MEETING OF THE FACULTY OF THE COLLEGE OF EDUCATION
AGENDA Stewart Center Room 202
1:00 – 2:30 p.m. April 24, 2009
1. Welcome – Kevin Kelly 2. Approval of the Minutes of the January 30, 2009 Faculty Meeting – Kevin Kelly 3. Introduction of New Faculty and Staff 4. Dean’s Office Report to the Faculty 5. Reports of Standing Committees
A. Nominations and Elections Committee – Jim Greenan, Chair I. *Slate of New Committee Members
B. Curriculum Committee – Carole Pistole, Chair I. *Proposal for new concentration, STEM Goes Rural II. *Approval of the ELL graduate licensure program
6. Reports of Offices and COE Related Entities (see items in packet) 7. Adjournment * Action Items
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COLLEGE OF EDUCATION FACULTY MEETING MINUTES
January 30, 2009 Stewart Center 1:00 pm
Interim Dean Kevin R. Kelly, Presiding Present: Janet Alsup, Deborah Bennett, Emily Bouck, Susan Britsch, Lynn Bryan, Brenda Capobianco, Luciana de Oliveira, Nadine Dolby, Teresa Doughty, David Eichinger, Wanda Fox, Jim Freeland, Jeff Gilger, Jim Greenan, Shannon Henderson, Marilyn Hirth, Carol Hopkins, Minchi Kim, Christian Knoeller, Gerald Krockover, James Lehman, Yukiko Maeda, Erik Malewski, Eric Mann, Rebecca Mann, Youli Mantzicopoulos, Jill May, William McInerney, Sidney Moon, Mary Nakhleh, Tim Newby, Jill Newton, Helen Patrick, Jerry Peters, Jean Peterson, JoAnn Phillion, Carole Pistole, Anatoli Rapoport, Dorothy Reed, Anita Roychoudhury, A.G. Rud, Maribeth Schmitt, Dan Shepardson, Melanie Shoffner, John Staver, Johannes Strobel, Andrew Tyminski, Phil VanFossen, Carrie Wachter, Bill Watson, Oliver Wendt, Yan Ping Xin, Aman Yadav, Sydney Zentall Guests: Tonya Agnew, Deb Aldridge, Linda Austin, Scott Bogan, Stephen David, Rebecca DeGrazia, Jane Ann Dimitt, Mike Eldridge, Robert Evans, Lynette Flagge, Richard Frisbie, Jim Gilligan, Gina Haines, Christine Hofmeyer, Judy Nixon, Carla Reeves, Janet Robinson, Ed Wiercioch Prearranged Absences: Jim Auter, Lisa Bohlin, Ayse Çiftçi, Beverly Cox, Peg Ertmer, Marcia Gentry, Susan Gunderson, Bill Hanson, John Hill, Nathalia Jaramillo, Tara Star Johnson, Rachael Kenney, Anne Knupfer, Lyle Lloyd, Susan Maller, Lynn Nelson, Jennifer Richardson, Eric Riggs, Ala Samarapungavan, Scott Schaffer, David Sears, Heather Servaty-Seib, Allen Talbert, Sarah Templin Absent: Chrystal Johnson, Ruby Sanny, Angela Schoenbeck 1. Welcome. Dr. Kelly welcomed everyone to the meeting. He then made the
announcement that Dr. Maryann Santos de Barona, who will become the College of Education’s dean on July 1, 2009, would be greeting us by video. Dr. Santos de Barona spoke briefly to everyone about her recent appointment and said that she would be visiting a few times this spring, and wished everyone well in the spring semester.
2. Approval of the Minutes of the September 5, 2009 Faculty Meeting Minutes.
The minutes were approved as written.
3. Introduction of New Faculty and Staff Dean’s Area – Carla Reeves and Robert Evans Heather Steele, Receptionist/Secretary, Dean’s Complex Sensen Li, E-Portfolio Coordinator, Office of Information Technology
4. Dean’s Office Report to the Faculty: Kevin Kelly, Interim Dean:
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.0645%67.9%Doc. Accept
Rate
.06640627GRE-Q
.06521480GRE-V
Criterion
Weight
20092008
.15 $118,407$63,590Avg. Total
Research
Expend. per
Faculty FTE
.15$8.41 Million$4.45 MillionAvg. Total
Research
Expend.
Criterion
Weight
20092008
• 89% increase in research expenditure due to:
– Improved reporting procedures (approved by Rab
Mukerjea)
– Greater faculty success in acquiring external funds
– Higher number of COE faculty participating in
external funding
• Student selectivity and research expenditure data
represent 48% of 2009 total score
(8,885)
(-25.09%)
26,522*35,407Credit Hours
($362,001)
(-10.83%)
$2.98 M*
*2007-08 data
$3.34 MSponsored
Programs
$1.95 M
(+28.82%)
$8.70 M$6.76 MGeneral Fund
11.52
(+17.23%)
78.3866.86Faculty
7 Year
Change
2008-092001-02
5. Reports of Standing Committees:
A. Curriculum Committee – Carole Pistole, Chair Approval of New Course - EDCI 59300, Introductory Secondary Transition to
Teaching Seminar Approval of New Course - EDCI 59400, Concluding Secondary Transition to
Teaching Seminar Motion for approval of both courses passed. Proposed New Admission Requirement - Require Indiana Core 40 for the incoming
undergraduate class of 2010 and Core 40 with Academic Honors for the incoming class of 2012
Discussion of the new admission requirement indicated that these are not huge changes for us. Surrounding states have similar policies. We are voting for approval of a uniform admission requirement for the university. However, this is used as a recommendation and the college set their own requirements. These are minimum requirements. After some discussion the motion for approval passed.
