MEETING OF THE FACULTY OF THE COLLEGE OF EDUCATION

AGENDA Stewart Center Room 202

1:00 – 2:30 p.m. April 24, 2009

1. Welcome – Kevin Kelly 2. Approval of the Minutes of the January 30, 2009 Faculty Meeting – Kevin Kelly 3. Introduction of New Faculty and Staff 4. Dean’s Office Report to the Faculty 5. Reports of Standing Committees

A. Nominations and Elections Committee – Jim Greenan, Chair I. *Slate of New Committee Members

B. Curriculum Committee – Carole Pistole, Chair I. *Proposal for new concentration, STEM Goes Rural II. *Approval of the ELL graduate licensure program

6. Reports of Offices and COE Related Entities (see items in packet) 7. Adjournment * Action Items

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COLLEGE OF EDUCATION FACULTY MEETING MINUTES

January 30, 2009 Stewart Center 1:00 pm

Interim Dean Kevin R. Kelly, Presiding Present: Janet Alsup, Deborah Bennett, Emily Bouck, Susan Britsch, Lynn Bryan, Brenda Capobianco, Luciana de Oliveira, Nadine Dolby, Teresa Doughty, David Eichinger, Wanda Fox, Jim Freeland, Jeff Gilger, Jim Greenan, Shannon Henderson, Marilyn Hirth, Carol Hopkins, Minchi Kim, Christian Knoeller, Gerald Krockover, James Lehman, Yukiko Maeda, Erik Malewski, Eric Mann, Rebecca Mann, Youli Mantzicopoulos, Jill May, William McInerney, Sidney Moon, Mary Nakhleh, Tim Newby, Jill Newton, Helen Patrick, Jerry Peters, Jean Peterson, JoAnn Phillion, Carole Pistole, Anatoli Rapoport, Dorothy Reed, Anita Roychoudhury, A.G. Rud, Maribeth Schmitt, Dan Shepardson, Melanie Shoffner, John Staver, Johannes Strobel, Andrew Tyminski, Phil VanFossen, Carrie Wachter, Bill Watson, Oliver Wendt, Yan Ping Xin, Aman Yadav, Sydney Zentall Guests: Tonya Agnew, Deb Aldridge, Linda Austin, Scott Bogan, Stephen David, Rebecca DeGrazia, Jane Ann Dimitt, Mike Eldridge, Robert Evans, Lynette Flagge, Richard Frisbie, Jim Gilligan, Gina Haines, Christine Hofmeyer, Judy Nixon, Carla Reeves, Janet Robinson, Ed Wiercioch Prearranged Absences: Jim Auter, Lisa Bohlin, Ayse Çiftçi, Beverly Cox, Peg Ertmer, Marcia Gentry, Susan Gunderson, Bill Hanson, John Hill, Nathalia Jaramillo, Tara Star Johnson, Rachael Kenney, Anne Knupfer, Lyle Lloyd, Susan Maller, Lynn Nelson, Jennifer Richardson, Eric Riggs, Ala Samarapungavan, Scott Schaffer, David Sears, Heather Servaty-Seib, Allen Talbert, Sarah Templin Absent: Chrystal Johnson, Ruby Sanny, Angela Schoenbeck 1. Welcome. Dr. Kelly welcomed everyone to the meeting. He then made the

announcement that Dr. Maryann Santos de Barona, who will become the College of Education’s dean on July 1, 2009, would be greeting us by video. Dr. Santos de Barona spoke briefly to everyone about her recent appointment and said that she would be visiting a few times this spring, and wished everyone well in the spring semester.

2. Approval of the Minutes of the September 5, 2009 Faculty Meeting Minutes.

The minutes were approved as written.

3. Introduction of New Faculty and Staff Dean’s Area – Carla Reeves and Robert Evans Heather Steele, Receptionist/Secretary, Dean’s Complex Sensen Li, E-Portfolio Coordinator, Office of Information Technology

4. Dean’s Office Report to the Faculty: Kevin Kelly, Interim Dean:

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.0645%67.9%Doc. Accept

Rate

.06640627GRE-Q

.06521480GRE-V

Criterion

Weight

20092008

.15 $118,407$63,590Avg. Total

Research

Expend. per

Faculty FTE

.15$8.41 Million$4.45 MillionAvg. Total

Research

Expend.

Criterion

Weight

20092008

• 89% increase in research expenditure due to:

– Improved reporting procedures (approved by Rab

Mukerjea)

– Greater faculty success in acquiring external funds

– Higher number of COE faculty participating in

external funding

• Student selectivity and research expenditure data

represent 48% of 2009 total score

(8,885)

(-25.09%)

26,522*35,407Credit Hours

($362,001)

(-10.83%)

$2.98 M*

*2007-08 data

$3.34 MSponsored

Programs

$1.95 M

(+28.82%)

$8.70 M$6.76 MGeneral Fund

11.52

(+17.23%)

78.3866.86Faculty

7 Year

Change

2008-092001-02

5. Reports of Standing Committees:

A. Curriculum Committee – Carole Pistole, Chair Approval of New Course - EDCI 59300, Introductory Secondary Transition to

Teaching Seminar Approval of New Course - EDCI 59400, Concluding Secondary Transition to

Teaching Seminar Motion for approval of both courses passed. Proposed New Admission Requirement - Require Indiana Core 40 for the incoming

undergraduate class of 2010 and Core 40 with Academic Honors for the incoming class of 2012

Discussion of the new admission requirement indicated that these are not huge changes for us. Surrounding states have similar policies. We are voting for approval of a uniform admission requirement for the university. However, this is used as a recommendation and the college set their own requirements. These are minimum requirements. After some discussion the motion for approval passed.

