2011-12
2011-12
Truckee Meadows
Community College
School of Liberal Arts
EDUCATION
PROGRAM/UNIT REVIEW SELF STUDY
Education
DESCRIPTION OF PROGRAM/UNIT
The associate of science degree in either elementary and secondary education are designed for students seeking
careers in the education field. The degree requirements include a well balanced general education curriculum. Specific
curriculum provides students with educational theory and practical field work in the elementary education school and
the secondary school setting. All emphasis outcomes demonstrate the scope of knowledge and skills based on the
Interstate New Teacher Assessment and Support Consortium (INTASC) standards and Five Domains of Professional
Competence.
Mission Statement
There is no mission statement for TMCC EDU at this time. This is an item that needs to be developed in the near
future. Since EDU courses mimic UNR education courses, we align with two of their mission statements: 1) to
develop and strengthen the capacity of educators to serve an increasingly linguistically and ethnically diverse student
population in ways so that each student is successful; 2) to engage in outreach activities aimed at improving
educational practice and policy. TMCC EDU mission statement could then be the following: Develop and strengthen
TMCC students’ capacity to serve diverse student populations in the public schools through observations in
classrooms in regards to best practices and interventions in reading and writing.
Degrees, Certificates, and/or Non-Credit Courses offered
Education: Elementary Education Emphasis – The associate of science is designed for students seeking careers in
elementary education. The degree requirements include a well balanced general education curriculum. Specific
curriculum provides students with educational theory and practical field work in the elementary education school
setting. This course of study is designated as a university transfer program that substantially meets the requirements
for the first two years of study for the B.S. in elementary majors at UNR. Students completing the emphasis will:
Demonstrate the scope of knowledge and skills based on the Interstate New Teacher Assessment and Support
Consortium (INTASC) standards and Five Domains of Professional Competence. Currently, this emphasis is
undergoing changes due to UNR changes in the program and will be addressed in the next PUR.
Integrated Elementary Education and Special Education Emphasis is designed for students seeking careers in
elementary and special education. The degree requirements include a well balanced general education curriculum.
Specific curriculum provides students with educational theory and practical field work in the elementary education
school setting. This course of study is designated as a university transfer program that substantially meets the
requirements for the first two years of study for the B.S. in integrated elementary/special education majors at UNR.
Students completing the emphasis will: Demonstrate the scope of knowledge and skills based on the Interstate New
Teacher Assessment and Support Consortium (INTASC) standards and Five Domains of Professional Competence.
Currently, this emphasis is undergoing changes due to UNR changes in the program and will be addressed in the next
PUR.
Secondary Education Emphasis is designed for students seeking careers in secondary education (middle and high
school). The degree requirements include a well balanced general education curriculum. Specific curriculum provides
students with educational theory and practical field work in the secondary school settings. In addition, students will
also need to select a “teaching major” and complete some of the coursework prior to transfer. Students completing the
emphasis will: Demonstrate the scope of knowledge and skills based on the Interstate New Teacher Assessment and
Support Consortium (INTASC) standards and Five Domains of Professional Competence. Currently, this emphasis is
undergoing changes due to UNR changes in the program and will be addressed in the next PUR.
Truckee Meadows Community College | Description of Program/Unit
1
2011-12
PROGRAM UNIT REVIEW
It needs to be noted here that UNR has recently changed their degrees and we are currently working on changing ours.
Primary Goals and Objectives
Students will demonstrate the ability to read, understand, interpret, and communicate through spoken and or written
language as well as gain an awareness of best practices expected when teaching students various content areas in
classroom settings.
Factors Expected to Affect Future
According to the U.S. Department of Labor, kindergarten, elementary, middle, and high schools are in demand for
certified teachers. Special Education was not listed as in demand as well as vocational education for secondary
schools. Please note the table below. Projection data from the National Employment Matrix (2011) Occupational
Title Employment 2008 Projected Employment 2018 number percent Teachers, K, elementary, middle, and secondary
3,476,200 3,994,900 468,600 13, kindergarten, except special ed. 179,500 206,500 27,000 15, elementary, except
special ed. 1,549,500 700,793, 244,200 16, middle school, except special and vocational ed. 659,500 760,600 101,200
15, and secondary, except special and vocational ed. 1,087,700 1,184,100 96,300 9. The American Federation of
Teachers (2011) also states that salaries for teachers are $51,000 to $30,900 in the United States.
With this in mind, our transfer courses provide students with information to get into a teacher credential program.
Teacher education is still an excellent career option. Students need to be aware that admission into the UNR teacher
education program is competitive based on grades and experience. Passing scores on the Pre-Professional Skills Test
(PPST aka Praxis I) or California Basic Educational Skills Test (CBEST) are required, and applications are reviewed
twice a year (October 1 for spring entrance and March 1 for fall entrance to the program). Transfer to UNR is advised
for the semester prior to program admission, to complete additional pre-major course requirements. Students wishing
to transfer to any other baccalaureate program should work closely with TMCC advisors and advisors at the
institution of transfer to obtain recommended courses for transfer.
The current challenge for TMCC will be to keep up with University of Nevada, Reno course changes as their
certificate programs for elementary and secondary education have undergone. We are also currently involved on
bringing to TMCC a new education course, EDU 210, Nevada School Law, that has been moved to a lower division
course at UNR and also is a requirement for graduation and certification. Also, starting in January, TMCC faculty will
meet with UNR faculty to make sure syllabi align in EDU 201, 202, 203, and 110. This idea has been put forward to
support a continuum of learning that is the same for all students entering the education field.
TMCC and UNR continually work together to make sure all course syllabi are similar in order to make sure TMCC
students are receiving the same information as students taking the same courses at UNR. Collaboration with UNR
faculty has been ongoing through meetings so that student expectations of TMCC courses remain high. Thus, over the
last several years, a strong alliance has formed with UNR.
Two strong aspects to EDU 201, Intro to Elementary Education, are the following: current development in the
curriculum focusing on science. This addition to the curriculum supports the STEM (Science, Technology,
Engineering, and Mathematics) schools at UNR; the use of the art model in elementary education is strongly
supported by WCSD as another way of learning any type of content, such as reading, science, math, and social
studies.
Another strong plus for EDU at TMCC is the ongoing development of strong alliances with the Reno community.
Due to the fact that TMCC has EDU courses in elementary, secondary, and special education, the need for our
students in field experiences, which now incorporate interventions with at-risk students, is commendable. Washoe
County School District, one of the largest in the nation, has formed a strong bond with our students as they now come
qualified to tutor students in reading and math. Meetings with WCSD are ongoing in order to develop workshops on
2
| Truckee Meadows Community College
Education
2011-12
the TMCC campus for Read to Succeed and Math Paths, now part of the screening checklist for Washoe County
School District. These two workshops provide added teaching strategies to be used with struggling students.
School of Liberal Arts |
3
2011-12
PROGRAM UNIT REVIEW
CURRICULUM
Program/Unit Review Assessment Reports
2015-16
2014-15
2013-14
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
List title(s) of past Program/Unit Reviews; indicate whether a
program, discipline, or course review.
Education
Last program review occurred in 2004. The chair was Dr. Rubalcava.
Course Assessment Report Summaries
Prefix
EDU
Number
110
Title
Society and Education
Indicate date of assessment in the
department assessment cycle
2012-13
EDU
201
Intro to Elementary Ed
2011-2012
EDU
202
Intro to Secondary Ed
2010-2011
EDU
203
Intro to Special Ed
2012-2013
EDU
204
Info Tech in Teaching
2011-2012
EDU
207
Exploration Childrens Lit
2012-2013
EDU
208
Diverse Abilities/Bckgrnd
2013-2014
EDU
209
Explore Teach/Learn Prac
EDU
211
Teaching Inclusive Class
EDU
212
Family Involvement
EDU
214
Prepare Teachers Use
Tech
Not offered in compliance with
UNR
Not offered in compliance with
UNR
Not offered in compliance with
UNR
2013-2014
4
Curriculum | Truckee Meadows Community College
PDCAR
Date
Modifications
Click here to enter
text.