B. Faculty Affairs Committee – Susan Britsch, Chair
Susan Britsch presented the results of a survey on the faculty workload policy. The complete survey results can be found here: U:\DeansArea\Faculty Meeting PowerPoint\2009-01-30 Faculty Meeting/SurveyResults – Faculty Affairs Committee.pdf
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6. New Business
A. Strategic Plan White Papers Co-chairs of each of the three Tiger Teams gave an overview of their strategic plan white papers. The web site for the strategic plan can be found here: http://www.education.purdue.edu/sp I. Discovery to Delivery – Co-Chairs Lynn Bryan and Helen Patrick
Tiger Team’s Task
• Align the COE’s Discovery goal(s) with Purdue University’s Discovery goal.
• Recommend strategies and actions for the COE to achieve its (& the University’s) Discovery goals(s).
Goal #1: Create a College-wide system in which all faculty members are research-focused
• Strategies– Develop a workload policy in which all faculty members are identified as
research faculty.
– Align promotion & tenure policies and procedures to reflect research orientation of all faculty.
– Align merit policies & procedures to reflect research orientation of all faculty.
• Action steps– Provide increased college & departmental support for discovery.
– Hire additional clinical faculty, so faculty teaching loads are reduced to 3 courses per year, & no faculty member teaches more than 1 undergraduate course per year.
– Hire additional mid-career Associate & Full professors with proven research records.
– Departmental and college review of P&T & merit procedures.
Goal #2: Increase COE national & international reputation, so national ranking is consistent with benchmark
universities
• Strategies– Increase infrastructure support for faculty research.
– Increase incentives and recognition for faculty.
– Increase quality of accepted graduate applicants & have funding available for graduate students.
• Action Steps– Establish an Office of Educational Research, under the Associate Dean for Research
– Hire a full-time grant writer, fund professional editing for proposals.
– Hire a grant administrator.
– Provide increased support for graduate students.
– Establish a system of incentives & rewards for faculty demonstrating excellence in research.
– College-wide review of quality (e.g., GREs, grades) of incoming accepted graduate students.
– Increase start-up funding to equal that provided by benchmark institutions.
– Provide research semesters for faculty (not same as sabbatical).
Goal #3: Create a culture that nurtures research excellence & opportunities for increased interdisciplinary
research
• Strategies– Reduce teaching loads.
– Reduce time spent on administrative tasks & in meetings.
– Increase time spent by faculty on internal conversations, presentations, etc. about research.
• Action steps– Review departmental & college meeting & retreat agenda; eliminate
announcements, updates-- items that can be distributed via e-mail.
– Institute regular presentations of research & conversations about research in departmental & college meetings.
– Hire additional staff to work on necessary reviews (e.g., SPA).
– Create monthly research off-campus lunches for small groups.
– Invite faculty from other colleges at Purdue and from other universities to present research at weekly research seminars to foster collaboration.
II. Launching Tomorrow’s Leaders – Co-Chairs Teresa Doughty and Tim
Newby
Goal 1: Recruit “high caliber”
students
Increase admission requirements for all incoming students. Undergraduate: Beginning in 2012, require each incoming first year student to have
successfully completed the equivalent of the Indiana Core 40 with Academic Honors high
school diploma;
Masters: Increase minimum GRE scores required for admission into masters programs Ph.D.: Increase minimum GRE scores required for admission to doctoral programs, require
interviews for admission, require the inclusion of writing samples in application materials
Emphasize the STEM areas as a signature for the COE Create a more formal honors program to add challenge for advanced
undergraduate students Collaborate with P-12 schools in enhancing “teacher cadet” programs Increase graduate student recruitment efforts at state and national conferences
Increase masters program enrollment through the recruitment of high caliber local teachers
Goal 2: Increase student
retention Proactive monitoring and counseling of all students during first 2
years within COE, counsel as needed to help retain those that
struggle
Incorporate cohort groups within early class experience
Establish learning communities
Greater use of service learning projects that involve cohort teams
who work together
Conduct annual masters and doctoral level student evaluations in
order to monitor and provide regular feedback to students
regarding their progress in the program of study.
Goal 3: Increase the quality of the overall student learning experience
STRATEGIES FOR UNDERGRADUATES: Increased levels of STEM learning experiences Increased levels of service learning (e.g., required EPICS-type service learning
participation) Greater levels of in-school experiences (TIP) More global experiences involving colleagues from other countries and cultures
(e.g., required study abroad experiences) Increased caliber of the COE teacher education instructors (e.g., more with in-
class teaching experience, enhanced English skills) Faculty exchange programs in order to diversify the classroom experience More learning experiences that require team efforts – where team members are
not part of the Purdue culture More experiences where leadership skills are needed (e.g., team/project
managers for developing learning materials) Development of a mentor program where in-service teachers come to campus,
attend classes with their mentees, and work with the mentees in their own class school settings.
Match cross course content to alleviate content overlap or include missing elements
Create a formal honors program for a small cohort group of incoming students each year
Goal 4 : Increase learning
experience quality cont.