B. Faculty Affairs Committee – Susan Britsch, Chair

Susan Britsch presented the results of a survey on the faculty workload policy. The complete survey results can be found here: U:\DeansArea\Faculty Meeting PowerPoint\2009-01-30 Faculty Meeting/SurveyResults – Faculty Affairs Committee.pdf

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6. New Business

A. Strategic Plan White Papers Co-chairs of each of the three Tiger Teams gave an overview of their strategic plan white papers. The web site for the strategic plan can be found here: http://www.education.purdue.edu/sp I. Discovery to Delivery – Co-Chairs Lynn Bryan and Helen Patrick

Tiger Team’s Task

• Align the COE’s Discovery goal(s) with Purdue University’s Discovery goal.

• Recommend strategies and actions for the COE to achieve its (& the University’s) Discovery goals(s).

Goal #1: Create a College-wide system in which all faculty members are research-focused

• Strategies– Develop a workload policy in which all faculty members are identified as

research faculty.

– Align promotion & tenure policies and procedures to reflect research orientation of all faculty.

– Align merit policies & procedures to reflect research orientation of all faculty.

• Action steps– Provide increased college & departmental support for discovery.

– Hire additional clinical faculty, so faculty teaching loads are reduced to 3 courses per year, & no faculty member teaches more than 1 undergraduate course per year.

– Hire additional mid-career Associate & Full professors with proven research records.

– Departmental and college review of P&T & merit procedures.

Goal #2: Increase COE national & international reputation, so national ranking is consistent with benchmark

universities

• Strategies– Increase infrastructure support for faculty research.

– Increase incentives and recognition for faculty.

– Increase quality of accepted graduate applicants & have funding available for graduate students.

• Action Steps– Establish an Office of Educational Research, under the Associate Dean for Research

– Hire a full-time grant writer, fund professional editing for proposals.

– Hire a grant administrator.

– Provide increased support for graduate students.

– Establish a system of incentives & rewards for faculty demonstrating excellence in research.

– College-wide review of quality (e.g., GREs, grades) of incoming accepted graduate students.

– Increase start-up funding to equal that provided by benchmark institutions.

– Provide research semesters for faculty (not same as sabbatical).

Goal #3: Create a culture that nurtures research excellence & opportunities for increased interdisciplinary

research

• Strategies– Reduce teaching loads.

– Reduce time spent on administrative tasks & in meetings.

– Increase time spent by faculty on internal conversations, presentations, etc. about research.

• Action steps– Review departmental & college meeting & retreat agenda; eliminate

announcements, updates-- items that can be distributed via e-mail.

– Institute regular presentations of research & conversations about research in departmental & college meetings.

– Hire additional staff to work on necessary reviews (e.g., SPA).

– Create monthly research off-campus lunches for small groups.

– Invite faculty from other colleges at Purdue and from other universities to present research at weekly research seminars to foster collaboration.

II. Launching Tomorrow’s Leaders – Co-Chairs Teresa Doughty and Tim

Newby

Goal 1: Recruit “high caliber”

students

Increase admission requirements for all incoming students. Undergraduate: Beginning in 2012, require each incoming first year student to have

successfully completed the equivalent of the Indiana Core 40 with Academic Honors high

school diploma;

Masters: Increase minimum GRE scores required for admission into masters programs Ph.D.: Increase minimum GRE scores required for admission to doctoral programs, require

interviews for admission, require the inclusion of writing samples in application materials

Emphasize the STEM areas as a signature for the COE Create a more formal honors program to add challenge for advanced

undergraduate students Collaborate with P-12 schools in enhancing “teacher cadet” programs Increase graduate student recruitment efforts at state and national conferences

Increase masters program enrollment through the recruitment of high caliber local teachers

Goal 2: Increase student

retention Proactive monitoring and counseling of all students during first 2

years within COE, counsel as needed to help retain those that

struggle

Incorporate cohort groups within early class experience

Establish learning communities

Greater use of service learning projects that involve cohort teams

who work together

Conduct annual masters and doctoral level student evaluations in

order to monitor and provide regular feedback to students

regarding their progress in the program of study.

Goal 3: Increase the quality of the overall student learning experience

STRATEGIES FOR UNDERGRADUATES: Increased levels of STEM learning experiences Increased levels of service learning (e.g., required EPICS-type service learning

participation) Greater levels of in-school experiences (TIP) More global experiences involving colleagues from other countries and cultures

(e.g., required study abroad experiences) Increased caliber of the COE teacher education instructors (e.g., more with in-

class teaching experience, enhanced English skills) Faculty exchange programs in order to diversify the classroom experience More learning experiences that require team efforts – where team members are

not part of the Purdue culture More experiences where leadership skills are needed (e.g., team/project

managers for developing learning materials) Development of a mentor program where in-service teachers come to campus,

attend classes with their mentees, and work with the mentees in their own class school settings.

Match cross course content to alleviate content overlap or include missing elements

Create a formal honors program for a small cohort group of incoming students each year

Goal 4 : Increase learning

experience quality cont.

