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EXTERNAL PROGRAM REVIEW

Questions for Academic Program Self-Study

I. Mission and Vision

1. Briefly describe the unit's mission, vision, goals and objectives. How does it align with the university Strategic Plan? What have been the most important changes in your unit’s strategic plan since the last External Program Review?

Vision of the State Board/Board of RegentsOur vision is to improve the education system to a level of effectiveness that allows all learners to develop their full potential as individuals and contributors to society.

University of Idaho VisionWe will be a leader among land-grant and flagship institutions in the 21st century by promoting an entrepreneurial spirit; embracing the contributions of multiple cultures, identities, and perspectives; and bringing together the talents and enthusiasm of faculty, staff and students. We will be widely recognized as a creative university that is both environmentally and fiscally sustainable and is an engaged partner in addressing the changing needs of our stakeholders in Idaho, the nation and the world.

University of Idaho MissionThe University of Idaho (UI) will formulate its academic plan and generate programs with primary emphasis on agriculture, natural resources, metallurgy, engineering, architecture, law, foreign languages, teacher preparation and international programs related to the foregoing. The University of Idaho will give continuing emphasis in the areas of business, education liberal arts and physical, life, and social sciences, which also provide the core curriculum or general education portion of the curriculum.

College of Education VisionThe College of Education envisions being a leading, diverse, nationally recognized educational community. Our caring faculty members and innovative curriculum are:

Preparing professionals through integrated programs grounded in research Generating and evaluating knowledge through disciplinary and interdisciplinary

scholarship Informing professional practice and community life through the exchange and

utilization of knowledgeTogether, our college community is achieving this vision through a culture of openness, innovation, and collaboration.

College of Education MissionThe College of Education enriches lives by advancing excellence in research and practice in education, leadership, and applied human arts and sciences (adopted January 27, 2005).

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Conceptual FrameworkUniversity of Idaho educators CARE. Together we develop as scholar practitioners who value, professionally apply, and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship and Practice; and, Engagement in Community Building and Partnerships.

Curriculum and Instruction Department MissionThe Faculty of the Department of Curriculum & Instruction (C&I) are mandated to focus on and deliver high-quality programs resulting in a well-qualified workforce for K-12 education.

Initial Teacher PreparationElementary, special education, and secondary programs emphasize a close relationship between the UI, the State of Idaho, and the program. Teacher candidates for certification must be admitted to the teacher education program and must complete:

a. Content requirements,b. Teacher education coursework required for certification,c. Internships (student teaching), andd. Successful performance on specified exams required by the state of

Idaho.

Advanced StudiesAdvanced studies degrees strengthen current educators’ understandings and practice in curriculum, instruction and assessment through instruction and research.

Conceptual FrameworkThe conceptual framework is part of our shared vision for preparing educators to effectively work in K-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and accountability.

Our conceptual framework is knowledge-based, well-articulated, shared widely, coherent, and consistent with the college’s and university’s mission and vision. It is continuously evaluated, using both direct and indirect assessments and evaluations, and it is constantly in process. It represents our values and beliefs, and informs the process by which we develop and work toward well-articulated goals.

With deliberation, we have chosen the acronym CARE to remind us all of the core values and beliefs that drive the thoughts and feelings of individuals and the college as a whole. Why CARE? Because as Kroth & Keeler (2009) write:

[Caring] is helping another person to grow. People tend [Mayeroff (1971)] to order their values and activities around caring. Caring is not parasitic, dominating, or possessive, but a wanting for the other to grow. The person who cares also grows in that process and feels the other person as needing him or

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her. Devotion, or a commitment to the other person, is essential and possible because of the worth perceived in the other. With devotion comes obligation. Through caring … people find meaning in their lives. (p. 508)

Alignment with University of Idaho Vision and Professional and State Standards

Our conceptual framework is aligned with the University of Idaho Strategic Action Plan, the Idaho State Department of Education’s Ten Core Standards for Teacher Preparation Programs (2007) (See Appendix I), Advanced Studies Goals, and with the Four Domains of Charlotte Danielson’s, Professional Practice: A Framework for Teaching (2007) (See Appendix II).

The Idaho State Standards were developed by an eclectic group representing teachers, parents, administrators, business people, and state certification personnel, and are based on NCATE Standards. In addition, the Danielson domains were selected by the State Superintendent for Public Instruction as a model for evaluating inservice teachers. As a result, the conceptual framework uses the Danielson domains (Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities) for the evaluation of candidate proficiencies and expectations of candidate performance, the Advanced Studies Goals were developed they Curriculum and Instruction Department faculty, and these, in turn, flow from the conceptual framework’s purpose and goals. See Table 1 for alignment with our conceptual framework, University of Idaho (UI) Outcomes, Idaho Teacher Education Core Standards, and Danielson Domains.

Table 1. Alignment of Source Standards with the Conceptual Framework

Conceptual FrameworkGoals

UI Strategic Plan

UI Student Outcomes

Idaho Core Standards for Teacher Preparation

Danielson Domains for Professional Practice

Advanced Studies Goals

Cultural Proficiency

Goal 4 – Community and Culture

Practice citizenship

Idaho Core Standards 1 through 10

Domains 1 through 4

Diversity

Assessment Teaching & Learning

Goal 1 – Teaching and Learning

Learn and integrateThink and createCommunicate


Domains 1 through 4

Curriculum, Instruction, Assessment and Evaluation

Reflective Scholarship and Practice

Goal 2 – Scholarly and Creative Activity

Clarify purpose and perspective

Idaho Core Standards 8 & 9

Domains 1, 3 and 4

Research, Subject Knowledge

Engagement in Community Building & Partnerships

Goal 3 – Outreach and Engagement

Practice citizenship

Idaho Core Standard 10

Domains 1 and 4

Philosophy and Educational Organizations

Significant Changes in Unit’s Strategic PlanThe Curriculum & Instruction Department has undergone significant changes in 1) organization, 2) curriculum, 3) admission requirements, 4) modes of delivery, and 5) resources.

1) Organizational Changes

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In the last three years, the Curriculum & Instruction department has grown from elementary, secondary, and advanced studies programs in K-12 schools to include the:

Education Core courses (EDCI 201, 301, 302, 401, and EDSP 300),Special Education Program, andCareer and Technical Education Program.

The department has added Program Coordinators who meet regularly with the chair of the department and who are responsible for the strategic planning and function of their respective programs, or areas (in the case of the Education Core courses). Where a program coordinator cannot be appointed (lack of resources or lack of program support) the department chair assumes the role of program coordinator.

2) Curriculum ChangesThe Education Core courses have been revised to better align with Title II assurances to the state and federal government, and to better align with the Idaho Core Standards for Teacher Preparation.

The elementary education program has made optional the second semester of Internship, EDCI 484 Elementary Internship II (15 cr), but only with department approval. Students can apply to waive the second semester of Elementary Internship and pursue other options that include advisor approved course work and programs, like:

• Study Away/Abroad • Content Area Endorsement • Special Education program • Course work offered by other departments

The undergraduate special education program was closed and a new advanced studies special education program was established in the Curriculum & Instruction department. The program can be completed in five years and is taught online. Students first study elementary or secondary education at the undergraduate level and then special education at the graduate level. During the first three years, students complete their general education requirements, including the major requirements for either elementary or secondary education. They also enroll in additional courses that provide background for teaching special education. And, students complete initial coursework in the special education content area (approximately 9 credits). Throughout the program, students complete several early field experiences in the schools and complete a full year of internship. Students complete their first semester of internship, in either elementary or secondary education, during the fourth year, prior to beginning their graduate course work. During the fifth year students complete graduate coursework and their second teaching internship in special education. At the same time, they work on their research project. When all coursework, internships and research project are successfully completed, graduates enter schools with a Master of Education in Special Education and are certified to teach Special Education in K-12 schools. This program is NCATE and state accredited.

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3) Admission RequirementsAll students applying for admission to teacher education programs must meet previous standards for admission and, in addition, must complete a written letter of application, submit two recommendations, and be interviewed by their academic advisor. Also, admission decisions are now recommendations from program faculty.

4) Modes of DeliveryThe advanced studies program, special education, and some initial teacher preparation courses have all moved to online delivery. The department makes use of both asynchronous and synchronous delivery systems; relying mainly on Blackboard™, Elluminate™, and TaskStream™ as commercial delivery systems. The department also supports web-based resources and faculty driven online resources for teaching and learning.

5) Resources The department’s programs and Education Core courses have lost approximately 25% of their human and non-human resources over the last three years. Program Capacity analysis indicates that programs have sufficient faculty to deliver between 36% and 64% of a program’s curriculum and the remainder needs to be met by employing temporary faculty to teach required courses. As well, department funding has been reduced by 25% and more over the last three years.

2. What is the unique role your unit plays or contribution it makes to the university, state and/or region. In the next several years what factors will impact the demand for what you do (i.e., research, teaching, and outreach)? How can you position the unit to respond to changes in demand?

The curriculum and instruction department (C&I) prepares teachers to work in K-12 schools in Idaho and throughout the world. C&I offers programs in initial teacher preparation and advanced studies; preparing teachers in elementary education, secondary education, special education, and career and technical education.

Student numbers have remained consistent over the years and students seek out the University of Idaho to learn the arts and sciences of teaching and learning.

Spring 10th Day EnrollmentsProgram Spring 2009 Spring 2010 Spring 2011Special Education - M.Ed. 13 18 18Elementary Education – B.S. Ed. 281 301 293Secondary Education - B.S. Ed. 247 293 302Curriculum & Instruction – M.Ed. 67 65 63

The programs in C&I rely on core courses from other departments (Math, Science, SS, English, Art) prior to admission to the teacher education program. Master’s students engage in learning and research that helps them to be better curricular leaders in schools and educational organizations.

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The U.S. Department of Education indicates there will be a shortfall in the number of teachers needed in K-12 schools to replace those who will be retiring and leaving the profession over the next ten years. In particular, there is an urgent need for more teachers in Special Education and Science, Technology, Engineering, and Math (STEM) areas.

C&I will need to posture itself to prepare more highly qualified teachers in high need areas. The department can:

continue to streamline the curriculum for certification in special education and STEM areas.

seek more resources, both human and non-human, to attract and retain preservice teachers in special education and STEM areas.

offer an M.Ed. + certification in high needs areas to candidates who have met content area requirements at the undergraduate level.

II. Teaching/Undergraduate Education

1. Describe the general education (core) program for both on- and off-campus students in relation to your programs. In what ways do your majors use core knowledge and skills? In what ways are your majors building on core knowledge and skills? What are the unit’s plans for the future regarding changes in general education requirements for your programs?

All undergraduate degree-seeking students attending the University of Idaho must complete General Education Core requirements. Students may complete either UI Core or State Board of Education Core requirements based on their admittance to the University of Idaho:

Students who begin their education at the University of Idaho with fewer than 14 transferable college credits are admitted as first-year students and placed on the UI Core for the school year in which they were admitted. (e.g., A student admitted for the Fall 2009 semester must complete the UI Core for the 2009-2010 catalog year.)

Transfer students may choose to complete either the UI Core or the State Board of Education Core requirements.

A student who has had their transfer work evaluated and has not yet completed the State Board Core requirements, must complete those requirements using current University of Idaho courses. The courses that the student may use are restricted to approved core courses that fall within the guidelines of the Idaho State Board of Education.

A minimum of 36 credits is required from the following categories:

Communications: 1 course (2 credits)Coursework in this area enhances students' ability to communicate clearly, correctly, logically, and persuasively in spoken English. Disciplines: Speech, Rhetoric, and Debate.

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English Composition: 1 course (3-6 credits, depending on initial placement results)In meeting this goal, students must be able to express themselves in clear, logical, and grammatically correct written English. Up to six credits may be exempt by ACT, SAT, CLEP, or other institution accepted testing procedure.

Behavioral and Social Science: 2 courses (6 credits)Coursework in this area provides instruction in: (1) the history and cultures of civilization; (2) the ways political and/or economic organizations, structures, and institutions function and influence thought and behavior; and (3) the scientific method as it applies to social science research. Disciplines: Anthropology, Economics, Geography, History, Political Science, Psychology, and Sociology. Note: Courses must be distributed over two different disciplines.

Humanities, Fine Arts, and Foreign Language: 2 courses (6 credits)Coursework in this area provides instruction in: (1) the creative process; (2) history and aesthetic principles of the fine arts; (3) philosophy and the arts as media for exploring the human condition and examining values; and (4) communication skills in a foreign language. Disciplines: Art, Philosophy, Literature, Music, Drama/Theater, and Foreign Lanugages.

Natural Science: 2 courses (7 credits)Coursework in this area: (1) provides an understanding of how the biological and physical sciences explain the natural world and (2) introduces the basic concepts and terminology of the natural sciences. Disciplines: Biology, Chemistry, Physical Geography, Geology, and Physics. Note: Courses may be distributed over two different disciplines and must have at least one accompanying laboratory experience.

Mathematics: 1 course (3 credits)Coursework in this area is intended to develop logical reasoning processes; skills in the use of space, numbers, symbols, and formulas; and the ability to apply mathematical skills to solve problems. Disciplines: College Algebra, Calculus, Finite Mathematics, and Statistics.

All students in C&I use this core knowledge and skills when teaching and learning in K-12 schools. These core understandings and skills help to inform teacher practice in all ten Idaho core teacher standards:

Standard 1: Knowledge of Subject Matter Standard 2: Knowledge of Human Development and Learning Standard 3: Modifying Instruction for Individual Needs Standard 4: Multiple Instructional Strategies Standard 5: Classroom Motivation and Management Skills Standard 6: Communication Skills Standard 7: Instructional Planning Skills Standard 8: Assessment of Student Learning Standard 9: Professional Commitment and Responsibility Standard 10: Partnerships

All C&I students must meet a high standard for admission to the teacher education program and this high standard is grounded in core knowledge and skills. Many Schools and Colleges of Education require students to pass the Praxis I Basic Skills Exam. The University of Idaho’s Teacher Education program holds its students to a higher standard as evidenced by requiring students to have an overall cumulative grade point average of

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2.75 or better; requiring the successful completion (with an academic achievement grade of “C” or better) of Engl 102, University of Idaho Core Mathematics Course, Comm 101, and EDCI 201 (including 20 hours of service-learning or FCS 210 for ECDE students). Successful completion of these courses (or their equivalent) indicate minimum competency in the basic skills needed to commence a teacher preparation program at the University of Idaho. They represent minimum competency in math, reading, writing, speaking, and listening; and they indicate an ability and willingness (a predisposition) toward working with individuals in educational settings.

All C&I students build upon this core knowledge and skills as they acquire content area knowledge and skills in their respective discipline. For example, in the elementary education program, students are required to successfully complete three science courses with labs (life, physical, and earth science), they must also successfully complete four English courses, including ENGL 102 (a core requirement) and Advanced Literature and Writing courses and an elective above ENGL 102. Also for example, secondary education students must complete a 45 credit teaching major or a 30 credit teaching major and a 20 credit teaching minor.

Building upon core knowledge and skills does much to help meet Idaho Core Teaching Standard 1: Knowledge of Subject Matter. In general this standard ensures that, “The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students.”

In the future, C&I will continue to require students to successfully complete core education requirements, as well as, enhance their content knowledge through a comprehensive course work in subject matter knowledge. Changes may occur in streamlining the curriculum, allowing for depth of knowledge versus breadth of knowledge.

2. Describe major curriculum changes for the last several years. What evidence led to the changes? Describe the outcomes of the changes as related to improved quality of the program and outcomes for students. What plans exist for courses not offered for two or more years, for using joint- and cross-listed courses, for using courses designed across sub-disciplines and disciplines, and for eliminating outdated courses? How have students been involved in making changes in curricular and co-curricular learning activities?

Major substantive curriculum changes over the last three years have occurred in: Education Core courses, Elementary Education Program Internship Year, Special Education Program, Conceptual Framework for Teacher Education, and Admission to the Teacher Education programs.

These curricular decisions were made by faculty and were based on data generated through direct and indirect measures. Students and alumni were involved in the decision-making process through survey questionnaires and focus group encounters. Faculty continue to refine the curriculum by evaluating data collected through our assessment system and discussions of the data at program and department meetings.

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Education Core Courses Revised

The Education Core courses have been revised to better align with Title II assurances to the state and federal government, and to better align with the Idaho Core Standards for Teacher Preparation. The Education Core is a series of courses (12 credits in all) that all students in C&I initial teacher preparation are required to successfully complete regardless of their teaching major. These courses focus on the essential information and skills necessary to pursue a bachelor’s degree in education.

Students may take EDCI 201 Contexts of Education (2 cr), EDCI 301 Learning, Development, and Assessment (3 cr), and EDSP 300 Educating for Exceptionalities (2 cr) prior to admission to teacher education. Students must be admitted to teacher education to take EDCI 302 Teaching Culturally Diverse Learners (4 cr), but exceptions can be made with permission of the instructor. Students must be concurrently enrolled in their internship to take EDCI 401 Internship Seminar (1 cr). The need to revise the Education Core courses resolves issues surrounding assurances to the federal and state governments that all preservice teachers are learning about diverse learners, exceptional learners, technologies for assessment, and offering opportunities for practicum and internships in schools and the community. And, the course titles better communicate with outside interests the breadth and depth of instruction in each course.

Elementary Program Internship Year Revised

The elementary education program has made optional the second semester of Internship, EDCI 484 Elementary Internship II (15 cr), but only with department approval. Students can apply to waive the second semester of Elementary Internship and pursue other options that include advisor approved course work and programs, like:


The senior survey, administered to all graduates, suggested that the second semester of elementary internship was not required by all students. The responses tended to point to the fact that many graduates felt prepared after one semester of internship. So, the faculty administered an alumni survey about their Internship experiences. The alumni survey indicated an even split between a feeling that the internship is too long and that the second semester was essential to the process.

As a result, a substantive curriculum change in the elementary education program was proposed allowing students to waive the second semester of internship with the recommendation from their advisor and successful practicum and first semester internship experiences. This allows elementary education preservice teachers some elective opportunities to study away/abroad, complete an endorsement, take courses in other departments, or, if they qualify, enroll in the special education 5th year program.

The curriculum change to allow students to waive the second semester of internship was passed by program, department, teacher education coordinating committee, and college curriculum committee. It also was passed at the all-college meeting and it was passed at the University Curriculum Committee meeting.

