Ohio Board of Regents
Academic Quality Assurance
30 East Broad St., 36 FL  Columbus, OH 43215


New Education Licensure Program Proposal
(Form A) Undergraduate Programs

Use this form for:

  • A New Undergraduate Education Program Leading to InitialLicensure: (Form A). Institutions that are or are not currently authorized by the Chancellor of the Board of Regents must complete this form to request approval to offer a program that leads to educator licensure. Approval of a New Education Licensure Program at an institution not currently authorized requires a site visit. Contact Shane DeGarmo in the Office of Academic Programs for further information.

General Directions

  • Submit your completed proposal electronically to .
  • The Chancellor’s staff will review proposals to be certain that each is complete and no problems found. If issues are found, the proposal will be returned. When the proposal is completed, re-submit to .
  • Insert responses in text boxes directly under each heading or in the tables provided.
  • If you are submitting a scanned attachment to support a response, please clearly identify the attachment item by section name/letter.
  • Out-of-state institutions and for-profit institutions registered with the State Board of Career Colleges and Schools, must complete appropriate forms. Contact Shane DeGarmo in the Office of Academic Programs for further information.
  • Out of state institutions must be authorized by the Ohio Board of Regents. If your institution is authorized, please complete this Proposal Form. If your institution is not yet authorized, contact Shane DeGarmo the Office of Academic Programsfor furtherinformation.
  • The fee for new program review ($1,000for non-public institutions) is to be mailed when your new program proposal is sent. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey.

Additional Information. Questions about the proposal process may be directed to Visit for additional information.A Reference Sectionis located at the end of this document.

NOTE: Authorization from Dean/Director of Education Program is required to submit any new program proposal. Therefore, we require the Dean or Director of the unit to electronically submit the proposal from her/his direct email account to . This also provides an assurance that the Dean/Director has knowledge about and will support the proposed program should it be approved.

