3 o X o H o on f-i > m vO on to u .O f-4 CO cC 4J > o r-l r-l r-l .c 4-1 cC a 1-1 4-t g cC CO CO cu o CX T3 v^J CO ai 4-) to co CJ to CJ r-< 0- CO sf vO o vO r-l r<- tH o m CM 00 vO m vO m m •h A * r*- o r^ vO CM r^- in vO O <* CM m r* O CM m oo vO m on ON oo CM on CM st CM vO o CM CO rH CM m m m m vO vO A» -■» rj, r - ■*-K f^ o »^. »v ?< V© 00 CM m m M ■1 A «t * 00 r-l CM CO o r-l CM CM Oi CO on r^ <1- r- CM CM ON a CM co on co vO ON O CO 00 co CM CO A m CO co o oo ON CM co vo CO CO 00 CO CO ON o rH CO o - 00 as o vO 1 vO i vO 1 vO i r^ m vO r»» 00 as vO vO vO vO vO ON ON ON ON ON o o CO 0) c ■u CO r-l at t-i 00 at r4 CO CO 4-1 CD rH rC i a. c tO (0 CD 6 3 rH o > o o m * vO r-» u o rC Cu CO cu T3 c ct) CO 0) B 3 rH o > •o a> CO CO • (U c o o o 1-1 t-l 4-1 CX CO o o 3 CO TJ CO CD «% vO TJ r-l c N o rl cO r»- rl co rO CM 1-1 rJ CO T> CD l-H X! o H rC 272 Departmental Allocations A schedule of assignments for the purchase of publications for 1969-70 follows. The individual assignments are approximately repeated from year to year. General Allocation General and borderline books $ 8,500 Reference books and bibliographies 7,500 General continuations (i.e. annuals) 152,523 Blanket orders (monographs by American university presses) 15,050 Periodical subscriptions (omitting Law and area programs) 288,077 Binding 125,000 Express, freight, postage 5,000 Farmington Plan 29,850 For the general building up of research resources: (a) Sets and completion of sets 60,200 (b) General research (individual books, pamphlets, etc.) 60,000 (c) Photographic reproductions 10,500 Africa 3,000 Asia 20,000 Latin America 35,800 Slavic 55,000 Folklore 1,000 Maps 2,900 Religion 2,000 Replacements (lost or worn-out books) 6,000 Reserve for outstanding orders 11,580 Residence Halls 6,570 Undergraduate Library and Browsing 100,000 Education and Social Sciences 22,000 Illini Union Browsing Room 2,100 Instructional materials 3,200 University High School 3,250 Credits 500 General Total Colleg e and Departmental Libraries Agriculture Home Economics Total, College of Agriculture $1,037,200 $ 4,200 2,300 $ 6,500 273 4, ,600 8. ,000 4. ,750 12, ,800 6. ,500 1, ,250 College and Departmental Libraries (Continued ) College of Commerce and Business Administration $ 14,500 College of Communications - 3,700 Ceramics 2,500 Engineering 22,000 Physics 6,900 Total, College of Engineering $ 31,400 Architecture Art City Planning and Landscape Architecture Mus i c Music Records Theatre Total, College of Fine and Applied Arts $ 37,900 Historical Survey 600 Institute of Labor and Industrial Relations 3,000 College of Law 100,800 Anthropology 3,400 Astronomy 650 Biology " 10,000 Chemistry 6,000 Classics 4,700 Comparative Literature 1,000 English 4,250 French 7,500 Geography 3,000 Geology 9,500 German 7,000 History 14,900 History of Science 2,000 Language Records 150 Linguistics 2,500 Mathematics 4,000 Modern Languages 200 Philosophy 3,200 Portuguese 1,000 Scandinavian 2,000 Spanish and Italian 5,500 Speech 1,000 Total, College of Liberal Arts and Sciences $ 93,450 274 College and Departmental Libraries (Continued ) Audio- visual Aids $ 900 Library Science 3,400 Total, Graduate School of Library Science $ 4,300 Natural History Survey $ 2,500 College of Physical Education 2,650 College of Veterinary Medicine 4 ,000 Total, regular allocations $ 305,300 In summary, it is obvious that the University of Illinois Library's resources for study and research are outstanding. Its present collection exceeds 4,400,000 catalogued volumes, in addition to approximately 553,000 pamphlets, 381,000 maps and aerial photo- graphs, 333,000 music scores and parts, and 389,000 micro-texts. More than 26,000 periodicals and newspapers are received currently. Outstanding collections have been developed for a variety of fields. In the humanities, strong areas include classical literature, history, and archaeology; sixteenth, seventeenth, and eighteenth century English literature, especially the Milton-Shakespeare period; Victorian literature; French, Italian, and Spanish liter- ature; German literature of the sixteenth and seventeenth centuries; and comparative philology. In the fine arts, music, architecture, and landscape architecture are noteworthy. In the social sciences, the Library's holdings are significant for western United States history, Lincolniana, Latin-American history of the Revolutionary period, Italian history, medieval and modern European history, German history for 1830-1900, Irish history, international law and relations, political science, law, economics, labor and industrial relations, and education. For science and technology, collections of high rank are held in mathematics, chemistry, biological sciences (especially para- sitology, entomology, and ornithology), physics, geology, engi- neering, and agriculture. A number of departmental and divisional libraries are maintained. The following are the principal, separately administered collec- tions in the general library building: Classics, Commerce, Education and Social Science, English, History and Philosophy, Library Science, Map and Geography, Modern Language, Newspaper, Physical Education, and the University Archives. Elsewhere on campus are departmental libraries for the following fields: Agriculture, Architecture and Fine Arts, Biology, Chemistry, City Planning and Landscape Architecture, Communications, Engineering, Geology, Home Economics, Labor and Industrial 275 Relations, Law, Mathematics, Music, Physics, and Veterinary Medicine. The Undergraduate Library is in a separate building adjacent to the general library building. It contains over 80,000 volumes, numerous periodicals, and other materials especially selected to serve the general needs of undergraduate students. Further facilities available for graduate students are the general bookstacks, housing about 3,500,000 volumes. There are over 400 carrels in the stacks which are assigned to individuals engaged in extended study and research. Interlibrary loan service is provided for those engaged in research for dissertations. 276 PHYSICAL FACILITIES AND OTHER RESOURCES The University of Illinois opened its doors in 1368, with three faculty members and 50 students in a single second-hand building. In 19 70, the vital statistics of the Urbana campus of the Univer- sity included: a. a student enrollment of approximately 34,000, b. a total of 12,845 faculty and staff members (249 admin- istrators, 5,399 academic faculty, 5,868 non-academic employees, 1,329 non-salaried person, i.e., military instructors, cooperating teachers.) c. physical plant and facilities valued at $426,666,370 d. over 140 buildings containing classrooms, laboratories, or facilities for student activities. e. approximately 650 acres of land for the campus proper (excluding agricultural properties) . Together, the colleges, departments, and supporting resources involved in the preparation of educators utilize, to some extent, virtually every classroom building on the campus and office space throughout the campus. The departmental, unit, and special pro- ject offices directly affiliated with the College of Education, for example, are located in 14 buildings in addition to the Education Building. However, with only two major exceptions, the descriptive reports submitted for each education curriculum indicated that facilities and other resources ranged from "Among the best in the nation" to "adequate for our present needs." Similarly, with the same two major exceptions, all indicated that the University gives reasonable consideration to recommendations of faculty for the improvement of physical facilities and other resources. The following direct quotations are typical of the responses from faculty representatives in most curricula. "The instructional and laboratory space which is available for staff and students at this time, is sufficient and satisfying in quantity and quality. Each staff member has an office and laboratory, and there are laboratory and lecture-discussion rooms for each course. A great deal University resources are put into teaching laboratories 277 to make available the kind of space necessary for students to gain an understanding of scientific areas of study." - Science Education "All physical facilities and other resources will radically improve with the completion of the Foreign Languages Build- ing which is to be ready for use in the fall of 1971. ..As a result of the recommendations of the faculty, the construc- tion of a new Foreign Languages Building was approved. The eight millinon dollar building. . .will provide office facili- ties for the Modern Foreign Languages, Classics, Linguistics, and English as a Second Language .. .When complete, the lan- guage building will provide perhaps one of the most tech- nically developed, and innovative language laboratories in the world." - Foreign Language Education "...The 1969-70 data from the Office of Space Utilization indicates a consistent shortage of office space, instruc- tional space, and other necessary space which has compli- cated the responsibilities of both the students and faculty within the Department. However, ... construction of additional facilities is near completion. Utilization of this added space should serve to alleviate the present facility short- ii age. - Physical Education For Women "...The number of departments and the scope of course offer- ings leading to degrees, plus the special arts facilities provided by the college, have been made possible through the positive support received from University Administration level. The Fine Arts Building was constructed in 1963 and thus provides comparatively new facilities. A plan for expand- ing facilities in order to meet increased enrollment and curriculum offerings has been submitted to the University. Action toward this plan has been pending budgetary decisions and cutbacks administered throughout the University com- munity. " - Art Education The comments of those who are extremely dissatisfied with the physical facilities and other resources, which are available for students and staff in their curriculum are quoted below. "Office and classroom space and facilities are very inade- quate. There is only one all-purpose room for training teachers in the utilization of special equipment and devices. The size of the room limits enrollment. Out-dated equip- ment limits the scope of preparation for teachers being trained. Most of the equipment is at least 12-15 years old. Consequently, transfer of learning is reduced. Office space 278 is inadequate for the counseling and advising needs of the students. Counseling and advising must often occur in the presence of clerical