November 16-17, 2000
ITEM
109-2801-R1100������ Approval of
Proposal to Offer the Bachelor of Science in Education Degree in Elementary
Education (K � 8) and Reading Minor (K �12) in Great Falls, Montana; Montana
State University-Northern
THAT:����������������������������������� The Board of
Regents of Higher Education authorizes Montana State University-Northern to
offer the Bachelor of Science in Education Degree in Elementary Education (K �
8) and Reading Minor (K �12) in Great Falls, Montana, to any student who
completes the four-year curriculum in elementary education and reading approved
by the Board.
EXPLANATION:����������������� Montana State
University-Northern and its College of Education have played a significant role
in preparing teachers for the State�s grade schools and high schools (P-12),
particularly in rural, north central Montana.�
That mission has included the Great Falls market specifically.� MSU-Northern�s counselor education program
has been available in Great Falls for several decades, beginning with
coursework at Malmstrom Air Force Base.�
In 1989, Northern was authorized to take its 32-credit professional
education core to Great Falls.� Its
newest graduate degree in education, Learning Development, has been delivered
to Great Falls, via the NorthNet telecommunications systems, for at least three
(3) years.� This fall, a cohort group
was established in Great Falls for the Learning Development degree, and 31
students enrolled in the program.�
Several students were turned away.�
General education coursework, and especially general education coursework
appropriate to teacher training, has been offered in Great Falls by both
MSU-Northern and its partner institution, the College of Technology, for
several years.� This proposal would
permit MSU-Northern to offer another, specific education degree in Great Falls.
Request for
Authorization to Offer
The
Bachelor of Science in Education Degree
In
Elementary Education (K-8) and Reading Minor (K-12)
In
Great Falls, Montana
Montana State University-Northern seeks authorization to
offer the Bachelor of Science in Education Degree in elementary education (K-8)
and the reading minor (K-12) in Great Falls, Montana.
Montana State University-Northern and its College of
Education have played a significant role in preparing teachers for the State�s
grade schools and high schools (P-12), particularly in rural, north central
Montana.� That mission has included the
Great Falls market specifically.�
MSU-Northern�s counselor education program has been available in Great
Falls for several decades, beginning with coursework at Malmstrom Air Force
Base.� In 1989, Northern was authorized
to take its 32-credit professional education core to Great Falls.� Its newest graduate degree in education,
Learning Development, has been delivered to Great Falls, via the NorthNet
telecommunications system, for at least three (3) years.� This fall, a cohort group was established in
Great Falls for the Learning Development degree, and 31 students enrolled in
the program.� General education
coursework, and especially general education coursework appropriate to teaching
training, has been offered in Great Falls by both MSU-Northern and its partner
institution, the College of Technology for several years.�
This proposal would permit MSU-Northern to offer another,
specific education degree in Great Falls.
Interest in elementary or secondary education as a career
choice is strong in Great Falls.�
Elementary education has been the second most frequently declared major
for Northern in Great Falls. Since 1989, the average number of students
enrolling in MSU-Northern education courses in that city who listed education
as their major is 32.� Even though the
institution could not offer the complete degree to Great Falls students, 25
went on to earn their degrees at the Havre campus.� Countless others completed the necessary coursework for a degree
in elementary or secondary education at other institutions.
MSU-Northern began offering the �professional education
core� of classes for the bachelor�s degree in education to Great Falls in 1993.
Within the first year of offering the core, the interest for elementary
education as a major for students attending MSUN-Great Falls became immediately
apparent. There is an established market trend for MSU-N students in Great
Falls that supports efforts to gain approval to offer an elementary education
degree. There is sufficient demand from students who choose to attend
MSU-Northern at Great Falls. Figure I presents the academic year average of
elementary education majors declared by students attending MSU-Northern in
Great Falls since 1994. The marked decline in majors at 1998 is explained by
the change in policy that gave COT the lower division courses and Northern
upper division courses.