Section 1. Introduction
Type your response below or type “X” next to your selection.
Date of Submission / October 27, 2011
Name of Institution / Ohio Northern University
Name of Department or College / Center for Teacher Education
Mailing Address / Ohio Northern University, Ada, OH 45810
Dean or Director’s Name / Dr. Tena L. Roepke
Dean or Director’s Email /
Person Submitting Program / Dr. Tena L. Roepke
Title / Director of Teacher Education
Phone / 419-772-2129
Email /
What semester/year do you want your proposed program to begin? / Continuing Program
Your Proposed Program Name and License Code
(License Types and Teaching Field Codes) / Multi-Age Visual Arts 020012
If applicable, within what degree program does this licensure sit? / Bachelor of Arts
Program Level / X / Baccalaureate
Post-Baccalaureate [courses are at bachelor level}
Program Website, if already created /
Section 2. Accreditation and Approval
Type your response in the table below or type “X” next to your selection.
Regional Institutional Accreditation
Name of Accrediting Organization / Higher Learning Commission
Date of Accreditation / March 28, 1958
Date of Next Review / 2014-15
National Accreditation
If your college/university has undergone national accreditation, what year is the next affirmation of accreditation?
2012 / National Council for the Accreditation of Teacher Education (NCATE)
Teacher Education Accreditation Council (TEAC)
NOTE: Proposals from Non-Ohio based institutions: If the proposed program already has received full national recognition from a specialized professional association (SPA), the SPA report can substitute for Section 7 of this proposal.
Name of Specialized Professional Association
Date of Last SPA Approval / State-approved,
June, 2004
Section 3. Academic Leadership
Type your responses in the sections below.
Brief institutional description.
Ohio Northern University is a private, United Methodist affiliated, co-educational institution offering degrees in five colleges including Arts & Sciences, Business, Engineering, Pharmacy, and Law. The 342-acre residential campus of 3570 students is located in Ada, Ohio, a northwest Ohio village of about 6000 people. Nearby larger communities include Kenton (8000), Findlay (37,000), and Lima (38,000). The university has been regionally accredited by the Higher Learning Commission since 1958.
ONU students are from 23 countries and 42 states. Fifty percent of the Fall, 2010, incoming class was in the top tenth of their high school graduating class with an average ACT of 26.6 (Fall, 2010 Fact Book). The students’ academic program is guided by 243 full-time faculty and 102 part-time scholars. Northern’s small class size (11:1 student-faculty ratio) permits personal attention from faculty contributing to the integration of education and career preparation. In August, 2011, Dr. Daniel DiBiasio became the university's eleventh president.
Program Development
Describe how the proposed program aligns with needs of the profession and prepares students to become effective educators of digital age learners.
According to the Teacher Shortage Areas Nationwide Listing 1990-01 to 2011-12 (U.S. Department of Education, Office of Postsecondary Education, Policy & Budget Development Staff), Ohio has listed Visual Arts as a teacher shortage area every year from 2004-05 to present. Ohio Northern University’s strong modern fine arts programs coupled with the established professional education coursework for MA teacher candidates allows the unit to create well-prepared and practiced art teachers.
All teacher candidates at Ohio Northern University are required to take the course EDUC 3201 Instructional Media and Educational Technology. This is a course which teacher candidates are not permitted to take until at least junior year and is much more than a computer literacy course. Candidates study the roles that technology plays in modern society emphasizing integration in instruction including planning, selection, utilization, operation, production and evaluation of media equipment and materials. Among other assignments, candidates create a webquest for the classroom of a collaborative link teacher. Technology and implementations explored include smartboards, airliner wireless slates, document cameras, clickers, skype and polycom videoconferencing, podcasts, and others. Throughout field experiences and clinical experience, candidates are expected to implement appropriate uses of technology when available and are assessed on appropriate uses of technology.
Organizational Structure
Provide the title of the lead administrator for the proposed program and a brief description of the individual's duties and responsibilities. What percent of this person’s time will be needed to ensure program success? Who else among administration, faculty, staff, and committees are key to program success?
The unit responsible for all teacher education programs at Ohio Northern University is the Center for Teacher Education. The Director of the Center for Teacher Education reports directly to the Vice President for Academic Affairs and provides administrative oversight for the entire unit. Faculty with membership in the Center for Teacher Education include all full-time professional education faculty and faculty representative(s) from other departments where teacher candidates complete major coursework. This faculty body makes all policy and procedure decisions for the unit including candidate admissions requirements and candidate applicant reviews as well as curriculum and assessment matters.
Candidates who complete the MA Visual Arts licensure program major within the academic content department (Art). Center faculty members work directly with the Director of Teacher Education to coordinate program curriculum, assessments, and decisions.
The lead administrator is the Director of Teacher Education. This individual provides oversight of all teacher education programs including all accreditation and approval processes, curriculum matters, assessment procedures, candidate qualifications and policy/procedures oversight. The Director of Teacher Education works closely with Center faculty from the appropriate departments on matters concerning each particular licensure program.
Section 4. Student Success and Enrollment
Type your response in the table below. Text only.
Admission and Student Success
Describe the criteria for admission.
