12008-09

Department of Department of Curriculum and InstructionCurriculum and Instruction

Retreat 2008-09Retreat 2008-09

2008-09 2

AgendaAgenda

MorningMorning• Welcome and introductionsWelcome and introductions• Departmental news, updates, and goalsDepartmental news, updates, and goals• Committee and office updatesCommittee and office updates• External review “tiger team” recommendationsExternal review “tiger team” recommendations

Working LunchWorking Lunch• Graduate program meetings and schedulingGraduate program meetings and scheduling

We must exit by 1:30 pmWe must exit by 1:30 pm• Please help put the room back in orderPlease help put the room back in order

32008-09

Welcome New andWelcome New andReturning Faculty and StaffReturning Faculty and Staff

42008-09

Departmental News and UpdatesDepartmental News and Updates

2008-09 5

Mark BalschweidMark Balschweid

Kara HarrisKara Harris

Sarah MahurtSarah Mahurt

Ron Tzur Ron Tzur

Terry WoodTerry Wood

Faculty ChangesFaculty Changes

2008-09 6

SearchesSearches

Interim Dean Kelly has authorized C&I to Interim Dean Kelly has authorized C&I to search for a faculty member, at the search for a faculty member, at the assistant or associate level, in assistant or associate level, in mathematics education.mathematics education.

The search for the COE Dean is The search for the COE Dean is continuing with the expectation that continuing with the expectation that candidates will be on campus this fall.candidates will be on campus this fall.

2008-09 7

Banner ImplementationBanner Implementation

myPurdue portalmyPurdue portal

Student self-registration (with PIN)Student self-registration (with PIN)

EDCI 590, 698, 699 specialEDCI 590, 698, 699 special

SSINFO and SIS phased outSSINFO and SIS phased out

All courses in Blackboard VistaAll courses in Blackboard Vista

Instructors submit grades onlineInstructors submit grades online

Plus and minus grading implementedPlus and minus grading implemented

2008-09 8

Budget IssuesBudget Issues

RIOs will replace SIOs for faculty RIOs will replace SIOs for faculty accounts. This will allow better tracking.accounts. This will allow better tracking.

Course funds will now be placed in the Course funds will now be placed in the faculty member’s RIO.faculty member’s RIO.

C&I went substantially over budget, C&I went substantially over budget, particularly for personnel costs, in each of particularly for personnel costs, in each of the past two years. We must make the past two years. We must make changes and tighten our belts this year. changes and tighten our belts this year. Please help to hold down costs.Please help to hold down costs.

2008-09 9

AccountabilityAccountability

North CentralNorth Central

• The Graduate Committee will be working to The Graduate Committee will be working to develop some standard assessments.develop some standard assessments.

NCATENCATE

• Advanced programs must decide Advanced programs must decide nownow whether to get prepared or eliminate the whether to get prepared or eliminate the program.program.

SPAsSPAs

• Details to follow.Details to follow.

102008-09

SPA and State SPA and State Program ReviewsProgram Reviews

Ready or not – here they comeReady or not – here they come

2008-09 11

OverviewOverview

Individual program reports are a new Individual program reports are a new requirement in Indiana. requirement in Indiana.

In advance of NCATE’s unit accreditation In advance of NCATE’s unit accreditation visit in spring 2011, each licensure visit in spring 2011, each licensure program must submit either a state report program must submit either a state report (if the area is not addressed by a national (if the area is not addressed by a national organization’s standards) or a SPA report.organization’s standards) or a SPA report.

2008-09 12

When?When?

State reports are due this spring in fields State reports are due this spring in fields that do not have national organization that do not have national organization standards. These are agriculture education, standards. These are agriculture education, consumer and family science education, consumer and family science education, and art education.and art education.

SPA reports will be due on February 1, SPA reports will be due on February 1, 2010, for the remaining licensure programs 2010, for the remaining licensure programs that are required to do them.that are required to do them.

2008-09 13

Who?Who?

Programs that must make SPA reports Programs that must make SPA reports include: elementary education (both include: elementary education (both undergraduate and TTT*), computer undergraduate and TTT*), computer education, English, mathematics, reading, education, English, mathematics, reading, science, social studies, technology, and science, social studies, technology, and world languages. world languages.

These programs must respond to the These programs must respond to the standards of their respective professional standards of their respective professional organizations.organizations.