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Special Education Program Revised

The undergraduate special education program was closed and a new advanced studies special education program was established in the Curriculum & Instruction department. The program can be completed in five years and is taught online. Students first study elementary or secondary education at the undergraduate level and then special education at the graduate level. During the first three years, students complete their general education requirements, including the major requirements for either elementary or secondary education. They also enroll in additional courses that provide background for teaching special education. And, students complete initial coursework in the special education content area (approximately 9 credits). Throughout the program, students complete several early field experiences in the schools and complete a full year of internship. Students complete their first semester of internship, in either elementary or secondary education, during the fourth year, prior to beginning their graduate course work. During the fifth year students complete graduate coursework and their second teaching internship in special education. At the same time, they work on their research project. When all coursework, internships and research project are successfully completed, graduates enter schools with a Master of Education in Special Education and are certified to teach Special Education in K-12 schools. This program is NCATE and state accredited.

The need for this curriculum change was driven by a consolidation of resources and low numbers of graduates at the undergraduate level. Data indicated that we would attract more students at the graduate level than undergraduate. As a result, the Department of Curriculum and Instruction, Special Education Program, offers a Master of Education program with four tracks:

BSEd/M.Ed: The first track is available to undergraduate students at the University of Idaho who want to enter a unique program that includes an undergraduate degree in elementary or secondary education plus a Master’s Degree in Special Education in five years (graduate courses are taken after one semester of elementary or secondary internship). This program is designed for students who want to become Special Education teachers. Students graduate with dual certification, making their options for professional employment broader than the 4 year single major program.

Masters plus Certification in Special Education: The second track is available to people new to Special Education and affords the opportunity to earn a degree while gaining initial Special Education Exceptional Child K-12 teaching preparation and certification. Students, who pursue this track, will exit with the master’s degree and an Idaho teaching certification in Exception Child Generalist. Because this track results in initial preparation in special education, coursework is paired with field experience so that students will gain the opportunity to link their subject knowledge to pedagogy and practice. The culminating activity for students in this track is a semester-long full-time teaching internship during which students will gain valuable hands on experience.

Master’s Only: A third master’s degree track is available for experienced special educators who have a bachelor’s degree in special education or a closely related field. This track is appropriate for individuals who wish to earn a master’s degree while expanding their knowledge of the field. In this track, students register for a number of common courses covering topics designed to broaden teachers’ knowledge of special education strategies and promote professional

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development. Students also select, in conjunction with their advisor, additional classes to enhance their knowledge in a selected area of focus or may pursue the endorsement of Consulting Teacher. Students in this track culminate their experience with a master’s project, designed by working with their faculty advisor.

Masters plus Special Program Area: A fourth track is available, as state funding supports are available, to concentrate on a special program of focus. For the 2010-2011 school year the area of focus is low incidence disabilities, including severe disabilities and Autism. In this track, students register for a number of designated courses covering topics designed to broaden teachers’ knowledge of special education strategies and promote professional development. Students in this track culminate their experience with a master’s project, designed by working with their faculty advisor. Please contact Mary Bostick, ([email protected]) or Julie Fodor ([email protected]) for current information.

Conceptual Framework for Teacher Education Revised

The conceptual framework for teacher education is part of our shared vision for preparing educators to effectively work in K-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and accountability.

Our conceptual framework is knowledge-based, well-articulated, shared widely, coherent, and consistent with the college’s and university’s mission and vision. It is continuously evaluated, using both direct and indirect assessments and evaluations, and it is constantly in process. It represents our values and beliefs, and informs the process by which we develop and work toward well-articulated goals.

New Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value, professionally apply, and advance:


With deliberation, we have chosen the acronym CARE to remind us all of the core values and beliefs that drive the thoughts and feelings of individuals and the college as a whole. Why CARE? Because as Kroth & Keeler (2009) write:

[Caring] is helping another person to grow. People tend [Mayeroff (1971)] to order their values and activities around caring. Caring is not parasitic, dominating, or possessive, but a wanting for the other to grow. The person who cares also grows in that process and feels the other person as needing him or her. Devotion, or a commitment to the other person, is essential and possible because of the worth perceived in the other. With devotion comes obligation. Through caring … people find meaning in their lives. (p. 508)

Admission to the Teacher Education Programs Revised

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The admission to teacher education requirements were changed to require all candidates to meet previous standards for admission and, in addition, complete a written letter of application, submit two recommendations, and be interviewed by an academic advisor. Also, admission decisions are now in the form of recommendations from program faculty.

The need for this change emerged from department meetings indicating that the faculty wanted to take responsibility for admission decisions and that they wanted to raise the standard for admission. As a result the admission requirements were enhanced and are articulated, below.

All applicants to the College of Education teacher certification programs must be formally admitted to and be currently enrolled at the University of Idaho (UI) or must apply to UI for the same semester they apply to a teacher education program. Transfer students who meet all application requirements and who plan to pursue Elementary, Secondary, or Special Education should apply for acceptance into the teacher education program prior to taking upper division courses in Curriculum & Instruction Department (except EDCI 301).

The requirements listed, below, are minimum application criteria. Meeting those requirements makes the applicant eligible for consideration, but does not guarantee admission to the program. Students who meet the criteria are further evaluated to determine the most qualified applicants. Information contained within all application materials is accurate at the time of its preparation; however, such information may change, and it is the responsibility of the student to check on current validity when applying.

A student is eligible to make formal application for admission to the Teacher Education Program when the following criteria have been met:

Criteria for admission to teacher education programs include:

1. Initial interview with academic advisor; 2. cumulative grade point average of 2.75 or better; 3. have completed, with a minimum of a C in the following courses: Engl

102, University of Idaho Core Mathematics Course, Comm 101, and EDCI 201 (including 20 hours of service-learning or FCS 210 for ECDE students);

4. letter of application; 5. recommendations; 6. completion of background check (fingerprint check through the State

Department of Education); and7. (when enrollment projections exceed departmental resources) a

competitive interview.

Faculty will continue to evaluate the curriculum and curriculum changes as they address changes in legislative rules and analyze the data generated by our assessment system. For example, this Fall 2011 faculty will address the need to incorporate a second endorsement area in every elementary education preservice teacher’s curriculum plan. This Idaho state rule will take effect in Spring 2013 and faculty must plan for it this Fall.

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As well, faculty will be looking for ways to streamline the curriculum to certify more teachers in high need areas, such as Special Education and STEM. Faculty also need to further articulate the curriculum through the implementation and use of signature assignments as authentic assessments to show how our preservice teachers are meeting all core standards for the teaching profession.

3. Discuss the use of interdisciplinary courses in the programs. Include both courses clearly outside of your program’s discipline, (e.g., in another department), as well as those identified as interdisciplinary (team taught by instructors from various departments or from a university-wide interdisciplinary undergraduate program). How do you ensure these courses are vital, contemporary and grounded? What changes are planned for the next few years?

The Curriculum & Instruction Department relies heavily upon course work outside the department to prepare teachers for elementary and secondary schools (K-12 teaching).

Contributing Colleges and Faculties: College of Agricultural and Life Sciences; College of Art and Architecture (Art and Architecture Department); College of Business and Economics (Accounting Department; Business

Department); College of Education (Curriculum & Instruction Department; Movement

Sciences Department); College of Letters, Arts & Social Sciences (English Department; History

Department; Foreign Language Department; Political Science Department; Psychology and Communication Studies Department; Sociology and Anthropology Department; Theatre Department);

College of Science (Biology Department; Chemistry Department; Geography Department; Geology Department; Mathematics Department; Physics Department)

School of Music

The department works closely with interdisciplinary faculty to ensure quality course work. Through interdisciplinary meetings and joint-appointments we keep the dialog fresh and natural. The Curriculum & Instruction Department shares faculty members with the Geology, Math (in process), and Art departments. These joint appointments help to ensure the open communication between teacher education and faculty in other departments. Too, the NCATE committee includes faculty members from the College of Agriculture, School of Music, and Movement Sciences department in the College of Education. This committee along with the Teacher Education Coordinating Committee allow for unfettered dialog and exchange of ideas regarding the curriculum and course work offered in teacher education.

The next few years will see streamlining the curriculum in teacher education. For example, the School of Music has indicated that they will no longer be able to offer MUST 381 Elementary School Music Methods for Nonmajors (3 cr), due to cut-backs. This is a required course for all elementary education majors. As a result, faculty will revisit the curriculum for elementary education and integrate music methods into other coursework, e.g., the EDCI 325 Elementary Art Education (3 cr) course. This will not only ensure inclusion of music methods in the art education course, but it will also help

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to streamline the elementary education curriculum. A similar situation occurred two years ago when the Theatre Department could no longer afford to offer theatre arts methods for elementary education majors. The faculty resolved to integrate theatre arts into literacy methods courses through activities like readers’ theatre.

4. What opportunities do your undergraduate students have for experiential learning and self-discovery through hands-on activities such as undergraduate research, creative activity and service learning, national student exchanges, internships, education abroad, disciplinary competitions or engagement in professional societies? What changes are planned in the next few years?

Students in the C&I department have many opportunities for learning experientially and through self-discovery via hands-on activities. We do this through practicums, service-learning, study abroad, internships, and active engagement with professional societies, like the Student National Education Association (SNEA).

EDCI 201 Contexts of Education is generally the first education course students will complete in the new “Education Core” at the University of Idaho. A major difference between this course and the old ED 201 course is students are required to plan, implement and reflect upon a service-learning project. This is part of a greater plan for “hands-on” learning in the University of Idaho’s Teacher Education program, which offers multiple opportunities for students to gain “real-world” experience working with people in diverse educational settings. Beginning the first year with a service-learning project, then engaging in at least three practicum experiences in schools their second and third years, and ending with an Internship, students will know early and will be continually challenged to self-assess their choice of becoming a teacher.

Service-learning is the integration of community service activities with academic skills, content, and reflection on the service experience (Cairn & Kielsmeier, 1999). It combines meaningful service within a community with formal educational curriculum. Service-learning stands in sharp contrast to traditional community service in that it includes reflection and extends naturally from organized school curricula. The service-learning experience is mutually beneficial to all who are involved in its development and implementation. In practice, service-learning in EDCI 201 will look something like this: students learning about contexts of education will apply that learning in meaningful ways, possibly developing a tutoring program for elementary students learning to read or activities for after school programs or for senior citizens. Students purposely and deliberately work with a community organization or school group. They provide a service to that organization or school that meets a “real” community need. Throughout the planning and implementation of the project, the students reflect on their work and its effect on themselves, the community organization or school and its constituents.

Service-Learning is naturally associated with “situated-learning.” Situated-learning focuses on the nature of the learning that takes place in a variety of contexts, typically outside the classroom. Given the impact contextual factors have upon an individual, it is important to identify and understand the individual and group characteristics of participating students when developing a service-learning project. This fits well with the EDCI 201 Contexts of Education curriculum and will naturally enhance in-class learning.

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For most teacher education students, EDCI 201 will be their first of many education courses in a program designed to educate the best teachers in the nation. It has been said that education is a people-business. If teacher education students cannot work with people, they probably will not enjoy being a teacher. If teacher education students do not enjoy serving and learning simultaneously, they will probably not want to stay in education. The EDCI 201 service-learning project helps teacher education students to self-assess their predisposition for working with people:

• in cooperative groups, • planning a project that serves a community need, • preparing a culminating group project/presentation, and • reflecting upon their learning in such a way that it helps them to ascertain

their preference for choosing teaching in a free democratic society as a career path in life.

For example, EDCI 201 students in Fall 2011, will work with local K-12 schools in the region to organize a series workshops called, Celebrate Literacy in an effort to promote reading in the region.

John Dewey’s educational and social philosophy of education resonates well with the theory behind service-learning that includes learning from experience, reflective activity, citizenship, community, and democracy. Dewey (1916), one of the seminal philosophers of education, believed that public education can and should build community.

A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder. (p. 55)

“Dewey’s vision of a democratic education has at its core an education which accomplishes much more than merely acquiring factual mastery. … Dewey emphasizes that experience is the foundation of all education. … learning without practical experience is not only irrelevant, it is impossible.” (Littlefield, 1996, p. I-7)

The University of Idaho’s Teacher Education program is committed to providing teacher education students with meaningful, real-world experiences that will help them to become the best teachers they can be. These experiences are planned and coordinated throughout a student’s course work at the University of Idaho to enhance their contact with people and help them to practice the “art” and “science” of teaching and learning.

Faculty recently changed the elementary education curriculum to allow students to opt out of one semester of internship in order to study abroad. Students work with the International Studies Office to arrange for a study abroad semester and then they can petition the elementary education faculty to waive the second semester of internship in favor of study abroad. As well, students have the option to complete part of their internship by teaching in schools abroad.

The next few years will see continued use of service-learning in the curriculum and more opportunities for students to study and practice teaching abroad. We will continue to

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lead the state in our work with the SNEA, as three of the last four state presidents have come from our chapters in Moscow or Coeur d’Alene. We will integrate more closely with local schools, teaching our methods courses in schools so students can test out ideas as they learning to integrate theory into practice.

5. How do you engage students in mentoring and academic advising to facilitate their learning? Describe any curricular and co-curricular activities that enhance student understanding of our place in a diverse local and global community. Are you planning any changes to improve advising, include the evidence gathered to support the change(s).

Advising students in elementary and secondary education generally begins with Vandal Fridays. Multiple Fridays during Spring Semester prospective students come to the Moscow campus and attend various events that prepare them for university life. These events include an advising session with College of Education advisors and faculty. Every student leaves the event registered for classes in the Fall Semester and is set up with an appointment to meet with a college adviser who will establish a “four-year plan” for graduation with a B.S.Ed. in elementary or secondary education with a recommendation for certification in the state of Idaho.

All students upon declaring a major in elementary or secondary education, meet with the college advisor and are mentored through the program and leave the advising session with a four-year plan (when possible) for graduation.

Most students enroll in EDCI 201 Contexts of Education as a first course, where they learn about the role and function of education and schooling in society, and they engage in a service-learning activity associated with the course curriculum. This course helps students to determine if they “really” want to be a K-12 teacher. Course enrollments and student feedback from the course indicate that approximately one quarter of the students find out that they “really” do not want to be a K-12 teacher. As strange as this sounds, this is a good thing that students find out early in their program that teaching is not a good choice for a UI education. We look at this statistic as a success, as students do not waste time learning about teaching when they can be learning in other disciplines offered at the UI.

In the past, senior surveys have indicated that advising has been a problem. Since the department implemented a half-time departmental advisor, senior surveys have indicated fewer problems with advising. As a result of this indirect data analysis and the success of a half-time departmental advisor, the college has instituted a student services center that houses full-time advisors who provide mentoring and a “four-year plan” for all students in the college.

5. Briefly describe the quality of the program both on- and off-campus. Some quality measures may include quality of instruction, academic rigor, student publication, accreditation reports, student and faculty honors and awards, grants and contracts received, student continuation to graduate school and employment, other achievements, challenges, and characteristics that may distinguish your program from similar programs elsewhere.

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The quality of instruction in the C&I department as measured by student course evaluations is very good.

Course Evaluation Report for Curriculum & Instruction – Average Score out of 4Overall, how would you rate the instructor's performance in teaching this course?

Spring 2011 3.4Fall 2010 3.3Spring 2010 3.4Fall 2009 3.4Spring 2009 3.2Fall 2008 3.4Spring 2008 3.1

Course Evaluation Report for Curriculum & Instruction – Average Score out of 4Overall, how would you rate the quality of this course? Spring 2011 3.4

Fall 2010 3.2Spring 2010 3.4Fall 2009 3.3Spring 2009 3.3Fall 2008 3.3Spring 2008 3.2

The academic requirements of our elementary education program far exceed the minimum requirements set by the state. Our elementary preservice teachers graduate with a minimum of four three credit courses in English (including writing intensive courses and literature), four three credit courses in Math, three three credit courses in science with a one credit lab (earth, physical, and life science), and a full year of Internship in schools. The academic requirements for secondary education program vary by discipline, but are generally more rigorous than the requirements set by the state.

Another indicator of student quality is average grade point average (GPA) for students in various undergraduate teacher education programs. The table below indicates the undergraduate teacher preparation degree and GPA for students in that program over the last three years.

Undergraduate Degree Program Year Average GPA

B.S. Ed. In Elementary Education2008 3.482009 3.592010 3.57

B.S. Ed. In Secondary Education2008 3.482009 3.432010 3.35

All teacher education programs in the C&I department are accredited by the state and the National Council for Accreditation of Teacher Education (NCATE).

In recent years, these faculty have been honored with national and university awards for teaching, scholarship, and advising.

Dr. John Cannon was awarded the National Young Scholar Award for Professional and Technical Education.

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Dr. Beth Reynolds was awarded the undergraduate advising award for UI. Dr. Deanna Gilmore was awarded the outstanding professor of the year from

Gamma Phi Beta Sorority.

III. Contributions to Core Curriculum and University Service Courses

1. Does your unit contribute to the design and delivery of Core Discovery or Integrated Science courses? If so, how do these courses integrate active learning, use of student collaboration to solve complex learning tasks, and opportunities for student self-discovery and for increasing student understanding of their place in a diverse local and global community?

Two members of the EDCI faculty have participated in the UI Core Discovery program: Dr. Georgia Johnson and Dr. Matthew Wappett. Both faculty members took the initiative to develop two courses for the yearlong Core Discovery program (Shared Places and What is Normal?). They have taught within the Core Program for 5 years and 4 years respectively. Dr. Wappett was also invited to teach “The Monsters We Make” course, originally designed by the Philosophy department as an introduction to contemporary ethical issues.

Core Discovery courses by their very nature are focused on integrative learning, collaboration, and opportunities for self-discovery. Both faculty members actively use service learning and other forms of engaged pedagogy in their classes. These community-based elements are coupled with reflective writing assignments that require students to evaluate and articulate their place in the world and how contextual forces work to shape their identity. All Core Discovery courses are yearlong interdisciplinary experiences that require students to move outside of their comfort zone. In Dr. Wapppett’s course entitled “What is Normal?” students were required to do accessibility surveys of buildings on the UI campus and in the community. Students then generated reports with specific recommendations on how UI and local businesses could make their buildings more universally accessible.