Figure 1. Elementary Education
Majors at MSUN-Great Falls
The demand for teachers in the Great Falls school system is
good, at least for the immediate future.�
In 1997, the school district in that city hired 12 elementary education
teachers; 32 elementary education teachers were hired in 1998; and 53 were
hired last year.� Final numbers for this
year were not available at the time of this submission.� The problem is exacerbated by the number of
long-term teachers in the Great Falls system who are approaching retirement
age.� Several issues of the Great Falls Tribune,
earlier this year, were filled with articles about the number of vacancies and
retirements inundating that system.�
Those articles continued into the late summer.� While MSU-Northern was not able to collect specific information
about hiring needs in the school districts surrounding Great Falls, some of
these same problems may well exist.
Anecdotal evidence also supports the need for such a teacher
preparation program in Great Falls (see Exhibit A.)� During the 1998 � 1999 academic year, 370 telephone or walk-in
contacts were recorded at MSU-Northern�s Great Falls� office.� Frequency counts indicate the most often
requested frequently requested undergraduate programs were education, business,
nursing and computer-related instruction.�
These data further support the interest in a bachelor�s degree in
education.
Montana State University-Northern�s role and mission in
Great Falls has always been to serve students and needs that are not met by
other higher educational institutions in that city.� The teacher education coursework, like almost all of
MSU-Northern�s Great Falls programs, was offered at night and on weekends, so
adult, nontraditional, place-bound, and working students could participate in
the degree program and hopefully realize their career goals.� To complete the teacher education degree,
however, students eventually had to 1) leave their jobs, homes and families to
attend the Havre campus, 2) transfer to another educational program (with the
same consequences already listed), or 3) pay significantly more for their
education in Great Falls.� This request
would eliminate those educational barriers, at least for students who are
interested in an elementary education career or a reading endorsement.
Supportive Data
Data were collected during October 2000 to gather pertinent
information regarding the demand and support for a program of study leading to
a Bachelor of Science in Elementary Education degree in Great Falls from a
public institution. Surveys were developed (September, 2000) to provide
information to the Office of the Commissioner of Higher Education about the
interest for this degree (see Exhibit B).�
The authors determined that there were two populations of interest who
could provide the necessary information required to make an informed decision
about the feasibility of MSU-Northern�s submission�s� request.� Thus, responses
were solicited from (1) students currently enrolled (fall, 2000) in pre-teacher
education courses offered by the MSU-College of Technology and in teacher
education courses offered by MSU-Northern in Great Falls; and (2) alumnae with
earned education degrees from MSU-Northern who reside in Great Falls.
Data from the surveys were analyzed using content-analytic
methodology described by Lecompte, Preissle, and Tesch (1993) and Holsti (1969)
in which the process of analysis is carried out on the basis of explicitly
formulated rules and procedures.
Student Surveys. Student
surveys were collected during the week of October 2 from students enrolled in
education courses at MSU-COT and MSU Northern in Great Falls. Screening
controlled for any duplication of student surveys. Forty-one students surveys
were collected.
In response to Question A, Part 1,�Are you interested
in attending a public institution in Great Falls to earn a Bachelor�s degree in
Elementary Education?� thirty-nine (95%) of the respondents
indicated �Yes.� Only two (5%) indicated they were not interested in earning a
bachelor�s degree in Great Falls.
Figure 2. Students� Interest in Public Institution in Great
Falls for Elementary Education
With Question A, Part 2, �If yes, list the reasons you
would like to have a public institution (for example, MSU-Northern) offer a
bachelor�s degree in elementary degree in Great Falls,� the following
themes emerged. Thirty-four percent of the responses indicated the concern for
less costly alternatives in earning a bachelor�s degree (affordability).
Twenty-three percent identified that work and family commitments prevent them
from leaving the Great Falls area to earn a degree from a public institution.
Alternative scheduling�weekend and evening classes was the reason for 17% of
the responses. Quality of instruction was noted in 9% of the responses as a
reason to have a public institution offer this degree. The ability to choose
between a private and public institution was listed for 9% of the total
responses. Taxpayer issues made up 8% of the responses. Figure 3 represents the
themes that emerged from their comments. (Refer to Exhibit C for Students
Comments� Journal.)
Figure 3. Student Reasons for a Bachelor�s Degree in
Elementary Education from a Public Institution
Thirty-six students (88%) responded �yes� to Question
B, �Are you currently taking classes in Great Falls to earn your bachelor�s
degree in elementary education?� Five students (12%) indicated they
were not pursuing a bachelor�s degree.
