February 4, 1998

To: The University Senate

From: C&R Subcommittee on Curriculum

The C&R Subcommittee on Curriculum reviewed and approved the requests noted below. These were forwarded to the Curriculum and Regulations Committee for appropriate action and were approved. The following summary is provided for your action/information.

Course Modification Codes for C&R requests

CH, Credit Hour Change

PC, Prerequisite Change

TC, Title Change

DC, Course Description Change

NC, Number Change

The BFA Art major modification reflects previously approved changes in course numbering and the restructuring of the studio core classes. The major is reduced from 87 to 84 semester hours. The studio core is being modified to require 15 hours instead of the 12 required in the current major. The hours in Free Studio Electives are being reduced from 21 to 18 hours. A Free Elective requirement in Studio or Art History is being eliminated. These changes result in a change from 87 to 84 required hours for the program.

Course Addition

THE 494, Theatre Arts Expedition, 1-3 sh

Course Description: Students travel to observe and/or engage in creative production making use of the resources of the particular location. Advanced study and/or experiences in theatre settings. May be repeated up to 9 hours. Topics, destinations, and prerequisites stated in current Academic Handbook.

Travel courses are popular with Theatre Arts and other students because they provide students with direct experiences and perspectives that can not be provided in the classroom. The Department has offered these courses as "Topics" courses. The popularity and success of these courses indicate that the travel course should be a permanent offering. THE 494 will provide the opportunity to personally observe and practice theatre in professional settings and will allow students and faculty to establish professional contacts. THE 494 will be an elective course offered primarily in interims and summer sessions. The course is consistent with the internationalization efforts of the University and the global initiatives of the Department of Theatre Arts because it will involve travel outside the United States or the study of various cultures within the United States. No overlap or duplication of offering exists in the University.

The proposed Business Studies minor incorporates basic courses from most fields of business giving non-business students an understanding of basic business theories and practices. The proposed minor does not replace the existing Business Pre-M.B.A. minor, instead it provides students another way of gaining an introductory understanding of business. Students should understand basic business theories and practices upon completing this minor. The Business Studies minor also contributes to the FCBA mission by providing non-business students with a firm foundation in general business studies, enhancing their attractiveness to prospective employers and preparing them for further professional studies.

The minor includes 21 semester hours:

15 required hours: ATG 157, BMA 352, MTG 315, FIN 322,

ECO 221 or 100

6 hours of additional business coursework: The following courses cannot be counted in that 6 hours: BUS 200, BUS 201,

BUS 300, BUS 301, and BUS 401

12 of the 21 hours must be completed at Bradley. No additional university resources will be needed. There is an estimated enrollment of 40 students in this minor.

The modification represents a clarification of the existing minor to make the requirements for the minor compatible with existing Foster College of Business Administration policies.

The following graduation requirements will be added to the marketing minor.

Transfer policies for minors are the same as those for Foster College of Business Administration majors. Grades of "D" in business courses will not be accepted as transfer hours in the FCBA, but may be counted by the university. Prior approval of transfer credit must be secured from the Chair of the Department of Marketing. A minimum cumulative GPA of 2.00 must be earned in all courses taken at Bradley and in the minor.

Course modifications:

QM 263, Quantitative Analysis II, 3 sh (PC)

Course Description: Linear and multiple regression, correlation, analysis of variance, contingency tables, time series, decision theory, and non-parametric methods. Data analysis using statistical computer packages.

Modified Prerequisites: QM 262; MTH 115 or MTH 121

Current Prerequisites: QM 262

This modification identifies an alternative mathematics course which satisfies the basic requirements of QM 263.

FIN 325, Investment Analysis, 3 sh, (PC)

Course Description: Principles of investment management and analysis of securities. Valuation procedures in selection of securities by fundamental analysis. Security trading and trades description, mechanisms, and functions of securities markets.

Modified Prerequisites: FIN 322, QM 262

Current Prerequisite: FIN 322

Last year's modifications in prerequisites for FIN 322 eliminated QM 262 as a prerequisite. Successful completion of QM 262 is a necessary foundation for FIN 325.

FIN 421, Liquidity Management, 3 sh (PC)

Course Description: Managing firms' liquidity position; emphasis on use of positive and normative models dealing with short term assets and liabilities; ensuring liquidity while enhancing firm value.

Modified Prerequisites: FIN 322, QM 263

Current Prerequisite: FIN 322

Successful completion of QM 263 is a necessary foundation for FIN 421, a modeling course that uses statistical and mathematical ideas. This prerequisite change is an integral part of the prerequisite modification for QM 263 which requires completion of QM 262 and MTH 115.

FIN 422, Financial Analysis, 3 sh (PC)

Course Description: Interpretation and analysis of corporate financial statements. Current annual and interim reports as a source of data for management, stockholders, and creditors.

Modified Prerequisites: FIN 322, QM 263

Current Prerequisite: FIN 322

Successful completion of QM 263 is a necessary foundation for FIN 422. This prerequisite change is an integral part of the prerequisite modification for QM 263 which requires completion of QM 262 and MTH 115.

FIN 423, Advanced Business Finance, 3 sh, (PC)

Course Description: Complex problems of the corporate finance manager. Emphasis on modern finance tools in managerial decision making. Recent literature of corporate finance.

Modified Prerequisites: FIN 322, QM 263

Current Preqrequisite: FIN 322

This course requires an understanding of the statistical concepts included in QM 263 in order to effectively deal with the pricing models and theory underlying advanced business finance.

FIN 424, Capital Budgeting, 3 sh, (PC)

Course Description: Long-term capital investment decisions and long-term financing. Strategic wealth creation, general valuation principles, evaluation of net present value rule, alternative capital budgeting methods, ranking projects, taxation, marginal cash flows, and the impact of inflation. Single-investment risk analysis, risk analysis for top management and fully diversified investors, cost of capital, capital structure, dividend policy, interactions between investment and financing decisions, leasing, and capital rationing.

Modified Prerequisites: FIN 322, QM 263

Current Prerequisite: FIN 322

This course requires an understanding of the statistical concepts included in QM 263 in order to effectively deal with the decision models, processes and theory underlying modern capital budgeting.

FIN 425, Portfolio Theory and Management, 3 sh (PC)

Course Description: Introduction to portfolio theory. Diversification concepts. Market-oriented capital asset pricing model, options pricing model, and arbitrage pricing theory. Market efficiency. Relationship of portfolio theory to fundamental and technical analyses. Portfolio management and evaluation techniques.

Modified Prerequisites: FIN 325, QM 263, MTH 116,122

Current Prerequisites: FIN 325, QM 263

The numbering of this course reflects the assumption that students have completed the statistics mathematics sequence required for finance majors. Many students had not completed these requirements prior to taking this course and were not adequately prepared for the material. This prerequisite change assumes that the change in prerequisites for QM 263 has been accepted.

The Department of Teacher Education's goal of preparing teachers well qualified to operate as leaders in the field of education and able to utilize a variety of data sources has resulted in this modification. The modification will better prepare early childhood practitioners to utilize informal and formal assessment techniques, to identify developmental delays, indicators of fetal alcohol syndrome, indicators of prenatal cocaine addiction and other variables that place children at risk. It also includes the task of preparing early childhood practitioners who can assess development of infants through play and daily interactions. Major emphases in the modifications are: assessment, technology skills and concepts, multicultural issues and provisions for special needs. These areas are integrated throughout the program.

The proposed program consists of 135 total hours, including 61 hours in the professional education sequence, 56 hours in the general education sequence, and 18 additional hours in a chosen LAS area. No change is being proposed in the second major component of the early childhood education program. Students still will be required to complete one of the following LAS majors: social studies, humanities, foreign language, or general science. Both the current and proposed early childhood education programs require completion of the second major, a minimum of an additional 18 hours. The current early childhood program also totals 135 hours.

No additional university resources will be needed. Changes are being proposed in advancement to degree candidacy requirements, as well as to program completion requirements. Early childhood education majors will take and pass the basic skills portion of the Illinois Teacher Certification Exam as a condition of their advancement to degree candidacy. This proposal also specifies completion of a portfolio as a requirement for early childhood teacher candidates wishing to graduate from the early childhood education program. Early childhood faculty have been working on the portfolio component for approximately three years. The rationale for making the portfolio a program exit criterion reflects the belief that teacher candidates should be given a variety of ways to demonstrate their knowledge base, skills, and dispositions. Teacher candidates will be required to demonstrate competencies and proficiencies in several areas. The on-going process of developing a professional portfolio will also acquaint pre-service teachers with the processes involved in professional development plans and portfolios, processes they will continue to pursue as in-service teachers.