By Fall, 2012, this
course will have
changed to follow the
changes at UNR.
Meetings are currently
ongoing.
By Fall, 2012, this
course will have
changed in content to
follow the changes at
UNR. Meetings are
currently ongoing.
By Fall, this course will
have changed in content
to follow the changes at
UNR. Meetings are
currently ongoing.
To follow changes at
UNR, this course will
no longer be taught by
the Fall, 2012.
Click here to enter
text.
Click here to enter
text.
Not offered in
compliance with UNR.
Not offered in
compliance with UNR.
Not offered in
compliance with UNR.
This course will be
taught Fall, 2011.
Education
2011-12
EDU 210 Nevada School Law will be added starting Fall 2012 and will be assessed during 2013-2014. It also needs to
be restated that syllabi for EDU 201, 202 are in the process of change. Both the text and syllabi will be very different
and no longer a foundation course. EDU 203 is also undergoing change at UNR, but no information has been
forthcoming.
Assessment Driven Improvements
Previous assessment efforts and improvements include the list below. Please see Appendix A for detailed Course
Assessment Reports conducted 2010-2011 for EDU 202, 203 and 207.
EDU 202: Between Fall 2008 and Fall 2010 seven face-to-face EDU 202 classes have been assessed using a pretest/post-test format. The test consists of 18 questions in 6 objectives-based areas. Also demographic information
was collected for each student. The objectives-based areas include: Structure and function, the teaching profession,
philosophy and theory, history, social foundation, and legal issues of education in the United States. Overall student
achievement was assessed using Wilcoxon Matched-Pairs Sighed Ranks Test. For all classes, a statistically
significant increase in student knowledge was demonstrated at the .05 level of significance. There was also an
increase in knowledge at the .01 level with all classes except one. There were no improvements made to EDU 202
since the data shows that this course is being taught effectively according to the 18 questions that were assessed.
EDU 203: Using a rubric to measure journal notebook entries to assess knowledge of best practices for exceptional
children, the course was improved by adding learning games and quizzes to triangulate information. Using a rubric to
measure student learning of an observation booklet, the course was improved by focusing the book on elementary
student interactions with peers and the mentor teacher as well as prepared questions to ask the mentor teacher. Using a
final paper to measure student understanding of special needs identification, the course was improved by adding a
minimal word count and a rubric to focus student work on best practices and observations.
EDU 207: Using a rubric for written chapter summaries about motivation and social interaction during children’s
literature activities, the course was improved by extending lecture on the details of intrinsic and extrinsic motivation
strategies, as well as modeling activities that demonstrate diverse socialization strategies during reading. Assessment
at the end of fall 2010 showed that half the students mastered how to motivate and socialize through children’s
literature and of the other half, three fourths showed competency and one fourth showed deficiency. Thus, the course
was improved during spring 2011 with more content added through discussion and activities about the details of
motivation and socialization through reading. Assessment in the end of spring 2011 showed improvement because all
but one student demonstrated mastery and competency, which is up from fall 2010 when one fourth of the students
showed deficiency. Furthermore, thirty six individual extrinsic and intrinsic motivation strategies were cited by
students; this shows a more diverse and detailed response in spring 2011 over fall 2010. Since student responses
about socialization strategies were not as detailed as the responses about motivation in spring 2011, the course will be
improved in fall 2012 by offering more information and activities about socialization strategies in reading.
Evaluating Relevancy of Curriculum
Course Content
Course content in each of the nine offerings are tied to transfer and the acquisition of a teaching credential. EDU
courses each integrate the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards for
Beginning Teacher Licensing and Development, as well as the National Council for the Accreditation of Teacher
Education (NCATE). In aggregate, the nine courses require professional portfolio development, field experience
observations, lesson plans, teaching demonstration practice and reflection, assessment practice, hands-on projects,
School of Liberal Arts | Curriculum
5
2011-12
PROGRAM UNIT REVIEW
technology practice, the development of critical thinking and problem solving through writing, content matter review,
learning theory, active learning, socialization and collaboration activities, and extensive information about diverse
learners.
The INTASC standards are:
1. Central concepts, tools of inquiry, and structures of the subject being taught,
2. Children’s learning and in intellectual, social and personal development,
3. Student differences in their approaches to learning and adaptations for diverse learners.
4. Instructional strategies for students’ development of critical thinking, problem solving, and performance skills
Course content in each of the nine offerings are tied to transfer and the acquisition of a teaching credential. EDU
courses each integrate the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards for
Beginning Teacher Licensing and Development, as well as the National Council for the Accreditation of Teacher
Education (NCATE). In aggregate, the nine courses require professional portfolio development, field experience
observations, lesson plans, teaching demonstration practice and reflection, assessment practice, hands-on projects,
technology practice, the development of critical thinking and problem solving through writing, content matter review,
learning theory, active learning, socialization and collaboration activities, and extensive information about diverse
learners.
The INTASC (The Interstate Teacher Assessment and Support Consortium) standards are:
1. Central concepts, tools of inquiry, and structures of the subject being taught,
2. Children’s learning and in intellectual, social and personal development,
3. Student differences in their approaches to learning and adaptations for diverse learners.
4. Instructional strategies for students’ development of critical thinking, problem solving, and performance skills
5. Individual and group motivation and behavior for positive social interaction, active engagement in learning, and
self-motivation.
6. Effective verbal, nonverbal, and media communication techniques for inquiry, collaboration, and supportive
interaction in the classroom.
7. Instructional Planning based on knowledge of subject matter, students, the community, and curriculum goals
8. Formal and informal assessment strategies for intellectual, social, and physical development of the learner.
9. Reflection to evaluate effects of choices and action s on others.
10. Relationships with school colleagues, parents, and agencies to support students’ learning and well-being.
The NCATE (National Council for Accreditation of Teacher Education) standards are:
1.
Candidate knowledge, skills, and dispositions.
6
Curriculum | Truckee Meadows Community College
Education
2.
Assessment system and unit evaluation.
3.
Field experience and clinical practices.
4.
Diversity.
5.
Faculty qualifications, performance, and evaluation.
6.
Governance and resources.
2011-12
Degree/Certificate Requirements
There are three Associate of Science emphases in Education: Associate of Science with a Secondary Emphasis,
Associate of Science with an Integrated Elementary and Special Education Emphasis, and an Associate of Science
with an Elementary Education Emphasis. Please see Appendix B for a description of the requirements for each
emphasis. Also, please note that this is currently in flux as changes from UNR are occurring and will be set in place
for the fall of 2012. TMCC EDU will follow accordingly.
TMCC’s Education program is used by students to transfer to acquire a teaching credential that is predicated on a
B.A. or B.S. Since students enroll in our courses so they may transfer to obtain a teaching credential, TMCC students
do not have meaningful incentive to complete any of the three Associate of Science Education degrees, which each
require a number of courses which may not directly contribute to securing a teaching credential.
Methods of Instruction
Faculty use a balance of methods ranging from cooperative learning, practicum, lecture, individualized written work,
kinesthetic activity, technology activities, scientific inquiry, and discussion. Our diverse curriculum sets the
framework for balanced instructional methods. For example, EDU uses methods that reflect a spectrum of content
matter: law, foundations, special needs, field experience, theory, and a variety of subjects such as math, technology,
literature, science, social studies, art, and physical education. Beyond the variety of methods that spring from content
matter differences, all teaching faculty provide different teaching styles. Thus, EDU students at TMCC are exposed to
a range of teaching styles in order to meet the diverse learning style needs.
Faculty Qualifications
There are two full-time faculty members in Education and one part-time Education Coordinator who also teaches, all
three of whom hold Ph.D.s in Education. Other part time faculty who assist when needed hold Ph.D.s or Masters in
Education or another field such as speech pathology.
Post Completion Objectives (transfer, job placement, etc.)
Students take Education courses in order to transfer to teaching credential conferring institutions, which require a
B.A. or B.S. along with the state credential. Our students aspire to be elementary, middle, and secondary teachers of
mainstream and special needs youth. The secondary teachers specialize in subject matter, ranging from social studies,
math, science, language arts, physical education, and visual and performing arts.