Thirty-two (78%) students reported that they needed
alternative delivery in order for them to attend classes (Question C). Only
nine students (22%) indicated alternative delivery was not a concern.
Thematic responses that emerged from Question D, �Is
there anything else you want us to know about access to public higher education
in Great Falls?� are represented in Figure 4 below. Thirty-five percent
of the responses indicated concern about having the right to choose between a
private and a public higher education institution. Thirty percent of the
responses cited convenience and location as a factor in wanting to have access
to public higher education in Great Falls. Twenty-five percent of the responses
focused on access to an affordable education that is provided by public
institutions. Ten percent discussed the need for non-traditional students to
have access to an institution that recognizes their life responsibilities.
Students� responses indicate a high level of commitment and
interest in earning their degree in elementary education from a public
institution of higher education. Emerging from the data were themes that can be
addressed by MSU-Northern�s presence in Great Falls and permission to offer a
Bachelor of Science degree in Elementary Education. Since MSU-N is a publicly
supported institution, we can provide higher education degrees at a more
affordable cost to students who cannot afford attending a private institution.
Northern has established a long tradition at Great Falls of course delivery on
evenings and weekends. This history has established our reputation for meeting
the needs expressed by non-traditional students. However, the results clearly
indicate that students are interested in earning a degree through alternative
scheduling�not just accumulating credits.
Many respondents raised the issue of �choice� and �access.�
The findings indicated that students want access to public higher education in
Great Falls and stated that they should have a choice between private and
public institutions. These data must be viewed from within the contexts of
access and fairness. Undoubtedly, affordability, alternative scheduling, and
choice are intricately related to these larger issues.
Respondents who granted us permission to include their names
in this report are listed in Exhibit D.
Alumni surveys were mailed October 9, with return requested
by October 16. Twenty-two alumni surveys were returned.
In response to Question A, Part 1,�Would you have
attended a public institution in Great Falls to earn a Bachelor�s degree in
Elementary Education?� 82% of the alumni indicated �Yes.� Eighteen
percent indicated they would not have been interested in earning a bachelor�s
degree in Great Falls.
Question A, Part 2 asked, �If yes, list the reasons you
would like to have a public institution (for example, MSU-Northern) offer a
bachelor�s degree in elementary degree in Great Falls.� �Work and family commitments of place-bound
students were listed as reasons that prevented them from leaving the Great
Falls area to earn a degree in 50% of the responses. Affordability in earning a
bachelor�s degree was a concern for 33%. Preference for alternative scheduling
was listed as a reason by 7% of those who responded �yes� to this item.
Taxpayer issues were listed by 7% of the respondents. Three percent identified
�quality of instruction� as a reason to have a public institution offer the
degree. Figure 5 represents the themes that emerged from their comments. (See
Exhibit E for Alumnae Comments� Journal.)
Figure 5. Alumnae Reasons for a Bachelor�s Degree in
Elementary Education from a Public Institution
Question B, �In order for you to have attended classes in
Great Falls, would you have preferred an alternative delivery schedule�evenings
and weekends?� reported �Yes� from 74% of the respondents.
Twenty-six percent indicated alternative delivery was not a concern.
Thematic responses that emerged from Question C, �Is
there anything else that you want us to know about access to public higher
education in Great Falls?� are represented in Figure 6 below. Family
and work responsibilities which left them place-bound were listed 49% by the
alumnae. Affordability comprised 27% of concerns regarding access to public
higher education in Great Falls. Twelve percent of the respondents indicated
alternative scheduling as necessary. Taxpayer issues were identified by 8% of
the alumnae. Four percent of the respondents cited state incentives as a
factor.
Figure 6. Alumnae Concerns About Access to Public Higher
Education in Great Falls
The themes that emerged from the alumnae surveys closely
aligned with the students� survey findings. Emphases were placed upon
affordability, work and family commitments, and choice. Alternative scheduling
was similarly ranked as important among both students and alumnae. If public
higher education had been available to our alumnae, many would have chosen to
earn their degrees in Great Falls.�
Those respondents who granted us permission to include their
names in this report are listed in Exhibit F.
