Elizabeth A. Kirby, Acting Dean Megan P. Goodwin, … and robust study away programs (across the...

2016 - 2017 Annual Report

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ANNUAL REPORT 2016-2017

Elizabeth A. Kirby, Acting Dean

Megan P. Goodwin, Acting Associate Dean


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Table of Contents 1

1) Dean’s Report 2

a) Initiatives to Improve Student Success 2

i. Significant Curriculum Changes 2 ii. Significant Enrollment-Improvement Efforts 5

b) Initiatives to Improve Faculty Quality Metrics 6

i. Significant Research and Creative Activities 7

(1) Faculty Research (2) Faculty Creative Activity (3) Student Research and Creative Activity (4) External Grant / Contract Funding (5) External Gifts

ii. Significant Efforts to Improve Faculty Quality 10

2) College S.W.O.T. Analysis 10

a. Strengths b. Weaknesses c. Opportunities d. Threats

3) Accomplishments in Increasing Diversity 11

a. Students b. Faculty c. Staff

4) Primary Goals for 2017-18 12

5) Appendix: Departmental Reports (Listed in the following order) 14

a. Counseling and Special Education b. Educational Leadership c. Human Environmental Studies d. Recreation, Parks & Leisure Services Administration

e. Teacher Education & Professional Development


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Overview The College of Education and Human Services (CEHS) continues to enhance, design and deliver dynamic programs in keeping with the university’s long-standing mission of providing quality teacher and professional education. CEHS offers innovative degree programs that span from early childhood education to elder studies across five academic departments that include: Counseling and Special Education (CSE); Educational Leadership (EDL); Human Environmental Studies (HEV); Recreation, Parks and Leisure Services Administration (RPL); and Teacher Education and Professional Development (TEPD). Students explore diverse fields and professions gaining opportunities for applied learning through real-world internships, clinical experiences, and robust study away programs (across the U.S. and globally). Faculty and staff aspire to provide students with meaningful learning experiences and a rich curriculum infused with the compelling belief that “life is a work in progress.”

1) Dean’s Report

In 2016-2017, the CEHS community of faculty, staff, and students co-created high impact experiences demonstrating quality teaching, student engagement, and international focus. This report includes a summary of accomplishments within CEHS over the past year. Numerous and significant achievements, awards, and honors were earned by CEHS students, faculty, and staff throughout 2016-2017. These efforts underpin all the accomplishments reported in this summary. Department Annual Reports are attached which include rich information and attribute the well-deserved recognition for all who contributed to CEHS’ progress. In this annual report, we celebrate some of the many accomplishments that follow:

a) Initiatives to Improve Student Success (increasing persistence / reducing time to graduation)

i. Significant Curriculum Changes: (Curriculum, Best Practices, Internationalization,

Preparation for Advanced Study and/or Employment) CMU’s Teacher Education undergraduate program received continuing

accreditation for seven years by the Council for the Accreditation of Educator Preparation (CAEP). This accomplishment validated CMU’s commitment to assuring quality educator preparation and will continue to positively impact 26 areas of specialized study, through 21 departments or schools and five interdisciplinary councils that comprise CMU’s Professional Education Unit.

Two new endorsement areas within the Counseling and Special Education (CSE) Program, Autism Spectrum Disorder and Specific Learning Disability, were approved for delivery by the Michigan Department of Education and introduced in conjunction with the MA in Special Education online program.

The MA in Counseling Program introduced a concentration area in Addictions. Revisions to concentration areas of Clinical Mental Health & School Counseling were also implemented as CSE continues its work toward accreditation through


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the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

HEV has launched two new online programs. 1 ) A Fashion Merchandising and Design major with 2 concentrations is currently accepting applications for Fall 2017; and 2) The Human Development and Family Studies (HFDS) area and early childhood faculty launched course development and marketing of the online option for the Early Childhood Development and Learning major to begin Fall 2017.

Human Development & Family Studies (HFDS) faculty advanced a partnership with Harvard’s Brazelton Touchpoints Center, which included individual leadership training for faculty who are working to enhance curriculum and provide ongoing professional development for over 30 community-based early childhood organizations.

CDLL collaborated with the Erikson Institute to host technology in early childhood workshops for staff and 15 professionals from Mid-Michigan Community Action Agency. The program was funded through a grant from PNC Bank Foundation.

The Educational Leadership (EDL) Department’s new MA in Higher Education (MAHE) involves a program partnership with the Division of Student Affairs at CMU. This partnership is proving to be an effective recruitment strategy and it is helping to raise the academic profile of students entering. Now in its second year, the partnership has created two fully-funded graduate assistantships for the PhD in Educational Leadership and 15 assistantships for the MAHE.

EDL doctoral program enrollments remain strong; combined enrollments for PhD and the third cohort of EdD tracked at 25 new students. Curriculum alignments were implemented for both doctoral programs to allow students to take electives together which boosted course enrollments.

EDL’s MA in Education Community College Program was granted full consent from the Ministry of Advanced Education and Skills Development and the Post-Secondary Quality Assessment Board for program delivery across the Province of Ontario, Canada.

EDL continues to assure high quality programs approved by the Michigan Department of Education for Administrator Certification. The Praxis exam, a standardized educational leadership assessment, was fully implemented for every student seeking Administrator Certification.

Recreation, Parks, and Leisure Services Administration (RPL) students achieved national certification exam success with passing rates of 92% for the National Council for Therapeutic Recreation and Certified Parks & Recreation Professional.

RPL’s successful launch of the Mobile Recreation Program served over 6,500 participants, involved 14 partner affiliations, and secured grant funding from Blue Cross / Blue Shield of Michigan.


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TEPD successfully piloted The Literacy Center (TLC), including tutoring, professional development for in-service teachers, and ongoing community outreach.

TEPD has had increased demand in the Doctorate in Educational Technology (started fall 2015). Two new cohorts will begin during the 2017-2018 academic year. One in Fall 2017 and the other in Spring 2018.

TEPD Reading Faculty have continued implementation of the fully online MA in Reading & Literacy with a third cohort scheduled to begin in Fall 2017.

Other significant initiatives across CEHS departments, programs and centers have embedded best practices in pedagogy, fueled robust partnerships, and further prepared students for employment and advanced study. Refer to Department Reports for more detailed descriptions. A few examples follow:

Service Learning and International Curricular Initiatives:

HEV (HDF) conducted Community Action Poverty Simulations that engaged 270 CMU students and 230 community members.

Interior Design students created the design for the Montcalm County Teen Center and 25 student volunteers assisted with the installation of the PlayZone accessible playground funded through $190,000 in grants.

RPL students engaged in over 9,000 hours of service learning supported by 800 partner affiliations.

Students in the EHS Residential College engaged in civic and community service opportunities, maintained significantly higher Grade Point Averages, and demonstrated greater confidence and leadership abilities.

CEHS international study programs engaged students and faculty members to provide service learning, pre-service teaching, field experiences, and course-related studies in China, Dominican Republic, Denmark, Ireland, Mexico, New Zeeland, and South Korea.

The Interior Design Program (IND) accelerated the progress of its 3+1 international partnership with Anhui Jianzhu University (AUA). Two faculty taught courses at AUA and CEHS hosted visiting scholars.

CEHS Centers Fuel Collaborations, Innovations, and Best Practices The Center for Excellence in STEM Education’s (CESE) 5-million-dollar grant

award from the Herbert H. and Grace A. Dow Foundation continues to support an innovative initiative, Maximizing STEM Teaching and Learning in the Middle Years. The project has activated significant partnerships including work with Michigan Tech University to help develop Next Generation Science Standards for middle school curriculum in the region. Additionally, CESE has partnered with the Carnegie Science Center of Pittsburgh and is disseminating Carnegie’s STEM Excellence Pathways self-assessment tools for schools.

In 2016-17, CESE provided:


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Afterschool STEM programs in partnership with local entities (schools, Discovery Museum, Saginaw Chippewa Indian Tribe

Ten weeks of summer camp programs

Seven weeks of teacher professional development workshops

The STEM Education Maker-space for over 1600 middle school students, their families, and a wide array of high quality professional development for middle school teachers across 8 counties in the Great Lakes Bay Region.

Camp Central for College Candidates, completed its third year of summer STEAM camp for 160 students from 12 CMU-authorized public charter schools.

The Center for Clinical Experiences (CCE) continued to provide enhanced and more integrated support for field experiences within teacher education. Noteworthy accomplishments included: expanding co-teaching professional development, supporting the CAEP accreditation process, moving Special Education oversight into the Center, and strengthening its presence in the community.

CCE successfully placed/supervised 192 pre-service teacher candidates and 265 student teachers in 118 school districts across Michigan as well as in the Dominican Republic and Immokalee, Florida

CCE planned and conducted a Student Teaching Conference each semester for 331 pre-service teachers and 22 University Coordinators

The Center for Merchandising Design & Technology (CMDT) joined Size North America body scanning project; gaining significant media coverage for its leadership participation, state-of-the-art lab, and CMU.

The Governor John Engler Center for Charter Schools authorized a new contract with Distinctive College Prep in Harper Woods.

The CEHS Institute for Intergenerational Relations partnered with the Child Development and Learning Lab to provide intergenerational literacy opportunities as part of the Bridges Program for preschool children and engaged 16 older adult volunteers.

ii. Significant Enrollment Improvement Efforts:

Proactive recruitment continued to enhance CEHS enrollment in 2016-17. Successful CEHS events included: EHS Day, Discovery Visits, tours, internal recruitment and outreach to Michigan high schools and Career Technical Centers. As of May 2017, a few successful examples of targeted recruitment events follow:

Yield from 2016 CMU and You Day for prospective Fall 2017 students included a 60% application rate (608/1015) and a 28% deposit rate.

EHS Day is the college’s largest recruitment event annually. A total of 234 prospective students attended this event in July 2016. Of those 234 students, 211 became prospective students for fall 2017. As of May 2017, 72% (151/211) submitted an application, 41% (86/211) paid their enrollment reservation deposit, and 11% (24/211) enrolled at CMU.


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The 2017 Threads Fashion Show and Behind the Curtain event for Fashion Merchandising Design (FMD) drew a record number of 1400 guests providing program visibility and recruitment potential. The event resulted in 80% CMU enrollment deposits from 10 prospective students who attended.

EHS Monthly Discovery Visits resulted in 16 CMU enrollments from 113 prospective students who attended (Talisma data 5/17/17)

The EHS Ambassador Program continues to recruit and train CEHS students to assist with events and to share their positive experiences with prospective students and their families.

A collaboration between Recruitment, EHS Residential College and the STEM Ed. Scholars Program directors encouraged students to apply for both programs. As of May 2017, the EHS Residential College reached its capacity of 85 students, with only 10 positions available.

The STEM Education Scholars Program, designed to improve STEM instruction among teacher candidates, continued, recruiting 11 new scholars for 2017-18. Collectively, the STEM Ed Scholars assisted with providing outreach to over 1600 K-8 students and participated in professional development.

The Charter School Educator award has afforded 55 educators from 27 CMU-authorized charter public schools the opportunity to further their education in a CMU graduate program. In 2016-17, twenty award recipients earned their master’s degree.

CMU continues to have the largest enrollments (as one of 7 university partners) with the Disney International College Program. Through RPL, the program served 175 students from 6 countries in 2016-2017; which represents a significant percentage of CMU’s international enrollment.

The MS in Nutrition and Dietetics Program ranked among Best in Nation for 2017, gaining recognition for excellence by the Community for Accredited Online Schools, which is a positive differential for recruitment.

Human Environmental Studies (HEV) attained significant increases in the number of signed majors for all four programs (FMD, FNS, HDF, IND); collectively a gain of 192 signed majors compared to 2015-16.

b) Initiatives to Improve Faculty Quality Metrics

Significant indicators of CEHS’ high quality faculty and students are the earned awards and recognitions they receive within and beyond the University. In 2016-17, the College continued to provide encouragement and funding opportunities for faculty members to expand their scholarship, pedagogy, and professional development.

Throughout CEHS, over 32 well-deserved faculty and numerous students earned recognitions in 2016-17. A few examples follow:

Kristina Rouech (TEPD) Honors Faculty of the Year Award Recipient

Holly Hoffman and Tierney Popp (HEV) Excellence in Teaching Award

Hozien Wafa (EDL), Upton Sinclair Award, Education News


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CEHS Faculty Awards – Pedagogy, Scholarship, and Nash Family Professional Development:

o Su An (HEV) – Study Tour South Korea and Hong Kong o Natalia Collings (TEPD) – Cases from the field to help Students o Cheryl Geisthardt (HEV) – Research implications for sexual assault

Prevention o Troy Hicks (TEPD) – Chippewa Writing Project Leadership Institute o Junhyoun, Kim (RPL) – Exploring leisure engagement and life

satisfaction among individuals with physical disabilities o Jordun Shur (CSE) – Intercultural understanding in Special Education

Kyler Knapp, HDF Student – Undergraduate President’s Award for Research and Creative Endeavors

Cecilia Marie Alfaro – Undergraduate Provost’s Award

Celeste Hay – FMD student – Undergraduate Provost’s Award

Alexis Jones - FMD Graduate Student, First Place Award in the 2017 Concept 2 Consumer Merchandising Competition, held by the American Association of Textiles, Chemists and Colorists

Threads 2017 Award Winners - Augusta Overy, Holly Conner, Kyleigh Young, Phoebe Boutwell

Department annual reports include extensive information on faculty and student achievements.

i. Significant Research and Creative Activities: In 2016-17, the number of CEHS faculty active in OFIS increased to 75% (76/102). While more faculty are logging their intellectual contributions into the OFIS system, the OFIS data provided for departments underrepresents the activities of CEHS faculty especially their activities with students. For a more comprehensive summary of CEHS faculty significant research and creative activity, please refer to detail in Department Reports.

(1–2) Faculty Research - Publications, Presentations, Creative Works:

College of Education and Human Services: Faculty Research and Creative Activity - Department Report (OFIS: January 1, 2016 – December 31, 2016)

DEPT Active Faculty

Eligible Faculty

Publications1 Presentations2 Creative Works3

Book

Book Chapter

Journal Article

International National Regional Int’l National Regional

CSE 11 14 7 11 11 8 4

EDL 13 13 1 24 16 15 2


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HEV 25 37 2 35 16 3 2 2 2 1

RPL 7 9 6 1 3 1

TEPD 20 29 1 16 13 15 13

CEHS 76 102 11 92 57 44 22 2 2 1

1 Only includes accepted or published in refereed journals. 2 For Strategic Plan Priority 2 (Faculty Participation) only includes peer reviewed/juried presentations at national or international meetings. 3 For Strategic Plan Priority 2 (Faculty Participation) only includes invited or juried national or international performances or exhibitions.

(3) Student Research and Creative Activity:

The following information from OFIS provides only a partial picture of the breadth an extent of faculty and student research and creative collaborations with faculty. For instance, EDL reported 17 faculty and student presentations in 2016-17 which are not reflected in the OFIS report. Thirteen dissertations were completed in 2016-17, which also involved faculty members serving as committee chairs/members. In TEPD, three faculty members supervised student capstone and thesis projects. CEHS’ student participation in the Student Research and Creative Exhibition (SRCEE) is not fully represented in OFIS data. For example, HEV involved 50 students and 16 faculty. RPL reported 41 students were involved in SRCEE. These activities are not reflected in the chart below.

College of Education and Human Services: Faculty Research and Creative Activity with Students - Department Report (OFIS: January 1, 2016 – December 31, 2016)

DEPT Active Eligible Publications1 Presentations2 Creative Works3

Faculty Book Book

Chapter

Journal

Article International National Regional International National Regional

CSE 2 14 1

EDL 7 13 6 1 2

HEV 9 37 7 6

RPL

TEPD

CEHS 18 102 14 7 2

1 Only includes accepted or published in refereed journals. 2 For Strategic Plan Priority 2 (Faculty Participation) only includes peer reviewed/juried presentations at national or international meetings. 3 For Strategic Plan Priority 2 (Faculty Participation) only includes invited or juried national or international performances or exhibitions.

(4) External Grants / Contract Funding: EHS departments continue to secure external grant funds and contracts. Based on data provided from Departments and ORGS, the College generated $654,973 in 2016-17 for both new and continuing


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grants/contracts. New grants/contracts secured and administered in 2016-17 included 10 awards totaling $387,781 for the following projects:

Faculty Member* Dept. Source Amount

M. Johnson, J. Eikholt, P. Seeling

EDL National Science Foundation $267,571

M. MaGillvray, T. Domina

HEV Stryker Phase III Redesign $39,000

J. Wood-Nartker HEV Game Time “The Play Zone” $20,690.53

J. Wood-Nartker HEV Rolin M. Gerstacker Foundation $50,000

J. Wood-Nartker HEV Shephard Maple Syrup Festival Grant $ 5,000

J. Wood-Nartker HEV Christopher and Dana Reeves Fdn. $ 7,000

J. Wood-Nartker HEV Mt. Pleasant Community Foundation $ 7,000

R. Dvorak RPL Subaward Clemson University Federal Grant

$16,500

L. Irwin RPL Blue Cross / Blue Shield Foundation $ 5,000

E. Brockman, T. Hicks TEPD College Ready Writers Federal Grant $20,000

* Several CEHS faculty members from three departments are engaged in grant projects with other colleges and serving as secondary PI's.

(5) External Gifts Impacting Research and Creative Activities: CEHS Development had a very productive year. The Annual University Campaign resulted in a 12% increase in support from CEHS faculty and staff. Overall, the College had an increase in support from across the University, including retirees, with a total of 101 donors and $87,772 pledged, both representing increases from 2016-17. As of May 31, 2017, total dollars raised for CEHS equaled $2,477,246, representing support from 1,229 donors. The focus of CEHS development priorities in building its endowments continues to be successful.

2016-17 External Gifts Approved Endowments, Grants, Estate Gifts, Room Naming

$ Amount

Mary A. Copley Stout Endowed Scholarship in Teacher Education $25,000

Roger L. Coles RPL Leadership Scholarship (contribution) $34,000

RPL Student Development Fund (contribution) $17,000

The Herbert H. and Grace A. Dow Foundation Endowment for STEM Teaching and Learning (grant payment portion of $5Million Gift)

$900,000

PNC Bank Foundation Child Development and Learning Laboratory Grant $50,000

Dow Chemical Company Foundation: STEM Network Coordinator $50,000

Gratiot County Community Foundation: Little STEMmers $ 2,640

Dollar General Literacy Foundation: The Literacy Center $ 3,800

The MEEMIC Foundation for Education: EDL and the Literacy Center (Pledged $25,000, $8,500 annually) $ 8,500

The Skilling and Andrews Foundation: Camp Central for College Candidates $15,000

Faith Weavers of St. Mary’s: Connections that Count $ 3,000

Fashion Merchandising and Design Annual Internship Award Pledge $ 4,000

James L. Moore Charitable Gift Annuity $25,000

Estate Gift: Sue Barnhill (Life Insurance Policy documented) $30,000

Estate Gift: Joan Hogan and Martha Jose (25% of estate value) TBD


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ii. Significant efforts to improve faculty quality:

2016-17 CEHS new faculty recruitment efforts slowed. However, CEHS continued to strengthen and improve faculty quality in 2016-2017 as numerous faculty members received tenure approval.