Both Dr. Wappett and Dr. Johnson’s courses were writing intensive and required students to articulate how their life experiences and social context helped form their identity. In Dr. Johnson’s course these writing assignments were focused on Native American identity issues, whereas Dr. Wappett’s courses focused on disability identity and ethical frameworks. Students frequently remarked that these writing assignment were the hardest, but the most rewarding experiences that they had their first year at UI.

Dr. Georgia Johnson has consistently contributed to the Core Discovery courses offering —Shared Places: Tribal Histories, Cultures, and Practices. 7 credits, 4 credits in Social Sciences, 3 credits in Humanities. She incorportated group projects that conceptualized, researched, constructed, and displayed in the University Commons and College of Education. Projects included short video productions, posters, collages, three-dimensional representations. She incorportated monthly group discussions that generated large group Question and Answer sessions. And, she provided support for campus wide annual events, involving work crews that were student organized and executed to help set up the Powwow, serve food at the banquet, and park participants cars. Small groups of students worked with the faculty coordinator of the Indian Film

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Festival to disseminate posters, alert the regional newspapers, and provide parking and escort services for visiting tribal members and families in addition to attending and critiquing the films.

Dr. Johnson included Complex Learning Tasks:

The above listed activities are re-conceptualized and analyzed (written and verbal) within an Indigenous Knowledge framework as a (self) learning evaluation formal paper following each event.

An on-going time-line that represents the Age of Imperialism (from 13th century Papal Edicts through The Homestead Act of 1870’s) as a historic reference to the impact of imperialism and colonization on Indigenous people.

Student Self-Discovery in Local Events:

A curricular emphasis in the course is on Plateau Region, Columbia Basin tribal histories, colonization, state sanctioned genocide, and the current environmental and social policies focused on decolonization and recovery/revitalization are highlighted by tribal speakers in class and at campus events, visits to fish hatcheries, language programs, abandoned Boarding Schools, etc. in tandem with Native produced documentary films to include a tribal perspective on U.S. history in the Plateau Region.

2. Does your unit contribute to other aspects of the Core Curriculum (communications, humanities, mathematics, sciences, and/or social sciences) program? If so, how do these courses integrate active learning, use of student collaboration to solve complex learning tasks, and provide opportunities for student self-discovery and for increasing student understanding of their place in a diverse local and global community? How do these courses contribute to the breadth of student knowledge and ability to integrate information from diverse fields of study?

The unit does not contribute to other elements, although members of the department have served on the University Committee for General Education (UCGE). Dr. Matt Wappett has served for the past two years.

3. List non-core service courses in your department (course requirements listed by majors from outside your department). Briefly describe these courses and as applicable describe how they integrate active learning, use of student collaboration to solve complex learning tasks, and provide opportunities for student self-discovery and for increasing student understanding of their place in a diverse local and global community. Describe how these courses contribute to the breadth of student knowledge and ability to integrate information from diverse fields of study.

In past years, the department has offered non-core service courses through the Career and Technical Education program. The Career and Technical Education program has been forced to cut back on non-core service courses because of cuts to the program and an inability to maintain the courses at a functional level. Notice was given to departments and programs that required students to successfully complete CTE 111 Computer Skills (3 cr) Fundamentals of computing. This course addressed modules on

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telecommunications, hardware and software components, basic computing applications, and current computing trends.

IV. Graduate Education and Research

1. Describe major curriculum changes for the last several years. What evidence led to the changes? Describe the outcome of the changes. Include in your discussion plans for courses not offered in the last two years, potential elimination of courses not judged necessary, and the impact on other programs. Discuss the unit’s reliance on joint and cross-listed courses. Discuss the use of interdisciplinary courses in the programs. Include both courses clearly outside of your program’s discipline, (e.g., in another department), as well as those identified as interdisciplinary (team taught by instructors from various departments or from a university-wide interdisciplinary graduate program). What role have students played in making the changes? How do you ensure these courses are vital, contemporary and grounded? What changes are planned for the next few years?

In 2008, graduate faculty in C&I developed seven goals/principles as outcomes for the M.Ed. program. The goals/principles are:

Philosophy and Educational Organizations – CI Masters degree graduates have a comprehensive understanding of the philosophical, historical, social, political and cultural understanding of schools and society.

Curriculum – CI Masters degree graduates understand that curriculum should be relevant, engaging, challenging, and integrative for the learner. They know how to select, adapt and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models and learners.

Instruction – CI Masters degree graduates understand the principles of instruction know a wide variety of teaching strategies and learning theories and incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.

Assessment and Evaluation – CI Masters degree graduates analyze and understand the various roles of multiple types of assessments for monitoring, evaluating and responding to student learning; they understand, develop, use and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.

Research – CI Masters degree graduates, as critical consumers of educational research, appreciate the role of educational research for informing practice. M.Ed. graduates develop the skills to conduct classroom research. M.S. graduates, as producers of educational research, collect and analyze data, and formally share their research findings.

Diversity – CI Masters degree graduates understand human diversity as a valued component of educational systems; understand how to appropriately engage with diverse population; effectively structure learning experiences with diverse population; and effectively engage with diverse populations of students, parents, and colleagues.

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Subject Knowledge – CI Masters degree students demonstrate their knowledge of the content that they teach through the admissions requirements and/or through content coursework that is included in the degree.

Graduate faculty determined that a recommended core would, at minimum, meet these seven goals/principles/outcomes and that an additional twelve credits of electives and a non-thesis project would enable master’s candidates to excel. The recommended core courses are:

SUBJECT COURSE NO. COURSE TITLE CREDITS

EDCI 570 Introduction to Research in Curriculum and Instruction 3

EDCI 511 Planning and Administering the Curriculum 3EDCI 513 History of Educational Thought 3EDCI 524 Models of Teaching 3EDCI 572 Measurement and Evaluation 3

In 2009, the graduate faculty eliminated from C&I graduate curricular offerings a Master of Science and an Educational Specialist degree program. This curriculum change was initiated by the low number of graduates from these programs (averaging one per year) and this would allow graduate faculty to focus on the more populated Master of Education program.

In 2010, as a result of department reorganization, the C&I department regained the Education Specialist degree from new colleagues who joined the department from the Career and Technical Education program. This change was initiated as a result of low numbers of faculty in the Adult, Career and Technical Education department.

Courses that have not been offered in the last two years are automatically slated for removal from the university catalog. The registrar provides notice to the department chair and asks if there is any compelling reason to maintain the courses in the catalog. The chair of C&I contacts the affected graduate faculty and if no compelling reason is made manifest, the courses are dropped from the next year’s catalog.

The C&I graduate programs do not rely on cross-listed courses. Where courses exist that are cross-listed, the invitation is for graduate students from other disciplines to join graduate students in C&I. For example, The Curriculum and Instruction Department faculty voted approval to cross-list EDCI 565 Linguistics, Literacy, and Brain Function with Neuroscience course offerings at the department meeting held on Friday, September 24, 2010. This course is offered every Summer Session and is well populated by students who are seeking a literacy endorsement from the state.

Interdisciplinary courses are utilized as electives. Depending on graduate student emphasis study plans often include courses from other disciplines that help to contribute to Subject Knowledge (the last bulleted goal/principle/outcome of the program). Graduate students generally have twelve credits of electives that they can add to their study plan to increase their understanding of an emphasis area.

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Students have embraced the goals/principles/outcomes of the program and have approved the program with their enrollments. The graduate program has grown considerably and maintained that growth over the last few years despite a lack of advertising or active recruiting.

Spring Semester 10th Day Enrollments2009 2010 2011

Curriculum & Instruction – M.Ed. 67 65 63

Graduate students are also surveyed at graduation regarding program outcomes, curriculum offerings, and their plans for the future.

The recommended core courses in the graduate program are evaluated by students each semester. Those evaluations are used to determine course staffing decisions and curriculum change options. As well, the graduate faculty members determine course objectives, link those objectives to signature assignments that are to be completed by every graduate student, and link appropriate assessments to the signature assignments. These signature assignments are used to determine whether the outcomes of the program have been met.

One way we ensure that courses are contemporary and grounded is by analyzing student non-thesis projects. For example, some graduate students are completing web-based portfolio defenses as a non-thesis project culmination of their program. In their presentation of the web-based folio, students convince a panel of adjudicators that they have met all seven goals/principles/outcomes of the M.Ed. program. They do this by linking course work to the goal, show how the course work has manifest itself in their professional work, and how the course work and their professional posture are aligned with the department’s conceptual framework (C.A.R.E.).

The major change in the program is to formalize and systematize the assessment plan. This will integrate assessment of student course work and evaluation of curricular offerings and lead to data-based decision-making regarding curriculum and resources.

2. Review the list of all departmental courses for your graduate programs. Indicate clearly which courses at the 500-level are offered in conjunction with a 400-level courses. Include courses that are offered as double-numbers in the catalog (e.g., J466/566) and courses that are not double-numbered but are offered at the same time, in the same room, by the same instructor. What percentage of the courses in your graduate program is offered in conjunction with 400-level courses? How do you ensure quality in these graduate level courses? Discuss the impact on graduate education of 400/500 level courses in your program. Are changes planned?

The C&I department offers three courses at both the undergraduate and graduate level. These courses are listed below:

EDCI 463/563 Literacy Methods for Content LearningCTE 351/551 Principles and Philosophy of Career and Technical EducationCTE 419/519 Database Applications and Information Management

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These courses are offered as double-numbers in the catalog at the same time, in the same room (or virtual environment) with the same instructor.

Only five percent of the courses offered in the C&I M.Ed. and Ed.Sp. programs are joint listed at the 400 level.

The graduate level courses generally involve students in some aspect of research. For example, graduate students in EDCI 563 Literacy Methods for Content Learning are responsible for all the same assignments as undergraduate student, as well as, a research paper on content area literacy. The added assignments tend to add depth to the learning and provide opportunities for graduate students to certify and further develop their understanding of the course content.

The impact on the graduate level program is generally associated with students who are seeking state K-12 certification and a masters degree simultaneously. These students are more prevalent in the Career and Technical Education program than in Elementary and Secondary Education programs. The impact these joint-listed courses have on graduate students is minimal.

Currently, there are no changes planned.

3. Describe new or expanding research initiatives, and signature programs and partnerships in the department. How do they address issues of importance to the citizens, government, economy and environment in the state of Idaho? What plans are being developed for the future?

Adventure Learning at MOSS, ICE Net, and ITEST research Currently there are a number of grant and program initiatives underway that will implement the Adventure Learning (AL) framework. AL is a heretofore unexplored framework structure at the University of Idaho for the development of programs and curriculum that can connect geographically disparate students, teachers, and experts. Research on AL is transitioning from a resource intensive large scale expedition to place-base teacher empowered initiatives. Research on AL in the College of Education, department of Curriculum and Instruction will look at the evolution of AL and how AL can impact student agency, engagement, and understanding of content.

Science agency and identity through MOSS experiences research The McCall Outdoor Science School provides authentic environmental science experiences for thousands of K-12 students each year. An emerging research initiative will be to look at the impacts of existing MOSS curriculum on the development of agenic actions and identity associated with environmental science knowledge gained.

Wright FellowsOne of the signature programs in our graduate program is the Wright Fellows program which is a four term graduate scholarship program and a unique graduate certificate in Curriculum and Instruction that focuses on recruiting practicing teachers who are leaders in their school districts.

The Wright Fellowship Program provides funds for current teachers to completemaster’s degrees in curriculum and instruction. The M.Ed. program is practical and research-driven, tailored to fit the schedules of busy teachers and provide them with the

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resources and flexibility to finish their studies within a four-semester time period. Since the Wright Fellowship Program began, more than 100 teachers have become Wright Fellows, equipping them with new ideas, new passion, new networks, and new tools for educating youth.

The program offers a flexible summer schedule and focuses on research, collaboration, and leadership with a curriculum based on current issues in education.

The teachers take 30 credit hours of graduate coursework tailored to the vision and themes of the Thomas Wright Fellowship. The program has a unique focus on teacher action research, school leadership and policy, and delivering instruction to diverse learners. Upon completion of the UI graduate program many of the Wright Fellows graduates take up leadership roles in their schools and several have gone on to work toward advanced graduate degrees. The Wright Fellowship Program, funded by Thomas Wright, a distinguished alumnus of the University of Idaho and a well-known philanthropist, is a distinguished scholarship program designed to support outstanding classroom teachers in Idaho and Washington while they earn a master’s degree in curriculum and instruction (non-thesis). Ten graduate students per year are selected as recipients who receive a $10,900 scholarship.

The program is organized around these themes:• Leadership in the educational organization• Assessment and changes in student performance• Policy development and strategic planning for education• The school as an organization• Research for advancing classroom practice• The developing child• Technology for learning• Instruction beyond the standards

4. Considering the sources and amounts of money available for externally-sponsored research, are the faculty members in the graduate program competitive (national, regional, state) in receiving external grants? What constraints are you facing (consider start-up funds, teaching load, stipends for assistantships, administrative structure, etc.)? What is happening in your program to enhance faculty competitiveness (i.e. partnerships, training opportunities, faculty development, redistribution of teaching loads, administrative structure, etc.)?

The C&I Department has been competitive in acquiring professional development grants from the state in the past several years and is emerging as a contender for funding from national funding agencies. The table below illustrates successful grants currently funded in the C&I Department:

C&I Primary Investigator or Co-Primary Investigator

Date Funding Source

Title and Amount

Dr. Anne Adams 3-3-2010 Idaho State Board of

Literacy Instruction in Math and Science for Secondary Teachers

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Education (LIMSST) $115,000Dr. Anne Adams 7-8-2010 Washington

State University – NSF MSP Institute

Making Mathematics Reasoning Explicit (MMRE) $1,210,131

Dr. Emily Duvall 1-20-2011 National Writing Project

Northwest Inland Writing Project (NIWP) $35,000

Dr. Anne Kern 4-28-2010 NASA Collaborative Development of a Climate Change Curriculum for Classrooms in the Intermountain West $547,726

Dr. Anne Kern 5-12-2011 National Science Foundation

NSF-ITEST: Back to the Earth $1,196,721

Dr. Brant Miller 3-16-2011 National Science Foundation

CI-Team Demo: Adventure Learning through Water and MOSS $170,811

Dr. Melissa Saul 7-29-2010 National Geographic Society

Idaho National Geographic Alliance Network $30,000

In the past few years, all new tenure-track assistant professors have received $10,000 in start-up funds to be spread over the first three years of employment at the UI. As start-up funds were not equally applied to all tenure-track appointments, some adjustments have been made to compensate for being “over-looked” at hiring.

One of the major constraints on research and grant-getting has been an excessive teaching load. Most tenure-track faculty have been hired with the expectation of teaching three courses in the Fall Semester and two courses in Spring Semester. In the past two years, that number has been reduced to two and two courses per semester. Faculty loads are beginning to represent less teaching and more time spent on research and scholarship.

For the last three years, the C&I department has had money available for graduate teaching assistantships. Teaching assistants are employed to teach courses in the department and have not been employed to assist with research until recently. Currently, a third of all teaching assistants in the department are assigned to faculty research projects instead of teaching courses in the department. If the graduate teaching assistants are employed full-time with department funds, they are awarded $15,000/year and out of those funds they must pay UI fees and be enrolled in at least nine credits each semester.

In 2010, the department initiated program coordinators who share responsibility for program administration with the chair of the C&I department. This administrative structure has helped to increase communication between programs and to concentrate meeting time on the various programs, including advanced studies program. As a result, more is being discussed and accomplished by faculty in the last year, than has been addressed at department meetings in the past three years.

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Several faculty have attended training and meetings on grant-getting and grant administration. These professional development activities have helped the department to be more competitive at the national level.

5. Describe the grants you’ve submitted and won that support interdisciplinary activities. What plans to do you have to expand interdisciplinary teaching and research activities?

Dr. Brant Miller is responsible for a research grant, “Cyberinfrastructure Training, Education, Advancement, and Mentoring for Our 21st Century Workforce” (CI TEAM). This grant has recently been recommended for funding through the NSF. CI TEAM will provide approximately $250,000 to the University of Idaho and the University of Texas, at Austin to develop an online environment and curriculum that will drive Adventure Learning Water Expeditions. The McCall Outdoor Science School will serve as education basecamp. Participating schools and the communities therein will provide authentic narratives around water resource issues in those specific places. The grant will commence on January 1st, 2012 for 24 months.

Dr. Anne Adams has been responsible for garnering the following grants and their interdisciplinary activities:

The Literacy Instruction in Math and Science for Secondary Teachers (LIMSST) project:

LIMSST 2007 $200,000 LIMSST 2008 $140,000 LIMSST 2009 $115,000 LIMSST 2010 $115,000

The LIMSST grants supported work with secondary math and science teachers integrating literacy strategies into their content area teaching. Math education, Science education, literacy, math faculty, and a chemist worked together to develop and deliver on-going professional development for the project. The project has supported graduate students in research and professional development.

A small ($5000) UI teaching grant laid the groundwork for interdisciplinary pre-service teacher training at the Tribal School. We had not involved grad students, but will bring Joe Scarano into the project in Fall 2011.

The $5,000,000 Making Mathematics Reasoning Explicit (MMRE) grant is an interdisciplinary grant involving mathematics and education faculty at UI and WSU in working with math teachers of 4th – 12th grade students. It involves students in solving rich tasks and explaining and justifying their mathematical reasoning. The project is being launched now and will support 2 UI grad students each year (and 2 WSU grad students). Grad students will be selected from both mathematics and education departments.

Dr. Melissa Saul has received a National Geographic Education grant in 2010 for

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$40,871.00 to create a Strategic Plan for statewide geographic literacy. She has worked with the Geography department at University of Idaho to examine ways to create interdisciplinary teaching and research activities. The grant will work directly with National Geographic Alliance Network national projects to increase geographic literacy and create a Steering Committee for the State of Idaho to envision and implement projects.

Dr. Saul also received a Fulbright-Hays Group Projects Abroad grant in 2008. The grant award of $79,000 provided the travel expenses for thirteen interdisciplinary faculty, students and K-12 teachers to travel to Israel and the Occupied Palestinian Territories for a month-long travel experience to learn about the Israeli/Palestinian conflict and grass roots peace activities. The interdisciplinary team developed teaching and research projects upon their return.

6. How are the graduate programs integrated with the scholarly or creative activities (discovery, creativity, integration and application) of faculty members?

As part of the CI TEAM project title Adventure Learning through water and MOSS, graduate students will serve as integral components to the success of the project. Graduate assistants will develop curriculum and online environments that will drive the AL water expeditions. Graduate assistants will also assist in conceptualizing and conducting research as part of the CI TEAM project.

