Submitted by: Foucar-Szocki,Diane L Division of: Academic ... · and write a thesis. Educational...
Transcript of Submitted by: Foucar-Szocki,Diane L Division of: Academic ... · and write a thesis. Educational...
Annual Report 2009 - 2010For the year 7/1/2009 - 6/30/2010
Division of: Academic AffairsDepartment of: Learning, Technology and Leadership EducationSubmitted by: Foucar-Szocki,Diane L
Year-End Executive Summary : FACULTY AND STAFF DEVELOPMENT: LTLE
houses three graduate programs (Adult Education, Educational Leadership and Educational Technology)
two minor programs (Human Resource Development, Educational Media), EDUC courses for Educational
Foundations, Diversity and the M.Ed core, the Career Development Academy and is a member of the
English Language Learning Academy, a collective established by Dr. Wishon in 2009 to bring entities
within the college and across the campus together in efforts to address langauge learning needs. ELLA
is co-directed by Drs. Desportes and Foucar-Szocki, with the TESOL program now coordinated by Dr.
Stephanie Wasta. Graduate Program Directors are: Adult Education/Human Resource Development M.S.Ed
Dr. Diane Wilcox and Dr. Jane Thall; Educational Leadership Concentration of the M.Ed: Dr. John Kidd;
Educational Technology Concentration of the M.Ed: Dr. Karen Kellison. Undergraduate Program Coordinators
are: HRD Minor: Randy Snow; Educational Media Minor: Dr. Michele Estes; Educational Foundations
and Diversity is in need of a coordinator as is the M.Ed core in need of someone to shephard the work
and maintain communication across the College. LTLE also has essential faculty who contribute to the
department and University in unique ways. Dr. Griffin, a tenured, full professor dedicated 100% to the
President's Diversity Initiative, has her office in Memorial Hall and counts herself among our faculty.
Drs. Thall and Kidd, fulltime faculty in professional adjunct contracts, are distinguished professionals
with over 30 years of experience. Each brings the intellectual and professional caliber of tenured, full
professors. Our tenured or tenure-track faculty are Drs. Thomas (Assoc), Wasta (Assoc), Wilcox (Assoc),
Kellison (Asst),Estes (Asst)and Bosch (Asst). Collectively, teaching evaluations were excellent, consistently
above the College average. LTLE fulltime faculty published, made national, regional, state or local presentations.
Dr. Wilcox's book with Dr. Pavel XX was published.
CURRICULUM REVIEW AND REVISION: In 2009-10 LTLE faculty built and revamped programs
and curriculum. 1) ELLA revised 3 existing programs, grouped existing courses into an UG Education
Studies minor and submitted a new M.Ed concentration to the College Curriculum committee. These
programs are : a) Pk-12 TESOL UG Licensure Program, b) Pk-12 TESOL MAT Program c) TESOL
non-licensure minor d) Education, Equity and Multiculturalism concentration of the M.Ed, e) TESOL
non-licensure certificate and f) Education Studies minor. Advising was revamped, with Plans of Work
outlines created for each program. Advising of Modern Foreign Language and TESOL students was
distributed to Drs. Wasta, Bosch and CDA personnel Lisa Schick and Steve Lambert, who also teach
in the programs. Currently 72 students are being advised. More are expected as the ELLA faculty work
across departments to create dual licesure opportunities for early, elementary, middle and secondary
licensure candidates.
2) EDUCATIONAL TECHNOLOGY: Dr. Karen Kellison led the revision of the Educational Technology
M.Ed Concentration. Her leadership led to cross-program collaboration, with many courses being redesignated
at LTLE so they may be shared. Enrollment in Ed Tech courses has risen from low single digits, to high
single digits and is expected to keep rising.
ENROLLMENT AND ADVISING: Enrollment and advising responsiblities grew in every LTLE program.
Enrollment in Foundations and Diversity sections increased by 10%. Enrollment in HRD stayed consistient
and AHRD courses increased 22% with 14 students completing their M.S.Ed, all of whom conduct research
and write a thesis. Educational Technology advised 9 M.Ed students and 25 minors. The Educational
Leadership program advised 92 certificate and or/M.Ed students. The Educational Technology program
is very focused on redesign and is actively recruiting students.
