Cleveland State University [d] NCA 2000 Self-Study Report [d]


Final Self-Study Report Chapter 4: 15 Aug 2000


Accomplishing Educational Goals And Contributing To The University’s Mission

For its teacher education programs, the College of Education has developed the conceptual framework of "The Teacher as a Responsive, Reflective Professional: A Partner in Learning," a framework that is consistent both with the College’s mission and the University’s vision and emphasis on partnership and diversity. The College confers the Bachelor of Science in Education and offers several programs leading to the certification and licensure of early childhood, middle childhood, special education, and secondary school teachers. The bachelor’s degree is conferred on students completing requirements in early childhood education, middle childhood education, physical education, and special education. All programs have the national approval of the National Council for Accreditation of Teacher Education (NCATE) and the respective learned societies, and are approved at the state level by the Ohio Department of Education. The outcomes of programs offered through the College are directly traceable to NCATE standards, and are based on one or more of the knowledge bases. In the last review by the Commission, the College’s reliance on part-time faculty was cited as a weakness. As a result, the College developed a program to increase full-time tenure-track faculty and has eliminated part-time faculty in several areas, including science education, special education, and child development and learning. The next NCATE on-site review will take place in Fall 2002.

At the same time that the University was converting its academic calendar, the State of Ohio issued new licensure requirements. In making the proper conversion of courses from the quarter curriculum to the semester curriculum, the College also had to make sure that the new standards were being met. On the basis of a process that was both rigorous and enriching, the faculty succeeded in that task. All of the College’s certification programs meet the new Ohio licensure standards and guidelines. All programs and courses were approved by the Teacher Education Council, the Undergraduate Affairs Council and the Dean.

In its accreditation report, the NCATE Board of Examiners team noted with favor the College’s numerous and extensive partnerships with area schools and the professional community. Over thirty school-based partnerships are formalized with identifiable and specified activities and personnel. A consequence of this partnership work is that resources are used not only to provide school-based experiences for individual students but also for longer term integrated and collaborative efforts toward educational improvement at many levels.

The team also noted the quality and quantity of varied field experiences the College offers its students. Students at the initial level participate in multiple field experiences in urban and suburban locations, working with a wide variety of students and gathering information about learners and the learning environment. They also develop and implement learning activities and teaching strategies that integrate professional and pedagogical knowledge in academic tasks.

Four areas in the College promote personal, social and civic values—diversity, technology, service learning and collaboration. The introductory course, Diversity in Educational Settings, teaches students to integrate values across a variety of contexts and to accomplish outcomes related to race, ethnicity, gender, exceptionality, socioeconomic status and global education. All programs have a designated course that addresses the characteristics of individuals with disabilities. For example, in Middle Childhood Education 317, Teaching and Assessing Science in the Middle School, the instructor requires students to plan lessons giving consideration to youth with learning disabilities or developmental delays.

In order to organize the integration of technology into its programs, the College has adopted the 13 student outcomes of the International Society for Technology in Education. In numerous courses students engage in learning activities that involve assessing computer-based technologies for designing lessons, using the computer for data-gathering and demonstrating science concepts, and using software for self evaluation.

Students in the College of Education are actively involved in the use of scholarship and in generating data. The concept of inquiry is the basis for one of the teacher education knowledge bases. Methods of research and inquiry, therefore, are integral to the course. Similar activities involving scholarship and research are embedded throughout the curriculum promoting professionalism by empowering educators to be active problem solvers in using knowledge and skills; to theorize about learning and teaching; and to be active learners and collaborative creators of learning experiences. For example, during the required practicum experience that accompanies enrollment in Special Education 313, Secondary Language Arts Instruction and Assessment, students collect, analyze and interpret data in response to a specific set of journal topics.

Internships tied to research opportunities also are available. Literacy Development and Instruction 311, Emergent Literacy, uses internships in which students interview families with children ages 3-8 about literacy practices. Education faculty encourage students to apply principles so that interactions affect the intellectual, social and personal development of the children and youth they educate. All of the core courses stress these concepts as students visit schools and interact with children and teachers.

College faculty stress learning strategies in their lab classes and in small group interaction. The teacher who comes through the teacher preparation program must be ready to work in partnership with others and to facilitate cooperative and team learning experiences among students. Components of a variety of courses focus on such content as the importance and benefits of partnership and collaboration; social aspects of learning; techniques for structuring learning experiences that involve partnerships; methods for encouraging students to work together effectively; and procedures for establishing and maintaining collaborative efforts with parents, community members, colleagues and others.

The College provides undergraduate students with numerous services that are unique and contribute to the overall quality of their education, including tutoring, mentoring, and peer mentoring. The Tomorrow's New Teachers (TNT) program links students with mentors who are current or retired teachers, principals or other educational personnel.

At the graduate level, the College offers the Ph.D. in Urban Education, the Educational Specialist (Ed.S.) degree and the Master of Education (Ed.M.). All the College’s graduate programs are fully accredited by NCATE, the Council for Accreditation of Counseling and Related Educational Programs (CACREP), Learned Societies, and the Ohio Department of Education.

The Ph.D. program was approved unconditionally for continuation when the Ohio Board of Regents reviewed doctoral programs in the state in 1995. The conceptual framework and primary focus of the program is preparing the urban educational leader to effect change in the educational environment. Graduates of the program play leadership roles as instructors, counselors, administrators, and policy makers in a variety of institutional settings, including not only schools but also allied health, government, community agencies, and the private sector.

The Ed.S degree is a program of advanced graduate study beyond the master’s degree focusing on the enhancement of specialized professional competence for roles in counseling and administration. The Ed.M. program is designed for individuals who work or wish to work as professional educators of children, youth, and adults. The program offers specializations in seven areas of study.

Outreach activities and community programs are numerous and important in a college devoted to one of the community’s key institutions—the schools. The Preparing Exemplary Teachers (PET) project links the College to the Euclid and Lakewood school districts in a program that provides mentoring and pre-service preparation for the entry year. America Reads is a federally-funded program to improve the reading skills of elementary school students. The Transforming Learning Communities project supports school reform efforts among elementary, middle and high schools. The College also offers more than 50 off-campus programs and distance learning opportunities at sites that include the campuses of several community colleges, the Natural History Museum, and the Great Lakes Science Center.


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