Course additions

ETE 201, The Early Childhood Profession: Roles, Responsibilities, and Experience, 4 sh

Course Description: Meeting the care and education needs of children from birth through age 8. Career opportunities, roles, and responsibilities. Participants complete a 25-hour clinical experience in a variety of settings, which includes child observation techniques and documentation.

ETE 201, a required course, will be offered once every year with an anticipated enrollment of 20 students. The course is designed to provide opportunities for students to build a knowledge base that addresses the comprehensive range of early childhood certification, including early intervention programs outside the public school setting. A combination of projects, child and site observations, reflective journals, presentations, and essay exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. Two current faculty members are available and qualified to teach the course. ETE 201 contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education¹s goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 233, Early Intervention 3 sh

Course Description: Providing developmentally and culturally appropriate activities to infants and young children with special needs. History and evolution of early intervention services, teaming, collaboration, service coordination, development of Individualized Family Service Plans and Individualized Educational Plans, adaptation of curriculum, instructional models that promote interaction and independence, inclusionary programs, transitional planning.

Prerequisites: ETE 225

Corequisite: ETE 235 for special education majors seeking Early Childhood Special Education approval and for early childhood majors.

ETE 233 will be a required course offered once a year with an anticipated enrollment of 25 students. The course is designed to provide opportunities for students to acquire a knowledge base that addresses the comprehensive range of early childhood certification. The course emphasizes the crucial need for early intervention programs that acknowledge cultural diversity and special individual needs. It will also provide students with a foundation for identifying special needs in young children, developing individualized family service plans with parents and caregivers, and collaborating with early childhood practitioners to address the special needs of young children. A combination of projects including a case study of a preschooler with special needs, an interview with a program coordinator, early interventionist, or physical therapist who works with infants or toddlers; a critique of a published early intervention curriculum, and essay exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. Two current faculty members are available and qualified to teach the course. The course contributes to the overall College goal of preparing human service professionals and the Department of Teacher Education's goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 280, Exploring Diversity: Learners Families and Communities,

3 sh

Course Description: The socialization and enculturation of learners in the context of their families, communities, and cultures. Awareness, acceptance, and appreciation of diversity, whether resulting from cultural or ability differences. Emphasis on the teacher's role in involving, educating, and communicating with parents as partners in the educational process. Professional advocacy supports an inclusionary, multicultural, antiracist, democratic, non-sexist, and global curriculum.

Prerequisite: ETE 115

ETE 280 will be a required course for all teacher education students. A minimum of two sections of the course will be offered each semester as well as an interim or summer session. Sixty students are estimated per enrollment. Multicultural education needs to be a part of everyday classroom life. Culture will be studied in societal and familial contexts for the purpose of viewing culture as a natural outgrowth of understanding people. The course will fill a gap that currently exists in teacher education programs by providing a focus on the importance of schools and teachers working with parents and family units, rather than with just students. A combination of projects, journal article abstracts, presentations, and essay exams will be used to assess the students' knowledge, skills, and dispositions. The focus will be on performance-based assessment that may include a partnership project with a culturally or linguistically diverse student and/or a community project. Several ETE faculty members are available and qualified to teach this course. There is no duplication within the university. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 300, Emergent Literacy: Reading and Writing Across the Curriculum,

3 sh

Course Description: Processes, themes, and practices that support the development of reading, writing, speaking, listening, and thinking in children from birth through age 8. A continuum of instructional practices, including contextualized application of phonomic, graphemic, morphemic, and syntactical concepts, that facilitate the emergence of literacy.

Prerequisite: Advancement to degree candidacy in the department.

ETE 300 will be a required course offered every other semester with an anticipated enrollment of 20 students. ETE 300 is proposed in order to focus specifically on the literacy development of young children and specifically on the concept of emergent literacy. A combination of projects, demonstrations, research papers, and exams will be used to assess students' achievement of the course objectives. The focus will be on performance-based assessment. Several ETE faculty members are available and qualified to teach this course. There is no duplication within the university. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions. The course will not be available to students in other departments.

ETE 342, Guiding Learners and Developing Classroom Communities,

3 sh

Course Description: Facilitation of a learner-centered curriculum that features developmentally and culturally appropriate practices that nourish learners' natural curiosity, develop problem-solving skills, acknowledge and accommodate exceptionality and diversity, and support a sense of community. Theories of guidance examined relative to establishing a caring and trusting environment where learners feel valued and respected and can be productive.

Prerequisite: Advancement to degree candidacy in the department.

Corequisites: for Early Childhood Majors: ETE 304, 343, & 443

for Elementary Majors: ETE 306, 335, 336, 339, & 353

ETE 342 will be taught every semester and during an interim or summer session with an estimated enrollment of 60. All early education students will take ETE 342. The concept of guiding learners reflects a whole learner philosophy and acknowledgment of the importance of the affective domain. It is indicative of a movement toward creating a culture of reciprocal caring that promotes respect and dignity for all and will also provide a vehicle for building pre-service teachers' knowledge base and skill levels with regard to acknowledging and accommodating learners' exceptionalities and diversity. A combination of projects including case studies, microteaching, classroom community designs, and essay exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. There are currently two faculty members available and qualified to teach this course. The course will be a required course for all teacher education students. There is no duplication within the university. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 343, Early Childhood Methods, 6 sh

Course Description: Strategies for teaching language arts, science, mathematics, social studies, art, music, and movement in preprimary and primary grades within an integrated thematic curriculum. Emphasis on the role of play, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, transitions, horizontal relevance, and developmentally and culturally appropriate practices.

Prerequisite: Advancement to degree candidacy in the department.

Corequisite: ETE 304, 342, and 443

ETE 343 will be a required course offered once a year with an anticipated enrollment of 20 students. A six hour time block for Early Childhood Methods offers the flexibility to fully model planning the kind of environments and experiences expected from professionals engaged in developmentally and culturally appropriate practices. Students will observe and experience curricular decision making that supports the whole child perspective through an integrated, thematic approach in the classroom. While creating appropriate learning environments and experiences, students will engage in extensive classroom interaction that will help prepare them for the teamwork required later in their work settings. The six hour block also allows opportunity for more integrating as well as more reflecting on curricular planning and implementation, which will help students gain fluidity of decision making in their novice teaching and early childhood internships. A combination of projects including a play analysis, an indoor and outdoor learning environment design, a comprehensive, thematic, integrated unit with accompanying topic resources, a professional development plan and essay exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. There are currently two faculty members available and qualified to teach this course. The course will be a required course for all teacher education students. There is no duplication within the university. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 467, History and Philosophy of Early Childhood Education:

An Analysis, 3 sh

Course Description: Historical foundations, theories, and philosophies. Analysis and synthesis of teaching philosophies; current professional issues and trends.

Prerequisites: Advancement to degree candidacy in the department; ETE 300, 304, 354, 353, and 443

Corequisite: ETE 497

ETE 467 will be a required course offered once a year with an anticipated enrollment of 20 students. The course will be offered in conjunction with ETE 497, the Early Childhood Internship, to allow students to reflect on their experiences throughout the early childhood program. They will be able to relate what they have learned and put it in perspective, relative to the past and evolving history of early childhood education. This will facilitate a more complete understanding of the early childhood profession. A combination of projects, case study analyses, reflective journals, presentations, and essay exams will be used for assessment of the students. Students will be expected to complete their Professional Teaching Portfolios, an exit criterion for the program. The focus will be on performance-based assessment. There are currently two faculty members available and qualified to teach this course. The course will be a required course for all teacher education students. There is no duplication within the university. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

FCS 203, Health, Safety, and Nutrition, 3 sh

Course Description: Personal health of pre K-12 learners, including nutrition and safety issues. Meeting health needs of learners in group settings. Healthy lifestyle, preventive health, and community health.

FCS 203 will be a required course offered every semester with an anticipated enrollment of 30 students. FCS 203 will emphasize wellness, overall safety, and development of healthy lifestyles. The course will provide pre-service teachers with a knowledge base for creating safe learning environments, with regard to physical and emotional safety. It will also focus on accident prevention, handling hazardous materials, and promoting healthy eating habits and lifestyles. A combination of projects, demonstrations, research papers, and exams will be used to assess student knowledge and skill levels. The focus will be on performance-based assessment. The FCS Department has indicated willingness to staff and teach the course. Two faculty members of the FCS Department are available and qualified to teach the course. The course will be required for early childhood education majors and serve as an elective for ELE, SP ED and SEC students to allow them an opportunity to meet the Illinois State Board of Education health requirement. The course will serve as an elective for other students.

Course Modifications:

ETE 100, Technology Applications, 1 sh (TC DC)

Course Description: Application of technology concepts and skills to human service professions. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.