staff. Furthermore, storage facilities for student records reduce the. available office space. It is recommended that a reception area be provided in an area to allow privacy in a conference room. Also, new equipment and additional classroom-laboratory space are desperately needed. In many areas there remains a shortage of business education teachers. The inadequacy of the physical facilities assigned to the business office, and distributive education division has indicated that the University of Illinois does not give a high priority for overcoming this teacher shortage." - Business Education "Very excellent facilities are provided for Industrial Educa- tion. The Division of Industrial Education has a large, combined metals and electronics laboratory, a woods labora- tory, a finishing room, two storage rooms, and a combined library and planning room. Each room is air-conditioned and well-lighted. All laboratory facilities are located in the new (1964) Education Building. At the present time, however, the Division is inadequately equipped with "other resources." Although over $160,000 is inventoried to the total Department of Vocational and Technical Education as of April, 19 70, the Division of Industrial Education is in dire need of replacement and additional equipment. The inventoried equipment is based ' on origianl cost and most of the equipment is far from new. The report prepared for the last NCATE visitation in 1962 states, 'Approximately $3,000 has been spent during the past three years for specialized equipment or instructional materials for Industrial Arts Education. With one major piece of equipment approaching this cost, the difficulty of replacing antiqued equipment or of adding new areas, such as plastics, is apparent.' This statement is equally true in 1971. Apparently, the University has given serious consideration to the recommendation of faculty members in the Industrial Education curriculum for improving physical facilities . In the 1962, NCATE report the Industrial Education faculty re- garded the improvement of laboratory facilities as being the aspect of the program in greatest need of improvement. The present excellent physical facilities have been provided since the 1962 report. Apparently, also, the University has not given serious con- sideration to the recommendation of faculty members in the Industrial Education curriculum regarding "other resources." This is pointed out in response to the previous question. 279 Additional proof is that: one faculty member is on written record stating that he will not teach in the laboratories until they are better equipped. Some other faculty -members have not put this in writing but they do not in fact, teach in the laboratories. Last year, for example, a Delta Una Plane was promised for the wood laboratory, but was never ordered. " - Industrial Education THE ALLOCATION OF PHYSICAL FACILITIES The University receives state support for instructional purposes through a formula system based on instructional units generated by student registration. Student registration and University reporting practices represent demands on instituional resources (staff, dollars, space, etc.). The following definitions and formulas are pertinent in the determination of the methodology used to forecast future requirements for physical facilities: 1 • Head Count Major = a graduate or undergraduate student enrolled in a degree program offered by a particular department. 2« Instr uctional Unit = hours of credit assigned to instruc- tional effort; a three-hour credit hour undergraduate course translates into three instructional units (i.e., per registered student, a one unit graduate course translates into four instructional units per registered student) . 3. FTE Student = the equivalent of a student taking 15 in- structional units (semester credit hours) of course work. The full-time equivalent (FTE) student concept denotes the instructional effort of a given department and is the equivalent to 15 instructional units (semester credit hour) of instruction in that given department. It is a measure of the units of teaching presented to all students taking course work in a particular depart- ment . The FTE students taking courses in a particular depart- ment may be students of any other department or any other college in the University. Determination of instructional effort is independent of the curriculum in which the student is enrolled as a major; it is an attempt to measure the teaching role of the department. For example, a department such as mathematics, which offers a large number of "service courses," can generate FTE student teaching roles far in excess of the head count student enrollment in the mathematics curriculum. A. Student Levels = a division of student enrollment which 280 indicates the educational attainment of a particular student or group of students. The staff and facilities required per student increase as the student progresses with his educational development. There are four student levels : a. Lower division: freshmen-sophomore students (have completed less than 60 credit hours required for the baccalaureate degree) . b. Upper division: junior-senior students (have com- pleted 60 or more credit hours required for the baccalaureate degree) . c. Graduate I-professional and beginning graduates: first level graduate students (have completed 8 or less units of graduate credit) . d. Graduate II - Advanced graduates: Advanced Graduate students (have completed more than eight units of graduate credit) . Space Gener a tion Formulas The allocation and assignment of space as an instructional re- source is categorized into "building blocks." The total amount of space required for each of these "building blocks" depends primarily upon departmental enrollments by student level. There are four departmental "building blocks" with which the University is concerned: Instructional laboratory space, office space, research laboratory space, and other space (including storage and miscellaneous space) . Classroom space is not a departmental res- ponsibility. The space standards and space generating formulas currently applied tc determine departmental requirements are as follows : !• Instructional laboratories : the Office of Space Utiliza- tion has determined the net assignable square feet (NASF) per student clock hour in the laboratory for each depart- ment . • To calculate the amount of instructional laboratory space required by a department, the total student contact hours in that department's laboratory classes in multi- plied by the standard NASF per student clock hours for that department. 2* Office Space : Office space, including file storage, reception, and conference rooms are generated on the basis of one through five NASF per FTE with the following exceptions : 281 a. Departments with - 5.99 FTE requiring office, space add 120 NASF to allow for reception room. b. Departments with 6.00 - 1.599 FTE requiring office space — add 200 NASF to allow for conference room. c. Departments with 16 - 2.599 FTE requiring office space — add 50 NASF to allow for conference room. 3. Research L aboratory Space : It is assumed that research space is generated by teaching staff members, and a head count Gil student generates 15 research demand units (RDU) . An FTE teaching staff member and a head count GI student each generates three research demand units. The standard research demand factor (RDF) in units of NASF/RDU has been determined by the Office of Space Utilization for each department. To calculate the amount of research laboratory space required by a department, the research demand units generated by the departments are multiplied by the appropriate research demand factor for that depart- ment . 4* Other Space : The Office of Space Utilization lists the standard allowance given to each department in the Uni- versity for archives and research equipment storage in terms of a percentage of a previously calculated total office space, instructional laboratory, and research space. Special Conside ration s Classroom space requirements are projected on the basis of .833 square feet per student clock hour. This is based upon the stand- ard of 15 square feet per station, 30 hours per week utilization, and 60% station utilization. Professional schools are calculated at .92 square feet per student clock hour based on the standard of 16.5 square feet per station, 30 hours per week utilization, and 60% station utilization. Library space is projected on the basis outlined in a memo from the Central Office- of the Use of Space dated October 9, 1964, entitled "Library Resources Base Requirements at the University of Illinois-Urbana-Champaign Based on Proposed Standards." Book acquisition is at a rate of 240,000 volumes per year. Procedure The method by which the future space demand has been determined is outlined below: 282 1. Head count major enrollments were determined for each department for the years 1969 through 1980. This was accomplished through negotiations between the Urbana Campus Long Range Planning Committee and the deans and directors of the several colleges . 2. FIE teaching loads were determined by examining the fall semester, 1969, relationship between head count majors enrolled in each department and the total FTE teaching loads placed upon each department. It was assumed that this relationship will remain constant through the period to 1980. Projected FTE teaching loads were calculated for the period to 1980 by multiplying the head count major enrollments for each year (19 69 FTE teaching load) (1969 head count majors) . 3. The 1969 relationship of student clock hours and labora- tory classes to total FTE student clock hours was used to determine future student clock hours in laboratory classes . 