Woodring College of Education Western Washington University WOODRING GRADUATE COMMITTEE. Minutes of Meeting January 29, 2008

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1 Woodring College of Education Western Washington University WOODRING GRADUATE COMMITTEE Minutes of Meeting January 29, 2008 PRESENT: ABSENT: Joanne Carney, Mary Lynne Derrington, Ken Howell (Chair), Bob Keiper, Janie Seto, Chris Ohana (for Marsha Riddle Buly), and Kaimi Deardorff (for Judy Gramm, Support Staff) Beth Swett and Mike Henniger (Dean s Office ex-officio) TOPICS COVERED: 1. Approval of Minutes of December 5, Approval of minutes of January 15, Elementary Education - Catalog Copy Revision 4. McCallum Fellowship 5. Adjournment The meeting was chaired by Ken Howell. The student representative from Elementary Education, Janie Seto, was welcomed. Both Beth Swett and Judy Gramm could not attend this meeting due to inclement weather. Chris Ohana served as a representative for Elementary Education in place of Marsha Riddle Buly. 1. Approval of Minutes of December 5, 2007 that the minutes of December 5, 2007, be approved. The motion passed with one abstention (Bob Keiper). 2. Approval of minutes of January 15, 2008 that the minutes of January 15, 2008, be approved. The motion passed unanimously. 3. Elementary Education - Catalog Copy Revision PRESENT LANGUAGE (copy from current catalog) From Catalog MEd ELEMENTARY Department of Elementary Education Department Office: Miller Hall 262, Graduate Advisor: Dr. Marsha Riddle-Buly, Miller Hall 264B, CHANGE TO MEd ELEMENTARY Department of Elementary Education Department Office: Miller Hall 262, Graduate Advisor: Dr. Tracy Coskie, Miller Hall 264B, ; Dr. Marsha Riddle-Buly Riddle Buly, Miller Hall 264B, 260E,

2 WGC January 29, 2008 Page 2 GRADUATE FACULTY Carney, Joanne, PhD. Carroll, David, PhD. Coskie, Tracy, PhD. Henniger, Michael, PhD. Hoelscher, Karen, EdD. Hughes, Eileen, PhD. Krogh, Suzanne L., PhD. Miller, Matthew, PhD. Ohana, Chris, PhD. Riddle Buly, Marsha, PhD. Wayne, Kathryn, PhD. The Department of Elementary Education has two MEd Degree program offerings. The first is an MEd In Elementary Education with concentrations in a variety of areas. The second program is an MEd in Reading. Both programs are currently under curricular review. We are not accepting applications at this time. For information on a new degree option, refer to the MEd in Advanced Classroom Practice. Application Information Candidates must meet the requirements of the Graduate School (see pages 50-51) in addition to the following departmental requirements: Specific Test Requirements: Miller Analogies Test or Graduate Record Exam, General Test. Supporting Materials: A résumé A statement of purpose for seeking the MEd, not to exceed one page An on-campus interview (only if requested by the department) In limited cases, students who do not meet the departmental requirements for full admission may be granted provisional admission by the Graduate School. Advancement to Candidacy Advancement to candidacy is formal recognition that the student has completed all admission requirements and has demonstrated satisfactory performance in at least 12 credits of graduate study. In addition to the above requirements, the department requires students to submit a proposal for a thesis (ElEd 690) or research paper (ElEd 691) for approval by the student s committee. Program Option Thesis or Research Paper The thesis (ElEd 690) and research paper (ElEd 691) represent the independent research GRADUATE FACULTY Carney, Joanne, PhD. Carroll, David, PhD. Coskie, Tracy, PhD. French, Kristen, EdD. Henniger, Michael, PhD. Hoelscher, Karen, EdD. Hughes, Eileen, PhD. Johnson, Paula, PhD. Krogh, Suzanne L., PhD. Miller, Matthew, PhD. Ohana, Chris, PhD. Riddle Buly, Marsha, PhD. Wayne, Kathryn, PhD. The Department of Elementary Education has two three MEd Degree program offerings. The first is an MEd In Elementary Education with concentrations in a variety of areas. The second program is an MEd in Reading. Both programs are currently under curricular review. We are not accepting applications at this time. For information on a new degree option, refer to the MEd in Advanced Classroom Practice. The MEd in Reading and the MEd in Advanced Classroom Practice are not accepting applications at this time. The third program, which is currently available, is the MEd in Elementary Education with concentrations in a variety of areas. Application Information Candidates must meet the requirements of the Graduate School (see pages xx-xx) in addition to the following departmental requirements: Specific Test Requirements: Miller Analogies Test or Graduate Record Exam, General Test. Supporting Materials: A résumé A statement of purpose for seeking the MEd, not to exceed one page An on-campus interview (only if requested by the department) In limited cases, students who do not meet the departmental requirements for full admission may be granted provisional admission by the Graduate School. Advancement to Candidacy Advancement to candidacy is formal recognition that the student has completed all admission requirements and has demonstrated satisfactory performance in at least 12 credits of graduate study. In addition to the above requirements, the