Teacher candidates apply for formal admission to the Teacher Education Program typically at the middle or end of the sophomore year. Requirements for admission include the completion of 45 semester hours of coursework, attainment of a minimum overall accumulative grade point average of 2.50, successful completion of the Praxis I (Pre-Professional Skills Test or PPST) (Math 172, Writing 172, Reading 173) or ACT waiver (composite score of 25 or higher), and the completion of selected prerequisite courses with a grade of C or higher (Writing I and Writing II or Writing Seminar, Public Speaking or Interpersonal Communication or Classroom Communication, Culture and Schooling, Five-Day Field Experience I, and Young and Developmental or Lifespan Psychology). Once requirements are met and the application is completed, the candidate must also ask selected faculty and ONU administrative offices to complete recommendation forms (Major Department Chairperson, Major Department Advisor, Director of Residence Life, Dean's Office Representative, Course Instructor for Developmental Psychology, Course Instructor for Culture and Schooling, an additional full-time faculty from major department or professional education, any additional full-time faculty member). Minimum scores are set and required on recommendations. Finally, the teacher candidate must have fully remediated any dispositional concern or have a plan for remediation well along in the implementation stages, sign the statement of Assurance of Good Moral Character, and have appropriate background checks on file. Once all pieces of the application file are in order, the candidate's application is considered by the Center for Teacher Education faculty. If denied, the candidate has full due process opportunities.
Describe the support your unit and institution will provide so that students can be successful? [i.e. advising, tech help-desk, tutorials, library resources, faculty advising and mentoring]
Visual Arts teacher candidates at Ohio Northern University are assigned faculty advisors from their subject area department (Art). Advisors work with students to guide them through their program requirements by monitoring course selection, grades, and progression towards program admission and completion.
Teacher Education candidates' success is monitored at various checkpoints throughout the program. Candidates who enter the university with lower ACT scores or grade point averages may be required to complete certain prerequisite courses such as Study Skills, College Reading Skills, Intermediate Algebra, or Writing Workshop. Such students may also be required to begin with a restricted number of credit hours per term and/or have weekly support meetings with an academic advisor within the Office of the Dean. Once this student demonstrates the ability to move on, a normal course load may be recommended. All candidates' progress is monitored at the point of entry into sophomore level courses (Praxis I, grade point average) and upon application for formal admission to the teacher education program (see requirements above). Candidates who do not meet academic requirements at particular checkpoints within the program are communicated with in writing about deficiencies and suggestions for possible remediation. In particular, a candidate who has struggled with Praxis I is given tutoring/remediation opportunities and suggestions through the Center for Teacher Education or the university's Communication Skills Center. A candidate struggling with a low grade point average may be advised about course scheduling opportunities to repeat a course for which s/he received a low grade. Small classes allow faculty to work closely with candidates who are struggling in a particular course. Field experience evaluations are closely monitored and individual meetings are held between the candidate, the Director, and/or the advisor concerning areas of concern if needed. Finally, a dispositional concern process allows a faculty member to work with a candidate who demonstrates an area of deficiency related to dispositions. An intervention plan is established between the faculty member and the candidate with steps for remediation. Due process is established through a standing referral committee as needed.
In addition to the support steps described above, the Getty College of Arts and Sciences provides additional oversight to candidate academic success through the Committee on Academic Qualifications. Based on minimum standards of grade point average (accumulative or by term), a student may be placed on probationary status where course load is monitored, progress in courses is monitored tri-weekly, and regular support meetings are required with a staff member from the Office of the Dean.
Provide the name and title of the Americans With Disability Act (ADA) contact for this proposed program. What accommodations are available to students?
The ADA contact is Melissa Verb, Assistant to the Dean, College of Arts and Sciences. Accommodations provided to students are based on professional evaluation and recommendations made by healthcare service providers retained by the student and with resulting documentation sent to the Assistant to the Dean’s office. The most common accommodations include providing a distraction-free environment for testing purposes, extended time during testing, and tutoring resources provided by the dean’s office. Other accommodations have included the provision of note-takers, scribes, or amplification devices. The Assistant to the Dean provides the student’s impacted faculty members with a confidential description of the accommodations necessary and the faculty member cooperates to provide such services. At times, when class attendance is impacted by a documented disability, the Assistant to the Dean may act as a mediator between the student and the faculty member to determine the appropriate steps for making up missed work.
What is your best estimate for enrollment in the proposed program?
2008-09 6 / 2009-10 6 / 2010-11 3
2011-12 (current) 4 / 2012-13 5 / 2013-14 5
Section 5. Program Requirements and Curriculum
Programs leading to education licensure are required to meet minimum standards established by the Chancellor of the Board of Regents and the State Board of Education. In this section,
you will provide a wide variety of information that shows program alignment with standards
and requirements, courses and activities, program locations, and delivery models,
and transfer policies.
Standards and Requirements
Identify how and where the educator preparation requirements, standards, and Board of Regents guidelines identified below are addressed in your proposed professional education program (general education courses do not need to be addressed). Explain in the text boxes to the right of each item. Scan and attach supporting documentation end explanations. Provide URLs that point to the specific information requested.