Strategies for Masters students:
Design online (elementary, special ed, secondary) certification and Masters
programs that focus on in-service teachers – in particular focus on programs
with a STEM emphasis
Create cohort groups for all online programs
Strategies for Ph.D. students: Increased required levels of research mentorship and production
(publications and presentations)
Increase required levels of entrance requirements
Increase level of research assistantship money available
Require all PhD students to complete research mentor/internships
Create a solid, required set of foundational research courses for all
graduate students
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III. Meeting Global Challenges/Engagement – Co-Chairs Jean Peterson and John Staver
Engagement
COE Conceptualization. . . collaborative work . . . by mutually committed partners . . . to
address issues of common interest. . . . simultaneously serves the needs of COE partners and invigorates the research, teaching, and service missions of the College.
Tiger Team focus:
broadening the definition of “community,”reexamining the PDS component,
emphasizing greater mutuality in partnerships, considering ways to incorporate the concept of
“globalization” into a vision for engagement.
Goal 1Enhance perceptions of Purdue engagement
with P-12 partners.
Prioritize mutuality and bi-directionality when developing engagement activities.
Increase number and quality of engagement programs.
Recognize and respect expertise in engagement partners, including in regard to international projects.
Offer more professional-development opportunitiesfor area educators.
Continue to provide transition-to-teaching opportunities.
Replicate existing “embedded” projects.
Goal 2Promote inclusivity and diversity.
Dedicate research funding for non-statistical studies exploring and analyzing the experience of faculty and student
international engagement.
Involve teaching assistants in study-abroad experiences.
Encourage research components in study-abroad experiences.
Market the Global Studies minor and/or create a graduate-level certificate program related to international activity.
Move beyond “counting” when examining international involvements.
Incorporate qualitative methods into evaluation of engagement activity.
Goal 3
Develop educational leaders.
Continue to encourage development of international distance-learning opportunities.
Model the development of leadership in engagement.
Develop venues for exchanging ideas, policies, and positions with outside entities.
Encourage and reward scholarship related to international engagement.
Goal 4
Develop engagement models.
Develop models for integrating research, teaching, and service across disciplines.
Develop a promotion/tenure model related to engagement.
Encourage scholarship focusing on models of engagement.
Initiate engagement conferences as venues for sharing models.
Market COE expertise related to evaluation of education entities and their programs.
Be a model of engagement.
Establish a centralized system for managing engagement data.
7. Adjournment
The meeting was adjourned at 3:00 p.m.
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ATTACHMENTS FOR APRIL 24, 2009 FACULTY MEETING
CURRICULUM COMMITTEE – CAROLE PISTOLE - CHAIR
COE Curriculum Committee Minutes
April 1, 2009
The Committee met on March 31, 2009. Present: Pistole, Chair, Britsch, Ertmer, Peterson, Shepardson, Oakes, Dimitt, Dietz
1. Two Form 40 changes were approved; Pistole moved acceptance of the email vote on
the courses; Shepardson seconded. All approved. o EDCI 63500 Content and Goals in Mathematics Education, remove instructor
permission o EDPS 62400 Advanced Off-Site Practicum and Supervision Theory, change course
number, course title, course credit/type, course description, semesters offered 2. Five Form 25s, degree options were revised to delete the specific EdS degree from the
specific programs. Pistole moved acceptance of the email vote, Shepardson seconded. All approved. o Delete EdS degree from the Mathematics Education program o Delete EdS degree from Biology Education program o Delete EdS degree from Chemistry Education program o Delete EdS degree from Earth Space Science Education program o Delete EdS degree from Physics Education program
3. Lehman provided background on the proposal for new concentration, STEM Goes Rural. Ertmer moved acceptance of the new concentration, Shepardson seconded, all approved.
4. Approval of the ELL graduate licensure program. Britsch moved acceptance, Shepardson seconded, all approved.
NOMINATIONS AND ELECTIONS COMMITTEE – JIM GREENAN - CHAIR
* Action Items for Voting on 04/24/09:
Nominations and Elections Committee Slate Terms Beginning Fall 2009
Awards Committee: Susan Britsch (C&I) Curriculum Committee: Ayse Çiftçi (EDST) Eric Mann (EDST) Faculty Affairs Committee: Erik Malewski (C&I) Yan Ping Xin (EDST) Grade Appeals Committee: JoAnn Phillion (C&I) Emily Bouck (EDST)
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International Committee: Anita Roychoudhury (C&I) Ayse Çiftçi (EDST) Nominations and Elections Committee: Peg Ertmer (C&I)
TEACHER EDUCATION DIVERSITY COMMITTEE – LYNETTE FLAGGE, DIRECTOR
Written Report to Faculty
Teacher Education Diversity Committee (TEDC) April 24, 2009 Lynette Flagge
The Teacher Education Diversity Committee (TEDC) is committed to enhancing diversity by fostering partnerships, leaderships, awareness and communication for students, faculty and staff in the College of Education (COE) and Teacher Education at Purdue. Visit our website at: http://www.education.purdue.edu/diversity/TeacherEducationDiversityCommittee.html Report The TEDC over the past year have worked to update and establish guidelines to re-implement the Holmes Scholars Program. This process was completed and a Holmes Scholar was selected in late fall 08. The committee is currently working on a Diversity Speaker Series for Academic Year 09-10. Invitations to various diverse professionals in the education fields have been sent and our hopes are to have a definite speaker visit our college and campus either in fall or spring. Recruitment of underrepresented students is of high priority to the committee and we are currently working on the development of a One Day College visit for high school students to expose them to the education field, our college and Purdue. The committee has and continues to provide the Diversity Initiatives Office with guidance and recommendations on such initiatives as the Chicago Public Schools (CPS) Block I- Urban Field Experience and the EXCITE! summer camp, with a few of the members participating in the camp this July. Other websites: Holmes Scholars Program: http://www.education.purdue.edu/diversity/HolmesScholars.html Diversity Initiatives Office http://www.education.purdue.edu/diversity/index.html
ENGAGEMENT TASK FORCE – WANDA FOX, CHAIR
Report of the 2008-09 Engagement Task Force
Wanda Fox, EDCI, Chair; Luciana de Oliveira, EDCI; Scott Schaffer, EDCI; Heather Servaty-Seib, EDST; Shannon Henderson, EDCI; and John Staver, EDCI. Sidney Moon served as an ex-officio member.