Secondary Student Preparation Efforts
TMCC high school is located on the TMCC campus. Each year several of these high school students take EDU
courses. They complete the courses with field experiences the same as the college students. For any student under
18yrs. WCSD has a form that is filled out in place of the regular volunteer form so that we know parents are aware of
the requirements of the field experience.
School of Liberal Arts | Curriculum
7
2011-12
PROGRAM UNIT REVIEW
External Review
Not applicable.
Non-credit Training Offered
Several times over the past years workshops have been offered to support teacher education. Currently, our staff and
Washoe County School District staff are meeting together to develop workshops on the TMCC campus that support
TMCC students tutoring in the schools in reading and math. It has been suggested, and this committee agrees, that
these workshops are held in specific classrooms at the beginning of each semester. These workshops will occur the
first week each semester in EDU 201 and 203. WCSD is currently also working on developing such courses at the
secondary level, but this will not be put into place until 2012 or 2013.
Curriculum Development Strategies
Assessment Findings and Strategies
Preliminary classroom and course assessment indicate that specific information and content needs triangulation of
teaching methods and activities to reach all students more effectively, such as improvements for field experience
journals in EDU 203 and more attention to socialization strategies in children’s literature in EDU 207. However,
generally, according to the testimony of admissions in the College of Education at UNR, TMCC students who apply
have a high rate of transfer, nearly 100%, into this teacher credential conferring institution, and they come in wellprepared with developing portfolios, teaching practice, theoretical knowledge, and field experience. When TMCC
EDU completes a full assessment cycle for all nine courses by 2014, a comprehensive analysis of assessment findings
and strategies will be gathered.
Regardless of these stats, currently, UNR has voiced only one concern regarding our TMCC students. This deals with
the poor writing skills when TMCC students are writing their Philosophy of Teaching statement, a requirement for
UNR admissions into the teaching program. This committee suggests that various design formats be developed for
students to work through in EDU 201, 202, 203, and 110 in order for students to be prepared for this requirement.
External Resource Recommendations and Implementation Plans
Every semester our students, who are taking EDU courses with a field experience, go out into schools. The difficulty
with this is that TMCC has to wait on WCSD to assign schools and sometimes this takes a long time. Another
difficulty that has currently occurred has been the filling out of new forms that take 5 hours of student time. For the
school year of 2011-2012 several meetings have occurred with WCSD with the following results: TMCC will use the
same schools for each semester for the school year; by April or May WCSD will contact principals and obtain a list of
schools for the following TMCC school year. Also, set firmly in place by TMCC this year are the following: At the
discretion of professors, 5 hours are given to the students for completing the workshops that deal with Read to
Succeed and Math Paths; all volunteer forms will be in to WCSD no later than the third week of school – no
exceptions; when schools are given to TMCC, all faculty will call the principal to discuss how the principal wants to
place TMCC students – absolutely no TMCC students are to call the schools or go out on their own as this has caused
much negativity between the public schools and TMCC.
Anticipated Factors Affecting Curriculum and Strategies
Our curriculum must align with the curriculum of teaching credential conferring institutions. Most of our students
transfer to UNR’s College of Education. As changes are made at UNR and to system-wide credential programs,
TMCC must change also.
8
Curriculum | Truckee Meadows Community College
Education
2011-12
For example, in 2010-2011, UNR began the process of eliminating EDU 209, 211, and 212 and they added EDU 210.
They re-constituted their credential majors so that they now offer “Integrated Elementary Teaching” and “Secondary
Teaching.” Integrated Elementary Teaching requires students to specialize in Early Childhood Education, English as
a Second Language, or Special Education. Secondary Teaching requires subject matter specialization, such as foreign
language, math, science, social science, or language arts.
In addition to following the changes made at credential conferring institutions, the TMCC EDU program offers online
course options. UNR does not to date offer online offerings. We continue to upgrade our online offerings with
technological innovations, including hybrid options.
TMCC is in the process of instituting English writing prerequisites to EDU courses, since writing is critical to the
teaching profession. This particularly affects EDU 201, which has a student requirement to write a draft for the
Philosophy of Education entrance essay that is required to be admitted to UNR’s College of Education. Also, as
discussed previously, TMCC students are weak in their writing of their Educational Philosophy statements that are a
requirement for the teaching program at UNR.
School of Liberal Arts | Curriculum
9
PROGRAM UNIT REVIEW
2011-12
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
5 -year Average Headcount
Education
TMCC
66%
55%
21% 24%
10%
1%
3%
Under 18 yrs.
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Educ. Avg
TMCC Avg
13%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
2%
18-24 yrs.
25-34 yrs.
35-49 yrs.
Under 18 yrs. 18-24 yrs. 25-34 yrs. 35-49 yrs.
1
118
39
26
1%
62%
21%
14%
0
109
32
17
0%
66%
20%
10%
4
133
33
25
2%
67%
17%
13%
0
128
39
22
0%
66%
20%
11%
3
163
59
22
1%
65%
24%
9%
3
156
49
15
1%
69%
22%
7%
1
151
55
21
0%
64%
23%
9%
0
133
49
21
0%
64%
24%
10%
0
124
39
16
0%
68%
21%
9%
1
108
37
14
1%
66%
23%
9%
1%
66%
21%
10%
3%
55%
24%
13%
6%
50+ yrs.
50+ yrs.
5
3%
6
4%
4
2%
5
3%
2
1%
3
1%
8
3%
4
2%
3
2%
4
2%
2%
6%
Total
189
100%
164
100%
199
100%
194
100%
249
100%
226
100%
236
100%
207
100%
182
100%
164
100%
100%
100%
Over the five year period from Fall, 2006 until Spring, 2011 the majority of students in the Teacher Preparation
Program were in the 18-24 year- old age range (65%). This number is 10% higher than the general population of
students at TMCC (55%). In all other age categories the population of students by age is 1% to 4% lower in the
10
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Teacher Preparation Program than in the general TMCC population. Students in the 25 – 34 years old category
make up the second largest group at 21%, 35 – 49 year-olds the third largest group at 10%, and 50+ year-olds the
fourth largest group at 5%. Only 1% of Teacher Prep students are under 18 years old.
Gender
5-year Average Headcount
Education
TMCC
88%
55%
45%
12%
Female
15
17
Female
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Educ. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Male
Male
164
87%
143
87%
175
88%
177
91%
227
91%
203
90%
207
88%
184
89%
153
84%
140
85%
88%
55%
Unreported
25
13%
21
13%
24
12%
17
9%
22
9%
23
10%
28
12%
22
11%
29
16%
24
15%
12%
45%
Total
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
1
<1%
1
<1%
0
0%
0
0%
<1%
<1%
189
100%
164
100%
199
100%
194
100%
249
100%
226
100%
236
100%
207
100%
182
100%
164
100%
100%
100%
Eighty eight percent of students in the Teacher Preparation Program from Fall, 2006 until Spring, 2011 were
female. This contrasts dramatically with the general TMCC population in which 55% are female.