Current Title: Computer Applications

Current Description: Application and operation of microcomputers.

The modified description and title reflect the direction the course has taken in recent semesters and clarifies that the intent of the course is to directly address application of technology concepts and skills to the human service professions.

ETE 225, Human Development, 4 sh (DC HC)

Course Description: Development and growth of the whole individual from conception to adulthood, with emphasis on young children. Physiology of learning and the interactive nature of the teaching/learning process. Developmental and cultural appropriateness in meeting individual needs, with an emphasis on acknowledging and accommodating exceptionality and diversity. Cultural, ethnic, socioeconomic, individual, and social contexts of development. Parent-child interaction. Socio-cultural issues affecting development (e.g., divorce, maltreatment, drug abuse).

In-depth study of an individual learner, that includes a 25-hour clinical experience.

Current Description: Growth and development of children from conception to adulthood; emphasis on children and adolescents. Physical, social, and intellectual characteristics of different stages of growth; learning and cognition; individual differences; personality growth and development. Special problems of youth: delinquency, drug abuse and teenage pregnancy.

The course description modification and semester hour increase reflect the new emphasis and requirements for ETE 225. For teachers to be effective, they need to have an understanding of how individual learners grow and learn. In order to provide a whole child perspective of individual development, students will conduct an in-depth case study of an individual child. Students will apply the knowledge learned in ETE 225 to better understand the complexities of human growth and development while engaging in direct observation within the school environment. The case study will also focus the students¹ attention on the important role which home-school connections can play in human growth and development. The Department of Family and Consumer Sciences has been notified about the modification because some FCS majors enroll in this course.

ETE 234, Language Development, 3 sh (DC PC)

Course Description: Language acquisition theory and processes, stages of language development, verbal and non-verbal communication. Emphasis on language differences and diversity, including minority groups, language disorders, and English as a Second Language. Planning opportunities supporting language use in its various forms to enrich further development.

Prerequisite: ETE 225

Corequisite: ETE 233 for special education majors seeking Early Childhood Special Education Approval and for early childhood majors.

Current Description: Nature and development of verbal language, nonverbal language, and communication competencies in children. Language impairments, language problems and differences.

The modified course description for ETE 234 emphasizes inclusion and English as a Second Language learners. The changes reflect the program goal of infusing diversity issues throughout the early childhood teacher preparation program. Specifying ETE 225 as a prerequisite allows the course to build on the content and concepts from that course. Specifying ETE 233 as a corequisite coordinates the two related courses.

ETE 260, Children's Literature, 3 sh (DC)

Course Description: Types, genres, authors, and illustrators of books for children from birth through middle school. Emphasis on literature response activities; planning and assessing a literature-based curriculum. Analysis of current trends, issues, and the impact of children's literature.

Current Description: Prose and poetry for children in the elementary grades.

The modification to ETE 260 allows inclusion of the preprimary through middle school child and provides a more accurate description of the contents of the course.

ETE 304, Early Childhood Novice Teaching 4 sh (TC DC PC)

Course description: Supervised teaching experience in preprimary and primary settings. Planning and implementing instruction and creating teaching materials for an integrated unit. Developing a plan for home-school interaction. Weekly seminar. Pass/Fail

Prerequisites: Advancement to degree candidacy in the department.

Corequisites: ETE 342, 343, and 443

Current title: Junior Assisting in Early Childhood Education

Current description: Supervised participation in pre-school and primary placements. Weekly seminar. Pass/Fail

Current prerequisites: ETE 203 or concurrent enrollment and advancement to degree candidacy in the department.

The modification of the course title is modeled after the elementary program¹s ETE 306. The early childhood faculty believe that novice teaching more accurately conveys the nature of this field experience. The modified description more fully explains the course content. Establishing ETE 342, 343, and 443 as corequisites produces a 16 hour professional semester for early childhood majors.

ETE 443, Early Childhood Assessment, 3 sh (DC PC)

Course Description: Assessing developmental domains; formal, informal, authentic, and performance-based assessments. Planning instruction incorporating assessment results and Individualized Family Service Plans or Individualized Educational Plans. Collaboration and communication with families and professionals. Transitional planning.

Prerequisites: Advancement to degree candidacy in the department.

Corequisites for early childhood majors: ETE 304, 342, and 343.

Current description: Development of an diagnostic process used with exceptional children up to age 7. Screening, formal and informal assessment, and evaluation techniques. Practice in test administration, scoring, evaluation, and construction; individual educational programs (IEP's)

Current Prerequisite: ETE 203, advancement to degree candidacy in the department.

The modified description includes instructional planning that responds to learner's needs which assessment indicates. The course will continue to focus on individual needs and will address cultural diversity as well as special needs. Establishing ETE 302, 342, and 343 as corequisites produces a 16 hour professional semester for early childhood majors.

ETE 497, Early Childhood Internship, 13 sh (TC HC DC PC)

Course Description: Internship in Peoria-area classrooms, schools, and learning centers. Instructional planning and implementation in preprimary and primary learning environments. Teacher responsibilities: long-term planning, implementing an integrated curriculum, facilitating small- and large-group learning, developing an informal assessment plan. Self-reflection with focus on professional growth and completion of a professional teaching portfolio. Weekly seminar. Pass/Fail. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, completed prerequisites, and evidence fitness for entering the teaching profession.

Prerequisites: Advancement to degree candidacy in the department: ETE 300, 304, 342, 343, and 443. gradepoint average of 2.50 overall and 2.50 in professional education courses; current certification of freedom from TB; approval of Department Chair.

Corequisite: ETE 467.

Current Title: Student Teaching in Early Childhood

Current Hours: 7 hrs.

Current Description: Meets requirements of Illinois State Board of Education for certification to teach. Open only to students having

(1) adequate preparation in subject matter, (2) completion of prerequisite courses, and (3) evident fitness for entering the teaching profession. Assignment in classrooms and laboratories of Peoria area public schools.

Current Prerequisite: ETE 203, 304, 310; gradepoint average of 2.50 overall and 2.50 in professional education; current certification of freedom from TB; advancement to degree candidacy in the department.

The modification proposes that early childhood majors register for ETE 497 which consists of one placement over the course of an entire semester. The seminar for ETE 497, in combination with ETE 467, History and Philosophy of Early Childhood Education, provides a forum for self-reflection and for discussion and guidance relative to completing the professional teaching portfolio. The change from a graded experience to a Pass/Fail experience is proposed to parallel the Pass/Fail structure of other field experiences and to move attention to demonstrating competencies and proficiency from the grade issue. This does not signal a lowering of standards but rather the desire to focus on performance as documented through direct observations, self-assessment, portfolios, and professionalism. The change in prerequisite signals that ETE 497 is designed as a capstone course and is intended to be taken at the end of the professional education sequence. It also reflects other program modifications. The proposed 13 credit hours (instead of 14) will allow students to take ETE 469 concurrently with ETE 497 without paying additional tuition for a 17th credit hour. The title change reflects the direction of the State of Illinois use of Internship.

Course Deletions

ETE 203, Early Childhood Education, 3 sh

Course Description: History and philosophy of early childhood education with focus on curriculum and needs of young children.

Prerequisites: ETE 225, 226

The combination of the proposed courses ETE 201, The Early Childhood Profession: Roles, Responsibilities, and Experiences, and ETE 467, History and Philosophy of Early Childhood Education: An Analysis, will supplant and supplement the content and concepts currently emphasized in ETE 203. Positioning ETE 201 at the beginning of the early childhood program and ETE 467 at the conclusion of the program provides early childhood majors with a "pre" and "post" opportunity to explore and reflect upon the early childhood profession.

ETE 219, Multicultural Education, 3 sh

Course Description: Historical and contemporary issues related to the education of minority children. Emphasis on Black, Puerto Rican, Mexican-American, Asian-American, and Native American subcultures.

Concepts and issues related to multicultural education have been infused throughout the modified early childhood, elementary, special education, and secondary education programs. The proposed course ETE 280, Celebrating Diversity: Children, Families, and Communities, will base the concepts and issues of multicultural education within the family and community context.

ETE 226, Field Experience-Human Development, 1 sh

Course Description: 25 clock hours of directed observations in the school setting. Emphasis on social, psychological, cognitive, and language development of the child and adolescent. Pass/Fail.

Prerequisites: ETE 225 or concurrent enrollment.

The deletion of ETE 226 is the result of the desire for field experiences connected directly to in-class activities. The in-depth case study described in the modified description for ETE 225, Human Development, will replace it. The combination of this new requirement and other pre-student teaching field experiences will provide students with more than enough clock hours to meet the state's 100 clock hour requirement for pre-student teaching clinical experiences.