Dr. Adams conducts research in the Literacy Instruction in Math and Science for Secondary Teachers (LIMSST) project and will do so in the Making Mathematical Reasoning Explicit (MMRE) project. Both projects have also involved grad students in the research. But this is done in our program when opportunities arise. Not all grad students are involved in research and not all research involves grad students. The students are involved most readily when external funding is available.

Many graduate faculty in C&I work with Wright Fellows Masters students on their non-thesis masters project which focuses on an action research project. Masters students are linked to faculty members who have an interest in similar inquiry questions and research. Faculty members are able to integrate their own scholarly and creative activities with the interests of the Wright Fellows graduate students.

7. Considering your responses to item 1-6, briefly describe the quality of the unit’s on and off-campus graduate programs. Some quality measures may include outside benchmarking reports, assessment of student learning, placement rates, continuation to higher degrees, student publications, accreditation reports, student and faculty honors or awards, competitions, grants and contracts received, quality of instruction. Discuss program strengths and weaknesses, challenges, achievements, and characteristics that may distinguish your programs from similar programs. What improvements are planned for the next few years and how will those improvements be tracked and measured?

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In 2009-2010 The Learning and Performance Research Center at Washington State conducted an outside evaluation of the Wright Fellowship Program and found it to be a unique and innovative graduate program with positive reviews by most students.

The Wright Fellows graduate program has been in operation in the College of Education for twelve consecutive years. In the competitive analysis the Wright Fellows program is unique and highly innovative. The Wright Program offers more support, more focused curriculum, and an action research component. One of the key successes of the Wright Fellows program is the funding it has to support graduate students. Each year ten students are funded to complete their master’s degree in the Wright Fellows program. The quality of our students and the uniqueness of the Wright Fellows program has given it a reputation in the State of Idaho as a highly respectable program. The face-to-face nature of the program and the cohort model add to the strengths of the program.

A few comparison programs share similarities with the Wright Fellowship Program. Two programs have common themes, but no other similarities. The Oklahoma State Sapulpa Fellowship Program, like the Wright Program, is intended for teachers seeking master’s degrees and offers financial support. The Wright Program offers more support, more focused curriculum, and an action research component.

Strengths of the program include: attracting high quality applicants, encompassing a diversity of interests and experiences among fellows, offering a number of features which are not available in other programs, engaging fellows in professional development activities, enhancing the empowerment experienced by fellows, offering curriculum and research relevant to fellows’ interests and needs, using a cohort model that benefits all students, and increasing the visibility and reputation of the University of Idaho and the College of Education.

In addition, the face-to-face nature of the program allows tenure-track faculty to work with graduate students on research that may also help them in their research agenda and promotion and tenure.

V. Outreach

1. Describe outreach activities in your unit. Include the following activities (defined in Attachment A): distance education; service learning; cooperative education (internships / externships); technology transfer; work with UI Extension faculty (either specialists or county educators); extramural professional service (e.g. partnering with public agencies, non-profits, and firms; and applying expertise in response to client requests). Also include other outreach activities that your unit is involved in.

The C&I department accomplishes its outreach activities through distance education; service learning; cooperative education (practicum and internships), and extramural professional service.

Distance EducationThe entire Special Education M.Ed. plus K-12 certification program is offered online. The C&I Master of Education program can be completed entirely online (however, the

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Wright Fellows program and other courses are offered face-to-face). Many Career and Technical Education program courses are offered online. And, courses needed during internship are also offered online, e.g., EDCI 466 Literacy Assessment and Intervention is offered online for elementary education interns.

Service-LearningStudents enrolled in many courses in the C&I department are required to complete a service-learning project associated with the course-learning. We find that service-learning helps students to self-assess their predisposition for working with people: 1) in cooperative groups, 2) planning a project that serves a community need, 3) preparing a culminating group project/presentation, and 3) reflecting upon learning in such a way that it helps students to ascertain their preference for choosing teaching as a career path in life. Examples of service-learning courses include, all EDCI elementary methods courses in Coeur d’Alene and most in Moscow, and EDCI 201 Contexts of Education.

Cooperative Education (Practicums and Internships)C&I department students in initial teacher education complete multiple practicums and an internship in their major area of teaching. Most students take EDCI 302 Teaching Culturally Diverse Learners (4 cr) where one credit of the four credits is dedicated to a practicum in public schools. When these students advance to their methods courses in their teaching area, they complete a one credit practicum in schools and are assigned to a teacher in their discipline. As a culmination to their education preservice teachers must successfully complete at least on semester of internship in their area of teaching emphasis.

Extramural Professional ServiceC&I department faculty conduct professional development workshops and seminars for teachers and administrators through continuing education and invited presentations. Examples of such service include Dr. Cherie Major’s professional development courses on Middle School Turning Points, Dr. Paul Gathercoal’s summer institute on Judicious Discipline, and Dr. Anne Kern’s ICE Net professional development course.

2. Describe your unit’s outreach scholarship (defined in Attachment A).

The C&I department is engaged in the scholarship of outreach, where we address societal problems, challenges, and understanding by providing:

1. Applications of knowledge to significant human needs and social issues;2. Through faculty member’s knowledge, skills, dispositions, and expertise;3. Proving to benefit the public; and 4. As a result, generating, validating, and/or communicating new knowledge.

Special Education: The C&I department offers an online master’s plus certification in special education for those already certified in elementary or secondary education. Our program has no physical boundaries and is offered worldwide.

C&I M.Ed.: The master of education degree in curriculum & instruction can be completed on online. We have students from all over the world completing their M.Ed. through our department’s course offerings and the completion of a non-thesis project.

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Service-Learning is an emphasis in the C&I department as students are encouraged early and often to apply their content learning to real-world situations. An example of a service-learning component delivered through EDCI elementary courses is a partnership with the Palouse Prairie School of Expeditionary Learning (PPSEL). As part of PPSEL’s community led learning initiative, students from elementary methods courses worked with PPSEL students on a “Guerrilla Gardening” initiative. During Guerrilla Gardening activities, methods students assisted PPSEL students in reconceptualizing garden spaces in the community. Methods students were able to experience and plan for outreach activities that are in spaces in between formal and informal education settings.

All students involved in initial teacher preparation complete practicums and internships.

C&I department faculty are routinely involved in conducting workshops and presentations in their fields of expertise.

3. What are the outcomes and how do you measure the outcomes of your outreach activities, and the impacts of these activities on stakeholders?

The outreach activities that are associated with initial teacher preparation are evaluated as students demonstrate that they have met Idaho teaching standards, program standards and graduate standards (in the case of special education).

All professional development courses offered through C&I department must have a syllabus stating objectives, linked to assessments, and a grading system that reflects the academic achievement of participants in the professional development course. The instructor of record must be qualified to teach the professional development course. The chair of the C&I department reviews all proposed courses for these elements of instruction and approves, or disapproves the professional development course based on the impact the activities will have on stakeholders.

C&I measures the impact service-learning has on students by reviewing student project presentations and reflections. Students must complete a plan for their project, complete the plan, reflect on the results, and present their project to the class. The final reflection and presentation are great sources of data to examine the impact that the service-learning is having on stakeholders.

4. In what ways, if any, do your outreach activities distinguish your program from comparable programs elsewhere?

Our Special Education program is unique in that it is offered online and students receive a master’s and certification in special education rather than a special education degree at the undergraduate level. Even though we are an online degree and certification program, we offer internships.

5. Describe any major changes in your unit’s outreach activities in the last several years. What prompted you to make these changes? Describe outcomes related to these changes in terms of impact on stakeholders, including students.

The Special Education Program was developed as a result of low enrollments in special education at the bachelor’s level. We developed the masters plus certification program

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as a result of surveying graduates from the program and students currently enrolled at the University of Idaho and feeder institutions, such as BYU Idaho. The results of the surveys indicated that there was a need for highly qualified special educators in Idaho and beyond. The decision was made to transition from a face-to-face B.S. Ed. in Special Education to a M.Ed. in Special Education with recommendation for K-12 certification in Idaho public schools. This is a unique program that culminates in an undergraduate degree and recommendation for certification in either elementary or secondary education plus a Master’s Degree and recommendation for K-12 certification in special education. The program can be completed in five years. It is designed for students who want to become teachers in Special Education and general education. Since graduates are eligible for dual certification and complete multiple degrees, their professional employment options should be far richer than those available to graduates who complete a single certification program in elementary or secondary education.

Students will study elementary or secondary education at the undergraduate level and special education at the graduate level. During the first three years, students complete their general education requirements, including the major requirements for either elementary or secondary education. They also enroll in additional courses that provide background for teaching special education. And, students complete initial coursework in the special education content area (approximately 9 credits). Throughout the program, students complete several early field experiences in the schools and complete a full year of internship. Students complete their first semester of internship, in either elementary or secondary education, during the fourth year, prior to beginning their graduate course work in the second semester. During the fifth year students complete graduate coursework and their second teaching internship in special education. At the same time, they work on their non-thesis research (NTR) project. When all coursework, internships and NTR project are successfully completed, graduates enter schools as some of the best educated special educators in the country.

Students have an opportunity to enhance their undergraduate studies in a way that allows them to begin graduate work in their senior year. This may make it possible for students to graduate with a bachelor's degree and a master's degree in five years (with some online summer coursework needed).

Students apply to the program during the second semester of their 4th year at the University of Idaho. The application process includes completing/meeting the entry requirements to the College of Graduate Studies, as well as, the Special Education program. Notification to students who are provisionally accepted into the program is made in May, and those students can continue graduate coursework the following summer and fall semesters. Upon successful completion of the coursework, students are fully accepted and they are sent a formal letter of acceptance.

6. What plans do you have for strengthening and expanding outreach?

Elementary Education: Of particular interest to community outreach are the unique partnerships created between K-12 schools in the region and the University. Specifically, students enrolled in the Literacy Methods courses (320, 322) work with practicing teachers, co-teaching lessons using current and effective methods of instruction. In Fall 2011, Literacy Methods students (322) will work with partnering schools to develop a reading resource room and to support an afterschool literacy program to serve struggling readers and writers.

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Practicums and Internships: We are piloting and moving toward the co-teaching model of internship. There is support in the literature that clearly indicates K-12 student test scores improve in co-teaching classrooms. We will be conducting training for cooperating teachers and university supervisors and preservice teachers in co-teaching philosophy and methodology.

Special Education: Recruitment efforts are needed. While we have capped the program at twenty graduate students, we always have a need to bring more students into the program to replace the graduates. Efforts to stay current with online teaching practices are needed.

7. How do you evaluate and reward outreach?

Outreach is evaluated and rewarded as part of the faculty annual review process.

VI. Enrollment Management – Recruitment and Retention

1. Describe the international, national, regional, and state demand for your program graduates, both undergraduate and graduate. Consider in your discussion all UI locations and delivery methods where your program is active. Include specific market trends and indicators for your program.

Phi Delta Kappa professional association indicates that, “…teaching is one of the top three most prestigious occupations,” according to a 2007 Harris poll of U.S. adults. Teaching is a promising career option. Particularly needed in the future are teachers from diverse backgrounds who will be sensitive to the diversity in our classrooms. It is estimated that the United States will need approximately 1.15 million new teachers over the next ten years, as a result of a massive shift with baby-boomers leaving teaching. (Jim Cibulka, President, NCATE – 2/18/10 Presentation).

The demand for special education and professional and technical education teachers in Idaho and throughout the nation is high. STEM area teachers are also in high demand. Elementary and secondary education teachers in non-STEM areas are employable, but are not in high demand. Their employability relies on their experience, special knowledge and skills, and their willingness to travel to geographic areas where teachers are generally in high demand. As a result, we consciously advise students into special education, professional and technical education, and STEM teaching areas. We advise elementary education majors to pursue second endorsements in math and science teaching.

Graduates from our special education and career and technical education programs, and in STEM teaching areas are in high demand locally, nationally, and internationally.

2. Analyze where your undergraduate and graduate students come from geographically and from which high schools, community colleges, and other institutions. Describe how you market your programs (i.e. traditional high school recruitment, community colleges, summer attendees, distance education prospects, feeder schools, etc.) Evaluate your marketing efforts (i.e. web, alumni, high school and junior college contacts, campus visits, transfers within the UI, etc.)? Are there potential markets you are not

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reaching and should include in your recruiting and retention plan? Discuss how Articulation Agreements are used in enrollment management efforts.

Undergraduate and graduate students in the C&I department tend to come from Idaho and the surrounding states. Students at the Coeur d’Alene Center majoring in elementary education tend to transfer to our program from Northern Idaho College where they receive their core education and initial courses in foundations of education and math for elementary teachers.

The C&I department does very little marketing, and yet in 2010-11, the C&I department was ranked fourth in the university for generating numbers of Student Credit Hours (SCH). The C&I department generated 16,287 SCH and was surpassed by the English (19,259 SCH), Psychology/Communication Studies (18, 809), and Math (16,421 SCH) departments; and these departments garner most of their SCH from required core course work.

The C&I department only markets its Career and Technical Education program. There is no plan or systematic marketing plan for any of its other programs.

We could reach out to potential teacher candidates in STEM areas. We are often approached by “place-bound” enquiries seeking certification in secondary education as teachers in science and math, who are unable to attend the residential campus in Moscow where science and math methods courses are conducted in face-to-face classrooms. The faculty are exploring options for a Masters plus certification in STEM areas.

The C&I department enjoys healthy articulation agreements with almost all community colleges in the area and can generally help students to graduate with a B.S. Ed. in four years when they transfer from community colleges with articulation agreements in elementary and secondary education. The C&I department enjoys a particularly close relationship with Northern Idaho College (NIC) in Coeur d’Alene with our elementary education program.

3. Analyze your unit’s trends in both quantity and quality - prospects, applications; admissions and enrollment rates, both undergraduate and graduate. Describe your efforts to recruit a diverse student body. Describe how you coordinate marketing and recruiting efforts with enrollment management and other units in your college and with other units across the university? Where are your opportunities for improvement? What steps are you taking to improve the efficiency and effectiveness procedures to improve the composition of the student body?

The C&I department’s student FTE have remained consistent over the years and students seek out the University of Idaho to learn the arts and sciences of teaching and learning.

Spring 10th Day EnrollmentsProgram Spring 2009 Spring 2010 Spring 2011Special Education - M.Ed. 13 18 18Elementary Education – B.S. Ed. 281 301 293

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Secondary Education - B.S. Ed. 247 293 302Curriculum & Instruction – M.Ed. 67 65 63

Student requirements for admission to teacher education have been increased. It is reasonable to think that the quality of student admitted to our teacher education programs will increase, as well.

New requirements for admission to teacher education programs are added below as “Further Evidence.” The Minimum requirements are still required, just further evidence has been added; and faculty now make the recommendations for admission to teacher education.

Minimum Criteria:Communications 101 (2 cr) Grade of “C” or higherEnglish 102 (3 cr) Grade of “C” or higherMath 143 (3 cr) for El. Ed.Math 143 (3 cr) or Stat 150 (3 cr) for ECDE

Grade of “C” or higher

EDCI 201 (2 cr) for El. Ed. – Sec. Ed.FCS 210 (2 cr) for ECDE+ 20 Hours of Service-Learning


EDSP 300 Grade of “C” or higherEDCI 301 for El. Ed.FCS 234 for ECDE


Cumulative GPA of 2.75+Background Check Clear

Further Evidence:Letter of Application Evaluated by program facultyTwo Form Letters of Reference Evaluated by program facultyInterview Initial Interview with Academic Advisor –

What draws you to teacher education?

4. Analyze your historical student retention by year including what happens to those who leave (go to another department within the UI, to another institution, or drop out.) Describe advising (procedures, culture, and ethos), intervention, and mentoring. What are specific indicators you look for to identify at-risk students and what services do you provide them? What programmatic challenges impact student retention (i.e., success in gateway courses, availability of required courses)? What metrics and benchmarks are utilized to measure effectiveness of your retention efforts? Describe your efforts to assist students who want or need to switch programs within your college, the university or other opportunities.

Students interested in teacher education meet with a college advisor (Andrea Chavez) and work out a plan for graduation in the shortest possible amount of time. If students are motivated and able they are generally issued a four-year plan to graduation and certification. Unless a faculty member objects, all first-year and sophomore students are advised by an advisor in Student Services.

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Throughout the first and second year, students meet regularly with their advisor so any issues that might arrive are addressed quickly. Indicators include the early warning grade system, mid-term grades and discussions with students during early advising sessions. Students are advised about the many services at the University of Idaho created to assist them such as the writing center, the career and placement center, the academic tutoring center, the math lab, testing and counseling, as well as being urged to simply discuss issues with the professor of the individual classes.

Students who are at-risk at the end of the first semester are highly encouraged to attend the SOAR (Student Options Advising Retreat) workshop held the day before spring semester. This retreat is designed to help students get back on track after their first semester while they still have the opportunity to recover. SOAR students attend workshops on academic strategies for improvement and success as well as meeting with a SOAR advisor with whom they will meet again during the coming semester.

Student advising is designed to act as a guidepost and a place where students can come and receive advise on many issues. Students can then be directed to the best office to help them solve their problems and meet their needs. Our advisors work closely with our students to help identify such needs and get the student to the expert. Students are advised early in the semester, rather than waiting until the end near the official advising time, which encourages them to ask questions during the semester as new ideas come forward. They feel they are not as rushed and can take all the time they need with their advisor. The advisor will help them develop a four-year plan and go over all the testing and other hurdles between them and graduation. While not trained counselors, the advisor can act as a first point of contact for a student in trouble. They will see that the student gets to the proper offices and experts depending on their needs.

If a student wishes to change majors or is unsure of their path, our advising team can assist them by showing how changing the major will affect their overall college career and get them in contact with an advisor in the new area of interest for further discussion. They will also help walk them through the paperwork required to change majors as well as other university forms and paperwork that may arise.

Programmatically, retention issues usually arise around external conditions. The marketplace for teachers, concerns over recent developments at the state and federal level regarding education in general. Class availability is usually not an issue that isn’t solved fairly quickly as any potential issues is changes each semester. GPA and other admission to teacher education requirements does affect retention as it was intended to do by encouraging excellent in our future teachers in all their studies. Those students not accepted into the program are counseled into other areas of the university more suited to their abilities.