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At the September 26, 2008 College of Education (COE) faculty meeting, Engagement Task Force members Luciana de Oliveira and Heather Servaty-Seib led a discussion about the 2007-08 ETF report (originally presented at the April 2008 COE faculty meeting). Task force members then used feedback received at the September meeting to develop a draft version of “Purdue University College of Education Guidelines for Promotion based on the Scholarship of Engagement” (attached). This document was distributed to all faculty members in the College of Education. Input was gathered from faculty at three meetings and via e-mail. The following is a summary of the input received:
Educational Studies Primary Committee, October 21, 2008 ETF Representatives: Associate Professor Heather Servaty-Seib and Professor Sidney Moon
If guidelines are developed, metrics of quality need to be included and data on the effectiveness need to be gathered.
There is concern about the time it takes to do engagement and then study it in order to have scholarship. Scholarship of Engagement likely is a better fit for promotion to full professor rather than associate because assistant professors are unlikely to have the expertise to develop and contribute to outside collaboration. As a result, the primary committee would be disinclined from recommending this path for assistant professors.
In the COE it is very difficult to separate engagement from teaching and scholarship efforts. In particular, it is challenging to distinguish between applied research and the Scholarship of Engagement. As part of this discussion, the focus in engagement on needs of collaborating partner(s) was addressed.
A common sentiment was that Scholarship of Engagement guidelines may not be needed. If a faculty member has high quality scholarly work they can be promoted on Discovery.
Curriculum and Instruction Primary Committee, October 24, 2008 Associate Professors Wanda Fox and Scott Schaffer and Professor John Staver
There is general interest in expanding promotion options, but there also are questions about the legitimacy and status of the Scholarship of Engagement in comparison to Discovery and Learning. The expectations and evidence for the Scholarship of Engagement need to be equally rigorous as those for Discovery and Learning.
In order to be equitable, guidelines are needed not only for the Scholarship of Engagement but also for Scholarship of Discovery and Scholarship of Learning. A university-wide base would be helpful for all three areas.
Related to specific guidelines, greater clarity is needed in the kinds of effort and evidence that would be required for the Scholarship of Engagement, vs. evidence that would be possible or recommended.
Incorporating Scholarship of Engagement will require continuing education of all those involved, especially primary committee members.
Assistant Professors, January 28, 2009 Assistant Professor Luciana de Oliveira and Assistant Clinical Professor Shannon Henderson
The feedback received in-person and by e-mail overall was positive. No suggestions or issues were raised.
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Draft – October 20, 2008
Purdue University College of Education Guidelines for Promotion on the Basis of the Scholarship of Engagement
The purpose of this document is to provide guidelines to faculty who are seeking promotion based on the Scholarship of Engagement as well as to those who are mentoring and evaluating faculty for promotion on this basis. On the Purdue University Form 36, Nomination for Promotion (Purdue University President’s Office, Revised Summer 2007) three possible areas are listed in item #6 as the “Basis of nomination – emphasis of scholarship: Discovery, Learning, and Engagement.”1 It is important to note that on Form 36, the term scholarship is applied equally across all three areas: Discovery, Learning, and Engagement. Rather than being a synonym for Discovery, the term scholarship represents a quality of work that applies equally (albeit differently) to the areas of Discovery, Learning, and Engagement. Regardless of the context in which it is applied, scholarship includes the following characteristics:
Cohesive and intentional plan of work
Application of faculty expertise
Inquiry
State of the art and innovation
Communication and dissemination
Archivable documents and/or durable products Materials submitted for promotion based on the Scholarship of Engagement will include some elements that are quite similar to those for promotion based on Discovery and Learning. However, some elements will be unique to the Scholarship of Engagement. This uniqueness is connected to the following definition of engagement developed and approved by College of Education faculty:
In the College of Education (COE) at Purdue University, ENGAGEMENT is defined as collaborative work done by mutually committed partners (community and/or P-16 partners with College of Education partners) in order to address issues of common interest. Engagement simultaneously serves the needs of COE partners and invigorates the research, teaching, and service missions of the College. Engagement activities have intellectual merit and broad impact. Note: Community is defined as persons and organizations external to the College of Education at the local, state, national, and international levels. (College of Education, September, 2007)
The narrative written to explain a case for promotion based on the Scholarship of Engagement should emphasize the community partnership; the mutually described and defined goals, strategies, and outcomes; and the cohesive and intentional program of scholarly work. It should clearly explain the community context and issues/problems, and the collaborative processes and activities through which the issues/problems were addressed. This narrative should be supported by various types of evidence and documentation such as those included in the following list. Evidence and documentation for the Scholarship of Engagement could include but are not limited to:
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1. Documented impact in relation to community partners. Evidence of changes in
practice, policies, actions, and/or behaviors.