* Separate reports are required unless all assessments are identical* Separate reports are required unless all assessments are identical

2008-09 14

What?What?

Each SPA report has certain required Each SPA report has certain required components:components:

• ContextContext

• Assessments (6-8 required)Assessments (6-8 required)

• Standards Assessment ChartStandards Assessment Chart

• Evidence for Meeting Standards Evidence for Meeting Standards

• Use of Assessments for Program ImprovementUse of Assessments for Program Improvement

• Revised Reports (only for revisions)Revised Reports (only for revisions)

2008-09 15

ContextContext

State and institutional overview*State and institutional overview* Description of field and clinical Description of field and clinical

experiencesexperiences Criteria for admission, retention, and exit Criteria for admission, retention, and exit

from programfrom program Relationship to unit’s conceptual Relationship to unit’s conceptual

frameworkframework Relationship to unit assessment system Relationship to unit assessment system

and description of any unique assessmentsand description of any unique assessments* COE will* COE will develop key elements of this section for all programs develop key elements of this section for all programs

2008-09 16

Context, cont’d.Context, cont’d.

Three documents must be attached in Three documents must be attached in relation to the context:relation to the context:

• Required program of study with course titlesRequired program of study with course titles

• Chart of number of candidates and Chart of number of candidates and completers for past three yearscompleters for past three years

• Chart listing program faculty with their Chart listing program faculty with their expertise and experience (not vitae, but will expertise and experience (not vitae, but will include key vitae information in condensed include key vitae information in condensed form)form)

2008-09 17

AssessmentsAssessments

Each program must include at least 6 key Each program must include at least 6 key assessments. Up to 2 more may be assessments. Up to 2 more may be included or in some cases required.included or in some cases required.

Of the 6 assessments, 5 must address Of the 6 assessments, 5 must address specific requirements. For some SPAs, the specific requirements. For some SPAs, the remaining 1 is a required “elective” while remaining 1 is a required “elective” while in other cases 1 or more additional in other cases 1 or more additional assessments may be required to address assessments may be required to address specific SPA standards.specific SPA standards.

2008-09 18

Standards Assessment ChartStandards Assessment Chart

The chart must indicate how assessments The chart must indicate how assessments are mapped to SPA standards. are mapped to SPA standards.

Each SPA standard must be linked to at Each SPA standard must be linked to at least one assessment; in most cases, least one assessment; in most cases, standards will be addressed by more than standards will be addressed by more than one assessment.one assessment.

It is critical to document alignment It is critical to document alignment between assessments, scoring guides, and between assessments, scoring guides, and SPA standards.SPA standards.

2008-09 19

Five Required AssessmentsFive Required Assessments

State licensure exam for content when State licensure exam for content when used (e.g., Praxis II)used (e.g., Praxis II)

Assessment of content knowledge (e.g., Assessment of content knowledge (e.g., course grades/GPA, comprehensive exam)course grades/GPA, comprehensive exam)

Assessment of planning (e.g., lesson or Assessment of planning (e.g., lesson or unit plans)unit plans)

Student teaching/internship assessmentStudent teaching/internship assessment Assessment of candidate impact on student Assessment of candidate impact on student

learninglearning

2008-09 20

Assessment ComponentsAssessment Components

For each assessment, you must include:For each assessment, you must include:

• The assessment instrument or a description of The assessment instrument or a description of the assessmentthe assessment

• A scoring guide (e.g., grades or rubric); it is A scoring guide (e.g., grades or rubric); it is helpful if it is cross-referenced to standardshelpful if it is cross-referenced to standards

• Aggregated data from the past three years (or Aggregated data from the past three years (or an explanation of the lack of data), which an explanation of the lack of data), which addresses whether candidates met standardsaddresses whether candidates met standards

2008-09 21

Use for Program ImprovementUse for Program Improvement

Narrative organized according to content Narrative organized according to content knowledge, pedagogical and professional knowledge, pedagogical and professional knowledge, skills, and dispositions, and knowledge, skills, and dispositions, and effect on student learning effect on student learning

2008-09 22

Immediate StepsImmediate Steps

For programs that must complete a SPA or For programs that must complete a SPA or state review, it is essential that you now:state review, it is essential that you now:

• Develop a process for ensuring that the SPA Develop a process for ensuring that the SPA report can be completedreport can be completed

• Identify the 6-8 assessments that will be Identify the 6-8 assessments that will be reportedreported

• Map those assessments to the SPA standardsMap those assessments to the SPA standards

• Begin assembling the data for the reportBegin assembling the data for the report

2008-09 23

Questions?Questions?