Strategies for Masters students:

Design online (elementary, special ed, secondary) certification and Masters

programs that focus on in-service teachers – in particular focus on programs

with a STEM emphasis

Create cohort groups for all online programs

Strategies for Ph.D. students: Increased required levels of research mentorship and production

(publications and presentations)

Increase required levels of entrance requirements

Increase level of research assistantship money available

Require all PhD students to complete research mentor/internships

Create a solid, required set of foundational research courses for all

graduate students

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III. Meeting Global Challenges/Engagement – Co-Chairs Jean Peterson and John Staver

Engagement

COE Conceptualization. . . collaborative work . . . by mutually committed partners . . . to

address issues of common interest. . . . simultaneously serves the needs of COE partners and invigorates the research, teaching, and service missions of the College.

Tiger Team focus:

broadening the definition of “community,”reexamining the PDS component,

emphasizing greater mutuality in partnerships, considering ways to incorporate the concept of

“globalization” into a vision for engagement.

Goal 1Enhance perceptions of Purdue engagement

with P-12 partners.

Prioritize mutuality and bi-directionality when developing engagement activities.

Increase number and quality of engagement programs.

Recognize and respect expertise in engagement partners, including in regard to international projects.

Offer more professional-development opportunitiesfor area educators.

Continue to provide transition-to-teaching opportunities.

Replicate existing “embedded” projects.

Goal 2Promote inclusivity and diversity.

Dedicate research funding for non-statistical studies exploring and analyzing the experience of faculty and student

international engagement.

Involve teaching assistants in study-abroad experiences.

Encourage research components in study-abroad experiences.

Market the Global Studies minor and/or create a graduate-level certificate program related to international activity.

Move beyond “counting” when examining international involvements.

Incorporate qualitative methods into evaluation of engagement activity.

Goal 3

Develop educational leaders.

Continue to encourage development of international distance-learning opportunities.

Model the development of leadership in engagement.

Develop venues for exchanging ideas, policies, and positions with outside entities.

Encourage and reward scholarship related to international engagement.

Goal 4

Develop engagement models.

Develop models for integrating research, teaching, and service across disciplines.

Develop a promotion/tenure model related to engagement.

Encourage scholarship focusing on models of engagement.

Initiate engagement conferences as venues for sharing models.

Market COE expertise related to evaluation of education entities and their programs.

Be a model of engagement.

Establish a centralized system for managing engagement data.

7. Adjournment

The meeting was adjourned at 3:00 p.m.

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ATTACHMENTS FOR APRIL 24, 2009 FACULTY MEETING

CURRICULUM COMMITTEE – CAROLE PISTOLE - CHAIR

COE Curriculum Committee Minutes

April 1, 2009

The Committee met on March 31, 2009. Present: Pistole, Chair, Britsch, Ertmer, Peterson, Shepardson, Oakes, Dimitt, Dietz

1. Two Form 40 changes were approved; Pistole moved acceptance of the email vote on

the courses; Shepardson seconded. All approved. o EDCI 63500 Content and Goals in Mathematics Education, remove instructor

permission o EDPS 62400 Advanced Off-Site Practicum and Supervision Theory, change course

number, course title, course credit/type, course description, semesters offered 2. Five Form 25s, degree options were revised to delete the specific EdS degree from the

specific programs. Pistole moved acceptance of the email vote, Shepardson seconded. All approved. o Delete EdS degree from the Mathematics Education program o Delete EdS degree from Biology Education program o Delete EdS degree from Chemistry Education program o Delete EdS degree from Earth Space Science Education program o Delete EdS degree from Physics Education program

3. Lehman provided background on the proposal for new concentration, STEM Goes Rural. Ertmer moved acceptance of the new concentration, Shepardson seconded, all approved.

4. Approval of the ELL graduate licensure program. Britsch moved acceptance, Shepardson seconded, all approved.

NOMINATIONS AND ELECTIONS COMMITTEE – JIM GREENAN - CHAIR

* Action Items for Voting on 04/24/09:

Nominations and Elections Committee Slate Terms Beginning Fall 2009

Awards Committee: Susan Britsch (C&I) Curriculum Committee: Ayse Çiftçi (EDST) Eric Mann (EDST) Faculty Affairs Committee: Erik Malewski (C&I) Yan Ping Xin (EDST) Grade Appeals Committee: JoAnn Phillion (C&I) Emily Bouck (EDST)

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International Committee: Anita Roychoudhury (C&I) Ayse Çiftçi (EDST) Nominations and Elections Committee: Peg Ertmer (C&I)

TEACHER EDUCATION DIVERSITY COMMITTEE – LYNETTE FLAGGE, DIRECTOR

Written Report to Faculty

Teacher Education Diversity Committee (TEDC) April 24, 2009 Lynette Flagge

The Teacher Education Diversity Committee (TEDC) is committed to enhancing diversity by fostering partnerships, leaderships, awareness and communication for students, faculty and staff in the College of Education (COE) and Teacher Education at Purdue. Visit our website at: http://www.education.purdue.edu/diversity/TeacherEducationDiversityCommittee.html Report The TEDC over the past year have worked to update and establish guidelines to re-implement the Holmes Scholars Program. This process was completed and a Holmes Scholar was selected in late fall 08. The committee is currently working on a Diversity Speaker Series for Academic Year 09-10. Invitations to various diverse professionals in the education fields have been sent and our hopes are to have a definite speaker visit our college and campus either in fall or spring. Recruitment of underrepresented students is of high priority to the committee and we are currently working on the development of a One Day College visit for high school students to expose them to the education field, our college and Purdue. The committee has and continues to provide the Diversity Initiatives Office with guidance and recommendations on such initiatives as the Chicago Public Schools (CPS) Block I- Urban Field Experience and the EXCITE! summer camp, with a few of the members participating in the camp this July. Other websites: Holmes Scholars Program: http://www.education.purdue.edu/diversity/HolmesScholars.html Diversity Initiatives Office http://www.education.purdue.edu/diversity/index.html