Responsiveness to non-traditional students� needs requires a
focus on a program delivery strategy that incorporates timeliness--both in
alternative scheduling of coursework and with program completion. Thus, we have
developed a schedule to address the expressed needs of the Great Falls students
that will provide evening and weekend classes; offer 12-14 credits each
academic semester, and 6-9 credits during summer sessions; and allow for the
education course requirements to be completed within 4 academic semesters and 2
summers. Table 1 illustrates the course schedule for Spring 2001. See Exhibit G
for the two-year schedule of courses for completion of the degree in elementary
education.
Table 1. Elementary Education Schedule, Spring 2001
Course |
Description�������������������� |
Time |
Cr |
Instructor |
EDUC307 |
Methods of Teaching Elem Integrated Math/Sci |
Mon 5:15-7:45 pm |
4 |
New Faculty |
EDUC 350/550 |
Ed & Psy Exceptional Child |
Wed 5:15-7:45 pm |
3 |
Hedrick |
EDUC380 |
Classroom Environment and Management |
Tue 5:15-7:45 pm |
3 |
New Faculty |
EDPY390 |
Designing a Learning Environment |
Thur 5:15-7:45 pm |
3 |
New Faculty |
EDPY425/525 |
Learning Disabilities |
Wed 8-10:30 pm |
|
Hedrick |
EDUC400/450/475 |
Teaching Practicum and Seminar |
Arr |
12 |
McCroskey/ New Faculty |
This proposal will add nine (9) new courses to the
educational offerings already available in Great Falls.� Those nine courses are the specific
educational content applicable to an elementary education degree.� Other courses required for the degree are
available as follows:
����������� --32
credits come from the professional education core; as already
����������� � noted, that education core has been
delivered in Great Falls since
����������� � 1989.
����������� --50
credits come from general education courses, teacher
����������� � education program pre-requisites and other
student electives.
����������� --28
credits come from the reading minor, with is also proposed
����������� � as part of the Great Falls offerings in this
Level I submission.
����������� � Elementary education majors must complete a
K-12 endorsable minor
����������� � in order to earn their degree.� While several such minors are
����������� � available on the Havre campus, the logical
one to take off-campus
����������� � is the reading minor.
The MSU College of Technology in Great Falls has proposed a
two-year, associate of science degree, with a teacher education emphasis, which
will articulate into MSU-Northern�s elementary education program.� The articulation agreement is attached as
Exhibit A.� That �2 + 2� relationship
was developed by the two institutions, as part of its partnership in Great
Falls.� Students completing that
two-year degree at the COT will have satisfied much of the general education
and teacher education prerequisites essential for full admission to Northern�s
teacher education program.�
Students transferring into Northern�s elementary education
program, from other institutions, could also take advantage of the coursework
available at the Great Falls COT to prepare themselves for the four-year
elementary education degree.
In the past, the coursework for the professional education
core has been delivered by Havre faculty, who used the NorthNet
telecommunications system or who traveled to Great Falls in person to complete
the instruction.� That practice will
continue.� MSU-Northern has also used
adjunct faculty members, and those professional educators from the Great Falls
community will continue to be utilized.�
The Great Fall COT and MSU-Northern are also seriously discussing joint
appointments for education faculty members who will be hired to implement each
institution�s education program.
MSU-Northern will hire one elementary education faculty
member, initially, to deliver the nine (9) additional courses required for this
proposed degree in Great Falls.� That
faculty member�s efforts will obviously be supplemented by the instructional
personnel described in the preceding paragraph.� As the program grows, additional education faculty may well have
to be placed in Great Falls.� For the
first two or three years of the program, the reading minor will only be offered
through the NorthNet system and/or with the expertise of adjunct faculty.� Eventually, that minor may require its own
faculty specialist.
The one significant change for students in the program is
the need, eventually, to take some of their coursework during the day, on a
Monday through Friday schedule.� The
fieldwork, clinical and student teaching portions of the curriculum must be
completed when elementary and secondary schools are in session.� That portion of the curriculum, one full
semester of student teaching, and significant hours of classroom observation
and participation in two other courses, will require working adults and
students with family obligations to make accommodations in their non-student
life.� That requirement has always been
clearly explained to all Great Falls students, however, since the teacher education
core was brought to that city in 1993.