4. The various factors determined for each department in 1 through 3 above were employed in the space generation formula described earlier to determine a department's future space requirements . Summary The allocation and assignment of space is categorized into "building blocks." Space standards and space generating formulas are applied to student enrollment and to full-time equivalent faculty to determine the amount of space required. A periodic report and physical inventory of assigned space by functional use is made to verify the amount, condition, and use of space. Visual inspections and departmental comments are also used to check the adequacy of space standards and formulas. Physical inventory verifies that specialized equipment and labora- tories are available. The facilities and equipment are scheduled and the schedules indicate the extent of use. A full schedule will alert the person responsible that additional facilities or equip- ment may be required. THE EDUCATION BU ILDING The College of Education is housed in a building completed in 1964. Faculty offices and instructional space were designed in accordance with the space formulas used for planning throughout the University. The Education Building provides individual offices for each faculty member, shared office space for graduate students, classrooms, television studio, reading center, science laboratory, 283 instructional materials center, statistical laboratory, counsel- ing center, and other related offices and laboratories. When the Education Building was designed, the architect consulted with a committee of members of the faculty of the College of Education. Upon the recommendation of this committee, the following features were incorporated in the building: 1. A television studio from which programs, either live or on tape, can be transmitted via closed circuit to any classroom in the building. 2. Television sets in each classroom provide reception of closed circuit television. 3. A curriculum library in which textbooks and other in- structional materials are available to students and faculty . Four years ago, upon the recommendation of a committee of the faculty, the Teaching Experiences Laboratory was established. It is in this Laboratory that micro-teaching is done. Additional information regarding the facilities of the Teaching Experiences Laboratory may be found on pages 305-315 of this document. Although in recent years the teacher education enrollments have grown to the point of requiring additional space outside the building for certain types of activities, these offer no severe problems to most curricula. INSTRUCTIONAL MEDIA CEN TERS The University maintains two instructional media centers. They provide projectors (slide, films trip, movie, opaque, and overhead), duplicating and copying facilities, tape recorders, television and video tape equipment. In addition 'to providing these materials, media experts are available to advise staff and students on the use of existing media and on the production of new instructional materials. One of these centers is located in the Education Building. Television Facilities The College enjoys three levels of television services. Level one, the most sophisticated, consists of a semi-professional studio and control rooms. The studio has three remote controlled cameras, lightening, and sound equipment. The control room has full moni- toring capability, remote control devices for the studio cameras, a special effects generator, and three recorders. The studio is used to produce instructional tapes which may be played in any of the classrooms of the College building. 284 The second level of television service is provided by the Teaching Experiences Laboratory, a microteaching facility. It consists of six small recording studios where students participate in .micro- teaching activities. A central recording and monitoring station is available where instructors may monitor the practice of their students . The third and least sophisticated level of service consists of light, portable equipment which is borrowed by instructors and graduate students for school observation and do-it-yourself pro- jects. The equipment is provided by the Office of Student Teaching for the use of any instructor in the College. Ins t r uc t i o n al Television Instructors may produce tapes for use with their students or schedule playbacks of any of the approximately 250 hours of re- corded tape available. During 1970-71, approximately 300 hours of production and editing time were logged and over 500 playbacks were scheduled. A number of these playbacks accompanied instruction in the Teaching Experiences Laboratory. The playbacks consist of a series of tapes which demonstrate teaching techniques and serve as models for microteaching practice in the level two facility. Research Related to Television Television is used in a wide variety of faculty and graduate re- search. In general, these activities can be classified as either using television as a data source, or as research in the use of television in instruction or training. Television as a source of data has been used in several studies comparing the relative effectiveness of supervisory styles, in- structional programs for the microteaching program, and training and practice procedures in microteaching. Reseach in the use of television in instruction has centered around instruction of teachers of the deaf, instruction of teachers in non-verbal classroom com- munication, and the utility of video tape made with a program- matic format. Audio-visual Services The College enjoys the services of a field office of the Univer- sity's audio-visual office. The field office conducts short courses in the operation of audio-visual equipment and assists in preparing transparencies and other instructional devices. The office also has equipment which it loans for use in the Education Building and serves as a liaison to the extensive audio- visual services of the campus. 285 Science Edu cation Laboratory The Education Building houses laboratory facilities, a darkroom, a tool workshop, and a collection of science education textbooks for the use of students in elementary and secondary education curricula. Instructors for the courses listed below frequently require that the students enrolled utilize the resources of the science education laboratory. Elementary Education 335 Science in the Elementary School Secondary Education 101 Secondary Education 241 Secondary Education 456 Introduction to the Teaching of School Subjects Technic of Teaching in the Secondary School Problems and Trends in Special- ized Fields of Secondary Educa- tion Secondary Education 459 Workshop in Curriculum Develop- ment Each class of students which utilizes the laboratory is super- vised by at least one teaching assistant whose specialty is science and the instructor of the course. In addition, teaching assistants are in the laboratory throughout the school day to assist individual students who need to use its facilities for independent study or for the preparation of class demonstrations, The primal"}' laboratory facility will accommodate approximately 30 students at one time. It is utilized to its maximum extent during about five hours of each day. The Instructional Role of the C omputer Many University of Illinois faculty believe that the computer is assuming an increasingly pervasive role in our technological society, hence, an educated person must have adequate knowledge of and experience with computers in order to understand the functions of the computer, and to appreciate their potential and their limitations . Through the combined efforts of the Department of Computer Science and the College of Education, computers serve the following in- structional functions: 1. Training Research Skills The University has many statistical packages which provide students with standard statistical analyses, data 286 generation capabilities for stimulating statistical pro- cedures (such as sampling) , and natural language analysis techniques. Although these resources are primarily uti- lized by candidates for advanced degrees, undergraduate students also have access to these facilities. A recently proposed course, Educational Psychology 325, Computer Use in Education, will utilize these facilities to provide an overview of the use and impact of computers in education. In addition, this course will provide li- mited experience with computer packages and peripheral, equipment to prepare students to design the appropriate data collection and processing systems for research pro- blems which they will encounter in further graduate courses and thesis research. 2. Instruction in Computer Programming The College of Education recently initiated a non-credit course for persons interested in learning to program the 1130 IBM computer located in the Education Building. This course, and the computer facilities, have been available to all students, faculty, and staff in the College of Education without charge. In terms of credit courses, the Department of Computer Science offers 29 undergraduate courses . Of the various courses offered, the following appear to be most directly related to teacher education curricula: Computer Science 101 - Introduction to Automatic Digital Computing Computer Science 103 - Introduction to Social and Be- havioral Science Digital Computer Programming Computer Science 107 - Introduction to Digital Computing for Secondary School Teachers Computer Science 367 - Computer Application to Problems in Mathematics 3. Computers in Elementary Education In the spring of 19 71, a course in computer education was initiated on a trial basis for students in the elementary education curriculum. This course has a non-mathematical orientation and focused on such topics as technology and modern society, programming techniques for textual data, modeling and simulation, and the child- computer interface. This course evoked a favorable response from the twenty elementary education students who elected to enroll. 287 Present plans are to develop this into a full course which will be listed jointly with the Department of Elementary Education and the Department of Computer Science. 