242008-09

Committee and Office ReportsCommittee and Office Reports

2008-09 25

Elementary Education CommitteeElementary Education Committee

The Elementary Teacher Education Committee The Elementary Teacher Education Committee is responsible for curricula, requirements, is responsible for curricula, requirements, policies, and procedures related to policies, and procedures related to undergraduate and graduate elementary undergraduate and graduate elementary education programs. education programs.

Areas of focus for 2008-09:Areas of focus for 2008-09:

• Prepare for Elementary Education SPA Accreditation Prepare for Elementary Education SPA Accreditation Report for the Association for Childhood Education Report for the Association for Childhood Education International (ACEI). International (ACEI).

• On-going examination of program data to determine On-going examination of program data to determine what needs to be done to make program what needs to be done to make program improvements.improvements.

2008-09 26

El Ed Committee MembersEl Ed Committee Members• J. Phillion, (Chair), J. Phillion, (Chair),

Curriculum Studies, Block I Curriculum Studies, Block I (2011)(2011)

• L. Austin, OFEL. Austin, OFE

• N. Boes, Block VN. Boes, Block V

• L. Bohlin, Block II & L. Bohlin, Block II & Educational Studies (2011)Educational Studies (2011)

• S. Britsch, (Chair-elect), S. Britsch, (Chair-elect), Block IV, (2010)Block IV, (2010)

• G. Carmody, TTT Coord.G. Carmody, TTT Coord.

• J. Dimitt, ADVRJ. Dimitt, ADVR

• P. Ertmer, Ed Tech (2009)P. Ertmer, Ed Tech (2009)

• D. Gunstra, Block VI D. Gunstra, Block VI (Student teaching)(Student teaching)

• C. Hopkins, L&L and Block C. Hopkins, L&L and Block IV (2011)IV (2011)

• C. Johnson, Social Studies & C. Johnson, Social Studies & Block III (2011)Block III (2011)

• T. J. Oakes, Asst Dean for T. J. Oakes, Asst Dean for Tchr Ed, Director of OPPLTchr Ed, Director of OPPL

• A. Roychoudhury, Science & A. Roychoudhury, Science & Block V (2011)Block V (2011)

• R. Sabol, Art EdR. Sabol, Art Ed

• A. Samarapungavan, Ed A. Samarapungavan, Ed Studies (2009)Studies (2009)

• A. Tyminski, Block V & A. Tyminski, Block V & Math (2010)Math (2010)

• K. Dietz, Grad Office (ex-K. Dietz, Grad Office (ex-officio)officio)

• R. Frisbie, Assessment (ex-R. Frisbie, Assessment (ex-officio)officio)

• K. Reppert (ex-officio)K. Reppert (ex-officio)

2008-09 27

Faculty Affairs CommitteeFaculty Affairs Committee

Each member represents the C&I faculty at Each member represents the C&I faculty at large on issues related to teaching awards, large on issues related to teaching awards, merit review, faculty mentoring, etc. The merit review, faculty mentoring, etc. The committee makes recommendations for full committee makes recommendations for full faculty review and approval. faculty review and approval.

2008-09 members:2008-09 members:

• Lynn Nelson (chair), Brenda Capobianco, Lynn Nelson (chair), Brenda Capobianco, Chrystal Johnson, JoAnn Phillion, Jennifer Chrystal Johnson, JoAnn Phillion, Jennifer RichardsonRichardson

2008-09 28

Faculty Affairs CommitteeFaculty Affairs Committee

Areas of focus for 2008-09Areas of focus for 2008-09

• Merit review procedures and consideration of Merit review procedures and consideration of revisionsrevisions

• Helping the department to build a more Helping the department to build a more collegial climatecollegial climate

• Suggestions for distinguished lecture speakersSuggestions for distinguished lecture speakers

• Other issues from the faculty?Other issues from the faculty?

