Chicago State University - Emblem Yearbook (Chicago, IL)

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Michelle Howard- Vital Dean of The Office of Continuing Education and Non-Traditional Programs is concentrating her efforts on expanding each of the several programs under her jurisdiction. From the Board of Governor ' s Degree Program to the CSU Extension Services Program. Dr. Howard-Vital ' s activities have managed to yield efficient and effective re- sults. The Office of continuing Education ' s most popular pro- gram is The Board of Gover- nor ' s degree program which consists of more than 500 stu- dents and is aimed at the stu- dent who is in the work force and who is trying to earn a de- gree simultaneously. Most of Dean of the Office of Continuing Education and Non-Traditional Programs the students in the Non-Tradi- tional degree programs already have good jobs. Usually they are over 21 years of age and what they are usually doing is coming back to school with the intention of upward mobility by earning a degree. We assess what they have learned from their work experience and credit that experience toward their degree, says Dr. How- ard-Vital. In addition to that program the Office offers the Individualized Curriculum Pro- gram. The program allows stu- dents to design their own ma- jors (particularly disciplines not offered at CSU). The University Without Walls program is designed so that students do not take tra- ditional classes, but students have learning agreements in which they gcither information by working with faculty. Those ore the three Non-Traditional Degree programs. In addition, there are non- credit on-campus classes for adults, teens and children called the Enrichment Pro- gram. Some of these programs ore: sewing and swimming. There are also training and de- velopment classes offered at various hospitals, companies and various public sector agen- cies. Also, there is the Exten- sion Services Program where the Office works as a producer for the Chicago Access Corpo- ration.

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Dr. William Prigge, Dean of Library and Learning Re- sources, has been an adminis- tration at Chicago State Uni- versity for over 6 years. He was named acting Dean in January of 1982; and was then ap- pointed Dean in August of 1983. As Dean, his job involves be- ing responsible for the Library, Television and Audio Visual Center, The Academic Com- puters and the Learning Assis- tance Center. The Learning Assistance Center provides tu- toring for students who are ex- periencing difficulty in math and English. The Center helps the students reach the stan- Dean of Library Science and Learning Resources dards set by the university de- partments. He also provides leadership, sets policies develops goals and objectives. This will enable the library and Learning Resource Department to continue to strengthen and upgrade the collection of library materials not only to fit the university ' s academic program but the stu- dent ' s need as well. Besides us- ing the library for research, the library can be used for study and recreational reading. One of Dr. Prigge ' s most memorable moments as Dean was assisting in equipping the library with a computerized sys- tem which gives students ac- cess to 30 different libraries at various institutions of higher education in the state of Illinois. The library computer system (LCS) makes students accessi- ble to one of the world ' s largest libraries. Dr. Prigge ' s career in Audio visual did not began at Chicago State University. He has been in the Audio visual field for thir- ty-eight years. During this time, he has had the pleasure and experience of teaching at the University of Nebraska, Univer- sity of Virginia, University of Tennessee, University of Puer- to Rico, Arizona State Universi- ty and Eastern Illinois Universi- ty.

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College of Education Recreation Special Education Business Education Bilingual Biculture Education Early Childhood and Elementary Education Industrial Technology Industrial Arts Education Physical Education Health and Safety Secondary Education The College of Education is primarily concerned with preparing students for teaching. Much of the University ' s concern contin- ues to be teacher preparation, and a great number of students in each graduation class ore prepared to enter careers as preschool, elementary, junior high school or secondary teachers. Recognizing the importance of preparing the highest quality of teachers, the University views teacher education as a total institu- tional responsibility. To coordinate all relevant resources to the support of the teacher education program, the University has es- tablished a representative University Committee on Teacher Edu- cation. The Committee reviews and adjudicates all matters to pertaining to curricular change and revision, admission and reten- tion standards for teacher education, and policies governing teacher education.