CEHS New Tenure-Track / Fixed Term Faculty Hires 2017 Department

Matthew Lyons CSE

Janise Strifler FMD

Karah Zuziak FMD

Faculty Receiving Tenure Effective Fall 2017 Department

Ellen Armbruster CSE

Jodell Heroux CSE

Angie Jasper CSE

Meaghan McCollow CSE

Terry McGlasson CSE

Ben Jankens EDL

Kevin Cunningham TEPD

Mike Deschryver TEPD

Scott Roberts TEPD

Kristy Shih HEV

A comprehensive faculty mentoring program continued throughout the College in 2016-17. The program provided mentoring for 10 pre-tenure mentees by 10 tenured faculty members. The goal is to provide assistance so mentees (new faculty) acquire the essential competencies and develop constructive work relationships needed for their continued career vitality. Survey feedback from mentees confirmed the value of the program. More than three-quarters of mentees highly agreed that mentors provided support for teaching, service and reporting and over two-thirds agreed that mentors provided research supports.

2) S.W.O.T. Analysis for CEHS: The following SWOT analysis includes an assessment of CEHS’s position and changing environment that continues to impact CEHS core functions of: teaching / student learning, research and creative activities, service, and continued progress. a. Strengths

A diverse faculty actively engages in their professional fields and brings that learning back to their students, departments, and the college.

CEHS programs continue to maintain national accreditation.

CEHS is a leader in E-learning. Nearly all departments have a strong online presence (offering online courses, concentrations, degree programs, and professional development options at the undergraduate, graduate, and post-graduate levels).

Community outreach is significant in the scope of offerings, partnerships, and numbers of students, faculty, and staff who are involved.

b. Weaknesses


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Lack of funding for financial aid to recruit diverse student populations and to implement accessible study abroad opportunities.

Cumbersome curriculum revision processes impede the need for rapid change to keep programs updated and curriculum at the cutting edge.

Policy issues at the state and national level are impacting professional preparation programs throughout CEHS.

Lack of capacity within CEHS to maintain a significant presence in metropolitan areas that large funders are seeking to impact.

c. Opportunities

Enhance recruitment strategies to increase student enrollment.

Expanded partnerships with international higher education institutions which will increase international student enrollment

Growing demand for online offerings including endorsement and certificate programs in targeted areas (addictions, autism).

Increase collaborative program proposals and external funding resources through CEHS’ involvement in CMU’s Interdisciplinary Center for Community Health & Wellness.

d. Threats

Declining enrollment in teacher education programs in Michigan.

Decreasing birthrate and declining population of P-12 graduating seniors.

Rising cost of college tuition and related expenses (books, fees).

Competition from low-cost higher education options (online degree programs, community colleges and other credentialing programs).

3) Accomplishments in Increasing Diversity

a) Students: The percentage of female students in CEHS is higher than the university percentage (90% vs. 56%). Overall enrollment of undergraduate students from under-represented groups in CEHS is about 3% less than the overall university number. For master’s and doctoral level programs CEHS enrollments of under-represented groups are about 4% higher than overall university enrollment numbers at the master’s level and 12% higher for doctoral level programs (CMU Overall = 12%; CEHS = 24%).

Note: A majority of the graduate programs in CEHS are online or delivered away from the Mt. Pleasant campus drawing a greater diversity of students to the programs.

Highlighted are some of the CEHS 2016-17 diversity accomplishments: Online program offerings expanded in all departments to provide increased

access to diverse groups of students. FMD received approval for a new course, Queer Fashion, which will be the first

course offered at CMU solely dedicated to an examination of LGTB+ communities.

HEV finalized a 3+1 program with AHJZU University in China.


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The Professional Education Unit (PEU) Diversity Transformation Team continued its work with the Office of Institutional Diversity for integrating a larger number of diversity activities into PEU courses; including strategies for increasing greater awareness of P12 diversity in clinical fieldwork for students.

RPL students engaged in over 3000 hours of disability service learning across 12 agencies in 2016-17. Six disability clinics were conducted for students and consumers. The RPL course Recreation for Diverse Populations engaged 9 diverse outside speakers.

CEHS programs continue to encourage study away academic experiences to promote access and respect for diversity among students.

MA in Counseling cohorts began in Detroit (fall 2016), and EDL Doctoral cohorts began in Saginaw (fall 2016).

b) Faculty: Faculty numbers are consistent with the number of female students in CEHS programs, reflecting greater numbers of females prepared for careers in CEHS program areas. Approximately 12% of CEHS faculty is internationally or ethnically diverse.

In summer 2016, the PEU Diversity Transformation Team provided professional development for faculty and staff to support integration of diversity into the curriculum.

Faculty designed new courses that incorporate diverse perspectives. For example HDF-Ageism, FMD-Queer Fashion, HDF-Gender Inequality in Families and Society.

c) Staff: CEHS staff numbers include higher percentages of female employees. Applicant pools for staff positions are primarily female. The number of diverse staff at CMU is 7%, the number in CEHS is 1%.

4) Primary Goals for 2017-2018:

CEHS’ strategic goals will propel change initiatives to ensure sustained growth and the viability for the College in the future. The work required by our collective CEHS community will involve second-order change and leadership support. Goals for 2017-2018 align with CMU’s newly adopted strategic imperatives. New opportunities will continue to be examined as they emerge and challenges will be addressed with respect to the goals.

Imperative 1: Nurturing Student Success:

1.1 Align and expand student personal and professional goals to achieve the best academic fit for students to boost their persistence and facilitate graduation through advising focused on NACE core competencies

1.2 Develop career-ready metrics to ensure academic preparation aligns with employability and professional expectations.


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1.3 Review undergraduate degree programs and facilitate curricular reduction process to meet 120 credit hours

1.4 Strengthen and expand field, internship, and service learning experiences 1.5 Evaluate INFUSE initiative created to increase faculty and student engagement

Imperative 2: Fostering Scholarly Activity: 2.1 Continue to support faculty collaboration on research initiatives and creative endeavors 2.2 Enhance infrastructure to support grant writing for external funding 2.3 Showcase student and faculty research and creative endeavors in college and university

exhibitions. 2.4 Increase faculty engagement in Honors Program activities including offering honors

courses, engaging in honors research, and supervision of capstone experiences. 2.5 Increase student attendance at professional conferences, and participation in scholarly

presentations including research and creative exhibitions.

Imperative 3: Strengthening Partnerships in Michigan and Beyond:

3.1 Analyze service learning coordination and reporting needs including a review of service learning agreements and employer surveys/feedback to enhance mutual benefits of these experiences

3.2 Develop comprehensive plan to track and engage CEHS alumni 3.3 Increase study away and international partnership opportunities through sustainable

programs 3.4 Increase clinical partnerships in teacher education 3.5 Increase interdisciplinary partnerships through the Center for Community Health and Wellness


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2016 - 2017

Department of

Counseling and

Special Education

Annual Report


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Table of Contents Summary of Major Accomplishments 3-4

Personnel Actions 5-6

Diversity Activities 7-8

Curriculum and Pedagogy Changes 9-11

Faculty Scholarly Activities and External Funding 12-13

Student Accomplishments 14

Department Chair’s SWOT Analysis 15-16

Progress toward 2016-2017 Strategic Goals 17-19

Primary Goals for 2017-2018 20


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Summary of Major Accomplishments Counseling Unit (CED)

The unit faculty facilitated the 2nd annual hooding ceremony for graduate students in

Counseling and their families

A successful search for one additional CED fixed-term faculty member adds to the

expertise and opportunities for the unit in Fall 2017

Tasks to earn accreditation through the Council for Accreditation of Counseling and

Related Educational Programs progressed during the last school year and included: a) the

transition from a 48 to a 60-credit hour M.A. in Counseling program, b) the introduction

of one new concentration area (Addictions), c) the revision of two current concentration

areas (Clinical Mental Health and School Counseling), and d) and the development of

four new courses (CED 617, 625, 642, and 644)

The unit continued to offer comprehensive graduate programs through Global Campus in

a cohort model for students in Dearborn, Detroit, Grand Rapids, Flint, East Lansing,

Warren, and Auburn Hills, Michigan

The Mu Kappa Chapter of Chi Sigma Iota received the 2017 Outstanding Chapter

Newsletter Award.

A Counseling graduate student received the CEHS Learning and Leading Award, which

highlighted students that excel both in the college classroom and throughout field

experiences

A new Counseling scholarship, the Doris Anderson Moore Endowed Scholarship, was

awarded to a Counseling graduate student for the first time in 2017

Special Education Unit (SPE)

Tasks to transition the current M.A. in SPE program from face-to-face to online delivery

progressed during the last school year and include: a) the online development of the six

core courses in the program (SPE 600, 695, 679, 785, 750, and 790), b) the introduction

of two endorsement areas (Autism Spectrum Disorder and Specific Learning Disability),

and c) and the development of five new courses (SPE 532, 533, 650, 675, and 690)


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The unit faculty applied and received approval for significant amendments to the Autism

Spectrum Disorder and Specific Learning Disability endorsement programs from the

Michigan Department of Education in preparation for online delivery

The unit faculty applied and received approval for slight amendments to the Cognitive

Impairment and Emotional Impairment endorsements from the Michigan Department of

Education for changes to the courses associated with student teaching (SPE 456, 458, 522,

and 581)

Connections that Count, a service learning organization, grew in size and expanded the

number of individuals with disabilities and their families served in the surrounding areas

(e.g., Mount Pleasant, Farwell, etc.)

A SPE faculty member received a CEHS Faculty Scholarship Grant to support an

innovative research project titled, “On the outside looking in: A hybrid model of field

supervision”

Two courses focused on Disability Studies were developed for students at the

undergraduate level and were submitted through the curricular process for approval

The SPE unit collaborated extensively with CEHS Center for Clinical Experiences and

the result of that collaboration included: a) a streamlined process for paperwork,

assessment and placement regarding field experiences, b) increased efficiency for

teacher candidates, staff, and faculty, and c) comprehensive teacher candidate support

A SPE faculty member and a special education teacher from Mount Pleasant Public Schools

served as co-leaders for a study abroad program that provided 12 SPE undergraduate

students with a unique cultural experience in Denmark that focused on students with

disabilities

A SPE faculty member collaborated with a faculty member in the Recreation, Parks and

Leisure Services Department to serve as co-leaders for a study abroad program that

provided 26 undergraduate students in RPL and other majors with a unique cultural

experience in South Korea that focused on students with disabilities

Collaborated with TEPD on Clinical Partnerships and Practices Committee to develop

relationships with local school districts and engage in cross-collaborative efforts to

improve outcomes for students in P-12 settings


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Personnel Actions Tenure Track Faculty

Special Education

Dawn Decker, Ph.D., Professor, Tenured

Laura Frey, Ph.D., Professor, Tenured

JoDell Heroux, Ph.D., Assistant Professor, Non-tenured

Andrea Jasper, Ph.D., Department Chairperson & Associate Professor, Non-tenured

Jennifer Klemm, Ph.D., Associate Professor, Tenured

Meaghan McCollow, Ph.D., Assistant Professor, Non-tenured

Suzanne Shellady, Ph.D. Professor, Tenured

Jordan Shurr, Ph.D., Associate Professor, Tenured

Counseling

Ellen Armbruster, Ph.D., Assistant Professor, Non-tenured

Allison Arnekrans, Ph.D., Assistant Professor, Non-tenured

Darlene Chen, Ph.D., Assistant Professor, Non-tenured

Terry McGlasson, Ph.D., Associate Professor, Non-tenured

Twinet Parmer, Ph.D., Professor, Tenured

Full Fixed Term Faculty

Special Education

Mark Moody, M.A.

Counseling

John Farrar, Ph.D.

Reappointments, Promotions, Professor Salary Adjustments

Counseling/ Special Education Faculty Reappointments

Ellen Armbruster, Ph.D., Assistant Professor – Promotion to Associate Professor and

granted tenure

Allison Arnekrans, Ph.D., Assistant Professor – Continued reappointment

John Farrar, Ph.D., Fixed-Term Faculty – Promotion to Lecturer III status

Terry McGlasson, Ph.D., Associate Professor – Granted tenure


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Special Education Faculty Reappointments

JoDell Heroux, Ph.D., Assistant Professor – Promotion to Associate Professor and

granted tenure

Andrea Jasper, Ph.D., Associate Professor – Granted tenure

Meaghan McCollow, Ph.D., Assistant Professor – Promotion to Associate Professor

and granted tenure

Mark Moody, M.A., Fixed-Term Faculty – Promotion to Lecturer III status

New Fixed-Term Faculty Hires

Counseling Faculty

Matthew Lyons, Ph.D. – Beginning Fall 2017

Reassignment

Special Education Tenure Track Faculty

Jennifer Klemm, Ph.D., Associate Professor – Beginning January 2017, Dr. Klemm was

reassigned to an administrative position as the Director of CAEP Accreditation for the

College of Education and Human Services.

Resignations

Counseling Tenure Track Faculty

Darlene Chen, Ph.D. – Accepted a position at a university in California to begin in

August 2017

Special Education Tenure Track Faculty

Meaghan McCollow, Ph.D. – Accepted a position at a university in California to

begin in August 2017


21

Diversity Activities The Department of Counseling and Special Education faculty and staff were committed to

ensuring that issues and topics related to diversity were an integrated component and major

focus of their teaching, scholarship, and service. The following activities reflect the

department’s commitment.

Several faculty members were active in committee work at the university and college levels

to promote diversity initiatives within the college and throughout the university including

involvement with the CEHS Diversity Transformation Team, CMU Accessibility and Disability

Advisory Council, and the Faculty Advisory Council for Diversity and Inclusion through the

Office of Institutional Diversity and Inclusion

Several faculty members presented their scholarship focused on issues and topics related to

diversity at international/national, state/regional, and local conferences including, but not

limited to:

International/national – American Counseling Association, American Association for

Colleges of Teacher Education, Association for Assessment and Research in Counseling,

Association for Humanistic Counseling, Council for Exceptional Children, Division on

Autism and Developmental Disabilities, Division on Early Childhood, National Association

for Multicultural Education, National College Access Network

Regional/state – Michigan Council for Exceptional Children, Michigan State University

Office of International Studies, North Central Association for Counselor Education and

Supervision, Ohio Center for Autism and Low-Incidence Disabilities

Local – Multicultural Student Leadership Conference

Three faculty members developed and co-lead study abroad programs to Oaxaca, Mexico;

Copenhagen, Denmark; and Daegu, South Korea that focused on the following aspects of

diversity: race/ethnicity, gender, socioeconomic status, ability, age, religion, and sexual

orientation

These study abroad experiences provided CMU undergraduate and graduate students

with unique cultural experiences that allowed them to experience what it is like to be

the “other” and to gain some understanding of the complex differences and similarities

of the perspectives, identities, and values of individuals from different social groups


22

Curriculum and Pedagogy Changes New Program Development

Two new Counseling cohorts (Grand Rapids and Southfield, Michigan) in the M.A. in

Counseling Global Campus program for Fall 2017

One new Counseling concentration focused on Addictions Counseling

Three SPE faculty members continue progress on the CEHS Innovative Project Proposal:

Undergraduate and Graduate Certificate in Disability Studies

New Course Development

CED 617: The Counseling Supervisor

CED 625: Cross-Cultural Service Learning for Counselors

CED 642: Neuropsychopharmacology

CED 644: Addiction Oriented Systems and Methods of Counseling

SPE 532: Applied Behavior Analysis for Teachers

SPE 550WI: Teaching Culturally Diverse Students

SPE 650: Promoting Self-Determination and Self-Regulation in Students with SLD

Programs Needing Change or Deletion

No programs or courses were deleted

The CED unit has revised the M.A. in Counseling program in an attempt to earn

accreditation through the Council for Accreditation of Counseling and Related

Educational Programs and have transitioned from a 48 to a 60-credit hour counseling

program

The CED unit has revised two concentration areas – Clinical Mental Health (previously

Professional Counseling) and School Counseling – and has developed a third

concentration area –Addictions

The SPE unit has revised the M.A. in SPE program and transitioned the program from

face-to-face to online delivery

The SPE unit has revised the Autism Spectrum Disorder and Specific Learning Disability

endorsements and transitioned the endorsements to online additional endorsement options


23

Pedagogy Improvements/Initiatives

A majority of Counseling and Special Education faculty members actively utilized

technology within their courses and within the Center for Community Counseling and

Development to monitor counseling sessions

Two faculty participated as fellows in the Teaching Enhanced Active Learning (TEAL)

Academy where they learned research-based active learning strategies and how to

incorporate those strategies into their practice

Faculty members made significant strides toward going paperless

A central drive for Counseling and Special Education documents was established

The CSE website was revised to reflect the most recent changes to Counseling and Special

Education programs and course offerings

Online Courses

Courses/programs approved for online delivery

Master of Arts in Special Education: The Master Teacher

Autism Spectrum Disorder Endorsement

Specific Learning Disability Endorsement

SPE 600: Current Issues and Historical Trends in Special Education

SPE 679: Behavioral and Curricular Interventions for Individuals with Mild Disabilities

SPE 695: Research in Special Education

SPE 750: Consultation and Collaboration in Special Education

SPE 785: Assessment and Program Improvement in Special Education

SPE 790: Special Education Graduate Capstone

Courses in development for online delivery

CED 615: Postsecondary Planning for School Counselors

CED 617: The Counseling Supervisor

CED 641: Introduction to Addictions Counseling

CED 642: Neuropsychopharmacology

CED 643: Etiology of Addiction

CED 644: Addictions Oriented Systems and Methods of Care

SPE 530: Autism Spectrum Disorder: Characteristics and Etiology

SPE 532: Applied Behavior Analysis for Teachers


24

Hybrid Courses

No hybrid courses were offered, but the use of FaceTime supported innovative approaches for

connecting with CMU students in Special Education field placements, reducing expense, travel

time, and field disruptions


25

Faculty Scholarly Activities

and External Funding 2016 2015 2014

Regular

Faculty=13

Regular

Faculty=13

Regular

Faculty=12

Faculty Count Faculty Count Faculty Count

Publications

Refereed Journal Articles 8 13 8 14 9 18

Other Journal Articles 0 0 2 2 2 2

Books 0 0 0 0 0 0

Book Chapters 2 2 4 6 4 3

Other Intellectual

Contributions

0 0 3 3 3 4

Total Publications 9 15 13 25 13 27

Presentations

Peer Reviewed 9 29 13 47 11 39

Other 0 0 4 8 0 0

Total Presentations 9 29 13 55 11 39

Student Work

Supervised

Postdoctoral 0 0 0 0 0 0

Doctoral 0 0 3 3 0 0

Masters 2 2 4 7 6 13

Undergraduate 1 1 4 6 4 13

Other 0 0 0 0 2 2

Total

Presentations

3 3 6 16 6 28

Counseling and Special Education faculty members were actively engaged in a wide variety of

scholarly activities.

Other Notable Scholarly Accomplishments

Awards and Honors

Dr. Ellen Armbruster was selected to highlight her research at CMU’s Faculty Excellence

Exhibition

Dr. Ellen Armbruster was nominated to receive the 2016 Counseling Vision and Innovation

Award through the Association for Counselor Education and Supervision

Dr. Darlene Chen was selected to highlight her research at CMU’s Faculty Excellence Exhibition

Dr. Darlene Chen was awarded a Premier Display Grant through the Office of Research and

Graduate Studies


26

Dr. Darlene Chen was awarded the Outstanding Supervisor Award through the North Central

Association for Counselor Education and Supervision

Dr. JoDell Heroux was awarded a CEHS Faculty Scholarship Grant

Dr. Jordan Shurr was awarded a Premier Display Grant through the Office of Research and

Graduate Studies

Dr. Jordan Shurr was awarded funds through the Nash Family Professional Development

Endowment


27

Student Accomplishments

Graduate Comprehensive Exam Completion M.A. in Counseling

In the fall 2016 semester, 6 students passed the exam in the on-campus program and 19

students passed in the off-campus program. In the spring 2017 semester, 15 students passed the

exam in the on-campus program and 17 students passed in the off-campus program.

