Eastern Michigan University s1

New Program Guidelines

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS

OUTLINE FOR SUBMITTING PROPOSALS FOR NEW DEGREE PROGRAMS

Use this outline to prepare proposals for new programs, including undergraduate majors and minors and graduate majors. Proposals should be submitted in narrative form, organized according to the following outline. Guidelines for submitting such proposals are on the following pages.

PROPOSED PROGRAM NAME: COMMUNITY EDUCATION

DEGREE: B.A./B.S. REQUESTED START DATE

DEPARTMENT(S)/SCHOOL(S): TEACHER EDUCATION COLLEGE(S): COE

CONTACT PERSON: JOE BISHOP CONTACT PHONE: 7-3185

CONTACT EMAIL: [email protected]

I. Description: See attached narrative for full details: “SFCE Overview” A. Goals, Objectives, Student Learning Outcomes I. Community Capacity Building: Students will be able to strengthen and create structures for people to come together and influence action in their local areas.  Students will be able to identify assets within the community and recognize the strengths of its individual members and groups.  Students will be able to critically analyze the historical, political, economic, social, and ecological context of the community.  Students will be able to practice a leadership model that promotes inclusion and fosters empowerment.  Students will be able to recognize the unique challenges of some groups and individuals and create supports to overcome barriers that limit participation.  All students will be able to act as leaders, facilitators, and advocates where appropriate.  Students will be able to challenge dominant discourses that reinforce injustices. II. Democratic Education: Students will be able to create learning opportunities that stimulate both personal and community change.  Students will be able to identify the tenets of democratic education and create programs rooted in those principles.  Students will be able to develop learner-centered educational programs that respond to the needs and wants of community members.  Students will identify the learning styles and educational needs of a diverse population.  Students will be able to employ appropriate teaching strategies in a variety of community settings.  Students will be able to foster collaboration, mediate conflict, and encourage shared decision-making.  Students will be able to use technology to create learning opportunities, solve problems, and enable participation. III. Reflection and Responsiveness: Students will be able to listen, learn, and respond to the needs of a community.  Students will be able to imagine/envision communities that are just and sustainable and the necessary aims of education to reach such a goal.  Students will be able to create a resource map of the community, including human capital, facilities, technology, and funding  Students will utilize research methods that appropriately capture the experiences of a diverse population.  Students will be able to use a participative framework to evaluate programs and inform practice.  Students will be able to collect, interpret, and present evidence, findings, and testimonies to a diverse audience.  Students will be able to use technology as an effective communication tool that fosters community inclusiveness.

Miller, New Program Guidelines Sept. 09 New Program Guidelines 2 IV. Sustainability: Students will understand sustainability to mean the ability of a community to protect the regenerative capacities of living systems, as these are connected to larger global, social, political and economic forces.  Students will recognize the inseparability of social and ecological justice.  Students will be able to analyze the operation and effects of dominant cultural discourses that reinforce intersecting social and ecological injustices.  Students will be able to identify aspects of diverse cultural and environmental commons that support healthy human and more than human communities.  Students will be able to identify strategies that reduce the negative impact of humans on larger ecological communities.  Students will be able to analyze the critical relationship among cultural, linguistic and biological diversity.  Students will be able to set goals and plan initiatives that recognize and strengthen the interconnectedness of social, economic, political and ecological elements. B. Program The Social Foundations and Community Education program and the Department of Teacher Education recognize that many students have varying interests in education, child and family issues, and community engagement, but may not want to teach in public schools or formal educational settings. Since students seeking careers in non-school settings will benefit from the essential knowledge and skills associated with the field of education, the Social Foundations and Community Education program’s undergraduate CEDU major and minor will prepare students to work as advocates, researchers, and future leaders in diverse communities. Graduates are well informed about human development, educational theory and practice, and methods of inquiry. Community learning encompasses all occupations that are concerned with planning development programs within local communities; therefore, the Community Education major or minor can supplement a wide range of interests including but not limited to the arts, sport, recreational activities, business, health, environmental sciences and other forms of social engagement. Graduates gain a versatile degree that qualifies them for a variety of career paths working with nonprofit, humanitarian or government agencies, private educational or recreational settings, museums or other cultural institutions, and in workforce development. Roles in these settings may include entry-level positions as community educators, advocates, researchers, policy makers, trainers, or youth workers. The degree will also prepare graduates for further study and a wide range of graduate programs.