4. Computers in Secondary Education Several developments have accelerated the introduction of computers into the secondary education curricula. a. The University of Illinois houses one of this nation's largest systems for computer-assisted instruction, the Programmed Logic for Automatic Teaching Operations (PLATO) system. In the fall of 1971, this system will have a capacity to serve 4,000 terminals via standard telephone lines. The potential of this system is being considered in the planning of teacher education cur- ricula. In the curricula for the prapration of teachers of foreign languages, for example, there are plans to expand the already extensive use of the PLATO facilities to assist in the development of language skills . b. In the area of mathematics education, Secondary Educa- tion 356, The Computer and Mathematics Education, is a course which has been offered for the past three years. This course is designed to prepare classroom teachers to use the computer as an instructional tool, not only as a calculating device, but also as a si- mulator, a problem generator, and as an administrative aid (e.g., as a record keeper or test item generator). Secondary Education 357, Computer- Assisted Instruction, is a new course which focuses on the computer as a teaching device. Students in this course come from a wide variety of education-related backgrounds (i.e., computer science teaching, educational research, cur- riculum development, mathematics education). This course deals with major issues raised by computer- assisted instruction in education as well as offer- ing experience in computer-assisted instruction course development and implementation. Furthermore, during the next five years, the Univer- sity of Illinois Committee on School Mathematics will be working with the PLATO group in developing mathematics curriculum materials in computer-assisted instruction. Plans are underway to incorporate many of these developments into the secondary education curriculum in mathematics education. c. The Urbana Committee for the Preparation of Secondary School Teachers of Mathematics has recently proposed the addition of a teaching minor in computer science. This minor is designed to provide students with an 288 appropriate background to teacher computer science in the growing number of schools which have computer facilities . A master's degree in the teaching of computer science was recently proposed by the Department of Computer Science. This degree is designed to meet the needs of prospective teachers of junior college and secon- dary school courses in computer science. Two of the courses in this proposed curriculum are from the Department of Secondary Education (Secondary Educa- tion 356 and 357) . As a result of the new flexibility afforded by the Arlington Heights District 214 project (pages 296-301 of this document) , opportunities are being made available for undergraduate students with a background in computer science to do their student teaching in that field under the supervision of experienced faculty. As an integral part of his teaching res- ponsibilities, the student teacher is required to develop a pilot version of a high school course in computer science. 289 PROGRAMS AND PROJECTS Alternate Teacher Education Program/Special Educational Opportunities Program Project 214 - Arlington Heights KIDS, INC. Teaching Experiences Laboratory Educational Placement Office THE ALTERNATE T EACHER EDUCATION PROGRAM (ATEP) The Alternate Teacher Education Program was initiated in the fall semester of 19 68, primarily for students in the Special Educational Opportunities Program (SEOP) who were interested in the teaching profession. Through the Special Educational Opportunities Program, the University of Illinois admits students, most of whom are Afro- Americans, who would not have been admitted under traditional standards because of racial, social, economical, or educational factors. The College of Education responded to this form of "limited open admissions" by creating the Alternate Teacher Education Program, a program designed to experiment with a new concept in teacher preparation. Additional information regarding admission to the ATEP may be found on pages 58-59 of this document. O bjectives of the Alternate Teacher Educa tion P rogram The undergraduate students who are selected to participate in the Alternate Teacher Education Program are not ordinarily equipped with the academic skills and' background necessary to render intel- ligible the traditional form of university instruction. Hence, the primary objective of the Alternate Teacher Education Program is to assist and encourage students to acquire the academic skills necessary for survival in the multi-versity . The improvement of academic performance is what the Alternate Teacher Education Program is all about. The second major objective of the Alternate Teacher Education Program is to improve the quality and broaden the scope of teacher education. The Steering Committee of the program hopes that the program will progress from an experimental undertaking to a per- manent feature of the academic community of the University of Illinois. Most students in this program have stated that they intend to become teachers in inner city schools, a critical area. It is anticipated that this program will foster the development of an undergraduate teacher training program for teachers of the disadvantaged. Program Supervision The College of Education has established a central office within the College for Alternate Teacher Education Program student affairs This office consists of a director, assistant director, and several 290 graduate assistants. The individuals in this Office coordinate and supervise the affairs of students in the Alternate Teacher Education Program. Included in the services of this Office are supervising of tutoring, personal counseling, and general as- sistance relating to student progress and problems. The Program The College of Education provides special courses for students in the Alternate Teacher Education Program during their first year at the University. The program is unique in its early provision of field and laboratory experiences in the classroom. These early experiences are designed to put the later presentation of educa- tional theory in a more meaningful context. Experiences such as tutoring or developing curriculum materials help contribute to the student's understanding of abstract subject matter. With the realization that social and psychological adjustment to the University is as critical to the success and well being of the student as his academic adjustment, the Alternate Teacher Education Program attempts to assist the student as he makes personal adjustments to his new environment. Class size is limited in the special courses provided for these students. This facilita- tes a close working relationship with faculty and graduate students and affords opportunities for the discussion and evaluation of import social issues with an interracial group of students and faculty. Furthermore, there is a conscious effort to integrate these courses with an examination of the impact of university life on personal values . The following schedule of course work is ordinarily pursued by a student in the Alternate Teacher Education Program during his first semester: Participation- Observation Seminar Education 100 History and Philosophy of Education Rhetoric 101 Speech 101 Physical Education Total 9 hours 3 _1 13 hours The following is a typical second semester schedule Participation-Observation Seminar Education 101 Rhetoric 102 English 101, 102, or 103 Physical Education Elective Total 7 hours 3 1 Jl 15 hours 291 Evaluation of the Program No statistically sophisticated, formal evaluation has yet been made by the College or University. However, informal evaluation of the program has been favorable. There tends to be a consensus among the teaching faculty that in terms of the broad goals and objectives for the program, the outcomes were largely positive. Furthermore, most of the students have stated that they enjoy the close working relationship with the other students, professors, graduate assistants, and public school teachers. They appreciated the experience of serving on faculty committees. All students who were surveyed by questionnaires stated that the school ex- perience X\ 7 as interesting and valuable. One of the "regular" freshmen in the program wrote: "I come from an upper middle class White community. I had never associated x^ith Blacks and I felt that this would be quite interesting. I am glad I signed up for the program. I have learned so much that I wouldn't have in regular courses. I wanted to learn about teaching while learning about another culture in our society. I liked the actual teaching experiences that we usually don't get until our junior or senior years. I also liked the informality of the classes and the chance for the students to express their opinions . " The administrators and classroom teachers also seemed to be favorably impressed with the students. Most of the schools involved have asked to remain in the program. The classroom teachers' main problems were in controlling and directing the enthusiasm of ATEP students. Their enthusiasm exceed their competence. The evaluation of the Alternate Teacher Education Program at this juncture must be considered inconclusive. Complete evaluation must proceed in light of the program's goals, but evaluation has already been initiated by the- Office of Instructional Resources in two overlapping phases: one, a long-term assessment of the program's effects on its students; the other, continuing short- term studies to provide interim assessment and feedback to faculty for guidance in academic and management decisions. The initial prognosis is that the program merits continuation in principle while undergoing modification in detail. Two publications which relate to the Alternate Teacher Education Program are available: 1. "Black People, Not Student Personnel: The Disadvantaged in Teacher Education," by Walter Feinberg and David Tyack. The Recor d, Teachers College, Columbia University, vol. 71, no. 2, December, 1969. 292 2. "An Evaluation of the Alternate Teacher Education Program in the College of Education'' (doctoral thesis) , by Arthur Davis, Jr., 19 70. 293 KIDS, INC KIDS, INC., more formally known as Elementary Education 199, is a student-initiated, student organized, and student-run effort to help small children learn. All the University does is give the University students in the program three hours of credit for their time, effort, and dedication. In the fall of 1969, the idea for KIDS, INC. originated in a small seminar discussion group of senior elementary education students. As they looked back on their preparatory careers they strongly felt the need to have earlier experiences with young children in a non- threatening, non-evaluating teaching situation. They wanted richer experiences with children and more opportunity to practice the theories and methods they learned in college classes. Thus, the idea evolved for KID, INC., a unique school on Saturday morning for elementary school-aged children. The program was begun in spring 1970, with virtually no assistance from the College of Education, in part because the students in- volved wanted it that way. KIDS, INC. began its first Saturday morning with a smiling sunshine as their symbol and 80 children and 25 college teachers. Since then, the program has grown tremendously. The 1970-71 school year version of KIDS, INC. began with 117 children and about 60 teachers. The philosophy of the school is that learning must be active and child-centered. The children are seen as individuals, free to learn at will, choose what to learn, and be responsible for it. The school reflects the open classroom idea with children free to move from activity to activity as they wish. Consequently, there is little trouble with disinterested, wandering, bored kids. Children are respected, appreciated, trusted, and they perform. There are many purposes for KIDS, INC. Primarily, it's for kids. The message is "Learning can be fun - it's a joy, not a task." As stated previously, the project provides early exposure of students to working with young children, and an opportunity to test their educational ideas and methods. The students expand their self- images as "teacher." A student in Elementary Education 199 must do four things. First, he must prepare a lesson to be taught in the Saturday morning sessions and hand-in a written evaluation of that lesson to the faculty supervisor. Second, for at least one Saturday, he must 294 act as the lesson supervisor. Third, he must participate in a curriculum committee to help decide what should be taught to children and how. Last, he must be on a finance committee since the students in KIDS, INC. finance the program completely on their own. There are no supervisors or professors around to "grade" students, but evaluation and self-assessment are conducted by the students themselves, especially in the Elementary Education 199 course meetings. Although the College of Education now strongly recommends the program, KIDS, INC., is still a program by students for kids. 295 PROJECT _214 A COOPERATIVE TEACHER EDUCATION PROGRAM "Project 214," the common appellation for the teacher education program involving the University of Illinois College of Education and Illinois Public School Districts 214, 25, and 59, is the action venture of a far-reaching and unique concept of teacher education based upon the following tenets. 