ETE 301, Child, Family, and Community, 3 sh

Course description: Development of the child in context of family and community. Development of values, attitudes, and self-concept with emphasis on teacher¹s role in family support, seeking help for children in crisis, and assisting socialization of the child.

Prerequisites: ETE 115, 225

The proposed ETE 280, Celebrating Diversity: Children, Families, and Communities, integrates the content of ETE 301 and ETE 219. ETE 301 is no longer needed. Early childhood faculty view family and community as the contexts where preservice teachers need to study issues of diversity with regard to culture and special needs.

ETE 310, Methods and Activities for Early Childhood, 4 sh

Course Description: Creativity, expression, and role of play in early childhood education as related to literature and language, fine arts, reading instruction, mathematics, and natural and social sciences for children with both typical and atypical patterns of development. Construction and use of materials and activities including activity/learning centers, individualization, educational play, and media.

Prerequisite: Advancement to degree candidacy in department.

The proposed ETE 343, Early Childhood Methods, will serve as an integrated methods course which focuses on both pre-primary and primary aged learners. Early childhood majors will take ETE 343 rather than ETE 310 and ETE 312.

ETE 312, Primary Methods, 4 sh

Course Description: Techniques and methodologies of teaching language arts, mathematics, science, and social studies in the primary grades. Emphasis on inquiry, problem solving, and utilization of a variety of materials.

Prerequisites: ETE 107 and advancement to degree candidacy in the department.

The proposed ETE 343, Early Childhood Methods, will serve as an integrated methods course which focuses on both pre-primary and primary aged learners. Early childhood majors will take ETE 343 rather than ETE 310 and ETE 312.

The secondary education program modifications are motivated by Illinois State Board of Education recommendations. The revised program includes content-specific methods courses appropriate to teaching areas and general secondary methods courses. It also provides modifications in the clinical experiences component and course content. The total number of hours does not change. The modified program consists of 34-37 hours in the professional education sequence, 50-53 hours in the general education sequence, a minimum of 32 hours in a major that constitutes the teaching area, and electives that contribute for a total of 124 hours. No additional university resources will be needed.

Course additions

ETE 370, General Secondary Methods II, 3 sh

Course Description: Introduction to the secondary teaching profession. Historical, philosophical, and curricular variants unique to the secondary school

Prerequisites: Advancement to degree candidacy in the department.

ETE 370 will be a required course offered every semester with an anticipated enrollment of 20 students. This course will provide all secondary education students with an overview of the secondary teaching profession, instructional strategies, and current trends in secondary schools. A combination of assignments, including unit projects, weekly reading response assignments, and exams will be used to assess students¹ knowledge, skills, and dispositions. The focus will be on performance-based assessment. There are currently three faculty members qualified and available to teach this course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 371, General Secondary Methods II, 3 sh

Course Description: Instructional planning and assessment. Writing instructional objectives, constructing teacher-made assessments, designing authentic assessments, analyzing assessment data, interpreting standardized test scores, and integrating technology into the curriculum. Emphasis on learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites; Advancement to degree candidacy in the department.

ETE 371 will be a required course offered every semester with an estimated enrollment of 20 students. ETE 371 will provide all secondary education students with an overview of assessment strategies to use in evaluating student performance in secondary schools as well as focusing on integrating technology into the curriculum. A combination of assignments, including a classroom test project, authentic assessment project, technology project and exams will be used to assess students' knowledge, skills, and disposition. The focus will be on performance-based assessment. There are currently three faculty members qualified and available to teach this course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 372, Methods of Teaching Secondary Language Arts, 2 sh

Course Description: Content and pedagogy of secondary-school language arts. Integrated language arts instruction including literature-based instruction, oral communication, reading, writing, and performing arts. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites; Advancement to degree candidacy in the department,

ETE 371

Corequisite: ETE 379

ETE 372 will be a required course for all secondary education students majoring in English. It will be offered once a year with an anticipated enrollment of 10 students. ETE 372 is part of the secondary program modification to include content-specific methods courses. It will provide secondary education students majoring in English with an overview of an integrated approach to teaching language arts. Assessment strategies appropriate to secondary language arts will be included. A combination of assignments, including projects, an instructional unit, and exams will be used to assess students¹ knowledge, skills, and dispositions. The focus will be on performance-based assessment. Dr. K. Paul Kasambira is available and qualified to teach this course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 373, Methods of Teaching Secondary Mathematics, 3 sh

Course Description: Content and pedagogy of secondary-school mathematics. Designing and implementing mathematics instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites: Advancement to degree candidacy in the department,

ETE 371

Corequisite: ETE 379

ETE 373 will be a required course for all secondary education students majoring in mathematics. The course will be offered once a year with an anticipated enrollment of 20 students. ETE 373 is part of the secondary program modification to include content-specific methods courses. It will provide secondary education students majoring in mathematics with an overview of different approaches to teaching mathematics. Assessment strategies appropriate to secondary mathematics will be addressed. A combination of assignments, including unit projects, group presentations, problem solving project development, micro-teaching projects, and exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance based assessment. There are currently two faculty members available and qualified to teach the course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 374, Methods of Teaching Secondary Science, 2 sh

Course Description: Content and pedagogy of secondary-school science. Designing and implementing science instruction and curriculum using a variety of approaches including project-based science. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites: Advancement to degree candidacy in the department,

ETE 371

Corequisite: ETE 379

ETE 374 will be a required course for all secondary education students majoring in science. It will be offered once a year with an anticipated enrollment of 20 students. ETE 374 will provide secondary education students majoring in science with an overview of different approaches to teaching science. Assessment strategies appropriate to secondary science will be included. A combination of assignments, including projects, an instructional unit, micro-teaching, and exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. Dr. Larry Kellerman is available and qualified to teach this course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 375, Methods of Teaching Secondary Social Studies, 2 sh

Course Description: Content and pedagogy of secondary-school studies, including family and consumer sciences, history, psychology, and general social science. Designing and implementing social studies instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, motivational strategies, microteaching, reading diagnostic techniques, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites: Advancement to degree candidacy in the department,

ETE 371

Corequisite: ETE 379

ETE 375 will be a required course for all secondary education students majoring in family and consumer sciences, history, psychology or general social science. The course will be offered once a year with an anticipated enrollment of 20 students. ETE 375 will provide secondary education students majoring in family and consumer sciences, history, psychology, or general social science an overview of different approaches to teaching these subjects at the secondary level. Assessment strategies appropriate to those majors will be addressed. A combination of assignments, including projects, instructional planning, micro-teaching, and exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. Dr. Barry Westfall is available and qualified to teach this course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 376, Methods of Teaching Secondary Art, 2 sh

Course Description: Content and pedagogy of secondary-school art. Designing and implementing art instruction and curriculum using a variety of approaches. Emphasis on media and techniques suitable for the secondary level, sequential development of media and techniques in relation to the maturity and growth of the adolescent, instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites: Advancement to degree candidacy in the department,

ETE 371

Corequisite: ETE 379

ETE 376 will be a required course for all secondary education students majoring in art. The course will be offered once a year with an anticipated enrollment of 10 students. ETE 376 will provide secondary education students majoring in art with an overview of different approaches to teaching art at the secondary level. Assessment strategies appropriate to secondary art will be addressed. A combination of assignments, including studio/laboratory projects, instructional planning, written analyses, and exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. It is likely that a part-time instructor will teach this course. There are faculty members in the Art Department qualified to teach the course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 377, Methods of Teaching Foreign Language, 2 sh

Course Description: Content and pedagogy of secondary-school foreign language. Designing and implementing foreign language instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgement and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices.

Prerequisites: Advancement to degree candidacy in the department;

ETE 371

Corequisite: ETE 379

ETE 377 will be a required course for secondary education students majoring in a foreign language. It will be offered once a year with an anticipated enrollment of 10 students. ETE 377 will provide secondary education students majoring in French, German or Spanish an overview of different approaches to teaching foreign languages at the secondary level. Assessment strategies appropriate to foreign language instruction will be addressed. A combination of assignments, including instructional planning, projects, videotaped presentations, and exams will be used to assess students' knowledge, skills, and dispositions. The focus will be on performance-based assessment. There are currently two faculty members available and qualified to teach the course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

ETE 379, Novice Teaching in the Secondary School, 2 sh

Course Description: Supervised teaching experience in secondary-school or middle-school settings. Planning and implementing instruction in the student's teaching area. Pass/Fail.