5. Evaluate the role of Summer Programs, Concurrent Enrollment (dual credit/ inter-institutional) course offerings, within your recruiting and retention efforts. What are you doing to manage enrollment and quality of course offerings for students in summer and concurrent programs?

During Summer Session, the C&I department offers Education Core courses (EDCI 201, 301 and 302) for transfer students from community college to put them on track for methods courses in the Fall and Internships in the Spring. These courses help students to get on-track for timely graduation, preferably within a four-year window.

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We are currently developing a dual credit course for high school students that will satisfy the first required course in our Education Core (EDCI 201 Contexts of Education). We are developing the course from our current course offering at UI, and including the 20 hours of Service-Learning requirement in the course work. We will use the same syllabus and textbook and the same signature assignments. It is planned to offer this course online through the Idaho Virtual Academy (IDVA). We will supply the course content; they will supply the teachers and deliver to high school students online. By developing the course for IDVA, we can ensure similar quality. We will also see students arriving at UI pursuing teacher education and ready to move on to other Education Core courses, i.e., EDCI 301 and EDSP 300. This will limit the number of students enrolling in EDCI 201 at our Moscow campus and allow us to better serve the students who need the course and the service-learning hours associated with the course.

6. Analyze your past and present funding sources for students (e.g. financial aid, scholarships, work study, and graduate assistantships). Describe the characteristics, philosophy and plan of your scholarship programs (e.g., up-front and continuation, access and merit scholarships)? Describe the screening process for awarding funds (e.g. assistantships and scholarships). How are you using assistantships and scholarships to manage enrollment and increase quality and diversity? Discuss both undergraduate and graduate efforts.

The C&I department awards scholarships, work study positions, and graduate assistantships to its students.

Scholarships:The Office of Student Financial Aid Services provides scholarship information and training sessions to assist colleges and departments in the scholarship awarding process. The training sessions discuss the recent request of colleges and departments to review their scholarship programs to provide more support for the Go Idaho!, Transfer Idaho, and National Merit programs. These sessions are provided for college associate deans, academic department chairs, and directors of programs that offer scholarships. The sessions discuss options and suggested actions that will assist in the development of scholarship policy.

Scholarship awards in C&I are made at the undergraduate and graduate level by the chair of the department; and they are awarded within the criteria stipulated by the scholarship’s benefactor. For example, one benefactor contributes $2,500 per year to a student in Special Education and a financial need is the primary basis for selection. The recipient may receive the scholarship for up to four years. The chair of the department searches for students with the specified criteria using data financial aid requests submitted on a student’s Free Application for Federal Student Aid (FAFSA). Every effort is made to find a good match between a student’s qualifications and the criteria stipulated by the scholarship benefactor.

Approximately $65,000 in scholarship money is awarded each year for students in the C&I department.

Work Study:

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Work-Study is a federal and state-funded, need based financial aid program designed to provide jobs to full-time students to help them meet their school related expenses. Students typically work 8 - 10 hours per week to earn the amount of their award. Work-Study is awarded to the students showing the most financial need based on the results of the FAFSA. Work-Study is taxable income.

Work-Study positions are advertised and students apply for those positions. The C&I department employs work-study students in the Career and Technical Education Program.

Graduate Teaching Assistantships:The awarding of teaching assistantships (TAs) in the Curriculum and Instruction Department is a competitive process and awards are based on departmental needs and graduate student qualifications. We are looking for a “best match” between departmental and faculty needs and graduate student qualifications, within a limited set of resources.

The process involves a faculty committee recommendation to the department chair. The department chair will offer TAships to graduate students based on the committee’s recommendations. Awards may not exceed the total amount of money available for TAs.

When funding is available, TAs from the previous year, who are performing at the acceptable level, and who are making appropriate academic progress, will be renewed for the following year until graduation or until they refuse the offer. This will be available up to two years for Masters Teaching Assistants and four years for doctoral Teaching Assistants. If funding is insufficient to support the previous year’s TAs, the faculty committee will recommend to the department chair which Teaching Assistants will be awarded continuing Teaching Assistantships and which will not be awarded Teaching Assistantships due to lack of resources. Any remaining TA funds, after the previous year’s awards have been allocated, will employ new TAs and the faculty committee will recommend the “best match(es)” to the department chair, who will make the offer to the graduate student(s).

The faculty committee will consist of: 1) the department chair, who will not vote and will facilitate the process, 2) program coordinators, and 3) all faculty members who have grant funds available to employ TAs.

Teaching Assistantships can only be awarded to students who have been accepted into a graduate program in the Curriculum and Instruction Department. As part of the application process or after acceptance, graduate students interested in Teaching Assistantships are to provide the C&I department chair with: 1) a letter of interest, and 2) a curriculum vitae.

Graduate students are encouraged to communicate with their professors regarding Teaching Assistantships that may be available through grants, scholarships, and gifts. Some faculty are able to employ graduate students as part of their grant work.

The C&I department has awarded seven teaching assistantships. These graduate students work 20 hours/week and either teach a course in the C&I department, or help with scholarship and research.

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Masters/Doctorate Award Amount

Funding Source Budget Line

Doctorate $ 15,000.00 C&I ETX002Doctorate $ 15,000.00 ICLA ETX030Doctorate $ 15,000.00 C&I ETX002Doctorate $ 15,000.00 C&I ETX002Doctorate $ 15,000.00 C&I ETX002Doctorate $ 15,000.00 C&I ETX002Doctorate $ 15,000.00 C&I ETX002

Total $ 105,000.00 C&I + ICLA ETX002 & 030

Graduate teaching assistantships help boost graduate enrollment, as each TA must be a full-time student, unless they are a part-time TA. Teaching Assistants’ contracts read in part:

You will be responsible for payment of university required fees for enrollment. The assistantship is conditioned upon enrollment in nine (9) credits of graduate coursework each semester.

This clause ensures that TAs will be enrolled in our program and will add to the enrollments for each semester.

7. What is your graduate and undergraduate capacity by program? What can you do in your program to increase enrollment and retention? To what extent does your capacity allow you to meet the demand for your program? Has this capacity changed in the last five years or since the last review? To what extent is your capacity defined by faculty, facilities ,and student applications, capabilities, and characteristics? Compare your unit’s faculty teaching, scholarship, outreach and advising load with similar departments at appropriate peer institutions. Evaluate the assets you have to reach your capacity. Evaluate the barriers you have to reach your capacity.

C&I department programs are at capacity (see program capacity attachments). A program capacity exercise found that when faculty were assigned a two-two teaching load for Fall and Spring semesters that all programs had between 36% and 64% full-time faculty to cover all course work for students in their programs.

Program Percentage of 3-credit classes available for

program faculty teaching

Percentage of 3-credit classes to be taught by

adjunct, instructors, or TAsEducation Core 41% 59%Elementary Education 55% 45%Secondary Education 64% 36%Advanced Studies 36% 64%Special Education 50% 50%Career & Technical Education 57% 43%

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The Career and Technical Education program is probably the one program that is not at full capacity in the C&I department. A marketing campaign was begun last academic year and promotional materials were developed and dispersed via the web and email. Secondary education probably has capacity in STEM related areas, but the humanities and arts are at capacity. We simply do not have the resources to grow in other areas and so we limit the numbers of students allowed into elementary education, special education, and advanced studies programs.

A sample of C&I tenured and tenure-track faculty position descriptions indicates a high percentage of teaching and advising and less time spent on scholarship and creative activities.

Name Teaching & Advising %

Scholarship %

University Service &

Leadership %

Outreach %

Anne Adams 49 % 23.5% 7.5% 20%Anne Kern 25% 35% 20% 20%

Beth Reynolds 67.5% 22.5% 5% 5%Brant Miller 30% 45% 5% 20%

Cherie Major 65.5% 24.5% 10% 0%Emily Duvall 38% 33% 12% 20%

Georgia Johnson 53% 17% 10% 20%John Cannon 55% 25% 5% 15%

Margaret Vaughn 56% 30% 4% 10%Average 48.7% 28.4% 8.7% 14.4%

Assets to reach our capacity are our faculty members’ abilities to provide meaningful responses to meet the demands of the job at hand. We also gained assets when clinical faculty members were hired to teach full-time, 12 credit/semester loads in advanced studies and other programs. This has enabled tenure-track faculty to assume smaller teaching loads and concentrate on research and scholarship. This year alone, tenure-track faculty members have brought in over three million dollars in grants. The department has acted as one with clinical faculty shouldering the majority of the teaching load and that has enabled tenure-track faculty members to concentrate on grant-getting.

Another asset is the number of un-filled vacancies that should be filled in the next two years. Approximately six new clinical and tenure-track faculty positions should come available in the next two years which will allow the department to hire more faculty members to expand our capacity in the area of advanced studies and STEM teacher education.

One of the barriers to achieving greater capacity is our location in rural North Idaho. Many or our service-learning opportunities and practicum and Internship placement options are marginalized by inundating a small community with many students wanting to serve, learn, and practice teaching. We are already experiencing some difficulty in placing student teachers in the area.

VII. Assessment of Student Learning

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1. What is the focus of your assessment plan? Describe the effectiveness of your assessment plan in yielding data that leads to improving the program?

The assessment plan is designed to select and monitor the development of the best possible candidates to work in P-12 public schools. It provides current and planned data collection activities and a description of current and planned processes for using the data for program improvement. It was designed with six objectives in mind:

1. Alignment with the University student outcomes, the vision/mission of the College of Education, the Conceptual Framework (CARE), the Danielson Framework for Professional Practice, and the Idaho State Core Standards for Teacher Education

2. Based on input concerning elements of the system from faculty, professional community members, and advisory professionals

3. Where possible, integrated with existing, valid, and reliable instruments and procedures

4. Anchored with multiple, validated instruments and procedures explored in pilots before installation

5. Systematic and flexible to allow examination of unique program goals;6. Focused for program development and improvement.

The plan involves important points in each candidate’s program and includes assessments, timelines, plans for creation of future instruments, integration of technology such as the TaskStream Folio System, and reporting of student academic and performance achievement regarding standards and dispositions. In addition, it identifies six main transition points or benchmarks at the program level:

1. Admissions2. Completion of Course Work 3. Field Experience 4. Teaching Credential 5. Program Exit6. Employment

The technological tools for maintenance of the assessment system consist of:

The University of Idaho’s administrative computing system The University of Idaho Assessment and External Program Review

system, The University of Idaho College of Education’s assessment system for

standards and dispositions Professional folio system housing signature assignments, student

artifacts and assessments.

These systems offer many currently existing and possible future ways to maintain data. Most recently, an Internship Placement System has been developed and is ready for use in the UI College of Education’s assessment system. In addition, the global rubrics in the Professional folio system permit examining candidate progress on specific assignments, tests, and dispositions through responses to signature assignments and professional

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dialog with professors. Each of these can be linked to the conceptual framework, program goals, and standards.

Aspects Addressing Program Operations

Program operations are addressed at each benchmark. Selected information is used to assess candidates and candidate outcomes. The plan addresses a number of concerns including:

• Quality of instruction• Effectiveness of field supervision• Candidates’ and graduates’ perceptions of the quality of their preparation• Employers’ evaluations of graduates in terms of the overall program

quality in comparison to graduates of other institutions • Employers’ evaluations of graduates in terms of program goals and the

conceptual framework

The plan includes a variety of data collected on an established schedule. The data are generally collected—either by semester or annually—and reviewed annually. Full implementation of this process of feedback and use of data is ongoing. Data from candidates’ course evaluations is used to monitor the quality of instruction. Program administrators and faculty review each set of evaluation forms and counsel instructors who are not maintaining high instructional quality. Assistance is provided where needed. The assessment design specifications provide common procedures and guidelines for the collection, analysis, summarization, and use of the assessment data. Multiple assessments are used throughout the program in order to ensure program quality, high standards, consistency, and clear procedures.

The system serves four functions:

1. To determine the quality of applicants and appropriate fit with the program2. To determine the quality of candidates throughout their programs in terms

of expected knowledge, performance and dispositions inherent in the conceptual framework

3. To determine whether candidates have met the standards set by the Idaho State Department of Education

4. To continually improve the quality of our programs and the unit’s performance.

The assessment system is also used for department monitoring and improvement. It includes embedded data sources and information obtained from graduates and employers.

The C&I department has found the assessment plan to produce both direct and indirect data that helps to posture questions and find reasonable responses to those questions. For example, how can we make the elementary education year-long internship more effective for all elementary education students?

2. How does the unit use the assessment information obtained to improve student learning and program effectiveness? What are significant

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modifications that have occurred throughout the assessment cycle over time? Describe the effectiveness of the modifications.

The C&I department faculty members collect and analyze both direct and indirect data from multiple sources. This data is used to assess student learning at six progressive benchmarks as students move through their teacher education programs. They are assessed at:

1. Admissions2. Completion of Course Work 3. Field Experience 4. Teaching Credential 5. Program Exit6. Employment

Faculty members analyze the data at program and department meetings to generate questions, concerns, or delights. When questions and concerns are raised, faculty try to ascertain whether the question or concern is a student learning issue or a program effectiveness issue, or both. Generally, more data from other sources is sought to ascertain the full extent of the issue. For example, when faculty voted to make the second semester of elementary internship optional, the issue emerged from senior survey results. Faculty then took steps to survey graduates from the program. They then decided to make the second semester of elementary internship optional for students who could present an alternative plan for enhancing their knowledge, skills, and dispositions as elementary educators.

The Curriculum & Instruction Department has undergone significant modifications in 1) organization, 2) curriculum, 3) admission requirements, and 4) modes of delivery.

1) Organizational ChangesIn the last three years, the Curriculum & Instruction department has grown from elementary, secondary, and advanced studies programs in K-12 schools to include the:

Education Core courses (EDCI 201, 301, 302, 401, and EDSP 300),Special Education Program, andCareer and Technical Education Program.

The department has added Program Coordinators who meet regularly with the chair of the department and who are responsible for the strategic planning and function of their respective programs, or areas (in the case of the Education Core courses). Where a program coordinator cannot be appointed (lack of resources or lack of program support) the department chair assumes the role of program coordinator.

2) Curriculum Changesa. The Education Core courses have been revised to better align with Title II assurances to the state and federal government, and to better align with the Idaho Core Standards for Teacher Preparation.

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b. The elementary education program has made optional the second semester of Internship, EDCI 484 Elementary Internship II (15 cr), but only with department approval. Students can apply to waive the second semester of Elementary Internship and pursue other options that include advisor approved course work and programs, like:


c. The undergraduate special education program was closed and a new advanced studies special education program was established in the Curriculum & Instruction department. The program can be completed in five years and is taught online. Students first study elementary or secondary education at the undergraduate level and then special education at the graduate level. During the first three years, students complete their general education requirements, including the major requirements for either elementary or secondary education. They also enroll in additional courses that provide background for teaching special education. And, students complete initial coursework in the special education content area (approximately 9 credits). Throughout the program, students complete several early field experiences in the schools and complete a full year of internship. Students complete their first semester of internship, in either elementary or secondary education, during the fourth year, prior to beginning their graduate course work. During the fifth year students complete graduate coursework and their second teaching internship in special education. At the same time, they work on their research project. When all coursework, internships and research project are successfully completed, graduates enter schools with a Master of Education in Special Education and are certified to teach Special Education in K-12 schools. This program is NCATE and state accredited.

3) Admission RequirementsAll students applying for admission to teacher education programs must meet previous standards for admission and, in addition, must complete a written letter of application, submit two recommendations, and be interviewed by their academic advisor. Also, admission decisions are now recommendations from program faculty.

4) Modes of DeliveryThe advanced studies program, special education program, and some initial teacher preparation courses have all moved to online delivery. The department makes use of both asynchronous and synchronous delivery systems; relying mainly on Blackboard™, Elluminate™, and TaskStream™ as commercial delivery systems. The department also supports web-based resources and faculty driven online resources for teaching and learning.

VIII. Personnel

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1. Reflecting on data above, evaluate the overall productivity and quality of the unit’s faculty and staff. Include in your discussion instruction, advising, scholarship, research, creative accomplishments, outreach and interdisciplinary activities.

A sample of C&I tenured and tenure-track faculty position descriptions indicates a high percentage of teaching and advising and less time spent on scholarship and creative activities.

Name Teaching & Advising %

Scholarship %


Leadership %

Outreach %

Anne Adams 49 % 23.5% 7.5% 20%Anne Kern 25% 35% 20% 20%

Beth Reynolds 67.5% 22.5% 5% 5%Brant Miller 30% 45% 5% 20%

Cherie Major 65.5% 24.5% 10% 0%Emily Duvall 38% 33% 12% 20%

Georgia Johnson 53% 17% 10% 20%John Cannon 55% 25% 5% 15%

Margaret Vaughn 56% 30% 4% 10%Average 48.7% 28.4% 8.7% 14.4%

A sample of C&I clinical faculty position descriptions indicates and even higher percentage of teaching and advising.

Name Teaching & Advising

%

Scholarship %


Leadership %

Outreach %

Deanna Gilmore 90% 4.5% 2.5% 3%Ingrid Spence 63% 0% 7% 30%

Kris Allen 52% 0% 8% 40%Melissa McConnell 92.5% 2.5% 5% 0%Rodney McConnell 84% 6% 10% 0%

Terry Jentsch 80% 0% 20% 0%Average 77% 2% 9% 12%

As mentioned earlier, under capacity, the clinical faculty members who have been hired to teach full-time, 12 credit/semester loads in advanced studies and other programs have enabled some tenure-track faculty to assume smaller teaching loads and concentrate on research and scholarship. This year alone, tenure-track faculty members have brought in over three million dollars in grants. The department has acted as one with clinical faculty shouldering the majority of the teaching load and that has enabled tenure-track faculty members to concentrate on grant-getting and scholarship.

C&I department faculty members tend to meet and exceed expectations in teaching, advising, scholarship, service, and outreach, as measured by faculty annual reviews.

Department Average & Year

Teaching & Advising

Scholarship Service Outreach

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3.6 overall - 2008 3.6 3.8 3.5 3.93.5 overall – 2009 3.5 3.5 3.5 3.53.3 overall – 2010 3.3 3.4 3.3 3.5

In the past three years, the Dean of the College has led an effort to “recalibrate” the annual review ratings. As a result, all faculty members have been rated lower in all areas the last three years than previous years, and this has led to a lowering of average scores in the C&I department. Prior to 2007, faculty scores of 5 out of 5 were considered common in the College of Education. Such a rating indicated that many faculty members were exhibiting Exceptional Performance (5) providing extraordinary performance well beyond that required relative to their position description, according to the performance level criteria, below.

