DIVISION OF EDUCATION AND PSYCHOLOGY
A. DESCRIPTION AND FUNCTION
The mission of the Division of Education and Psychology is to prepare preservice students to
become competent teachers capable of making sound decisions in the areas of elementary
education, secondary education, early childhood education, reading, and psychology. They need
to be skilled in teaching and guiding students from varying backgrounds who possess a multitude
of unique experiences, strengths, and needs. The program of the Division is built upon the belief
that competent teachers are knowledge-based decision makers. This is reflected in program
goals and objectives.
The broad goals of the teacher education program at Valley City State University are to prepare
entry-level teachers who: (1) are capable of teaching and guiding students of varying
backgrounds, strengths, and needs; (2) are competent decision makers; (3) are skilled in
planning, implementing, and evaluating learning experience for students: (4) view decision
making as a reflective process; (5) understand and are committed to the moral dimensions of
teaching; (6) select and apply technology appropriately; and (7) accept the view that professional
growth and development is an on-going, never-ending process.
Complete information concerning the teacher education program appears in the 2000-2002
VCSU Bulletin, pages 36 through 38. Detail regarding other divisional programs is also included
in this document.
B. ORGANIZATION AND RESOURCES
The Division is an academic unit of the University and performs all of the administrative,
governance, and instructional functions related to the preparation of teachers. It reviews and
makes recommendations to the University Curriculum Committee concerning all proposed
curriculum changes affecting Teacher Education. The Division develops and monitors all policies
concerning admission to Teacher Education, admission to Student Teaching, assignment of
student teachers, and recommendation of graduates for initial certification.
Student Enrollment
The following table depicts the number of students who have completed educational programs
offered through the Division of Education and Psychology from 1992 through 2000.
Program Graduates from the Division of Education and Psychology
1992
1993
1994
1995
1996
1997
1998
1999
2000
Major
Elementary
Education
55
51
52
44
62
75
69
67
74
Minors
Early
Childhood
Psychology
Reading
Total Minors
26
12
19
57
15
18
10
43
17
17
9
43
19
14
12
45
17
18
7
42
17
25
7
49
20
20
20
60
17
15
8
40
20
23
12
55
Consistent numbers of graduates reflect both strength and vitality within the unit. The Division
continues to build on a long tradition of excellence and has little difficulty attracting students to its
programs of study.
Faculty
The Division of Education and Psychology has nine full-time faculty members. All but three of
them have earned doctorates. Two of the remaining three are enrolled in doctoral programs at
the University of North Dakota and the University of Wyoming and plan to complete their degrees
by the summer of 2002. One additional division position is vacant with funding used for part-time
instructors to teach courses, and eight other VCSU faculty members teach methods courses
pertaining to their subject areas.
As reflected in individual faculty data sheets, divisional faculty are involved in numerous
professional activities. They are successful teachers, active in professional organizations, take
part in inservice for school teachers, serve as consultants for area schools, conduct research and
write for publication, make presentations at various conferences, and engage in grant writing.
The academic ranks of the divisional faculty consist of four with Professor status, one Associate
Professor, two Assistant Professors, one Instructor, and one Lecturer. Four full-time faculty
members are female and five are male. The unit faculty members teach a load of twelve
semester credits. Eight of them supervise student teachers and two have administrative
responsibilities that are reflected in individual teaching loads.
Under an agreement with North Dakota State University, approved by the North Dakota State
Board of Higher Education, Valley City State University also teaches all of the courses of the
Elementary Education major on the NDSU campus. The cooperative arrangement began in
1990. Complying with VCSU requirements, students may complete General Education courses
and a minor from the NDSU curriculum. Graduates receive their diplomas from VCSU, but they
may participate in either the NDSU or VCSU commencement exercises. Currently about 150
students are enrolled in the shared program.
NDSU has committed to provide the necessary resources, equipment, and classroom space
needed to run the program successfully. Historically, NDSU has retained registration fees, and
VCSU has counted student enrollment in its FTE numbers. Given recent legislative action in
North Dakota, those practices may change. The VCSU Teacher Education Program review at
NDSU is similar to that which takes place on the VCSU campus, and NCATE - State continuing
accreditation reviews include the VCSU-NDSU cooperative program.
Support Staff
Together with twenty to twenty-four hours of student support, one full time assistant serves the
Division of Education and Psychology. She maintains all teacher education and student teacher
records, performs routine budget operations, assists students interested in teacher education,
provides clerical service, supervises student work hours, supports both full and part time faculty
members, and contributes to the general welfare of the unit in a variety of other ways. In addition,
NDSU provides one quarter time assistance for the VCSU elementary education program there.
Facilities and Equipment
Located on the third floor of McFarland Hall, the Division of Education and Psychology enjoys a
spacious and comfortable, centrally located working environment. In addition to its offices, the
area has adequate room for holding meetings and receiving campus visitors and contains two
working stations for students to create their digital portfolios. Classrooms in McCarthy Hall are
readily accessible and equipped with many technological learning tools, including Internet
connectivity. All spaces the Division utilizes are handicapped accessible and ADA compliant.