School of Liberal Arts | Demographics and Enrollment
11
PROGRAM UNIT REVIEW
2011-12
Ethnicity
5-year Average Headcount
Education
TMCC
73%
68%
16% 15%
3% 3%
4% 6%
0% 0%
2% 2%
0% 1%
0% 1%
3% 4%
African American Asian
Hawaiian or Pacific Islander
HispanicNative American White Two or more races InterUnnational Studentsreported
African
American
Asian
Hawaiian
or Pacific
Native
Islander Hispanic American
White
Two or
more
races
International
UnS tudents reported
Total
Fall N
5
4
25
5
143
0
7
189
06 %
3%
2%
13%
3%
76%
0%
4%
100%
Spr N
4
7
21
6
122
0
4
164
07 %
2%
4%
13%
4%
74%
0%
2%
100%
Fall N
5
5
23
8
154
0
4
199
07 %
3%
3%
12%
4%
77%
0%
2%
100%
Spr N
8
7
27
6
144
0
2
194
08 %
4%
4%
14%
3%
74%
0%
1%
100%
Fall N
5
9
40
3
190
0
2
249
08 %
2%
4%
16%
1%
76%
0%
1%
100%
Spr N
4
15
35
2
164
0
6
226
09 %
2%
7%
15%
1%
73%
0%
3%
100%
Fall N
6
10
35
4
176
1
4
236
09 %
3%
4%
15%
2%
75%
0%
2%
100%
4
9
38
2
150
1
3
207
Spr N
10 %
2%
4%
18%
1%
72%
0%
1%
100%
Fall N
6
8
0
41
1
121
0
0
5
182
10 %
3%
4%
0%
23%
1%
66%
0%
0%
3%
100%
Spr N
4
4
0
27
2
102
0
1
24
164
%
2%
2%
0%
16%
1%
62%
0%
1%
15%
100%
11
Educ. Avg
3%
4%
<1%
16%
2%
73%
<1%
<1%
3%
100%
TMCC Avg
3%
6%
<1%
15%
2%
68%
1%
1%
4%
100%
Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements
The majority of students in the Teacher Preparation Program are white (73%) as are the majority of TMCC
students (68%). Hispanic students represent the next largest category of Teacher Prep students at 16% with Asians
at 5%, African Americans at 3% and Native Americans at 2%. As compared to the general TMCC population
Asian students in Teacher Prep are under-represented by 2%. Hispanic and white students are overrepresented in
the program as compared to the TMCC population by 1% and 5% respectively.
12
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Student Status
Educational Goals
5-year Average Headcount
EDU
TMCC
87%
75%
2%
Earn a Degree
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
EDU Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
5%
1%
5%
2%
Earn a Certificate Improve Job Skills
12%
Personal
Enrichment
Earn a
Earn a
Improve Job Personal
Degree
Certificate
Skills
Enrichment
269
8
6
12
86%
3%
2%
4%
203
9
2
21
81%
4%
1%
8%
212
5
0
16
86%
2%
0%
6%
239
7
1
21
85%
2%
0%
7%
283
4
2
34
84%
1%
1%
10%
303
11
6
22
85%
3%
2%
6%
373
9
0
17
90%
2%
0%
4%
294
6
1
15
88%
2%
0%
4%
306
2
2
5
93%
1%
1%
2%
325
6
3
5
93%
2%
1%
1%
87%
2%
1%
5%
75%
5%
2%
12%
3%
2%
Transfer
Transfer
3
1%
2
1%
5
2%
7
2%
8
2%
6
2%
8
2%
12
4%
12
4%
10
3%
2%
3%
2%
3%
Undecided
Undecided
14
4%
14
6%
9
4%
7
2%
6
2%
10
3%
8
2%
7
2%
1
0%
0
0%
2%
3%
Total
312
100%
251
100%
247
100%
282
100%
337
100%
358
100%
415
100%
335
100%
328
100%
349
100%
100%
100%
The majority of students entering the Teacher Preparation Program are focused on earning a degree. While 75% of
TMCC students state that their goal is acquiring a degree, 87% of teacher prep students intend to earn a degree.
School of Liberal Arts | Demographics and Enrollment
13
PROGRAM UNIT REVIEW
2011-12
Educational Status
5-year Average Headcount
Education
80%
77%
7%
Continuing Students
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Educ. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
TMCC
Continuing Students
142
75%
140
85%
144
72%
163
84%
177
71%
199
88%
181
77%
189
91%
133
73%
149
91%
80%
77%
10%
13%
New Transfers
New Transfers
16
8%
14
9%
18
9%
20
10%
24
10%
6
3%
12
5%
7
3%
15
8%
5
3%
7%
10%
13%
New Students
New Students
Total
31
16%
10
6%
37
19%
11
6%
48
19%
21
9%
43
18%
11
5%
34
19%
10
6%
13%
13%
189
100%
164
100%
199
100%
194
100%
249
100%
226
100%
236
100%
207
100%
182
100%
164
100%
100%
100%
While the total number of students in the Teacher Preparation Program has fallen from a high of 249 student in fall
of 2008 to 164 in spring 2011, the percentage of continuing students has risen from a 71% to 91% in that time
period. (Possibly reflects an increase in the rate at which students are returning to the program – I do not know how
they calculated to retention rate below).
14
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Enrollment Status
5-year Average Headcount
Education
TMCC
39%
32%
29%
24%
18%
12+
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Educ. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
19%
15%
9-11.9
12+
65
35%
50
30%
67
34%
68
35%
107
43%
93
41%
101
43%
93
45%
75
41%
72
44%
39%
29%
24%
6-8.9
Credits Earned
9-11.9
6-8.9
34
18%
33
20%
39
20%
44
23%
37
15%
40
18%
36
15%
35
17%
34
19%
26
16%
18%
15%
Less than 6 credits
Less than 6
43
23%
42
26%
55
28%
45
23%
58
23%
52
23%
53
22%
44
21%
42
23%
42
26%
24%
24%
46
24%
39
24%
38
19%
37
19%
47
19%
41
18%
46
19%
35
17%
31
17%
24
15%
19%
32%
Total
188
100%
164
100%
199
100%
194
100%
249
100%
226
100%
236
100%
207
100%
182
100%
164
100%
100%
100%
Over the 5 year period from 2006 until 2011 students who were in the Teacher Preparation Program earned
significantly more credits than the college population at large. While 39% of Teacher Prep students earned 12 or
more credits, only 29% of the general population earned this many credits – a 10% difference. Likewise while only
19% of the Teacher Prep students earned less than 6 credits, 32% of the general population did so – a 13%
difference. (It appears that Teacher Prep students are more focused, more motivated, and reaching their educational
goal at a fast rate than other students).
School of Liberal Arts | Demographics and Enrollment
15
2011-12
PROGRAM UNIT REVIEW
Student Recruitment Activities
We have not done a lot in this area. There is a student event at the beginning of each semester that we can set up a
table with information and this is an idea that needs to go to our meetings.
Regarding recruitment, educational faculty or one of the faculty can develop a student orientation manual for EDU.
This type of manual would include information of courses at TMCC, UNR, volunteer requirements for WCSD,
workshop information for reading and math for intervention help in schools, dress code, and other pertinent
information regarding this career. Perkins grant could be used to support the development of this manual.
The chair of this committee will be putting in for the Perkins Grant in the spring, 2012 to obtain finances to develop a
Student Handbook for EDU. This will follow the template already done by ECE, with specifics inside this handbook
that deal with EDU courses at TMCC and requirements of UNR for transfer. Pictures for this handbook will focus on
men and those underserved populations as teachers working with a variety of diverse student populations. This
handbook will also lead the way into developing fliers and other items that will help students know of possibilities
regarding teaching as a career opportunity.
Underserved Student Populations
White, African American and Native American students are overrepresented in the Teacher Prep Program as
compared to the Washoe County. In Washoe county 66% of the population is white, while 73 % of the Teacher Prep
Program students are white. While 3% of Program students are African American, 2.2% of the Washoe County
population is African American. 1.4% of Washoe is Native American and 2 % of the Program students are Native
American (TMCC FactBook 2011). Two groups are underrepresented in the Program. The Hispanic community
constitutes 22.2% of the population in Washoe County and 16% in the Teacher Program. The Asian community
makes up 5.1% of Washoe County and 4% of the Program population.
16
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Enrollment Patterns
Number of Sections
Number of Sections: Fall Semesters
24
22
20
21
18
19
16
17
16
14
15
12
10
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
Number of Sections: Spring Semesters
24
22
20
18
19
16
19
18
17
14
16
12
10
Spr 07
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
EDU (5 yr Avg)
SOLA (5 yr Avg)
TMCC (5 yr Avg)
Spr 08
Fall
19
17
16
21
15
18
710
1629
Spr 09
% Change
--11%
-6%
31%
-29%
-3%
1%
0%
Spr 10
Spring
17
19
19
16
18
18
717
1623
Spr 11
% Change
-12%
0%
-16%
13%
2%
1%
0%
The enrollment pattern, as measured by total number of sections taught over a 5 year period ending in spring 2011,
has shown a 2% increase as compared to a 1% increase in the School of Liberal Arts (SOLA). This compares
favorably with the overall TMCC enrollment over the period which showed a 0% change.