The Career Development Academy (CDA) @ Memorial Hall served over 300 people in Memorial Hall
and more at the schools where 21st Century Learning Centers are operating to provide afterschool programming
for Harrisonburg City schools. JMU studentsexperience diverse needs and populations through these
sites. Continuation funding sought for 4 schools, HHS, Skyline Middle School, Smithland Elementary
School and Spotswood Elementary was not awarded, leaving all operations at risk.
SERVICE: See Partnerships
DIVERSITY: All of Dr. Thall's research students are African-American or from ethnically diverse backgrounds.
40% of AHRD M.S.Ed. students were African-American of of diverse, non-caucasian ethnic backgrounds.
CDA faculty represent Chinese, Korean, Russian, Arabic, Latino and Caucasian cultures. CDA expanded
practical field experience opportunities to COE students through partnerships.
PARTNERSHIPS: 1) Dr. Cude and Ms. Schick with CDA and citizenship prep. 2) Dr. Estes and Thall,
Class of 2013 with Harrisonburg High School and Centennial Scholar's;3) Ms. Schick and the CDA with
all 8 Harrisonburg City Schools and Muhlenberg Lutheran Church for 21st Century Community Learning
Centers; 4) Drs. Thall, Wilcox and Mr. Snow with RMH, MillerCoors, C (squared) Learning Systems,for
development of instructional materials through class projects and internships;5) Dr. Thomas with CFI
Arboreteum team; 6) Dr. Kidd with area school divisions through ED Leadership cohort programming
in Winchester, Lexington, Harrisonburg and Martinsville; 7) Bridge Program with Clarke County Public
schools; 8) ED TECH and AHRD faculties with the Center for Instructional Technology, working together
on student and faculty applied and basic Instructional technology research and/or instruction for JMU
faculty 9) HRD faculty with Outreach to offer HRD courses in their certificate programs for adult learners.
ASSESSMENT: Ed Leadership using TK 20. Ed Tech assessments ready for use as revised program
initiates in 2010-11. AHRD assessments ready for use when non-TE programs are supported to use TK20.
UG EDUC courses with key assessments ready to use TK20 when TE and its programs are ready to include
them.
DEVELOPMENT: Submitted 18 grants and/or contract applications. Major applications to VDOE (21st
Century, English Language/Civics) were not funded for 1st time in 5 years. Faculty submitted COE
and IDEA grants, with 6 funded. Little done to increase private giving to LTLE accounts.
Unit Mission Statement : -Advancing learning, technology and leadership education
for all
Changes in the Mission Statement : None
Unit Accomplishments : - 400% increase in Educational Leadership M.Ed and
Certificate (for licensure) enrollment when comparing 2007-08 to 2009-10 from 24 students to 92 students
under direction of Dr. John Kidd.
- Initiated the English Language Learning Academy (ELLA)to advance and coordinate language learning
and licensure across the College, Unit and University.
- ELLA revised 4 existing programs and submitted a new M.Ed concentration to the College Curriculum
committee. These programs are : a) Pk-12 TESOL UG Licensure Program, b) Pk-12 TESOL MAT Program
c) TESOL non-licensure minor
d) Education, Equity and Multiculturalism concentration of the M.Ed, and e) TESOL non-licensure certificate.
Participating faculty include: Dr Stephanie Wasta, Dr. Ruth Bosch, lisa Schick, Stephen Lambert and
Barbara Fagan.
-Publication of Design and Implementation of Educational Games: Theoretical and Practical Perspectives
(Premier Reference Source) edited by
Pavel Zemliansky and Diane Wilcox, with chapters by Drs. Wilcox, Estes, Thall, Kellison and Mr. Snow.
-Dr. Wilcox named College of Education Teacher of the Year
-Dr. Thomas selected as member of the Arboreteum Sustainability Team by CFI.
-Dr. Beverly joins LTLE and is named Belgium FMIR for Fall 2011.
-Class of 2013 Project lead by Drs. Estes and Thall is funded for additional year by President's Office
Diversity Iniatives.