C. Admission: Undergraduate in good academic standing.

D. Projections Student Interests and Dispositions Many young adults entering university have varying interests in education, child and family issues, and community engagement but may not choose degrees that lead to careers in education or community service. In 2013, nearly 1.8 million of American high school graduates sat the ACT as well as completed the accompanying interest survey.1 Ten percent of Michigan students selected Education and Community, Family and Personal Services as degree areas of interest. Eleven percent of students nationwide also selected these degree areas, but students showing interest in degrees in these areas are still seeking guidance with specific career pathways.2 Over half of students that elected these areas also declared needing assistance with selecting a specific major and careers counseling. In addition, 21% of students (20% of Michigan students) did not declare a major or declared undecided, and 14% of undecided majors and 12% who did not select a major area were found to have education as a “best-fitting” major field of study. Twelve percent of undecided students and 10% of those who did not select an area of study were matched to the Community, Family and Personal Studies areas of study. In sum, there is evidence of a large pool of students who show a disposition towards fields in the community sector but need additional degree options or support in selecting career pathways that match their interests. The state of Michigan also has a large pool of university students who have shown an interest in careers in education but do not yet possess the content knowledge required by the state to become certified teachers. From August 2013 to July 2014, 3,323 Michigan students chose to take the Professional Readiness Exam (PRE).3 Enrollment in a Michigan certification program is contingent on passing the PRE, and only 30.5% were found proficient to move forward

1 ACT (2013). The condition of college and career readiness. Retrieved from http://www.act.org/research/policymakers/cccr13/pdf/CCCR13-NationalReadinessRpt.pdf 2 ACT (2013) College choice report part 1: Preferences and Prospects. Retrieved from http://files.eric.ed.gov/fulltext/ED546622.pdf 3 Office of Professional Preparation Services. (2014). Michigan test for teacher certification annual legislation report for 2013- 2014. Retrieved from https://www.michigan.gov/documents/mde/2013-2014_Annual_Legislative_Report_480617_7.pdf Miller, New Program Guidelines Sept. 09 New Program Guidelines 3 to a certification course of study. After July 2014, there were nearly 3,000 students statewide exploring alternative majors and career opportunities. Career Projections There is a projected growth in education and community careers both nationwide and locally. According to the Bureau of Labor Statistics, careers in the areas of education and community services will increase from 2012 to 2022.4 Education, Training and Library Occupations are projected to increase by 11.1%, and Community and Social Service Occupations are projected to increase by 17.2%. Specifically, positions in grant-making services and social advocacy organizations are expected to increase by 18.4% nationwide by 2022.5According to Georgetown University’s June 2010 career projections, careers related to education requiring a bachelor’s degree or master’s degree and higher will increase by 38% and 40% by 2018. For the careers in community and social services, the job prospects with higher degrees are expected to increase by 39% and 33%.6 In Michigan’s HOT 50 (2018 Projections), three education careers clusters outside of the sphere of traditional public school were in the top fifty.7 The report claims a 21.4% increase need for Self-Enrichment Education Teachers. Human Resources, Training and Labor Relations Specialists are expected to increase 19.5%, and careers in Training and Development are projected to increase by 19.7% by 2018. More specifically, there are ranges of careers within the clusters that are expected to increase. Recreation workers, for example, are projected to increase by 8.6% and Community and Social Services Specialists are projected to surge by 102%. 8 According to the Condition of College and Career Readiness report produced by the ACT (2013), student- declared interest in education and community services careers was less the national career projections in these fields.9 In sum, the career prospects for careers related to education and community are on the rise, but university bound students are not selecting majors being offered by traditional certification programs. By offering the CEED degree, EMU would attract and retain students with these dispositions and interests to campus by offering a unique, engaging program.

