Department of Curriculum and Instruction

Report to the Dean, compiled by Peter Taylor

7 July 2006


Preamble

This report complements the report prepared by Assoc. Dean Jonathan Chu, which focuses primarily on the General Teacher Education Program ( Appendix 3). The major part of the report is based on program reports from Instructional Design
, Critical & Creative Thinking, Special Education, and the TVI track in Special Education submitted to Peter Taylor since he became chair on 6/1/06. As preamble are included a brief overview of strengths and challenges and a preliminary analysis of student & faculty numbers. A systematic analysis of strengths and challenges was not possible in the time available. (Some items are included, but in an Appendix to denote that not everyone has been consulted in producing this assessment. The Special Ed SWOT, Feb 06 is also included in Appendix 2.) Accomplishments by individual faculty members have not been collated yet and are not included.
An important accomplishment of the Department in 2005-06 was to revise its Constitution so it acknowledged and facilitated the Department’s actual four-program structure. From the revised introduction to the Constitution:
  • The programs have distinct missions evident in the programs of study they offer to students. The Department provides a structure within which the diverse departmental faculty can coordinate their teaching, service, and research, make time and space to support the development of, and be stimulated by, diverse approaches and perspectives, and develop a shared vision of serving the diverse educators and mid-career professionals, students and communities with which the faculty works. The Department also provides a structure that facilitates governance, administration, communication, and personnel decisions within the College and University.

The position of program coordinator is recognized in the constitutional revisions and, for the first time in many years, the General Teacher Education will have a coordinator who is not also the Chair. This arrangement makes space for the individual programs to establish and maintain the organization and procedures so they fulfill their mandates to serve students well (n1). It should make it easier for the program coordinators and Chair to identify inequities in resources (see Table on next page) and workloads and move towards equity in the resources available to undertake our work (n2). In order to succeed it will help if the College is able to review, in light of how things have actually worked out, a range of decisions made by previous college administrations without consulting (enough) with the faculty who would be affected. In particular, will the College perpetuate the practice of using the high demand for teachers to justify shifting resources towards the General Teacher Education program even if that detracts from the capacity of the other programs to serve their matriculated students? (n3)



Gen Teacher Ed
Special Ed (minus TVI)
Instr Des
CCT
Masters students (Fall 05, OIRP)
359
78
45
30
Masters students (Apr 06, Program estimates)
360
85
53
42
Certificate students (Apr 06, Program figures)



4
Masters graduates (Jul 05-June06)



10
Certificate completions (Jul 05-Jun 06)



5
Estimated no. of Masters students (Fall 06)
360
85
53
40
Estimated number of certificate students (Fall 06)



5
Resources for 06-07




Faculty dedicated to program
13
3
1
2
less assignments outside program & grants
2
0.75

0.167
Net dedicated Faculty
11
2.25
1
1.833
FTEs for >= 50% faculty
0.5
1
1
1.167
Part-timer sections(n4)
18
6
6(n5)
4(n4)
Staff contributions
4.5
0.5
0
0
Course release for coordinator/ year
? 2 as TNY
2 as assoc. chair in 05-06
2
2 (3?)
Ratios of Students to Resources




Matric. Students/ dedicated faculty
33
38
53(n6)
25
.....for 06-07
33
68(n7)
53
34
Matric. Students/ (dedicated faculty + others*) (n3)
24
24
27
16
.....for 06-07 (n8)
24
34(n6)
27
20
  • others = .5 * [other faculty +part-timer sections/6 + staff]


Notes
n1. Checklist of essential or important program functions:
1. Course scheduling (State & CCDE).
2. Enrollment projections (& planning so level of offerings match)
3. Enrollment-boosting arrangements
4. General student advising
5. Use of Peoplesoft (for student info & registration)
6. Financial matters
7. Office admin & record keeping to prepare for program reviews
8. Capstone completion & archiving for reviews
9. Website creation & maintenance
10. Liaison with Graduate Studies (incl. GPD meetings)
11. Email News/communication with students
12. GAships, Awards, International Tuition waiver
13. Promote courses to boost enrollment (incl. communicate with C&I student advisors)
14. Recruitment Outreach and Advising
15. Admissions & liaison with Grad. Admissions
16. Open Houses, Special events & Community-building initiatives
17. Program Development subject to AQUAD or other strategic plans (incl. faculty involvement in revising plans)
18. Program reviews
19. Transmission of information from one coordinator to next re: admin.history & procedures.

n2. The incoming chair sees “our work" as:
1) supporting students' intellectual & professional development;
2) supporting each other as colleagues in doing #1;
3) the research, writing, teaching, and organizational development activities that excite us (that led us to be academics);
4) the operating, planning, and ongoing development of the graduate & undergraduate programs we're affiliated with;
5) dealing with the administrative & other mandates (e.g., licensure, NCATE, AQUAD review) in ways that don't detract from #1-4.

n3. It should be noted that there is an even more acute need for Special Education teachers.

n4. Guesstimates; doesn't include winter & summer. These figures differ in some places from those provided in the individual program reports.

n5. CCDE part-time faculty counted for fall & spring.

n6. Clearly, ID underserved by full-time faculty.

n7. Clearly, a squeeze for SpEd in 06-07 with MaryAnn Byrnes on sabbatical and Glenn Mitchell assigned 75% to NCATE through 07-08.

n8. Faculty not dedicated to the program and part-timers are weighted 50% in the formulas on this line and the next because they are not available for many tasks & planning.