Data – documented outcomes
Development of partner expertise
Applications beyond the initial context/community
Systemic change (e.g. revised policies and/or institutional structures)
2. Archivable documents and durable products
Scholarly Publications o Book chapters o Theory-into-Practice articles o Research articles
Materials for practitioners, based on work with partners o P-12 textbooks o Curriculum materials o Software and software manuals
3. Funding – typically from several different sources
Foundations and corporations
Partner investment o Fiscal o In-kind: Staff time, facilities
Cost recovery dollars generated through programs
University and government grants
4. Documentation of mutually committed partnerships
Materials developed for and/or with partners – Reports, websites, brochures
Letters from partners describing interactions and impact
Interactions, programs, events – descriptions, documentation
Policy and action groups – agendas, minutes, reports
As with other documents related to the process of promoting faculty, the present document offers general guidelines rather prescribing specific content. This approach is intentional and is aligned with Purdue University’s recognition of the variety of achievement that exists among faculty (Purdue University Office of the Provost, University Promotions Policy, August 1, 2008, available at http://www.purdue.edu/provost/shtml/promotion.shtml ).
OFFICE OF FIELD EXPERIENCES – LINDA AUTSIN
OFFICE OF FIELD EXPERIENCE REPORT
April 2009 The following student teachers have been selected as recipients of the IACTE 2009 Outstanding Future Educator Award:
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Amanda Dickerson, a spring 2009 student teacher in Special Education (mild intervention; secondary) Lucas Harmon (elementary education; fall 2008) Michael Kraft (elementary education; spring 2009) Amy Lewis (elementary education; spring 2009) Katelyn Merrell Smith (elementary education; spring 2009)
The award winners will be honored at a celebration at the Ritz Charles in Carmel on Friday, April 17th. 1, 141 mentor teachers were awarded certificates of appreciation for their service to early field experience students and student teachers.
OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE – T.J. OAKES
Teacher Education Website The Office of Professional Preparation and Licensure (OPPL) website will soon merge with the Teacher Education website. Feel free to send any comments or feedback to [email protected] Teacher Education Standards and Program Reviews Specialized Professional Associations (SPAs) are national organizations and constituent members of the National Council for Accreditation of Teacher Education (NCATE). These organizations have standards for P-12 students and for candidates preparing to work in schools. Please ensure that your teacher education programs align with these standards as well as state and institutional standards. Prior to the next accreditation visit in Spring 2012, Teacher Education programs will undergo program reviews either through the NCATE SPA (2011) or State of Indiana (2010) process. For additional information, please feel free to contact Richard Frisbie or T. J. Oakes or visit https://collaborate.education.purdue.edu/tereporting/default.aspx . Title II The federally mandated Title II report was submitted to the State of Indiana for this year. If you wish to view these reports, please visit http://www.soe.purdue.edu/title2/ http://www.education.purdue.edu/oppl/2002/title2/ Teacher Education Program Exit Survey Please encourage candidates to complete the Purdue University Teacher Education Program Exit Survey. University supervisors also have been asked to have candidates complete the survey. To view the survey, visit http://purdue.qualtrics.com/SE/?SID=SV_571KMWxPLoaMtw0&SVID=Prod Responses, due May 31, 2009, will be compiled during the summer, and the results will be shared in the OPPL Report, which is distributed in the fall. Admission
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OPPL continues to receive applications for admission into the Teacher Education Program (Gate A). Please be reminded that the Teacher Education Program application due date is August 1, 2009, for the Fall 2009 semester. For further information, visit http://www.education.purdue.edu/oppl/program.html Transcript Evaluation for Licensing Graduate students who wish to be licensed need to contact OPPL at [email protected] or 765-494-5486 for a transcript evaluation or visit http://www.education.purdue.edu/oppl/home/prospective_st/evel_request_post-bac.html Contact Office of Professional Preparation & Licensure Beering Hall, Room 3229 765-494-5486 or [email protected]
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EDUCATION INFORMATION TECHNOLOGY REPORT – ROBERT EVANS
EdIT Faculty Report – April 2009 This and previous reports can be found at: http://www.education.purdue.edu/edit/facultyreports/
Office of Information Technology
ABOUT EdIT: The Education Office of Information
Technology (EdIT) can be found on the web at: http://www.education.purdue.edu/edit To submit
a request for technology support, please send email to [email protected].
EMPLOYMENT: We will be looking for a new E-
Portfolio GA for the fall 2009 semester. Tech-savvy Education students welcome to apply. Resumes can be sent to [email protected].
NEW! (1) We would like to retire the COE survey
system in December so please migrate all new survey activity to Qualtrics. (2) Office 2007 is available upon request. We encourage everyone to upgrade to Office 2007 as soon as possible.
SECURITY: Please be careful not to open
attachments or click links in email if not from a trusted source ESPECIALLY if they involve passwords, credit card numbers, and personal information. Never give your password to anyone for any reason, ESPECIALLY over the phone or via email!
