STANDARD 6 UNIT GOVERNANCE AND RESOURCES
STANDARD 6 UNIT GOVERNANCE AND RESOURCES
The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.
6a. Unit Leadership and Authority
6a.1. Management and Coordination of Programs
The unit manages and coordinates programs for the preparation of educators and other school personnel through the Office of the Dean of the College of Education and Human Development. The College includes six academic departments: Counseling; Educational Foundations and Research; Educational Leadership; Physical Education and Exercise Science; Social Work; and Teaching and Learning. Each of the departments is chaired by a tenured faculty member who serves on the Council of Chairs, an advisory committee to the Dean of the college.
Within the College, the Office of the Associate Dean for Teacher Education has the primary responsibility for managing overall unit operations (including admissions, advising and field placement at the undergraduate level) and coordinating the review of programs that prepare teachers and other school personnel. Each department within the unit is individually responsible for the planning, delivery and operation of its individual programs; however, with the exception of Social Work, each collaborates with the Office of the Associate Dean to ensure that unit-wide policies as well as state (Educational Standards and Practices Board) and NCATE standards are met. The programs within the College of Arts & Sciences and the College of Business & Public Administration that lead to licensure in middle and secondary content areas interact formally through the College’s Teacher Education Committee and the Department of Teaching & Learning’s Extended Faculty Group and informally with the Office of the Associate Dean for Teacher Education to ensure the preparation of highly qualified teacher candidates.
Formalizing approved changes in program is accomplished through the university’s curriculum change process (E-Exhibit 6a.1.1). For initial and advanced programs, all proposed changes are reviewed by the Associate Dean for Teacher Education and where such changes would significantly alter candidates’ programs of study (GPA requirements, field experience changes, etc.) the approval of the Teacher Education Committee must be gained before the curriculum change moves to the University Curriculum Committee level.
Also affiliated with the College is the Bureau for Educational Services and Applied Research (BESAR) (E-exhibit 6a.1.2), which provides technical assistance in the form of collection and interpretation of educational data for program evaluations and needs analyses, and the University Children's Center (UCC) (E-exhibits 6a.1.3) which supports the work of preparing professional educators.
The EHD Organizational Chart (E-exhibit 6a.1.4) graphically demonstrates the structure of the college while the Teacher Education Unit Chart (E-exhibit 6a.1.5) depicts the relationship that departments within the college and across the university campus have to the Teacher Education Unit.
6a.2. Professional Community Participation
The teacher education unit at the University of North Dakota invites members of the professional community to participate in the design, implementation and evaluation of programs in multiple ways.
As noted in the College of Education and Human Development’s by-laws, “The Teacher Education Committee serves as the representative body for programs which lead to educator licensure, endorsement, or credentials at UND. It approves policies which pertain to all teacher education programs, oversees preparation for unit accreditation and/or program approval, and fosters collaboration with faculty on teacher education program issues which cross colleges or departments” (E-exhibit 6a.2.1, pg. 6). The Committee meets once in the fall semester, once in the spring and at other times as needed. Representatives within and across the colleges in the unit as well as a representative from our partners schools serve 3 year terms. A detailed representative list is provided in Table 6a.2.1.
The agendas and minutes of the Teacher Education Committee dating from fall 2005 can be found in E-exhibit 6a.2.2.
To further enhance the involvement of the professional community, the Associate Dean for Teacher Education began scheduling half to full day visits to partner schools in the fall of 2006. The purpose of the day is to visit with teachers in their classrooms and to solicit feedback related to UND Teacher Education. Visits are set up with the school principals in advance and individual teachers sign up for visitation times. During the 2006-2007 school year, the following schools were visited:
The report related to the Lake Agassiz visit is available E-exhibit 6a.2.3. This was shared with the faculty in the Department of Teaching & Learning during a regular faculty meeting. In the future, the Associate Dean will prepare a brief report for each visit and share these annually with the faculty.