CEHS Learning and Leading Awards

David Wier, Counseling

Study Abroad

Special Education – Cognitive Impairments in Denmark

Special Education and Recreation, Parks and Leisure Services – Cognitive Impairments

in South Korea

Student Funding Awards

Ashlee Atkinson, Counseling – Funds to attend National Eating Disorder Conference (September

2016), amount: $250


28

Department Chair’s SWOT Analysis Strengths

The CSE faculty were dedicated to making positive contributions to their professional fields

CSE faculty received relatively high and consistent teaching evaluations

The CED unit continued work to obtain CACREP accreditation

SPE faculty developed online graduate program and endorsement options

Counseling cohorts through Global Campus continued to thrive with projected new sites across

the state and inquiry regarding national opportunities

New scholarship for Counseling awarded

Connections that Count continued to serve an increasing number of students with special needs

and their families

CSE faculty served as advisors of related registered student organizations, providing hands on

and real life experiences in their professional areas of interest

Weaknesses

CSE faculty experience a lack of shared vision regarding a productive and professional climate

CSE faculty experience challenges with functioning as a strategic, collaborative, action-oriented

department

Opportunities

A successful search resulted in one new CED fixed-term faculty

Disability Studies certificate

Addictions counseling certificate

Enhanced play therapy options offered in the Center for Community Counseling and

Development

New student scholarships and new registered student organizations

Continued collaborative relationships and processes developed with the Center for Clinical

Experiences to streamline student teaching process

Collaboration with Global Campus to consider additional CED cohorts

Additional study abroad options across units

Addition of online course offerings within programs, endorsement areas, and concentrations

Threats


29

Declining enrollment across department and CEHS

Decreasing revenue across department and CEHS

Similar level universities that have more quickly adapted to the needs of students

Lack of online course offerings in across programs

Length of SPE program

Michigan categorical endorsements not in alignment with other states

Lack of external grant proposal submissions

Increased demands of accurate SPE advising with program changes

Challenges for SPE students in passing the Professional Readiness Exam and MTTC certification

tests


30

Progress toward 2016-2017

Strategic Goals Goal 1: Priority 2 (Research and Creative Activity)

Collaborate with other areas in CEHS and across campus to develop and offer additional

grant writing supports to increase faculty grant activity

Two SPE faculty submitted grants for external funding, one was not funded and the other

is under review

One SPE faculty received an internal CEHS Faculty Scholarship Grant

Goal 2: Priority 1 (Student Success) & Priority 3 (Quality Faculty and Staff)

Continue process to develop initial and additional SPE and CED endorsement and certificate

options to be delivered on-campus and online.

Applied and received approval for significant amendment to ASD and SLD endorsement

programs from MDE

Submitted 9 MCS through curricular process for ASD and SLD endorsement programs

(includes new classes and course revisions)

Developed and submitted MCS for 5 courses included in the Addictions concentration

and the courses have been approved for online development

One SPE tenure-track faculty will complete the Interdisciplinary Certificate in Disability

and Diversity Studies (15 credit hour graduate program) from University of Hawaii

during summer 2017

Goal 3: Priority 1 (Student Success) & Priority 4 (Community Partnerships)

Increase options for students in SPE or CED programs to complete university program, writing

intensive, and service learning components within the curriculum

Developed two syllabi for UP IIIB for disability studies that are writing intensive

Service Learning designation offered in CED 603SL- Intro to Clinical Mental Health

Counseling


31

Goal 4: Priority 4 (Community Partnerships) & Priority 5 (Infrastructure

Stewardship)

Enhance play therapy options through the Center for Community Counseling and Development

One CED tenure-track faculty worked with CMU Public Relations to complete a video

and interview titled, Exploring a Child's World Through Play, which was published

through the CMU website, local newspapers, and other social media outlets to promote

play therapy training in the Counseling program and play therapy services at CCCD

One CED tenure-track faculty modified the couple/family therapy room to another family

play therapy room for more children in the community to receive play therapy service

through CCCD to accommodate increasing child clients

One CED tenure-track faculty provided play-based teacher training for preschool teachers

at the Child Development and Learning Lab, which included basic play therapy skills and

language, weekly play sessions with target students, instruction on how to enhance

teacher-student relationships and improve students’ classroom behavioral issues

Goal 5: Priority 1 (Student Success) & Priority 3 (Quality Faculty and Staff)

Continue advancement of CACREP accreditation status for the CED unit

The CED faculty completed the creation of a 60-credit CACREP-aligned counseling

curriculum, to be offered to students for the first time beginning fall 2017

Final revisions and updates of MCS for new and previously offered CED courses were

approved at all curricular levels

A new Counseling concentration, Addiction Counseling, was added to the options

available in the 60-credit curriculum Several new addiction-specific courses were created

to provide specialized content for interested students

The Professional Counseling program concentration was updated to become Clinical

Mental Health Counseling, with several new required clinical courses in the 60-credit

curriculum

The School Counseling program concentration was updated to include several new

required courses in the 60-credit curriculum


32

Increasing alignment with the 2016 CACREP was accomplished by way of significant

programmatic and administrative adjustments

The CED faculty began writing the required Self-Study document

The CACREP committee met weekly during the fall 2016 semester and for several

lengthier “retreats” during the spring 2017 semester


33

Primary Goals for 2017-2018 Imperative I: Nurturing Student Success

1. Increase undergraduate outreach to engage students in relevant academic experiences with a

focus on the value of diverse perspectives

Generate interest and enrollment in counseling and special education introductory courses

2. Increase writing intensive (WI) and university program (UP) course options for

undergraduate students that promote inquiry, creative, and critical-thinking skills

3. Increase quality and quantity of graduate programming to ensure mastery of the academic

discipline

Offer new programs, courses, and concentration/endorsement areas

Continue to work toward aligning all aspects of the graduate counseling program with CACREP

standards and requirements

Imperative II: Fostering Scholarly Activity

1. Provide graduate assistants as an infrastructure to support faculty research and creative

activity

2. Provide financial support to students to promote their active involvement in research and

creative activities

Imperative III: Community Partnerships in Michigan and Beyond

1. Foster student involvement and interaction with the community through academic course

work, internships, service learning, job shadowing, and volunteering

2. Foster productive, collaborative relationships with university supervisors, site supervisors,

and host teachers through training and orientation


34


1

Department of Educational Leadership

College of Education & Human Services

Annual Report

2016 – 2017

Contact Information:

Anne M. Hornak, Ph.D., Chairperson

Educational Leadership

Education and Human Services Building 334

Mt. Pleasant, MI 48859

Telephone: (989) 774-2215

Fax: (989) 774-4374


2

Table of Contents

1. Department of Educational Leadership (EDL) – Introduction ......................................................... 4

Faculty: ............................................................................................................................................................ 4

2. Summary of Major Accomplishments in 2016-2017 Academic Year ................................................ 6

Program Specific Accomplishments ........................................................................................................... 7

Leadership in Student Affairs Minor ...................................................................................................... 7

Graduate Certificate in College Teaching .............................................................................................. 8

Masters of Arts in Educational Leadership ........................................................................................... 8

Masters of Arts in Higher Education Administration ........................................................................ 10

Masters of Arts in Education ............................................................ Error! Bookmark not defined.

Specialist in Education (Ed.S.) Program .............................................................................................. 12

Doctor of Education (Ed.D.) Program ................................................................................................ 13

Doctor of Philosophy in Educational Leadership (Ph.D.) Program ............................................... 13

3. Personnel Actions .................................................................................................................................... 14

Significant Personnel Transactions 2016-17 ............................................................................................ 14

Awards and Honors .................................................................................................................................... 14

4. Department’s Activities Regarding Diversity ...................................................................................... 15

Faculty ........................................................................................................................................................... 15

Staff ................................................................................................................................................................ 15

Students ......................................................................................................................................................... 15

Curriculum and Global Studies ................................................................................................................. 15

5. Curriculum and Pedagogy Changes ...................................................................................................... 15

New Program Development ...................................................................................................................... 16

Programs needing improvement or deletion ........................................................................................... 16

Pedagogy improvement/initiatives ........................................................................................................... 16

Online Course Development ..................................................................................................................... 16

6. Faculty Scholarly Activities and External Funding ............................................................................. 16


3

Faculty Publications: .................................................................................................................................... 17

Faculty Presentation and Posters at International and National Levels: ............................................. 17

Student Work Supervised: .......................................................................................................................... 17

External Grant / Contract Funding: [Data from ORGS] .................................................................... 19

Notable Student Awards. ............................................................................................................................ 19

7. Department Chair’s SWOT Analysis .................................................................................................... 19

Strengths:....................................................................................................................................................... 19

Weaknesses: .................................................................................................................................................. 20

Opportunities: .............................................................................................................................................. 21

Threats: .......................................................................................................................................................... 21

8. Progress Toward 2016-2017 Strategic Goals ....................................................................................... 22

9. Primary Goals for 2017-2018 ................................................................................................................ 23


4

1. Department of Educational Leadership (EDL) – Introduction

Faculty: Frim Ampaw, EdD, Associate Professor

Eric Buschlen, EdD, Associate Professor

Mark Deschaine, PhD, Assistant Professor

Anne M. Hornak, PhD, Associate Professor

Wafa Hozien, PhD, Assistant Professor

Benjamin Jankens, EdD, Assistant Professor

Matthew Johnson, PhD, Associate Professor

Dan Kaczynski, PhD, Professor

Ethan Kolek, EdD, Assistant Professor

Barbara Klocko, PhD, Associate Professor

Sarah Marshall, PhD, Professor

Kaleb Patrick, EdD, Lecturer I

Mildred Taylor, PhD, – Lecturer I

Regina Umpstead, PhD, Associate Professor

David Whale, EdD, Professor

The Department of Educational Leadership offers a full range of graduate degree programs to

prepare individuals for effective performance in leadership positions in schools, institutions of

higher learning, and other community agency and educational organizations. Opportunities for

advanced specialized study are available in addition to pre-service leadership preparation programs.

The Educational Leadership Department is organized around four main programs: Master of Arts

(MA), Specialist in Education (Ed.S.), Doctor of Education (Ed.D.), and Doctor of Philosophy

(Ph.D.).

Within each program there are specialized areas of emphasis to meet the broad needs of our diverse

student population. In addition, the department also offers a Graduate Certificate in College

Teaching (GCCT). These programs are designed and delivered in alignment with our department

mission; “To develop the capacity of professionals to lead diverse organizations in innovative ways

by engaging them in reflection on current organizational practices, inquiry about theory and best

practices, and experiential learning.”


5

Programs are as follows:

1) Leadership in Student Affairs Minor (Hiatus effective Fall 2017)

2) Graduate Certificate in College Teaching

3) Master of Arts Degree Programs

Educational Leadership

Charter School Leadership Emphasis

Rural Education Leadership Emphasis

Supervision Emphasis

Virtual Education Leadership Emphasis

Higher Education Administration

Education

Community College Concentration

Administration/Student Affairs Emphasis

College Teaching Emphasis

Training and Development Emphasis

Training and Development Concentration

4) Specialist in Education (Ed.S.) in Educational Leadership

Emphasis areas:

Administrative Leadership K-12

Instructional Leadership

5) Doctor of Education (Ed.D.) in Educational Leadership

Emphasis areas:

K-12 Leadership

Higher Education Leadership

6) Doctor of Philosophy (Ph.D.) in Educational Leadership

Emphasis areas:

K-12 Leadership

Higher Education Leadership


6

2. Summary of Major Accomplishments in 2016-2017 Academic Year

Summaries of major accomplishments completed this past academic year in the Educational

Leadership Department are highlighted below and expanded more in the following report. The

accomplishments presented are summarized in context with the Central Michigan University

Mission Statement and demonstrate the commitment of faculty, staff, and students toward

advancing university and department priorities.

CMU mission statement: “At Central Michigan University, we are a community committed to the

pursuit of knowledge, wisdom, discovery, and creativity. We provide student-centered education and

foster personal and intellectual growth to prepare students for productive careers, meaningful lives,

and responsible citizenship in a global society.”

The department continued into year two of a four-year partnership with the Enrollment and

Student Services Division at CMU. The partnership created 2 fully funded assistantships for our

PhD in Educational leadership students and 15 assistantships for our MA in Higher Education

students. This proved very successful and allowed us to recruit and enroll students into our

programs from all over the country. This has also increased the academic profile of the students

entering the MA program.

The department admitted the third hybrid cohort of EdD students. These students take courses

online during the academic year and then on-campus during the summer. Combined with our

PhD program, we are enrolling at least 25 new doctoral students every year.

Given the increased enrollment in our doctoral programs, the department aligned the curriculum

for both doctoral programs to allow students from both programs to take their electives and

some concentration courses together. Since the electives also serve students in the MA in Higher

Education and EdS program, it allowed us to offer the EdD electives on an open enrollment

basis providing a boost to that program.

The department continued robust collection of assessment data for its programs approved to

offer administrator certification for the Michigan Department of Education (MA in Educational

Leadership, Ed.S., and Ed.D. programs). We continued the implementation of Taskstream, a

data collection, management, and reporting program. The data is collected across all programs

and involved all faculty members at the end of the academic year. Faculty work in teams and this

year we spent significant time training for inter-rater reliability among faculty. Over the course of

two semesters, data were collected in 20 separate course offerings. We have fully implemented

the PRAXIS exams, a standardized educational leadership test for every student seeking

administrative certification.

The department implemented the findings from the program review for the MA in Higher

Education administration conducted during the 2015-2016 year. This included WEAVE

revisions as well as curricular revisions. We realigned courses as well requiring Social Justice

Leadership as a required course for all MA students.


7

The department engaged in discussion with the MA in Education Council and department of

Teacher Education and Professional Development on oversight of the interdisciplinary MA in

Education degree. As a result of the discussions a full time fixed term faculty position was

created for full program oversight. The faculty is housed in EDL but works closely with TEPD.

The department has taken leadership in the Community College and Training and Development

concentrations within the degree and submitted many programs changes based on accreditation

recommendations. Those changes have been approved through the curricular process and will

take effect in Fall 2017.

The MA in Education – Community College program was granted full consent from the Ministry

of Advanced Education and Skills Development and the Post-Secondary Quality Assessment

Board for program delivery across the province of Ontario, Canada. This is the first five-year

consent granted to the MA in Education – Community College program since 2004.

Program Specific Accomplishments

Leadership in Student Affairs Minor The Leadership in Student Affairs Minor was officially put on hiatus effective Fall 2017. The

program never reached a critical enrollment to fully support and justify the department resources.

The department is engaged in a teach out of approximately 6 students that elected to earn the minor.


8

Graduate Certificate in College Teaching Program Overview: The Graduate Certificate in College Teaching (GCCT) is a 15-credit program. Student may select five of six courses to complete the program. These courses include EDL 680, 681, 626, 677, 763, and 697. If a student opts to complete EDL 697 (Teaching Internship) the student is responsible for obtaining an internship and completing all associated paperwork approximately two months prior to the start of the internship. Due to the difficulty of securing an internship and out-of-state licensure issues, students are strongly advised not to take EDL 697. 2016-2017 was a busy year for the GCCT. We created an assessment plan and received assessment council approval. Currently the GCCT curriculum is under revision. The revised curriculum includes three new courses:

EDL 682 Course Design and Assessment in Higher Education Settings (passed EHS

curriculum)

EDL 683 Teaching Today’s College Student (pending EDL approval)

EDL 685 High-Impact Teaching Practices in Higher Education Settings (passed EHS

curriculum)

And major revisions to three existing courses:

EDL 680 Foundations of Teaching in Higher Education Settings (passed EHS curriculum)

EDL 681 Teaching with Technology in Higher Education Settings (pending EDL approval)

EDL 763 The Academic Profession (pending EDL approval)

And the removal of EDL 697 Teaching Internship. Third, we revised the admission requirements and amended the graduate bulletin. Beginning fall 2017, admission requires a 3.0 or higher undergraduate and graduate GPA along with an essay detailing student interest in the program and resume. The bulletin language was changed to include: “Individuals interested in teaching and in post-secondary education settings should know that to be eligible to teach at a community college they must first earn a master's degree in an academic discipline and have completed a minimum of 18 graduate credit hours in each discipline that they hope to teach. Individuals hoping to teach at a four-year institution typically must earn at least a master's degree to teach undergraduate students and a doctoral degree to teach graduate students. In addition, some professional programs at a four-year institution require 18 graduate credit hours in the academic discipline. This Graduate Certificate in College Teaching is not a substitute for any of the above noted educational requirements.”


9

In the 2016-2017 academic year, 37 students were admitted to the program and 22 enrolled. In an effort to increase enrollment, the program coordinator worked closely with the EHS marketing representative to establish new marketing efforts. We marketed the program on campus via CMU daily updates and by informing graduate program directors and chairs. Additionally, we shared the May 11 webinar information with global campus graduate alumni. We have 68 people signed up to attend the webinar. We will continue to expand our marketing efforts to on campus graduate students and on campus graduate alumni for our June webinar.

For the academic year 2017-2018 we will complete the curricular revisions and develop the courses for online delivery. Once the curricular changes are approved, we will have to revise the assessment plan. Last, we will continue to advance our marketing efforts to increase enrollment in the program.

MA in Educational Leadership

The 2016-2017 academic year marked the eighth year for the online Master of Arts in Educational

Leadership (MA-EL), with state administrator certification (Elementary and Secondary

Endorsement). This was a year with very few changes to the program. The main focus was on

continuing the implementation of requirements for state and national level certification and

accreditation, market the new emphases, and continuing to develop the program overall.

Full program wide assessment has been integrated and key data is being collected. With the support

of Taskstream, instructors are able to efficiently assess student performance as it relates to the state

and national standards. Unfortunately, there has been some setbacks in regards to the software and

just overall complexity to our program evaluation system has taken longer to evaluate than

anticipated. With that said, we are still making steady progress and look forward to collecting

adequate data order to revise the curriculum and continue to make program improvements through

a data informed approach.

The MA-EL program went through CMU internal program review. The activities surrounding

program review allowed faculty to reflect on the program, collect additional data regards to its

performance, and set a clear direction for the future. The report has been submitted and we are

looking forward to additional conversations with the Provost.

The CMU Charter School Educator Award, which seeks to connect educators in CMU-authorized

charter public schools with CMU's highly-rated advanced teacher education and educational

leadership programs, is now in its fourth year and still a very positive attribute. With approximately

20 students receiving this award annually (the MA-EL being the largest recipient), this has been a

continued investment in not only the master’s degree programs, but also the leadership within CMU

authorized schools.


10

Enrollment & Courses

The MA in Educational Leadership program admitted 74 new students during the 2015-2016

academic year (85 the prior year) and is on track to maintain that number for 2016 2017 (67 as of

5/16/2017). There are approximately 170 active students in the program, with 82% being Michigan

residents. During the 2016-2017 academic year 42 courses were taught in the program. The

program offered 42 courses in 2015-2016, 40 courses in 2014-2015.

The 2015-2016 academic year marked the seventh year for the online leadership degree program.

With the introduction of two new emphases (Virtual Education Leadership and Rural Education

Leadership), the program has continued to adapt to market changes and increasing competition.