2008-09 29

Graduate CommitteeGraduate Committee

Graduate CommitteeGraduate Committee: :  The Graduate Committee The Graduate Committee shall consist of elected representatives of each of shall consist of elected representatives of each of the graduate program areas in the department the graduate program areas in the department who serve as the liaisons between their who serve as the liaisons between their respective Program Areas on issues pertaining to respective Program Areas on issues pertaining to the purview of the Graduate Committee and the the purview of the Graduate Committee and the Graduate School.  These representatives will Graduate School.  These representatives will convene the Program Areas when issues related convene the Program Areas when issues related to the Graduate Committee must be deliberated.to the Graduate Committee must be deliberated.   

2008-09 30

Graduate Committee MembersGraduate Committee Members

Members (2008-09):Members (2008-09):

• P. VanFossen, (Chair), Soc Stud (2009)P. VanFossen, (Chair), Soc Stud (2009)

• J. Greenan, EWAC (2009)J. Greenan, EWAC (2009)

• G. Krockover, (Chair-elect), Science (2011)G. Krockover, (Chair-elect), Science (2011)

• J. May, L&L (2009)J. May, L&L (2009)

• J. Phillion, Curr Studies (2011)J. Phillion, Curr Studies (2011)

• S. Schaffer, Ed Tech, (Chair), (2011)S. Schaffer, Ed Tech, (Chair), (2011)

• A. Tyminski, Math (2010)A. Tyminski, Math (2010)

• C. Fontaine, N. CentralC. Fontaine, N. Central

• D. Aldridge, C&I Admin. Asst. (ex officio)D. Aldridge, C&I Admin. Asst. (ex officio)

• K. Dietz, Manager, Grad Studies (ex officio)K. Dietz, Manager, Grad Studies (ex officio)

• C. Harris, Grad Student Org. (ex officio)C. Harris, Grad Student Org. (ex officio)

2008-09 31

Graduate Committee Goals: 2008-09Graduate Committee Goals: 2008-09

Manage ‘Tiger Team’ response (& proposal) to Manage ‘Tiger Team’ response (& proposal) to external review for EDCI graduate programsexternal review for EDCI graduate programs

Advanced program reviewAdvanced program review• Decisions from program areas to keep/eliminate Decisions from program areas to keep/eliminate

Master’sMaster’s

• Discuss common assessment rubrics (e.g., for Discuss common assessment rubrics (e.g., for Master’s portfolios; prelims; etc.)Master’s portfolios; prelims; etc.)

• Discuss student review forms (ala EdTech)Discuss student review forms (ala EdTech) Discuss Master’s and PhD student recruitmentDiscuss Master’s and PhD student recruitment Discuss/create guidelines for graduate awards Discuss/create guidelines for graduate awards

(esp. Summer PRFs)(esp. Summer PRFs)

2008-09 32

Primary CommitteePrimary Committee

The Primary Committee, which consists The Primary Committee, which consists of all tenured full and associate of all tenured full and associate professors, is the body that makes professors, is the body that makes determinations regarding promotion and determinations regarding promotion and tenure at the departmental level. tenure at the departmental level.

This year, the Primary Committee will This year, the Primary Committee will perform its usual review functions and perform its usual review functions and will continue to provide mentoring for will continue to provide mentoring for junior faculty members.junior faculty members.

2008-09 33

Office of Graduate StudiesOffice of Graduate Studies

Staff: Staff: Vicki Black, Kathy Dietz, Emily HopkinsVicki Black, Kathy Dietz, Emily Hopkins

Assist with Graduate Student RecruitmentAssist with Graduate Student Recruitment

• Develop recommendations for improved Develop recommendations for improved recruitmentrecruitment

• Meet with each area of specialization to learn Meet with each area of specialization to learn about recruitment issues and create materials to about recruitment issues and create materials to distribute to prospective studentsdistribute to prospective students

• Coordinate admissions for STEM Goes Rural/ Coordinate admissions for STEM Goes Rural/ Woodrow Wilson Indiana Teaching Woodrow Wilson Indiana Teaching FellowshipsFellowships

2008-09 34

Office of Graduate StudiesOffice of Graduate Studies

Assist with documenting learning outcomes Assist with documenting learning outcomes to meet Graduate School mandates for to meet Graduate School mandates for Higher Learning Commission accreditationHigher Learning Commission accreditation

Provide data as needed for various reportsProvide data as needed for various reports Assist students and faculty with the new Assist students and faculty with the new

Banner systemBanner system Provide quality services to all students, Provide quality services to all students,

faculty and staff faculty and staff

2008-09 35

Office of Field ExperiencesOffice of Field Experiences

Office Staff:Office Staff:

• Linda R. Austin, DirectorLinda R. Austin, Director

• Ed Wiercioch, Early Field Placement Ed Wiercioch, Early Field Placement CoordinatorCoordinator

• Jim Gilligan, Student Teaching Placement Jim Gilligan, Student Teaching Placement CoordinatorCoordinator

Information from the 2007-08 annual Information from the 2007-08 annual report follows.report follows.