In addition to the site visits by the Associate Dean, the Director of Student Teaching and Field Experience made visits to Quest (Quality Experiences for Student Teachers) sites during 2007. For an explanation of this program please view the Quest video (E-exhibit 6a.2.4). The purpose of the visits was twofold. First, Dr. Holdman wanted to renew and extend our partnerships to the schools in our partner districts. Second, Dr. Holdman sought feedback related to the preparation of our teacher candidates. Reports from the visits are available in E-exhibit 6a.2.5. In general, school districts are pleased with our teacher candidates and wish to continue the partnership.
Focus group meetings further ensure professional community involvement. During the 2006-2007 school year, the Associate Dean for Teacher Education implemented the first round of focus groups. Stakeholders met for approximately two hours and responded to a series of questions in a roundtable discussion format. Each meeting was taped and transcribed. Participants members of the following stakeholder groups: full-time faculty, adjunct faculty, graduate candidates, undergraduate candidates, student teaching supervisors; cooperating teachers; P-12 administrators; and office staff. Once the first round of meetings is completed, the Associate Dean will prepare a report which will be distributed to all participants. In addition, the Teacher Education Committee will review the findings and make recommendations for change as needed. To date the full time faculty, adjunct faculty, undergraduate candidates and graduate candidates have completed focus group meetings. The line of questions and a sample of a transcript from the meetings can be accessed in E-exhibits 6a.2.6 and 6a.2.7.
Initial programs within the Department of Teaching and Learning provide two more opportunities for members of the professional community to participate in program design, implementation and evaluation. First, the middle and secondary program areas hold Extended Faculty meetings two times each semester to discuss issues and offer feedback related to coursework, field experiences, and new processes and procedures. Members of the Extended Faculty include those who teach methods courses in the College of Arts and Sciences, the College of Business and Public Administration, the Department of Physical Education, Exercise Science and Wellness as well as a representative from the secondary schools. The programs represented by the Extended Faculty are listed in Table 6a.2.2
Additional members include faculty in the Department of Teaching and Learning who teach courses in the middle and secondary program sequence as well as the Director of Field Placement and Student Teaching and the Associate Dean for Teacher Education. The agendas and minutes of Extended Faculty meetings held from the fall, 2005 – fall, 2007 are available in E-exhibit 6a.2.8.
Another opportunity to collaborate with members of the professional community occurs during Teacher Talk which is held twice each semester. Cooperating teachers in local school districts and early childhood sites and university faculty meet to provide feedback and offer revisions for processes and procedures related to student teaching and field experiences as well as larger programmatic issues. Agendas and the results of evaluations can be found in E-exhibit 6a.2.9.
The Department of Educational Leadership takes the following steps to ensure that the program partners to meet P-12 school needs:
In addition, the Teacher Education Program and the Department of Educational Leadership are cooperating members of the Red River Valley Educational Cooperative, a collection of school district and other partners whose goal is to combine resources to meet the needs of students, staff and communities in the Red River Valley (http://rrvec.ndjpa.com/frameset/frameset.taf?item_uid=774)
Finally, the Associate Dean for Teacher Education serves on the Grand Forks School District Staff Development Committee. The Committee meets several times during the academic year to plan professional development opportunities for area teachers. The Associate Dean’s attendance at the meetings provides an opportunity to exchange ideas and suggestions dedicated to the further development of teachers in the field, including student teachers. Over the last year, she worked with this committee to develop Collaborations in Practice, an action research seminar that is offered to teachers who work with our candidates during their mid-program field experiences (E-exhibit 6a.2.10).
6a.3. Candidate Access to Student Services such as advising and counseling
At the university level, Student Academic Services (E-exhibit 6a.3.1) provides advising for all students who have not yet decided upon a major. In addition, counseling services are provided to all students enrolled in the university through the University Counseling Center (E-exhibits 6a.3.2).