The CMU Charter School Educator Award, which seeks to connect educators in CMU-authorized

charter public schools with CMU's highly-rated advanced teacher education and educational

leadership programs, is now in its third year. With approximately 20 students receiving this award

annual, this has been a continued investment in not only the master’s degree programs, but also the

leadership within CMU authorized schools.

The majority of this past year’s efforts has been the continuous improvement as we implement the

requirements from the Michigan Department of Education and CAEP accreditation preparation.

Full program wide assessment has been integrated and key data is being collected. With the support

of Taskstream, instructors are able to efficiently assess student performance as it relates to the state

and national standards.

The MA-EL program will be going through CMU internal program review for the 2016-2017

academic year. The MA in Educational Leadership program admitted 47 new students during the

2015-2016 academic year (as of 6/10/2016), which is lower than the prior year’s enrollment of 81

admits. This is partially due to an increase in competition in online programs, both at the state level

and nationally, as well as an increase in program requirements. In regards to courses taught, there

were a total of 599 course registers in 2015-2016, which was on par with the previous year. The

program offered 42 courses in 2015-2016, 40 courses in 2014-2015, and 32 in 2013-2014,

respectively.

Masters in Higher Education Administration

The 2016-2017 academic year was another year of transformation for the Masters of Arts in Higher

Education Administration program. We continue to strengthen our partnership with the Division of

Student Affairs at CMU to be able to offer several fully-funded graduate assistantships. We admitted

15 full-time students who will begin class in Fall 2017. During the 2016-2017 year, we also admitted

four part-time students who have already begun taking class. We hosted our second annual "Visit


11

Days" for prospective students in March 2017. We had 28 prospective MAHE students visit CMU

and several others interview for assistantships remotely.

The 2016-2017 academic year immediately proceeded our program review. As such, we

implemented several changes from that process, including: adding EDL516: Leadership for Social

Justice to the required core curriculum, implemented a new advising sheet for faculty and students,

created a common book read in partnership with the Division of Student Affairs, offered a seminar

book reading course, created a plan to update MCS in Fall 2017, held a focus group in April 2017

with current students, made plans for a graduation celebration for May 2018, moved EDL636:

Higher Education Law on-campus per students’ requests, and created an ongoing list of possible

practicum sites.

We graduated six students in May 2017 from the program. We also had 14 students complete their

practicums, which are 135-hour internship experiences at a site located within higher education.

MA in Education – Community College & Training and Development

As a result of the 2015-16 academic program review, the MA in Education (MAE) Community

College (MAE-CC) and Training and Development (MAE-TD) concentrations modified the

programmatic level goals and student learning outcomes (SLOs) to more closely align with the

identified shift in student population, skills demand, and needed outcomes. The result of this

modification in programmatic goals and SLOs led to a re-composition of course structure for the

MAE-CC and MAE-TD concentrations away from EDU designated PK-12 focused courses to .

This programmatic re-composition aligns more closely the course level learning objectives with the

MAE-CC and MAE-TD SLOs and goals. These changes also include the addition of three areas of

emphasis within the MAE-CC program (a) Administration/Student Affairs, (b) College Teaching, (c)

Training and Development, to more accurately reflect the current student population enrolled in the

degree program.

Additions to the MAE-CC program includes:

EDL 600: Research for Educational Leadership

EDL 797: Field Study or 798: Thesis

EDL 705: The Ontario College System

EDL 751: Program Evaluation and Review

EDL 760: Leadership Theory and Practice

Areas of Emphasis

o Administration/Student Affairs – EDL 763: The Academic Profession

o College Teaching – EDL 680: Teaching in Higher Education Settings

o Training and Development – EDL 612: Methods and Techniques of Training and

Development


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Additions to the MAE-TD program includes:

EDL 600: Research for Educational Leadership

EDL 797: Field Study

EDL 710: Action Research

EDL 751: Program Evaluation and Review

EDL 760: Leadership Theory and Practice

Data from the Inquiries, Applications, and Admissions (IAA) Consolidated report indicates that

through May 1, 2017 the MAE-CC program received 149 inquiries, 55 applications, and 29

admissions. Compared to the entire FY 2016, the IAA report indicates the MAE-CC program

received 245 inquiries, 72 applications, and 28 admissions. The reported decrease in inquiries and

applications is directly correlated with the number of cohorts scheduled to start during FY 2017 and

FY 2018. Three MAE-CC cohorts launched in the fall of 2016 (FY 2017), and considering the 9-

month recruitment cycle for cohort starts, this resulted in high inquiry and application numbers

during FY 2016. IAA data reported that the MAE-TD program received 485 inquiries, 104

applications, and 47 admissions through May 1, 2017. Compared to the entire FY 2016, the IAA

report indicates the MAE-TD program received 427 inquiries, 104 applications, and 50 admissions.

Thus, the MAE-TD program for FY 2017 is out pacing FY 2016.

Specialist in Education (Ed.S.) Program

Our Ed.S. degree provides an important link for PK-12 educators to gain the practical knowledge,

skills, and dispositions to lead school districts, to receive Central Office Certification through the

Michigan Department of Education, and to apply to a doctoral program to advance their studies.

In Fall, 2016, students enrolled in a fully online, open enrollment Educational Specialist program.

Twenty-seven students were admitted in this program that focuses on the knowledge, skills, and

dispositions necessary for district level leadership.

Students seeking Administrative Certification are taking the ETS Praxis® School

Superintendent Assessment as part of the Educational Specialist degree if they are applying

for certification through the state of Michigan. We are finding through preliminary results

with a small sampling that graduates of the CMU Educational Specialist degree program are

well qualified, receiving passing examination scores, and prepared to lead as superintendents

in school districts.

We continue to align our curriculum and program to address the Michigan Department of

Education Administrative Certification Standards. Our application to MDE for central

office administration certification approval was approved in spring, 2015. Since 2012, CMU


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have approved 46 candidates for Central Office Administrator Certification through the

Michigan Department of Education.

We completed the five-year curricular Program Review assessment, and designed new

courses for online delivery.

Doctor of Education (Ed.D.) Program

During the 2016-2017 academic year, the EdD program included four cohorts actively engaged in coursework.

Cohort 18 – Livonia, consisted of ten students and they began their doctoral core courses Fall, 2015 and completed their comprehensive examination in Spring, 2017. These students are now advancing as candidates and working on completion of their dissertations.

Cohort 19-Online, currently has 15 admitted students who are part of the inaugural EdD online cohort, with a PK12 emphasis. These students will take their comprehensive examination in December, 2017.

Cohort 20 – Saginaw currently has 10 admitted students who began their doctoral core courses in Fall, 2016, working toward their Ed.D. degree at CMU at Saginaw. These students will take their comprehensive examination in January, 2018.

Cohort 21-Online, currently has 11 admitted students who began their Ed.D. program in August, 2016 with an emphasis in Higher Education Administration.

Cohort 22- Online, currently has 18 admitted students who will begin their Ed.D. program in August, 2017 with their doctoral core classes. Students represent both PK-12 and Higher Education Administration emphases.

Fourteen students graduated from the program during the 2016-2017 academic year. One student was awarded the Doctor of Education degree posthumously in May, 2017.

Doctor of Philosophy in Educational Leadership (Ph.D.) Program

The PhD program continued to develop in the 2016-2017 academic year. Seventeen students

completed their coursework and are currently engaged in their comprehensive exams or working on

their research studies. Twenty-three students are currently engaged in coursework and a cohort of 12

students will be starting in Fall 2017. Continuous program assessment is showing that students are

meeting the learning outcomes and quite a few of the students are engaging in research outside of

their course work. Currently about 50 % of the students present their research at a conference

before they are done with coursework. We are also seeing more students engage with faculty


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members on their research studies. Research assistantships continue to be a great recruitment tool

and provide increased opportunities for PhD students to engage in research.

3. Personnel Actions

The faculty and staff in the Department of Educational Leadership is strong and diverse. In 2016-

2017, the faculty was comprised of 3 full professors, 6 associate professors, 4 assistant professors,

and. 2 fixed term faculty. Scholarship is at an all- time high for the department and we have seen a

significant increase in faculty research, presentations, and publications (See Faculty Scholarly

Activities and External Funding).

Significant Personnel Transactions 2016-17

New fixed term hire: Kaleb Patrick

Tenure and promotion to associate professor: Benjamin Jankens

Promotion to full professor: Anne Hornak and Regina Umpstead

Reappointments: Mark Deschaine, Ethan Kolek, and Wafa Hozien

Retirement: Mildred Taylor, effective May 2017

Awards and Honors

Buschlen, Eric L. (Associate Professor)

Assessment, Evaluation, & Research Award, Honorary Mention, NASPA (April 15, 2016)

Deschaine, Mark E. (Assistant Professor)

Best in Track, Online Learning Consortium (April 2017)

Faculty Research and Creative Endeavors (FRCE) Premier Display Grant., Central Michigan

University (March 2017)

Research Institute Fellow, Michigan Virtual Learning Research Institute, Lansing MI (September

2016)

100 Michigan Educators to Follow on Twitter #eduFollowChallenge - Day 13,

#eduFollowChallenge (August 2016)


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Hozien, Wafa (Assistant Professor)

Upton Sinclair Award, Education News (December 27, 2016)

Klocko, Barbara A. (Associate Professor)

Excellence in Teaching Award (Nominated), Central Michigan University (2017)

4. Department’s Activities Regarding Diversity

Faculty Faculty diversity within the department is comprised of the following: three minority faculty

members (20%), 7 females (46%) and 8 males (53%). The percentage of minority EDL faculty

members (20%) is slightly higher than the 18% for faculty university-wide. In terms of gender, the

percentage of EDL female faculty (46%) and male faculty (53%) is closely aligned with university-

wide figures with 43.8% female and 56.2% male respectively.

Staff Staff diversity within the department is comprised of two full-time female; neither of whom are

minorities. This percentage (0%) of minority staff is representative of a larger university-wide

problem. The 2013-2014 CMU Diversity Report Card reported that minority employees continue to

be underrepresented among most employee groups across campus.

Students Recent student diversity numbers are not available in any institutional reports for our programs.

Curriculum and Global Studies The department did not host a study abroad opportunity for students this academic year. We are

hosting a trip to Singapore and Malaysia in June 2017. The experience will include 6 doctoral

students studying Social Justice in an International Context.

5. Curriculum and Pedagogy Changes

This section provides an overview of curriculum, pedagogy, and programmatic changes across all

EDL programs in 2016-2017


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New Program Development The department created no new programs in the 2016/2017 academic year.

Programs needing improvement or deletion Program improvements are made based on WEAVE data and are embedded within each program

narrative below.

Pedagogy improvement/initiatives There have been numerous improvements made during the 2016-2017 academic year. The

improvements are embedded below in each program narrative

Online Course Development The department had six courses go through the online development for online delivery. It is

anticipated that we will continue to develop our online and hybrid courses in the coming year so that

we can expand our offerings.

Master Course Syllabus Revisions and Course Development

The department submitted and successfully navigated the curricular process for 3 MCS revisions

during this academic year. Additionally the department created 3 new MCS for program inclusion

and 14 additional courses that are navigating through the college and university curricular process.

The department is also creating 2 undergraduate courses for inclusion in the university program

requirements. These 2 courses will advance through the university curricular process beginning in

fall 2017.

As part of the Masters of Arts in Education move to the EDL department, we submitted 3

significant program changes for the MA in ED that will be implemented in the Fall 2017.

6. Faculty Scholarly Activities and External Funding

The EDL faculty had a great year in 2016 with scholarly activities as documented in OFIS and will

be highlighted in the subsections below.


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Faculty Publications:

Department/

Program

Number of Faculty Number of Publications (Reported by OFIS

June 2017)

Educational Leadership 13 46

The faculty averaged close to 3.5 publications each in 2016. Of the 46 publications, 24 were in

refereed/peer-reviewed journals, 1 book and 2 book chapters. 12 of the publications were co-

authored with CMU students.

Faculty Presentation and Posters at International and National Levels:

Department/

Program

Number of Faculty

Number of

International/National

Presentations/Posters

(Reported by OFIS 2016)

Educational Leadership 13 82

The faculty averaged 6 presentations each in 2016. About 79 % of these presentations were at peer-

reviewed international/national conferences. Due to their prominence in the field, EDL faculty were

also invited to present at the international/national conferences, which represent about 20% of the

presentations.

Student Work Supervised:

Department /

Program

Faculty Supervised

Student

Publications

Faculty

Supervised

Student

Theses/

Dissertations

Educational Leadership 12 13 completed dissertations


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The information below demonstrates how faculty have been involved in directed student learning

according to OFIS reporting system and our internal data record. The data continue to change as

doctoral students identify chairs and form dissertation committees. Note: Faculty also supervises

student internships across Master’s, Specialist, and Doctoral programs. Internship supervision is

NOT included in the chart below.

Faculty

Member

Dissertation Chair1

Dissertation Committee Member

Faculty and Student Research/Presentations2

Ampaw 7(2) 17(4) 3

Buschlen 0 1 2

Deschaine 0(1) 2(0) 1

Hornak 12(1) 14(2) 1

Jankens 3(0) 8(2) 2

Johnson 2(0) 7(0) 3

Kaczynski 11(4) 3(0) 0

Klocko 10(1) 9(5) 2

Marshall 21(4) 12(2) 1

Umpstead 4(2) 3(1) 2

Whale 0 12(1) 0

Here is the listing of doctoral students who graduated and their dissertation titles:

Emmanuel Akanwa Understanding the Influence of Socialization of First Year Non-Western International Master's Students at a Mid-Western University

Adam Blanchard The Influence of Co-Teaching on Academic Achievement of Students with Disabilities

Linda Chase

Factors Predicting Collaborative Leadership Competencies of Community College Administrators Based on Complexity Leadership Theory

Roberto Garcia My Voice Matters: A Narrative Inquiry of African American Male Administrators Working at Predominately White Institutions

1 The first number shows completed dissertations; the number in parenthesis is for uncompleted dissertations post-proposal. 2 These numbers are for 2016 only


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Alicia Haley Native American Acculturation at a Predominantly-White Institution of Higher Education

David Lewis Teach For America Teachers in Urban Charter Schools

Andrew Neumann Predictors pf Baccalaureate Transfer Student Success

April

Quasarano

Transformative Technology: Exploring the Impact of One-to-One Tablet Technology on Student Achievement for First-Grade Elementary Boys and Girls

Adam Schihl

A Study of Burnout and Role Conflict, Ambiguity, and Overload Among Assistant Principals, Athletic Directors, and Assistant Principals/Athletic Directors

Jennifer (Sabsook) Sell K-12 Teachers' Perceptions of Performance Pay in Education

Sarah Thaler Dimensions of Assessment Efficacy: A Factor Analysis

Georgina Wilson

The Relationship Between a Teacher's Self Efficacy of Instructional and Classroom Management Strategies and a Teacher's Personal Leadership Style

Danarius Hemphill Authenticity Matters: The Voices of African American Male Mentors

Tamara Barrientos Elementary and Middle School Teachers' Perceptions of Grant-funded Mathematics Professional Development

External Grant / Contract Funding: [Data from ORGS]

At the time of writing this report, ORGS had not released their final numbers for External Grants.

Based on the data in OFIS, EDL faculty have received external grants totaling $438,489.00.

Notable Student Awards Adam Bayne, AASA - The School Superintendents Association, Educational Administration

Scholarship

7. Department Chair’s SWOT Analysis

Strengths: Establishing and respected programs at the regional, state, and national level

Forward thinking faculty and staff

A programmatic commitment to quality programs

Ability to pull together to meet common goals

Solid understanding of issues and leadership in local, state, regional, and national issues


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A diversity of training and experiences of faculty

An ability and potential to try new and novel programs

A nationally and internationally recognized faculty in their areas of expertise

Brand, strong reputation, and quality of programs

Focus

Research and publishing

Online presence in state and on campus

Study abroad offerings

Positive feedback/performance from alumni

Willingness to adopt to change

Stable dept. membership

Diverse Course offerings- 8 week courses, online, hybrid, and 16 week options

Professional relationships – online interaction/active renewal

Performance- based assessment

Delivery model, online; open-enrolment

Certification

Practitioner focused instruction

Faculty knowledgeable, experienced, and passionate about PK-12 education

Standards/based- reciprocity

Alumni success

Increase in applicants and graduate assistant opportunities in MA in Higher Education

Decision to put minor on hiatus

Weaknesses: An experiential void between the realities of K-12 oriented and higher education oriented faculty

An overreliance on instructional staff to fulfil quasi-administrative roles

Marketing

Finances

Reconstructing

Bandwidth

Geographic location

Difficulty recruiting

Need for more grant-funded research

Assessment resources limited and developing meaningful tools to assess

No room for electives in some programs

Fluidity through course shells, consistency

Students do not publish work


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Lack of congruence between Dean and College “Culture and expectations/norms of

“discipline/field”

Lack of prep action of some students

Student effort/expectation

Eight week doctoral courses

Too many course releases

Opportunities: An opportunity to expand enrolment if and when we are able to other states and nations

Continue to support initiatives across campus due to our support for programs and services provided

by our faculty

Continued opportunity to shape the administrative perspective of the mid-level administrators within

the University, and through the Administrative Leadership Programs

Program improvement

Students presenting and publishing

Networking

Partnerships

Collection of data through the assessment

Partnerships with charter

Growing unity on purpose and direction

Students have internship opportunity to be anywhere in the world

Many retirements causing large turnover

Certification only program

Onsite hybrid cohorts

MA in higher assistantships with ESS

Potential for National Recruitments for Higher Ed, PhD, and MA students

Threats:

New federal administration and potential cuts to education budget federally

Continued state administration

Change in federal K-12 law from NCLB to ESSA

Continued reduction in enrolments

Reduced number of people going back to school

Accreditation

Licensure

Competition

Course releases

Budget limitations

Other online programs

Changing standards


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Reduced state and federal funding

Increase administrative work for faculty/program demands

8. Progress Toward 2016-2017 Strategic Goals

Goal #1 – High quality and focused program assessment (CMU P #1)

We achieved great highs and great lows with relation to assessment work. We spent much of the

year working on establishing sound systems for data collection, Taskstream. We have collected the

data and are in the process of analyzing. The focus on high quality and focused program assessment

has been informative for program revisions. This will continue to be of utmost importance for the

department.

Goal #2 – Develop an integrated international education multiyear plan (CMU P #1, 2, 3, 4)

The department achieved this goal in this year. Students can take the global studies experience to

replace the EDL 816 Social Justice course if they are in the PhD program. The global studies course

can be used as an elective across our other programs. We have a multiyear plan in place with the

following locations planned: Summer 2017 – Singapore and Malaysia; 2018- Ireland; and 2019 –

South Africa. We will determine locations beyond 2019 during the 2017-2018 academic year.

Goal #3 - Develop and promote faculty, staff, and students in research and professional

development (CMU P #1, 2, 3)

During this academic year faculty in EDL collaborated with students on 26% of the publications

published during the time of this report. We continue to support students in scholarly opportunities.

We provide funding through the department for presentations, as well as collaborating to help

students find other resources external to the department. This support will continue as the profile of

our doctoral students increases.

Goal #4 - Support high quality programs (CMU P #1, 2, 3, 4)

During the 2016-2017 academic year we worked to fine tune our assessment processes that inform

high quality programs. The department has allocated resources to strengthen the systems and

processes to collect data and then use the information to inform program and curricular changes.


