EC/ELE/MLE

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Undergraduate Program in the Department of Early Childhood, Elementary, and Middle Level Education is committed to fostering the development of professional educators within diverse settings while building upon the natural leadership abilities of our students. We strive to model innovative techniques & reflective practices in order to provide our students with unique opportunities to translate theory & research into effective & practical instructional applications. Through modeling, mentoring and providing services, we support and pursue local & global partnerships & participate in collaborative scholarly endeavors. The program has a tradition of excellence in teacher education. Graduates are recruited by school districts throughout the state.

As its mission the M.S. Ed. in Elementary Education seeks to advance scholarly preparation by providing quality teaching and promoting excellence in research/creative activity in order for graduate students to exemplify best teaching practices for children from birth through age fourteen. The program of studies for candidates requires minimally 35-36 semester hours of course work consisting of departmental/college basic education courses, an area of emphasis (i.e., early childhood, elementary curriculum, middle level curriculum or reading), and a research component (i.e., action research or thesis).

How does the program mission align with the university mission?

The department prides itself on being a showcase for teaching with a focus on relationship driven education. This is evidenced by the large number of students that continue to look to EIU as their first choice for a degree in elementary education, the reputation for quality that EIU holds within the educational community relative to Elementary Education, and the fact that Elementary Education graduates continue to seek advice from faculty long after they have graduated and have their own classrooms. Data from the Teacher Graduate Assessment also supports the close relationships between students, advisors, and faculty with 98% of those graduates responding that they were satisfied or very satisfied with their interaction with faculty. Elementary/Early Childhood Education students continue to be the number one major to participate in study abroad programs. The department continues to support Study Abroad through its faculty-led study abroad programs (Toronto for Teachers and Science and Schooling- Andros Island Bahamas Program) enrolling over 31 students in Summer 2012. Faculty in the department received a grant through the Study Abroad Office to explore the development of a faculty-led study abroad trip to India. In 2012 six students received scholarships to study abroad. The Study Abroad Student of the Year was an Elementary Education major. In addition, the department continues to have students complete their student teaching abroad through the Consortium for Overseas Student Teaching (COST).

The graduate program provides a strong integrative learning experience (e.g., through the theory-to-practice assignments incorporated in language arts and social studies methods; the culminating action research/thesis projects; and the field experience options at the graduate level such as the reading practicum where majors individually assess/tutor area children in literacy).  In addition, the Graduate Coordinator of the program continues to serve on the CGS Enrollment Quality and Diversity Board and the program was one of the first four to support Integrative Graduate Mentoring for Eastern Illinois University (IGM-EIU) by developing a module to mentor undergraduates for future graduate study.

Whom does the program serve?

The Early Childhood and Elementary Education programs are designed to meet statewide needs of the profession. The program offers field experiences throughout these programs to allow students the opportunity to bridge theory into practice. The program offers on campus and off campus coursework to meet the needs of the traditional/non-traditional student seeking teacher certification. The off campus programs offer the same coursework taught by EC/ELE/MLE faculty. Off campus cohorts target non-traditional students seeking initial teacher certification and are scheduled evenings and weekends to meet the needs of working individuals.

The MSED program is designed to meet the regional needs of the profession. The program offers evening and weekend classes to address the needs of currently employed certified professionals, which best characterizes the typical student within the program. The program also mentors non-certified candidates and offers opportunities to pursue both a teaching certificate and master’s degree. The MSED program recruits diverse, well-qualified students using engaging technology and diligent networking. Technological tools include the graduate website that was updated in 2012 (http://www.eiu.edu/elegrad/), an on-line journal [Research in Action] (http://eiu.edu/researchinaction/index.php) to inform prospective students and alumni of student research and creative activity within the program, and an Integrative Graduate Mentoring-EIU video (http://www.youtube.com/watch?v=pWazZY3dlY8) to expose current undergraduate students to the potential for graduate study within the field.

What are the services provided? How do these services align with the university mission and program mission?

Services are aligned with the State of Illinois Teacher Education Licensure and National Standards. Generic Syllabi developed by the faculty demonstrate rigor, research, critical thinking, and opportunities for community engagement and reflection consistently across the program and across faculty teaching courses. The department is committed to providing students with opportunities to complete education coursework in study abroad settings. Our department has designed education coursework for our majors to be completed in elementary classrooms in the Bahamas, Canada, and India. 