Undergraduates who declare an interest in teacher education meet initially with one of two advisors in the Office of Admissions, Advising and Field Placement in Room 105 in the Education Building. During the first visit, an advisor describes the variety of programs available and their general requirements. The undergraduate is also given the Prospective Student Handbook (Hard Copy Exhibit 6a.3.1). These pre-candidates continue to meet with advisors in Room 105 until they formally apply and are admitted into teacher education. Prior to the fall 2207, candidates were provided with a series of individual handbooks related to program admission, field experiences and student teaching. During the 2006-2007 academic year these documents were revised and combined to form a single handbook. A candidate now purchases the Teacher Education Program Handbook (Hard Copy Exhibit 6a.3.2) during the Introduction to Education course. Upon admission, candidates are assigned to a faculty advisor. Secondary education candidates have two advisors, one in teacher education and one in their elected content area.
Each teacher education faculty member is provided a Teacher Education Faculty Undergraduate Advising Handbook (Hard Copy Exhibit 6a.3.3) and both candidates and faculty have access to program status sheets, available in hard copy and on-line, that detail specific program requirements. While candidates are encouraged to meet with their advisor often, they are required to meet with them at least once per semester. A “hold” prevents candidates from registering until faculty advisors sign a card indicating the meeting has taken place. Candidates then bring the card to the Office of Admissions, Advising and Field Placement and the “hold” is removed. As candidates near the completion of their student teaching semester, they again come to the Office of Admissions, Advising and Field Placement and meet with the certification officer who guides them through the licensure application process.
Candidates interested in our graduate programs in the Department of Teaching and Learning meet initially with the graduate coordinator of their program of interest (Early Childhood Education, Elementary Education, General Studies, Reading Education and Special Education). Each member of the graduate faculty in the Department of Teaching and Learning is provided with a Graduate Advising Manual (E-exhibit 6a.3.3) to ensure that accurate and up to date information is available. Candidates interested in The Department of Educational Leadership may meet with the Department Chair or with faculty in a variety of settings such as professional meetings and school improvement projects. The MA in Counseling program usually has an informational meeting once per month. Interested students are encouraged to attend this meeting before setting up any individual meetings. Questions related to programs and admissions are answered there. The Master of Arts Program in Counseling Handbook is available on-line (E-exhibit 6a.3.4). For all programs, a faculty member is assigned to guide the candidate after the formal admission process has been successfully completed.
6a.4. Recruiting and Admissions Policies
The unit’s admissions policies are clearly and consistently described in publications and catalogs. The university catalog outlines admission requirements for undergraduates on pp. 54-55 (Hard Copy Exhibit 6a.4.1). In addition, admissions’ information for undergraduates may be found in the Prospective Student Handbook (Hard Copy Exhibit 6a.3.1), The Teacher Education Program Handbook (Hard Copy Exhibit 6a.3.2) and on the application form available in room 105 the Education Building and on the web (E-exhibits 6a.4.1).
Admissions policies for graduate candidates are outlined in the Graduate School section of the academic catalog on pages 196-197 (Hard Copy Exhibit 6a.4.1). In addition, The Department of Educational Leadership, the Department of Counseling Psychology and Community Services, and the Department of Teaching and Learning, The Department of Physical Education, Exercise Science, and Wellness and The Department of Communication Sciences and Disorders provide admission information and a link to the application form on each of their web sites.
For recruiting purposes, information about programs is available on the Department web sites listed below:
Hard copy fact sheets (Hard Copy Exhibit 6a.4.1) are provided by enrollment services and program brochures (Hard Copy Exhibit 6a.4.2) are available throughout the Education building and distributed during recruiting drives on campus and at conferences. Also, the college recently completed a recruiting commercial (Hard Copy Exhibits 6a.4.3).
6a.5. Accurate and Current Publications and Policies
The university catalog is revised on a two year cycle. Requests for revisions and updates take place during the second year of the cycle. Any revisions in programs and polices not mandated by Federal or State bodies, must be approved by the University Curriculum Committee (E-Exhibit 6a.5.1) before publication in the catalog. A draft of revisions is provided prior to final publication. All other materials, such as fact sheets, handbooks, and brochures are updated annually to reflect the most current changes in program requirements. Finally program area web sites are updated as requirements change.