School of Liberal Arts | Demographics and Enrollment
17
PROGRAM UNIT REVIEW
2011-12
Full Time Equivalent Enrollment
FTE: Fall Semesters
105
106
95
85
84
75
79
65
73
62
55
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
FTE: Spring Semesters
100
95
90
85
90
80
85
75
87
70
65
68
60
55
61
Spr 07
Spr 08
Academic Years
Fall
2006-07
73
2007-08
62
2008-09
84
2009-10
106
2010-11
79
EDU (5 yr Avg)
81
SOLA (5 yr Avg)
3260
TMCC (5 yr Avg)
6809
*SOLA = School of Liberal Arts
Spr 09
Spr 10
% Change
--15%
35%
26%
-26%
5%
6%
4%
Spring
61
68
90
85
87
78
3168
6692
FTE
Spr 11
% Change
-12%
31%
-5%
1%
10%
7%
4%
The Full Time Equivalent Enrollment (FTE) has increased over the 5 year period ending in spring 2011 from 73 to 87.
This represents a 10% increase over the period. This is significantly higher than the SOLA increase of 7% and the
TMCC increase of 4%.
18
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Retention Rates
Fall 2010 Retention Rates
EDU
SOLA
TMCC
76%
75%
72%
Retention Rate
Term
Total Enrollments
Fall 06
374
Spr 07
311
Fall 07
321
Spr 08
348
Fall 08
434
Spr 09
460
Fall 09
540
Spr 10
438
Fall 10
407
Spring 11
435
EDU (5 year Avg)
407
SOLA Fall 10
18,213
TMCC Fall 10
36,505
*SOLA = School of Liberal Arts
Number Retained
261
225
230
251
322
359
411
349
305
320
303
13,787
26,346
Retention Rate
70%
72%
72%
72%
74%
78%
76%
80%
75%
74%
75%
76%
72%
The retention rate of 75% for education is better than the overall TMCC retention rate which stands at 72%. The rate
is only 1% less than the SOLA rate of 76%.
School of Liberal Arts | Demographics and Enrollment
19
PROGRAM UNIT REVIEW
2011-12
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
46.0
41.0
36.0
31.0
26.0
27.4
26.1
27.5
Fall 08
Fall 09
Fall 10
21.0
16.0
20.0
19.1
Fall 06
Fall 07
11.0
6.0
1.0
Student to Faculty Ratio: Spring Semesters
46.0
41.0
36.0
31.0
26.0
21.0
16.0
24.4
18.6
18.6
Spr 07
Spr 08
27.9
25.0
11.0
6.0
1.0
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
EDU (5 yr Avg)
SOLA (5 yr Avg)
TMCC (5 yr Avg)
*SOLA = School of Liberal Arts
Fall
20.0
19.1
27.4
26.1
27.5
24.0
23.5
20.7
Spr 09
Spr 10
% Change
--4%
43%
-5%
6%
10%
4%
4%
Spring
18.6
18.6
24.4
27.9
25.0
22.9
22.6
20.4
Student to Faculty Ratio
Spr 11
% Change
-0%
31%
14%
-10%
9%
5%
5%
The number of students served by one faculty member has increased over the 5 year period ending in spring 2011.
The ratio increased 9% in education. This compares to a 5% increase in both SOLA and TMCC.
Number of Declared Degree/Emphasis Seekers
Information not available at this time.
20
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Student Success Rates
Number of Students Earning a Degree
2006-2011
3
2
Year
2006-07
2007-08
2008-09
2009-10
2006-07
2010-11
1
2007-08
# of Graduates
3
1
2
1
2008-09
2
2
1
2009-10
Number of Declared Degree/Emphasis Seekers
Fall 2006 - Spring 2011
Acadplan
Number of Students
%
AA Elementary Ed.
1372
68%
AS Elementary Ed.
638
32%
2010-11
# of Grads
8
1
It appears that few students graduate from TMCC with our emphasis. It needs to be addressed here that many of our
students involved in an education emphasis transfer over to UNR without graduating from TMCC. A suggestion has
been made that the full time education faculty take on advisement of education students. With this occurring, it has
been suggested that the idea of completing an AS degree from TMCC will advised as valuable.
A request for information regarding TMCC students obtaining teacher certifications from UNR and graduation rates
went to Chris Cheney, Dean of the College of Education. The request was forwarded to Nancy Gower who responded
that the data is in PeopleSoft and she does not have the authority to get into the query. Nancy however did provide
other names for a follow up to get the data and it is the suggestion of this committee to go forward and contact these
individuals. However, gathering this data is taking longer than what we have to complete this PUR. It still stands that
this is important data to support our transfer program.
Enrollment Development Strategies
Demographic Findings and Strategies
The average education student at TMCC is female, white, and between the ages of 18-24 years old. Sixty five percent
of education students are in the 18-24 year- old age range. This number is 10% higher than the general population of
students at TMCC (55%). In all other age categories the population of students by age is 1% to 4% lower in the
Teacher Preparation Program than in the general TMCC population. Students in the 25 – 34 years old category make
up the second largest group at 21%, 35 – 49 year-olds; the third largest group at 10%, and 50+ year-olds; the fourth
largest group at 5%. Only 1% of Teacher Prep students are under 18 years old. Eighty eight percent of students in the
Teacher Preparation Program were female. This contrasts dramatically from the general TMCC population in which
55% are female.
School of Liberal Arts | Demographics and Enrollment
21
2011-12
PROGRAM UNIT REVIEW
White, African American and Native American students are overrepresented in the Teacher Prep Program as
compared to the Washoe County. In Washoe county 66% of the population is white, while 73% of the Teacher Prep
Program students are white. While 3% of Program students are African American, 2.2% of the Washoe County
population is African American. 1.4% of Washoe is Native American and 2 % of the Program students are Native
American (TMCC FactBook 2011). Two groups are underrepresented in the Program. The Hispanic community
constitutes 22.2% of the population in Washoe County and 16% in the Teacher Program. The Asian community
makes up 5.1% of Washoe County and 4% of the Program population.
The majority of students in the Teacher Preparation Program are white (73%) as are the majority of TMCC students
(68%). Hispanic students represent the next largest category of Teacher Prep students at 16% with Asian at 5%,
African American at 3%, and Native American at 2%. As compared to the general TMCC population Asian students
in Teacher Preparation are underrepresented by 2%. Hispanic and white students are overrepresented in the program
as compared to the TMCC population by 1% and 5% respectively.
While it would appear that females, African American, white and Native American students are well represented in
the Teacher Prep Program, Hispanic, Asian, and male students are not at parity with the demographics of the
community. In terms of gender, the high number of females (88%) in the program is not unusual but is higher than the
national average of 76% (National Center for Educational Statistics). Retrieved Oct., 2011 from
(http://nces.ed.gov/fastfacts/display.asp?id=28).
The solution to lower than expected participation by males, Asians, and Hispanics is a social issue that can only be
addressed by a widespread campaign to attract these underrepresented groups to education. A possible strategy would
include involving diverse populations at the beginning of each semester by having a table at the opening event that
supports the notion of becoming a teacher to support children that have diverse backgrounds. Another strategy would
include the ESL instructors here at TMCC to allow a moment in time to come into the classrooms to discuss teaching
as a career and to hand out pamphlets. Pictures in the Student Handbook that will be developed through a Perkins
Grant as previously discussed will have pictures in the handbook that supports men and those underserved populations
as teachers working with a variety of diverse student populations.
Student Status Findings and Strategies
The majority of students entering the Teacher Preparation Program are focused on earning a degree. While 75% of
TMCC students state that their goal is acquiring a degree 87% of teacher prep students intend to earn a degree. While
the total number of students in the Teacher Preparation Program has fallen from a high of 249 students in fall of 2008
to 164 in spring 2011, the percentage of continuing students has risen from a 71% to 91% in that time period. Over the
5 year period from 2006 until 2011, students who were in the Teacher Preparation Program earned significantly more
credits than the college population at large. While 39% of Teacher Prep students earned 12 or more credits, only 29%
of the general population earned this many credits – a 10% difference. Likewise, while only 19% of the Teacher Prep
students earned less than 6 credits, 32% of the general population did so – a 13% difference. (It appears that teacher
prep students are more focused, more motivated, reaching their educational goal at a fast rate than other students).