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9. Primary Goals for 2017-2018

We have not yet developed our goals for 2017-2018. We will be aligning with the strategic priorities

of the university.


1

Department of Human Environmental

Studies College of Education & Human

Services Annual Report

2016 – 2017

Submitted by:

Tanya Domina, Department Chair


2

Table of Contents

Pages

1. Summary: Major Accomplishments in 2016-2017 Academic year 3

2. Personnel Actions 8

3. Department’s Activities Regarding Diversity 9

4. Curriculum and Pedagogy Changes 10

5. Faculty Scholarly Activities and External Funding 11

6. Student Accomplishments 12

7. Department Chair SWOT Analysis 13

8. Progress Toward 2016-2017 Strategic Goals 15

9. Priority Goals for 2017-2018 16


3

1. Summary of Major Accomplishments for 2016 - 2017

The HEV Department continues to engage in a variety of activities that support student learning, faculty scholarship, and service. A brief description of those activities is provided in the following section grouped by program area, when appropriate. HEV Department (HEV)

Excellence in Teaching Award: Holly Hoffman (HDF) and Tierney Popp (HDF) both received an Excellence in Teaching Award.

Honors Senior Projects: Twelve (12) HEV faculty supervised senior projects for 22 honors students. Faculty involved included: Eileen Malonebeach (HDF), Ko Ko (HDF), Kimberly Davidson (HDF), Linda Traum (HDF), Tierney Popp (HDF), Leslie Hildebrandt (FNS), Najat Yahia (FNS), Roschelle Heuberger (FNS), Ling Zhang (FMD), Maureen MacGillivray (FMD), Michael Mamp (FMD).

SRCEE Participation: 26 of the research and creative displays at the CMU Student Research and Creative Endeavors Exhibition (SRCEE) in Spring 2017 were sponsored by 16 HEV Faculty and involved 50 students. Additionally, Kyler Knapp (HDF) received the President’s Research award and Celeste Hays (FMD) received the Provost’s Research award.

Grants & Contracts: From July 2016 – May 2017, 16 grants and contracts were funded for a total of $396,313.00.

Signed Majors: All four program areas saw an increase in majors from the previous year.

Program 2015-16 2016-17 +/- Change

FMD 201 248 +47

FNS 90 131 +41

HDF 491 572 +81

IND 65 88 +23

Request for Reorganization: In Fall 2016, HEV submitted a proposal requesting reorganization of the department into 3 new departments. Although denied by senior administration, the proposal was the result of two years of department discussion and laid the groundwork for a future proposal.

Fashion Merchandising and Design (FMD)

Research & Creative Endeavor Activity: FMD faculty published 15 journal articles (5 of these with students), 2 book chapters, 1 lab manual and presented design work at 12 juried international and national exhibitions. Six (6) students presented creative work at juried national and international conferences. Eighteen (18) students presented papers, & posters at national and international conferences. Eight (8) students won awards.


4

CMDT: The Center for Merchandising & Technology under the leadership of Maureen MacGillivray and Tanya Domina, brought in over $216,000 in funded contracts. Significant equipment purchases include an air permeability tester. The CMDT is also a leading participant of the Size NorthAmerica body scanning project which has resulted in significant media coverage of the lab and CMU.

FMD Fashion Camp: Under the leadership of Dr. Su An, the FMD area offered the 10th annual summer Fashion Camp for interested high school students. The FMD Fashion Camp enables students to learn about the Fashion Merchandising and Design profession, as well as programs offered in the academic programs offered in this area.

FMD New York Study Tour: Dr. Michael Mamp traveled with undergraduate and graduate students to New York City for a week long study of the merchandising and design industry.

Threads – The 19th Annual Threads Fashion show and VIP reception was held on April 21st, 2017 with this year’s theme “Fashion Expedition” Faculty advisor Ian Mull, worked with producers Lauren Agnew and Julia Allen to plan the show, as well as the week-long “Fashion Week” activities, fundraising, and educational workshops for designers. The show had the highest attendance ever with over 1,400 guests attending this year’s show. Additionally, Threads Fashion was able to collaborate with the Speaker Series to bring in Tim Gunn, an Emmy-winning co-host for Project Runway and a New York Times bestselling author. Student designers that were selected to be in the show were able to meet Tim Gunn. Following the show, the faculty advisor and producers of the show moderated an hour-long Q&A with Mr. Gunn.

Behind the Curtain – High School students interested in Fashion Merchandising and Design are invited to campus the Friday before Threads. A record number of students, plus family, were introduced to a variety of Fashion Merchandising and Design learning experiences, had lunch in a residential restaurant, and viewed the dress rehearsal for Threads. This is an important recruitment event for the FMD program area and thus far has generated a 100% enrollment rate.

Foods and Nutrition (FNS)

Research & Creative Endeavor Activity: FNS faculty reported publishing 8 journal articles and presenting at one conference. Two (2) students presented papers & posters at conferences. Two external grants totaling $24,700 were awarded.

Nutri-Pals Nutrition Mentorship Program: This program is a collaboration with White Pine Middle School and Arrowwood Elementary School. Dietetics students taught middle school students within a 7th grade science class about nutrition, modeled hands-on nutrition activities with them, and helped the middle school students develop their own nutrition activities for the elementary school. Then the middle school students taught the elementary students the activities they developed. https://www.cmich.edu/news/article/Pages/nutrition-students-go-to-Saginaw.aspx

https://www.cmich.edu/news/article/Pages/nutrition-students-go-to-Saginaw.aspx


5

Central Michigan Nutrition Coalition: The Coalition supports a series of service learning, peer-mentorship programs where faculty supervise CMU Dietetics students who are working with Gratiot-Isabella Technical Center Culinary students to provide nutrition education for the Mount Pleasant High School community.

White Pine Middle School 2017 School Health Fair: Dietetics students developed nutrition education activities and helped teachers run the nutrition sessions for the first annual, all school, 1200 student half day health fair. They worked collaboratively with WPMS teachers, administrators, and a student wellness advisory committee.

Fuel Up to Fire Up: Sports Nutrition students developed and provided nutrition education materials for Chippewa Student-Athletes, Coaches and Staff. Programs included grocery store tours, cooking demonstrations, recipe and cookbook development, BodPod measurements, creation of travel menus, dining hall mentorship, bulletin board creation, fueling station support, research experience, and more.

CHIP CMU Employee Health and Wellness Weight Management Program: Dietetics students provided nutrition and wellness programming including presentations, grocery store tours and cooking demonstrations for CMU faculty and staff. https://www.cmich.edu/news/article/Pages/dietetics-students-provide-grocery-store-tours-for-staff.aspx

Nutrition Networking Conference: The 2nd Annual Nutrition Networking Conference took place Spring 2017 with over 100 attendees. This year’s keynote speaker was Sarah Snyder, Detroit Lions Team Performance Dietitian.

Master of Science in Nutrition & Dietetics: The MSND, under the leadership of Dr. Roschelle Heuberger, won two awards from independent online graduate education evaluation websites. Coming in at the top ten and top twenty respectively of all online programs nationally.

Dietetic Internship: The Dietetic internship has acquired a greater than 90% completion of program requirements for interns, which is the benchmark for assessment according to accreditation standards set by the Academy.

Human Development and Family Studies (HDF)

Research & Creative Endeavor Activity: HDF faculty published 20 journal articles (3 of these with students). There were 34 presentations at state, national and international conferences. Thirty-four (34) students presented research at state, national and international conferences. Five (5) faculty served on thesis and Plan B committees. Ten (10) external and internal grants were received totally approximately $78,000.

Poverty Simulations: Under the direction of Dr. Katie Reck, HDF provided 6 Poverty Simulations over the last academic year, 2 at CMU and 4 to organizations in the Central Michigan area including a public school, Alma college, and human service organizations. That is over 170 CMU students and 230 community members receiving Poverty Simulation experience.


6

Excellence in Teaching Awards: Two HDF faculty members, Tierney Popp and Holly Hoffman, received CMU's Excellence in Teaching Awards during the 2016-2017 academic year!

Online Early Childhood Development and Learning Major: The HDFS area and ECDL faculty launched course development and marketing of the online option for the Early Childhood Development and Learning major. While the official program begins in the Fall of 2017, there are currently 39 applications to the program with 14 of those now fully admitted and 5 students already enrolled in summer courses.

Student Success and Recognition: Kyler Knapp, one of our Family Studies majors was selected for the President's Award for research and was also honored as one of the two Honors Academic Excellence Award recipients this year.

Touchpoints: Five Early Childhood faculty traveled to Boston in Summer 2016 to receive intensive Touchpoints training at the Brazelton Touchpoints Center. The mission of the center is to partner with families of young children and the communities and systems of care that surround them so that all children – whatever their life circumstances, challenges, and resources may be – will be healthy, succeed as early learners and have the opportunity to thrive. The Early Childhood faculty team returned to the CMU community and worked to support a local training for 29 early childhood professionals, complete with monthly face-to-face meetings that extended into May 2017.

Child Development and Learning Laboratory (CDLL): Teaching Activities:

Collaboration with students: The CDLL supports current CMU undergraduate and graduate level students by providing direct and observational experiences with young children. This past academic year the CDLL hosted 745 enrolled CMU students to support their course work.

• 300 walked through on guided tours • 280 completed multiple observations in the booths or classrooms • 111 actively worked with the children • 54 completed their teaching practicum

The CDLL hosted students from Mount Pleasant High School and Mid-Michigan Community College to help meet requirements for their classes. A fifth grade class from the Niijkewehn Mentoring Program in collaboration with the Saginaw Chippewa Indian Tribe also spent time visiting in the CDLL.

Recruitment: The CDLL plays a large roll in recruiting future students to CMU by participating in EHS Day, the SEEC Conference and 40 additional guided tours throughout the year. An estimated 1,100 potential CMU students toured the CDLL facilities.

Research:

The past year the CDLL worked with the CMU Institutional Research Board and legal counsel to develop a written research policy for recruitment and research projects within the CDLL. Four faculty and three students recruited and completed research projects with children and families from the CDLL. This is an area to focus on expanding in the coming 2017-2018 academic year.

The CDLL was featured in the book: Duncan, S., Martin, J., & Kreth, R. (2016). “Rethinking the classroom landscape: Creating environments that connect young children, families, and


7

communities”. Gryphon House. Lewisville, NC.

Service:

The CDLL has a reputation in Michigan as a model early childhood program. Many educational and non-profit groups request to visit the CDLL year and ask for consultation from the CDLL director to inform their own programs. Here is a lists of some programs who visited this 2016-2017 year:

• The Kresge Foundation • IFF • Muskegon ISD • Oaktree Academy • Michigan Head Start Parent Board • Michigan Head Start Director’s Board • Munson Health Care • Teachers from Oaxaca, Mexico • Greenville GSRP • Michigan State level GSRP executive officers

The CDLL sponsored two professional development opportunities with the financial support of the PNC Grow Up Great grant. The CDLL collaborated with Erikson Institute to host a two-part technology in early childhood workshop for staff and fifteen early childhood professionals from the Mid-Michigan Action Agency. As a follow-up to this workshop, the CDLL established a technology lending library which is being piloted with the Mid-Michigan Action Agency and funded by the PNC grant.

The CDLL hosted the Powerful Children’s Conference for 150 regional early childhood professionals. This is a free professional development opportunity sponsored by PNC and the registration was full within two weeks of opening.

Nine (9) CDLL staff completed the Brazelton Touchpoints Individual Level Training (ILT) and have been actively implementing the principles and assumptions with the CDLL families. The CDLL has also hosted multiple community follow up meetings, supporting other local professionals who completed the ILT.

The CDLL has partnered with the Intergenerational Center to participate in the Bridges program. Sixteen (16) older adults have volunteered at the CDLL at different times during the year to read and participate in different activities with the children from crafts to Tai chi

Interior Design (IND)

Research & Creative Endeavor Activity: IND faculty published 2 journal articles and presented at 3 state, national or international conferences. Approximately, $30,000 in grants and awards were received by IND faculty and students.

National recognition of student academic / creative achievement: Two (2) students presented posters at the annual Interior Design Educator's Council (IDEC) conference in March, 2017. Both of these students also received EHS Learning and Leading Awards. One (1) student received an honorable mention in the Ghiordes Knot Rug Competition. One (1) student received an honorable mention in the Eaton SOURCE National Lighting Design Competition (one of 7 students nationwide).


8

Continued development of international programs / outreach: The Interior Design program accelerated the progress of the 3+1 program with Anhui Jianzhu University (AUA). This past academic year 2 IND faculty taught 6 courses at AUA for a total of 10 weeks. The first AUA students will join the IND program fall 2017. In addition, the IND faculty hosted a 2nd visiting scholar from China Professor Wu.

Increased focus on recruitment: In conjunction with the IND senior graduation exhibition, the program hosted its first “Think2Design” event. Approximately 10 families attended the half-day experience. Students and parents attended creative workshops, information sessions, and facility tours.

Support of local and international communities: Approximately 25 CMU student volunteers assisted with the installation of the Play Zone accessible playground which was funded by est. $190,000 in grants. Two IND students created the design of the Montcalm County Teen Center in Carson City.


a-c) Faculty

During the 2016 - 2017 academic year HEV had 33 tenured/tenure-track faculty in the department. The following personnel applications were supported.

Successful promotion applications:

Dr. Usha Chowdhary (FMD)– Professor Salary Supplement

Dr. Maureen MacGillivray (FMD)– Professor Salary Supplement

Dr. Miki Hakoyama (HDF) – early promotion to Full Professor

Dr. Kristy Shih – Associate Professor

Two faculty members were awarded a sabbatical to be taken during the 2017 – 2018 year

Dr. Thamil Periyaswamy (FMD) – Fall 2017

Dr. Ed Long (HDF) – Spring 2018

Successful tenure applications:

Dr. Kristy Shih (HDF)


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Successful reappointment applications

Dr. Joellen Lewsader (HDF)

Dr. Katie Reck (HDF)

Dr. Linda Traum (HDF)

Dr. Tzu-Fen Chang (HDF)

Dr. Cheryl Geisthardt (HDF)

Dr. Han-Jung Ko (HDF)

Dr. Michael Mamp (FMD)

Prof. Stephen Skorski (IND)

Dr. Jeff Fisher (FNS)

Dr. Yeonsoo Kim (FNS)

d) New Tenure Track Hires (began Fall 2016):

Dr. Kim Davidson – Assistant Professor Child Development

Dr. Rawia Khasawneh – Assistant Professor Dietetics

e) Resignations/Retirements: None

f) Staff Changes: None

New Fixed-Term Faculty Hires Jennise Strifler (FMD)

Karrah Zuziak (FMD) Fixed-Term Faculty Promotions:

Bruce Covey (HDF) – promotion to L3

Jeannie Chaffin (HDF) – promotion to L3

Anna Most (FNS) – promotion to L3


Diversity in the Curriculum

HEV continues to provide a variety of academic experiences to promote access and respect for diversity among our students. Several regular study abroad experiences and international internship site placements are examples of opportunities developed by faculty and available to students to encourage them to move outside of the traditional educational environment and prepare themselves for a more global future. These experiences are in addition several HEV courses that incorporate diverse perspectives as part of the regular course content (e.g., FMD 252, GRN 430, HDF 110 and 212, FNS 271, and IND 332).

A new course approved through the curricular process entitled, Queer Fashion, the first course on the University Program solely dedicated to an examination of the LGBTQ+ community. This course will be moved to the new UP Group IVD subgroup in Fall 2017. In addition, HEV is anticipating the creation of several courses that will meet that subgroup requirement including HDF – Ageism; and


10

HDF - Gender Inequality in Families and Society. Faculty and Staff Diversity

Currently, 41% of the regular faculty are from cultures other than the U.S.

University Diversity Efforts

President appointed Dr. Micheal Mamp to the Diversity and Inclusion Task Force focused on major initiatives and strategic planning related Diversity and Inclusion at CMU.


a) New Program Development:

A new online Fashion Merchandising and Design major with 2 concentrations not available in a face to face format is currently accepting applications for Fall 2017.

The HDFS area and ECDL faculty launched course development and marketing of the online option for the Early Childhood Development and Learning major to begin Fall 2017.

b, c) Programs needing improvement or deletion/Pedagogy improvements & initiatives

o All HEV program areas were involved in curricular revisions to improve and update content and to incorporated new pedagogy strategies into the learning environment. No programs recommended for deletion. Program improvements through curricular revisions include:

Fashion Merchandising and Design

o New courses: Approved: FMD 280, 587, 796 o Course updates: Approved: FMD 245, 556, 798

o Quantitative Reasoning - FMD 355 was approved as a QR course

o New UP sub-group IVD: FMD 280 Queer Fashion

Human Development and Family Studies (Including Gerontology) o New Courses: none o Course updates: 100, 200, 301, 302, 303, 321, 397,402, 403, 418, 497, 508,

597

Foods and Nutrition

o New Courses: none

o Course Updates: Approved: FNS 160, 377, 397, 463, 465, 467, 470, 471, 472,

477, 479, 497, 512, 560, 570, 573, 674, 675, 676

o Writing Intensive: Approved: FNS 477 was approved as a writing-intensive

course

Interior Design o Course Updates: Approved: IND 332


11

d) Online Courses

i. courses approved for online delivery: Virtually every course submitted this year for curricular revisions (see above) , except the fashion design studio courses and the interior design studio courses, have been approved for online delivery.

ii. Courses in development for online delivery: Both the FMD and Early Childhood online programs will

begin Fall 2017. Currently there a many faculty from both program areas participating in the Global Campus online course development cohort groups this summer.

e) Hybrid Courses

i. Hybrid courses current offered: FMD 356

ii. Hybrid courses under development: none


Data that are available to document faculty scholarly activities do not reflect the full range and quantity of activity that took place this year. Unfortunately, faculty do not always enter their work into OFIS or enter it in such a way that it is not retrievable for this report. Creative design work is especially hard to capture.

To view scholarly and creative endeavor productivity by program area, see the first item under major accomplishments by program.

Data from OFIS:

a) Faculty Publications: 4 book chapters, 42 journal publications b) Creative Endeavors & Exhibits: 2 international, 2 national, 1 regional c) Presentations: 19 international, 4 national, 2 regional d) Student Work Supervised: see 6. Student Accomplishments e) Other notable scholarly accomplishments:

The data provided from ORGS indicated that from July 1, 2015 through May 2016 HEV has been awarded $396,313 in external funds, an increase of 19% or $73,427 from last year. A sampling of the awards are presented below.

External Grant / Contract Funding:

Faculty/Staff Member

Dept. Source Direct $ Amt.

Indirect $ Amt.

Jeanneane Wood

IND The Play Zone – various funding sources

$60,000

Margaret Desormes, Joellen Lewsader

HDF PNC Grow Up Great $50,000

Tanya Domina, Maureen MacGillivray

FMD Multiple industry contracts & grants

$318,341


12

6. Student Accomplishments Data for this table was gathered from a variety of sources.

Department/Program Student Peer-Reviewed Publications

Student Creative Endeavors

Student Presentations (State, National, International)

Student Theses/Plan B papers

Study Abroad (includes study away, faculty-led programs, internships)

FMD 7 9 22 2 23

FNS 4 2 30

HDF 3 6 20

IND 3 2 12

HEV faculty place a high priority on student learning and spend significant amounts of time creating opportunities for students to engage in a wide variety of learning experiences. Some examples of the student accomplishments for the 2016 – 2017 academic year include the following:

Awards and Recognition

Overy, Augusta (FMD). (2017). Learning and Leading Award. College of Education and Human Services, Central Michigan University.