Services provided to other majors include Middle Level Endorsement (undergraduate and Graduate) and Reading Teacher Endorsement. These are further explained in Section 2 and are offered at times to complement other coursework or work schedules.

The Eastern Illinois University Reading Center is housed with the Department of Early Childhood, Elementary, and Middle Level Education. Services provided include:

• Individualized, workshop, and computer-aided instruction offered to all enrolled at Eastern Illinois University who wish to improve their language/grammar, reading and study skills.
• GST 1000- Reading and Study Skills Improvement; courses offered every fall and spring semester. The grade earned contributes toward a cumulative grade point average; no credit counts towards graduation.
• Partnership with the Gateway Program at EIU. Through this partnership, the Reading Center provides facilities for monitored study hours for students wishing to complete their study hours in a quiet, distraction-free environment with resources and staff available for help.
• Home to the Diagnostic and Remedial reading program organized to provide individualized programs for children in grades 2-7 who may not be achieving up to their full potential in reading. Clinicians who are graduate students in the Masters’ Program assess reading skill, implement needed instruction, and provide parents with a detailed report. This service is offered through the Clinical Reading Practicum, and is held on Thursday evenings in the Reading Center.

Describe the program’s origins (e.g. year established, purpose, expectations).

Eastern Illinois University started out as a state teachers college, so the roots of the EC/ELE/ MLE Department are rooted in a culture of excellence in teaching with the emphasis on student learning. The richness of educational opportunities offered in the department is based upon a long and distinguished tradition of teaching and research. EIU graduates have gone on to make extraordinary contributions to education as researchers, teachers and intellectual leaders in a variety of fields.

Teacher Education is aligned to the inception of EIU. The organized teachers of Illinois led the movement for additional teacher training schools.  At a county teachers meeting held at Mattoon on January 26, 1895 Professor Charles A. McMurray of Illinois State Normal University discussed the need for additional normal schools. After much discussion Eastern Illinois University was designated to open in Charleston, Illinois. The primary purpose of the school was "to qualify teachers for the common schools of this state by instruction in the art of teaching in all branches of study." 

In 1899, President Lord began a period of training elementary school teachers which brought to the Eastern Illinois State Teachers College an enviable reputation for solidarity and achievement in this field. This continues today.

In 1920 the four-year program for elementary education included curricula for primary teachers, for intermediate teachers, and for supervisors and administrators. This was reduced to a single elementary education curriculum. For eight years (1936-1944) there was a special program for rural teachers.

The Teachers College High School has been recognized by the North Central Association as an accredited four-year school since 1920. All student teaching was done on the campus until 1934, when an off-campus program was started in the schools of Humboldt, both elementary and high school, and in three rural schools. The lab school for teacher training was held in a variety of buildings on campus (Old Main 1899-1914; Blair 1915-1957; Buzzard 1958-1973).

Since being housed in the Buzzard Building the Department has gone through several name changes: The Department of Elementary and Junior High, 1974-1975; The Department of Elementary, Special Education, and Junior High, 1975-1979; The Department of Elementary and Junior High, 1979-1997; and The Department of Early Childhood, Elementary, and Middle Level Education, 1998-Present.

Eastern's name was changed from "The Eastern Illinois State Teachers College" to "The Eastern Illinois State College" by act of the General Assembly, approved July 21, 1947. This did not alter the primary mission of the college to train teachers. 

Graduate programs in education began in 1957.

How has the unit changed or adapted over time?

The change in the name of the university and the Department demonstrate that change over time has been a result to meet the needs of the profession and school districts in the State of Illinois. Although legislation sometimes dictates changes, the Department relies heavily on numerous data sources to ensure that candidates are prepared for the demands of current schools and the current society, including diversity, special needs, and changing family structures. One just needs to look at the number of new or revised course proposals reviewed by the Councils on Teacher Education, Graduate Studies, and Academic Affairs to observe that the program is not stagnant but rather has evolved as the demands of the profession warrant.

The Master of Science in Education in Elementary Education Program has expanded an already rigorous research-based curriculum centered on methodology and assessment. The department chair and graduate coordinator annually engage the graduate faculty in reflective assessment and goal setting at the Annual Department Retreat to develop the Graduate Goals. The processes of assessment, reflection, and goal setting are continuous and inextricably intertwined within the program’s culture. 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

At the undergraduate level EDU 2022 and ELE 2050 support special education majors as well as our own majors. MLE 3110, MLE 4280, and MLE 4760 support our majors and are service courses to other majors in secondary and special education desiring to acquire a Middle Level Endorsement.