Strategies: It should be stated that TMCC Teacher Prep students are all ultimately transfer students. They cannot gain
teacher licensure at a two-year institution. Therefore, these data should be collected in a manner that reflects the fact
that the majority of TMCC students intend to transfer to a 4-year program.
22
Demographics and Enrollment | Truckee Meadows Community College
Education
2011-12
Enrollment Patterns and Strategies
Spring 2007
Full-time Part-Time
27
22
Spring 2008
Full-time Part-Time
33
22
Program
Faculty and Staff FTE
Spring 2009
Full-time Part-Time
30
25
Data
Sections
Student FTE
Retention Rate
Education
Spring 2010
Full-time Part-Time
33
13
Fall
2006
19
73
70%
Fall
2007
17
62
72%
Spring 2011
Full-time Part-Time
33
19
Fall
2008
16
84
74%
Fall
2009
21
106
76%
Fall
2010
15
79
75%
The tables listed above are incorrect. Please note the new information in the table below. According the new
information (not listed here) sections of courses has dropped in the last five years. Only in 2009 were the sections
increased. This increase in 2009 goes with the increase in student FTE of 106%. It is interesting to note that our
student is climbing, but our sections are down. Retention rate is also climbing and is actually higher than it was five
years ago. Please see new data below.
Program
Data
Sections
Student FTE
Retention
Rate
Fall 2006
19
73
Fall 2007
17
62
Fall 2008
16
84
Fall 2009
21
106
70%
72%
74%
76%
Fall 2010
15
79
75%
In 2006 our FTE for faculty was:
Fall 2006
Full-time
Part-Time
2.0
1.9
For the year 2010, our FTE for faculty was:
Fall 2010
Full-time
Part-Time
2.0
0.9
When looking at this information, TMCC still supports two full-time faculty and one part-time faculty. This makes
sense when one looks at the number of sections taught in 2006 (19) to the number of sections taught in 2010 (15).
Also, what is not seen here is the number of students in the classroom for each section. This has increased, thus
eliminating many part-time faculty and sections.
Student Success Rates and Strategies
The retention rate of 75% for education is better than the overall TMCC retention rate which stands at 72%. The rate
is only 1% less than the SOLA rate of 76%.
Strategies: More attention to early warning and intervention for those students who are struggling.
School of Liberal Arts | Demographics and Enrollment
23
PROGRAM UNIT REVIEW
2011-12
RESOURCES
Faculty and Staff
Required Faculty Credentials
A master’s degree in Education by a regionally accredited institution is the minimum requirement for faculty teaching
university-parallel courses at TMCC.
Name
FTE
Name
FTE
Degree(s), Certificates
List conferring
institutions
Degree(s), Certificates
List conferring
institutions
BA Development
Studies, UC Berkeley,
1985
MA Education, Stanford
University, 1987
Ph.D. Education, UC
Berkeley, 1995
Full time
BS Biology, UNR, 1979
teaching – 5 MS Biology, UNR,
classes each 1983
semester
Ph.D. Educational
Leadership emphasis in
science education, UNR,
2003
BS in medical
Part time
technology, 1967
teaching
Teaching credential in
and varies
secondary education,
with each
1994
semester.
MEd in secondary
Also,
education with literacy
Education
Coordinator emphasis, 1997
Ph.D. Curriculum and
Instruction, 2007
Micaela Rubalcava Full time
Full time faculty
teaching – 5
classes each
semester
Phyllis Henderson
Full time faculty
Pam Elges
Part time faculty
Education
Coordinator
chair of PUR
24
Resources | Truckee Meadows Community College
Professional Certification
List agency/organization
Professional Certification
List agency/organization
Years
at
TMCC Total Years
Years
at
TMCC
13
Single Subject Teaching
Credential, Social Studies,
Stanford University, State of
California, 1987
Single Subject Teaching
Provisional Credential, Art,
State of California, 2005
2010 certification as a yoga 27
instructor
3 years in public
high school
and 2 years
in other
community
colleges
3
Current Nevada,
Washington, and Oregon
teaching certifications in the
following: science, biology,
chemistry, physical
education, and reading
specialist
25yrs - artist in
residence and
teaching in
public schools
and universities
Education
2011-12
3
Julie Armbrecht
Part time faculty
Part time
teaching
and varies
with each
semester.
Bachelor of Science
CA Teaching Credential
(1993) Recreation
Administration from Cal CA Clear Multiple Subject
Poly, SLO
Teaching Credential (issued
April 2011, exp. May 2016)
Masters of Education
Curriculum and
Development: Reading
(2001) from Arizona
State University
Diane Branson
Part time faculty
Part time
teaching
and varies
with each
semester.
Part time
teaching
and varies
with each
semester.
11
Certificate of Clinical
Ph. D. Special
Education & Disabilities Competence in Speech
Pathology, American
Studies, UNR, 2009
Speech and Hearing
Association
Master of Arts in
State of Nevada License for 4.5
Foreign Language and
Educational Personnel, April
Literature, May 2005
2005; Renewed June 2010
University of Nevada,
Reno
Secondary 7-12; Special K12 Substitute
Bachelor of Arts in
Education (Honors),
May 2001
Major in Spanish /
Minor in English
University of Nevada,
Reno
Jeannette M Nagel
Part time faculty
Associate in Arts, Dec.
1997
Truckee Meadows
Community College,
Reno, Nevada
School of Liberal Arts | Resources
25
PROGRAM UNIT REVIEW
2011-12
Roza Weller
Part time faculty
Part time
teaching
and varies
with each
semester.
B.A. Goddard College
M.Ed. University of
Vermont
University of Nevada –
Reno
Methods of Education
and Counseling Program
classes (CAP)
State of Nevada Bureau
of Alcohol & Drug
Abuse classes
Rocio Calderon,
Administrative
Assistant II
26
Full time
classified
State of Nevada Elementary
Education Teaching
Credential K-8
6
The Biofeedback Institute of
San Francisco
Membership – American
Counseling Association
Community as Extended
Family Certification for
treating child sexual abuse
Systematic Training for
Effective Parenting (STEP
Sierra Nevada College – training)
1 credit from a State of
State of Nevada Marriage &
Nevada Gifted &
Family Therapist
Talented teaching
endorsement
Earl Wooster High 1999
4 yrs.
AA TMCC 2010
BA pending UNR
Resources | Truckee Meadows Community College
7 years for the
state.
Retail customer
service since
1998
Education
2011-12
Full-Time to Part-Time Faculty Ratio
Percentage of Credit Hours Taught by Full-time Faculty
Fall Semesters
100%
90%
80%
70%
60%
72%
55%
50%
40%
70%
54%
44%
30%
20%
10%
0%
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
Percentage of Credit Hours Taught by Full-time Faculty
Spring Semesters
100%
90%
80%
70%
72%
60%
50%
40%
55%
60%
63%
55%
30%
20%
10%
0%
Spr 07
Academic Years
Fall
2006-07
44%
2007-08
55%
2008-09
72%
2009-10
54%
2010-11
70%
EDU (5 yr Avg)
59%
SOLA (5 yr Avg)
46%
TMCC (5 yr Avg)
48%
*SOLA = School of Liberal Arts
Spr 08
Spr 09
Spr 10
% Change
-11%
17%
-18%
16%
7%
1%
1%
Spring
55%
60%
55%
72%
63%
61%
45%
47%
Spr 11
% Change
-5%
-5%
17%
-8%
2%
0%
0%
Click here to enter text.
Required Classified Credentials
None at this time.