ENGAGEMENT TASK FORCE – WANDA FOX, CHAIR

Report of the 2008-09 Engagement Task Force

Wanda Fox, EDCI, Chair; Luciana de Oliveira, EDCI; Scott Schaffer, EDCI; Heather Servaty-Seib, EDST; Shannon Henderson, EDCI; and John Staver, EDCI. Sidney Moon served as an ex-officio member.

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At the September 26, 2008 College of Education (COE) faculty meeting, Engagement Task Force members Luciana de Oliveira and Heather Servaty-Seib led a discussion about the 2007-08 ETF report (originally presented at the April 2008 COE faculty meeting). Task force members then used feedback received at the September meeting to develop a draft version of “Purdue University College of Education Guidelines for Promotion based on the Scholarship of Engagement” (attached). This document was distributed to all faculty members in the College of Education. Input was gathered from faculty at three meetings and via e-mail. The following is a summary of the input received:

Educational Studies Primary Committee, October 21, 2008 ETF Representatives: Associate Professor Heather Servaty-Seib and Professor Sidney Moon

If guidelines are developed, metrics of quality need to be included and data on the effectiveness need to be gathered.

There is concern about the time it takes to do engagement and then study it in order to have scholarship. Scholarship of Engagement likely is a better fit for promotion to full professor rather than associate because assistant professors are unlikely to have the expertise to develop and contribute to outside collaboration. As a result, the primary committee would be disinclined from recommending this path for assistant professors.

In the COE it is very difficult to separate engagement from teaching and scholarship efforts. In particular, it is challenging to distinguish between applied research and the Scholarship of Engagement. As part of this discussion, the focus in engagement on needs of collaborating partner(s) was addressed.

A common sentiment was that Scholarship of Engagement guidelines may not be needed. If a faculty member has high quality scholarly work they can be promoted on Discovery.

Curriculum and Instruction Primary Committee, October 24, 2008 Associate Professors Wanda Fox and Scott Schaffer and Professor John Staver

There is general interest in expanding promotion options, but there also are questions about the legitimacy and status of the Scholarship of Engagement in comparison to Discovery and Learning. The expectations and evidence for the Scholarship of Engagement need to be equally rigorous as those for Discovery and Learning.

In order to be equitable, guidelines are needed not only for the Scholarship of Engagement but also for Scholarship of Discovery and Scholarship of Learning. A university-wide base would be helpful for all three areas.

Related to specific guidelines, greater clarity is needed in the kinds of effort and evidence that would be required for the Scholarship of Engagement, vs. evidence that would be possible or recommended.

Incorporating Scholarship of Engagement will require continuing education of all those involved, especially primary committee members.

Assistant Professors, January 28, 2009 Assistant Professor Luciana de Oliveira and Assistant Clinical Professor Shannon Henderson

The feedback received in-person and by e-mail overall was positive. No suggestions or issues were raised.

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Draft – October 20, 2008

Purdue University College of Education Guidelines for Promotion on the Basis of the Scholarship of Engagement

The purpose of this document is to provide guidelines to faculty who are seeking promotion based on the Scholarship of Engagement as well as to those who are mentoring and evaluating faculty for promotion on this basis. On the Purdue University Form 36, Nomination for Promotion (Purdue University President’s Office, Revised Summer 2007) three possible areas are listed in item #6 as the “Basis of nomination – emphasis of scholarship: Discovery, Learning, and Engagement.”1 It is important to note that on Form 36, the term scholarship is applied equally across all three areas: Discovery, Learning, and Engagement. Rather than being a synonym for Discovery, the term scholarship represents a quality of work that applies equally (albeit differently) to the areas of Discovery, Learning, and Engagement. Regardless of the context in which it is applied, scholarship includes the following characteristics:

Cohesive and intentional plan of work

Application of faculty expertise

Inquiry

State of the art and innovation

Communication and dissemination

Archivable documents and/or durable products Materials submitted for promotion based on the Scholarship of Engagement will include some elements that are quite similar to those for promotion based on Discovery and Learning. However, some elements will be unique to the Scholarship of Engagement. This uniqueness is connected to the following definition of engagement developed and approved by College of Education faculty:

In the College of Education (COE) at Purdue University, ENGAGEMENT is defined as collaborative work done by mutually committed partners (community and/or P-16 partners with College of Education partners) in order to address issues of common interest. Engagement simultaneously serves the needs of COE partners and invigorates the research, teaching, and service missions of the College. Engagement activities have intellectual merit and broad impact. Note: Community is defined as persons and organizations external to the College of Education at the local, state, national, and international levels. (College of Education, September, 2007)

The narrative written to explain a case for promotion based on the Scholarship of Engagement should emphasize the community partnership; the mutually described and defined goals, strategies, and outcomes; and the cohesive and intentional program of scholarly work. It should clearly explain the community context and issues/problems, and the collaborative processes and activities through which the issues/problems were addressed. This narrative should be supported by various types of evidence and documentation such as those included in the following list. Evidence and documentation for the Scholarship of Engagement could include but are not limited to:

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1. Documented impact in relation to community partners. Evidence of changes in

practice, policies, actions, and/or behaviors.