II. Justification/Rationale Non-traditional education pathways and community service careers are projected to increase both nationally and in the state of Michigan. While most of the universities and colleges in the state offer education degrees, these traditional degrees primarily prepare graduates for pathways specific to the public (and private) school sector and do not prepare students with the skills and capacities required to work in community education. There is considerable evidence that students, who possess dispositions towards education and community areas of study, are not selecting those degrees or are not sure of career pathways.10 Eastern Michigan University has the opportunity to be on the forefront of meeting marketplace needs as well as connecting students with fulfilling careers that service our communities. Some public and private universities across the country offer non-certification, undergraduate education degrees. Some universities call the major Educational Foundations or Educational Studies. Frequently, these degrees do not offer unique programs or course selections separate from certification programs. The University of Wisconsin-Milwaukee is considered the exemplar in the field of community education and offers both undergraduate and graduate degrees,11 and Arizona State University has recently unveiled a unique (in North America) graduate degree in social pedagogy.12 There are a growing number of universities that offer unique community education degrees across the country, but there are no institutions offering pure community education degrees and this is a particularly important consideration when considering the potential pool of EMU students and offerings available in Michigan.

4 Bureau of Labor Statistics of U.S. Department of Labor. (2013). Employment projections 2012-2022. Retrieved from http://www.bls.gov/news.release/pdf/ecopro.pdf 5 Bureau of Labor Statistics of U.S. Department of Labor. (2013). Industry-occupation matrix, data, by occupation. Retrieved from http://www.bls.gov/emp/ep_table_108.htm 6 Carnevale, A. P., Smith, N. & Strohl, J. (2010). Help wanted projections of jobs and education requirements through 2018. Retrieved from https://cew.georgetown.edu/wp-content/uploads/2014/12/fullreport.pdf 7 Department of Technology Management and Budget. (2008). Michigan’s hot 50: Tomorrow’s high-demand high-wage careers job outlook through 2018. Retrieved from http://www.mitalent.org/lib/Files/Careers/1153_LMI_HOT_50.pdf 8 Occupation in this specific area may require a graduate degree 9 ACT (2013). The condition of college and career readiness. Retrieved from http://www.act.org/research/policymakers/cccr13/pdf/CCCR13-NationalReadinessRpt.pdf 10 ACT (2013) College choice report part 1: Preferences and prospects. Retrieved from http://files.eric.ed.gov/fulltext/ED546622.pdf 11 UVM News. (2015, Jan. 7). Carnegie Foundation recognizes UWM for community engagement. Retrieved from http://www5.uwm.edu/news/2015/01/07/carnegie-foundation-recognizes-uwm-for-community-engagement/#.VikEnGSrQb0 12 ASU School of Social Transformation. Retrieved from https://sst.clas.asu.edu/content/social-and-cultural-pedagogy-ma Miller, New Program Guidelines Sept. 09 New Program Guidelines 4

III. Preparedness: Current faculty are actively involved in teaching, researching, and service in the area. See attached letter from library and attached marketing plan IV. Assessment/Evaluation: Rubrics will be utilized in each course to evaluate relevant aspects of goals and learning outcomes.

V. Program Costs: No additional costs are involved in offering this program.

VI. Action of the Department/College

1. Department/School (Include the faculty votes signatures from all submitting departments/schools.) Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.)

I support this proposal. The proposed program can cannot be implemented without additional College or University resources.

Department Head/School Director Signature Date

2. College/Graduate School (Include signatures from the deans of all submitting colleges.) A. College. I support this proposal. The proposed program can cannot be implemented within the affected College without additional University resources.

College Dean Signature Date

B. Graduate School (new graduate programs ONLY)

Graduate Dean Signature Date VII. Approval

Associate Vice-President for Academic Programming Signature Date

VIII. Appendices

Miller, New Program Guidelines Sept. 09 New Program Guidelines 5

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS

GUIDELINES FOR SUBMITTING PROPOSALS FOR NEW PROGRAMS Note: Departments intending to submit proposals for new programs are encouraged to consult with the Course and Program Development Office and, if appropriate, the Graduate School prior to submitting such proposals.

I. Description. This section is designed to provide information regarding the proposed program. Any pertinent information beyond that covered in the following should also be included.

A. Goals, Objectives, Student Learning Outcomes 1. State the general philosophy and intent of the proposed program. 2. List the goals, objectives, and student learning outcomes as specifically as possible. These should be stated in such a way as to facilitate assessment of whether or not they are being met. 3. How do stated goals, objectives, and student learning outcomes reflect current departmental/school, college and divisional goals and university strategic planning directions?