Prerequisites: Advancement to degree candidacy in the department;

ETE 370 and 371; ETE 342 or concurrent enrollment

Corequisite: content-specific methods course appropriate to the student¹s teaching area (ETE 372, 373, 374, 375, 376, or 377)

ETE 379 is a required course and will be offered every semester with an anticipated enrollment of 20 students and will provide all secondary education students with a junior level field experience in which they can apply the concepts and strategies they have learned and are learning in the appropriate methods courses. A combination of assignments, including instructional planning, portfolios, journals, and on-site observations will be used to assess students¹ knowledge, skills, and dispositions. The focus will be on performance-based assessment. ETE 379 will consist of field-based clinical experiences in which students design and deliver instruction in their teaching areas and complete practicum requirements such as instructional planning, observations, portfolios, and journal entries. There are currently three faculty members available and qualified to teach the course. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

Course Modifications

ETE 499, Student Teaching in the Secondary School, 7-13 sh

(DC PC TC HC)

Course Description: Placement in Peoria-area classrooms. Instructional planning and implementation in secondary or middle school learning environments. Teacher responsibilities: long-term planning, facilitating small- and large-group learning. Weekly seminar. Pass/Fail. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, completed prerequisites, and evidence fitness for entering the teaching profession. Enrollment is for 10 semester hours with a 10-week experience or 13 semester hours with a 16-week experience. Students should consult subject area advisors for subject area pre-student teaching requirements.

Prerequisites: Advancement to degree candidacy in the department; completion of 2/3 of hours in teaching field; ETE 342, 370, 371, 379, and the methods course appropriate to the student teacher¹s teaching area (or for music education majors only: ETE 351, 352, 381, 382); gradepoint averages of 2.50 overall, in professional education, and in the teaching field(s); current certification of freedom from TB; approval of Department Chair.

Current Title and hours: Student teaching in the Secondary Schools, 3-14 sh

Current Course Description: Meets requirements of the Illinois State Board of Education for certification to teach. Usual enrollment is for 10 semester hours: all-day continuous, minimum of 10-week experience in a secondary classroom in the Peoria area, during which students may take no more than 3 semester hours in other courses. Students should consult subject area advisor for subject area pre-student teaching requirements.

Current prerequisites: Completion of 1/2 of hours in teacher field; ETE 357, 358, 359, 363, 364 (or for music education majors only: ETE 351, 352, 381, 382); gradepoint averages of 2.50 overall, in professional education, and in the teaching field(s); current certification of freedom from TB; advancement to degree candidacy in the department.

The change from a graded experience to a Pass/Fail experience will parallel the Pass/Fail structure of the other field experiences and move attention to demonstrating competencies and proficiency from the grade issue. This change will allow a focus on performance, as documented through direct observations, self-assessment, portfolios, and professionalism and does not mark a lowering of standards. The change in title is a matter of form. Changing the word from Schools to School will mirror the ETE 498 course title. The prerequisiste change shows that ETE 499 is the capstone course and is intended to be completed at the end of the professional education sequence. The change in credit hours from 3-14 to 7-13 was made to accommodate the two credit options secondary education students have in their student teaching experience and to accommodate the 7-hour secondary student teaching requirement for K-12 art majors.

Course Deletions

ETE 357, Evaluating Learning in the Classroom, 3 sh

Course Description: Assessing and evaluating learning in the secondary classroom; writing instructional objectives; constructing teacher-made tests and other measurement tools for measuring cognitive and affective objectives; statistically analyzing test data; interpreting standardized tests. Based on model of systematic instruction and criterion-referenced evaluation.

Prerequisites: ETE 225; admission to teacher education; advancement to degree candidacy in the department

Corequisite: ETE 358

The deletion of ETE 357 is one component of the modifications being proposed to the secondary education program. The content of ETE 357 has been reorganized and spread among proposed courses, ETE 370, ETE 371 and the various content-specific methods courses.

ETE 358, Field Experience--Evaluating Learning in the Classroom, 1 sh

Course Description: 25 clock hour field experience assisting in a secondary classroom in student¹s subject field. Students develop instructional objectives; construct, administer, and statistically analyze a teacher-made test; and develop other appropriate assessment tools. Application of assessment and evaluation presented in ETE 357. Pass/Fail.

The deletion of ETE 358 is one component of the modifications being proposed to the secondary education program. The two one-hour junior level field experiences, ETE 358 and ETE 364, are being deleted and replaced by one two-hour junior field experience, ETE 379.

ETE 359, Secondary Methods, 3 sh

Course Description: Major teaching styles and strategies; theoretical base for general teaching methods and curriculum in the secondary school. Legal rights and responsibilities of the teacher in the classroom. Questioning, lecturing, discussing, and diagnostic techniques.

Prerequisites; ETE 357; ETE 358; advancement to candidacy in the department.

The deletion of ETE 358 is one component of the modifications being proposed to the secondary education program. The content of ETE 359 has been reorganized and spread among proposed courses, ETE 370, ETE 371 and the various content-specific methods courses.

ETE 363, Structure of an Academic Discipline, 2 sh

Course Description: Curricular structure of the teaching disciplines: development of ability to select, sequence, and implement appropriate teaching strategies unique to each academic discipline. Skills and procedures for motivating students and creating a positive environment for learning; instructional laboratory for practicing teaching skills.

Prerequisites: ETE 359; advancement to degree candidacy in the department.

Corequisite: ETE 364

The deletion of ETE 363 is one component of the modifications being proposed to the secondary education program. The content of ETE 359 has been reorganized and spread among proposed courses, ETE 370, ETE 371 and the various content-specific methods courses.

ETE 364, Field Experience--Structure of an Academic Discipline, 1 sh

Course Description: 40 clock hour field experience in a secondary classroom in student¹s subject fields; planning objectives, preparing and teaching lessons and demonstrating teaching skills. Application of material from ETE 363. Pass/Fail.

Prerequisites: advancement to degree candidacy in the department.

Corequisite ETE 363.

The deletion of ETE 364 is one component of the modifications being proposed to the secondary education program. The two one-hour junior level field experiences, ETE 358 and ETE 364, are being deleted and replaced by one two-hour junior field experience, ETE 379.

The elementary education program modifications are the result of the Department of Teacher Education¹s efforts to create and sustain collaborative opportunities for the students and faculty members involved in the department's five undergraduate majors. The changes reflect the curriculum work that began with the early childhood education program. The proposed elementary education program consists of 46-49 hours in the professional education sequence, 56 hours in the general education sequence, a minimum of 18 additional hours in an LAS area such as science, English, or psychology, and electives for a total of 124 hours. The current elementary education program consists of 49-54 hours in the professional education sequence, 56 hours in the general education sequence, a minimum of 18 additional hours in an LAS area such as science, English, or psychology, and electives that total 124 hours. No additional university resources will be needed.

Course modifications

ETE 325, Introduction to Teaching Reading, 3 sh (PC)

Course Description: Emphasis on emergent literacy, word-attack strategies, comprehension skills, and evaluation

Prerequisites: Advancement to degree candidacy in the department.

Current prerequisite: ETE 205 or 310.

The current prerequisites of ETE 205 and ETE 310 need to be changed to advancement to candidacy to reflect a departmental decision to require candidacy as a condition for enrolling in ETE 325. ETE 310 will be deleted by this program proposal.

ETE 498, Student Teaching in the Elementary School, 7-13 sh,

(DC HC PC)

Course Description: Placement in Peoria-area classrooms, schools, and learning centers. Instructional planning and implementation in elementary or middle school learning environments. Teacher responsibilities: long-term planning, implementing an integrated curriculum, facilitating small- and large-group learning, developing an informal assessment plan. Weekly seminar. Pass/Fail. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, completed prerequisites, and evidenced fitness for entering teaching profession.

Prerequisites: Advancement to degree candidacy in the department; ETE 306, 325, 335, 336, 339, 342, and 353; gradepoint average of 2.50 overall and 2.50 in professional education courses; current certification of freedom from TB; approval of Department Chair.

Current Description: Meets requirements of Illinois State Board of education for certification to teach. Open only to students having

(1) adequate preparation in subject matter, (2) completion of prerequisite courses, and (3) evident fitness for entering the teaching profession. Assignments in classrooms and laboratories of Peoria area public schools.

Current Hours: 3-14 sh

Current Prerequisite: ETE 306, gradepoint average of 2.50 overall and 2.50 in professional education: current certification of freedom from TB, advancement to degree candidacy in the department.

This course modification reflects a change from a graded experience to a Pass/Fail experience to parallel the Pass/Fail structure of the other field experiences. This change will allow a focus on performance as documented through direct observations, self-assessment, portfolios, and professionalism rather than focusing on the grade issue. The change in prerequisites indicates that ETE 498 is a capstone course to be taken at the end of the professional education sequence and also reflects other program modifications. The change in credit hours from 3-14 to 7-13 was made to accommodate the two credit hour options elementary education majors have in their student teaching experience (10 or 13 hours) and to accommodate the 7-hour elementary student teaching requirement for K-12 art majors.