2008-09 36

Engagement 2007-2008Engagement 2007-2008

Early Field ExperiencesEarly Field Experiences

2,298 placements in 108 schools in 49 school 2,298 placements in 108 schools in 49 school corporations corporations

Urban Experience: Ten Block I students spent Fall Urban Experience: Ten Block I students spent Fall Break in Chicago Public Schools Break in Chicago Public Schools

Student Teaching Student Teaching 517 placements in 208 517 placements in 208 schools in 92 school corporationsschools in 92 school corporations

Engagement in Indiana countiesEngagement in Indiana counties

42 counties42 counties

2008-09 37

Early Field Placements in Tuition Credit Voucher Early Field Placements in Tuition Credit Voucher School CorporationsSchool Corporations

FIELD PLACEMENTS IN TCV CORPORATIONS

2118

1996

2070

1913

2283

1700

1800

1900

2000

2100

2200

2300

2400

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

Num

ber o

f Pla

cem

ents 2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-09 38

Early Field Placements in Non-Tuition Credit Early Field Placements in Non-Tuition Credit Voucher School CorporationsVoucher School Corporations

FIELD PLACEMENTS IN NON-TCV CORPORATIONS

180

169

220

122

165

0

50

100

150

200

250

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

Nu

mb

er

of

Pla

ce

me

nts

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-09 39

Student Teachers 2004-2009Student Teachers 2004-2009STUDENT TEACHERS 2004-2009

483

440436

451

423

380

400

420

440

460

480

500

Years

Nu

mb

er o

f S

tud

ents

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Projected

2008-09 40

Student Teaching Placements 2004-2009Student Teaching Placements 2004-2009

579

502504

517

467

0

100

200

300

400

500

600

Nu

mb

er o

f P

lace

men

ts

Years

STUDENT TEACHING PLACEMENTS 2004-2009

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Projected

2008-09 41

Office of Advising and RecruitingOffice of Advising and Recruiting

Staff:Staff:

• Jane Ann Dimitt, DirectorJane Ann Dimitt, Director

• Lynette Flagge, Director of Diversity Lynette Flagge, Director of Diversity InitiativesInitiatives

• Advisors: Georgia Leavitt, Janet Robinson, Advisors: Georgia Leavitt, Janet Robinson, Margaret Sutter, Sherre MeyerMargaret Sutter, Sherre Meyer

Assists current and prospective College of Assists current and prospective College of Education majors, advises students, Education majors, advises students, provides personal and career counseling.provides personal and career counseling.

2008-09 42

Office of Professional Preparation Office of Professional Preparation and Licensureand Licensure

Staff:Staff:

• T. J. Oakes, Director and Assistant DeanT. J. Oakes, Director and Assistant Dean

• Scott Bogan, Licensing AdvisorScott Bogan, Licensing Advisor

• Christine Hofmeyer, Licensing AdvisorChristine Hofmeyer, Licensing Advisor

OPPL processes students' applications for OPPL processes students' applications for all teacher education programs, provides all teacher education programs, provides information about programs available at information about programs available at Purdue, and monitors students' progress Purdue, and monitors students' progress for retention within programs. for retention within programs.

2008-09 43

Education IT StuffEducation IT Stuff• Contact: EdIT@purdue.eduContact: EdIT@purdue.edu

• New Person: New Person: Alex Noguera!Alex Noguera!

• Make use of Make use of dept file serversdept file servers for your for your COE dataCOE data

• If moving computers – If moving computers – ask us for help!ask us for help!