Overy, Augusta (FMD) – selected as an Emerging Designer in Omaha Fashion Week on August 21-26th for a collection entitled: Pacific Disturbance.

Albrecht, K. and Larson (FMD), A. (2016). Monterey Mills 2016 Design a Throw Competition: 3rd & 2nd place respectively, out of 763 submissions, 22 schools.

Gagnon, Jason (FMD). (2016). EHS/PAA Scholarship to study abroad summer 2017 at the Paris American Academy ($10,000).

Hay, Celeste (FMD). (2016). Skin Tones, a collection of eveningwear inspired by the student’s examination of mixed race experience within both a personal and social context (Honor’s Capstone Project). Winner of the Robert Newby Award to Support Student Diversity Efforts at Central Michigan University. Celeste Hay was also a recipient of the Provost’s Research Award.

Jones, Alexis (FMD) (2017) received the first-place award in the 2017 international American Association of Textiles Chemists Colorists Concept 2 Consumer Merchandising Competition.

Wilder, A., & Newberry, A. (FMD) (2016). Forever and Always. Received “Best Lifestyle Venture” award ($5,000) at the New Venture Competition.

Knapp, Kyler (HDF), was selected for the President's Award for research and was also honored as one of the two Honors Academic Excellence Award recipients this year.

Ehninger, Katherine and Nieman, Julie (IND) both received EHS Learning and Leading Awards

Dai, HuiHui (IND), received an honorable mention in the Ghiordes Knot Rug Competition.


13

Hauck, Kassondra (IND) received an honorable mention in the Eaton SOURCE National Lighting Design Competition (one of 7 students nationwide).


a) Strengths:

HEV is actively engaged in growing, reviewing, and managing its online presence in response to student demand for greater access to courses and programs.

Department faculty remains actively engaged in program and course content assessment to ensure that departmental programs are preparing students for careers and career advancement or for advanced educational opportunities. Accreditation and certification of programs, approval of applications for endorsements, industry and alumni boards are evidence of the ability to maintain up-to-date, quality, professional programs.

HEV faculty are committed to fostering student scholarly and creative activity as documented by the number supervised student projects at the undergraduate and graduate levels; resulting in presentations and juried exhibitions at state and national level professional conferences, publications in recognized and respected professional journals, and student awards.

HEV faculty are committed to student recruitment and program marketing efforts as evidenced by the growth in majors for all disciplines. All programs are invested in PR and marketing activities that utilized student-centered technologies and social media channels.

HEV has high quality faculty and staff with strong academic preparation, commitment to student learning, and potential for long-term contributions to the program, department, and university. The addition of new tenure faculty has enabled the development of new courses and enhanced research and grant productivity.

b) Weaknesses:

Department growth has resulted in a need for additional lab/studio and research

spaces. Several programs need additional lab space to accommodate increasing

student enrollments and needed technology and equipment for programs to remain

competitive. Faculty research teams find reserving space to meet with team members

or to continue ongoing work challenging.

The HEV Department is split between two buildings. It is challenging to maintain a sense

of unity among programs when faculty and staff often do not know their colleagues in

other buildings.


14

Technology intensive programs are expanding. No longer are only some programs

needing to access technology to teach, conduct research, and perform service related

activities. This is now a critical department wide issue with uncertain funding sources

available.

c) Opportunities:

HEV will launch two new online programs this fall. Both have the potential to attract new students to the programs and department.

The proposed culinary nutrition major has the opportunity to draw new students to the FNS program. The market assessment found that bachelor’s completions in related programs have increased steadily over the past five years. In particular, there has been a large expansion in demand for food science programs, with completions in the field growing by 9.1 percent per year across the United States. However, to be competitive, it is likely that there would need to be an investment in upgrading the quantity food lab to meet commercial kitchen standards (see Threats).

The combination of innovative equipment like the Digital Textile Printer, Laser Cutter, and the Maker Bot 3 D printing lab are positioned to offer new teaching, research, and grant writing opportunities for both faculty and students. However, there is a need for a dedicated PA to provide community outreach activities, training, maintenance, and general oversight of the new equipment.

Each program area is actively engaged in building community partnerships both

within and outside of Michigan. It is expected that significant HEV faculty and

student involvement in the new Interdisciplinary Center for Community Health and

Wellness will provide additional opportunities for collaboration with community

partners.

d) Threats:

The lack additional and updated laboratory space for three of the HEV programs ultimately means less competitive programs. The FMD and IND programs must have additional studio space to accommodate growing enrollments and critical additional equipment, technology, and fabrication space to meet industry standards. FNS needs to modernize and update the quantity foods lab to meet commercial restaurant standards in order to support the new culinary nutrition major. This undertaking is hampered by the extremely poor HVAC system and other Wightman infrastructure issues, which must first be significantly upgraded as part of the lab renovation, pushing costs too high to be realistically supported through alumni and corporate donations.


15

Increasing demands for security checks such as state police background checks, finger printing, and Department of Human Services checks is already impacting our ability to provide a sequence of practicum placements for our students. Costs of the background checks and administrative involvement needed threaten the ability to manage our large programs and ensure that students receive a strong practical base to supplement their in- class learning.


Priority 1: Student Success

Expand distance learning offerings – Two new online majors have been developed over the 2015-2016 academic year and will begin Fall 2017.

Offer select, affordable study away experiences – new study away experiences have been developed. For areas with multiple offerings, a rotational system has been put into place.

Priority 2: Research and Creative Endeavors

Enhance capacity for research – The department continued to provide support to faculty and students who were engaged in research and creative activities. However, finding space where faculty and students could meet for collaborative research has proved to be much more challenging.

Priority 3: Quality Faculty and Staff

Complete the HEV Bylaws Review Process – The review process should be completed by August 2017.

Priority 4: Community Partnerships

All program areas developed new community partnerships resulting in enhanced teaching opportunities, service learning and internship experiences, and collaborative research activities.

Priority 1-3 HEV Reorganization Request - In Fall 2016, HEV submitted a proposal requesting reorganization of the department into 3 new departments. Although denied by senior administration, the proposal was the result of two years of department discussion and laid the groundwork for a future proposal.


16

9. Primary Goals for 2017-2018 Priority 1 – Student Success; Priority 2 – Research and Creative Endeavors; Priority 3 – Quality Faculty and Staff; Priority 4 – Community Partnerships

Involvement in the Interdisciplinary Center for Community Health and Wellness (Priority 2, 4). At least one faculty from FNS and HDF will be actively involved with the ICCHW.

Renovation of the Quantity Foods Lab (Priority 1). Significant process will be made on fundraising to support the renovation of the quantity foods lab.

Program assessment (Priority 1): Program assessment will be completed for the nutrition minor.

Culinary Nutrition Major (Priority 1): Approval of the proposed Culinary Nutrition major through the curricular process for a Fall 2018 offering.

Find additional space for FMD and IND studios (Priority 1,2,4): Locate and secure additional studio space for the FMD and IND programs.

Increase grant writing efforts by faculty (Priority 2): Collaborate with the college and ORGS to offer a 2-4 day grant writing workshop.

Continued development of international programs / outreach: (Priority 1,2,4): Continue to encourage faculty activity in building collaborative relationships with universities outside the U.S. and/or completing joint program agreements. Continue to support visiting scholars and international students.

Submission of courses for the IVD sub-group (Priority 1): At least two HEV courses will be submitted for consideration into the new IVD sub-group.


1

Department of Recreation Parks & Leisure Services Administration


Annual Report

2016 - 2017


2

Table of Contents Pages

1. Summary: Major Accomplishments in 2016-2017 Academic Year





6. Student Accomplishments

7. Department Chair SWOT Analysis


9. Priority Goals for 2016-2017


3


Mobile Recreation Program completed first year round programming. Provided over 8,000 hours of programming serving over 6,500 participants and partnering with 14 different agencies. Received Blue/Cross and Blue Shield grant for $5,000.

National certification success 2016 passing rates: NCTRC (National Council for Therapeutic Recreation Certification) – 92%. Eight students earning CPRP Certification (Certified Parks and Recreation Professional – National Recreation and Park Association).

Departmental host of two professional conferences: Michigan Therapeutic Recreation Association Conference (220 conferees, 31 CMU students), and Midwest Outdoor Leadership Conference (150 students – 25 CMU students).

Three study abroad programs serving largest ever student enrollment - 46. New Zealand, South Korea, and Mexico.

Initiated RPL development campaign with $25,000 onset match commitment.

Continued partnership with the Disney International College Program. One of only 7 universities as a selected partner. Enrolling 175 international students from 6 countries.

Service Learning: over 9,000 hours of student service learning supported by over 800 partner affiliations.

Over 900 majors and minors, (6.5% increase) lowest instructional expenditure cost at CMU and 30% lower than Delaware comparators.

Professional scholarship and contributions: 22 publications submitted, 11presentation, 4 editorships

Career data: 89% of students are either full-time employed or in graduate school, 92% of alums reported being extremely or moderately well prepared


Resignation of Dr. J.P. Kim, tenure track Resignation of Laura Beattie, full-time fixed-term faculty Non-reappointment of Chris Wakeman, full-time fixed term faculty Faculty promotion: Dr. Bob Dvorak, full professor Hire - Professional Administrator: Kevin Troshak (Play on the Way)


Over 175 international students, from 6 different countries, are enrolled in the RPL

International Disney College Program.

Three study abroad programs; New Zealand, South Korea & Mexico for 46 students.

Potential Recreation & Event Management exchange programs developed with England

and Italy

Host to visiting Japanese faculty: Dr. Wooyoung Lee, Senshu University, Tokyo, Japan.


4

Disability diversity: 6 disability clinics for students and consumers (partnering with

Michigan Sports Unlimited, McLaren Adaptive Golf, Lighthouse for Neurological

Rehabilitation, Mid-Michigan Industries, and Listening Ear)

RPL 209 Recreation for Diverse Populations hosts 9 diverse populations speakers per

semester

Disability service learning: Over 3,000 service learning hours, with 12 agencies


Reviewed and updated outcome assessment plans for all department majors.

Developed and gained curricular approval for controlled enrollment process for Therapeutic

Recreation major.

Merged the Commercial and Community Recreation concentration options under

Recreation and Event Management, extensive course revisions and modifications

Upgraded LDR minor with a mid-tier practicum and capstone course, launched in 2017-18.

The Pharmacology for Therapeutic Recreation course was delivered in a hybrid/skype

format for spring 2016 (RPL 351)

The Departmental outcome assessment exam was reviewed and revised for each program.

Validity and reliability analysis continues.

The Interdisciplinary Leadership Minor, completed its program review and revised its

curriculum

Completed WI course approvals, each major now contains two WI courses.

90% of the master course syllabi were updated

Faculty exploration of exchange or study abroad programs in England and Italy.


[No page limit: Provide a brief narrative on 2015-2016 activity including the items listed

below. Per the DAC discussion, “tables” are included for reporting summary numbers

for the department (using OFIS provided data). Brief narratives can be included after

each table]

a) Faculty Publications:


5

Department/

Program

Number of Faculty Number of Publications (Reported by OFIS 2015)

RPL 9 regular faculty 22

These 22 publications represent all of the professional articles that were published or

are currently under review.

b) Faculty Artistic Performances and Exhibits:

Department/

Program

Number of Faculty Number of

Performance / Exhibits (Reported by OFIS 2015)

Number of

International/National Performances/Exhibitions

[Brief narrative: Artistic performances and exhibits (include only invited/peer-

reviewed/juried; indicated number of events at the international/national levels)]


6

c) Faculty Presentation and Posters at International and National Levels:

Department/

Program

Number of Faculty

Number of International/National Presentations/Posters

(Reported by OFIS 2015)

RPL 9 regular faculty 11 presentations

[Brief narrative: Presentations/Posters (include only invited/peer-reviewed/juried;

indicated number of events at the international/national levels)]

d) Student Work Supervised:

Department / Program

Faculty

Supervised Student

Publications

Faculty Supervised

Student Performances

and Exhibitions

Faculty Supervised

Student Theses/

Dissertations

RPL 5 41

The 41 student exhibits were represented by SRACE and SRCEE presentations.

The faculty also directed 3 honors projects and 2 MA plan B studies

e) Other notable scholarly accomplishments:

The faculty scholarship is also represented by the following;

Managing Editor, International Journal of Wilderness

Associate Editor, Therapeutic Recreation Journal

Associate Editor, Annual in Therapeutic Recreation

Associate Editor, Korean Society of Leisure, Recreation and Parks

Journal Reviewer,


7

Journal of Intercultural Relations

Military Psychology

Leisure Science

International Journal of Social and Behavioral Sciences

Applied Research in Quality of Life

Leisure/Loisir

Journal of Pacific Rim Psychology

Expert Reviewer, US Interagency Visitor Use Management Framework

Board of Regents, Eppley Institute for Parks and Public Lands

Representative to the International Spinal Cord Standards, Commission on Accreditation of

Rehabilitation Facilities

(1) External Grant / Contract Funding:

Faculty Member Dept. Source Direct $ Amt.

Indirect $ Amt.

Bob Dvorak RPL Federal Grant – Artic Refuge $16,500

Lori Irwin RPL Blue Cross & Blue Shield $5,000

Bob Dvorak RPL American Youth Foundation $61,302


Department/ Program

Student Publications

(Off-campus, peer reviewed/invited;

accepted or published)

Student

Performances and

Exhibitions

Student Theses/

Dissertations

Study Abroad Participation

Faculty Students

Other

Notable Student Awards

RPL 41 5 46


8

Other student awards:

16 professional scholarship recipients

24 students awarded Wilderness First-Responder Certificates,

41 students awarded professional conference support


[One Page Limit: Bullet points]

a) Strengths:

Academic program success – 92% certification exam passing rate (NCTRC)

Sustained national accreditation status (since 1981)

Service learning- over 9,000 hours or student service learning and 800 partner

affiliations

One of only 7 programs selected to partner with Disney International College

Program. Largest enrollment in domestic Disney College Program

Productivity SCH/FTE - $127 cost per SCH, 30% more productive than peer

programs (Delaware data)

Initial development campaign commitment of $25,000

b) Weaknesses:

Finch is not ADA compliant

Loss of 3 faculty in a smaller department increases the transitional workload for

the remaining staff/faculty

Limited success in attaining grant support for professional service oriented

programs

Limited program awareness and recruitment for incoming freshman students

c) Opportunities:

Opportunity for program enhancement via a controlled enrollment process for

Therapeutic Recreation Program

Advancing practicum partnerships on and off campus within the

Interdisciplinary Leadership Minor

The development of new study abroad and exchange programs (England and

Italy)

Further development of program’s exit exam toward more reliable/valid

curriculum enhancement

Launch of Department development campaign

d) Threats:

Absence of discretionary funding restricts program initiatives

Reduced available resources for managing an aging building

Increased affiliation demands (reciprocity agreements, pre-affiliation training

costs) inhibits placement opportunities


9

Inequity in program funding/resources/subsidy challenges a common College

culture

8. Progress Toward 2015-2016 Strategic Goals Priority 1. Student Success:

92% passing rates for 2016 NCTRC national certification exam

41 student presentations at SCRACE and SCREE

Over 100 students received competency/certificate training through RPL clinics

and workshops

16 professional scholarship recipients

89% of graduates are full-time employed or in graduate school

Post-internship rating of RPL students – 8.5 (10-point scale)

Priority 2. Research and Creative Activity:

Faculty authored 22 professional publications

Faculty completed 11 national/international presentations

Editorships – 4, journal reviewer/expert reviewer – 9

3 grants submitted

Faculty sponsored student research projects - 41

Priority 3. Quality faculty and staff:

Faculty national certifications – 15; National Council for Therapeutic Recreation

Certification, Certified Park and Recreation Professional, Wilderness First

Responder, NRPA National Curriculum Accreditation Reviewer, Commission on

Accreditation of Rehabilitation Facilities Reviewer, Leave No Trace Trainer,

American Canoe Association Trainer, ADA Reviewer Certification, Playground

Safety Inspector Certification

RPL investment of $40,000 toward faculty professional development

O.P./faculty participation in 6 CMU resource/development trainings

4 faculty involved in mentor/mentee program.

3 faculty nominations for Teaching Excellence Award


10

Priority 4. Community Partnerships:

Mobile Recreation – first year of programming; providing over 10,000

programming hours to 6,500 participants. The program involved 50 RPL

students working with 14 community agencies.

800 affiliation and service learning agreements in support of our internships,

practicums and service learning activities

6 adaptive recreation workshops for students and community members with

disabilities

One of 7 universities to partner with Disney for international student education

Participant in CMU Annual Disability Awareness Fair

Partner with Gus Macker Inc. to host basketball tournament event serving 800

participants and raising $10,000

Conference host partners – Michigan Therapeutic Recreation Association,

Midwest Outdoor Leadership

Paddle Sports Day – Isabella County Parks

Priority 5. Infrastructure Stewardship

Expanding storage units – $2,500

Mobile Recreation equipment - $3,000

RPL Equipment replacement – $11,500

Adventure Center equipment upgrade and inspection $2,000

Computer replacement - $3,500

Special Technology support - $4,500

Department effectiveness rate (expenditures per credit hour) $127


Our annual goals are formulated at our fall faculty retreat in August. These goals are derived

from our Departmental 5-year strategic plan.

RPL Strategic Plan 2011 – 2016

The development and advancement of department curriculum and student

success

The enrichment of RPL faculty scholarship and creative activity

The development of community outreach, service learning and partnerships

The effective and efficient management and stewardship of RPL resources

Annual Report 2016-2017

11

Department of Teacher Education & Professional Development


Annual Report

2016 - 2017

DR. ELIZABETH VANDEUSEN-MACLEOD, CHAIRPERSON

DR. KATHRYN DIRKIN, ASSISTANT CHAIRPERSON

DR. RAYMOND FRANCIS, ASSISTANT CHAIRPERSON

Lori Moon, Executive Secretary

Jennifer Conroy, Executive Secretary


12

Table of Contents Update Pages

1. Summary: Major Accomplishments in 2016-2017 Academic Year 3

2. Personnel Actions 8

3. Department’s Activities Regarding Diversity 10

4. Curriculum and Pedagogy Changes 13

5. Faculty Scholarly Activities and External Funding 16

6. Student Accomplishments 18

7. Department Chair SWOT Analysis 18

8. Progress Toward 2016-2017 Strategic Goals 21

9. Priority Goals for 2017-2018 23


13


TEPD faculty taught both undergraduate and graduate candidates in over 400 courses

(on-campus, off-campus, and online) throughout Michigan and around the world

during the 2016-2017 academic year.

TEPD continued implementation of the Teacher Education 2023 Task Force

recommendations:

o Combined four separate methods courses in to a new course, EDU 380 Pre-

Student Teaching Methods Block, which integrates content, instruction, and

pedagogy with the pre-student teaching experience that was implemented for the

first time in Spring 2017.

o Continued the process of increasing selectivity requirements for TEPD admission,

including the implementation of pre-admission dispositions screening and

alignment with EDU107, the Introduction to Teaching course.

TEPD continued with two cohorts in the Doctorate in Educational Technology

(cohort #1 started fall 2015 and overlapped with cohort #2 that started fall 2016).

Two new cohorts will begin during the 2017-2018 academic year. One will begin in

Fall 2017 and the other will begin in Spring 2018.