WEB RELATED: (1) Teja will be leaving Purdue in
May and Ayesha Sadaf will be serving as Webmaster for the summer. (2) Please update your faculty profile as needed. (3) If you have questions about how to update existing content, please contact [email protected]
TRAINING: EdIT provides “TechTalks” about once
a month. These are informal presentations with plenty of time for Q&A. If you have an idea for a TechTalk you’d like us to give, please send us a note with your idea. http://www.education.purdue.edu/edit/techtalks For general consulting, please feel free to stop by for our weekly “virtual” office hours: http://www.education.purdue.edu/edit/officehours Or feel free to contact us any time for a meeting.
RESEARCH: Education IT has developed a
document to help Principal Investigators plan for technology use and acquisition before proposal submission. Please see us before submitting technology rich proposals so we can help you locate available resources.
TASKSTREAM: If you need assistance with TaskStream e-Portfolios, please contact Sensen Li, [email protected]. We have over 4,500 users
in TaskStream.
VIDEOCONFERENCING: The College of
Education owns numerous videoconferencing devices and Mike Eldridge is available to help you
learn how to use the equipment and schedule facilities. Our video conference equipment is Internet-based so NO usage fees apply. If you need to videoconference with a K-12 school, another university, or another country, please send
email to [email protected].
LABS: Please see Mike Eldridge for all College of
Education scheduling and software installation in one of our 9 labs. The COE does not implement cost recovery for printing in labs. Therefore undergraduates are limited to printing 10 pages per day in all COE labs combined (including the TRC). Servers: Please encourage your secretary to store departmental documents on their department file server so they can be backed up and secured.
Online Resources: The COE SharePoint server is
available for internal faculty to use. Contact [email protected].
Technology Resources Center (TRC)
ABOUT THE TRC: The TRC is a very popular
resource and hang-out for TEP students! Stop by and take a look. If you have questions about how to make use of the TRC, please stop by the center in BRNG 3287 and chat with Brenda and Karen.
You can find the TRC on the web at: http://www.trc.purdue.edu
NEW!: 2500 new Special Education items have
been added to the TRC. Check them out! (so to speak)
TEXTBOOK ADOPTION: As an official Indiana
Textbook Adoption Site, the TRC is a great resource for the COE, Purdue, and local teachers. The TRC has a web-based library database system and holdings search engine available on the TRC home page.
COMPUTERS: There are 22 workstations in the TRC that are very popular with the students.
STUFF TO CHECK OUT: PC and Apple
notebooks; LCD projectors; micro-size video camcorders with built-in digital memory instead of tape; 10 Nikon digital still cameras; numerous miniDV video camcorders; several portable USB hard drives, etc.
PRINTING: The COE does not implement cost
recovery for printing in labs. Therefore undergraduates are limited to printing 10 pages per day in all COE labs combined (including the TRC).
DVD RECORDING STATION: The TRC owns a
DVD recording station. This system easily allows you to transfer (non-copyrighted) analog video from your camcorder or VHS deck to DVD in real time
with no video editing needed. Please contact the TRC for details.
Have a great summer! Office of Information Technology and Technology Resources Center
DEPARTMENT OF CURRICULUM & INSTRUCTION – JAMES LEHMAN
C&I Report for the April 24 COE Faculty Meeting
Departmental Committees
Graduate Committee The Graduate Committee has approved a new Competencies Report that will be used by faculty and program areas to aggregate data about graduate student fulfillment of the graduate competencies. The ad hoc committee on the core curriculum is continuing its efforts to develop courses for a new core doctoral curriculum.
Faculty Affairs Committee The Faculty Affairs Committee reviewed applications for departmental awards. David Eichinger is the recipient of the Outstanding Faculty Teaching Award, Nadine Dolby is the recipient of the Outstanding Faculty Discovery Award, and JoAnn Phillion is the recipient of the Outstanding Faculty Engagement Award.
The Elementary Education Committee has mapped the program to the ACEI standards for the SPA accreditation review report. A SPA report outline has been created. Proposals for changes to the elementary program are under consideration including shifting EDCI 370 to block 5 and moving EDPS 430 to block 4, changes to block 3, and dropping EDCI 271 but increasing EDCI 270 to 3 credits.
Primary Committee The Primary Committee has completed its business for the year.
Searches
An offer has been extended in the mathematics education search.
Offers are being extended in the joint searches in agriculture education and engineering/technology education
DEPARTMENT OF EDUCATIONAL STUDIES – A.G. RUD
The Department of Educational Studies will have its external review May 6-8. Those conducting the review are:
Eric Anderman Professor, Educational Policy & Leadership The Ohio State University Daniel L. Clay Associate Dean for Administration, Research and Innovative Programs Auburn University Gary M. Crow Professor, Education Leadership and Policy Studies Indiana University Edward J. Kame’enui Director, Center on Teaching and Learning University of Oregon
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ASSOCIATE DEAN FOR LEARNING AND ENGAGEMENT – SIDNEY MOON
Purdue UniversityPurdue University
College of EducationCollege of Education
Office of Learning and EngagementOffice of Learning and Engagement
FY09 Report FY09 Report
to the to the
FacultyFaculty
PROVIDE LEADERSHIP FOR THE COEPROVIDE LEADERSHIP FOR THE COE
Coordinate the COE
strategic planning process
Coordinate the EDST
external review of graduate
programs
In progress – draft due 6/30
In progress – visit May 7-8
IMPLEMENT STEM GOES RURALIMPLEMENT STEM GOES RURAL
Coordinate all aspects of the project,
developing a high quality teacher
education program that will enhance
STEM learning in rural secondary
schools in Indiana
• Curriculum approval in progress
• Reception for fellows June 15, 4:30-6:30
• WW mentorship planning event at PU on
May 29
Develop a SGR recruitment plan
STEM Goes Rural
Woodrow Wilson Indiana Teaching Fellowship
Applied COE Accepted Enrolled
Biology 11 9
Chemistry 0 0Earth/Space
Science 0 0
Mathematics 9 8
Physics 2 2
Technology 4 2
TOTAL 26 21*
* Of the 21 applicants COE accepted, one declined and one deferred
enrollment until 2010 (both in mathematics.)