Performance levels in each criterion evaluated are described as follows:

i. Exceptional Performance (5) is extraordinary performance well beyond that required relative to the position description ii. Above Expectations (4) represents performance which is better than that expected relative to the position description. iii. Meets Expectations (3) is the performance expected of a faculty member relative to the position description that can be defined as normative. iv. Below Expectations (2) denotes performance that is less than that expected and means improvement is necessary. A rating of this type triggers procedures outlined in 3320 B. v. Unacceptable Performance (1) is performance that is not acceptable and/or is inconsistent with the conditions for continued employment with the institution. Failure to meet these standards in any of the following ways will result in a rating of unacceptable performance:

a) received a “1” rating the previous period but did not make the improvements required.b) consistently violated one or more of the institution’s standards for meeting the expectations of the positionc) violated one or more standards of conduct as specified in the Faculty/Staff Handbook

Today, an annual score of (3) “Meets Expectations” is considered adequate for attaining tenure and promotion to Associate Professor in the College of Education. However, much will depend upon the candidate’s potential for sustaining these activities as they move into senior faculty leadership roles. The college tenure and promotion document reads:

Associate professors must have demonstrated maturity and conclusive evidence of having fulfilled the requirements and expectations of the position description. An appointee to this rank will have demonstrated effective teaching, the ability to conduct and direct scholarly activities in his or her special field, and provide service to the university and/or his or her profession. Evidence of this ability includes quality publications; and/or unusually productive scholarship in teaching

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and learning; and/or significant artistic creativity; and/or major contributions to the scholarship of application/integration.

TeachingAs addressed earlier in the report, the quality of instruction in the C&I department, as measured by student course evaluations, is very good.

Course Evaluation Report for Curriculum & Instruction – Average Score out of 4Overall, how would you rate the instructor's performance in teaching this course?

Spring 2011 3.4Fall 2010 3.3Spring 2010 3.4Fall 2009 3.4Spring 2009 3.2Fall 2008 3.4Spring 2008 3.1

Course Evaluation Report for Curriculum & Instruction – Average Score out of 4Overall, how would you rate the quality of this course? Spring 2011 3.4

Fall 2010 3.2Spring 2010 3.4Fall 2009 3.3Spring 2009 3.3Fall 2008 3.3Spring 2008 3.2

AdvisingThe C&I department advising has progressively developed to where students and faculty are satisfied with the advising they receive and their ability to direct students towards their desired goals. Beginning with adding a half-time departmental advisor in 2009 and currently utilizing a full-time advisor housed in the Student Services Unit, the department has made great strides in providing every student with a long-term plan towards completion of a degree and certification.

As well, at the graduate level, only students who have an identified “initial advisor” are accepted into our advanced studies programs. Providing an “initial advisor” at entrance to the masters or education specialist degree program has done much to provide students with the guidance and support for all graduate students in the C&I department to succeed and accomplish their goals. No student is left without an advisor and major professor.

Scholarship and ResearchC&I department tenured and tenure-track graduate faculty have increased their levels of scholarship and research funding in the last three years.

In 2008, the Yardley Research Group released and evaluation report titled, “An Assessment of Graduate Programs at the University of Idaho.” Included in the report was a comparison of the University of Idaho’s C&I department to peer institution C&I departments. A table from the Yardley Report comparing research dollars and publications is featured, below:

Research Research Papers Papers Citations Citations

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AwardsFive-YearAverage2001-02through2005-06

$perFacultyFive-YearAverage2001-02through2005-06

Published2001-02through2005-06

PublishedPerFaculty2001-02through2005-06

Received inPeriodicalLiterature2001-02through2005-06

Received PerFaculty inPeriodicalLiterature2001-02through2005-06

UI - C&I Dept. Averages

$27,000 $2,077 4 0.31 9 0.69

Peer Institution C&I Dept. Averages

$863,124 $23,253 51 1.58 66 1.83

In the last three years, C&I department tenured and tenure-track graduate faculty have significantly increased research funding and publications since the release of the 2008 Yardley Report. The increase in scholarly and research dollar production has probably surpassed the mean production of our peer institution C&I departments. See table below listing research dollars and publications from graduate faculty at the University of Idaho in the C&I department.

ResearchAwardsThree-YearAverage2008through2011

Research $perFacultyThree-YearAverage2008through2011

PapersPublished2008through2011

PapersPublishedPerFaculty2008through2011

CitationsReceived inPeriodicalLiterature2008through2011

CitationsReceived PerFaculty inPeriodicalLiterature2008through2011

UI - C&I Dept. Averages

$3,305,392 $413,174 28 3.5 43 5.4

Please note, that this increase in research dollars and publication productivity has been accomplished while tenured and tenure-track graduate faculty members have decreased and clinical faculty members have increased in the C&I department.

Outreach and Interdisciplinary ActivitiesThe C&I department continues to provide quality outreach activities through distance education; service learning; cooperative education (practicum and internships), and extramural professional service.

We have recently hired two Community Partnership Coordinators in the C&I department who will spend much of their time increasing our presence in the Moscow and Coeur d’Alene communities through service-learning and practicum coordination. These

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faculty members will further enhance our relationships with the community and K-12 schools in the area.

2. Review faculty and staff resources both on- and off-campus; are those resources used effectively to meet program responsibilities. Consider efforts toward salary competitiveness, unit’s retention rates of faculty, staff, graduate assistants and postdoctoral appointments, how have they changed recently, and major challenges. Describe planned changes.

Salary Competitiveness

According to the Chronicle of Higher Education, the table, below, indicates the average (9 month) salary for Full Professor, Associate Professor, and Assistant Professor at peer institutions.

Institution and Year Prof Assoc Prof Asst ProfMontana State University 2010-11 $83,100 $63,200 $57,000North Dakota State University 2010-11 $96,300 $75,600 $67,600New Mexico State University 2010-11 $81,500 $67,600 $55,700Kansas State University 2010-11 $98,500 $72,100 $60,900Colorado State University 2010-11 $108,800 $80,200 $69,400Oregon State University 2010-11 $95,900 $76,900 $70,100

The table, below, represents the average (9 month) salary for Full Professor, Associate Professor, and Assistant Professor at the University of Idaho, in the College of Education at the University of Idaho, and in the Department of Curriculum & Instruction in the College of Education at the University of Idaho. These salaries have remained relatively stable over the last three years.

Institution and Year Prof Assoc Prof Asst ProfUniversity of Idaho 2010-11 $90,600 $70,000 $58,200College of Education 2010-11 $77, 800 $60,900 $61,300Curriculum & Instruction 2010 - 11 $80,200 $58,800 $52,100

The C&I department’s tenured and tenure-track faculty are least paid in the university and the college (assistant and associate professors, only). And, the C&I department is ranked fourth in the University for Student Credit Hours (SCH) production and has significantly increased its scholarship and grant funding in the last three years.

Retention Rate of FacultyThe C&I department has lost eight faculty in the last three years. Five faculty members were lost due to retirement and three faculty members moved on to other universities.

Retirements over the last three years include:

Faculty Name Program(s) AffiliationDr. Karen Guilfoyle Elementary Education & Advanced Studies ProgramsDr. Cherie Major Elementary Education & Advanced Studies ProgramsDr. Richard Pollard Elementary-Secondary & Advanced Studies Programs

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Dr. Martha Yopp Career & Technical Education & Advanced Studies ProgramsDr. Jerry Tuchscherer Career & Technical Education & Advanced Studies

Moves to other universities over the last three years include:

Faculty Name Program(s) AffiliationDr. Charles Gagel Career & Technical Education & Advanced Studies ProgramsDr. Keonghee Han Elementary Education & Advanced Studies ProgramsDr. Jerine Pegg Elementary Education & Advanced Studies Programs

Graduate AssistantshipsGraduate & Teaching Assistantships have increased over the last three years. The numbers of Teaching Assistantships have doubled in the last three years and as faculty increase their grant-getting, Graduate Assistantships associated with those grants has increased.

Changes and ChallengesThe C&I department has lost more tenured and tenure-track faculty than it has hired in the last three years. With more retirements in the near future, the department needs to quickly replace those who have left the university or who are about to leave the university.

The challenge is to balance the need for and use of clinical faculty with the need for and use of tenured and tenure-track faculty members. It will also be a challenge to retain faculty members who are hired at the lowest salary levels in the university and college. C&I department tenure-track and clinical faculty look very good to other institutions who may be able to offer greater resources for similar work effort. Hiring and retaining quality clinical, tenured and tenure-track faculty members to work in the C&I department will be a challenge over the next three years.

Classified StaffIn the past three years the C&I department has taken on responsibilities and faculty that were previously in the now-dissolved Adult, Career & Technical Education (ACTE) department. However, the department now has fewer classified staff. On the Moscow campus, ACTE employed two full-time staff (AA2 and TRS2), and C&I employed one and a half full-time staff (.5 AA2 and .5 department adviser, and .5 Financial Technician). Today C&I has just two classified staff lines (AA2 and TRS2). The TRS2 position was recently vacated and a replacement is being sought. That position is funded 60% on the CTE state grant to support professional & technical education, and therefore just 40% of that person’s time is available to meet the other needs of the C&I department. The AA2 position was changed to a temporary appointment while it was in ACTE, so the C&I department has the security of just one full-time, permanent, board-appointed classified staff position, of which 60% is dedicated to the CTE state grant.

C&I also employs .25 of a full-time administrative assistant (AA2) at the Coeur d’Alene Center. This person supports the C&I faculty at the center and oversees department resources at the center.

3. Briefly describe current policies and procedures, and their effects. What are your future plans for faculty and staff development including hiring,

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mentoring, assignment, evaluation, professional development, training, promotion, incentives? Evaluate the effectiveness of these procedures and describe planned changes. How will you strengthen interdisciplinary scholarship and retain diverse, competitive faculty? How do you align position description and reward structures with institutional priorities? How do you ensure the safety and security of the faculty, staff and students?

HiringEach summer the Dean of the College of Education requests a hiring plan from the Chair of the C&I department to present to the Provost at the Provost’s Council Retreat in July. In preparation for the Dean’s request, faculty members in the C&I department are asked at program meetings and at department meeting to help generate a hiring plan for the department. A memo detailing the hiring plan for the C&I department is collaboratively drafted and approved at a department meeting in Spring Semester. The memo is forwarded to the Dean of the College who requests positions for hire from the Provost. If the Provost approves, a Position Authorization Form (PAF) is generated along with a vacancy announcement and position description. If these are approved by the Provost, the position is entered into the Applicant Tracking System (ATS) and advertised. After an appropriate length of time, a search committee (approved for diversity) screens the applicants and requests permission to interview the best candidates. If the screened applicants are approved by Human Resources (HR), interviews are scheduled and candidates are ranked and there is a request to make an offer. If that request is approved by HR and the Provost, the offer is made to the first ranked candidate and then the next and the next until there is a successful hire. Of course this process can be interrupted at any step along the way. However, every position, from the instructor who will be teaching one course in the elementary program for one semester to the tenure-track faculty person who will be conducting research and teaching in the career and technical education program must be found through this search process. Exceptions to the rule are monitored and approved by Dr. Carmen Suarez, Director of Human Rights, Access, and Inclusion.

Mentoring and Professional DevelopmentMentoring is generally an adhoc process in the C&I department where junior faculty and senior faculty meet in the hallways and offices to share strategies for navigating the processes and protocols of the department, the college, and the university. Tenure-track faculty are generally awarded a sum of money as start-up and they use those funds for travel and registration at conferences and workshops off-campus. On-campus there are various courses that can help to professionally prepare faculty and there is a new faculty orientation that is hosted by the Provost’s office every Fall Semester before the start of classes.

The College has not funded travel for non-tenured or non-tenure-track faculty members; even though they are presenting at scholarly conferences and publishing in peer-reviewed journals and books. A providing travel funds for clinical faculty would encourage all faculty contributing to the scholarship of the department. The department would benefit from making resources available to support faculty engagement in conferences and other leadership opportunities that exist nationally and internationally.

Assignment and Evaluation

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When hired and every year after, the chair of the department negotiates an annual position description with the faculty member. The position description articulates the percentage of effort required of the faculty member for teaching and advising, scholarship, outreach, and service; and, sometimes it includes “administration” or “other.” The faculty member and the chair of the department determine goals that need to be met for each area in order to meet expectations; and the position description is signed by both parties. That signed position description becomes the annual agreement for individual faculty members and it articulates in general terms the expectations that need to be met for the year. The faculty member’s position description is used one year later when the faculty member and the chair of the department meet to evaluate the faculty member’s performance.

At annual evaluation, each faculty member provides the department chair with the following materials for use in the annual performance evaluation:

(1) Current Curriculum Vitae(2) UI Faculty Position Description for Annual Performance Review(3) Detailed Faculty Activity Summary for Annual Performance Review(4) Other materials deemed necessary to document efforts and accomplishments

for the period under review.

The department chair evaluates faculty members; the performance of each faculty member over the period covered by the evaluation is judged on the basis of the position description(s) in effect during that period. In the case of faculty members holding joint appointments in two or more academic or administrative units, it is the responsibility of the administrator in the faculty member’s primary academic discipline to solicit and consider relevant information on job performance from other administrators with responsibility for the faculty member’s work.

Each faculty member is given an opportunity to use the annual evaluation form and make an evaluation of his or her own performance. The department chair provides each faculty member with the opportunity to meet to discuss the chair’s annual evaluation. (Suitable alternate arrangements are made for off-campus personnel.) The purpose of this meeting is to review and discuss the administrator’s evaluation and the self-evaluation, if any. The chair explains his ratings and comments related to the faculty member’s performance during the year and any revisions in professional goals and objectives for the coming year. The faculty member and the department chair work to identify strategies that would help the individual improve his or her performance. The ratings may be modified as a result of the discussion. At the conclusion of the review process for the annual evaluation, each faculty member shall sign the evaluation form indicating that he or she has had the opportunity to read the evaluation report and to discuss it with the unit administrator. If the faculty member disagrees with the contents of the review, the faculty member shall be permitted to append a report to the evaluation, detailing the nature of the dissent. A copy of the chair’s final evaluation is given to the faculty member.

Three years ago, evaluations were used as indicators for annual salary increases. The State of Idaho has not provided money for faculty salary increases or for cost of living increases for the last three years. So, annual reviews have had little effect faculty salary in the last three years.

Effectiveness of Procedures and Planned Changes

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The procedures for hiring, assignment, and evaluation are technically sound, and as such, are probably very effective. However, they do not provide much latitude for creative development or spontaneous divergent thinking. Everything is systematic and transparent to the point that it can debilitate through extensive processes and procedures. For example, the human resources needed to hire one instructor for one course for one semester far exceeds the value of hiring the person to teach the course. And, the fact that everything a faculty member is contracted to do must be well-articulated one year in advance of his or her evaluation makes little sense as often the expectations cited in the position description change before the lapse of one year, e.g., a faculty member has a change in assigned teaching, or is awarded a grant that changes the expectations for scholarship and teaching.

Because these procedures are stated in the Faculty/Staff Handbook, there are no planned changes. These procedures are approved by the university and the C&I department must abide by all university policies and procedures.

4. What procedures are you using to improve diversity? Have you seen a change? Is there a challenge related to diversity in your department? Describe planned changes.

Policy at the University of Idaho

This diversity definition is borrowed from the UI Diversity Certificate Program. Thank you to Drs. Storrs and Mihelich In defining diversity, we draw from Marilyn Loden who conceptualizes diversity as,”those important human characteristics that impact individuals’ values, opportunities, and perceptions of self and others” (Marilyn Loden, Implementing Diversity. 1996 Boston: McGraw-Hill.) Because we define diversity in a broad manner, our definition covers, but is not limited to, familiar characteristics involving gender, race, and ethnicity. It expands to include religion, sexual orientation, age, class and able-bodiedness. It reaches more broadly to include local, national and global cultural variation as well as to a variety of other manners in which individuals and groups are distinct in meaningful ways. We also recognize that the various social and cultural articulations of these differences involve systems of explicit and implicit stratification, inequalities, discrimination and oppression. Recognition, social organization, meanings, and understanding of diversity and stratification change over time and from place to place, culture to culture, as do their social and individual consequences. While we believe that diversity knowledge, understanding and practice are beneficial to the self and the community at large, we share Dorie Tuggle’s sentiments regarding the importance of diversity in the organizational/business world:

“Diversity is not just about race and sex, and that’s probably one of the biggest areas of misunderstanding and inaccuracy that we face. Diversity is about understanding the differences and leveraging the similarities for any organization to become successful… I’ve always seen a correlation between success and an environment that has respect for the individual… If you don’t value diversity, you don’t value you being in business… And I have yet to meet someone in business who doesn’t want to stay in business.” (Dorie Tuggle, manager of diversity and equal opportunity programs at Lockhead Martin Aeronautics Co., cited in DiversityInc.com, From the Pew to the Boardroom, Diversity’s About Inclusion, Dec. 2, 2002, by Ruth Zeilberger, accessed 12/2/02.)

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The University of Idaho’s President’s Diversity Council

Charge

The Council advises the President on how to continuously demonstrate that the University of Idaho is an institution committed to diversity. The Council does this through addressing a wide range of diversity issues related to increasing statewide student, faculty and staff diversity recruitment, retention, and promotion; identifying the action steps needed to meet the diversity goals, objectives and strategies of the University strategic plan and Presidential priorities; and assessing campus climate and recommending improvement strategies. The Council will seek to integrate its review and recommendations with on-going university wide initiatives and activities.

The College of Education’s and the Curriculum & Instruction Department’s Conceptual Framework

The College of Education and the Curriculum & Instruction department share a common conceptual framework that is part of our shared vision for preparing educators to effectively work in K-12 schools as well as other professionals working toward healthy, active living. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and accountability.

Together we develop, as scholar practitioners who value, professionally apply and advance:

Cultural Proficiency Assessment, Teaching and LearningReflective Scholarship and Practice Engagement in Community Building and Partnerships

C = Cultural ProficiencyCultural proficiency includes the policies and practices of the organization, or the values and behaviors of an individual that enable the agency or person to interact effectively in a culturally diverse environment. We endeavor to promote the development of caring professionals who can be secure in their identities, acknowledge their predispositions, biases, and limitations, and actively and critically engage in culturally proficient leadership and teaching.