NOTE TO REVIEWERS: Ohio Northern University converted from a quarter system to a semester system in Fall, 2011-12. Every attempt has been made below to clearly describe both the past quarter curriculum requirements for this continuing program and the new semester curriculum requirements. Although the new semester curriculum is in place, much of the assessment data reported is based on the quarter curriculum.

Ohio Licensure Program Requirements for Teaching / Assure us that your proposed program will address these standards and requirements. Check or describe where in the curriculum and/or program they are addressed. If you are enclosing scanned attachments, indicate below.
3 semester-hour reading core for AYA programs, career-vocational and multi-age programs; / Required professional education course EDUC 342 Reading in the Content Area (quarters) or EDUC 3451 Literacy Across the Content Areas for AYA/MA (semesters);
Checklists/Course syllabi provided in attachments. (See ONUVisArtsProfEdChecklistsSyllabi.docs, pp. 2, 3, 36-41, 95-101).
Candidates’ understanding of the Ohio Academic Content Standards; / Required professional education course EDUC 457(quarters) Integrated Art Methods or EDUC 4571 Integrated Art Methods (semesters) (+ other professional education coursework);
Checklists/Course syllabi provided in attachments.ONUVisArtsProfEdChecklistsSyllabi.docx.,
pp. 2, 3, 110-111)
Requirements for the Resident Educator License; / Candidates complete the required content area major and licensure courses, professional education coursework, field and clinical experience requirements, the bachelor’s degree, and Praxis IIexaminations to be eligible for the Resident Educator License;
Checklists provided in attachments. (See ONUVisArtsChecklistsSyllabi.docx. Information on field/clinical experiences and Praxis II scores is presented later in this document.)
Ohio Standards for the Teaching Profession(PDF) / Required professional education course EDUC 445 Organization and Administration of Schools (quarters) and EDUC 4451 Leadership Seminar (semesters) (+ other courses);
Professional Education courses aligned to the OSTP;
New Student Teaching Evaluation Form and Field Experience Evaluation Form (semesters) directly aligned to OSTP.
Syllabi and evaluation forms attached.
(See ONUVisArtsProfEdChecklistsSyllabi.docx, pp. 2, 3, 50-55, 111-117; ONUVisArtsProfEdAlignments.docx; Student Teaching and Field Experience evaluation forms are in the assessment section below.)
Ohio Standards for Professional Development(PDF) When professional development programs are offered to candidates, that the Standards describing High Quality Professional Development are utilized in the design of these offerings. / NA – Undergraduate initial licensure candidates
Meet Ohio Department of Education Licensure Program Standards. (If the program already has been approved by national SPA, these standards are met.) / 3-semester hour reading requirement (see above);
Academic Content Standards (see above);
Ohio Standards for the Teaching Profession alignment – See attachment: ONUVisArtsProfEdAlignments;
Requirements for the Resident Educator License (see above);
School Operating Standards – required professional education course EDUC 445 Organization and Administration of Schools (quarters) or EDUC 4451 Leadership Seminar (semesters)– Syllabi attached
(See ONUVisArtsProfEdChecklistsSyllabi.docx, pp.
2, 3, 50-55, 111-117).
Value-Added Progress Dimension (see below).
Value-added growth measures, as defined by the State Board of Education. / Required professional education course EDUC 318 Educational Assessment for AYA/MA (quarters) or EDUC 2681 Curriculum and Assessment (semesters); Syllabi and assessment attached.
General Education Requirements / Approved B.A. degree
Ohio Licensure Program Requirements for School Administrators / Describe where in the curriculum and/or program these standards and requirements are addressed. If you are enclosing scanned attachments, indicate below.
Alignment with Ohio Department of Education Standards for Principals and Superintendents Ohio Standards for Principals(PDF) / NA
Meet Ohio Department of Education Licensure Program Standards. If the program already is approved by national SPA, these standards are met. (If the program already has been approved by national SPA, these standards are met.) / NA
Ohio Standards for the Teaching Profession (PDF) / NA
Ohio Standards for Professional Development(PDF) When professional development programs are offered to candidates, that the Standards describing High Quality Professional Development are utilized in the design of these offerings. / NA
School Operating Standards Assurance that the proposed program includes the study of and candidate knowledge of operation of Ohio schools via the requirements described in the ‘Ohio Administrative Code Chapter 3301-35: Standards for School Districts and Schools-Kindergarten through Twelfth Grade.’ / NA
Value-added growth measures, as defined by the State Board of Education. / NA
Ohio Licensure Program Requirements for Pupil Services [audiologist, counselor, social worker, speech-language pathologist, psychologist, nurse, orientation and mobility specialists, occupational therapist, physical therapist ] / Describe where in the curriculum and/or program these standards and requirements are addressed. If you are enclosing scanned attachments, indicate below.
Meet Ohio Department of Education Licensure Program Standards. If the program already has been approved by national SPA, these standards are met. / NA
Ohio Standards for Professional Development(PDF) When professional development programs are offered to candidates, that the Standards describing High Quality Professional Development are utilized in the design of these offerings. / NA
School Operating Standards Assurance that the proposed program includes the study of and candidate knowledge of operation of Ohio schools via the requirements described in the ‘Ohio Administrative Code Chapter 3301-35: Standards for School Districts and Schools-Kindergarten through Twelfth Grade.’ / NA
Courses, Descriptions and Syllabi
Please see ONUVisArtsProfEdChecklistsSyllabi.doc and ONUVisArtsChecklistsSyllabi.doc.
Provide course information and syllabi (as scanned attachments). Information needed includes:
  • Course name, number, credit hours, whether required or elective course, new or existing, TAG or not, and which courses meet state reading requirements.
  • Course description as listed in the catalog.
  • Syllabi including name(s) of faculty teaching the course, course schedule, assignments, attendance policies, required books [hard copy and/or electronic] and other resource materials, and grading policies.
  • If not included in the syllabi, also provide learning outcomes, prerequisites, methods of assessment, and relevant institutional policies.

Course of Study
Provide the typical course and activities sequence within the proposed program in the table below. List only the professional program courses, and information in each column. If you have documents/materials that may assist in providing this information (i.e. an advising sheet,), scan and attach electronically in place of these tables. You can provide URLs that point to the specific information requested.

Checklists for the Multiage Visual Arts program are attached. See ONUVisArtsChecklistsSyllabi.doc and ONUVisArtsProfEdChecklistsSyllabi.doc.