B. Program 1. List all current courses included in the program, and indicate whether they will be required, restricted electives or electives. Include syllabi for all such courses as an appendix.. All courses should implement program goals, objectives, and student learning outcomes. 2. List all new and revised courses that will be needed for the program. A Request for a New Course or Request for Course Revision form should be completed for each one and included as an appendix. All courses should implement program goals, objectives, and student learning outcomes. 3. Describe the Program Delivery Plan, i.e. whether it will be offered on or off campus, on line, evenings and/or Saturdays. If courses are to be offered on Saturday, on line or off campus, include evidence of support from Continuing Education as an appendix. 4. Outline a typical program of study a student would follow in completing the program.

Interdisciplinary programs only:

5. In which department/school or college will the program be administered? If more than one department/school or college will be participating in the program, provide evidence of support from all participating departments/schools and/or colleges.

Undergraduate programs only:

6. Indicate the minimum number of total credit hours that students completing the program should have taken by the time they graduate.

Graduate programs only:

7. Indicate how the proposed program will assure graduate-level study (utilization of seminars, thesis, independent study, courses open only to graduate students, etc.). 8. How will the program incorporate an adequate emphasis on research?

C. Admission

Undergraduate programs only:

Miller, New Program Guidelines Sept. 09 New Program Guidelines 6 1. Will there be admission requirements to the program beyond those required for admission to the University? If so, what are they (e.g., admission to the College of Education or Business, GPA, national examinations, interviews, letters of recommendation, etc.)? 2. Will there be conditional admission to the program? If so, what requirements will be established that are different from those of regular admission?

Graduate programs only:

1. What admission requirements will be established for the program (GPA, national examinations, interviews, letters of recommendation, etc.)? 2. Will there be conditional admission to the program? If so, what requirements will be established that are different from those of regular admission?

D. Projections 1. Project the number of students at initial enrollment, average number of students enrolled within three years, average number of graduates per year once program is established, etc. 3. .Project scheduling needs and patterns for the next three to five years.

E. Other Pertinent Information

II. Justification/Rationale. This section is included to assure an adequate rationale for the proposed program. Any additional justification for the program beyond that covered in the following items should also be included.

A. Present evidence that there is a demand for the proposed program. This should include an indication of professional and societal need, as well as student interest. (Include any market analysis and/or needs assessment as an appendix.) B. Indicate whether there any similar programs in Michigan. If so, how is the proposed program unique? Why is there a need for an additional program in the field? C. Present evidence of support for the proposed program from within and outside the University. (Letters and other supporting documents should be included as an appendix.) D. Additional justification (if appropriate).

III. Preparedness. This section attempts to determine the institution’s ability to mount a program of the type proposed. Any information beyond that covered by the following questions should also be included.

A. Describe the qualifications of the faculty who will be involved in the proposed program. (Proposals for new graduate majors should include an abbreviated faculty vita for each individual as an appendix.) B. (Note: Proposals for new programs must include this information.) Describe current library resources and analyze the adequacy of these resources for the proposed program. Include such items as books, journals, indexes, electronic resources (databases, etc.), multimedia (instructional videos, CDs, etc.) and microforms. If additional library holdings will be needed in the next three to five years, provide a plan for acquiring them. C. Analyze the adequacy of existing facilities, laboratories, or other physical equipment applicable to the proposed program. D. Determine the adequacy of supportive courses, faculty, and equipment outside of the department that may be important to the program (e.g., cognate courses, research assistance, computer services, facilities controlled by other departments/schools or colleges, etc.). E. Outline a plan for marketing the proposed program and recruiting students into it. F. Additional information (if appropriate).

IV. Assessment. Provide a plan for assessing the quality of the program, and a schedule for this assessment. The plan should assure the inclusion of objective data to determine the degree of success in reaching stated goals, objectives, and student learning outcomes..

V. Program Costs. This section attempts to establish the extent of additional funding required if the program is approved.

A. Faculty, lecturers or supportive staff required (type, level, and approximate cost). B. Space or facilities required (type and approximate cost). C. Equipment required (type and approximate cost). D. Assistantships/fellowships required (number and approximate cost). Miller, New Program Guidelines Sept. 09 New Program Guidelines 7 E. Library resources required (type and approximate cost of both minimal and appropriate library resources). F. Marketing and recruiting costs G. Other costs not covered above (type and approximate cost). H. Total of all financial requirements for implementation of proposed degree. I. Percentage of total cost to be borne by Continuing Education. (Provide evidence of Continuing Education’s willingness to bear these costs).

Miller, New Program Guidelines Sept. 09