The C&I department embraces a cultural proficiency approach, or an inside-out approach, to developing harmony and unity through diversity. This approach thinks about those who are insiders in the organization, and encourages reflection on self-understandings and values. It relieves those identified as outsiders – members of excluded or marginalized groups – from the responsibility of doing all the adapting. This approach acknowledges and respects the current values and feelings of people, and encourages change without threatening feelings of worth.

Procedures for improving Diversity at the University

1) Identify strategies for, as well as current barriers to, increasing the diversity of the University of Idaho student body by examining current recruitment and retention

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initiatives and developing recommendations for assessment, improvement and accountability;

2) Identify strategies for, as well as current barriers to, increasing the diversity of the University of Idaho faculty and staff, by examining current recruitment and retention initiatives as well as hiring and promotional policies and practices and developing recommendations for assessment, improvement and accountability;

3) Inventory and assess multicultural curriculum and co-curricular offerings university-wide and recommend strategies for increased diversity and cohesion within the curriculum and co-curriculum that reflect the interdisciplinary scholarship curriculum development evolution and co-curricular programmatic innovation in which the University is engaged;

4) Assess campus climate and make recommendations for improvement framed by the University strategic plan and presidential priorities;

5) Inventory diversity-focused statewide programs and outreach and recommend innovative approaches for integrated and strategically planned diversity goals and objectives that engage the many communities served by the University of Idaho;

6) Assess current formal and informal University structures and their impact on progress towards diversity goals and recommend initiatives for improvement.

Procedures for improving Diversity within the College and the C&I department

Culturally proficient leaders and teachers begin with accepting and valuing each student and acknowledging what each student brings to the community (Zaretsky, 2004). They nurture development, individual ability, and talent while creating an equitable classroom environment. Culturally proficient leaders confidently deliver programs and services, knowing that their community of learners genuinely value diversity (Portin, 2004). Teachers, administrators, school counselors, support staff, and related professionals show respect to one another and to collective efforts in order to educate every student. When all participants are deeply involved in the developmental process, there is broader-based ownership, making commitment to change more likely (Roach, 1995).

As a result, in a culturally proficient organization, the culture of the organization promotes inclusiveness and institutionalizes processes for learning about differences and for responding appropriately to those differences (Gartner, & Kerzner Lipsky, 1998; Villa & Thousand, 2003; Sapon-Shevin, 2003). In an organization, it is the organizational policies and practices that reflect a positive diverse environment. In an individual, it is one’s values and behaviors that enable effective and helpful interaction in a diverse environment (Lindsey, Roberts & CambellJones, 2005).

Cultural proficiency is professionally applied and advanced through:

Hiring practices and guiding principles;o Culture is a predominant force.o People are served in varying degrees by the dominant culture.o Acknowledge group identities.

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o Diversity within cultures is important.o Respect unique cultural needs.

Signature assignments embedded in course work and instruction;o Teachers have a clear sense of their own cultural identities.o Teachers communicate high expectations for learning and a belief that all

students can succeed.o Teachers are committed to achieving equity for all students and believe

they are capable of making a difference in students’ learning.o Teachers cease seeing students as the other.o Teachers provide academically challenging curriculum that includes the

development of higher-level cognitive skills.o Teachers guide students to create meaning about content in interactive,

collaborative environments.o Teachers provide learning tasks that students see as meaningful.o Teachers provide a curriculum with multiple perspectives.o Teachers scaffold new and challenging curriculum to existing student

resources and knowledge. Service-learning opportunities; Practicums and Internships; and Discipline and classroom management policies and practices.

The C&I department endeavors to move individuals and the organizational culture along this continuum to a “tipping-point” towards Cultural Proficiency. There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences. The continuum begins and ends with:

Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-Competence Cultural Competence Cultural Proficiency

Challenges and Changes with Diversity in the C&I DepartmentA challenge is our geographic location in Northern Idaho and, like many other C&I departments around the country, we have a history of treating diversity in ways that operate on the lower end of the Cultural Proficiency continuum. We hope to overcome these challenges by embracing the principles and practices associated with growth toward Cultural Proficiency.

Changes in the university, the college, and the C&I department have all moved our thinking and actions from an outside-in approach to an inside-out approach to diversity. Diversity begins within and through shifts in attitude, beliefs, and behaviors we are moved to a personal and organizational commitment to achieving equity for all. We are embracing a new belief system that we can individually and organizationally apply to make a difference in our department’s learning and living environment.

5. Describe the work climate in your unit (i.e. diverse faculty and student body, alignment of position descriptions with reward structures,

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opportunities for collaboration and professional development, effect on teaching, relationships with students, advising and so forth). What are the academic, structural and administrative barriers in your unit to the environment you want to achieve? What are you doing to reduce them? How does the university climate impact the program; conversely, what are you doing in this program that impacts the university climate and how do you measure those impacts?

Diverse faculty and student bodyThe C&I department enjoys a viable work force of diverse faculty members and a diverse population of students who are enrolled in the department’s courses. The department includes a wide range of faculty and students who can be placed in every “traditional” category, i.e., gender, race, and ethnicity, religion, sexual orientation, age, class and able-bodiedness. Through these “traditional” categories and by our university’s “new” definition of diversity, the C&I department can be described as diverse in many ways.

Position Descriptions and Reward StructuresPosition descriptions and performance expectations are based on the hiring description, the needs of the department, and the knowledge, skills, and dispositions of individual faculty and staff members. Rewards structures are well-articulated in the Faculty/Staff Handbook and they are negotiated annually between the chair of the department and individual faculty and staff members. Collaboration is considered important throughout the department and occurs within and across programs.

RelationshipsRelationships between some faculty members and staff members have, at times, been strained to the point of loud, verbal confrontations. These situations have caused embarrassment and some ill-feelings. Prior to 2008, consultants were used to help faculty communicate and college-wide academic departments were aligned to minimize such clashes between faculty.

Developing Expectations and GoalsBeginning in 2008, expectations were developed to help the chair and faculty know what is expected of each other. And, the faculty also set goals they wanted to pursue as a department. The expectations and goals were agreed to at department meeting, and they were revisited when needed and at the end of each semester when a list of faculty and staff accomplishments was generated detailing department activities and successes. This process has helped the department to function in a more respectful and professional manner over the last three years.

Examples of faculty and staff expectations are:

Take responsibility Be professional Collaborate with others Be dedicated Be a mentor, provide support , care for others, and learn Pursue excellence in teaching, scholarship, outreach and Advising Listen, be accurate, and have fun

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Be passionate Be Respectful Exercise patience with everyone (colleagues, administrators, students, etc…) Attend meetings and participate in the governance of the department and the

college

At the beginning of every Fall Semester, first-year students arrive for orientation and those who plan to be teachers meet with the chair of the C&I department. The students are asked what they expect of C&I Faculty and what they expect of themselves and other students in their program. The expectations generated by the first-year students are then shared with C&I department faculty and staff at the beginning of the academic year. It is fascinating to note how similar faculty & staff expectations of themselves are mirrored in the expectations generated by first-year students.

For example, in 2009 first-year students were asked, “What do you expect from C&I faculty and staff?” They responded:

Being helpful Be knowledgeable Teach others how to teach Be available Be credible Be dedicated Be passionate Be professional Be clear about expectations Be personable and approachable Be flexible with your students Help students to be creative and individualize instruction

And, in 2010, students were asked, “What do you expect from yourself and other students in the program?” They responded with these expectations:

Be responsible and respectful to peers as well as faculty and staff Be reminded of the passion for teaching and learning Help each other out Actively participate and work off each others’ strengths Open discussions Use the resources that are available to us Be creative Be sincere Be open to new ideas and perspectives Be patient with each other and those outside our group

The C&I department faculty and staff reviews these expectations of ourselves and the students’ expectations and we use them as “social contracts.” It can be argued that the expectations help to develop a culture of inclusivity and openness. When things happen that appear to be outside the bounds of these expectations, we take time to talk about it,

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in civil and respectful ways. We use a dialogic approach to address issues and concerns that affect relationships and our responsibilities.

Barriers and ChallengesThe nature of the work required and departmental climate are “great” in determining Work-life satisfaction.

Faculty and Staff satisfaction are influenced by: Fairness of Supervision Opportunities to Collaborate Interest of Senior Faculty Professional Interaction with Peers Personal Interaction with Peers Sense of Fit - This is MOST IMPORTANT

o Includes – Quality of Interactionso Includes –Fair Treatment

Socialization is important in helping new faculty and staff to feel a permanent sense of value in the department and this emotional move from “outside” to “inside” the department needs to be smooth and natural.

One of the barriers to a smooth and natural transition is that newcomers to the department must learn to adapt through “uncertainty reduction.” The department needs better mentoring of new faculty and staff. The department needs a systematic approach to helping with the socialization process and boosting faculty and staff retention by providing better:

Role Clarity, Self-Efficacy, and Social Acceptance.

Of the above list – Social Acceptance is the biggest concern!

Another barrier is the need more senior faculty in the C&I department. We know that mentoring junior faculty is important, and in a department with only four senior faculty and seventeen junior faculty members, there is a dearth of good advice and counsel. Much of our efforts are after-the-fact reaction and the department really needs a systematic approach to mentoring new faculty and staff.

The University Climate affects the C&I departmentCommunity and Culture: Be a purposeful, ethical, vibrant and open community is Goal 4 in the University’s new strategic plan. This goal resonates well with all we try to accomplish in the C&I department.

However, there is a perception that the other goals confound Goal 4: Community and Culture. For example, “hanging over the head” of every tenured and tenure-track faculty member is Goal 2: Scholarly and Creative Activity: Promote excellence in scholarship and creative activity to enhance life today and prepare us for tomorrow and Goal 1: Teaching and Learning: Enable student success in a rapidly changing world through transformed teaching and learning. These goals are ever-present in the lives of junior faculty members who are on the road to tenure and promotion. They generate a great

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deal of stress in their work-lives and they strain relationships as some faculty members compete for first author rights on publications and first Primary Investigator (PI) on grants and gifts. The tension between these three goals can breed a competitive relationship amongst C&I department colleagues. Such competition can undo all the good work that being done and achieved on Goal 4: Community and Culture: Be a purposeful, ethical, vibrant and open community.

The C&I department is making great strides in helping one another succeed with scholarship activities; and we are celebrating more as a department, a team of faculty and staff, rather than individuals when we succeed. As mentioned earlier, we have made great progress increasing our scholarship and grant-getting these last three years. None of these would have been possible without some faculty taking on more teaching and less scholarship and other faculty taking on more scholarship and grant-getting and less teaching. C&I department faculty and staff need to be recognized as a team for their good work in publishing and grant-getting and in teaching and learning. We need fewer individual awards and rewards and more community awards and celebrations.

IX. Finances

1. Summarize the sources and amounts of your unit budgets including state funds, research dollars, gifts and donations, etc. How are you using the funds? What are your priorities for meeting future needs within available resources?

The C&I department operates on state funds (X Budget lines), research dollars (K Budget lines), student fees (Y and 8 Budget lines), and gifts and donations (N Budget lines).

Faculty and Staff employed on state funds are generally paid out of budget line ETX 002 or ETX 030 and these funds have been steadily declining over the last three years.

Year Budget Line Amount2009 ETX 002 $1,149,9122010 ETX 002 $1,132,6092011 ETX 002 $1,005,480

Year Budget Line Amount2009 ETX 030 $172,1362010 ETX 030 $174,4192011 ETX 030 $154,114

The C&I department accrues summer fees based on the number of students enrolled in summer courses. This money is deposited in ETX009 budget line, and is used mainly to conduct the business of the department – copying, office materials, phones, etc… – including providing travel money for faculty presenting at conferences and seeking professional development. These budget lines have been severely strained the past three years. Only 2011 will see an increase due to high enrollments in summer courses and administration choosing to not use this money for budget holdbacks and reallocation.

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The department also acquires dollars for Off-Campus instruction (ETX 101). These funds are earned for our elementary program in Coeur d’Alene and offerings in Boise. The ETX 101 funds support salaries for faculty off-campus and who teach as temporary faculty, online.


Every student who enrolls in an online course in EDCI, EDSP, or CTE is charged a $35/credit fee for the course. These online fees are accrued in ETY090 and can only be spent on professional development travel to enhance online teaching and learning, hardware and peripherals to support online teaching and learning, and course materials that support online teaching and learning. Recently these funds have been used to pay for student subscription fees to TaskStream™ where the department collects signature assignments and assessments and where the assessments are aggregated and disaggregated and the data is used for program evaluation and student assessment. Also, these “one-time” funds have been tapped to satisfy budget holdbacks and reallocation to the college. As a result, the amount appears to be decreasing.

Year Budget Line Amount2009 ETY 090 $54,9832010 ETY 090 $70,5702011 ETY 090 $28,564

Research funds are held in K budget lines and are administered by the grant PI. A special grant awarded to the Career and Technical Education (CTE) program includes funds from the state to train teachers in Business & Marketing Education, Technical Education, and Occupational Education. This grant, renewed each fiscal year, ranges around $500,000. The college and department use this money to provide resources, and pay salary and travel for our CTE program faculty and staff. These funds are administered by the grant PI in conjunction with the State Department of Education.

As reported earlier, more and more faculty are receiving research and professional development grants. This money is held in K accounts and is administered by the grant PI in concert with the department’s Technical Records Specialist II.

Primary Investigator Funding Source Title and AmountDr. Anne Adams Idaho State Board of

EducationLiteracy Instruction in Math and Science for Secondary Teachers (LIMSST) $115,000

Dr. Anne Adams Washington State University – NSF MSP Institute


Dr. Emily Duvall National Writing Northwest Inland Writing Project (NIWP)

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Project $35,000Dr. Anne Kern NASA Collaborative Development of a Climate

Change Curriculum for Classrooms in the Intermountain West $547,726

Dr. Anne Kern National Science Foundation


Dr. Brant Miller National Science Foundation


Dr. Melissa Saul National Geographic Society


The C&I department and various programs have gift accounts. These monies are held in N accounts and are administered by the department chair in concert with faculty and program coordinators. These are discretionary funds used to enhance the teaching and learning environment in the department. Department meeting minutes show efforts to spend these monies in ways that faculty determine appropriate.

Budget Line Department or Program Accrued to DateESN 200 Special Education Excellence Fund $4,892ETN 202 Curriculum & Instruction Excellence Fund $21,062EVN 200 Career & Technical Education Excellence Fund $1,490EVN 201 Technical Education Unrestricted $2,528EVN 202 Business Education Excellence Fund $2,992

Priorities and Future NeedsIt is abundantly clear that the C&I department will not be gaining more state dollars for teacher training. The department will need to generate dollars through student fees and grant and gift funding.

Our department is currently at capacity, with the exception of the CTE program and Secondary Education STEM areas. And, since these are needed areas, it makes sense to concentrate our efforts on increasing funding for STEM teacher education, while maintaining current levels in elementary, secondary (non-STEM), and special education.

2. Discuss plans for resource enhancement (grants and contracts, gifts, collaboration with business and industry, etc.) How will you strengthen financial and administrative operations to meet the needs of faculty, students, staff and your constituents and stakeholders?

The C&I department can generate its own funds in three ways, through student fees, gifts to the department, and successful grant-getting. The department has pretty much exhausted its grant-getting and administration of student fees. We could do a better job securing gifts for the department.

The C&I department hopes to strengthen its financial and administrative operations through careful analysis of expenditure of funds. We need to move away from a department driven by quantity of students in programs and emphasize the quality of students in our programs. Through careful administration of funds and enrollment management, we will earn a national reputation as a quality teacher training institution.

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Our faculty members need a quality work-life experience, and our students need a quality education. We will do this through enrollment management, by limiting numbers of students who enter our programs in elementary, and non-STEM areas of education. And, we will increase the number of students in STEM areas of education to a manageable number where we can maintain a quality experience for both faculty and students in the C&I department programs.

X. Facilities and Equipment

1. Discuss your departmental space, facilities, technology, and equipment. How are you using your facilities and equipment to encourage interdisciplinary collaboration and access to information resources and use of innovative technologies? How do you ensure the safety and security of the infrastructure?

Space, Facilities, Technology, and EquipmentThe Associate Dean, in conjunction with faculty and chairs, determines the most efficient use of office space for the ED and ITED buildings on the Main Campus and at the Coeur d’Alene Harbor Center. Classrooms ED 213, ED 216, and ED 419 are scheduled by the C&I department’s Administrative Assistant. All other classrooms are scheduled through the Office of the Registrar. Education courses are given first consideration for classrooms in the ED Building as long as those requests are made prior to the Registrar’s deadlines. ITED classrooms are scheduled by the department’s Administrative Assistant, with first consideration given to technology courses.

Classrooms in Coeur d’Alene and Boise are scheduled by the Coeur d’Alene and Boise Center staff. In Coeur d’Alene, the C&I department makes good use of Molestead Hall on the North Idaho College campus for its elementary education methods and core education courses. The C&I department also has Memoranda of Understanding with the local school districts and conducts elementary education methods and core education course sessions in the local schools, as well.

In Moscow, the department maintains a computer cart with 14 aged laptops that are made available for classes and workshops in the ED Building at the request of individual instructors. There have been problems in the past with the usability of these computers due to wireless network and configuration issues. Troubleshooting fell to the Technology staff within the College. Because this position is vacant and not likely to be filled, arrangements will need to be made with ITS. This may minimize the cart’s usefulness. More reliable computer systems would be beneficial.

Computer and equipment upgrades have been driven primarily by need due to equipment failure. While a three-year cycle is considered policy, limited resources have been unable to maintain this level of replacement. Utilizing the “work horse” printer/copier/scanner in the Dean’s Office minimizes wear and tear on the small departmental printer, thereby extending its life.

Faculty in Moscow and Coeur d’Alene, need access to reliable computer systems to use as resources in teaching. Some faculty members have become very frustrated when planned lessons with integrated with technology are thwarted by faulty, unreliable computers. Many faculty have “second thoughts” about integrating computer-based

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technology into their teaching and learning activities, because the technology is unreliable.

On the fifth floor of the ED building Teaching Assistants are housed in carrels with access to desktop computers and a networked printer. In Coeur d’Alene, temporary faculty and Teaching Assistants are housed together in an office.