1. that the education of a teacher is a continuing process from the first explorations in the teaching act to the conclusion of a professional career and that the whole of this education is properly the concern of the profes- sion; 2. that teachers at all levels of instruction, from nursery school through the graduate colleges, have a professional interest in teacher education; 3. that teachers interested in teacher education are col- leagues in both substance and spirit and that this col- legial role is reflected in cooperative planning and shared responsibility for teacher education; 4. that fulfillment of the goal of cooperative and profes- sional development of teacher education requires the examination of present roles played by faculty of the common schools and institutions of higher education and the willingness to redirect the resources and responsi- bilities of these institutions in the best interests of professional education; and 5. that a consortium of teachers and staff from all levels of the educational enterprise comprises the appropriate base for the development of professional certification standards and procedures . The project year 1970-71, the first operational year of this venture, involved 86 candidates for certification in art, English, mathematics, Sciences and social studies, six full-time faculty of the University of Illinois, seven graduate students from the University of Illinois, and over 200 faculty and staff members of Illinois Public School Districts 214, 25, and 59. The degree to which this initial phase of the project was able to advance the concept of a cooperative teacher education program can be seen in the 296 following statements describing the activities of the project year and, to a greater extent, the projected program for the year 1971-72. All candidates for certification took part in a semester (18-week) off-campus practicum. The extension of the practicum enabled the candidates to have a wide variety of observational and teaching experiences. Each was encouraged to gain experience at both the elementary and secondary levels, to observe teaching in content areas other than the candidate's major field, to take part in the extra-curricular extension of the school, and to become familiar with community problems and attitudes toward the local schools. As the candidate gained knowledge and experience with the broader educational enterprise, he *7as assisted in evaluating the nature of the role he would like to play in the enterprise. This opportunity for a developed self-awareness was made possible by a conviction held by many of the common school staff and which is now the policy for action in the year 19 71-72: that the can- didate have the responsibility for selecting the levels of in- struction and cooperating staff with whom he works and that the schools will support these' choices to the extent that it lies in their power to do so. During the project year 1970-71, the degree of choice afforded the candidate in selecting cooperating faculty varied among the areas served. English providing the greatest latitude; art, mathematics, sciences, and social studies somewhat less freedom. In the situations where the candidates did choose the grade levels, faculty, content area, there was general agreement that the choice reflected growth in understanding of the candidate's particular abilities, needs, effectiveness, and of the needs and resources of the schools. It is believed by the staff involved that tomorrow's professional needs a comprehensive picture of the total enterprise and a clear notion of where in that picture he functions most successfully. To the extent that the candidates had the opportunity to explore widely among the teaching activities this goal was realized. Next year's project format will extend these opportunities. Cooperative planning and staff sharing is a general goal of the program. During the project year 19 70-71, staff members from the several high schools of District 214 were involved with University of Illinois staff in planning and evaluating the initial phase of the program. This action of the project was supported by the University of Illinois Division of "University Extension which made funds available for University staff travel to the school district and which provided extramural graduate credit to high school teachers involved in the program by establishing a course in curriculum development both semesters of the academic year 1970-71. University staff and public school teachers examined the feasibility of extensive cooperative planning in teacher education curriculum development and created the initial evaluative pro- cedures for the resultant new programs . Results in both areas 297 have been positive and both cooperative and coordinated planning and evaluation will be an integral part of the project during the second year. It is generally acknowledged that the success of the initial explorations in cooperative planning and evalua- tion can be attributed to the fact that University staff were available in the districts involved more often than x^ould have been the case if the University of Illinois Division of Extension had not supported a special extramural program in the area. The support enabled the University to make available what amounted to a five-man day-per-week contact with the teachers and staff of the districts involved. This increase in contact time made possible a wide involvement of school personnel, during the work- ing day as well as after school, and a flexibility in working structure which would otherwise have been impossible. The school districts, especially District 214, supported greater staff involvement through the vehicle of released time for teacher planning and conferences. District 214 made available several faculty for continued planning and organization and granted for the district at large about 100 teacher days to be used to im- plement the program. The time for planning, essential in any new program and critical in an interaction of this scope, which was provided by the University of Illinois Division of University Extension and Public School District 214, cannot be valued too highly since in ail likelihood financial support for the program in subsequent years may not be continued at as high a level considering the general expansion of the program for 19 71-72. The fact that cooperative planning was accomplished and that a tentative evaluation schedule was developed more than justified the additional support the project received in 1970-71. These beginnings, hopefully, will be continued and the support burden will be shared in the future by the entry into the program of the interested school districts in the area as well as other universities and colleges presently involved in teacher education programs in the cooperating schools. During project year 1970-71, all the candidates were enrolled in student teaching and a course in methodology. Additional electives were history and philosophy of education, educational psychology, general principles of secondary education, and, in the case of the English candidates, a course introducing them to the teaching of reading in the secondary schools. Although University faculty were responsible for the courses as they would have been if the courses were offered on the University campus, greater direct contribution for instruction in these courses was assumed by the public school staff than would otherwise have been possible. In the day-to-day contact over the semester's program, the staff actually played a primary role in instruction providing the can- didates with a variety of models, approaches, theory, and problems. By the candidate's admission the learning of methodology, philos- ophy, psychology was enhanced through • these contributions made in an informal setting. The contribution of the University staff while substantial (the full-time faculty spent an average of three 298 three days a week in the school districts involved) was extensively supported and increased by the contributions of the school faculty. As the public school staff took a greater responsibility for super- vision and support of the undergraduate teacher candidates, the University staff was able to spend a proportionately greater time working in in-service and curriculum tasks which district personnel identified as areas in which University expertise would be welcomed. The University staff was invited to departmental meetings to dis- cuss curriculum, to talk with individual teachers regarding cur- ricular and pedagogical decisions, to discuss general education goals with central administrative staff, to hold seminars with staff in teacher education, to help develop curriculum materials to be used in the district schools. Considerable University staff time was devoted to those opportunities and was considered a re- levant and desirable use of time by cooperating common school staff. Whether or not staff sharing was exactly a quid pro quo proposition seemed to all less important than the fact that it was a beginning. All candidates in the project had teaching opportunities in both elementary and secondary