-Dr. Kellison successfully wrestled with the online curriculum system and the graduate school processes
to bring the revamped Educational Technology Concentration of the M.Ed to fruition.
-Dr. Wasta coordinated the UG EDUC course faculty gatherings (EDUC 310, 360) and the TESOL progam.
Major Office / Departmental Accomplishments (Objectives, Results, Use ofResults) by unit for the past fiscal year
Characteristic 1: 20060000001
Goal 1: 20060000001
Objective: 20090000658
Short Description: Provide qualified educational leaders for school divisions
Long Description: The need for qualified educational leaders continues. Meeting the
need requires innovation and felexibility. Educational Leadership faculty are dedicated to meeting this
need and are offering off-site and hybrid programming to provide quality programming for Virginia schools.
They wil: 1) Actively recruit highly qualified teachers through school division visits.
2) Seek practicing administrators as adjunct graduate faculty
3) Communicate regularly with Region V school superintendents
4) Plan offering of newly required 340-hour practicum with school division administrator input and commitment
5) Partner with neighboring graduate institutions and organizations, i.e. VASS, VPEL,VDOE, VAESP,
VASSP
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: 1.Statistics on program enrollement and
completion
2. Test scores, performance tasks, portfolio evidence, comprehensive exam and state licensure test
3. Student entry and exit surveys
4. 5 year alumni and employer surveys
Accomplishments: Spring 2009
Dr. Kidd has initiated a Ed Leadership Outreach cohort program in Lexington, VA. There are 18 students
enrolled in the fall course representing the Buena Vista, Lexington and Buchanan school divisions. In
spring and summer 2009 Dr. Kidd added 3 more Ed Leadership Outreach cohort programs, in Winchester/Fredrick
County, Harrisonburg/Rockingham County and Martinsville, VA. Total anticipated enrollment for fall
2009 is 60 students.
Dr. Perritt served as President of VPEL and Dr. Kidd remains active with VASS, writing a column for
their newsletter.
2009-10
1.92 students are enrolled in Ed Leadership courses
2. 2 sections of M.Ed core courses (EDUC 642) being offered in Summer 2010 due to increased enrollment.
3. Program completers, counted as earned M.Ed or Administrative certificate are rising (completion occurs
in August, thus 2010 numbers are forthcoming). There were nine 2009-10 completers.
Use of Assessment/Evaluation Results for Program Improvement: Programming will respond to need by going off campus and using instructional technology whenever
and wherever possible to meet the needs of the schools where they are. State associations and agencies
will turn to JMU for assitance and advice. More qualified principals for VA schools.
Characteristic 2: 20060000002
Goal 2: 20060000002
Objective: 20090000652
Short Description: Contribute to student learning and leadership development by
establishing an COE/LTLE UG major and a Leadership Studies minor.
Long Description: To meet growing demand for traing and retraining throughout the
globe, LTLE faculty are working together to propose an Instructional Technology and Development
undergraduate major for consideration by the University and SCHEV. This major would be the first of
its kind nationally.
A preproposal for the minor was requested and has been submitted to AJ Morey in the Provost's office.
HRD offerings and Leadership offerings in other colleges would provide needed electives, minor and
major course work for the gro~-wing undergraduate population. This design would also provide needed
practica and internship experiences for LTLE graduate progamming. It is under review and consideration.
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: Success will be known by the:
existence of the major and the minor
Enrollment
tests, performance tasks
recruitment data
surveys of students and employers satisfaction
Accomplishments: Spring 2006:
New courses designed and approved through C&I process
Meetings held with COB leadership in spring '06. agreement in concept.
SCHEV forms completed.
Fall 2006:
Review by COB and budget issues have slowed progress.
Spring 2007:
Concept reviewed and revised by faculty
Forms updated to reflect major name change based on trends in the field
Budget request again submitted
Spring 08
Concept submitted as Leadership Studies Minor to cross-disciplinary programs through pre-proposal
process. Proposal was vetted through LTLE C&I committee, the College of Arts and Letters C&I committee
and forwarded to faculty in CISAT for their review. An advisory committee was formed and a proposal
was submited to and reviewed by AJ Morey and others in the Provost's office. We were told in mid-May
to prepare a C&I proposal for submission. That proposal is under review by the COE Dean
Spring 2009:
1) LTLE faculty are investigating programming that would establish a major in a high needs area where
no program of its type exists in the Commonwealth or in the nation.