The quality of MSU-Northern�s education programs is a
significant concern to the institution.�
The implementation and delivery of additional coursework in elementary
education at a distant site will not be permitted to affect that quality.� The Office of Public Instruction reviewed
all education programs at Montana State University-Northern this year, and gave
them full, 5-year approval.� The
institution is also applying for accreditation by the National Council of
Accreditation of Teacher Education (NCATE).�
That visit is expected to take place in the spring of 2002.
Since MSU-Northern and its education faculty already have
significant experience with distant students in Great Falls, the impact on
resources and student support activities will be minimal (see Exhibit H).
�
One additional faculty member, in elementary education, will
be
hired for the Great Falls
program.� The money for that position,
approximately $50,000, has already been earmarked in this year�s budget.
�
That faculty member will be housed in the College of
Technology
in Great Falls, which has become
the center for all MSU academic programs in that city.� MSU-Northern will have to purchase office
equipment and a computer for this new faculty member. Those costs are estimated
at $3,000.� Travel to the Havre campus,
and additional supplies will add another $1900.
�
The existing personnel support, currently available in
Great Falls for all Northern
students, will obviously be available for elementary education majors. �That support includes a director of Great
Falls programs, and an administrative support person.
�
Support services for elementary education students will be
provided, using the same model
that has been in place since 1989 for all education students in that city.� The resident faculty member,
described above, will be the
principal advisor and mentor for students.�
Faculty on the Havre campus will be available through NorthNet classes,
by e-mail or telephone, or in person.�
�
Services like admissions, financial aid, and business office
activities will be handled by
on-site personnel, in coordination with
the appropriate offices on the
Havre campus.� Most of those functions
are completed electronically.�
Administrators at MSU-Northern and the Great Falls College of Technology
are also discussing a management relationship that would permit the COT to
provide many of these support services for the Havre campus.
�
Great Falls students have access to the Van Bogart Library,
and
other MSU-system libraries,
through on-line, electronic sources and inter-library loan.� (See Exhibit I for information on remote
access resources available to off-campus students.)
The University of Great Falls has an elementary education
degree, and a reading minor.
Montana State University-Northern has had several
conversations with that University about possible collaboration on education
programs.� In the past year, those
conversations have focused on the elementary education program itself.� In addition, MSU-Northern has also included
its elementary education proposal on the agenda of several meetings of the
Great Falls Higher Education Center.�
All of those conversations and meetings have been unproductive.� A short summary of those contacts is
attached as Exhibit J.� The articulation
agreement between the Great Falls College of Technology and Montana State
University-Northern is attached as Exhibit K.
On May 12, 2000, Richard Fisher, former director of Great Falls programs, mailed a letter and supporting materials, to Al Johnson, dean at the University of Great Falls.� That letter was intended to comply with Policy 220, under the provisions entitled Board Policy, Section 3.� That letter is included as Exhibit L.� At the time this proposal was initially transmitted to the Board of Regents, the University of Great Falls had not responded to the content of the proposal.� Roger Barber, provost at MSU-Northern, sent another letter to newly-appointed Provost Dennis Olson at the University of Great Falls, informing him of additional opportunities to respond to this proposal.� That letter was sent to insure compliance with the 30-day �notice and response� requirement set out in the above-described policy and section.� Provost Barber�s letter is attached as Exhibit M.� Since those notices, Dr. Frederick Gilliard, president of the University of Great Falls, has submitted a formal objection to the request.
All procedural and notification requirements have been met.
This request for authorization is presented by the Interim
Chair/Dean of the College of Education at Montana State
University-Northern.� Appropriate
paperwork will also be filed with the Northwest Association of Schools and
Colleges.
����������� �
�
����������������������������������������������������������������������������������� _______________________________
����������������������������������������������������������������������������������� Darlene
Sellers
����������������������������������������������������������������������������������� Interim
Chair/Dean
����������������������������������������������������������������������������������� College
of Education
Exhibit
A: Letters Supporting Approval of Degree
Bachelor�s
of Science Degree in Elementary Education Interest Survey
September, 2000
The purpose
of this survey is for us to provide information to the State of Montana�s
Office of Higher Education about the interest for a public higher education
institution to offer a Bachelor�s of Science in Elementary Education at Great
Falls.
Part I.� About Degree
If yes, list the reason(s) you want to have a public
institution (for example,� Montana State
University Northern) offer a bachelor�s degree in elementary education in Great
Falls?
