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Graduate School


Minutes of

September 23, 2011

MEMBERS PRESENT: Kathy Behm, Scott Belobrajdic, Steffany Chleboun, Mary Clabaugh, Jie Gong, Nicholas Guehlstorf, Roberta Harrison, Poonam Jain, Shrikant Jategaonkar, Koung Hee Leem, Jerry Weinberg, Gertrude Pannirselvam (Chair), Ken Witt


Isaac Blankson, Chair, Speech Communication
Jocelyn DeGroot Brown, Graduate Program Director, Speech Communication
Erik Kirk, Graduate Program Director, Kinesiology
Laurel Puchner, Graduate Program Director, Learning, Culture, and Society
Stephanie McAndrews, Graduate Program Director, Literacy Education
Lynn Maurer, Associate Dean, The Graduate School
Mary Weishaar, Associate Dean, School of Education

I. Announcements

Jerry Weinberg announced that the assessment and program review process will now include an emphasis on retention. There are discussions in progress regarding how to report and improve retention.

Gertrude Pannirselvam announced that the December 9th meeting needs to be moved due to the expected absence of Graduate School representatives. Currently, the most acceptable date is Thursday, December 15th at 2:30 PM. She will take a poll on whether it is necessary to meet in December at the November 11th meeting.

II. Minutes of April 8, 2011

The minutes stand approved as submitted.

III. Form 91A - Speech Communication

The graduate program wishes to exchange two courses in its interpersonal communication option: SPC 522 (Seminar in Family Communication) will replace 464 (Family Communication) and SPC 521 (Seminar in Computer Mediated Communication will replace 511 (Intercultural Communication). SPC 464 is not able to "cater to the needs of both undergraduate students and graduate students in the same class." Offering 522 in its place will improve "the rigor and quality of the scholarship" of the course. SPC 521 is "more in line with interpersonal communication concepts than intercultural communication." These changes will improve the rigor and relevance of the option.

A typo was found under the proposed Health Communication option, under #5. The course listed as SPC 521 should be SPC 522. A question arose of why computer communication was deemed more relevant than intercultural communication, especially since computer mediated communication would be most applicable to globally distributed work teams. Computer communication encompasses a wide range of communication issues, including intercultural communication, so that element of the degree is not lost. The option usually enrolls 7-9 graduate students at any one time. Generally, the 464 course enrolls 10 graduate students and 20 undergraduates. The program does not anticipate a problem in serving the undergraduate population with this course change.

There are no anticipated effects on budget or faculty. The program requests this change be retroactively effective for Fall of 2011.

Ken Witt made a motion to approve the request; Shrikant Jategaonkar seconded. The motion passed unanimously.

IV. Form 91A - Literacy Education

The graduate program currently offers its major in literacy education with no options. It wishes to offer two options, converting the current 33-hour program of study to a "literacy specialist" option and adding a "reading teacher" option. The literacy specialist candidates earn a reading specialist certificate, while the reading teacher candidates earn a reading teacher endorsement. Adding the reading teacher option "eliminates a barrier for some students" who may not have the two years of teaching experience required for admissions to literacy specialist option, and who wish to work with children who have difficulties with reading but do not want to provide professional development for teachers. Like the literacy specialist option, the reading teacher candidate requirements include field experiences and a clinic practicum. The curriculum of each requires the same 27 hours of core courses, however the reading teacher option also requires CI 513 (Literature across the Curriculum) and one 3 hour literacy-related elective. The literacy specialist requires the addition of CI 578 (Organization and Administration of Literacy Programs) and 591 (Current Issues and Trends in Literacy). The Literacy Education program enrolls almost all full-time teachers who typically start in the summer term and spend two and a half years in the program.

The program's competition includes McKendree, Greenville and the University of Phoenix's online program. The committee asked whether this move would increase enrollment. It might serve to increase enrollment and meet the needs of potential students, and more importantly, this strategy will provide a greater number of qualified reading teachers for this area. The courses could absorb the predicted 5 or 6 additional students expected. Literacy Education is the strongest of the department's graduate programs.