Data – documented outcomes

Development of partner expertise

Applications beyond the initial context/community

Systemic change (e.g. revised policies and/or institutional structures)

2. Archivable documents and durable products

Scholarly Publications o Book chapters o Theory-into-Practice articles o Research articles

Materials for practitioners, based on work with partners o P-12 textbooks o Curriculum materials o Software and software manuals

3. Funding – typically from several different sources

Foundations and corporations

Partner investment o Fiscal o In-kind: Staff time, facilities

Cost recovery dollars generated through programs

University and government grants

4. Documentation of mutually committed partnerships

Materials developed for and/or with partners – Reports, websites, brochures

Letters from partners describing interactions and impact

Interactions, programs, events – descriptions, documentation

Policy and action groups – agendas, minutes, reports

As with other documents related to the process of promoting faculty, the present document offers general guidelines rather prescribing specific content. This approach is intentional and is aligned with Purdue University’s recognition of the variety of achievement that exists among faculty (Purdue University Office of the Provost, University Promotions Policy, August 1, 2008, available at http://www.purdue.edu/provost/shtml/promotion.shtml ).

OFFICE OF FIELD EXPERIENCES – LINDA AUTSIN

OFFICE OF FIELD EXPERIENCE REPORT

April 2009 The following student teachers have been selected as recipients of the IACTE 2009 Outstanding Future Educator Award:

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Amanda Dickerson, a spring 2009 student teacher in Special Education (mild intervention; secondary) Lucas Harmon (elementary education; fall 2008) Michael Kraft (elementary education; spring 2009) Amy Lewis (elementary education; spring 2009) Katelyn Merrell Smith (elementary education; spring 2009)

The award winners will be honored at a celebration at the Ritz Charles in Carmel on Friday, April 17th. 1, 141 mentor teachers were awarded certificates of appreciation for their service to early field experience students and student teachers.

OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE – T.J. OAKES

Teacher Education Website The Office of Professional Preparation and Licensure (OPPL) website will soon merge with the Teacher Education website. Feel free to send any comments or feedback to licensure@purdue.edu Teacher Education Standards and Program Reviews Specialized Professional Associations (SPAs) are national organizations and constituent members of the National Council for Accreditation of Teacher Education (NCATE). These organizations have standards for P-12 students and for candidates preparing to work in schools. Please ensure that your teacher education programs align with these standards as well as state and institutional standards. Prior to the next accreditation visit in Spring 2012, Teacher Education programs will undergo program reviews either through the NCATE SPA (2011) or State of Indiana (2010) process. For additional information, please feel free to contact Richard Frisbie or T. J. Oakes or visit https://collaborate.education.purdue.edu/tereporting/default.aspx . Title II The federally mandated Title II report was submitted to the State of Indiana for this year. If you wish to view these reports, please visit http://www.soe.purdue.edu/title2/ http://www.education.purdue.edu/oppl/2002/title2/ Teacher Education Program Exit Survey Please encourage candidates to complete the Purdue University Teacher Education Program Exit Survey. University supervisors also have been asked to have candidates complete the survey. To view the survey, visit http://purdue.qualtrics.com/SE/?SID=SV_571KMWxPLoaMtw0&SVID=Prod Responses, due May 31, 2009, will be compiled during the summer, and the results will be shared in the OPPL Report, which is distributed in the fall. Admission

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OPPL continues to receive applications for admission into the Teacher Education Program (Gate A). Please be reminded that the Teacher Education Program application due date is August 1, 2009, for the Fall 2009 semester. For further information, visit http://www.education.purdue.edu/oppl/program.html Transcript Evaluation for Licensing Graduate students who wish to be licensed need to contact OPPL at licensure@purdue.edu or 765-494-5486 for a transcript evaluation or visit http://www.education.purdue.edu/oppl/home/prospective_st/evel_request_post-bac.html Contact Office of Professional Preparation & Licensure Beering Hall, Room 3229 765-494-5486 or licensure@purdue.edu

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EDUCATION INFORMATION TECHNOLOGY REPORT – ROBERT EVANS

EdIT Faculty Report – April 2009 This and previous reports can be found at: http://www.education.purdue.edu/edit/facultyreports/

Office of Information Technology

ABOUT EdIT: The Education Office of Information

Technology (EdIT) can be found on the web at: http://www.education.purdue.edu/edit To submit

a request for technology support, please send email to EdIT@purdue.edu.

EMPLOYMENT: We will be looking for a new E-

Portfolio GA for the fall 2009 semester. Tech-savvy Education students welcome to apply. Resumes can be sent to bob@purdue.edu.

NEW! (1) We would like to retire the COE survey

system in December so please migrate all new survey activity to Qualtrics. (2) Office 2007 is available upon request. We encourage everyone to upgrade to Office 2007 as soon as possible.

SECURITY: Please be careful not to open

attachments or click links in email if not from a trusted source ESPECIALLY if they involve passwords, credit card numbers, and personal information. Never give your password to anyone for any reason, ESPECIALLY over the phone or via email!