6b. Unit Budget
6b.1. Unit Budget
Financial resources are allocated to professional teacher education programs in the unit in the same manner as other programs at the university. The total annual budget allocated to the College of Education and Human Development for each of the last three years is presented in Table 6b.1.1.
There is no line item in the budget for technology per se; however, the College receives approximately $51,000 annually for equipment and this is routinely used for technology related purchases.
The unit receives sufficient allocations that are at least proportional to if not greater than other similar units within the state system as demonstrated in Table 6b.1.2.
The unit receives allocations that are similar to most colleges in the university with the exceptions of Arts & Sciences, a larger college overall and Medicine a more expensive professional program (see Table 6b.1.3).
In addition, the unit supplements its budget through the grant seeking efforts of faculty. Internal awards to faculty in the teacher education unit from fall, 2003 to fall, 2007 total $97,127.13 (E-exhibit 6b.1.1) External awards that have benefited the unit from June of 2003 to June of 2007 total $7,239,516.00 (E-exhibit 6b.1.2).
6b.2. Financial Support for Professional Development
Faculty support for professional development is available through the Office of Instructional Development and includes funding for travel, materials, minor equipment, curricular projects, and mini-projects (E-exhibit 6b.2.1). A second source of financial support is available through the Office of Research and Program Development and includes limited funding for research and creative endeavors and travel funds (E-Exhibit 6b.2.2). A third source is the office of the Dean of Education and Human Development. The Dean’s office has some discretionary dollars to support faculty development.
A fourth source of financial support for professional development is offered at the departmental level as follows:
Finally, the College of Education and Human Development has two endowments that support faculty development. The Fischer Endowment, worth about $400,000, provides a salary supplement and expenses to an endowed chair. It was established in 1990 by Bernadine F. Greenwood in honor of her mother and is used for the advancement of knowledge and scholarship in various fields of education (E-exhibit 6b.2.3). The Danley Endowment, established in 2006 and currently at about $600,000 provides a large salary supplement thus freeing college dollars for use elsewhere including the support of faculty (E-exhibits 6b.2.4).
6b.3. Budget Changes
The NCATE BOE report of 2001 cited, as an area for improvement (AFI), limited budgetary resources. While our NCATE Annual Reports outline our progress in this area, more recent highlights related to additional resources are listed below:
We continue to be concerned about the adequacy of resources; however, we have been able to improve our financial outlook through multiple endeavors to ensure the continued high quality our teacher education programs and our faculty. As well, the university and the college will enter into a capital campaign in 2009 and a good portion of that fundraising will be geared toward faculty development through the establishment of professorships and endowed chairs.
6c.1. Institution’s Workload Policies
Faculty workload policies for the institution are described in the faculty handbook as follows:
1. The workload assignment of individual faculty with regard to teaching, research/scholarly activities, and service shall be determined by department chairs/college deans according to UND college custom.
2. The assignment shall be adjusted to the individual based on the customary work period for the discipline, the individual's preferences as to teaching, research/activity, or service, and the needs and mission of the department, college, and institution. (excerpted from http://www.und.edu/dept/registrar/senate/FacultyHandbook/Section3.htm#5)
6c.2-4. Faculty Workloads
Workloads of faculty in the unit are determined by individual departments and are reported in
Until recently faculty work loads had been higher in the Department of Teaching and Learning. By reducing teaching loads (to 3/2) and advising loads and limiting classes sizes to generally not more than 30, faculty can better fulfill their responsibilities in the areas of scholarship and service. Also, part-time faculty have been used very effectively to enhance the quality of the unit and its programs. All part time faculty must have a master's degree to teach undergraduate courses or demonstrated expertise to teach graduate courses in the Department of Teaching and Learning.