There are no anticipated effects on budget or faculty. The program requests this change be effective for Spring of 2012.

Poonam Jain made a motion to approve the request; Steffany Chleboun seconded. The motion passed unanimously.

V. Form 91A - Learning, Culture, and Society

The graduate program wishes to change the program of study within the SOE required courses and the area of emphasis (option). For the SOE courses, the heading would change from "School of Education Required Courses to "Education Focus Electives." The three courses currently listed (from which students were required to choose two but that are no longer offered) would be changed to a choice of two courses of the following eight in order to fit with the LCS program goal of "preparing culturally responsive teachers":

• EPFR 451 (Gender and Education)

• EPFR 563 (Special Topics in Foundations of Education)

• CI 563 (Curriculum Models)

• ENG 470 (Methods and Materials for K-12 ESL Teaching)

• ENG 472 (Assessment and Testing in ESL)

• ENG 570 (Teaching African-American Oral and Written Literature)

• ENG 578 (Women, Language, and Pedagogy)

• ENG 581 (Topics in Teaching English)

LCS students select one of three possible areas of emphasis and choose 9 hours from a list corresponding to that emphasis. The graduate program wishes to drop the "assessment" area of emphasis and replace it with a "Gender and Education" emphasis due to a lack of interest in assessment, and a perceived interest in gender issues. Students in the Gender and Education option would choose three courses of the following seven:

• EPFR 451 (Gender and Education)

• ENG 478 (Studies in Women, Language, and Literature)

• ENG 578 (Women, Language, and Pedagogy)

• SOC 444 (Gender, Ethnicity, and Class in the Workplace)

• SOC 542 (Seminar in Gender and Gender Inequality)

• HIST 440 (Women in American Social History)

• POLS 441 (Women and Politics in America)

The courses for which there are no attached memos of correlation are not new to the program (just to this option) and were previously approved by the departments of English, History, Political Science, and Sociology.

The committee questioned whether the Gender and Education was so similar to the Cultural Diversity option that it was redundant. Separate lists for the separate options can be helpful in tracking students as well as attracting students. Having different options also helps potential graduate students to determine where their interest lies. Currently student enrollment by emphasis is not tracked. Fifty to sixty percent of LCS students are teachers who are interested in cultural diversity and who do not require a certificate. Some students, such as school nurses, are interested in a more general way about education, and some international students apply to the LCS program because it comes the closest to meeting their needs, as do those applicants who are interested in Study Abroad programs.

There are no anticipated effects on budget or faculty, although the other four departments in the School of Education (Special Education and Communication Disorders, Curriculum and Instruction, Kinesiology and Health Education, and Psychology) may be "minimally" affected. The program requests this change be retroactively effective for Fall of 2011.

Ken Witt made a motion to approve the request; Shrikant Jategaonkar seconded. The motion passed unanimously.

VI. Form 91A - Kinesiology (Drop Special Physical Education)

The graduate program wishes to eliminate the Special Physical Education option due to a decreased demand overall for physical education graduates. There "was never much student demand for this area." There are currently no faculty members in the Kinesiology and Health Education department with expertise in this area, and concepts from the special education option have been integrated into the curricula of the Physical Education and Sport Pedagogy option. The students who were in this option have graduated.

The graduate program is currently developing new options in health, physical education and nutrition, eventually leading to a master's degree in nutrition. It may also offer a master's in public health in the far future.

There are no anticipated effects on budget or faculty. The program requests this change be retroactively effective for Fall of 2011.

Steffany Chleboun made a motion to approve the request; Poonam Jain seconded. The motion passed unanimously.

VII. Continuing Business

There was no continuing business.

VIII. New Business

Pannirselvam shared a draft of Programs Committee procedures with the committee. She recommended that everyone amend it as needed this semester in order to provide a comprehensive overview for future committee members.

IX. Adjournment

Poonam Jain made a motion to adjourn; everyone seconded. The meeting adjourned at 2:10 PM.

Respectfully submitted,

Jerry B. Weinberg
Acting Associate Provost for Research and
Dean, The Graduate School

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