TEPD Reading Faculty accomplishments:

o Continued implementation of the fully online the MA in Reading & Literacy with

a third cohort scheduled to begin in Fall 2017.

o Nearing completion of the Reading Major, with August 2017 final submission to

APC for approval

o The Literacy Center implemented a full academic year of tutoring linked to

EDU533 (Diagnosis and Treatment of Reading Difficulties) coursework for

teacher candidates.

o The Literacy Center secured 2 grants: MEEMIC Insurance (professional

development for local educators) and Dollar General (literacy materials).

TEPD invested in extensive professional development experiences this year, based on

task force goals formulated at the Professional Development Retreat for TEPD

faculty in August, 2016

o Last year we conducted Lunch and Lunch professional development sessions

prior to monthly department meetings on topics including formative assessment,

technology teaching and learning strategies, and learning protocols. These

sessions were captured electronically and available to faculty.

o This year Lunch and Learn sessions focused on scheduling for the academic year,

aligning assessments with the CAEP evaluation framework, sharing disciplinary

best practices, and a webinar on involving faculty in program assessment.

o AACTE Annual Meeting attendance, including 3 peer-reviewed presentations (5

TEPD faculty members)

o Attending and presented at the Professional Development School Conference (2

TEPD faculty members, 2 Center for Clinical Experiences staff/faculty members

with partners from St. Johns Community Schools and Mount Pleasant Public

Schools.


14

Marketed TEPD programs and recruited candidates through various activities

including EHS Day, Centralis, CMU and You Day; additionally, 2 graduate assistants

focused solely on marketing efforts, including an expanded social media presence,

newsletter features, and faculty engagement.

TEPD awarded 34 scholarships to 41 candidates in teacher education for an award

total of $84,332.

Awarded two service awards to faculty and staff.

Dr. Betsy VanDeusen attended five Article VI meetings and three pre-tenure

conferences.

Submitted three faculty applications for reappointment

Submitted four applications for promotion and three applications for tenure.

Helped support EHS-RSO Information Night

Assistant Chair Ray Francis completed 10 fixed-term faculty evaluations.

TEPD supported two undergraduates with global education research (Ireland

fellowships). The two students presented this year at the Michigan Academy of

Science, Arts, and Letters.

Eight undergraduate students presented in SRACE led by three TEPD faculty

advisors.

TEPD helped support the Teacher Candidate Conferences in fall 2016 and spring

2017.

10 TEPD faculty lead and/or participated in Faculty Learning Communities through

CMU’s Center for Excellence in Teaching and Learning on topics including STEM

education, interdisciplinary instruction, and disciplinary word learning, culminating

in poster sessions and presentations at the Great Lakes Conference on Teaching and

Learning.

TEPD increased the use of graduate research assistants for faculty to support ongoing

creative and scholarly activities as well as the scholarship of teaching and learning.

TEPD continues to invest in faculty development and research dissemination through

annual professional development funds.

Dr. Kristina Rouech was named CEHS Honors Fellow, serving as an advocate and

liaison for the university honors program and college participation.

Dr. Betsy VanDeusen served a conference co-coordinator for the Michigan Reading

Association Annual Conference in March 2017.

Dr. Shane Cavanaugh, as a member of the university speaker series committee,

introduced speakers Tim Gunn and Laverne Cox on behalf of the university.

Enrollment Trends:

Table 1

TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT

Enrollment (SCH) Data

YEAR YEAR YEAR

2014-2015 2015-2016 2016-2017


15

Unshifted

SCH

Off-

camp

us

On-

camp

us

Total

Off-

camp

us

On-

camp

us

Total

Off-

camp

us

On-

camp

us

Total

Total SCH 9404 14382 23786 9734 11638 21372 7548 10103 17651

-Undergrad 142 14205 14346 394 11468 11862 202 9962 10164

-Grad 9262 178 9440 9340 170 9510 7491 141 7632

o Table 1 provides the enrollment (SCH) data by designator for undergraduate and

graduate courses for the past three years. The data for undergraduate courses

demonstrate a downward trend in SCH over this three-year period. This decrease

is thought to be due to a continued drop in total graduation numbers of high

school candidates. The issues surrounding the Professional Readiness Exam and

lower student pass rates have also impacted the program; with the new SAT

requirements, this should be monitored and reported in future reports. In addition,

the length of time to graduation for CMU candidates is another potential factor

that has been addressed in the new program design. The data for the graduate

courses demonstrate continued growth, reflecting TEPD efforts to move graduate

coursework to a variety of configurations, including online, to attract additional

candidates to these quality programs.

Table 2

Teacher Education and Professional Development

Undergraduate Signed Minor Data

2014-15 2015-16 2016-2017

Middle Level 156 91 43

Planned Program 144 37 4

Reading in Elementary Grades 322 155 85

o Table 2 demonstrates that the Middle Level minor has experienced a drop in

student enrollment over the past three years and is currently on hiatus. This

program is the only Middle Level undergraduate program in the state of Michigan

and a unique feature of the teacher preparation program at CMU. The Middle

Level Education minor is currently in transition as we move to a new B.S. In

Elementary Education program. We remain committed to our long-standing

efforts in this critically important area of study and understanding the unique

characteristics and needs of the adolescent students we serve. The RSO,

CMUCMLA, remains a key part of these efforts; in addition, we are exploring

ways to include middle level education topics in our new program as certificates,

badges, and/or other professional development. During this time of transition, the

availability of classes in the MLE minor may be subject to lower enrollments. As

the Michigan Department of Education revisits certification structures, this

program will remain on hiatus so that it may be recalled as new information

becomes available.

o The Planned Program minor has demonstrated a decrease in student enrollment


16

because it no longer is an option once the BS in Elementary Education became

effective in spring 2013. The elimination of the Planned Program minor is due to

the approval of the revised Elementary Education Standards from the Michigan

State Department of Education. The Planned Program minor will demonstrate

continued decline over the next few years until the candidates graduate and the

program is phased-out.

o The decrease in student enrollment in the Reading program is due to candidate

reluctance to enroll in the Reading minor under the new guidelines developed by

the initiation of the elementary program revised in January 2013. The new

guidelines increased the length of the elementary education program, which

diminished student attraction to a Reading minor in the Elementary Education

program. The development of the Reading Major will provide a new opportunity

for CMU candidates who seek a reading emphasis.

Table 3


Undergraduate Minor Degrees Conferred

2014-15 2015-2016 Aug & Dec

2016*

Middle Level 26 22 9

Planned Program 73 28 2

Reading in Elementary Grades 64 60 9 (*May 2017 information not available)

o The data in Table 3 for the 2016-2017 conferred minor degrees, while incomplete,

demonstrate a decrease in all minor areas. It is believed that the student numbers

in Planned Program degrees conferred will demonstrate a small decrease and will

continue to decrease due to the elimination of the program minor. The Reading in

Elementary Grades minor graduates has demonstrated a decrease in degrees

conferred. The development of the Reading Major will provide a new opportunity

for CMU candidates who seek a reading emphasis.

Table 4


Advanced Degree On-Campus Enrollment Data

Master of Arts 2014-15 2015-16 2016-17

Educational Technology 0 0 0

Classroom Teaching 0 0 0

Early Childhood 31 13 15

Middle Level Education 1 0 0

Reading & Literacy K-12 7 4 7

Secondary: Teaching in Senior High 2 0 0

Total 41 17 22


17

o Table 4 demonstrates the graduate program enrollment in TEPD for past three

years.

The MA in Middle Level Education has been deleted through the curricular

process.

The MA in Educational Technology Tech has moved to a fully online

program

The MA in Reading and Literacy has moved to a fully online program, as of

January 2016.

The Early Childhood program is one of the few remaining on-campus MA

programs.

o The on-campus graduate enrollment in individual programs continues in a

downward trend. This appears to be due to the increase in student demand for

online course offerings. TEPD has responded by increasing the online offerings.

The change from on-campus to online offerings is further demonstrated in Table

5. The SCH summary does indicate that off-campus graduate enrollment is steady

or increasing in most programs. MA in Educational Technology program is

currently under program review to address decreasing enrollment.

o The MA in Elementary Classroom Teaching, MA in Secondary Teaching, and

MA in Instruction have been deleted through the curricular process. The MA in

Education – Curriculum & Instruction - is offered totally online and was approved

during the 2013-14 academic year. After program review which occurred during

the 2015-2016 academic year it was determined that the courses associated with

the Training & Development and Community College concentrations would be

replaced with EDL courses. Those program changes were passed by the

Academic Senate.

Table 5

o EnrollmenEnrollment for the MA in Educational Technology has decreased

slightly since 2014. Program review in 2016-2017 for this program will allow for

curricular updates and marketing perspectives to enhance this strong program

(external review is set for Fall 2017).

o The MA in Reading and Literacy program data reflect increased enrollment in

2016-2017, and this trend is expected to continue with the fully online program.

o The MA in Education enrollment numbers remain stable.


Advanced Degree Off-Campus Enrollment Data

Master of Arts 2014-15 2015-16 2016-17

Education: Curriculum & Instruction 165 234 239

Educational Technology (MA) 236 236 185

Educational Technology (DET) 0 12 23


Total 449 536 521


18

Table 6


Advanced Degree Graduation Data (On-Campus)

Master of Arts 2014-15 2015-16 2016-17

Educational Technology 0 0 0

Classroom Teaching 0 0 0

Early Childhood 4 3 1

Middle Level Education 3 0 0


Secondary: Teaching in Senior High 4 0 1

o Table 6 demonstrates the number of advanced degrees conferred for graduates of

on-campus programs in TEPD has been steadily decreasing.

o Graduation data for on-campus candidates reflect the struggle to attract graduate

candidates. More programs are examining the use of online or hybrid courses to

make programs more attractive to candidates.

o The MA in Middle Level Education has been deleted through the curricular

process.

o It is expected that on-campus program graduation totals will continue to decrease

as more of the TEPD graduate programs are moved to the online format.

o Graduation totals in MA in Educational Technology, MA in Reading and

Literacy, and MA in Education – Curriculum & Instruction will continue to grow

off campus.


a) Significant Personnel Transactions 2016-17

Kathryn Dirkin hired for TEPD Department Chair starting 6/5/17

Kristina Rouech hired for TEPD Assistant Chair starting Fall 2017

Elizabeth VanDeusen moved from TEPD Department Chair to Faculty

Elizabeth VanDeusen was approved to by the Assessment Coordinator for the

next academic year.

b) Tenured Faculty

Meghan Block was reappointed for 2017-2018

Kevin Cunningham was granted tenure Fall 2017

Michael DeSchryver was granted Tenure Fall 2017 (early application)

Scott Roberts was granted Tenure Fall 2019 (early application)

Kristina Rouech was reappointed for 2017-2018

Jennifer Weible was reappointed for 2017-2018

c) Promotions and Professor Salary Adjustments

Shane Cavanaugh was promoted from Associate Professor to Professor


19

Michael DeSchryver was promoted from Assistant Professor to Associate

Professor

Raymond Francis received Professor Salary Adjustment

Scott Roberts was promoted from Assistant Professor to Associate Professor

d) New Tenure-track hires

n/a

e) Resignations/Retirements

Karen Edwards - retired

David Opalewski (LII fixed-term faculty member) - retired

Howard Parkhurst - retired

Barbara Senesac - retired

Marguerite Terrill - retired

f) Staff Changes

Natalie Snyder – separation

g) Fixed Term

Ron Adam – (coordinator) did not return Spring 2017

James Alvaro – (coordinator) new Fall 2016

Lori Bruner – new Fall 2016

Tim Campau – (coordinator) new Spring 2017

Linda Clouse – did not return Fall 2016

Kathleen Dean – (coordinator) new Fall 2016

Chris Esper – (coordinator) new Fall 2016

Misti Fedewa – did not return Spring 2017

Kylee Ferkel – new Fall 2016

Joe Garza – (coordinator) did not return Spring 2017

Phyllis Hall – (coordinator) new Spring 2017

Timothy Hughes – (coordinator) new Fall 2016

Sarah Jamison – new Fall 2016

Sandy Koch – (coordinator) did not return Fall 2016

Sandy Koch – (coordinator) new Spring 2017

Lynn Laskowsky – (coordinator) new Spring 2017

Mary Lee – (coordinator) new Fall 2016

Mary Lee – (coordinator) did not return Spring 2017

Terri Mileski – (coordinator) new Spring 2017

William Mishler – did not return Spring 2017

William Mishler – (coordinator) new Spring 2017

Renee Papelian –new Fall 2016

Renee Papelian – did not return Spring 2017

Pam Rzepecki – (coordinator) new Fall 2016


20

Sarah Pfohl – did not return Fall 2016

Janis Schneider – (coordinator) did not return Spring 2017

Sue Shively – (coordinator) new Fall 2016

Deb Smith – (coordinator) did not return Fall 2016

Deb Smith – (coordinator) new Spring 2017

Glenn Soloweij – (coordinator) did not return Fall 2016

Glenn Soloweij – (coordinator) new Spring 2017

Marcy Stout – new Fall 2016

Marcy Stout – did not return Spring 2017

Rick VanHaaften – (coordinator) did not return Spring 2017

Gary Wood – (coordinator) did not return Fall 2016

3. Department’s Activities Regarding Diversity: TEPD faculty serve as part of the

Diversity Transformation Team (DTT) and have participated in ongoing training related to

the DTT implementation. They have applied their training in various capacities to their

classroom practice.

Table 7

The data for the ethnicity of our faculty is demonstrated in Table 7 above. We have a

total of 71 full and part-time tenured, tenure-track, fixed-term faculty and graduate

assistants. Approximately six percent of our faculty has self-reported having a minority

ethnic background, while ninety-four percent of the faculty self-reported ethnicity as

white or unknown. The TEPD faculty is approximately fifty-seven percent female and

forty-three percent male.

Staff Diversity

o Two staff members are employed in the TEPD office. Both staff members are

female and have ethnicity of self-reported white.

Diversity as Reflected in the Curriculum

It is well-recognized that our teacher education program must prepare our future

teachers to be able to meet the needs of a diverse population of students. The

curriculum of the program does so in a number of ways.


Populations by Ethnicity

Faculty 2016-17

African American 3

Native American/Alaskan Native 0

Asian/Pacific Islander 2

Hispanic 1

White/Unknown/Non-Resident Alien 79

Total 85


21

CLEAR Conceptual Model: The CLEAR conceptual Model is the cornerstone of the

teacher education program and is described in the definitions below:

C- Concept- and knowledge-driven: A professional educational practice that is

concept and knowledge- driven has, as its foundation, content knowledge.

LEA- LEArner centered: A professional educational practice that is learner-

centered focuses on the cognitive, affective and physical needs and characteristics

of each learner.

R- Reflective: A reflective professional practice is guided by research and

knowledge of the diverse educational environments prevalent in our society.

The LEArner-centered portion of the CLEAR Model involves the diverse cognitive,

affective and physical needs and characteristics of each learner, speaking to areas

such as race, ethnicity, language, gender, socioeconomic status, sexual orientation,

and physical, cognitive or emotional special needs. Meanwhile, the Reflective

portion of the CLEAR Model involves the professional practice of using the research

and knowledge of diverse educational environments prevalent in our society to

improve or create a positive learning climate for all learners.

The CLEAR Conceptual Model is outlined in each of the Master Course Syllabi

(MCS) within the TEPD curriculum. Also, within the department’s MSC, the course

objectives demonstrate that diversity is a topic within the coursework.

Diversity Requirements of the Professional Education Unit: The Pre-Student

Teaching and Student Teaching field experiences in the TEPD courses support the

Professional Education Unit requirements of diversity by placing students in diverse

settings in the field to help ensure the teacher education program diversity

requirement for certification is met. The program diversity requirements are listed

below:

Race/Ethnicity - Candidates will participate in a classroom setting for a

minimum of 30 hours with 20% or more non-white students as the basic

classroom population.

Socio-economic Status - Candidates will participate in a field experience for

a minimum of 30 hours in a school that has a minimum of 20% of students

registered for free/reduced lunch.

Gender - Candidates are expected to participate in a classroom setting for a

minimum of 30 hours where both male and female students are learners.

Exceptionalities - Candidates will complete a field experience in a classroom

for a minimum of 30 hours that is defined as inclusive. The classroom will

include students identified as having a physical, mental, or emotional

exceptionality, a speech/communication disorder, or as gifted or talented.

ESL - Candidates will complete at least one field experience for a minimum

of 30 hours in a district that includes an ESL student population.

K-12 School Setting - Candidates will complete at least one field experience


22

for a minimum of 30 hours in each of the two school settings of Category 1

(non-urban) and Category 2 (urban).

ePortfolios: All teacher education students submit an electronic portfolio at the

completion of their student teaching experience that is examined to see how well the

teacher education candidates are meeting the needs of students from diverse

backgrounds. Other evidence pulled from the portfolios includes the candidates’

perception of being able to contribute to the development of an awareness and

acceptance of differences in individuals due to race or ethnicity, social class, sexual

orientation, gender, and other generally recognized aspects of diversity.

Social Climate

o Recognizing the importance of our students spending time with diverse

student populations in order to gain a comfort level, and, recognizing the fact

that CMU is not, in a number of arenas, a very diverse place, faculty members

encourage students to participate in our various professional student

organizations (9 in education), in the vast number of diversity events on

campus, and in volunteering in diverse settings in schools. Many of our

students do this, as well as do many faculty members. In addition, special

effort is made in our Pre-Student and Student Teaching experiences to debrief

and process those experiences on a regular basis, especially in that these

experiences are where many of our students get their strongest exposure to

diverse students and settings.

o Faculty and staff making field placements for both Pre-Student Teaching and

Student Teaching attempt to use PK-12 schools that meet the PEU diversity

requirements. For example, of the approximately 55 schools that were used

this past academic year for Pre-Student Teaching placements, 11 schools

(20%) met the criteria of having a school population of 20% or more non-

white students, and 43 schools (78%) met the criteria of having 20% or more

students that qualify for free or reduced lunch. Five schools were virtual

schools with unknown diversity status.

o Students placed in any school for Pre-Student Teaching debrief their visits

with CMU classroom/course instructors. Students that are in a diverse setting

often bring up experiences they are having in that specific setting when the

Director of Clinical Experiences meets with their course. Either the course

instructor or the Director will engage in discussion with the students about

their response to events unique to the diverse experience, how these

experiences change and/or reinforce their worldview. This is done campus

wide – whether in the TEPD elementary program of the EDU 380 course, or

with the students seeking secondary certification from one of the 23

departments across the CMU campus.

o CMU prepares teaching candidates for the diverse needs in the classrooms

where they will be teaching. In the US 13% of the population includes

students with disabilities and in Michigan there is a 14% population of

students with disabilities. English Language Learners (ELL) make up 6% of


23

the student populations in the U.S. and ELL is 4% of the Michigan

population. Students that qualify for free or reduced lunch make up 41% of

the national school population and Michigan has 40% of the school population

qualifying for free or reduced lunch. The mix of ethnic diversity in Michigan

includes 70% Caucasian, 19% African American, 3% Asian American, 6%

Hispanic/Latino, and 2% Other. (State and National estimates are derived

from the Common Core of Data, 2010-2011.) Race, ethnicity, poverty,

disabilities, language, religion, gender, giftedness, and sexual orientation are

all a part of the diverse population in our schools. CMU prepares teacher

candidates ready to meet the needs of all students no matter their background

through knowledge of pedagogical strategies, knowledge of and respect for

the student’s cultural background, and observations and experiences in

classrooms with populations of diverse learners. During the student teaching

semester candidates address the needs of their students during seminars and

address their preparation for meeting the needs of all students in the diversity

standard in their electronic portfolio.


a) New Program Development

Reading Major (in process)

MA in Teacher Leadership (in process)

b) Programs needing improvement or deletion

Still working on updating the word “Midtier” to “Pre-Student Teaching Field

Experiences” per the 2016-2017 undergraduate bulletin changes need to be made

to the following courses: ART 346, HST 300, PSC 305.