At the Graduate Level MLE 5110 and MLE 5150 are service courses to other majors in secondary and special education desiring to acquire a Middle Level Endorsement. The program recognizes that non-degree seeking graduate students are not officially counted in the enrollment figures. In accordance with the program mission, it should be noted that the department provides coursework to these non-degree seeking students in order for them to qualify for Middle Level Endorsements (i.e., an average of 39 endorsements have been earned in each of the past three years).

Our Graduate Certificate in Reading is also offered to non-Elementary Education Majors wanting to pursue the Reading Teacher Endorsement in the State of Illinois.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

According to the Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, employment of kindergarten and elementary school teachers is expected to grow by 17 percent from 2010 to 2020, about as fast as the average for all occupations. Growth is expected because of both declines in student–teacher ratios and increases in enrollment.

According to the Occupational Employment and Wages Chart Book (May 2010), the largest occupations in the public sector as of May 2010 were teacher assistants and elementary, secondary, and middle school teachers, except in the areas of special and career/technical education.  These occupations made up about 18 percent of public sector employment, and Illinois is one of the top five states with the highest employment level in these occupations.

According to the ISBE Educator Supply and Demand in Illinois - 2011 Annual Report (September 2011), it is estimated that Illinois will need nearly 36,000 regular education teachers through 2014.  In terms of the largest number needed, self-contained elementary teachers were identified as one of the areas of greatest need and Title I reading teachers were cited as one of the greatest needs in terms of the percent of the 2010 workforce.

It should be noted that in a survery collected by EIU Career Services, employment rates from 2006-2012 for Early Childhood and Elementary graduates are 76%.   

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Bachelor of Science in Elementary Education and Early Childhood Education are approved programs through the Illinois State Board of Education and are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and are nationally recognized by the Association of Childhood Education International (ACEI) and the National Association of the Education of the Young Child (NAEYC).  The most recent NCATE Accreditation visit was in 2010.  Teacher Education programs were fully reaccredidated through NCATE.  Additionally, the Elementary Education and the Early Childhood program received full recognition from ACEI and NAEYC, fall 2008.  Professional accreditation is the bedrock upon which all professions have built their reputations. It assures that those entering the respective field have been prepared to practice. When a school of education is nationally accredited, it provides an assurance that the school's teacher preparation program has met national standards set by the teaching field at large and has undergone rigorous external and impartial review by professionals, policymakers, and representatives of the public. Many states have reciprocity agreements based on graduation from nationally accredited schools, so graduates will generally find it easier to apply for licensure when they move out of state. The level of excellence in the Early Childhood, Elementary, and Middle Level Education program is measured and assessed by these national accrediting bodies.

The MSED program established and maintains high quality curricula as evidenced by formal external reviews. The program received positive results from external reviews by the National Council for Accreditation of Teacher Education (Fall 2010; http://www.eiu.edu/ceps/accred.php) and the Illinois Board of Higher Education (2012; http://www.eiu.edu/eemedu/reports/reports.php). In addition, graduate students’ pass rate on the Illinois Reading Teacher Content Test (2009-2010 = 100%; 2010-2011 = 93%; 2011-2012 = 100%) and annual feedback from the EC/ELE/MLE Advisory Committee attest to the program’s rigor and quality.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Teacher Education programs are governed by the Illinois School Code and Illinois Rules and Regulations for Teacher Certification. Teacher Education Programs must obtain approval by the Illinois State Board of Education to offer certification programs and must document compliance annually. This includes demonstration of pre-service candidates' learning and success in meeting standards designated for what teachers should know and be able to do. Teacher Candidates must successfully complete a series of exams throughout their program prior to receiving their license. These test consist of ACT or TAP; Content Test; APT. Another test will soon be required to pass student teaching (Ed TPA).

What are the most important outreach or public service activities supported by the program?