The following two courses are not part of the elementary education program.

Course modification

ETE 340, Elementary Art Methods, 3 sh (TC DC PC)

Course Description: Methods and materials appropriate for teaching art in elementary schools. Studio experience with a variety of materials and procedures designed to facilitate artistic and perceptual awareness in elementary and middle-school learners.

Prerequisites: Advancement to degree candidacy in the department.

Corequisite: ETE 341

Current Title: Creative Art in the Elementary School

Current Description: Methods and philosophy of art education. Emphasis on laboratory experiences basic to building artistic and perceptual awareness in elementary school children.

Current Prerequisite: Advancement to degree candidacy in the department.

The modification specifies a studio experience as a corequisite. This change is possible due to the addition of a separate field experience component, ETE 341. The title change more clearly describes the course content.

Course addition

ETE 341, Novice Teaching in Elementary Art, 1 sh

Course Description: Field experience in an elementary-school art classroom; 25 clock hours. Application of materials and strategies from ETE 340. Pass/Fail

Prerequisite: Advancement to degree candidacy in the department.

Corequisite: ETE 340

ETE 341 will be a required course for elementary art majors offered once every year with an anticipated enrollment of 5 students. The Illinois State Board of Education certification requirements for elementary art require a separate junior level practicum course designated for elementary art. A combination of instructional planning, journals, reflection and on-site observation of teaching will be used to asses students¹ knowledge, skills, and dispositions. The focus will be on performance-based assessment. ETE 341 will consist of field-based clinical experiences in which the student designs and delivers art instruction and completes practicum requirements including instructional planning, observations, and journal entries. A part-time instructor likely will supervise this practicum. The course contributes to the overall College goal of preparing human service professionals and to the Department of Teacher Education goal of preparing teachers capable of leading effectively and making informed decisions.

The learning disabilities/socially-emotionally disordered (LD-SED) program modifications are the result of the Department of Teacher Education¹s efforts to create collaborative opportunities for students and faculty members in the department¹s five undergraduate majors. The changes reflect the curriculum work that began with the early childhood education program. The proposed program consists of 59 hours in the professional education sequence, 56 hours in the general education sequence, and 22 hours in the social-emotional disorders component for a total of 137 hours. The current LD-SED program consists of 56 hours in the professional education sequence, 56 hours in the general education sequence, and 22 hours in the social-emotional disorders component for a total of 134. The LD-SED program is slated for substantial revision in the 1998-99 academic year. No additional university resources will be needed.

The learning disabilities/educable mentally handicapped (LD-EMH) program modifications are the result of the Department of Teacher Education¹s efforts to create collaborative opportunities for students and faculty members in the department¹s five undergraduate majors. The changes reflect the curriculum work that began with the early childhood education program. The proposed program consists of 59 hours in the professional education sequence, 56 hours in the general education sequence, and 20 hours in the educable mentally handicapped component for a total of 135 hours. The current program consists of 56 hours in the professional education sequence, 56 hours in the general education sequence, and 20 hours in the educable mentally handicapped component for a total of 132 hours. The LD-EMH program is slated for substantial revision in the 1998-99 academic year. No additional university resources will be needed.

Course modification

ETE 496, Student Teaching in Special Education, 5-20 sh,

(DC PC HC)

Course description: Assignment to an appropriate special education setting in Peoria-area classrooms, schools, and learning centers. Instructional planning and implementation in traditional and inclusive settings. Teacher responsibilities: Long-term planning, facilitating small- and large-group learning. Weekly seminar. Pass/Fail. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, completed prerequisites, and evidence fitness for entering teaching profession.

Prerequisites: Advancement to degree candidacy in the department; ETE 205, 307, 308, 325, 339, 342, and 392; gradepoint average of 2.50 overall and 2.50 in professional education courses; current certification of freedom from TB; approval of Department Chair. Additional prerequistes for LD/EMH majors: ETE 390, 391. Additional prerequisites for LD/SED majors: ETE 327, 328, 329.

Current Course Description: Meets requirements of Illinois State Board of Education for certification to teach. Assignment to an appropriate special education setting in the public schools.

Current Prerequisites: ETE 392; senior standing; gradepoint average of 2.50 overall and 2.50 in professional education; current certification of freedom from TB; advancement to degree candidacy in the department.

Current hours: 7-21 sh

The change from a graded experience to Pass/Fail parallels the Pass/Fail structure of the other field experiences and moves attention to demonstrating competencies and proficiency from the grade issue. The focus will be on performance as documented through direct observations, self-assessment, portfolios, and professionalism. The change in prerequistes indicates that ETE 496 is the capstone course to be taken at the end of the professional education sequence. It is reflective of the other program modifications. The change in credit hours from 7-21 to 5-20 more accurately addresses the credit hours needed for each type of special education student teaching placement.

The mission of the manufacturing engineering program is to provide an education to equip graduates with a strong technical and scientific foundation that treats manufacturing as a system and integrates manufacturing processes, engineering materials, manufacturing management, automation and product design. The proposed course and program changes will take advantage of courses currently offered to non-majors. This will be accomplished through course modifications to provide courses that will be either required or will serve as electives in other programs and through utilization of existing or modified courses in IE that are required courses for IE majors. The proposed curriculum has a greater number of courses in common with Industrial Engineering. The first two years of the MFE and IE programs will differ by only one course. This greater degree of commonality makes use of the IE strength in the systems area thereby strengthening the systems component of the program and making better use of departmental resources. There are currently 10 courses taken only by MFE students. The proposed modification changes that to 3 courses. The proposed changes are the result of input from: ABET-EAC accreditation visitors, IMET Advisory Council, surveys of recent MFE graduates, industry, and a review of other Manufacturing Engineering curricula. No additional university resources will be needed. The Mechanical and Electrical Engineering Departments have been contacted and approve the proposed modification.

The modification is being proposed to make the minor more attractive to students. The revised minor is designed to provide non-manufacturing majors with basic knowledge in the areas of manufacturing. Students in Electrical, Mechanical, and Industrial Engineering as well as students in the Foster College of Business are targeted to enroll in this minor. The name of the proposed minor will be changed to Manufacturing instead of Manufacturing Engineering. This modification of name is proposed because students can fulfill the requirements for this 21 hour minor by taking a combination of BMA and MFG courses without completing an engineering course. The proposed minor is designed to provide students with an opportunity to advance their personal career goals or to prepare for graduate studies. This experience will provide students a competitive edge in the job market.

A minimum of 21 hours must be taken for this minor. Students must complete at least one semester of college calculus before enrolling in this minor.

Required courses:

IE 301, Engineering Economy or IE 303, Industrial Management.

BMA 353, Operations Management, will be accepted for Business majors.

IME, 331, Fundamentals of Material Science, or MFG 211, Physical Metallurgy. ME 351, Engineering Materials Science I, will be accepted for Mechanical Engineering majors.

IME 341, Introduction to Manufacturing Processes or

MFG 213, Introduction to Production Techniques.

Students must choose one additional course each from the following concentration areas:

FACILITES AND MANAGEMENT

BMA 352, Managing in Organizations

IE 301, Engineering Economy

IE 311, Industrial Management

CON 394, Construction Labor & Unions

CON 492, Construction Contracts

IE 426, Facilities Planning

MFG 317, Systems Planning & Control

MFG 415, Materials Handling & Plant Layout*

DESIGN

IME 103, Computer Aided Graphics*

IME 395, Solid Modeling & Rapid Prototyping*

ME 448, CAD in Mechanical Engineering

MFE 525, Design for Manufacturability*

IME 491, Manufacturing Design*

IME 493, Mechanical Design*

MFG 324, Mechanical Component Design I*

AUTOMATION

ME 411, Mechanical Control Systems

ME 462, Robotics

MFG 320, Robotics*

MFG 312, Numerical Control*

IME 445, Computer Aided Manufacture

PRODUCT ASSURANCE

IE 302, Introduction to Quality Engineering

MFG 425, Applied Statistics*

IE 522, Manufacturing Quality Control

MFG 309, Metrology & Instrumentation*

IE 311, Engineering Statistics

QM 263, Quantitative Analysis II

*Students must complete a minimum of 5 hours from these designated courses.

Course additions

IME 325, Transport Phenomena, 3 sh

Course Description: Energy, heat, & mass transfer. Basic principles in thermodynamics, fluid flow, heat transfer, & mass diffusion. First & second laws of thermodynamics, work & adiabatic processes, reversible and irreversible processes, power. Fluid statics, pressure, energy, and losses. Heat conduction, convection, and radiation. Steady-state and transient mass diffusion.