• Change your password Change your password every 120 daysevery 120 days

• Office Hours – Office Hours – Every Wed. 2-3 PMEvery Wed. 2-3 PM

• Coming: New ITaP Survey System: Coming: New ITaP Survey System: QualtricsQualtrics

• Updated Updated anti-virus for notebooksanti-virus for notebooks – – contact us for appointmentcontact us for appointment

• Project that involves technology? See Project that involves technology? See our: our: Grant Proposal Pre-Submission Grant Proposal Pre-Submission Technology QuestionnaireTechnology Questionnaire

2008-09 44

New Tips and FAQ for Faculty/Instructors, New Tips and FAQ for Faculty/Instructors, University Supervisors, and Students: University Supervisors, and Students: • http://www.education.purdue.edu/taskstreamhttp://www.education.purdue.edu/taskstream

NewsNews• Starting next semester students will have 500 MB!Starting next semester students will have 500 MB!

Gate C CoursesGate C Courses• Send EdIT your course roster, or request a “courseSend EdIT your course roster, or request a “course

self enrollment code”self enrollment code”

• Ensure that assignment and the assessment Ensure that assignment and the assessment methodmethodare accurateare accurate

New AccountsNew Accounts• Send email to EdIT requesting keycode to create Send email to EdIT requesting keycode to create

accountaccount

Enrollment NumbersEnrollment Numbers• Approx: 2800 in 33 TaskStream ProgramsApprox: 2800 in 33 TaskStream Programs

Training Sessions AvailableTraining Sessions Available• Christian is available for training sessions this Fall, Christian is available for training sessions this Fall,

please take advantage of it. Email EdIT for details.please take advantage of it. Email EdIT for details.

2008-09 45http://www.education.purdue.eduhttp://www.education.purdue.edu

2008-09 46

Associate Dean for Discovery and Associate Dean for Discovery and Faculty DevelopmentFaculty Development

Jeff GilgerJeff Gilger

• http://www.education.purdue.edu/ODFD/

• Phone: 4-6542 or 4-0019

• Email: jgilger@purdue.edu

Topics for todayTopics for today

• General announcements about research General announcements about research integrityintegrity

• Emergency procedures and syllabi Emergency procedures and syllabi

2008-09 47

Research Integrity

HIPPA regulations: http://www.purdue.edu/policies/pages/records/vi_2_1.html

Executive Memorandum C-22: http://www.purdue.edu/policies/pages/human_resources/c_22.html (note that this policy has been updated and seriously revised!!)

Publish the COE-specific procedures for the handling of research integrity inquiries and misconduct

Carry message to students in the COE; see http://www.gradschool.purdue.edu/RCR/

2008-09 48

Emergencies and Syllabi

See Beering Hall emergency maps and guidelines at:

http://www.education.purdue.edu/ODFD/resources.html. Browse other information there as well that will be available later.

In particular see the syllabus addition at same site under title of “General Syllabus Template”. This addition must be inserted in to all syllabi starting Fall, 2008. If your Fall syllabus is already out or printed, simply hand out this portion to all students and be sure that they attend to it.

It is the responsibility of the instructor to discuss emergency procedures with his/her class.

492008-09

C&I GoalsC&I Goalsfor 2008-09for 2008-09

2008-09 50

OverarchingOverarching

Prepare for SPA, NCATE, and NCA Prepare for SPA, NCATE, and NCA accreditation reviews. accreditation reviews.

Develop communication plans to publicize and Develop communication plans to publicize and seek development support for key C&I seek development support for key C&I programs. programs.

Enhance graduate recruitment efforts across the Enhance graduate recruitment efforts across the department.department.

2008-09 51

DiscoveryDiscovery

A continuing department goal is to publish an A continuing department goal is to publish an average of at least 2 refereed journal articles average of at least 2 refereed journal articles per faculty member each year. (Last year the per faculty member each year. (Last year the average was 0.90, down from 1.25 the year average was 0.90, down from 1.25 the year before.) before.)

Another continuing goal is to achieve external Another continuing goal is to achieve external funding of $125,000 or more per faculty funding of $125,000 or more per faculty member in the department. (Last year the member in the department. (Last year the average was $58,000, down from $132,000 average was $58,000, down from $132,000 the year before.) the year before.)

2008-09 52

LearningLearning

Make substantive revisions to graduate Make substantive revisions to graduate programs to address issues raised in the external programs to address issues raised in the external review of the department.review of the department.

Align all programs with accountability Align all programs with accountability requirements for SPAs, NCATE, and NCA. requirements for SPAs, NCATE, and NCA.

Begin to develop ways to infuse elements of Begin to develop ways to infuse elements of department/college signature themes in teacher department/college signature themes in teacher education programs.education programs.