The Department of Counseling Psychology and Community Services maintains workload policies for faculty in the school counseling program that are consistent with the rest of the department. In the past, school counseling interns were supervised on site by a school counselor and were also part of a supervision seminar on campus that was facilitated by a doctoral student. The doctoral student was supervised by a faculty member on a rotating basis as overload. Currently, interns still receive on site supervision, but a faculty member supervises them on campus as part of her regular teaching load. When part time faculty are hired for the school counseling track, master school counselors in the community are used. In addition to providing an important service to the program, they also strengthen ties to the schools and keep courses grounded in practice.
In the Department of Education Foundations and Research, faculty dedicate 40-60% of their time to teaching. This is decided individually in consultation with the chair. Advisement and curriculum development is counted as teaching. This allows 40-60% of faculty time to be dedicated to research and service. The larger proportion of the remaining percent is expected to be spent on research. Part time faculty hired to teach courses in EFR meet with professors to review the syllabi and goals for the course to maintain quality and consistency.
The Department of Physical Education, Exercise Science and Wellness has one primary faculty member in their teacher preparation program. However, they are working to hire a second faculty which would make for a more reasonable load, including service, teaching, and scholarship. They have excellent adjunct instructors working with the program and they work together meeting regularly and assessing candidate work (e.g., sharing evaluation of student field experience, collaborating on evaluation letters for student teachers, etc.).
6c.5. Personnel Providing Support for the Unit
The unit has a total of 19 full-time and 1 part-time staff members who provide support for the
unit as detailed in Table 6c.5.1
In addition, work study students are routinely employed to provide additional assistance to the unit.
6d. Unit Facilities
6d.1 Adequacy of Unit Facilities
The unit facilities are sufficient to support candidates in meeting professional, state, and institutional standards. The majority of the programs in the unit are housed the Education Building on the main campus. However, School Counseling and Communications Sciences and Disorders are located in Montgomery Hall and the Physical Education Program is housed in the Hyslop Sports Center. The Education Building has 15 classrooms, 45 faculty offices, 14 staff offices and 10 offices for GTA/GRAs. Also, two computer labs, one Mac and one PC are located on the third floor.
Several upgrades have been made since the last visit including:
For further details of changes in the Education Building related to technology see E-exhibit 6d.1.1.
The unit offers advanced programs in the Department of Teaching and Learning off-site using a cohort model. From January 2001 - August 2003 and January 2004 - August 2006 cohorts of M.S. candidates completed their coursework for the degree at the Bismarck Public Schools’ Hughes Education Center. This site included multiple large classrooms that had wireless internet connections, desktop computers and LCD projectors. Currently, a third cohort of candidates is taking coursework in Bismarck, North Dakota at Simle Middle School. It has the same resources and technology as the Hughes Education Center. One cohort of candidates in the Early Childhood Education advanced program was begun in 2004. Classes were held at Ft. Berthold Community College. a computer lab with someone with technical expertise was available.
The Department of Educational Leadership offers two programs, the Ed.D and M.Ed,
off-site. Instructional facilities for the Ed. D. are located at the Skills and Technology center in Fargo, ND. The building is wireless and has computer labs. An M.Ed. program, intended to provide access to administrator credentialing for teachers in western North Dakota, is offered long-distance via IVN (Interactive Video Network), to five locations with a technology support person present during class. IVN is accessed in Gamble Hall on the university campus. In addition, Saturday classes are offered face-to-face in public schools in western locations.
School Counseling’s first distance program was initiated in summer of 2005 and has a cohort of nine candidates slated to finish in 2008. Meeting sites rotate from the UND campus to sites at Bismarck State College in Bismarck, and Minot State University in Minot, ND. As well, courses were offered on-line. The facilities at the distant sites included classrooms of sufficient size for the students, A/V equipment including LCD projectors and DVD viewing capability, and internet access.