WEB RELATED: (1) Teja will be leaving Purdue in

May and Ayesha Sadaf will be serving as Webmaster for the summer. (2) Please update your faculty profile as needed. (3) If you have questions about how to update existing content, please contact EdIT@purdue.edu

TRAINING: EdIT provides “TechTalks” about once

a month. These are informal presentations with plenty of time for Q&A. If you have an idea for a TechTalk you’d like us to give, please send us a note with your idea. http://www.education.purdue.edu/edit/techtalks For general consulting, please feel free to stop by for our weekly “virtual” office hours: http://www.education.purdue.edu/edit/officehours Or feel free to contact us any time for a meeting.

RESEARCH: Education IT has developed a

document to help Principal Investigators plan for technology use and acquisition before proposal submission. Please see us before submitting technology rich proposals so we can help you locate available resources.

TASKSTREAM: If you need assistance with TaskStream e-Portfolios, please contact Sensen Li, EdIT@purdue.edu. We have over 4,500 users

in TaskStream.

VIDEOCONFERENCING: The College of

Education owns numerous videoconferencing devices and Mike Eldridge is available to help you

learn how to use the equipment and schedule facilities. Our video conference equipment is Internet-based so NO usage fees apply. If you need to videoconference with a K-12 school, another university, or another country, please send

email to EdIT@purdue.edu.

LABS: Please see Mike Eldridge for all College of

Education scheduling and software installation in one of our 9 labs. The COE does not implement cost recovery for printing in labs. Therefore undergraduates are limited to printing 10 pages per day in all COE labs combined (including the TRC). Servers: Please encourage your secretary to store departmental documents on their department file server so they can be backed up and secured.

Online Resources: The COE SharePoint server is

available for internal faculty to use. Contact Edit@purdue.edu.

Technology Resources Center (TRC)

ABOUT THE TRC: The TRC is a very popular

resource and hang-out for TEP students! Stop by and take a look. If you have questions about how to make use of the TRC, please stop by the center in BRNG 3287 and chat with Brenda and Karen.

You can find the TRC on the web at: http://www.trc.purdue.edu

NEW!: 2500 new Special Education items have

been added to the TRC. Check them out! (so to speak)

TEXTBOOK ADOPTION: As an official Indiana

Textbook Adoption Site, the TRC is a great resource for the COE, Purdue, and local teachers. The TRC has a web-based library database system and holdings search engine available on the TRC home page.

COMPUTERS: There are 22 workstations in the TRC that are very popular with the students.

STUFF TO CHECK OUT: PC and Apple

notebooks; LCD projectors; micro-size video camcorders with built-in digital memory instead of tape; 10 Nikon digital still cameras; numerous miniDV video camcorders; several portable USB hard drives, etc.

PRINTING: The COE does not implement cost

recovery for printing in labs. Therefore undergraduates are limited to printing 10 pages per day in all COE labs combined (including the TRC).

DVD RECORDING STATION: The TRC owns a

DVD recording station. This system easily allows you to transfer (non-copyrighted) analog video from your camcorder or VHS deck to DVD in real time

with no video editing needed. Please contact the TRC for details.

Have a great summer! Office of Information Technology and Technology Resources Center

DEPARTMENT OF CURRICULUM & INSTRUCTION – JAMES LEHMAN

C&I Report for the April 24 COE Faculty Meeting

Departmental Committees

Graduate Committee The Graduate Committee has approved a new Competencies Report that will be used by faculty and program areas to aggregate data about graduate student fulfillment of the graduate competencies. The ad hoc committee on the core curriculum is continuing its efforts to develop courses for a new core doctoral curriculum.

Faculty Affairs Committee The Faculty Affairs Committee reviewed applications for departmental awards. David Eichinger is the recipient of the Outstanding Faculty Teaching Award, Nadine Dolby is the recipient of the Outstanding Faculty Discovery Award, and JoAnn Phillion is the recipient of the Outstanding Faculty Engagement Award.

The Elementary Education Committee has mapped the program to the ACEI standards for the SPA accreditation review report. A SPA report outline has been created. Proposals for changes to the elementary program are under consideration including shifting EDCI 370 to block 5 and moving EDPS 430 to block 4, changes to block 3, and dropping EDCI 271 but increasing EDCI 270 to 3 credits.

Primary Committee The Primary Committee has completed its business for the year.

Searches

An offer has been extended in the mathematics education search.

Offers are being extended in the joint searches in agriculture education and engineering/technology education

DEPARTMENT OF EDUCATIONAL STUDIES – A.G. RUD

The Department of Educational Studies will have its external review May 6-8. Those conducting the review are:

Eric Anderman Professor, Educational Policy & Leadership The Ohio State University Daniel L. Clay Associate Dean for Administration, Research and Innovative Programs Auburn University Gary M. Crow Professor, Education Leadership and Policy Studies Indiana University Edward J. Kame’enui Director, Center on Teaching and Learning University of Oregon

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ASSOCIATE DEAN FOR LEARNING AND ENGAGEMENT – SIDNEY MOON

Purdue UniversityPurdue University

College of EducationCollege of Education

Office of Learning and EngagementOffice of Learning and Engagement

FY09 Report FY09 Report

to the to the

FacultyFaculty

PROVIDE LEADERSHIP FOR THE COEPROVIDE LEADERSHIP FOR THE COE

Coordinate the COE

strategic planning process

Coordinate the EDST

external review of graduate

programs

In progress – draft due 6/30

In progress – visit May 7-8

IMPLEMENT STEM GOES RURALIMPLEMENT STEM GOES RURAL

Coordinate all aspects of the project,

developing a high quality teacher

education program that will enhance

STEM learning in rural secondary

schools in Indiana

• Curriculum approval in progress

• Reception for fellows June 15, 4:30-6:30

• WW mentorship planning event at PU on

May 29

Develop a SGR recruitment plan

STEM Goes Rural

Woodrow Wilson Indiana Teaching Fellowship

Applied COE Accepted Enrolled

Biology 11 9

Chemistry 0 0Earth/Space

Science 0 0

Mathematics 9 8

Physics 2 2

Technology 4 2

TOTAL 26 21*

* Of the 21 applicants COE accepted, one declined and one deferred

enrollment until 2010 (both in mathematics.)