3 WGC January 29, 2008 Page 3 component of the program. For both options, students design and carry out independent research under the direction of a faculty committee. The thesis option (ElEd 690) requires a committee of three faculty. Two faculty are required for the committee directing the research paper (ElEd 691). MEd Elementary Education The MEd In Elementary Education has four main components: foundations, elementary education core study, independent research, and study in a concentration area. The first three of these components provide a common core for the MEd in Elementary Education. The concentration component of the program provides the opportunity for focused study in one of several areas. There are a number of concentrations available, all of which are offered in cohort structure. Currently, the concentrations listed below have been designed although all are not offered simultaneously. Check with the department for current schedules. Assessment Early Childhood Education (provides Washington state supporting endorsement) Literacy Education (provides Washington state supporting endorsement in reading) Courses Option I: Thesis (45 credits) EduC 501; EdF 512, 513 ElEd 521, 535, 690 Concentration Electives (19-21 cr) Courses by advisement. Contact the department office for requirements within the various concentrations Option II: Research Paper and General Comprehensive Exam (48 credits) EduC 501, EDF 512, 513 ElEd 521, 535, 691 Concentration Electives (22-24 cr) Courses by advisement. Contact the department office for requirements within the various concentrations department requires students to submit a proposal for a thesis (ElEd EDUC 690) or research paper (ElEd EDUC 691) for approval by the student s committee. Program Option Thesis or Research Paper The thesis (ElEd EDUC 690) and research paper plus comprehensive exams (ElEd EDUC 691) represent the independent research component of the program. For both options, students design and carry out independent research under the direction of a faculty committee. The thesis option (ElEd EDUC 690) requires a committee of three faculty. Two faculty are required for the committee directing the research paper (ElEd EDUC 691). MEd Elementary Education The MEd In Elementary Education has four main components: foundations, elementary education core study, independent research, and study in a concentration area. The first three of these components provide a common core areas of study for the MEd in Elementary Education. The concentration component of the program provides the opportunity for focused study in one of several areas. There are a number of concentrations available, all of which are offered in cohort structure. Currently, the These concentrations, listed below, have been designed although all are not offered simultaneously. Check with the department for current schedules currently available concentrations. Concentration Areas: Assessment Early Childhood Education (provides Washington state supporting endorsement in early childhood) Literacy Education (provides Washington state supporting endorsement in reading) Courses Option I: Thesis (45 credits) EduC EDUC 501, 505 and 690 EdF 512, 513 ElEd ELED 518, 521, and 535, 690 Concentration Electives (19-21 cr) Courses by advisement. Concentration electives will generally be selected, by advisement, from elementary and early childhood education, literacy, TESOL, and special education courses. Contact the department office for requirements

4 WGC January 29, 2008 Page 4 within the various concentrations. Option II: Research Paper and General Comprehensive Exam (48 credits) EduC EDUC 501, 505, and 691EDF 512, 513 ElEd ELED 518, 521, and 535, 691 Concentration Electives (22-24 cr) Courses by advisement. Concentration electives will generally be selected, by advisement, from elementary and early childhood education, literacy, TESOL, and special education courses. Contact the department office for requirements within the various concentrations. Rationale for change: For the last several years this degree option has been on moratorium. The change will allow us to begin admitting students again. Since the course catalog simply says to call for information, we are working from the catalog copy. Program descriptions were revised to provide clarity. One area of confusion may be in the list of concentration areas. The literacy concentration does have a note that this concentration provides a Washington State endorsement in reading. That is the language of the state, whereas the term literacy is a more up-to-date and comprehensive term, which is why it is being used to describe the concentration area. In the list of courses, some credits were re-arranged, particularly due to the fact that EDF 512 and 513 are no longer offered. Foundations credits are now EDUC courses. These courses are still available and will be taught by faculty in the Elementary Education department. Dr. Fox has approved this use of the EDUC listings. The list of courses for foundations and core represents a change in 8 of the credits in the program. The courses that replaced foundations and core courses are not new courses and are currently listed in the catalog. In order to offer this master s degree again, no new courses need to be produced, no courses need to be revised. As such, there should not be any duplication of existing courses in other departments. Courses from other departments, however, might qualify for inclusion in the concentration electives. At this time we do not expect there to be changes to the department s financial resources. There is a commitment that the program will continue to be offered, regardless of enrollment, until the last admitted student finishes the degree requirements.

5 WGC January 29, 2008 Page 5 Previous questions/concerns from the January 15, 2008, WGC meeting were addressed by Tracy Coskie and Chair Ken Howell in a meeting on January 28, WGC discussed the following additional issues: 1. HEC board approval on page 8, paragraph 3 of the proposal 2. Approval of title EDUC for 501 WGC recommends awareness of these issues when the proposal is brought before the Graduate Council. to approve the revision to Elementary Education s MED program, and forward the request for revision of master s degree to the appropriate curricular body. The motion passed unanimously. 4. McCallum Graduate Fellowship A scoring rubric for selection of the McCallum Graduate Fellowship recipient was distributed. Representatives (Mary Lynne Derrington for Educational Administration and Bob Keiper for Secondary Education) summarized the application of their respective candidates. The individual applications were then reviewed and ranked 1-5 with 1 being poor and 5 being excellent. As a result of the scoring, it was recommended that the applicant from Educational Administration be granted the fellowship; Woodring s scholarship office will be asked to notify the recipient of the award. that the applicant from Educational Administration be recommended as the recipient of the McCallum Graduate Fellowship. The motion passed unanimously. 5. Adjournment The meeting adjourned at 12:55 pm. Respectfully Submitted, Kaimi Deardorff