2) Leadership Studies Minor:
a. Based on response from others, the Leadership Studies Minor proposal was held until my return
from the fall Semester abroad in Belguim. After much interaction with the Dean and the Provost's office,
the proposal was withdrawn and a University Committee formed to investigate and develop a Leadership
Studies Minor. The committee began meeting in spring 2009 and continues.
b. Currently only HRD 101 is offered by athletic advisors to incoming freshman athletes each fall.
Efforts to enhance and strenghten offerings are ongoing. Change is difficult due to resource limitations
and past practice. Offering the remainder of the courses requires personnel not currently on staff. Offering
these courses would provide needed electives for undergraduate students and practica and internship
experiences for LTLE graduate progamming.
2009-10
1) Leadership Studies Minor committee, under direction of AJ Morey, continued to meet and concluded
lack of fiscal and conceptural support for minor from participating departments. Effort was abandoned
2) LTLE faculty sent survey to all JMU students regarding an Applied Learning Technologies major.
Responses (n=337) indicated interest. Literature and market analysis identify a need and growing employment
opportunities. Faculty changed proposal name to Instructional Design and Development. Dr. Estes is
working closely with Dr. Morey with intentions of submission during 2010-11.
Use of Assessment/Evaluation Results for Program Improvement: Faculty work to meet growing demand for instructional design and development professionals, school
leaders, human resource developers, analytic leaders and professional educators through existing courses
and programs. This objective is advanced to meet growing societal need through viable undergraduate
programming worthy of investment.
Characteristic 5: 20060000005
Goal 5: 20060000005
Objective: 20090000654
Short Description: Strengthen existing LTLE programs to meet needs through an
Instructional Feedback Lab, an Emerging Technologies Lab, a core instructional technologies course
(EDUC 370) for teacher ed, a M.Ed in Social Foundations and Diversity, a strengthened HRD minor
and contributing to alternative licensure.
Long Description: Explore offering EDUC 370 for all teacher education programs
Test Instructional Feedback lab uses
Articulate LTLE programs possible contributions to alternative licensuring
Explore establishment of non-teaching Foundations & Diversity M.Ed.
Institute HRD/AHRD offering of HRD 385 and a summer internship
-To provide a challenging, supportive environment with heightened intellectual stimulation, professional
development, instructional innovation, and optimum competencies in critical thinking and information
technologies through in-class and distance education, ultimately providing additional technologies that
are widely accessible, initiate a pilot program through COE Technology faculty to use cutting edge equipment,
software to research the impact of media on learning at all levels of education and workforce development.
This will also allow them to better prepare all COE students with current instructional strategies for
achievement of SOL’s and organizational objectives, assisting COE in advancing its standing as a world
class College of Education. Educational media design, instructional technologies and educational strategy
are the research foundation for LTLE faculty members. Their science is the science and art of instruction.
Technologies and software are advancing at a rapid pace. Our faculty are not currently able to research,
test review, revise or implement new technologies due to lack of appropriate space, equipment and support.
This effort will enhance faculty technology skill, provide expert assessment of instructional technologies
and provide stronger curriculum for use by all programs in the COE, resulting in better prepared teachers,
trainers and military personnel with technologies available to more students and faculty.
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: -Participating Faculty assessment of
technologies; student assessment of classroom instruction; nonparticipating faculty assessment of needs
for implementation; rate of adoption analysis; cost/benefit analysis; life cycle analysis; tests to assess
learning outcomes by students using alternative technologies.
Accomplishments: Spring 2009
1. The Instructional Feedback and Emerging Technologies Labs exist.
2. Two new faculty, Drs. Estes and Kellison are leading efforts to make good decisions about and use
of these facilities. They are meeting with the Technology Committee and prior Ed Tech faculty (Purcell,
Clemons, Kolvord) to redesign the Ed Tech Master's program.
3. Significant purchases were made to populate the Emerging Technologies Lab
4. The COE 3245 instructional lab negotiations led to it becoming a University Lab with new MAC's
being installed in summer '09.