Strengths of the current teacher education program include early field experiences and partnerships with area schools.  Opportunities provide a framework for pre-service teachers to link theory with practice.  Examples of these include Project SOS which enables students to partner with classrooms to create science lessons that integrate other areas of the curriculum; Project I-Sharpen, an after-school program that matches elementary education majors with local elementary students to help them become more successful in school; Enriching Illinois Unit, focusing on the development of integrated lessons about Illinois history collaboratively presented in area schools. Additional outreach efforts include the continuation of the Elementary Education cohort program in Danville. This partnership with Danville Area Community College and area schools has been ongoing since 1980, targeting non-traditional students by giving them the flexibility of completing an elementary education degree at off-campus sites while continuing to work.

Each semester the Reading Center houses "The Diagnostic and Remedial Reading Program"  organized to provide individualized programs for children in grades 1 through 7 who may not be achieving up to their full potential in reading. Clinicians, who are graduate students in the reading program, assess reading skills, implement needed instruction, and provide parents with a detailed case study. The only charge for this program is to recover a portion of the assessment materials.

How do the local community and the region benefit from the program?

All pre-service educators majoring in Elementary Education are provided with numerous field experiences throughout their program making them some of the most heavily recruited teacher education candidates in the state. School districts throughout the state have formed partnerships with our department to allow our teacher candidates opportunities to work side-by-side with practicing teachers to improve learning in the elementary classroom. Teacher candidates begin by observing in classrooms, then by working with partners to create lessons, units and finally in student teaching where teacher candidates assume the major responsibility for the classroom. Teacher candidates are mentored by professors that have experience teaching in elementary and middle level classrooms. In addition to field experiences which are a part of required coursework, Elementary Education majors are required to complete a portfolio documenting work with children, membership in professional organizations, and participation in professional development activities. These practical experiences contribute to the development of our graduates as successful teachers.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Early Childhood Education (B.S.Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Elementary Education (B.S.Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Elementary Education (M.S. Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

The program uses data to advance the program’s quality and the experience for students. The department collects student performance data on all undergraduate students as they progress throughout the program, including Student Teaching.  Assessments align with state and national standards and are collected and analyzed through Live Text, a web-based data collection and portfolio system used by all teacher education candidates. This data shows that in excess of 98% of candidates are achieving Level 4 or 5 (Level 5=Exceeds Standards) on all standard-based assessments. In 2010, data revealed that candidates in the program were successful in understanding and delivering content knowledge, attained a high degree of pedagogical knowledge, and exemplify excellent dispositions in the teaching profession. Faculty analysis of assessment results indicate that although our students meet standards in all areas, they did not perform as well in the following areas: Diversity, Differentiation and Technology. This was reaffirmed by comments made from our Advisory Committee.

The department has also analyzed data on its graduates who have completed their first year of teaching in Illinois public schools. This data is available through the Teacher Graduate Assessment, a project of the Illinois Association of Deans of Public Colleges of Education and coordinated by EIU's College of Education & Professional Studies.  Data from 2010 shows both graduates and supervisors agree that pre-service candidates demonstrate the knowledge and skills as outlined in the Illinois Professional Teaching Standards. Furthermore, 100% of graduates responded that they were satisfied or very satisfied with their decision to become a teacher and 94% responded that they were satisfied or very satisfied with the overall quality of the teacher preparation program.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

Faculty in the Department have secured 17 grants since 2010. One grant involved extra-mural funding by the Illinois Reading Council. Two grants involved extra-mural funding by the Illinois Association of Teacher Education and the Illinois Board of Higher Education. Two grants involved extra-mural funding by the Illinois Board of Higher Education. These funds ($35,000) have been used to support student/faculty research, partnerships, and curriculum development.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Scholarships enhance the program’s quality by considering the students’ professional potential and demonstrable competencies in the areas of teaching, research, and service along with financial need. There are over 100 scholarships available annually to students in the Department of Early Childhood, Elementary, and Middle Level Education. These funds are made available through the generosity of our alumni and their families that believe in the quality of our program. http://www.eiu.edu/scholarships/donor_stories.php  

The MSED program maintains two philanthropic awards to support its candidates. The Carol Helwig Award (sponsored by an emeritus faculty member) has been awarded annually since 2005. The Sabina L. McNutt and James L. McNutt, Sr. Education Scholarship (sponsored by the family of an alumnus of the program) was first endowed in 2012.  Donor gifts have also contributed to the initiation of the Departmental Outstanding Graduate Alumni Award (2011), and student travel awards sponsored by alumni. 