6e. Unit Resources Including Technology
6e.1. Information Technology Resources
The unit has adequate information technology resources to support faculty and candidates. As noted on the Department of Teaching and Learning’s technology page:
All faculty and support staff are provided with hardware and software to support their work. Free Internet access and email are available to all faculty and staff, in addition to ongoing technology training and in-service programs. Grants are available through revenue generated from student technology fees to provide upgraded equipment and labs on an annual basis. Our technology labs are equipped with computers, cameras, software, and LCD projectors to support our research and instruction. The labs are open for extended periods of time to provide ample opportunity for candidates and faculty alike to maximize their use. In addition, Joneen Iverson, the technology coordinator, is available to provide technical support during the typical school day as well as extended hours when needed. (excerpted from http://www.und.edu/dept/tl/technology.htm)
A detailed list of equipment and software available in the labs is accessible from the college’s webpage (E-exhibit 6e.1.1) The technology coordinator keeps an inventory of video cameras, digital cameras, digital projectors and laptops that are available for candidate and faculty checkout. Also, the college has three Macintosh carts each containing between 11 and 20 laptops. These carts are available for faculty use on a first come, first served basis.
Finally, in spring 2005, the teacher education unit began requiring students to purchase LiveText. This online data management system provides candidates with storage area for their work related to programs and makes available multiple resources through an extensive data base including access to United Streaming. LiveText is used by the unit to store data and develop reports for the on-going assessment of the undergraduate programs.
The technology coordinator maintains a log of lab use and equipment (E-exhibit 6e.1.2). Also, all faculty involved in initial programs must at some point access LiveText to review and score student work.
6e.2. Assessment System Resources
Initial Programs. The following technology resources are available for the assessment of initial programs in the unit:
Advanced Programs. Data for the assessment of advanced programs in the Department of Teaching is located in the department. An extensive EXCEL database, similar to that of the initial programs, is maintained by an administrative secretary.
Programs for Other Professionals: Data for programs is managed by the particular departments in which the programs are located.
Data related to unit operations is also kept in the Office of Associate Dean's office and include electronic reports related to the undergraduate admissions process and of the Department of Teaching and Learning’s assessment retreats, and annual reports of graduate and administrator surveys. Finally, data related to undergraduate student advising, student teaching critical tasks, and dispositions is maintained by personnel in the Associate Dean’s office.
6e.3. Library, Curricular and Electronic Resources
As noted on the library webpage:
The Chester Fritz Library is the main library in the UND system and is designated a U.S. Patent and Trademark depository and a regional depository of U.S. Government publications…. The Library holds more than 2 million volumes and provides access to over 30,000 electronic journals and scholarly resources. The Library offers computer, printing and scanning workstations, modern study areas and research consulting services. It is a member of ODIN, the On-Line Dakota Information Network, which provides information about holdings at other libraries and supports access to the latest in scholarly research through interlibrary loan.... It owns approximately 1.4 million volumes and provides access to approximately 28,000 electronic journal subscriptions. http://www.und.edu/library/
All candidates enrolled in programs can access article indexes and databases from the Chester Fritz Library homepage (E-exhibit 6e.3.1). Academic Search Premier and Eric resources are both available from this site.
The Chester Fritz library also houses an extensive children’s collection which supports the curriculum in the education programs. The collection is designed to mimic those that might be found in a school or town library. All candidates holding a valid library card may check out books from this collection.
In addition, several small storage rooms in the Education Building, Room 7 house supplies used in methods courses. Of special interest is the “Secret Garden” which houses a large collection of children’s books. Videos for faculty use in their classes are located in Room 3 and all faculty have free LiveText accounts that include United Streaming resources.
Finally, the College of Education and Human Development hosts the Grand Forks Area Teacher Center part of the North Dakota Teacher Center Network (E-exhibit 6e.3.1). The Center maintains a professional resource library and provides check out services to members and teacher candidates.
Hard Copy Exhibits in Support of Standard 6
6a.3.1HC: Prospective Student Handbook
6a.3.2HC: Teacher Education Program Handbook
6a.3.3HC: Teacher Education Faculty Undergraduate Advising Handbook
6a.4.1HC: University Catalog
6a.4.2HC: Program Area Fact Sheets
6a.4.3HC: Program Area Brochures
6a.4.4HC: Film Advertisement for College