Almost all department and program meetings are conducted using Elluminate™ and teleconference technologies. This allows faculty and staff to attend meetings from virtually anywhere in the world; and they do. Faculty members have attended meetings while consulting in Micronesia and while riding as a passenger in a car (and the car was moving at a safe speed). We make good use of Elluminate™, Blackboard™, and TaskStream™ for teaching and learning at a distance, as well.

Safety and Security of InfrastructureAll faculty and staff at the University of Idaho may download and install the full Microsoft Office Suite and Sophos Anti-Virus software free of charge. All students can download Sophos Anti-Virus software free of charge. This uniformity in productivity software and anti-virus software does much to protect the integrity of operating systems and data files.

The University of Idaho’s Computer Use Policy also works to protect individuals by maintaining a safe and healthy work environment, stating in part:

Working Environment

Users of university machines should conduct themselves in a manner that promotes a productive working environment. Conduct that creates a disturbance to other users is prohibited; this includes making noise, taking food or beverages into the computer labs, and printing or displaying materials that are unsuitable for public display. Conduct that intentionally or negligently interferes with the proper operation of the system or its use by others is prohibited. Users of any electronic communications shall not send or post messages that are libelous, patently offensive, or that intimidate, threaten, demean or harass individuals or groups, or that would otherwise bring discredit to the university.

Use of Resources

Users of university computers shall not consume unreasonable amounts of limited resources. Resources that are in limited supply include laser printing, disk space and, in some cases, machine access itself. Laser printing should be used judiciously; it should not be used for multiple copies. Picture files or other large files should not be stored on disk unless they are academically relevant. Playing of games and other non-academic activities should be restricted to periods of off-peak usage. The university may impose restrictions or limits on use of resource.

2. What changes need to be considered to improve the unit’s programs quality and productivity?

Classrooms with media equipment are in high demand. ED 401, what should be one of the building’s best lecture rooms, does not have media equipment installed. Media carts

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are available for checkout in IMTC, but this is not ideal. Without the media equipment, the room is less desirable. An upgrade is considered a high priority by departmental faculty. As this is a Registrar-controlled room, the upgrade would fall to the university’s administration.

Other classrooms on the 4th floor have media equipment, but upgrades will be necessary in the near future. The Registrar schedules rooms ED 408, 418, and 416, yet the media equipment is college/department property.

There is one remaining computer lab in the ITED Building. Lab hours have historically been scheduled around class schedules. The remote location, variable schedule, and lack of knowledge of its existence means this resource is underutilized. Relocation of the lab, more structured hours, and/or some advertising of its existence would improve efficiency of use.

XI. Innovation and Distinction

1. What have you accomplished that differentiates your teaching and learning, scholarly and creative activities, and outreach from your peers? What are the major trends in your discipline and what types of innovative changes have you made to adapt? What are you planning to do that will distinguish these activities in the coming years?

Teaching and LearningSince the early 1900s, the University of Idaho has been preparing graduates for rewarding careers teaching in both public and private schools. A distinguishing characteristic that differentiates all C&I preservice teacher candidates’ teaching and learning is that they have met a high standard for admission to the teacher education program and this high standard is grounded in core knowledge and skills.

Many Schools and Colleges of Education require students to pass the Praxis I Basic Skills Exam. The University of Idaho’s Teacher Education program holds its students to a higher standard as evidenced by requiring students to have an overall cumulative grade point average of 2.75 or better (3.0 for Special Education); requiring the successful completion (with an academic achievement grade of “C” or better) of Engl 102, University of Idaho Core Mathematics Course, Comm 101, and EDCI 201 (including 20 hours of service-learning or FCS 210 for ECDE students). Successful completion of these courses (or their equivalent) indicate minimum competency in the basic skills needed to commence a teacher preparation program at the University of Idaho. Completion of these requirements represents a minimum competency in math, reading, writing, speaking, and listening; and is the standard used in the C&I department to ensure an ability and willingness (a predisposition) to become a teacher in K-12 schools. All C&I preservice teachers must pass a Paxis II Exam in their discipline prior to beginning their Internship in K-12 schools.

All C&I students build upon core knowledge and skills as they acquire content area knowledge and skills in their respective discipline(s). We view this as a strength, that all C&I department preservice teachers are able to meet Idaho Core Teaching Standard 1: Knowledge of Subject Matter. In general, this standard ensures that, “The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught

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and creates learning experiences that make these aspects of subject matter meaningful for students.”

For example, elementary education program students are required to successfully complete at

least: o three science courses with labs (life, physical, and earth science,o four English courses, including ENGL 102 (a core requirement) and

Advanced Literature and Writing courses and an elective above ENGL 102,

o five courses in the Social Sciences, ando three courses in Mathematics.

secondary education students must complete a 45 credit teaching major or a 30 credit teaching major and a 20 credit teaching minor.

special education students study elementary or secondary education at the undergraduate level and special education at the graduate level. When all coursework, internships and non-thesis project are successfully completed, graduates enter K-12 schools as some of the best educated special educators in the country.

At the graduate level, C&I students can complete their Master of Education degree online. Moving from face-to-face teaching and learning to online teaching and learning has significantly increased the number of students pursuing a M.Ed. degree in C&I. Students can earn an M.Ed. in Special Education, an M.Ed. in C&I, and an M.Ed. in C&I with an emphasis in CTE. The C&I department uses a variety of web-based online technologies, including Blackboard™, Elluminate™, TaskStream™, and others.

Scholarly and Creative ActivitiesThe C&I department demands scholarly and creative activities from its tenured and tenure-track faculty members. These faculty members are expected to be “leading lights” in the state for grant-getting and publication. The University of Idaho is the Land Grant University of the State of Idaho. Its Carnegie Classification is a Research University with high research activity (RU/H). The institution is committed to undergraduate and graduate research education.

The C&I department is distinguishing itself through increased quantity of scholarly activity to the point that it is surpassing its peers, and in increased quality of scholarly activity, at least to the point that it is recognized as a department with great potential. The last three years has seen a significant increase in numbers of publications and dollars garnered through grant funding by tenure-track faculty. One tenure-track faculty member has won a national award for scholarship from his professional association. The department is becoming known for its research and publication in STEM areas of education.

OutreachA distinguishing characteristic of the C&I department programs is a commitment to service-learning. All C&I undergraduate students complete at least one service-learning project while completing their teacher preparation program. Many students are involved in outreach projects that take them into local schools, some as far away as Desmet, Idaho. Whether students are involved in service-learning projects, or practicum and

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internship placements, they are contributing to outreach activities on behalf of the department and its faculty.

A distinguishing characteristic of many grant initiatives in the department is a professional development component that extends new and innovative ideas into K-12 schools. Part of each grant involves outreach initiatives:

C&I Primary Investigator or Co-Primary Investigator

Funding Source Title and Amount

Dr. Anne Adams Idaho State Board of Education

Literacy Instruction in Math and Science for Secondary Teachers (LIMSST) $115,000

Dr. Anne Adams Washington State University – NSF MSP Institute


Dr. Emily Duvall National Writing Project Northwest Inland Writing Project (NIWP) $35,000

Dr. Anne Kern NASA Collaborative Development of a Climate Change Curriculum for Classrooms in the Intermountain West $547,726

Dr. Anne Kern National Science Foundation


Dr. Brant Miller National Science Foundation


Dr. Melissa Saul National Geographic Society


Major Trends in Teacher Education = Department Changes and Future Plans

1. Standards-based assessment, teaching and learning

Teaching to academic content standards can be seen by some educators as antithetical to “real” teaching. The use of a web-based folio system embedded in instruction, assessment, evaluation and reporting can help demonstrate to educators and their students and significant others, that standards-based teaching and learning can and should be a rich, integrated, informative, and engaging process. The use of a web-based folio system brings together five important elements of successful schooling, 1) teaching to well-defined standards, 2) authentic assessment, 3) evaluation of all aspects of instruction, 4) authentic reporting, and 5) the flexibility and versatility of the WWW.

The C&I department has invested time, money, and energy in developing TaskStream™ as a web-based folio system that houses signature assignments that are linked to standards and course objectives. TaskStream™ has many advantages over traditional assessments, especially in its role as a teaching and learning tool, and ways of authentically validating student academic achievements. As well, the process of developing a showcase web-based folio is of great value to the programs and the educational community. TaskStream™ unites authentic assessment and the ability to report in “authentic ways” academic achievement which is linked to educational standards. It is this triangulation of data both embedded in TaskStream™ assessments

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and the oral presentation by students who are defending their academic achievement of the standards that recognizes and values the intrinsic links between web-based folio assessment, program evaluation, and the reporting of academic achievement. Connecting assessment, evaluation and reporting in TaskStream™ and demonstrated through student web-based folio defense presentations underscores the promise that web-based folio systems hold as a next great innovation in education.

2. Highly-qualified teachers in every discipline

The state and federal governments are demanding highly-qualified teachers in every discipline in every public school in the nation. Currently, the standard used for highly-qualified teachers is a preservice teacher’s ability to pass Praxis II exams in their discipline. The C&I department holds to this standard requiring all preservice teachers to pass Praxis II exams prior to beginning their Internships in K-12 schools.

Most Middle School teachers in Idaho are and have been trained as Elementary Education teachers and they are certified to teach grades K-8. As a result, these teachers have passed Praxis II exams in elementary education, but few have passed Praxis II exams in disciplines where they are teaching, e.g., 6-8 English, 6-8 Social Sciences, 6-8 Science, and 6-8 Math. In response to this situation, the State of Idaho will require all elementary education majors to complete a second endorsement (including passage of a Praxis II exam) for K-8 certification.

The C&I department will be changing the requirements for earning a B.S.Ed. in Elementary Education to include this new requirement. Students will have to earn a second area of endorsement. Such a move will probably mean elementary students will only complete one semester of Internship and the second semester of Internship will be dropped from program requirements. This will allow elementary education majors another 15 credits to pursue a second 20 credit endorsement area.

3. Teaching and Learning at a Distance

In Educause Quarterly, No. 4, (2006), Bonk and Kim’s survey of institutions of higher learning,

…forecasts enormous growth in online certification and recertification programs, as well as some growth in associate’s and master’s degree programs during the coming decade. In terms of technology, the study reveals interest among online instructors in wireless technologies, simulations, digital libraries, and reusable content objects. Perhaps we are entering a world where learning objects will be at our fingertips. (p.29)

The C&I department is moving deeper into teaching and learning at a distance. This is mainly occurring in masters programs and in situations where students are away from campus during practicums and internships.

Faculty members who teach at a distance have been developing their technology skills over the last three years and are paying close attention to teaching presence and social presence in online courses. The department makes good use of both synchronous and asynchronous technologies, relying mainly on Blackboard™, Elluminate™, and TaskStream™ to manage instruction, conduct class sessions and house and maintain authentic assessments.

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The department has moved away from place-based compressed video for teaching and learning at a distance and is embracing the more versatile web-based synchronous instructional technologies associated with VoIP and video and Web 2.0 technologies. While we will probably continue to limit our course offerings to those needed by outreach students, it is becoming a popular option for both faculty members and students alike.

4. Teaching Performance Assessment (TPA)

Deanna Hill, Deb Hansen, and Circe Stumbo’s report on POLICY CONSIDERATIONS FOR STATES PARTICIPATING IN THE TEACHER PERFORMANCE ASSESSMENT CONSORTIUM (TPAC) states:

The American Association of Colleges of Teacher Education (AACTE), the Council of Chief State School Officers (CCSSO), and Stanford University created the Teacher Performance Assessment Consortium (TPAC) to develop the Teacher Performance Assessment (TPA). The TPA was designed by Stanford University for administration by teacher preparation programs at or near the end of the preservice experience as a requirement for state licensure. Based on the highly successful Performance Assessment for California Teachers (PACT), the TPA measures what candidates actually do in the classroom and ensures that candidates are prepared to effectively teach all students upon entry into the profession. When implemented in a single state, the TPA has the potential to leverage program improvement and accountability and provide a consistent standard for entry into the profession for both traditional and alternate routes. When implemented across multiple states, the TPA has the potential to create a body of evidence on teacher competency, leverage the transformation of teacher preparation, and contribute to the reciprocity and portability of teacher licensure.

Twenty-one states, including Idaho, have joined the consortium and were involved in piloting and field testing the TPA in 2011-12. The TPA has great potential, but its potential will not be realized unless states develop the policy infrastructure to support it.

The C&I department plans to introduce several elements of the TPA into its coursework via Taskstream™. That way, students will be introduced to the format of the assessment and the department can still gather critical information as to where the gaps are in preparation of pre-service teachers. The current plan is to have students provide the majority of a work sample, minus the video component, in their internship seminar class. It will take a more generic format so all students can participate regardless of subject area. Other components may be introduced in earlier coursework following the TPA trainings in June and August 2011 when faculty become more familiar with the process of TPA evaluation and assessment.

XII. Closing the Loop

1. Based on all of your discussion above, briefly summarize how well you are meeting the goals and objectives of the unit’s strategic plan. What new goals, objectives and action strategies have been or should be developed?

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The C&I department is responsible for delivery and administration of five programs and an area that complement teacher education in the State of Idaho. The programs and area are:

Elementary Education Secondary Education Special Education Career & Technical Education Advanced Studies, and Education Core courses.

Each of these programs and the Education Core courses are driven by the C&I department’s mission statement:

The Faculty of the Department of Curriculum & Instruction (C&I) are mandated to focus on and deliver high-quality programs resulting in a well-qualified workforce for K-12 education.

And the mission is further defined by our conceptual framework:

University of Idaho educators CARE. Together we develop as scholar practitioners who value, professionally apply, and advance:


All of these are well-aligned with the University’s Strategic Plan:

UI Strategic Plan

UI Student Outcomes

Conceptual FrameworkGoals

Idaho Core Standards for Teacher Preparation

Danielson Domains for Professional Practice

Advanced Studies Goals

Goal 1 – Teaching and Learning

- Learn and integrate- Think and create- Communicate

Assessment Teaching & Learning


Domains 1 through 4

Curriculum, Instruction, Assessment and Evaluation

Goal 2 – Scholarly and Creative Activity

- Clarify purpose and perspective

Reflective Scholarship and Practice

Idaho Core Standards 8 & 9

Domains 1, 3 and 4

Research, Subject Knowledge

Goal 3 – Outreach and Engagement

- Practice citizenship

Engagement in Community Building & Partnerships

Idaho Core Standard 10

Domains 1 and 4

Philosophy and Educational Organizations

Goal 4 – Community and Culture

- Practice citizenship

Cultural Proficiency


Domains 1 through 4

Diversity

At the undergraduate level, the C&I department is guided and directed by the Danielson Model and the Idaho Core Standards for Teacher Preparation Programs.

The Idaho Core Standards for Teacher Preparation Programs

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Standard 1: Knowledge of Subject Matter - The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students.

Standard 2: Knowledge of Human Development and Learning - The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.

Standard 3: Modifying Instruction for Individual Needs - The teacher understands how students differ in their approaches to learning and creates instructional opportunities to meet students’ diverse needs and experiences.

Standard 4: Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to develop student learning.

Standard 5: Classroom Motivation and Management Skills - The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6: Communication Skills – The teacher uses a variety of communication techniques to foster learning and communication skills.

Standard 7: Instructional Planning Skills - The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies.

Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness.

Standard 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.

Standard 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

Danielson Framework Domains

Framework Component

Description of Teacher Performance

Domain 1 Planning and Preparation1a Demonstrates knowledge of content and pedagogy1b Demonstrates knowledge of students1c Sets instructional outcomes1d Demonstrates knowledge of resources1e Designs coherent instruction

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1f Designs student assessmentsDomain 2 The Classroom Environment2a Creates an environment of respect and rapport2b Establishes a culture for learning2c Manages classroom procedures2d Manages student behavior2e Organizes physical spaceDomain 3 Instruction3a Communicates with students3b Uses questioning and discussion techniques3c Engages students in learning3d Uses assessment in instruction3e Demonstrates flexibility and responsivenessDomain 4 Professional Responsibilities4a Reflects on teaching4b Maintains accurate records4c Communicates with families4d Participates in a professional community4e Grows and develops professionally4f Shows professionalism

And, Advanced Studies Program in the C&I department is guided and directed by seven goals/principles. The goals/principles are:

Philosophy and Educational Organizations – CI Masters degree graduates have a comprehensive understanding of the philosophical, historical, social, political and cultural understanding of schools and society.

Curriculum – CI Masters degree graduates understand that curriculum should be relevant, engaging, challenging, and integrative for the learner. They know how to select, adapt and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models and learners.

Instruction – CI Masters degree graduates understand the principles of instruction know a wide variety of teaching strategies and learning theories and incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.

Assessment and Evaluation – CI Masters degree graduates analyze and understand the various roles of multiple types of assessments for monitoring, evaluating and responding to student learning; they understand, develop, use and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.

Research – CI Masters degree graduates, as critical consumers of educational research, appreciate the role of educational research for informing practice. M.Ed. graduates develop the skills to conduct classroom research. M.S. graduates, as producers of educational research, collect and analyze data, and formally share their research findings.

Diversity – CI Masters degree graduates understand human diversity as a valued component of educational systems; understand how to appropriately engage with diverse population; effectively structure learning experiences with

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diverse population; and effectively engage with diverse populations of students, parents, and colleagues.

Subject Knowledge – CI Masters degree students demonstrate their knowledge of the content that they teach through the admissions requirements and/or through content coursework that is included in the degree.

New goals, objectives and action strategies

Reflecting upon undergraduate and graduate standards and goals, the C&I department has accomplished much to align its five programs and one area with university and state expectations. The conceptual framework is theoretically strong and should work well to advance the department in the coming years. There is little anticipated change in the C&I department’s strategic planning.

However, planning and practice are not always analogous. While the expressed goals in the strategic plan are educationally sound and theoretically correct, the department can always do a better job in practice. As a result, we hope to develop action strategies that will:

More closely align methods courses and standards-based teaching and learning with service-learning opportunities, practicum, and internships;

Better utilize technology for assessment, teaching, and learning; Integrate into our initial teacher education programs a teaching performance

assessment that is both valid and reliable,; Have better alignment between teacher supply and demand and provide the skill

sets that school districts need and want; Enhance our clinical approaches to teacher preparation, and facilitate an

integration between preservice and inservice teacher education; Explore alternative routes to teacher certification, particularly in STEM education;

and Better support graduates from our teacher education programs.

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