schools. This required the coordination of activities in more than one school district: the high school District 214, and the elementary districts 25 and 59. While pro- gramming this past year was largely opportunistic, project year 71-72 calls for a greater effort upon the part of the districts to coordinate their inputs with the University staff to create a truly broad program of educational opportunity for the candidates . Even with the problems arising from a more sophisticated articu- lation among several input institutions, candidates in the present program evaluated the opportunity for multilevel experience as invaluable in helping them locate themselves in the teaching pro- fession and in understanding the nature and problems attendant upon the normal growth of the learner. In project year 71-72, each of the participating districts will have a coordinating committee to promote effective planning of multilevel experiences . All candidates in the project had an opportunity to do small group teaching under the supervision of a classroom teacher. This "mini-teaching" was aimed at promoting the candidate's sensitivity to the individual nature of teaching, and it was hoped that the candidate when facing a regular-sized classroom would adjust his teaching methods to promote small group interactions and individ ulaized instruction. To some degree these goals were realized, but the evidence is far from clear at this time. In any event "mini-teaching" was highly valued by all persons effected. Super- vising teachers felt that it presented an excellent vehicle for introducing the candidate to teaching and in providing for the candidate an opportunity to share teaching ideas with his peers also involved in "mini-teaching" under the supervision of the same experienced professional. The candidates rated the exper- ience highly and desired that the opportunity be made a perma- nent part of the project. The students who formed the "mini- classes" were unanimous in their appreciation of the opportunity 299 to work with the candidates in a more personal structure. In all cases, students of the school districts felt that "mini- teaching" gave them greater opportunity to express individual needs, ideas, and problems than would have been the case in a regular classroom. Additional and detailed descriptions of project year 1970-71 are being prepared by doctoral candidates at the University of Illinois who, in an observer-participant role, worked in the districts and with the University faculty throughout the year. At least one full description related specifically to the experiences of the English education candidates will be available in August, 1971. At this reporting detailed plans for project year 19 71-72 have not been formally adopted. However, the following picture is clear. The goals of the general cooperative program will advance along three lines of interaction: (1) the development of a fifth-year graduate internship in teacher preparation, (2) con- tinued development of the undergraduate professional semester, and (3) the coordination of efforts among other teacher education institutions interested in the cooperative program. The Department of Secondary and Continuing Education has for several years been interested in developing a clinical master's program in teacher education along lines somewhat analogous to the residency program in the medical profession. During the project year 1971-72, 12 master's candidates in Eng]ish, mathe- matics, sciences, and social studies who have completed their certification in the undergraduate project during 19 70-71 and who are acceptable to the staffs of the public schools involved will be assigned direct teaching duties in the public schools of districts 25 and 214 amounting to half-time teaching for either the fall or the spring semester. In addition, each candidate will take graduate courses offered in the district leading to the degree, Master of Education. The candidates will be sup- ported as graduate assistants of the University of Illinois during the residency. The candidate will have the opportunity to expand his direct teaching experience under the supervision of both qualified public school and University staff, to exercise greater freedom in determining his specific educational needs to be reflected in his graduate program, and to advance his profes- sional status. Since the assistant teacher (the term designating the candidate during his residency) is assuming teaching duties ordinarily the responsibility of public school staff, the districts having assistant teachers are making the time of the selected staff available for the development and coordination of the cooperative teacher education program. This sharing of resources through reexamination and reallocation of duties and resources is proving to be a very imaginative and potentially effective outgrowth of cooperative planning. During the 1971-72 project year about 120 undergraduates in English; 300 mathematics, sciences, and social studies will take part in semester practicums similar to that of the spring 19 71 group. Additional planning and coordination should strengthen next year's program. The structure for coordinating the program should prove to be an efficient vehicle for cooperation and should provide other interested candidates and institutions with an accessible entry opportunity. For instance, though technically only the University of Illinois candidates in secondary Erglish, mathematics, sciences, and social studies and districts 214, 25, and 59 are involved in the program, all student teachers in these districts will directly benefit from the coordination and can take advantages of faculty resources and program opportunities if desired. This deliberate articulation of undergraduate teacher education pro- vides candidates with opportunities for comparing programs, of enlarging their knowledge of teacher preparation, and increasing their understanding of their own role and identity within the enterprise. Some attempts to provide the candidates with community interactions during the year 19 70-71 were made. In 1971-72, however, these opportunities will be increased to bring community persons and agencies interested in education together with teachers in train- ing to broaden the candidate's awareness of education broadly conceived. The foundation for some of the potential interactions is laid in the structure and goals of the Council for the Study and Development of Educational Resources (CSDER) a community, school, and University organization in which both the public school districts involved in the cooperative teacher education program and the University of Illinois are well represented. Another area for the development of the undergraduate professional semester is the possibility of dual, elementary and secondary, certification for candidates in the program. The opportunity for practicum experiences at both levels is already arranged and an exploration of ways to meet requirements of certification is being undertaken. In a time when all institutions are concerned with efficiency of operation and effectiveness of service, the possibilities presented by a multiuniversity coordination of teacher education appears desirable and in this instance possible. As mentioned earlier, candidates from all institutions using the involved districts for practicum experiences will be effected by the coordination and planning efforts during project year 1971-72. CSDER, also, provides a vehicle for cooperation and is developing the potential to bring about sharing of resources to enrich the program of all candidates and avoid unnecessary duplication of effort. Such cooperation among institutions of higher education with common school personnel is deemed necessary if the profession, quo profes- sion, is to play a useful role in determining the future of teacher education and if education, itself, is to perpetually renew itself in a manner viewed by teachers of all levels as intelligent and responsive to the needs of the present. 301 THE EDUCATIONAL PLACEMENT OFFICE The Educational Placement Office of the University of Illinois is a service unit operated by the Urbana Council on Teacher Educa- tion and the College of Education. The four primary functions of the Educational Placement Office are: 1. To assist graduates and students of the University of Illinois in locating employment with educational organizations . 2. To assist educational employers in their search for personnel. 3. To collect data relevant to the study of the quality of undergraduate and graduate programs . 4. To serve as a resource and training center for students in professional education and employees of the Educational Placement Office. The first and dominant function of the Educational Placement Office is to serve graduates of education curricula and students currently enrolled in their search for professional employment. The Educational Placement Office currently holds files for ap- proximately 45,000 people. Each year between 2,500 and 3,000 of these people reactivate their materials and seek new employ- ment. This figure, combined with 1,000 to 1,500 new graduates each year who register for the first time to locate employment, comprises the total group of active candidates. The primary objective of the Educational Placement Office is to give every possible assistance to these people in their search for education- al employment. This assistance takes various forms. First and foremost, it means the collection and dissemination of education- al vacancies. Each week of the year, a vacancy list is published by the Educational Placement Office. The lists may be picked up by students on campus or mailed to candidates off campus. However, since each individual looking for a job brings different parameters within which he feels he must operate, it is also necessary to provide individual attention and service that it is not possible in the mass mailing of vacancies. At this point, the consultants in the Office are most effectively utilized. During individual interviews consultants give maximum assistance to individual problems. Through these counseling sessions, the consultants are able to more directly and specifically offer suggestions 302 regarding career aspirations and job opportunities. This combina- tion of wide dissemination of vacancies and individualized personal attention results in approximately 1,500 to 2,000 placements each year. A second responsibility of the Educational Placement Office is to serve educational employers. The Office serves as an intermediary between educational employers looking for qualified personnel and candidates looking for