IMPLEMENT STEM GOES RURALIMPLEMENT STEM GOES RURAL
With Chris Sahley and
SGR faculty, design a
research agenda for STEM
Goes Rural that will
generate external funding
and involve junior faculty
In progress
With Betsy, Jennifer, &
Bente, raise additional
funds to support STEM
Goes Rural
In progress
STRENGTHEN AND FOCUS COE DOCTORAL STRENGTHEN AND FOCUS COE DOCTORAL
RESEARCH PROGRAMSRESEARCH PROGRAMS
MAKE STRATEGIC DECISIONS ABOUT THE FUTURE MAKE STRATEGIC DECISIONS ABOUT THE FUTURE
OF GRADUATE PROGRAMS FOR PRACTITIONERSOF GRADUATE PROGRAMS FOR PRACTITIONERS
Coordinate a strategic review of
professionally-oriented graduate programs
in the COE, closing some programs and
focusing others on enhanced educational
experiences for exceptional students
Assist graduate-level initial and
advanced teacher education programs
with the program review process
Three types of programs:
advanced TE, content
preparation, research
preparation
One-year delay
Office of Strategic Assessment support
Program Convener Council support
PROVIDE SUPPORT FOR TEACHER EDUCATION PROVIDE SUPPORT FOR TEACHER EDUCATION
INCREASE THE QUALITY AND DIVERSITY OF PINCREASE THE QUALITY AND DIVERSITY OF P--12 12
ENGAGEMENT AT PURDUE ENGAGEMENT AT PURDUE
Assist Purdue University in
achieving Carnegie
classification in the area of
community engagement
DONE
Create a COE
Engagement Award
Awaiting university
award and COE
engagement
guidelines
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ASSOCIATE DEAN FOR DISCOVERY & FACULTY DEVELOPMENT – JEFF GILGER
Associate Dean for Associate Dean for
Discovery and Faculty Development (ADDFD)Discovery and Faculty Development (ADDFD)
College of EducationCollege of Education
Purdue UniversityPurdue University
COE Faculty Meeting, Spring 2009
Updates and Announcements
o AERA in San Diego
o Graduate Symposium (thanks to all judges, student team members, and others). See: http://web.ics.purdue.edu/~gsec/. Next symposium is March 31st, 2010
o Faculty Workload Issue
o Informal update in grant funding
o USNEWS counting/reporting
o Research Faculty
o COE “Subject” Pool
o PT Materials
o Undergraduate Research Trainees (URTs)
o Seek additional support for grants coordinator
o Develop plans for salary savings and returns to faculty
o Miscellaneous fund usage and cost share
o Center Reports
o Space
o Entrepreneurial UG program opps and faculty activities
Faculty Workload Policy
Purpose
Flexibility in Approach
Realistic Approach
Developmental Approach
Fair and Just Practices
Future Vision
Clarity of Roles
Strategic Alignment of Promotion, Tenure and Merit
Requirements
Promotion, Workload & Merit Guidelines
Process
• Research other institutions and units √• Assess COE need √• Discuss at LTM level √• Discuss with FAC √• Draft proposal document √• Discuss at LTM retreat in Summer 2007 √• Presented to FAC and faculty, √
Fall 2008-Spring 2009
USNEWS Indices
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ANNUAL COE STANDING COMMITTEE REPORTS TO THE DEAN, 2008-2009 Annual reports are due to the Dean by the end of the academic year.
Those reports which were received in time to be included in this packet have been included. Those that are yet to come will be sent out to the faculty in another form.