5.Course and program proposals are being submitted to C&I for approval
6.Dr. Shaeffer leads a review team that is considering instructional technology needs at the UG level,
among other things. LTLE faculty serve.
7. Program review for the M.Ed and the HRD minor continues.
2009-10
1. Revised Ed Tech M.Ed concentration approved.
2. Revised Ed Media minor approved
3. Most EdTC, HRD and AHRD prefixes changed to LTLE to allow for cross program use and integration.
4. EDUC 370 exists and ready to be revamped for TE students across programs.
5. EDUC 370 made a 'core' course for UG TESOL licensure program.
6. HRD 385 renamed to LTLE 385, Instructional Design and made a requirement for the Educational
Media and HRD minor.
7. Instructional Feedback Lab (Mem 3350-55) to be used by math faculty in fall 2010 for research and
instructional development.
8. Reconstituted Technology Committee, under direction of Dr. Clemens, is developing a COE technology
plan. LTLE faculty inform plan and remind colleagues, that instruction in Ed Tech requires access to
cutting edge resources/strategies thay may not be adopted or adoptable Collegewide. Recognition of
the unique instructional needs within Instructional and Educational Technology are progressing. More
progress is needed.
9. Dr. Clemens is leading the effort so secure a PC lab for Memorail Hall so that Dr. Estes and Kellison
can teach IT courses in the building, rather than Godwin Hall.
10. Purchase of Noldus Usability tools allowed Dr. Estes to work with graduate students to assess web-based
practices in advance of their use by CIT to teach JMU faculty, resulting in thesis research for an AHRD
grad student. This is a positive step in efforts to bring sophistication to the Ed Tech program.
11. Emerging Technologies Lab (MEM 3220) procedures established. ETL now ready to better support
applied research projects for graduate students. Few additional emerging technologies acquired due to
budget contraints.
12. Education, Equity and Multiculturalism concentration of the M.Ed developed and proposed to Curriculum
committee.
13. Ed Leadership M.Ed and Certificate courses being taught using video-teleconferencing, allowing
for synchronous instruction to students in Martinsville, Harrisonburg and Winchester. This will be extended
in the coming year.
Use of Assessment/Evaluation Results for Program Improvement: Educational media design, instructional technologies and educational strategy are the research foundation
for LTLE faculty members. Their science is the science and art of instruction. Our faculty will be better
able to research, test review, revise or implement new technologies with appropriate space, equipment
and support, enhance faculty technology skill, provide expert assessment of instructional technologies
and provide stronger curriculum for use by all programs in the COE, resulting in better prepared teachers,
trainers and military personnel with technologies available to more students and faculty. Programs in
teacher education and other COE programs would increase the adoption of appropriate technologies for
use in teacher preparation and instructional programming in educational settings. Faculty, both technology
and other, are better prepared for 21st Century instruction and more likely to implement instructional
innovations that have been tested, assessed and reviewed by colleagues, seeking design support for use
in their courses also, not just the technology preparation courses, thus addressing Unversity characteristics
5 and 17 also.
Characteristic 5: 20060000005
Goal 5: 20060000005
Objective: 20090000657
Short Description: Use TK20 for key assessments and to make data-driven decisions
Long Description: Align all LTLE program Key assessments with JMU/COE Conceptual
Framework, and appropriate NCATE standards and SPA standards.
Use the new COE database management system for all LTLE programs
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: Each program has key assessments and rubrics
entered into TK 20
100% of faculty use at least one key assessment in TK20.
Program faculty seek out TK20 data to understand and improve their program
Accomplishments: Spring 2009
The effort to develop shared rubrics across programs yeilded meaningful discussion across programs
about entry, mid-point and exit criteria and assessment methods. Using one rubric across programs proved
difficult and was abandoned. The following outlines progress made in 2008-09.
1. FOUNDATIONS AND DIVERSITY: EDUC 360 faculty met regularly and established a shared rubric
and are testing that rubric against multiple assignments in the various sections offered. The KEY assessment
process is just underway for the EDUC 310 course. The data are not yet entered into TK20 as decisions
have yet to be made about the role of the EDUC 310 and 360 in teacher education assessment practices.
