Repository: UIHistories Project: Board of Trustees Minutes - 1968 [PAGE 339]

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1966]

U N I V E R S I T Y OF I L L I N O I S

287

in (1) achieving the cooperation mentioned above and (2) attracting the faculty to realize the above goals. This is the issue which we must now lay before the Senate. Plan A The recommendations which follow, and which form the substance of this report, provide for organizational forms in education which at once: (1) establish an education program performing a full and complete range of education functions; (2) provide for a maximum contact between the research/developmental and curricular concerns of an education program; and (3) avoid the isolation from the rest of the university academic community which in the past has often reduced the effectiveness and progressiveness of the traditional Colleges of Education. The latter is accomplished by the establishment of avenues of contact and mutual involvement between the education curricula and other colleges and departments, thus approaching the reality of an all-University participation in this very important educational area. Undergraduate Education Elementary Education A Department of Elementary Education will be established in the College of Liberal Arts and Sciences; the College of Liberal Arts and Sciences will award a B.A. or B.S. degree to majors in the Department of Elementary Education. This department will offer professional courses in elementary education, will take charge of all advising and guidance for elementary education majors, and will be a general administrative office for matters pertaining to the elementary education curriculum. Strictly professional courses such as the following (using examples from the University of Illinois-Urbana catalog) will be offered by members of the Department of Elementary Education, who hereafter shall be jointly appointed to the Department of Elementary Education and the Graduate School of Education (see below): Nature of the Teaching Profession (Education 101); Principles of Elementary Education (Education 230); Techniques of Teaching in Elementary School (Education 231); Classroom Programs in Childhood Education (Education 233); and Primary Reading (Education 336). Practice teaching at all levels — elementary and secondary — will be supervised in collaboration with the Graduate School of Education as a method of introducing the latest insights of educational research directly into the classroom. Courses such as Child Development, Educational Psychology, History of Education, Philosophy of Education, and so on, will be taught in the appropriate subject-matter departments. All required courses of the elementary education curriculum would be worked out in collaboration with the Graduate School of Education. Secondary Education All courses required of students planning to teach in secondary schools would be taught in the related subject-matter departments. Thus, courses in educational psychology would be taught in the Psychology Department; the history of education in the History Department; the philosophy of education in the Philosophy Department; and the sociology of education in the Sociology Department. In all cases, the departments concerned will develop such courses as may be required to satisfy these demands, and will recruit faculty with specialized training and interests in these areas. Further, each subject-matter department embracing a teachereducation major will be responsible for the development of courses in the methods of teaching of that subject matter, as well as for the supervision of practice teaching in the secondary schools; in both cases, this will be done in active collaboration with the Graduate School of Education. Such departments will either designate present members of their faculty for the purposes of supervision of practice teaching, or will recruit new members, the criteria for whose advancement and promotion within the department must be such as to assure the procurement and retention of persons of the highest quality. Other Administrative Functions An office of Coordinator of Practice Teaching will be established, the duties of which will relate to the scheduling and coordination of practice-teaching supervision, the keeping of records, and such other essentially administrative functions as may be deemed necessary to expedite and facilitate this aspect of the teachertraining requirements.