The Department annually celebrates the accomplishments of our graduate and undergraduate students in the areas of teaching, research, and service at our awards ceremony. Alumni and donors are also invited to attend this event.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The Department maintains positive relations with community colleges. Programs have been designed to be transfer friendly. As requirements for licensure change, consistent communications with community colleges occur so as to provide seamless transitions for transfer students.

The Department collaborates with other universities (SIU-E; Chicago State; Illinois State; Western; Northern; Loyola; and Northeastern Illinois) and state agencies (Illinois Board of Higher Education; Illinois State Board of Education) in two of its grants (Common Core and Response to Intervention).

The Department of Early Childhood, Elementary, and Middle Level Education has been ranked one of the top teacher candidate preparation programs in the state. Partnerships with our schools give EIU Elementary Education students the opportunity to get real world experience in actual classrooms. An example of our collaborative partnerships can be found at: http://www.eiu.edu/eemedu/why.php 

Our Faculty-led Study Abroad Programs not only offer opportunities for our teacher candidates but provide support for the elementary students served by our candidates. An example:  Kaj Holm, an elementary education major, spent the summer months rounding up nearly $1,700 worth of school supplies to send to the school children he taught during a May study abroad trip to Andros Island, Bahamas, and it was the result of watching a teacher struggle with the simple task of sharpening pencils.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Student enrollment in the university and the department has declined in recent years. Elementary/Early Childhood Education majors numbered 792 during 2012 a decline from 2005 (1239 students). This decline in enrollment is also reported in data from the US Department of Education, National Center for Educational Statistics which reports a decline in the number of educational degrees awarded. In addition to the changing economic climate resulting in fewer elementary/middle level positions nationally, changes to the state testing system include raising the passing score for the Illinois Basic Skills Test and limiting the number of times a student can take the test, all of which contribute to the decline in numbers. However, Elementary Education majors continue as one of the largest majors on the EIU campus, encompassing nearly 10% of the total student enrollment. Members of underrepresented ethnicities continue to rise in elementary education. Diversity enrollment is up 39% since 2007.

Credit hour production in undergraduate courses was 11,755 in 2010 and 9106 in 2012. EIU’s undergraduate program in Elementary Education remains one of the top three most productive programs in the state, at a cost per credit hour below the state average.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

The Department works diligently to be fiscally responsible and conservative. The Department budget has decreased by 25% since FY10. The department has made cost adjustments to offset a reduction in budget as well as for enrollment decreases, looking for ways to reallocate resources and reduce staff and expenditures in a manner that does not jeopardize program quality. The department has been able to offset the 25% budget reduction with TRM monies which have supported faculty travel and to pay for other commodities such as paper and the cost of phone and xeroxing.  Since 2011 three (3) Unit A- Tenure Track Positions have not been replaced and one (1) Unit B-Annually contracted position has not been replaced. It has become increasingly difficult with this reduction in staff to maintain programs both on-campus and off-campus. Thus, TRM monies have been decreasing.

How does the program seek to distinguish itself from similar programs at other institutions?

The Department of Early Childhood, Elementary and Middle Level Education is proud to have a long legacy of preparing future educators in a program inclusive of the core components of integrated learning (intentionality, reflection, problem-solving, collaboration and meta-cognition.). Through programs such as department-led study abroad/study away programs (initially implemented in 1999), tutoring, student organizations, and school/community partnerships, students develop and practice their skills beyond what they learn in the classroom.  Students are afforded many integrated learning and guided reflection opportunities for their academic and professional growth. http://www.eiu.edu/eemedu/why.php#impact

The department also developed a Graduate Certificate in Reading Instruction designed for educators who wish to advance their knowledge and performance in teaching reading in order to serve as Title I Reading teachers or Reading/Literacy Coaches (Fall 2010).

Fall 2013 marks the beginning of our revised program to meet new requirements. Without adding additional hours, two new courses were designed to meet the needs of today's educators. ELE 1050- Introduction to Teaching as a Profession: This course is designed to enhance the transition, integration and retention of freshmen and transfer students who wish to pursue a career in Early Childhood, Elementary and Middle Level education. Students are introduced to the EC/ELE/MLE program, with particular emphasis on the specific skill sets and dispositions necessary for success in the major. Another new course ELE 3050-Learning in Diverse Contexts: The purpose of ELE 3050 is to provide opportunities for pre-service teachers to identify qualities and potential within themselves to better the lives of children.  This course is based on the premise that today’s educator must be adept at collaborating with school personnel, family and community to provide a high quality of education for all students. Feedback from students and community has been extremely favorable.