2. EDUCATIONAL LEADERSHIP: Ed Leadership faculty spent the fall semester algining curriculum
with NCATE, VDOE and appropriate SPA standards. Assessments are identified, rubrics are established
and students in ADSU 641: The Principalship submitted papers into TK20.
3. ADULT EDUCATION/HUMAN RESOURCE DEVELOPMENT: Faculty agree they wish to use
TK20 as the programs performance management database and will ask all students to enroll in the database
beginning fall 2009. KEY assessments are identified and rubrics established.
4. EDUCATIONAL TECHNOLOGY: A program design team, led by Karen Kellison worked throughout
the academic year to reframe the program. Revised and additional objectives are anticipated. The assessment
framework is being developed over the 2009 summer. It will be tested fall 2009.
2009-10
1. Ed Leadership used TK20 for its students
2. Ed Tech program approved. Assessments are ready for use in 2010-11 year.
3. AHRD ready to use TK20 and has had 2nd year students enroll in system
4. Ed Media and HRD minors not in system.
5. Unit not using EDUC 310 and 360 assessments in any fashion, thus designed and used assessments
not entered into system. Once approved, revised TESOL programming will use these assessments as
data for full admission into TESOL initial licesure program.
Use of Assessment/Evaluation Results for Program Improvement: TK20 reports will inform program decisions related to curriculum, sequence, content and focus.
Characteristic 8: 20060000008
Goal 8: 20060000008
Objective: 20090000656
Short Description: Contribute to PK21 and leadership development through workshops,
the Strategic Leadership PhD, research and writing related to technology, cognition and gaming.
Long Description: LTLE personnel have a wide range of expertise, useful in many
settings and contexts. Making this expertise available to working professionals aids the continued practices
used in schools and workplaces. To create distinctive programs in service to the development of the whole
student and to expand strategic alliances with external partners to meet area, regional, national and international
needs, resulting in more highly qualified educators, leaders, trainers, evaluators, leaders and technologists
to meet the learning needs of our increasingly diverse and complex society. Course delivery would stress
cohort experiences and consist of traditional, hybrid and online delivery.
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: Record of requests and responses
User surveys. Knowledge tests and performance tasks.
User satisfaction at 95%. Knowledge proficiency at 85% Performance Tasks at 95%
Accomplishments: Spring 2009
1. In spring 2009 Dr. Perritt was officially designated by the LTLE department head as PhD liaison replacing
this duty for her prior Educational Leadership Coordinator position, now held by Dr. John Kidd.
2. In spring and summer 2009 Dr. Kidd added 3 more Ed Leadership Outreach cohort programs, in Winchester/Fredrick
County, Harrisonburg/Rockingham County and Martinsville, VA. Total anticipated enrollment for fall
2009 is 60 students.
3. Dr. Wilcox is co-editing a book on Learning and Gaming, which includes chapters written by her colleagues
Drs. Estes, Kellison, and Randy Snow.
4. Drs. Griffin, Estes, Thall, Wilcox and Herr are providing support to students and teachers in Roanoke,
Harrisonburg and Richmond on social networking, reading and college preparation.
5. Drs. Kellison and Font are working on diversity programming at Harrisonburg High School with teachers
and students.
6. Dr Griffin continues to collaborate with COE faculty to provide diverse high school students with
diverse experiences. She and Dr. Slade planned a service trip to Welch, WV for Richmond students.
7. 21st Century programming provided for 260 HHS teachers to receive professional development at
conferences, workshops and a their school.
2009-10
Activities initiated:
1. Design and Implementation of Educational Games: Theoretical and Practical Perspectives (Premier
Reference Source) [Hardcover] by Dr. Pavel Zemliansky (Editor) and Dr. Diane Wilcox (Editor), which
includes chapters written by LTLE faculty Drs. Estes, Kellison, Thall and Professor Snow was published
and is available on Amazon and in the JMU Bookstore.
2. Drs. Estes, Thall, and Griffin are providing support to students and teachers in Harrisonburg on social
networking, reading and college preparation through the CLASS OF 2013 project.