employment. Staff members often discuss specific vacancies and requirements with individual employers. These consultations provide more and better information about the needs of employers and frequently help employers to clarify , and in many cases, redefine their needs in light of current talent. The office also provides facilities for employers to visit the campus and recruit new personnel. In its service to the Urban a Council on Teacher Education, the Educational Placement Office collects data about graduates and disseminates that data to the various departments. Examples of the data collected are as follows : a. Each year the Office systematically attempts to ascertain the nature and location of employment accepted by gradu- ates. In a sense, this information provides a pragmatic overview of the quality of professional education at this institution. This overview is based on the assumption that graduates of preparation programs of poor quality will not be as successful in obtaining employment as will graduates of high quality preparation programs. b. To get the opinion of employers regarding the job per- formance of University of Illinois graduates, a question- naire is mailed to the educational employers of graduates of teacher education curricula. The questionnaire is designed to elicit responses about the skill and compe- tence of University of Illinois graduates in teaching techniques, classroom management, and interpersonal re- lations. The data and statistical analysis are made available to the departments responsible for undergraduate teacher education. c A follow-up of the doctoral graduates of the College of Education is periodically conducted and an effort has been made to develop a first job index for doctoral graduates. The names are gathered of the institutions with which the graduates of doctoral programs have taken their first job following the completion of their degree. The list of institutions is then given to experienced, professional educators who are asked to rank these in- stitutions on the quality of their programs, the quality of their professional staff, and their general status as an institution. Admittedly, this technique leaves something to be desired in terms of reliability and 303 validity. However, it appears to be a useful index as additional input into an overall view of the quality of professional education at the University of Illinois. . d. The Office, through consultant contact with graduates, students, and educational employers, continually tries to elicit informal feedback concerning programs and graduates of the University of Illinois. This feedback is formalized at the end of the year and, although col- lected on a less than scientific basis, does provide a more personal, realistic view of program and graduates. Finally, though not less significantly, the Educational Placement Office serves as a resource and training center for students in professional education curricula and for employees of the Educa- tional Placement Office. Direction and instruction for performing within the educational job market are provided to students enrolled in professional education curricula. Consultants visit classes and seminars to provide suggestions and insights into interviewing techniques, application proceedings, writing resumes, etc. The Educational Placement Office serves as a training laboratory for graduate assistants preparing to become personnel workers, college administrators, and public school administrators. As graduate assistants, they become actively involved in inter- viewing techniques, interpersonal relationships, employer contacts, and personnel and administrative problems. Thus, the primary responsibilities of the Educational Placement Office are to serve the students and graduates of the professional education programs of the University of Illinois and educational employers. The Office also has a training function in terms of providing information about behaviors associated with the hiring process to the students of the University of Illinois and to the employees of the Educational Placement Office. 30 A TEACHING EXPERIENCES LABORATORY The Teaching Experiences Laboratory provides laboratory and field experiences for professional programs in teacher education. The office also administers the growing television facilities of the College. Instruction The operating unit conducts three categories of instruction: school and community experience, student teaching, and laboratory practice teaching. School and Communi ty Experience . The school and community exper- ience program is a two-week observation-participation program for students enrolled in student teaching. It is offered during the two weeks prior to September University enrollment. The program has two goals. First, the student teacher becomes acquainted with the school, the cooperating teacher, and the pupils she will teach during student teaching. Second, the student has an op- portunity to observe the opening of a school, including participa- tion in pre-school teacher workshops and conferences, pupil enroll- ment, distribution of supplies and equipment, and the establish- ment of instructional routines and procedures. The experience is offered under the heading "Educational Practice 250" and was elected by 825 or 73% of the 1969-70 student teachers. Enroll- ments by Office of Student Teaching are reported below. Enrollments by subject area are reported on page 315. Educational Practice 250 Enrollments by Office of Student Teaching, 1969-70 ' Office Number Percent of Total Elementary Secondary Special Vocational-Technical 181 575 69 72% 77% 89% Total 825 Average 73% 305 Educational Practice 250 is a two or three semester hour course. Cooperating teachers are paid nine dollars per semester hour. Supervision of the program is conducted by faculty assigned to the Departments of Elementary, Secondary, Special, and Vocational Education. Student Teaching . While a wide variety of student teaching ex- periences are offered, they all have certain common characteristics Student teaching is essentially an apprenticeship experience of- fered to seniors enrolled in teacher education curricula and a few qualified graduate students. Student teachers are apprenticed to practicing, certified teachers teaching the subject(s) and the level for which the student is preparing. Identifying and securing the cooperation of exemplary teachers is an important feature of the program.- For most, student teaching is a five semester hour, full-time, six-week experience in an Illinois public school. There are, however, many exceptions to this, especially in Special Education and Elementary Education. During 1969-70, a total of 1123 students enrolled for five or more semester hours of student teaching. Enrollments by Office of Student Teaching and semester are reported below. Enrollments by subject or level are reported on page 315. Student Teaching Enrollments by Office and Semester, 1969-70 Office Sem I Sem II Totals Elementary Secondary Special Vocational-Technical 124 317 18 48 128 425 34 29 252 742 52 77 Totals 50 7 616 1,123 A total of 1,145 assignments for student teaching were made by the four Offices of Student Teaching. (Some student teachers, especially in Special Education, receive two assignments.) Most of the assignments were made in the local schools and in the suburbs of Chicago. The geographic distribution of student teaching assignments isreported as follows: 306 Distribution of Student Teaching Assignments by Office and by Region Region Off ice of Student Teaching Elem. Sec. Spec . Votec. No. Q Pent. No. Pent. No. Pent. No. Pent. Chicago city 15 2.0 Chicago area 70 27.7 202 27.0 Northern 111 103 13.9 Champaign 98 38.8 163 21.9 Urbana 80 31.7 64 8.7 Nearby 2 0.7 163 21.9 Central 111 2 0.7 120 2.6 11 20.3 37 47.4 Southern 111 12 1.5 2 2.4 Totals 252 99.6 742 99.5 54 100.7 78 107.3 1 1.2 4 7.4 3 3.8 10 12.8 29 53.5 26 33.3 9 16.6 . 1 2.9 5 6.4 307 Student teaching agreements were signed with 133 districts during 1969-70. Within these districts student teachers were assigned to 53 elementary schools, 34 junior high schools, 153 high schools, 2 junior colleges, and 4 special schools. The use patterns of the four Offices of Student Teaching are indicated below. Distribution of Student Teaching Assignments by Office and School Level No. of Elem. Jr. Hi Sr. Hi Special Junior Office District School School School School College Secondary 82 67 146 625 Elemen. 10 252 Special 19 33 6 2 8 Vo Tec 22 13 53 2 4 The number of cooperating teachers to which student teachers were assigned during 1960-70 totaled 1,464. Cooperating teachers, or their school districts, received almost $65,000 for their services. The student teaching program involved 1,464 cooperating teachers, 256 principals, and 134 assistant and district superintendents. University control of the program was exercised through faculty and 27.8 (full-time equivalent) graduate assistant supervisors. University supervisors observed and critiqued each student teacher at least three times during the six or more weeks of student teaching. Microteaching; . Laboratory practice teaching, or microteaching, was designed to be a laboratory component for special methods courses (Secondary Education 241) . The program stresses practice in specific methods under controlled or laboratory conditions . Each week participants are instructed in the method to be practiced during their regular special methods class and practice in the Teaching Techniques Laboratory. The lessons are between 10 and 15 minutes in length and are taught to four University freshman hired for the purpose. All practice sessions are videotaped and critiqued by trained graduate assistant supervisors. Prepractice instruction is conducted by Laboratory personnel and features specially pre- pared written material and videotape protocols illustrating the teaching behaviors to be imitated. Laboratory practice teaching differs from the school and community and student teaching experiences in that it stresses direct instruction and training 30! and training rather than apprenticeship activities. During 1969-70, 546 students received a total of 680 hours of laboratory practice. Practice sessions are 30 minutes in length. This averages ap- proximately two hours or four practice sessions per student. Laboratory personnel conducted a total of 135 clock hours of instruction to prepare students for laboratory practice teaching. A summary of participation in laboratory practice follows . Summary of Laboratory Practice by Area and Semester, 1969-70 Sem I Sem II Area Clk Hrs No . Business English 59 22 Industrial 73 49 General Methods Home Economics 59 Mathematics 41 Health 12 Science — 60 20 Social Studies 198 66 307 158 Votec Agriculture __48 16 33 11 489 229 685 333 37 55 27 60 12 — — 60 66 307 16 33 229 685 Clk Hrs No. 30 10 18 6 25 10 97 45 55 33 60 ■ 40 Supervision of laboratory practice teaching is provided by 6.0 FTE graduate assistants. Laboratory practice teaching costs $12.83 per instructional hour. Teaching Techniques Laboratory. The laboratory practice teaching facility is also open to instructors and their students for special projects. The formal laboratory program only deals with a few general teaching behaviors. -Instructors who wish their students to have additional practice or experience with particular teach- ing situations may schedule the Laboratory. This was done last year for the first time. Use levels are reported below. 