Note any unique and/or essential contributions that the program makes to the university.

The Reading Center, housed in the Department of Early Childhood, Elementary, and Middle Level Education, devotes faculty and graduate assistants who are designated to provide supervised service. The Reading Center provides facilities for monitored study hours for undergraduate students enrolled in the Gateway Program (i.e., an average of 1143 hours of support for Gateway students each term) and Basic Skills/Tap Testing Support for students within the College of Education and Professional Studies. The Gateway Program is designed to provide access for the following groups of students:

• First generation to attend college.
• Students that attended high schools in economically depressed areas.
• Students living in a low-income household.
• Students who are a members of an ethnic minority.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

In recognition for purposeful improvement, the MSED in Elementary Education Program was the recipient of the 2012 Provost’s Award for Achievement in Academic Assessment.

Dr. Russell and Dr. Reven received a Graduate School Leadership Award in 2013 for establishing the 2010 Graduate Certificate in Reading Instruction and earning recognition for graduate assessment achievements (i.e., 2012 Provost’s Award for Achievement in Academic Assessment).

Two members of the graduate faculty have been recipients of Achievement and Contribution Awards (ACA) for Research/Creative Activity during this time period (i.e., Dr. Sham’ah Md-Yunus in 2009 and Dr. John Bickford III in 2012).

Dr. Reven received the 2012 Illinois Reading Council Educator of the Year Award, the first college professor to do so.

Dr. Russell received the Outstanding Department Chair Award in 2012.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

The Department of Early Childhood, Elementary, and Middle Level Education annually reviews multiple data sources regarding undergraduate and graduate candidates. Examples of these data sources include: Unit Assessments, Program Assessments, Survey data from our graduates, their supervisors, and our Advisory Committee. This data has been used to determine changes as we revised our current programs. To that end, the following goals were established at our annual retreat:

1. Submit new program matrices aligned with ITPS to ISBE- November, 2013.

2. Submit revised program aligned to the new licensure grade levels, 2014.

3. Increase undergraduate and graduate research activities.

4. Submit for approval Endorsement for English Language Learners, 2014.

5. Increase online offerings, 2014. (ELE 4890, MLE 5110, MLE 5150)

6. Recruit and market new cohorts at Danville and Parkland.

7. Pursue First Choice Designation for our Graduate Program, 2013.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The Department has always been actively involved in supporting the university's strategic plan. Faculty are involved in the recruitment and retention of students through such activities as attendance at Open House, Transfer Days, Sporting Activities, and Faculty Fellows.

The Department provide its students with rigorous, relevant curricula and personal attention in a collaborative, supportive educational environment. Our strong Elementary and Early Childhood programs have been redesigned to increase integrative and interdisciplinary experiences.

The Department continues to equip its graduates with the skills, knowledge and abilities they need to be productive and successful in an interdependent world through the continuation and development of study abroad programs. To that end a new faculty-led study abroad program to India will be offered Summer, 2013. 

Our revised program has not increased hours but has been redesigned to include additional coursework and opportunities for our majors to work with diverse student populations.

Our program continues its long legacy of partnerships with schools and community agencies to provide pre-service educators with real world experiences. Examples of these can be found at http://www.eiu.edu/eemedu/

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

Because of the current demand for highly qualified teachers with knowledge of English Language Learners, the Educator Certification Requirements for the English as a Second Language (ESL) Endorsement is being pursued.  This interdepartmental collaboration has the potential to generate a minimum of an additional 270 credit hours annually. Initially, no additional faculty will be required as resources including faculty can be reallocated to meet this demand. 

Partnerships are being developed with the hopes of expansion with the State Golden Apple Organization. Last summer 26 Education majors with Junior Status attended a 4 week institute on EIU's campus. This institute was organized and presented by EIU staff. The marketing benefits of this activity are yet to be realized but the hope would be increased enrollment.

The Department has hosted a Bullying Conference for two years. This conference is gaining regional attention. The conference involves faculty and students from majors throughout campus. Community agencies are also involved. There is an increase in financial support to reallocate resources on campus as well as contributions made to support the expansion of this project. Faculty are exploring Grant funding for this Project. 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.