IMPLEMENT STEM GOES RURALIMPLEMENT STEM GOES RURAL

With Chris Sahley and

SGR faculty, design a

research agenda for STEM

Goes Rural that will

generate external funding

and involve junior faculty

In progress

With Betsy, Jennifer, &

Bente, raise additional

funds to support STEM

Goes Rural

In progress

STRENGTHEN AND FOCUS COE DOCTORAL STRENGTHEN AND FOCUS COE DOCTORAL

RESEARCH PROGRAMSRESEARCH PROGRAMS

MAKE STRATEGIC DECISIONS ABOUT THE FUTURE MAKE STRATEGIC DECISIONS ABOUT THE FUTURE

OF GRADUATE PROGRAMS FOR PRACTITIONERSOF GRADUATE PROGRAMS FOR PRACTITIONERS

Coordinate a strategic review of

professionally-oriented graduate programs

in the COE, closing some programs and

focusing others on enhanced educational

experiences for exceptional students

Assist graduate-level initial and

advanced teacher education programs

with the program review process

Three types of programs:

advanced TE, content

preparation, research

preparation

One-year delay

Office of Strategic Assessment support

Program Convener Council support

PROVIDE SUPPORT FOR TEACHER EDUCATION PROVIDE SUPPORT FOR TEACHER EDUCATION

INCREASE THE QUALITY AND DIVERSITY OF PINCREASE THE QUALITY AND DIVERSITY OF P--12 12

ENGAGEMENT AT PURDUE ENGAGEMENT AT PURDUE

Assist Purdue University in

achieving Carnegie

classification in the area of

community engagement

DONE

Create a COE

Engagement Award

Awaiting university

award and COE

engagement

guidelines

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ASSOCIATE DEAN FOR DISCOVERY & FACULTY DEVELOPMENT – JEFF GILGER

Associate Dean for Associate Dean for

Discovery and Faculty Development (ADDFD)Discovery and Faculty Development (ADDFD)

College of EducationCollege of Education

Purdue UniversityPurdue University

COE Faculty Meeting, Spring 2009

Updates and Announcements

o AERA in San Diego

o Graduate Symposium (thanks to all judges, student team members, and others). See: http://web.ics.purdue.edu/~gsec/. Next symposium is March 31st, 2010

o Faculty Workload Issue

o Informal update in grant funding

o USNEWS counting/reporting

o Research Faculty

o COE “Subject” Pool

o PT Materials

o Undergraduate Research Trainees (URTs)

o Seek additional support for grants coordinator

o Develop plans for salary savings and returns to faculty

o Miscellaneous fund usage and cost share

o Center Reports

o Space

o Entrepreneurial UG program opps and faculty activities

Faculty Workload Policy

Purpose

Flexibility in Approach

Realistic Approach

Developmental Approach

Fair and Just Practices

Future Vision

Clarity of Roles

Strategic Alignment of Promotion, Tenure and Merit

Requirements

Promotion, Workload & Merit Guidelines

Process

• Research other institutions and units √• Assess COE need √• Discuss at LTM level √• Discuss with FAC √• Draft proposal document √• Discuss at LTM retreat in Summer 2007 √• Presented to FAC and faculty, √

Fall 2008-Spring 2009

USNEWS Indices

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ANNUAL COE STANDING COMMITTEE REPORTS TO THE DEAN, 2008-2009 Annual reports are due to the Dean by the end of the academic year.

Those reports which were received in time to be included in this packet have been included. Those that are yet to come will be sent out to the faculty in another form.

COE CURRICULUM COMMITTEE

Committee Members Carole Pistole, Chair; Jean Peterson, Peg Ertmer, Dan Shepardson, Susan Britsch, Linda Austin, Jane Ann Dimitt, Kathryn Dietz, T J Oakes Meeting Dates The Committee met on December 2, 2008 and on March 31, 2009. In addition, Carole Pistole and Kathy Dietz met with the COE Leadership Team on January 21, 2009 to clarify procedures for the Committee with regard to non-substantive, minor, bookkeeping changes (e.g., Form 40s; Form 25s) (see attached memo). Business Accomplished Programs Approved and Forwarded to COE Meeting 1. Indiana Higher Education Core 40 Academic Honors new Undergraduate Admission