Prerequisites: CHM 161, PHY 201, MTH 223

IME 325 will be a required course offered once a year with an anticipated enrollment of 10-20 students. This course addition is the result of adjustments being made to the manufacturing engineering program. IME 325 will provide students with introductory level coverage in the listed topics adequate for the types of assignments a graduate will face. There are currently 5 departmental faculty members qualified and available to teach this course.

IME 333, Materials Science Laboratory, 1 sh

Course Description: Laboratory practices and experience for basic materials science investigations. Mechanical testing, metallographic examination and thermal treatment of metals, non-destructive and destructive testing of non-metallic materials.

Corequisite: IME 331

IME 333 is a required course offered once a year with an anticipated enrollment of 10-20 students. This course addition is the result of adjustment to a two-course sequence in the area of materials science to include significant laboratory experience. IME 333 will provide students with supporting laboratory experience that relates the structure, properties and behavior of materials: metals, polymers and ceramics. There are currently 3 departmental faculty members qualified and available to teach this course.

Course modifications

IME 101, Introduction to Industrial & Manufacturing Engineering, 1 sh

(DC TC NC)

Course description: Survey of industrial and manufacturing engineering. Introduction to IE and MFE techniques and tools. Not open to students with credit in any 200-level or above IME, IE, or MFE course.

Current number and title: IE 101, Introduction to Industrial Engineering

Current description: Survey of industrial engineering and introduction to IE techniques. Not open to students with credit in any other IE course.

The course number is being changed to an IME prefix similar to changes in other courses. The changes in title and description allow the course to be offered to both IE & MFE majors.

IME 103, Computer Aided Graphics, 2 sh (DC TC HC)

Course description: Computer aided drafting, theory of orthographic projection, sections, auxiliaries, and basic dimensioning.

Current number, title and hours: MFE 172, Computer Aided Graphics I, 3 sh

Current description: Computer aided drafting. Theory of orthographic projection, descriptive geometry, basic dimensions, sections, auxiliaries, and micro-based computer graphics.

The course number is changed to an IME prefix similar to changes in other courses. The hours are reduced by 1 semester hour. An advanced CAD course will be increased by 1 semester hour allowing for a better sequencing of course material. The I is being dropped in the course title as no longer being necessary.

IME 117, Computer Numerical Applications, 2 sh (DC PC TC HC NC)

Course description: Continuation of IME 105; coding of numerical algorithms as applied to engineering functions. Includes laboratory.

Prerequisites: IME 105

Corequisite: Integral Calculus

Current number, title and hours: MFE 170, Computers in Manufacturing,

3 sh

Current description: Computational techniques and programming methods for manufacturing problems. Elements of computer programming, introduction to departmental software, and use of departmental computer and terminal hardware.

The modification is the result of a number of adjustments being made in the manufacturing engineering program. The course number is changed to an IME prefix similar to changes in other courses. This modification continues the streamlining of course offerings due to the merger of Industrial Engineering and Manufacturing. All programs in IMET can now use the same sequence of introductory computer skill courses. The prerequisite is added so students will have the necessary background.

IME 200, Co-op Assignment, 0 sh (NC)

Course description: Full-time cooperative education assignment for manufacturing engineering students who alternate periods of full-time school with periods of career-related work in industry. Satisfactory/Unsatisfactory.

Prerequisites: Sophomore standing in College of Engineering & Technology, 2.0 overall gradepoint average at Bradley, approval of engineering and technology Co-op coordinator and Co-op advisor.

Current number: MFE 200

The course number is changed to an IME prefix similar to changes in other courses.

IME 331, Fundamentals of Materials Science, 3 sh (NC)

Course description: Materials science in engineering. Structure of perfect solids; metals, plastics, composites, & ceramics. Structure of imperfect solids: phase equilibria; diffusion, mechanical properties, & plastic deformation: strengthening mechanisms; relation between mechanical properties & microstructural control; organic polymers; electrical conduction in materials; semi-conductors; magnetic materials.

Prerequisites: CHM 161, PHY 201

The course number is changed to an IME prefix similar to changes in other courses.

IME 341, Introduction to Manufacturing Processes, 3 sh (DC TC PC NC)

Course description: A laboratory-intensive introduction to manufacturing machinery and processes, tooling, & safety. Product specification interpretation & and associated planning for tooling & methods. Material removal; forming operations; casting & molding of metals & plastics; joining techniques.

Prerequisites: IME 331

Current number and title: MFG 360, Manufacturing Processes

Current description: Introduction to manufacturing processes. Metal removal & forming operations; casting and molding metals and plastics; joining and assembly techniques.

Current prerequisistes: Junior standing. Open only to non-manufacturing students.

The course modification is the result of adjustments being made to the Manufacturing Engineering program. The revised content of this course requires a prerequisite. That prerequisite, IME 331, is already being taken by all majors who need this course. The course number is changed to an IME prefix similar to changes in other courses.

IME 395, Solid Modeling & Rapid Prototyping, 3 sh

(DC PC HC TC NC)

Course description: Principles of solid modeling and 3D drafting. Solids, surfaces, wire frames, pictorial representation, advance dimensioning, tolerancing, geometric dimensioning & tolerancing, drafting for production, techniques of rapid prototyping.

Prerequisites: IME 103, IME 341

Current number, description and hours: MFE 272, Computer Aided Graphics II, 2 sh

Current description: Principles of automated drafting; drafting systems and programming; pictorial representation; computerized descriptive geometry; computer generated charts and graphs; case studies in manufacturing.

Current prerequisites: MFE 172

The course modification is the result of adjustments being made to the Manufacturing Engineering program. The additional content in this course is more appropriately addressed at the Junior level. Advanced prerequisites have been added. The course is increased by one semester hour; the hours in IME 103, Computer Aided Graphics, are reduced by one hour to allow a better sequencing of course material. The course number is changed to an IME prefix similar to changes in other courses.

IME 409, Selected Projects in Industrial & Manufacturing Engineering,

1-6 sh (DC PC NC TC HC)

Course description: Projects may be of an experimental, analytical, or creative nature. Course may be repeated for a maximum of 6 hours.

Preqrequisite: Senior standing and consent of instructor

Current number, title, hours: MFE 480, Selected Topics in Manufacturing Engineering, 1-3 sh

Current description: Topics of special interest which may vary each time course is offered. Topic stated in current Academic Handbook. Prerequisite: senior standing

The course modification is the result of adjustments being made to the Manufacturing Engineering program. The course title, number, description and prerequisites are modified to allow both IE and MFE students to enroll. The hour change will allow a wider range of projects.

IME 410, Selected Topics in Industrial & Manufacturing Engineering,

1-6 sh

(DC PC NC TC HC)

Course description: Topics of special interest which may vary each time course is offered. Topics stated in current Academic Handbook. Course may be repeated under different topics for maximum of six hours credit.

Prerequisite: Consent of instructor

Current number, topic, hours: MFE 481, Selected Topics in Manufacturing Engineering, 1-3 sh

Current description: Topics of special interest which may vary each time course is offered. Topic stated in current Academic Handbook.

Prerequisite: Senior standing.

The course modification is the result of adjustments being made to the Manufacturing Engineering program. The course title, number, description and prerequisites are modified to allow both IE and MFE students to enroll. The hour change will allow a wider range of topics.

IME 431, Materials Engineering, 2 sh (DC PC TC HC)

Course description: Properties & selection of materials for engineering applications. Mechanical & thermal treatment of materials. Destructive & non-destructive testing. Corrosion control and prevention. Wear and fracture of engineering materials. Design and testing for fracture resistance. Emphasis on case studies and applications.

Corequisite: IME 333

Current number, hours: MFE 471, 3 sh

Current description: Properties & selection of materials for engineering applications. Emphasis on light-weight materials, composites, nuclear materials, & materials for energy systems. Mechanical & thermal treatments of materials. Destructive & non-destructive testing. Corrosion control & prevention. Wear & fracture of engineering materials. Designing & testing for fracture resistance. Lecture and lab.

Prerequisites: MFE 371

The course number is changed to an IME prefix similar to changes in other courses. The prerequisite modification reflects course number changes. The current 3 semester hour course, MFE 471, is being divided into two separate courses with the proposed IME 431 comprising 2 of the 3 current hours. The division into two separate courses also allows for a laboratory experience for those students who enroll in IME 331 and IME 333.

IME 433, Manufacturing Properties of Materials, 2 sh (PC NC)

Course description: Mechanical & physical properties of importance in manufacturing & their determination. Influence of temperature, strain rate, & anisotropy on material¹s performance. Material considerations in: metal-removal, metal-working, forming & fabrication processes. Influence of production processes on the functioning of materials. Theories of brittle & ductile fracture. Case studies: analysis of failures in manufacturing materials.