3. Drs. Kellison and Font are working on diversity programming at Skyline Middle School with teachers
and students.
4. Dr Griffin continues to collaborate with COE faculty to provide diverse high school students with
diverse experiences, including the Dupont-funded Middle School Summer Leadership Academy.
5. 21st Century programming provided for 95 HHS teachers to receive professional development at conferences,
workshops and at their school.
6. 92 students are participating in Ed Leadership courses in 4 sites (winchester, Harrisonburg, Lexington,
Martinsville). Two additional sites, Augusta and Charlottesville are under investigation.
7. Dr. Thomas participated in the Arboretuem team and created an Environmental Education course.
8. Dr. Perritt moved to Leadership Studies. Relationship and communication about Educational Leadership
strand of the PhD has been weak since the move.
9. Drs. Wilcox, Kellison, and Estes regularly work with CIT personnel to extend their expertise through
CIT to JMU faculty. LTLE students participate in and support their own learning through these collaborations.
10. AHRD students work closely with Centennial Scholar programs and programming to extend positive
development research, strategies and practices to student success.
Data achieved:
1.Systems to centrally record requests, responses, survey users, assess satisfaction and proficiency are
under development. Course/program related results would be reported in the APT. Other results will
be reported here. Support is needed for creating and monitoring this system and for gathering and reporting
data.
2. Ms. Strawbridge, Director of Centennial Scholars, may retain data on student achievement and impact
of AHRD students and programming. We assess impact through Reading and Research or Thesis defense
by individual students, when their research relates to these programs.
3. Dr. Awansa-Ohsu, Diversity Programs Director, may have data on student achievement, enrollment
and impact of inputs on targeted outcomes. Dr. Estes is monitoring student progress and anticipates reporting
on outcomes at midpoint and conclusion. These data are not currently available for broader review.
4. Dr. C.J. Broderick, Sustainability Center Director and/or Dr. Carol Hurney, Center for Faculty Innovation
Director may have data on outcomes related to the Arboretuem team.
Use of Assessment/Evaluation Results for Program Improvement: Revise existing program content and update courses
Link current content with anticipated PhD content
Increase enrollement in LTLE and COE programs
Extend the name of JMU and its faculty expertise
Characteristic 9: 20060000009
Goal 9: 20060000009
Objective: 20090000653
Short Description: Encourage cultural and global competence through Social
Foundations and Diversity programming, the Career Development Academy, 21st Century Learning
Centers and school-based research.
Long Description: Continue Career Development Academy and 21st Century
partnerships
Develop certificates in Adult literacy, language and workforce development
To enhance the economic and cultural well-being of the Shenandoah Valley, the Commonwealth, and
the nation and to model productive activism for students and contribute to the profession of teaching,
we, as preparers of future educators, see a need for University faculty and students to recognize the roles
they can play as change agents in society. Addressing the needs of the community, the region, and of
the needy in society, as well as influencing federal, state, and local laws and policies that result in societal
inequalities, accentuates the impact that leaders can have in educational settings.
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: -USe National Reporting System and 21st
Learning Center Century program evaluations on efforts
-Certificates will be established, courses offered and enrollments will be sufficient to maintain certificate
offerings
-Use 5 year alumni survey and employer survey to assess value of experiences to long term endeavors
Accomplishments: Spring 2009
1. The CDA operates as the lead agency of the Harrisonburg 21st Century Learning Centers Coalition,
providing out-of-school and family learning opportunities for Harrisonburg students. It serves over 300
adults annually and has expanded offerings to school-aged children. Programming is offered at the schools
and many JMU students serve the CDA through internships, practica and service learning projects.
2. Due to personnel and leadership changes in Exceptional Education, the adult TESOL certificate program
is now on hold.
3. With Dr. MacGillivray's departure the Virginia Safe Schools office program was abandoned due to
lack of leadership.
2009-2010
1. CDA continues operations with growth of 15% annually. The Academy now serves over 300 adult
learners annually and provided services to 77 children of adult learners as a 21st Century Community
Learning Center. Four grants were submitted with no success. The Academy survived on Merck and
minimal 21st Century funding. Five grants have been submitted for 2010-11. Without at least one of
these grants being funded, the CDA could close due to lack of funding. Results of applications should
be known by September 1, 2010.