Requirements 2. Global Studies Minor 3. STEM Goes Rural new concentration 4. ELL graduate licensure program Approved New Courses 1. EDCI 59300 Introductory Secondary Transition to Teaching Seminar 2. EDCI 59400 Concluding Secondary Transition to Teaching Seminar Approved Form 40s 1. EDCI 28500 2. EDCI 52400 Bilingual/Bicultural Education 3. EDCI 58600 Topics in Educational Reform 4. EDCI 63500 Content and Goals in Mathematics Education 5. EDPS 62400 Advanced Off-Site Practicum and Supervision Theory Approved Form 25s to Delete Ed.S. Degree Option from 1. Social Studies Education program 2. Science Education program 3. Literacy & Language Education programs 4. Mathematics Education program 5. Biology Education program 6. Chemistry Education program 7. Earth Space Science Education program 8. Physics Education program

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DEPARTMENT OF EDUCATIONAL STUDIES M E M O R A N D U M TO: COE Curriculum Committee FROM: M. Carole Pistole, Chair COE Curriculum Committee DATE: January 23, 2009 RE: Form 40/Deletion of Degree Option – Approval Process Cc: Rud, EDST Head; Lehman, C & I Head; Samarapungavan, EDST C&G

Committee Chair; Phil VanFossen, C & I Curriculum Committee Chair; Associate Dean Moon; Dean Kelly

________________________________________________________________________ COE Curriculum Committee -- Form 40 and Deletion of Degree Option Approval

Process 1. Major Form 40 changes. Require (a) Department Curriculum Committee approval and

(b) Department faculty approval; then forward to COE Curriculum Committee

New Course with supporting documents (Vote in COE faculty meeting)

o include a syllabus with required University Policy statements.

Add existing course offered at another campus

Expiration of a course

Change in course number (if raise in level) (Vote in COE faculty meeting)

Transfer from one department to another (Vote in COE faculty meeting)

2. Minor Form 40 changes. Require Department Curriculum Committee approval; then

sent to College Curriculum committee (i.e., full department faculty approval is not

required):

Change in course number (if NOT a raise in level)

Change in course title

Change in course credit/type

Change in course attributes

Change in instructional hours

Change in course description

Change in course requisites

Change in semesters offered

3. Deletion of a Degree Option. Require (a) Department Curriculum Committee approval

and (b) Department Faculty approval. Then forward to College Curriculum Committee.

(Vote in COE meeting)

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COE FACULTY AFFAIRS COMMITTEE

Chair: Susan Britsch Committee Members: Deb Bennett, Lisa Bohlin, Anita Roychoudhury, John Staver

• In Fall, 2008, the COE Faculty Affairs Committee was charged with obtaining faculty

feedback on the Differentiated Faculty Proposal addressing faculty workloads that was put forward by Interim Dean Kelly and Associate Dean Gilger.

• The FAC developed an online survey that was posted from October 27 – November 14,

2008. The survey was available to all faculty, including clinical, and adjunct faculty. All responses to the survey were anonymous, and could be shared with the faculty as well as with the Dean. All data were reported directly to the COE Faculty Affairs Committee.

• Quantitative findings were compiled by Qualtrics software. The qualitative findings were

compiled by the FAC to reflect the themes occurring within and across responses. • Summary findings were presented at the January meeting of the COE faculty with 66% of

the faculty who responded opposing the proposal.

COE GRADE APPEALS COMMITTEE There was one case heard by the College of Education (COE) Grade Appeals Committee. The committee met on Friday, April 3, 2009. At the conclusion of the meeting, the committee decided to uphold the grade.

COE INTERNATIONAL EDUCATION COMMITTEE Jean Peterson, Chair JoAnn Phillion, Tim Newby, Lyle Lloyd, Yan Ping Xin, Stephen David (ex officio) Ayse Ciftce and graduate student Nielsen Pereira attended some meetings as guests. The COE International Committee met six times during the 2008-2009 academic year. Noteworthy activities and accomplishments are as follows: 1. The IC conducted a survey of faculty and staff, with the purpose of determining the

extent of international involvement by COE faculty and staff (N = 31). At least half of the

respondents had been involved, internationally, with research collaboration, other

collaboration, one or more study-abroad programs, student recruitment, a service or

organizational activity, exploration of possible future activity, conferences, invited

consultation, publications related to an activity, presentations related to an activity,

and/or Purdue support not in the form of funding, a course release, student assistance,

or scholarships.

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2. The IC served as a focus group as part of the Engagement Tiger Team’s (related to

COE strategic planning) information-gathering about the “Meeting Global Challenges”

component of the university strategic plan. Themes included the importance of mutual

benefit in international activities, the desirability of encouraging individualized programs

(e.g., teacher exchanges, courses taught abroad by COE faculty, courses taken abroad

taught by native instructors, training of native students by COE faculty and/or students),

the importance of building relationships before making assumptions about what is

possible, the importance of stability and sustainability of programs, the need to explore

new ways to represent international activity on vitae, and the advisability of developing

international engagement policies.

3. The IC supported adding 4 options (AGR 20100, AGEC 25000, ANTH 20500, and HIST

10500) to the Global Studies Minor for the International/Globalization Emphasis.

4. Organized a poster for the 50th-anniversary celebration of teacher education at Purdue,

including both photos and course/collaboration descriptions.

5. Plans for the future include (1) following up on positive survey responses to identify

specific international activities, (2) exploring the possibility of developing a COE website

related to international activity and international COE faculty (to respond to international

faculty and student needs, provide resources, collaborate regarding international

initiatives, share knowledge and experiences, and facilitate connections), (3) securing

additional levels of approval for the four new Global Studies Minor options, (4) further

clarifying the role of the IC, (5) offering guidance to individuals developing international

activities, and (6) developing strategies for developing a global mindset.