COE CURRICULUM COMMITTEE
Committee Members Carole Pistole, Chair; Jean Peterson, Peg Ertmer, Dan Shepardson, Susan Britsch, Linda Austin, Jane Ann Dimitt, Kathryn Dietz, T J Oakes Meeting Dates The Committee met on December 2, 2008 and on March 31, 2009. In addition, Carole Pistole and Kathy Dietz met with the COE Leadership Team on January 21, 2009 to clarify procedures for the Committee with regard to non-substantive, minor, bookkeeping changes (e.g., Form 40s; Form 25s) (see attached memo). Business Accomplished Programs Approved and Forwarded to COE Meeting 1. Indiana Higher Education Core 40 Academic Honors new Undergraduate Admission
Requirements 2. Global Studies Minor 3. STEM Goes Rural new concentration 4. ELL graduate licensure program Approved New Courses 1. EDCI 59300 Introductory Secondary Transition to Teaching Seminar 2. EDCI 59400 Concluding Secondary Transition to Teaching Seminar Approved Form 40s 1. EDCI 28500 2. EDCI 52400 Bilingual/Bicultural Education 3. EDCI 58600 Topics in Educational Reform 4. EDCI 63500 Content and Goals in Mathematics Education 5. EDPS 62400 Advanced Off-Site Practicum and Supervision Theory Approved Form 25s to Delete Ed.S. Degree Option from 1. Social Studies Education program 2. Science Education program 3. Literacy & Language Education programs 4. Mathematics Education program 5. Biology Education program 6. Chemistry Education program 7. Earth Space Science Education program 8. Physics Education program
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DEPARTMENT OF EDUCATIONAL STUDIES M E M O R A N D U M TO: COE Curriculum Committee FROM: M. Carole Pistole, Chair COE Curriculum Committee DATE: January 23, 2009 RE: Form 40/Deletion of Degree Option – Approval Process Cc: Rud, EDST Head; Lehman, C & I Head; Samarapungavan, EDST C&G
Committee Chair; Phil VanFossen, C & I Curriculum Committee Chair; Associate Dean Moon; Dean Kelly
________________________________________________________________________ COE Curriculum Committee -- Form 40 and Deletion of Degree Option Approval
Process 1. Major Form 40 changes. Require (a) Department Curriculum Committee approval and
(b) Department faculty approval; then forward to COE Curriculum Committee
New Course with supporting documents (Vote in COE faculty meeting)
o include a syllabus with required University Policy statements.
Add existing course offered at another campus
Expiration of a course
Change in course number (if raise in level) (Vote in COE faculty meeting)
Transfer from one department to another (Vote in COE faculty meeting)
2. Minor Form 40 changes. Require Department Curriculum Committee approval; then
sent to College Curriculum committee (i.e., full department faculty approval is not
required):
Change in course number (if NOT a raise in level)
Change in course title
Change in course credit/type
Change in course attributes
Change in instructional hours
Change in course description
Change in course requisites
Change in semesters offered
3. Deletion of a Degree Option. Require (a) Department Curriculum Committee approval
and (b) Department Faculty approval. Then forward to College Curriculum Committee.
(Vote in COE meeting)
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COE FACULTY AFFAIRS COMMITTEE
Chair: Susan Britsch Committee Members: Deb Bennett, Lisa Bohlin, Anita Roychoudhury, John Staver
• In Fall, 2008, the COE Faculty Affairs Committee was charged with obtaining faculty
feedback on the Differentiated Faculty Proposal addressing faculty workloads that was put forward by Interim Dean Kelly and Associate Dean Gilger.
• The FAC developed an online survey that was posted from October 27 – November 14,
2008. The survey was available to all faculty, including clinical, and adjunct faculty. All responses to the survey were anonymous, and could be shared with the faculty as well as with the Dean. All data were reported directly to the COE Faculty Affairs Committee.
• Quantitative findings were compiled by Qualtrics software. The qualitative findings were
compiled by the FAC to reflect the themes occurring within and across responses. • Summary findings were presented at the January meeting of the COE faculty with 66% of
the faculty who responded opposing the proposal.
COE GRADE APPEALS COMMITTEE There was one case heard by the College of Education (COE) Grade Appeals Committee. The committee met on Friday, April 3, 2009. At the conclusion of the meeting, the committee decided to uphold the grade.
COE INTERNATIONAL EDUCATION COMMITTEE Jean Peterson, Chair JoAnn Phillion, Tim Newby, Lyle Lloyd, Yan Ping Xin, Stephen David (ex officio) Ayse Ciftce and graduate student Nielsen Pereira attended some meetings as guests. The COE International Committee met six times during the 2008-2009 academic year. Noteworthy activities and accomplishments are as follows: 1. The IC conducted a survey of faculty and staff, with the purpose of determining the
extent of international involvement by COE faculty and staff (N = 31). At least half of the
respondents had been involved, internationally, with research collaboration, other
collaboration, one or more study-abroad programs, student recruitment, a service or
organizational activity, exploration of possible future activity, conferences, invited
consultation, publications related to an activity, presentations related to an activity,
and/or Purdue support not in the form of funding, a course release, student assistance,
or scholarships.
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2. The IC served as a focus group as part of the Engagement Tiger Team’s (related to
COE strategic planning) information-gathering about the “Meeting Global Challenges”
component of the university strategic plan. Themes included the importance of mutual
benefit in international activities, the desirability of encouraging individualized programs
(e.g., teacher exchanges, courses taught abroad by COE faculty, courses taken abroad
taught by native instructors, training of native students by COE faculty and/or students),
the importance of building relationships before making assumptions about what is
possible, the importance of stability and sustainability of programs, the need to explore
new ways to represent international activity on vitae, and the advisability of developing
international engagement policies.
3. The IC supported adding 4 options (AGR 20100, AGEC 25000, ANTH 20500, and HIST
10500) to the Global Studies Minor for the International/Globalization Emphasis.
4. Organized a poster for the 50th-anniversary celebration of teacher education at Purdue,
including both photos and course/collaboration descriptions.
5. Plans for the future include (1) following up on positive survey responses to identify
specific international activities, (2) exploring the possibility of developing a COE website
related to international activity and international COE faculty (to respond to international
faculty and student needs, provide resources, collaborate regarding international
initiatives, share knowledge and experiences, and facilitate connections), (3) securing
additional levels of approval for the four new Global Studies Minor options, (4) further
clarifying the role of the IC, (5) offering guidance to individuals developing international
activities, and (6) developing strategies for developing a global mindset.
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