School of Liberal Arts | Resources
27
2011-12
PROGRAM UNIT REVIEW
Classified FTE
Rocio Calderon, Administrative Assistant II
Earl Wooster High 1999
AA TMCC 2010
BA pending UNR
Facilities
Many of our courses are taught on the Dandini campus, often offering classes in SIERRA 117, which is a special
classroom designed for the Early Childhood Education program. This classroom has large activity tables and space to
practice elementary and secondary education activities. TMCC students also have access to the Learning Resource
Center at the College of Education at UNR. The Learning Resource Center has a library of lesson plans and teaching
tools and curriculum, including math manipulatives and materials for project learning. The center also offers study
materials so that students can practice to pass the PPST (Praxis 1), which is required to transfer to a Nevada teaching
credential conferring institution. The UNR Advising Center for education majors is also a resource available to
TMCC students. In fact, the advisors regularly visit TMCC classes to encourage students to go to the Advising Center
facility where the counselors will start an Education Plan file for TMCC students before they apply to the College of
Education at UNR.
Technology
EDU has access to smart classrooms and computer labs, offering EDU 204 and EDU 214 in computer lab settings.
The lab fees 2011-2012 are $15 for both EDU 204 and EDU 214. EDU 204 is no longer required at UNR, so this class
at TMCC is also in the process of being eliminated from course offerings.
Funding Sources
The Department of Social Sciences has a budget line with a small operating budget for EDU. The 2011-2012
operating budget was $3100. $1360 goes to Xerox and copies. The remaining goes to our long distance phone bill and
instructor expenses.
Resource Development Strategies
Staffing Issues and Strategies
There are two full-time faculty members in Education and one part-time Education Coordinator who also teaches, all
three of whom hold Ph.D.s. Other part time faculty who assist when needed hold Ph.D.s or Masters. This aside, what
needs to be addressed here are qualifications for teaching EDU courses. It has been stipulated by the State Department
of Education and school districts that those involved in education are required to hold teaching certifications. This
means that individuals who are labeled as teachers have taken education courses that help them work with best
practices in the classroom for student learning as stated by INTASC and NCATE. Thus, it stands to reason that any of
us teaching individuals to become teachers should have certifications and have taught in the school arena.
For TMCC this has never been addressed and qualifications have never been put into place. Having looked at other
states and their requirements for teaching of education courses the following has been found: masters or PhD in
education with a minimum of three to five years of teaching experience in an elementary or secondary school.
Universities that were examined for these qualifications were the following: George Fox University, University of
Phoenix, University of Nevada, Portland State, Seattle University, and the University of Washington. Since education
courses are transfer courses, TMCC needs to address and put into place specific qualifications for those teaching in
28
Resources | Truckee Meadows Community College
Education
2011-12
this field. With this in mind, these qualifications would not impact those with tenure already in place. However, for
future hiring, these qualifications need to be specific for individuals applying to teach EDU courses.
Facilities and Desired Capital Improvements
Forecast - EDU has grown from a few courses to many since the last PUR. Thus, EDU is in need of particular items.
1) EDU courses need particular classrooms in order to have education students work with and get a strong
understanding of best practices found in NCATE and INTAS C standards. With these standards in mind,
TMCC students interested in the career in education need room to move, to discuss, and to be involved in small
group work and discussion. Most classrooms at TMCC are designed for lectures. EDU courses are designed for
a compilation of teaching styles that are used in the elementary and secondary classrooms. This committee
suggests EDU course be taught consistently in Sierra 117 or another tier 2 or 3 classroom.
A specified classroom for education would be extremely beneficial. The first requirement would be a
classroom of good size with cupboards to put education supplies, such as those needed for science, math,
reading, and art. A classroom with groups of tables that can easily be moved around for various types of
learning: small group, large group, project and discovery learning, is necessary for TMCC students to work
with and understand NCATE and INTASC requirements. The committee again supports the idea of a corelationship with Sierra 117 as there is space for additional cabinets for EDU needs. If this is not acceptable,
then this committee again supports the idea of a tier 2 or 3 classroom designated specifically for EDU.
An example for EDU is the children’s literature course. This course works with literature, but also needs to
have a supply of leveled books so TMCC students can work with various lesson plans for various learning
levels found in the public school classroom. These books need to be kept in a supply cupboard for this class.
This supports a specific EDU classroom or a co-existence with ECE in Sierra 117.
Furthermore, those involved in elementary education need to have the capability to work with math
manipulatives, develop and work with science projects, as well as have at hand various types of art and craft
items for required projects. Again, this supports a specific EDU classroom or a co-existence with ECE in Sierra
117.
Lastly, another plus for a specialized room for EDU courses would be a strong message sent to TMCC students
regarding teaching as a profession, a hands-on experiences using best practices stated in NCATE and
INTASC, and an understanding of different uses of teaching pedagogies.
2) Other items that would be used and stored in the EDU classroom would be new technologies that are now
being implemented into public classrooms. Smart Boards are found in WCSD classrooms and TMCC students
have never seen or worked with these. Also, in the next few years all classroom students in WCSD will be
using tablets for class work and homework. New technologies need additional funds coming from an increase
in tech fees and the possibility of grant money.
3) Strategies: It is strongly suggested that biology (BIOL 110) and math for teachers (MATH 122 • Number
Concepts for Elementary School Teachers and MATH 123 • Statistical & Geometrical Concepts for
Elementary School Teachers) be taught by faculty who have credentials in education (state credential, masters
in education or PhD in education). The argument here is that biology and math can be taught by those who hold
School of Liberal Arts | Resources
29
2011-12
PROGRAM UNIT REVIEW
a PhD or masters in these areas. However, this does not mean these same individuals have taught in the public
school arena. Science and math strategies (educational pedagogies) need to be the strong focus of these classes.
Regular understanding of math concepts need to be learned in the regular math courses taught on campus and
also reiterated in the above math courses along with math pedagogies that support student learning of the
content in the classroom.
4) Many of TMCC students are out in WCSD classrooms without any type of faculty supervision. Thus, it is
suggested by this committee that an FTE of .5 be added to EDU to support a faculty member in specific duties:
being physically visible in all schools supporting field experiences that involve TMCC students, commonly
stated as active supervision. This would also involve meetings with teachers, principals, and vice principals to
make sure professionalism is ongoing. This committee feels this is a part time position that cannot be added to
the Education Coordinator position due to work load. It also needs to be stated that UNR faculty are visible for
each field experience at least twice a week in various schools and we need to be in compliance regarding this
matter.
This committee feels strongly that these suggestions are a way to make our EDU courses strong and very meaningful
to our students. EDU courses have been set in place over the years to make sure TMCC students wanting to go into
the teaching field have a good foundation before entering the university setting to gain a teaching credential. What
this translates to is that this committee wants the EDU program at TMCC to be the best it can be for our students.
Funding Allocations and Development Strategies
Suggestions for funding need to come from grants with possibilities of El Cord and Microsoft for the technology
portion. It has also come to the attention of this committee that Perkins Grants can be used for a variety of education
needs. Finally, it is suggested that a committee be put together to work on the expenses needed and how to proceed.
30
| Truckee Meadows Community College
Education
2011-12
APPENDIX A
Analysis of Funding Resources
Permanent Empolyee FTE
Expense Type
Letters of Appointment
Salaries & Wages
Fringe Benefits
Operating Expense
Total Expenses
Student FTE (annual)
Expense/Student FTE
Account Expense Analysis Trend
Education
Actual
Budget
2010
2011
2012
4.00
4.00
4.00
(1)
$
$
67,455
250,729
66,424
8,359
392,967
$
95.50
4,115
$
$
56,210
237,321
62,175
8,122
363,828
$
83.00
4,383
$
$
286,612
81,681
3,700
371,993
Projected
2014
-
2013
-
$
$
-
$
$
-
2015
-
$
$
-
-
Notes:
(1) Amounts shown are budget for the respective period.
Due to cuts in the budget, from 2010 to 2011, salaries and wages for part time teachers (letter of appointment)
dropped by $11,245 according to the figures seen above.
Due to a drop in classes being offered by education, operating expenses have dropped as well. However, in opposition
of this are the expenses/student FTE, which have increased by $268 according to the budget seen above.
State-Supported Operating Budgets
Since TMCC is part of Nevada System of Higher Education, monies for teachers’ salaries, full and adjunct, are state
supported.