2008-09 53

EngagementEngagement

Continue to seek opportunities to engage with Continue to seek opportunities to engage with K-12 and other partners in ways that link to our K-12 and other partners in ways that link to our discovery and learning missions.discovery and learning missions.

Fully document all engagement activities. Fully document all engagement activities.

In concert with university efforts, develop In concert with university efforts, develop expectations/guidelines regarding the use of the expectations/guidelines regarding the use of the scholarship of engagement toward promotion scholarship of engagement toward promotion and tenure in the department.and tenure in the department.

542008-09

Welcome from the DeanWelcome from the Dean

552008-09

BreakBreak

Please be ready to resume in 10 minutesPlease be ready to resume in 10 minutes

562008-09

External Review of the Department:External Review of the Department:Recommendations of the “Tiger Team”Recommendations of the “Tiger Team”

572008-09

EDCI External Review ‘Tiger Team’ EDCI External Review ‘Tiger Team’ ProcessProcess

Brenda Capobianco, Luciana De Brenda Capobianco, Luciana De Oliveira, Nadine Dolby, Peg Ertmer, Oliveira, Nadine Dolby, Peg Ertmer,

Jim Lehman, Jim Lehman, Phil VanFossenPhil VanFossen

2008-09 58

First mtg.: May 12First mtg.: May 12

Suggestions/options for next steps in response to Suggestions/options for next steps in response to external review of EDCI Graduate Programs external review of EDCI Graduate Programs (especially PhD programs)(especially PhD programs)

Issues generated by review: Large number of Issues generated by review: Large number of programs, Research ‘intensity’, etc.programs, Research ‘intensity’, etc.

What would tiger team produce?What would tiger team produce? Task:Task: Benchmarking EDCI Ph.D.s at Big Ten Benchmarking EDCI Ph.D.s at Big Ten

institutions: Michigan State, Indiana, Iowa, institutions: Michigan State, Indiana, Iowa, Minnesota, Penn State, IllinoisMinnesota, Penn State, Illinois

• Requirements/foundational courses/research Requirements/foundational courses/research experience requirements/faculty/joint experience requirements/faculty/joint appointmentsappointments

2008-09 59

Second mtg.: May 19Second mtg.: May 19

Reports of benchmarking: focused on Reports of benchmarking: focused on similarities across C & I graduate similarities across C & I graduate programs and with EDCIprograms and with EDCI

• Big Ten institutions: Michigan State, Indiana, Big Ten institutions: Michigan State, Indiana, Iowa, Minnesota, Penn State, IllinoisIowa, Minnesota, Penn State, Illinois

2008-09 60

Third mtg.: June 2Third mtg.: June 2

Completed reports of benchmarking…Completed reports of benchmarking…

• Similarities:Similarities: many of our peers looked many of our peers looked remarkably like us already…remarkably like us already…

• Differences:Differences: Key differences began to Key differences began to emerge…emerge…

2008-09 61

Fourth mtg.: June 23Fourth mtg.: June 23

Results of the benchmarking/comparison with Results of the benchmarking/comparison with external review recommendationsexternal review recommendations

Discussed recommendations for EDCI…Discussed recommendations for EDCI…

2008-09 62

RESULTS:RESULTS:

One key difference:One key difference: most peers had a most peers had a relatively cohesive ‘core’ for all students in relatively cohesive ‘core’ for all students in C & I doctoral programsC & I doctoral programs

• Range:Range: MSU: very prescriptive MSU: very prescriptive ‘proseminar’ model ‘proseminar’ model IU: C & I ‘major’ IU: C & I ‘major’ modelmodel

2008-09 63

RESULTS:RESULTS:

This was a key theme in the external This was a key theme in the external review:review:

• ““The department should consider redesigning The department should consider redesigning its existing set of programs into one core set of its existing set of programs into one core set of courses with 1-2 specializations…”courses with 1-2 specializations…”

• ““Use the document to influence important Use the document to influence important conversations about the research skills and conversations about the research skills and mentoring for all graduate students in the mentoring for all graduate students in the College …. Present ways that C&I can lead College …. Present ways that C&I can lead and share the research preparation of graduate and share the research preparation of graduate students from across the College.”students from across the College.”