Prerequisite: IME 333

Current number: MFE 472

Current prerequisite: MFE 374. 471

The course number is changed to an IME prefix similar to changes in other courses. The prerequisite modification reflects course number changes.

IME 441, Materials Removal and Forming, 3 sh (DC PC TC NC)

Course description: Principles, techniques, limitations, & applications of metal cutting & forming processes. Phenomena of tool life, tool wear, surface integrity, resultant properties, & tolerances of these operations. Traditional forging, rolling, drawing, & extrusion processes; processing limits & resultant effects on material & component properties. Non-traditional methods & processing economics. Extensive laboratory work.

Prerequisites: IME 341

Current number, title: MFE 373, Manufacturing Engineering Processes I

Current description: Quantitative study of principles, techniques & applications of metal cutting & non-traditional machining operations with emphasis on laser cutting. Basic phenomena of tool life, tool wear, surface integrity, & economics of machining. Laboratory experiences in machine tool set-up, operation, cutting forces, surface finish, machinability & metrology.

Current prerequisites: CE 301, MFE 272

The course number is changed to an IME prefix similar to changes in other courses. The course modification is the result of changes being made to the Manufacturing Engineering program. The additional and revised content is more appropriately addressed at the senior level. More advanced prerequisites have been added.

IME 443, Casting & Molding, 3 sh (DC PC TC NC HC)

Course description: Principles, techniques, limitations, & applications of metal casting & non-metallic molding processes, traditional metal joining processes, fabrication, & assembly. Basic phenomena of near-net-shape manufacturing, tooling & equipment required, tolerances & economics. Emphasis on manufacturing parameters, design, and the resultant effects of material structure & properties. Extensive laboratory work.

Prerequisite: IME 341

Current number, title, hours: MFE 374, Manufacturing Engineering Processes II, 4 sh

Current description: Quantitative study of mechanical & thermal processing in manufacturing. Theory of plasticity, upper & lower bound methods, & their application to analysis of selected metal forming processes. Principles of solidification of metals & polymers. Welding & casting of metals. Forging, drawing, stamping extrusion, & compression welding. Analysis of forces & stresses during processing. Practical problems encountered in metal forming. Lecture & lab.

Prerequisites: MFE 373, MFE 371

Corequisite: MFE 372

The course number is changed to an IME prefix similar to changes in other courses. The course modification is the result of changes being made to the Manufacturing Engineering program. The additional and revised content is more appropriately addressed at the senior level. More advanced prerequisites have been added.

IME 445, Computer Aided Manufacturing, 4 sh (DC PC NC HC)

Course description: Computer applications to the manufacturing processes of machining (numerical control), material handling (robotics), & the integration of computer aided design (CAD) with computer aided manufacturing (CAM). Laboratory in program generation, simulation, & equipment usage.

Prerequisites: IME 341, IME 395

Current number, hours: MFE 375, 3 sh

Current description: Introduction to application of computers in factory automation. Process design, programming, & operating functions of numerical control of machine tools. Machine capability & process control considerations in automation. Application justification. Lecture & Lab

Current prerequisites: MFE 272, 373.

The course number is changed to an IME prefix similar to changes in other courses. The course modification is the result of changes being made to the Manufacturing Engineering program. The additional and revised content is more appropriately addressed at the senior level. The topic of automation has been added which requires the addition of the one credit hour. More advanced prerequisites have been added.

IME 491, Manufacturing Design, 4 sh (DC PC HC NC)

Course description: Static and dynamic design, analysis, specification, & financial analysis of manufacturing equipment, specific to a particular product. A systems approach to the integration of machine tools, work holding, materials handling, processing, measurement, and operator interface. Laboratory in tool design, modular tool construction, & virtual modeling of tooling systems.

Corequisite: IME 445 and senior standing

Current number, hours: MFE 372, 3 sh

Current description: Correlation between functional specifications & process capabilities. Design & analysis of special tooling, jigs, dies, and fixtures for economical production. Emphasis on design for metal cutting & forming. Use of computer-aided geometric modeling techniques for economical production. Case studies in manufacturability.

Current prerequisites: MFE 272

Current corequisite: MFE 374

The course number is changed to an IME prefix similar to changes in other courses. The course modification is the result of changes being made to the Manufacturing Engineering program. The additional and revised content is more appropriately addressed at the senior level. The topic of dynamic loading has been added which requires the addition of the one credit hour. More advanced prerequisites have been added.

IME 493, Mechanical Design, 4 sh (DC PC NC HC)

Course description: Design of linkages, cams, gears, gear trains, welded and brazed joints, springs, shafts, and flexible elements; for both static and dynamic loads.

Prerequisite: CE 301

Current number, hours: MFE 385, 3 sh

Current description: Topics include: designing for linkages, cams, gears, gear trains, welded and brazed joints, springs, shafts, and flexible elements.

Current prerequisites: MFE 272, CE 301, and CE 240

The course number is changed to an IME prefix similar to changes in other courses. The course modification is the result of changes being made to the Manufacturing Engineering program. The additional and revised content is more appropriately addressed at the senior level. The topic of dynamic loading has been added which requires the addition of the one credit hour. The prerequisite modification reflects content needed to take this course.

Course deletions

MFE 100, Introduction to Manufacturing, 0.5 sh

Course description: Introduction to manufacturing profession and orientation to departmental programs. Open to all students interested in modern manufacturing.

This deletion is the result of the department¹s efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

MFE 370, Elements of Manufacturing 3 sh

Course description: Operating concepts & functions in manufacturing: industrial organizations; types of productive systems, work force management; capacity planning; product quality control; technological innovation; compliance with regulatory requirements concerning safety, environmental impact, manufacturing wastes.

Prerequisites: MFE 170 or equivalent

This deletion is the result of the department¹s efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

MFE 382, Manufacturing Productivity, 3 sh

Course description: Critical examination of productivity measures: motion and time study. Principles, analysis, evaluation, & effects on manufacturing productivity; technological blocks to productivity; technology transfer; role of computers in enhancing productivity.

Prerequisite: MFE 272

This deletion is the result of the department's efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

MFE 476, Robotics, 3 sh

Course description: Concepts of robotic motions, sensing systems, programming, & interfacing. Basics of robotic control & communication. Role of robotics in computer integrated manufacturing system (CIM). Technical and economic justifications; lab experiments and projects.

Prerequisites: MTH 224; senior standing; consent of instructor

This deletion is the result of the department¹s efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

MFE 478, Manufacturing Engineering Projects, 1 sh

Course description: Investigation of research or design project under faculty supervision.

Prerequisites: IE 311; senior standing

This deletion is the result of the department¹s efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

MFE 486, Micromanufacturing Technology, 3 sh

Course description: Theory and practice: crystal growth, defects, diffusion mechanisms. Thin film processes, vacuum chemical vapor deposition, selection of integrated circuit materials and processes; photolithography; inter-connection technologies; packaging. Manufacturing engineering for semi-conductors; plant and equipment aspects.

Prerequisites: MFE 371, 374; EE 327 or equivalent

This deletion is the result of the department's efforts to make better use of existing departmental resources and personnel and to address issues raised by accreditors in a recent visit. No other academic units are affected.

Over the past 25 years, the L.A.S. art program has had minimal enrollment. The faculty has decided to delete this program because the modifications in the BA/BS programs offer new and different opportunities to students who might have an interest in such a major. No courses will be deleted because they are used by CFA Art majors. No other existing programs in the university will be affected.

Course modification

PSY 307, Cognitive Psychology, 3 sh (DC PC HC)

Course description: Attention, memory, language use, problem solving, and artificial intelligence

Prerequisite: PSY 103 or equivalent

Current hours: 4 sh

Current description: Attention, memory, language use, problem solving, and artificial intelligence. Laboratory work in classic areas of cognitive psychology.

Current prerequisites: PSY 205; 6 hours of psychology

Cognitive Psychology has been offered as a 4 hour laboratory course. The psychology major requirements were changed to require Experimental Psychology (a laboratory course) of all students and the requirement to take one of three laboratory courses was removed. With the laboratory eliminated in PSY 307, the statistics course (PSY 205) need not be a prerequisite as well as the six hours of psychology. By deleting the laboratory, the enrollment in the course can be raised and at least twice as many students can enroll in the course. This is important because of the large numbers of students needing psychology courses each semester. No other academic units are affected.

Subcommittee on Curriculum:

John DePinto

Rita Jensen

Howard Goldbaum

Eugene Rebholz

Doan Modianos

John Francis, Chair