309 4 10 14 40 40 2 1 3 12 48 60 4 4 1 1 28 56 84 46 160 206 Hours of Laboratory Time Scheduled for Service Projects Area Sem I Sem II Total English & Speech Foreign Languages Home Economics Physical Education Research Science Social Studies Totals T elev i sion Service s . The Teaching Experiences Laboratory is responsible for television services for the College of Education. Three general categories of service are offered: playbacks, productions, and equipment loans. Playbacks. Instructors within the College of Education and other University instructors use these facilities to show videotape recordings to their students. The volume has increased over the years and has now become a major service. React ion s to Laboratory Practice . Students practicing in the Teaching Techniques Laboratory often display obvious signs of anxiety. Some anxiety is general; some is situation related. A doctoral study has just been completed that features instru- ments designed to differentiate general from situational anxiety, The continued use of these instruments will allow faculty to identify and reduce anxiety-producing situations, and to counsel especially anxious students . Laborato ry Manage ment . A basic problem in providing laboratory practice teaching opportunities has to do with the pupils taught. Theoretically, one should provide high school children for pre- service secondary teacher practice. The service of high school children can only be secured during a narrow period of time, after school, thus making it difficult to use them. As a com- promise, the Teaching Techniques Laboratory uses University freshmen. Peers could be used. That is, the pre-service teachers could practice on one another. Peer teaching is inexpensive 310 and easy to administer but somewhat unrealistic Research and Development The Teaching Experiences Laboratory conducted a variety of projects designed to lend an experience dimension to teacher education pro- grams. These projects may be grouped under three headings: materials development, reaction to laboratory practice, and laboratory management. Materials De v elop men t . Laboratory personnel have produced or are currently involved in producing three categories of materials for use in the teacher education program of the College. 1. Illustrative Tapes. One illustrated tape was completed and a second is being planned. The completed tape is entitled "Interf erring Behavior." It features a student teacher attempting to cope with the many behaviors mani- fested by pupils that interfere with learning. The tape includes commentary by the student teacher, the cooperat- ing teacher, and the pupils. The second illustrative tape will deal with PLATO and is being designed to provide an overview of the systems for pre-service and in-service teachers. At least four themes will be stressed: (1) the system's ability to adapt to individual's responses; (2) the variety of instructional models including those requiring higher cognitive processes; (3) the vigor and precision of learning required of students; and (4) the system's capability of providing insights with learning through its feedback channels. 2. Cognitive Task Analysis. Two projects have been completed that involve analysis of the cognitive tasks required of learners to achieve learning goals . One involves quantitative learning, the other verbal. The quantitative projects were done in a PLATO format and involved the simulation of a ninth grade algebra class. The teacher's task was to prepare an examination to administer to the simulated class. Examination pre- paration requires the teacher to analyze the quantitative tasks involved. Once administered, the PLATO system provides the teacher with feedback from which he can infer the success of individual pupils in achieving the cognitive goals tested. The system is working and cur- rently undergoing testing with mathematics methods students . The verbal project has worked with lesson planning and 311 placed particular emphasis on identifying the logical operations involved in achieving instructional goals. Several content analysis schemes were examined and a pilot study was designed and conducted to assess the teachability of one system. A project paper proposing a pilot study to be conducted with one group of social studies methods students is in preparation. 3. Practice Curriculum. Two sets of instructional materials for the Teaching Techniques Laboratory were prepared and tested. One set is designed to improve the pre-service teacher's skill in non-verbal communications. Two pro- grammatic video tapes and accompanying response booklets were prepared. The tapes featured illustrated segments and pupil reports of feelings. The booklets are designed to give students an opportunity to respond to test seg- ments in the tapes . The program provides for related laboratory practice teaching. The second set of materials was designed to teach and provide related laboratory practice in presenting skills. Three programmatic tapes and related instruction and evaluative instruments were prepared. The behaviors involved are: use of the expository format, rule-example- rule patterns, use of mathemagenic questions, and ini- tiative strategies. Technical reports regarding the success of both cur- riculum projects have been completed. The non-verbal program was evaluated in a doctoral thesis and the pre- senting skills program was researched by faculty. Pro ductions . Productions include producing raw tape and assembling or dubbing segments into a finished tape. Use figures on these activities follow. 312 Hours of Scheduled Production Time Department /Unit Educational Psychology Elementary Education Secondary Education Special Education Teaching Experiences Lab Vocational-Technical Other University groups Totals Recording Dubs Total 69 20 89 18 — 18 25 16 41 46 — 46 33 83 116 54 2 56 46 ____.- 46 291 121 412 Equipment Loans . The College of Education has two portable television recording units which it loans . The equipment was on loan for periods of time equalling 27 weeks or about 75% of the two semesters of 1969-70. Pr oblems and Anticipated Changes . A primary problem has been obtaining a supply of tape. Over the years, the College had acquired 170 hours of tape, which was inadequate to sustain operations at the above levels. The tape problem was relieved by the purchase of an additional 60 hours with non-recurring University funds. It is hoped that television services will be improved by adding a one-inch recorder to allow playbacks of practice tapes produced in the Teaching Techniques Laboratory over the College system. Also, facilities are being planned that will enable producers to conveniently incorporate visuals into their productions. Summary . Playbacks and productions absorbed a total of 974 hours or about 76% of the total time available during the two semesters of 1970-71. The balance of the time was used for maintenance of College of Education and Teaching Techniques Laboratory recording equipment. Playback service should be significantly increased after one-inch equipment is added, thus allowing instructors to play recordings of exemplary lessons from the Teaching Tech- niques Laboratory to their methods students. The quality of College productions should be improved by the addition of equip- ment which will enable producers to incorporate visuals. 313 Futu re Plans The present student teaching program has outgrown its organization. That is, it has more students than it can accommodate. There are simply not enough "quality" field experiences for 155 English and 135 social studies teachers as well as growing numbers in other fields. Also, it is increasingly difficult to monitor the practice of such large numbers, spread out over the state as they must be. Three courses of action seem indicated. First, new organizational patterns must be systematically examined. At present, the es- tablishment of student teaching centers seems indicated. Each center would be staffed with University personnel and would be organized to accommodate large numbers of student teachers at a distance from the Urbana campus. Secondly, a rational basis for restricting enrollments in teacher education must be found. As of this date, approximately half of the 19 70 class is without teaching positions. This condition reflects a national trend that sees a reduction of the "teacher shortage." Still, there are large numbers of applicants and the main screening device is the grade point average (GPA) which has outlived its usefulness. It would not be rational to restrict entrance into teaching by raising GPA cutting scores for the present academically excellent student body. The Office has already outlined a performance test for student teaching which will be developed in the coming year and could serve as a screening device for entrance into teacher education. Finally, the Office will continue working with on-campus and simulated situations to increase the experience element in teacher education programs. These projects have the virtues of being highly controlled and thus producing rather predictable results. Further, they do not place additional strain on the already over- loaded field practice organization. 314 Student Teaching Enrollments by Subject Area Field Ed Prac 250 Sem I Sem II Sec ondary Art Dance English 106 Foreign Lang. 105 Library Science 1 Health . Mathematics 36 Music 83 PEM 15 PEW 68 Science 47 Social Studies 94 Speech 5 Speech Correction 15 Totals 575 317 425 Ele mentary 15 15 1 63 92 59 60 1 8 1 28 23 31 40 14 15 24 21 15 35 61 74 23 5 16 Elementary 181 124 128 EMH (dual (18) (20) enrollment of EMH students) Totals 181 124 128 _ Votec Agriculture 23 15 10 Commerce 6 5 Home Economics 21 9 10 Industrial 19 19 9 Totals 69 48 29 Special Ed Deaf 14 EMH 18 20 Totals 18 34 Grand Totals 825 507 616 315 UNIVERSITY OF ILLINOIS-URBANA 3 0112 111988751