2. Dr. Wishon established the English Language Learning Academy this year, co directed by Drs. Desportes
and Foucar-Szocki. Faculty from the CDA, EXED and LTLE worked together to revise existing programs
and submit a new M.Ed concentration in Education, Equity and Multiculturalism. Revised programs
include a) Pk-12 initial TESOL licensure (4 year), b) Pk-12 initial TESOL licensure (post bac), c) non-licesnure
TESOL minor, d) non-licensure TESOL certificate.
Use of Assessment/Evaluation Results for Program Improvement: Cost analysis requires continued attention to funding sources. Unrestricted dollars are used to match
state and federal funding. Test analysis through the National Reporting System (NRS) informs instruction.
CDA is rated in the top 1/3 of programs in Virginia based upon the most recent VDOE report card. Adjust
hiring and support practices, as needed, to support more diverse faculty population.
Characteristic 13: 20060000013
Goal 13: 20060000013
Objective: 20090000655
Short Description: Increase grant, contract and donor-related activity to support faculty
research, student awards and service to the community.
Long Description: Resources exist to support faculty efforts within LTLE. LTLE
progams focus on Learning, Technology and Leadership Education with attention to diversity and social
issues. These areas of pursuit, both in application and research, are funded by government and foundation
sources. We will work together as a faculty and a department to maintain awareness of funding opportunities,
work with the COE Outreach Coordinator, the Office of Sponsored Programs and JMU Advancement
to secure external funding.
Linked to Previous Objective: -
Linked to Previous Objective Short Description: -
Assessment / Evaluation Methods: Number of applications submitted
Number of different faculty submitting applications
Number of applications awarded
Size of awards
Number of refunded efforts through continuing funder relationships
Accomplishments: In 2008-2009:
1. Ten different faculty and CDA staff submitted 20 applications with funding achieved for 50% for a
total of $988,000. Funded efforts supported the Career Development Academy, 21st Century Learning
Centers, Professor In Residence, Social Networking and Mentoring for Underrepresented high school
students, and Instructional Technology in Middle Schools.
2. The increase in the number of faculty submitting applications increased by 50%!
3. Faculty met with Mr. Kevin Weaver, JMU Development officer to discuss interests and funding.
4. Tracking of LTLE Foundation gifts was initiated.
In 2009-10
1. 18 grants and contracts were submitted by seven faculty. Five JMU Diversity and COE applications
were funded totalling $18,500. larger applications to the VDOE and USDE were not funded for the 1st
time in 5 years. Either competition was stronger, monies were not available, our applications were inferior
or local need was deemed insufficient. This was a difficult, disappointing year for external funding.
This did not disuade faculty, as 8 faculty have already participated in the submission of 12 applications
for 2010-11 and the year has yet to begin!
Use of Assessment/Evaluation Results for Program Improvement: Additonal funding provides depth and versatility. Faculty can extend their reach, research and service
with additional funding and additional relationships forged. Classroom instruction becomes richer due
to the engagement of faculty with external entities. More students receive recognition.
Other Accomplishments and Recognitions: -
Unit Challenges: 1. Lack of raises for all faculty and staff.
2. Low salaries for support staff
3. Integration of EDUC 310,360,370 in TE candidate admission and assessment
4. Lack of Ed Tech faculty and courses in TE preparation.
5. Lack of Ed Technology faculty involvement in verification of candidate technology proficiency for
initial licensure.
6. Need for a PC lab in Memorial Hall (Dr. Estes teaches 100% outside of Memorial due to lack of appropriate
facilites for Ed Tech courses)
7. Need for an annual budget allocation for Emerging Technologies and Instructional Feedback Labs.
8. Need space and personnel commitments for Career Development Academy
9. Lack of broad recognition and support for Instructional Design and Development as a growing field
of educational practice with employment needs locally, nationally and internationally, worthy of an undergraduate
major.
10. Lack of Provost's office data alignment with department data.
Objectives for next fiscal year (including objectives from assessment resultsand program reviews):
Addenda: -Advising Plans of Work (POW's) developed for TESOL programs