MA in Ed update as a result of program review.

EDU courses need prerequisite updates due to the new tiered admission process

EDU 330 Reading in the Elementary School 3(3-0)

EDU 380 Interdisciplinary Methods and Pre-Student Teaching 10(spec)

EDU 393 Learning Theory in Elementary Education 3(3-0)

EDU 432 Student Teaching Seminar 3(3-0)

EDU 458 Student Teaching 10(spec)

c) Pedagogy improvement/initiatives

One TEPD faculty member is working to make EDU 393 and EDU 310 WI

(writing intensive).

EDU 290 Technology in Education 3(1-4) - updating to WI (writing intensive)

and as a UP (university program course)

EDU 380 Interdisciplinary Methods and Pre-Student Teaching 10(spec) -

approved as WI (writing intensive)


24

Master course syllabi updated and either in process or published:

In Process:

EDU 290 Technology in Education 3(1-4)

EDU 330 Reading in the Elementary School 3(3-0)

EDU 450 Literacy in the Disciplines 3(3-0)

EDU 447 Literacy Engagement 3(3-0)

EDU 528 Early Literacy and Struggling Readers 3(3-0)

EDU 542 Integrating Reading, Writing, and Thinking 3(3-0)

EDU 545 Literacy for Culturally and Linguistically Diverse Learners 3(3-0)

EDU 629 Reading and Writing Connections 3(3-0)

EDU 636 Foundations of Classroom Reading and Writing Instruction 3(3-0)

EDU 770 Practicum I Systematic Curriculum Development 3(3-0)

Published:

EDU 107 Introduction to Teaching 3(3-1)

EDU 341 Word Study and Fluency 3(3-0)

EDU 508 Education Workshop 1-6(spec)

EDU 602 Strategies and Techniques for Teaching 3(3-0)

EDU 613 Current Educational Issues 3(3-0)

EDU 623 Understanding Literacy Research Methods 3(3-0)

EDU 624 Word Study and Vocabulary Development 3(3-0)

EDU 626 Writing Instruction 3(3-0)

EDU 627 Using Digital Resources to Teach Literacy 3(3-0)

MA programs put on hiatus:

MA in Elementary Education put on hiatus spring 2015

MA in Secondary Education put on hiatus spring 2015.

d) Online Courses

Courses/programs approved for online delivery

MA in Reading and Literacy K-12 (in process)

MA in Educational Technology

Doctorate in Educational Technology


EDU 508 Education Workshop 1-6(Spec)

EDU 532 Reading in the Content Area 3(3-0)

EDU 533 Diagnosis and Treatment of Reading Difficulties 3(2-3)

EDU 538 Integrated Language Arts 3(3-0)

EDU 540 Literacy Education: Theory and Practice 3(3-0)

EDU 542 Interdisciplinary Processes and Strategies in Teaching, Reading, Writing,

Thinking and Learning 3(3-0)

EDU 590 Advanced Technology in Education 3(3-0)

EDU 595 Telecommunication in Education 3(2-2)

EDU 602 Strategies and Techniques for Teaching 3(3-0)


25

EDU 603 Elementary, Diagnosis, Remediation and Differentiation of Reading

Instruction 3(3-0)

EDU 605 History and Trends in Elementary School Curriculum Development 3(3-

0)

EDU 606 Secondary Advanced Reading Diagnosis and Instruction

EDU 613 Current Educational Issues 3(3-0)

EDU 614 Advanced Educational Psychology 3(3-0)

EDU 623 Understanding Literacy Research Methods 3(3-0)



EDU 628 Senior High School Program and Practice 3(3-0)

EDU 630 Organization and Implementation of School Literacy Programs 3(3-0)

EDU 632 Practicum in Literacy Assessment and Intervention 6(spec)

EDU 635 Problems in Language Arts 3(3-0)

EDU 636 Classroom Reading and Writing Instruction 3(3-0)

EDU 640 Problems in Social Studies in the Elementary School 3(3-0)

EDU 641 Literacy in the Disciplines

EDU 642 Instructional Multimedia 3(3-0)

EDU 643 Instructional Design 3(3-0)

EDU 651 Supervision of Student and Intern Teaching 3(3-0)

EDU 653 The Read/Write/Web 3(3-0)

EDU 655 The Community College 3(3-0)

EDU 658 Practicum in the Community College 3(3-0)

EDU 660 Methods of Educational Research 3(3-0)

EDU 662 Applied Educational Measurement and Evaluation 3(3-0)

EDU 682 Psychology of Child Development 3(3-0)

EDU 705 Theory and Practice in Curriculum Development 3(3-0)

EDU 706 Theory and Practice of Instruction 3(3-0)

EDU 707 Seminar: Issues in Educational Technology 3(3-0)

EDU 708 Distance Education 3(3-0)

EDU 709 Innovative Uses of Technology 3(3-0)

EDU 710 Seminar: Terminal Project 3(3-0)

EDU 730 Seminar: Issues in Literacy 3(3-0)

EDU 770 Practicum in Systematic Curriculum Development 3(3-0)

EDU 776 Seminar: Issues in Education

EDU 800 Educational Technology Research 3(3-0)

EDU 801 Qualitative Research in Educational Technology 3(3-0)

EDU 802 Quantitative Research in Educational Technology 3(3-0)

EDU 807 Seminar: Learning Tools in Education Technology 3(3-0)

EDU 808 Blended and Online Learning 3(3-0)

EDU 810 Grant Writing 3(3-0)

EDU 811 Motivation in Online and Blended Learning 3(3-0)

EDU 814 Differentiate Instruction in Online Learning 3(3-0)

EDU 842 Mobile Learning 3(3-0)

EDU 853 Evolving Internet Learning 3(3-0)


26

EDU 862 Data Driven Decision Making 3(3-0)

EDU 870 Higher Order Learning and New Literacies 3(3-0)

EDU 898 Dissertation 1-18(Spec)

Courses in development for online delivery


EDU 440 New Literacies & Media 3(3-0)

EDU 455 Teaching English Literacy to Linguistically Diverse Learners 3(3-0)

EDU 623 Understanding Literacy Research 3(3-0)


EDU 626 Writing Instruction 3(3-0)


EDU 635 Problems in Language Arts with Reading 3(3-0)

EDU 641 Interdisciplinary Process and Strategies for Teaching Literacy 3(3-0)

EDU 643 Instructional Design 3(3-0)

e) Hybrid Courses

Hybrid courses currently offered

a) All are either face-to-face or online

5. Faculty Scholarly Activities and External Funding – FROM OFIS

a) Faculty Publications:

Department/

Program

Number of Faculty

Number of

Publications (Reported

by OFIS 2015)

TEPD 10 22

TEPD faculty scholarly activities include journal articles in peer-reviewed

publications, invited papers, and textbook revisions.

b) Faculty Artistic Performances and Exhibits:

Department/

Program

Number of

Faculty

Number of

Performance /

Exhibits

(Reported by OFIS

2015)

Number of


Performances/Exhibitions

TEPD 0 0 0


27

c) Faculty Presentation and Posters at International and National Levels:

Department/

Program

Number of Faculty

Number of


Presentations/Posters

(Reported by OFIS

2015)

TEPD 13 47

TEPD faculty continue to disseminate scholarly activities at national and

international venues, reaching both practitioner and research communities.

d) Student Work Supervised:

Department

/

Program

Faculty

Supervised

Student

Publications

Faculty

Supervised

Student

Performances

and

Exhibitions

Faculty

Supervised

Student

Theses/

Dissertations

TEPD 2 3 (capstone

faculty)

1 (thesis)

TEPD faculty continue to support students through their capstone examinations

and provided honors thesis support in the 2016-2017 academic year.

e) Other notable scholarly accomplishments:

[Brief narrative: (Editorial activities, awards, honors)]

TEPD faculty members serve on editorial review boards of 8 different peer-viewed

journals in various educational topics and disciplines.

(1) External Grant / Contract Funding: [Data from ORGS]

Per ORGS, they will be sending data to the Dean by July 6, 2016.

Faculty Member Dept. Source Direct

$ Amt.

Indirect

$ Amt.


28

Brannan,

Timothy A.

TEPD MI Dept of Ed State Grant 50,000

Deschaine, Mark

& Francis,

Raymond

TEPD College of Ed & Human Svcs

local grant

9,000

Hicks, Troy;

Bailey, Norma;

Benson, Patricia;

Matyorauta, Polly

TEPD WRITE NOW Project, state

grant

197,000

Brockman,

Elizabeth; Hicks,

Troy

TEPD College Ready Writers

Program, federal grant

20,000

Hicks, Troy;

Pangle, Wiline

TEPD CMU 30,000

Hicks, Troy;

Brockman,

Elizabeth

TEPD SEED Teacher Leadership

Development grant, national

writing project, federal grant

20,000

McDonald,

James; Kromer,

Thomas

TEPD MI Service Scholars

Americorps federal grant

100,000

McDonald, James TEPD Students’ Understanding of the

Solar System, CMU ORSP

4,000

Nowak-

Fabrykowski,

Krystyna

TEPD TOWLE, CMU 7,831

(2) Development Funds

Faculty Member Dept. Source Direct

$ Amt.

VanDeusen/Block TEPD MEEMIC Insurance - TLC $2000.00

VanDeusen/Block TEPD Dollar General - TLC $3800.00

VanDeusen TEPD Donor Contribution – TLC $7000.00


Departme

nt/

Program

Student

Publications

(Off-campus,

peer

reviewed/invit

ed; accepted or

published)

Student

Performanc

es

and

Exhibitions

Student

Theses/

Dissertat

ions

Study

Abroad

Participatio

n

Faculty

Students

Other

Notable

Student

Awards


29

TEPD 8 27

(capstone

exams)

4 30 5


a) Strengths:

The Central Michigan University Teacher Education undergraduate and

graduate programs have received six-year, full national accreditation from

CAEP.

The TEPD Bylaws strengthened the requirements for writing and research for

the departmental faculty and reflect department consensus regarding faculty

meeting participation.

Faculty members are highly qualified and innovative, active in various

national and state organizations, work with nine student organizations, and

demonstrate a caring attitude toward teacher education candidates.

The EHS Building is a focal point for the teacher education program. The

classrooms, available technology, and French Auditorium provide excellent

teaching and learning opportunities for both faculty and teacher education

candidates.

There is an adequate budget for 2017-2018 provided by the university and

college to maintain an appropriate level of supplies and equipment for the

Teacher Education program.

The Literacy Center continues implementation and the goal of 5-year

sustainability.

Excellent global opportunities for TEPD faculty and teacher education

candidates.

Department has been successful in hiring strong faculty members for

Educational Technology and Literacy.

Faculty members are effectively and efficiently working towards tenure and

promotion.

A model for Professional Development School implementation continues to

thrive in St. Johns Public Schools; Mount Pleasant Public Schools is

beginning the implementation of this model.

Faculty members are actively involved in scholarly productivity including

grant writing.

Faculty members provide professional development to school districts across

the state.

Increased online offerings in graduate programs to meet needs of students,

including Michigan Department of Education Reading course requirements


30

for K-12 teachers and a MA in Teacher Leadership.

Along with CEHS mentoring support, TEPD has developed strong and

ongoing mentoring for new faculty as they enter into departmental and

university responsibilities.

Decreased the length of the elementary teacher education program.

b) Weaknesses:

TEPD numbers for student participants in research activities needs to continue

to increase.

Lack of knowledge/skills of instructional technology of some TEPD faculty

(outside of the educational technology faculty).

Inconsistent involvement in the ePortfolio process by some faculty teaching in

the undergraduate professional educational program.

Lack of integration of instructional responses to various types of diversity

within some of the professional education courses.

Significant reliance on fixed-term faculty to teach undergraduate professional

sequence courses.

Need to continue to identify current educational trends in teacher preparation

and provide professional development opportunities.

Need for consistency within department courses that have multiple sections

taught by various faculty members.

Need to continue to increase and enhance the field experiences for teacher

education candidates for better educator preparation.

c) Opportunities:

The implementation of the Doctorate in Educational Technology provides not

only an increase of SCH, but increased respect among doctoral students and

increased marketing opportunities for TEPD and CMU.

Continued use of the Teacher Preparation Taskforce 2023 report and the

recommendations from the Implementation Committee to revise, revamp the

program to address the cost, quality and accountability of the teacher

education program at CMU.

The revitalization of the MA in Educational Technology can provide an

increase in SCH and meet the needs of prospective graduate students.

The TEPD reading and literacy faculty are in the final stages of the Reading

Major development.

Ongoing implementation of The Literacy Center.

Ongoing implementation of the Diversity Transformation Team Plan

Continue to work with the Dean’s office personnel in the development of a

marketing program to increase student enrollment in TEPD courses.


31

Continue to develop partnerships with local schools to improve professional

development activities, create additional field placements of our teacher

education candidates in both pre-student teaching and student teaching, and

increase communication with the K-12 education community.

d) Threats:

Continuing to prepare candidates for the variety of diverse experiences they

will encounter as professional educators.

Lack of qualified candidates in some areas of study to fill available faculty

openings.

Issues related to the Professional Readiness Exam for teacher candidates; with

the switch to SAT, these issues need to be continually monitored.

Rising costs of college tuition and related expenses (books, fees).

Budget cutbacks may affect the ability to offer and support programs.

The state and national economy may affect student enrollment, in both the

undergraduate and graduate programs.

Competition from low budget online programs.

Perceived lack of value and understanding of the teacher education profession

outside the public education community.

Legislators at the state level who lack understanding of teacher preparation

programs and, therefore, make decisions that do not support effective

education.

Summer pay inconsistencies, governed by the current FA Master Agreement,

that deter year-long programming instructed by our most qualified faculty

members.



Progress on TPTF Recommendation: Designing Coherent Curriculum and

Coursework (e.g., curriculum development through EDU380 committee; ongoing

input at faculty meetings; a wide variety of PD activities; MCS development and

revisions).

TEPD continues to collaborate across departments and colleges to create

curriculum alignment that carefully sequence coursework to prepare teacher

candidates to meet performance outcomes, state certification standards, and

program entry requirements.

TEPD has developed a faculty development plan that supports faculty in

aligning, modeling, and employing pedagogical approaches that bridge theory

and practice and prompt candidates’ reflection.

TEPD has drawn on the principle of interdisciplinary integration to streamline

CMU’s educator preparation programs and in support of the TEPD course,

EDU380.


32

Progress on TPTF Recommendation: Preparing Teacher Education Candidates

to Understand and Integrate Technology (e.g., Faculty Learning Communities;

PD at faculty meetings; other professional development including AACTE, ACE

and AERA; and MCS development and revisions).

TEPD continues to collaborate to create curriculum alignment that coherently

integrates technology literacy, digital citizenship, and technology use into

curriculum and coursework.

TEPD continues to develop and implement a professional development plan

that supports in aligning, modeling, and employing pedagogical approaches

that promote candidates’ learning about technology and digitally-mediated

learning environments and their ability to use technology for a variety of

purposes.

Embed courses with experience in online, flipped, and blended learning

environments.

Progress on TPTF Recommendation: Developing a Clinically-Based Professional

Educator Preparation Program (working in conjunction with the Center for

Clinical Experiences - CCE).

TEPD and CCE have begun to align and sequence clinical experiences for

vertical coherence and create immersive clinical experiences for horizontal

coherence.

TEPD and CCE continue to offer clinical experiences in a variety of sites and

learning environments using culturally responsive and place-based pedagogy.

Progress on TPTF Recommendation: Selecting and Assessing Teacher Education

Candidates to become 21st Century Professional Educators (working in

conjunction with the Office of Research and Planning).

TEPD continues to develop and we gave begun to implement a program-wide

assessment plan that includes a more comprehensive approach to assessing

teacher candidates prior to entry into the program, during the program, and

upon completion of the program.

Priority 2: Research and Creative Activity

Progress:

TEPD faculty members remain active and engaged in a wide variety of

creative and scholarly activities as evidenced by the documentation in this

report.

TEPD faculty members have become more aware of the research of their

colleagues (through sharing at department meetings and research

collaborations).



to Assess Learning and Teaching

TEPD has developed and continues to implement faculty professional


33

development that supports faculty in aligning, modeling, and employing data-

driven decision-making throughout program.


to Understand and Integrate Technology

TEPD has developed and continue to implement a professional development

plan that supports faculty and clinical partners in aligning, modeling, and

employing pedagogical approaches that promote candidates’ learning about

technology and digitally-mediated learning environments and their ability to

use technology for a variety of purposes.

TEPD is developing our competencies in online, flipped, and blended learning

environments through ongoing PD, curricular revisions, and continued

experiences in all these environments.



for Globalization, Local Responsiveness, Diversity and Inclusion (e.g., continuing

and expanded community partnerships in the Mount Pleasant area and at our

university centers; professional development schools; and the reading clinic

advisory committee)

TEPD has begun the process of concretely integrating issues of diversity and

inclusion, and global and local perspectives into curriculum and coursework.

TEPD, in conjunction with CCE, continues to develop a wide variety of

partnerships as referenced above.

Priority 5: Infrastructure Stewardship

Progress:

TEPD has instituted a number of processes to support fiscal responsibility

and accountability in the use of, specifically, discretionary funds.



Update the CLEAR Conceptual Framework to reflect what teachers need to

know and be able to do in terms of pedagogical content knowledge in order to

be effective practitioners in today’s profession; the use of data-driven

decision-making; and, the understanding and application of digital citizenship

and technological pedagogical content knowledge.

Further integrate Diversity, Assessment, Technology, and Clinical

Experiences with program coursework.

Collaborate to coherently integrate assessment literacy, quantitative reasoning,

and data-driven instructional decision-making into program coursework.

Implement and refine faculty development plan that supports faculty in

aligning, modeling, and employing data-driven decision-making throughout


34

program.

Implement and refine the professional development plan that supports faculty

and clinical partners in aligning, modeling, and employing pedagogical

approaches that promote candidates’ learning about technology and digitally-

mediated learning environments and their ability to use technology for a

variety of purposes.

Continue to embed programs with pathways to recognized competencies in

online, flipped, and blended learning environments.

Develop a strategic plan for faculty to guide clinical experiences.

Priority 2: Research and Creating Activity

Continued TEPD financial support, as the budget allows, for TEPD faculty

members as they travel and engage the wider community in their research

dissemination.

Support in the area of statistical analysis, writing groups, and continued

sharing at faculty meetings.

Each faculty member keeps OFIS updated on a frequent basis.

Faculty updates on their website entries to show the variety, breadth and depth

of our faculty to public viewing.

Better communication and marketing of these efforts through all possible

channels including website, social media, and other means.


Continue and extend the progress in the areas listed above


Update CLEAR Conceptual Framework to convey faculty’s commitment to

diversity and equity.

Develop and implement a faculty development plan that supports faculty in

aligning, modeling, and employing pedagogical approaches that promote

candidates’ learning about diversity, inclusion, and global and local

perspectives.

Embed the program with pathways to recognized competencies in urban,

rural, global, and inclusive environments.

Priority 5: Infrastructure Stewardship

TEPD has instituted a number processes to support fiscal responsibility and

accountability in the use of, specifically, discretionary funds. Continue to

implement processes developed as referenced above.


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