2008-09 64

RESULTS:RESULTS:

Recommendation:Recommendation: Institute a required “core” Institute a required “core” for all C&I doctoral students.for all C&I doctoral students.

Rationale:Rationale:

• address important topics in a common way for address important topics in a common way for students in the department (reducing the burden on students in the department (reducing the burden on faculty and programs to provide this information),faculty and programs to provide this information),

• create common experiences for students from create common experiences for students from various C&I programs that will allow them to get various C&I programs that will allow them to get to know one another and build to know one another and build esprit de corpsesprit de corps……

• help to strengthen the research climate in the help to strengthen the research climate in the department for both students and faculty. department for both students and faculty.

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RESULTS:RESULTS:

Second key difference:Second key difference: most peers had much most peers had much fewer degree options/divisions (especially at fewer degree options/divisions (especially at Master’s level)Master’s level)

• UIUC: 3; MSU: 4; PSU: 4UIUC: 3; MSU: 4; PSU: 4

““The department should consider redesigning The department should consider redesigning its existing set of programs into…1-2 its existing set of programs into…1-2 specializations…that allow faculty to work on specializations…that allow faculty to work on complex educational issues that may leverage complex educational issues that may leverage future grant funding.”future grant funding.”

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RESULTS:RESULTS:

Recommendation:Recommendation: Restructure graduate Restructure graduate programs in the department into a small programs in the department into a small number of divisions.number of divisions.

Rationale: Rationale:

• Creating a smaller number of divisions will Creating a smaller number of divisions will improve operational efficiencies (e.g., improve operational efficiencies (e.g., reduce the number of representatives reduce the number of representatives needed to serve on committees) needed to serve on committees)

• create more opportunities for cross-create more opportunities for cross-disciplinary collaboration.disciplinary collaboration.

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EDCI External Review EDCI External Review ‘Tiger Team’ ‘Tiger Team’

Specific RecommendationsSpecific Recommendations

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Discussion 1Discussion 1

Please get into groups according to the Please get into groups according to the number on your name tag.number on your name tag.

Refer to the recommendations on the Refer to the recommendations on the sheets that are being circulated.sheets that are being circulated.

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Discussion Question 1aDiscussion Question 1a

Please discuss the following question:Please discuss the following question:

How could having a common core of How could having a common core of Ph.D. courses facilitate our graduate Ph.D. courses facilitate our graduate programs (i.e. what are the pros and cons programs (i.e. what are the pros and cons of this idea)?of this idea)?

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Discussion Question 1bDiscussion Question 1b

Please discuss the following question: Please discuss the following question:

What modifications or adjustments might What modifications or adjustments might you suggest so that the proposed core you suggest so that the proposed core could better serve our students and the could better serve our students and the department?department?

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Discussion 2Discussion 2

Please reorganize into groups according Please reorganize into groups according to the symbol on your name tag.to the symbol on your name tag.

Refer to the recommendations on the Refer to the recommendations on the sheets that are being circulated.sheets that are being circulated.

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Discussion Question 2aDiscussion Question 2a

Please discuss the following question: Please discuss the following question:

How could having a small number of How could having a small number of divisions benefit our graduate programs divisions benefit our graduate programs (i.e. what are the pros and cons of this (i.e. what are the pros and cons of this idea)?idea)?

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Discussion Question 2bDiscussion Question 2b

Please discuss the following question: Please discuss the following question:

What are the pros and cons of the two What are the pros and cons of the two suggested configurations? What other suggested configurations? What other configurations might you suggest?configurations might you suggest?

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Next StepsNext Steps

The tiger team will take the feedback The tiger team will take the feedback from today’s retreat and use it to develop from today’s retreat and use it to develop final recommendations to bring forward to final recommendations to bring forward to the first C&I faculty meeting on Friday, the first C&I faculty meeting on Friday, September 19.September 19.

Thank you for your input!Thank you for your input!

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Working Lunch:Working Lunch: Graduate Program Meetings Graduate Program Meetings

Please work on spring schedules and planning for the Please work on spring schedules and planning for the upcoming year. You may leave whenever you’ve upcoming year. You may leave whenever you’ve

completed your work. We MUST be out by 1:30 p.m.completed your work. We MUST be out by 1:30 p.m.

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When your work is finished, we areWhen your work is finished, we are

AdjournedAdjourned

Thank you for helping Thank you for helping to put the room back in order!to put the room back in order!