No_______� Yes ________ If yes, name of
institution_______________________________________________
Part II.� About
Others
A.
Do you
know of others who may be interested in earning a bachelor�s degree in
elementary education in Great Falls?� If
yes,� please provide us with their names
and as much information as you know below (e.g., place where they work,
telephone numbers, etc.) so that we may contact them.
��������
Part III.� About
You
Associates___ Bachelor�s___� Master�s____When?________________ Institution?________________________________________________________________________
Address:______________________________________________________________________
�������
We would
like to add your name to a list of individuals who are interested in earning
their bachelor�s degree in elementary education from a public institution.
Please indicate your permission for us to list your name in our reports to the
State of Montana Office of Higher Education .
I give my
permission for Montana State University Northern to use my name in the survey
findings� report submitted to the Office of Higher Education.�
Signature:
_______________________________________________________� Date ____________
Signature
of� Witness: _____________________________________________� Date____________
Bachelor�s
of Science Degree in Elementary Education Interest Survey for Alumni
September, 2000
The purpose
of this survey is for us to provide information to the State of Montana�s
Office of Higher Education about the interest for a public higher education
institution to offer a Bachelor�s of Science in Elementary Education at Great
Falls.
Part I.� About Degree
If yes, list the reason(s) you would like to have a
public institution (for example, Montana State University Northern) offer a
bachelor�s degree in elementary education in Great Falls?
Part II.� About Others
B.
Do you
know of others who may be interested in earning a bachelor�s degree in
elementary education in Great Falls?� If
yes,� please provide us with their names
and as much information as you know below (e.g., place where they work,
telephone numbers, etc.) so that we may contact them.
��������
Part III.� About You
Bachelor�s____� Master�s____ Doctorate ____
Address:______________________________________________________________________�������� �
�����������
We would
like to add your name to a list of individuals who are supportive of access to
earning a bachelor�s degree in elementary education from a public institution
in Great Falls. Please indicate your permission for us to list your name in our
reports to the State of Montana Office of Higher Education.
I give my
permission for Montana State University Northern to use my name in the survey
findings� report submitted to the Office of Higher Education.�
Signature:
________________________________________________________� Date ____________
Exhibit
E:� Alumnae Comments Journal
Exhibit
F: List of Alumnae Responding to Survey (with permission)
Exhibit
G: Two-Year Program Schedule
Exhibit
H: Budget
Description |
Expenditures |
Salary for 1FTE position* |
$40,000 |
Benefits (24% of gross)* |
�� 9,600 |
Travel from Great Falls to Havre (3000 miles) |
�� 1,000 |
Instructional materials/supplies (start-up) |
����� 900 |
Computer and office equipment |
�� 3,000 |
������
Total projected budget |
$54,500 |
Exhibit
I: Library Remote Services
Exhibit J: Summary of Contacts
Exhibit
K: Articulation Agreement
Exhibit L: Letter from Richard Fisher
Exhibit M: Letter from Roger Barber
August 15,
2000
Dr. Dennis
Olson
Provost and
Vice President for Academic Affairs
University
of Great Falls
1301 20th
Street South
Great
Falls, Montana� 59405
Dear Dr.
Olson,
In mid-May,
Dr. Al Johnson at your institution received a letter from Richard Fisher, along
with several supporting documents, concerning Montana State University-Northern�s
intent to offer the Bachelor of Science degree in elementary education and the
reading minor in Great Falls.� At that
time, the University of Great Falls was invited to comment on the proposal, and
those comments would be included in any documentation submitted to the Montana
Board of Regents.
To the best
of my knowledge, the University of Great Falls has not provided such comment.
This letter
is intended to serve as Montana State University-Northern�s offer of �. . .a
further and final opportunity to provide written comment to the Commissioner of
Higher Education at least 30 days before the proposal is to appear on the Board
of Regents� agenda� as required by Regent Policy 220.
The
proposal will be formally submitted to the Board of Regents at either its
September, 2000, or November, 2000, meeting.�
I will let you know when that decision is made.� Regardless of which meeting is chosen, this
letter is meant to comply with the final notice requirements of the above-cited
policy.
You have my
best wishes as you approach another school year.
Sincerely,
Roger A.
Barber
Cc: David
Dooley
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