Lab Fees
Lab fees are collected for technology education courses. These are currently EDU 204 and EDU 214. Students pay
$15 for EDU 204 and EDU 214. It has been suggested that these fees increase to $30-35/semester. Students are
required to buy Task Stream for $25 when they enroll in EDU 214. Renewal of site licenses each semester or year for
the following software are probable, but exact amounts are not available upon request from IT. These software for
EDU 214 are for: Inspiration, Photoshop Elements, and Snag It.
Special Fees
There are no special fees for education courses at this time.
Grants
Currently we have no grants in place. However, this committee suggests grants need to examined for EDU needs in
the future.
School of Liberal Arts | APPENDIX A
2011-12
PROGRAM UNIT REVIEW
Non-Credit Training Income
There is no income for anyone teaching non-credit training. If any individual is teaching non-credit training on the
campus, it is paid for by WCSD. These non-credit trainings are for TMCC students to be involved in workshops to
support tutoring in the schools in reading and math.
Donations
As far as education is aware there are no donations.
Other
Membership Fees: EDU pays $300.00 yearly for membership for three faculty members for National Association for
Community College Teacher Education Programs (NACCTEP).
32
Appendix A | Truckee Meadows Community College
Education
2011-12
APPENDIX B
Degree and Certificate Worksheets
School of Liberal Arts | APPENDIX B
Education
2011-12
School of Liberal Arts | Appendix C
2011-12
38
PROGRAM UNIT REVIEW
Appendix C | Truckee Meadows Community College
Education
2011-12
School of Liberal Arts | Appendix C
Education
2011-12
APPENDIX C
Program, Discipline, and Course Assessment Reports
School of Liberal Arts | APPENDIX C
Education
2011-12
APPENDIX CURRICULUM ASSESSMENT
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting
documents and/or a narrative description of the assessment activities in your program or discipline.
Special Education, Introduction EDU 207, Academic Year: 2010-2011
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your program or
discipline during the
last year.
Outcome #1:
Students will analyze
motivation to read and
socialization strategies.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Analysis will be
measured through
written summaries of
textbook chapters as
well as oral presentation
about motivation and
social interaction during
children’s literature
activities evaluated with
instructor designed
rubrics.
Rubric for written
summaries about
motivation and social
interaction during
children’s literature
activities:
1 pt: summary of on
motivation strategy
2pts: summary of one
motivation and one
social interaction
strategy
3 pts: summary of more
than one motivation
and/or more than one
social interaction
strategy
In the boxes below,
summarize the results of
your assessment
activities during the last
year.
In the boxes below,
summarize how you are
or how you plan to use
the results to improve
student learning.
Fall: Out of 24 written
summaries, 12 scored 3,
8 scored 2.5, 1 scored 2,
3 scored 1. Thus, if 72
points would be a full
score (3X24), this class
amassed 61 points total.
Fall: Half the students
mastered how to
motivate and socialize
through children’s
literature according to
the rubric of this written
summary. Of the other
half of students, three
fourths showed
competency and one
fourth were deficient.
1= deficient
2= competent
3= mastery
This translates to a B
average in the class for
this outcome.
Responses for
motivation:
Extrinsic rewards – 9
Library – 7
Real life books – 6
KWL chart – 4
Games – 3
Feedback -3
AR – 2
Comfort – 2
Teacher read aloud – 2
Puppets – 1
Music – 1
Fun – 1
Open atmosphere – 1
Peer groups – 1
Movies – 1
Parent magazine – 1
Art – 1
Responses for
socialization:
Group discussion – 10
Pen pal – 4
Popcorn reading – 4
Book reports – 4
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so,
please summarize how and
why in the boxes below.
Fall: Based on the results
outcome stands as it is
showing good evidence of
student learning.
The responses for
motivation most often
detailed specific
strategies, such as a
point and physical
reward system for
extrinsic motivation.
There were some
answers about intrinsic
motivation, such as real
life topic books and
comfort, but a as result
of this assessment data,
next semester I am going
to emphasize the benefits
and details of intrinsic
reading motivation
strategies.
Overall, three fourths of
the answers showed
competency and mastery
and I will offer more
details in lecture and
activities to improve the
answers of all my
School of Liberal Arts | Appendix Curriculum Assessment
2011-12
PROGRAM UNIT REVIEW
Course Prefix, Number and Title: EDU 202
School/Unit:
Submitted by: Phyllis L. Henderson
Contributing Faculty:
Academic Year: 2011-2012
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed,
please attach supporting documents and/or a narrative description of the assessment activities in your program or
discipline.
Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your course during the
year.
Outcome #1
Students will identify
the major historical,
legal and social issues
that inform education in
the United States.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below,
summarize the methods
used to assess course
outcomes during the last
year.
In the boxes below,
summarize the results of
your assessment
activities during the last
year.
In the boxes below,
summarize how you are
or how you plan to use
the results to improve
student learning.
Based on the results of
this assessment, will
you revise your
outcomes? If so, please
summarize how and
why in the boxes below:
Between Fall, 2008 and
Fall, 2010 seven face-toface, EDU 202 classes
have been assessed
using a pre-test/post-test
format. The test consists
of 18 question in 6
objectives-based areas.
Also demographic
information was
collected for each
student. The objectivesbased areas include:
Structure and function ,
the teaching profession,
philosophy and theory,
history, social
foundation, and legal
issues of education in
the United States.
Overall student
achievement was
assessed using
a Wilcoxon's MatchedPairs Sighed Ranks
Test.
For all classes
statistically significant
increase in student
knowledge was
demonstrated at the .05
level of significance.
There was also an
increase in
knowledge at the .01
level with all classes
except one.
The TMCC early
warning system will be
used to intervene with
students who are not
progressing
satisfactorily with the
class.
There will be no
revisions to the
outcomes.
Outcome # 2
42
Appendix Curriculum Assessment | Truckee Meadows Community College
Education
2011-12
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your program or discipline.
Special Education, Introduction EDU 203, Academic Year: 2010-2011
Program,
Discipline or
Course Outcomes
In the boxes below,
summarize the
outcomes assessed
in your program or
discipline during the
last year.
Outcome #1:
Students will
demonstrate
knowledge of current
theories and best
practices regarding
education of
exceptional children
Outcome #2:
Students will
demonstrate the
ability to understand
and tolerate different
viewpoints and
behaviors regarding
specific disability
categories.
Assessment Measures
Assessment Results
Use of Results
Effect on Program,
Discipline or Course
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
In the boxes below,
summarize the results
of your assessment
activities during the last
year.
In the boxes below,
summarize how you are
or how you plan to use
the results to improve
student learning.
Based on the results of
this assessment, will you
revise your outcomes? If
so, please summarize
how and why in the
boxes below.
Understanding of current
theories and best
practices will be
measured through using
a journal notebook
evaluated using a rubric:
Completion of in class
materials and activities
were graded three times
during the course. One
activity had to be
completed outside of
class.
Outcome 1 for student
learning averages
76/88, which translates
to a B+
No, I this outcome is OK.
This assessment
became long for some
students, so I plan to add
to this assessment with
several more activities
and a presentation for
more student
involvement.
Knowledge will be
assessed through in
class and out of class
activities via use of a
grading rubric: Out of
class activities:
observation booklet that
was used in a school for
the field experience
Outcome 2 for student
learning averages
24/25, which translates
to an A
This was noted by
students to be a very
beneficial way of learning
material that was at first,
scary. What I am
planning this year is to
add more variety to the
learning, such as adding
specific games that will
get students further
caught up in their
learning of materials:
power point version of
Jeopardy and other types
of quizzes that help the
students.
I spent two years
revamping the
observation booklet and I
am now happy with it. It
helps each student
examine both student
interactions with other
peers and the teacher
and how the teacher
works with that students.
It also has out students
ask specific questions in
order to gain a better
understanding of special
education.
No, this outcome is fine.
School of Liberal Arts | Appendix Curriculum Assessment
Education
2011-12
APPENDIX COURSE REQUIREMENTS UNR
School of Liberal Arts | Appendix Course Requirements UNR
2011-12
48
PROGRAM UNIT REVIEW
Appendix Course Requirements UNR | Truckee Meadows Community College