The unit receives a reasonable proportion of the VCSU budget to accomplish its purposes, and
Library resources are adequate for its programs. The chart that follows provides dollar amounts
for the instructional budget from 1997 through 2001.
Division of Education and Psychology Budget
Compared with the Total Instructional Budget, 1997 – 2001
1997
1998
1999
2000
2001
462,229
489,717
508,519
510,723
541,252
3,011,339
3,034,016
3,096,342
3,127,575
3,247,628
Education & Psychology
35,044
36,496
36,949
38,576
36,935
Total Instructional Budget
394,936
230,699
316,445
290,897
286,326
Salaries and Wages
Education & Psychology
Total Instructional Budget
Operating
Equipment
Education & Psychology
Total Instructional Budget
-
-
-
-
-
27,818
9,278
14,373
19,000
37,400
497,273
526,213
545,468
549,299
578,187
3,434,093
3,273,993
3,427,160
3,437,472
3,571,354
Totals
Education & Psychology
Total Instructional Budget
Although it has allocated some equipment expenditures to the division over the past five years,
VCSU has not formally provided an equipment budget to any unit since 1995. The anticipated
inception of the notebook computer initiative necessitated that move. The lack of designated lineitem equipment dollars has not handicapped the Division, primarily because of the sophisticated
technological tools that exist on campus, tools that unit faculty members and students use
effectively to make the most of the teaching and learning experience. While the unit could
probably benefit from an additional position, nevertheless it remains a thriving enterprise on the
cutting edge of successful practice.
C. ASSESSMENT
In its reaccreditation visit to VCSU, the 1996 visitation team from the National Council for
Accreditation of Teacher Education recognized Valley City State University for Exemplary
Practice and noted:
Valley City State University through its collaborative work with the Center for
Innovation in Instruction (CII) and the Kathryn Center, and through the initiative of
its faculty in pursuing grants, has achieved a synergy of vision and mission in
action which would not normally be possible for an institution of its size and
financial resources. In this case, the whole is greater than the sum of its parts.
Noting that institutional culture is notoriously resistant to change, VCSU has
achieved virtual transformation of the culture of the entire institution…these
multiple efforts have worked in concert, focusing philosophy, and broad range of
human and financial resources, to create institution-wide movement toward their
long range vision to be a leader in technology in education.
While the entire campus community is credited for the commendable NCATE review, the unit
faculty members and teacher education students played a critical leadership role and they
continue to exert their influence as key players in the transformation of teaching and learning.
The Division of Education and Psychology at Valley City State University has met the
accreditation standards of the National Council for the Accreditation of Teacher Education since
1964. Building on a tradition of excellence and committed to continuous improvement, it uses a
multi-faceted feedback loop to ensure high quality and promote effective changes within the
program:
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Regular analysis of criteria and policies for admission to and continuance in the program.
Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating instructor, and
faculty mentor.
Student portfolio development.
Continuous student evaluation of course objectives.
First and third year teacher education graduates complete the General Knowledge
Survey to determine the degree of satisfaction related to preparation. Principal and
teacher evaluation surveys accompany this survey to assess the performance of those
graduates.
Digital portfolios as an exit requirement.
Divisional improvement plan.
Assessment of student success takes place from entry to exit:
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General Education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences.
Departmental expectations of students are high:
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The Teacher Education program has specific requirements, goals, and objectives.
Teacher Education program objectives are linked to specified abilities of planning,
implementing and evaluation.
Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:
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Through assessment and reflection, abilities and portfolios continue to evolve.
Definitions and rubrics for abilities and skills reflect University program objectives.
Field site visitations identify skills of effective teachers in today’s changing classrooms.
A PT3 grant application was awarded based on technology needs in today’s schools.
Exit information regarding new teachers is gathered through:
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Surveys of first year teachers conducted by the VCSU Career Planning and Placement
Office.
Surveys of administrators who have hired VCSU first year teachers conducted by the
VCSU Career Planning and Placement Office.
The Division of Education and Psychology is committed to meeting the needs of all learners and
ensuring their success. Assessment and evaluation are critical components of that commitment.
Strengths
The 1996 NCATE Board of Examiners Report referenced the following strengths:
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Valley City State University has positioned itself in a leadership role in the application of
information technology to the teaching-learning process.
The education unit is
substantially invested in this mission and is actively involved with and supportive of these
campus initiatives.
In support of the concept of continuous improvement, the unit has grown in its sensitivity
to evaluation procedures. In concert with institutional philosophy and practice the unit
has moved to adopt a system of evaluation which includes purposes, strategies, and
measurement. This evaluation system is being implemented and is resulting in more
focused efforts toward change and adaptation to needs and current trends.
The unit maintains a well-balanced sequence of courses and experiences in professional
education. The addition of new technologies and their applications is a strength.
The knowledge bases that support the education unit’s conceptual framework are wellarticulated throughout the unit’s course syllabi, in classroom interactions, and in fieldbased practical experiences.
The instruction in the unit is consistent with the conceptual framework and is of high
quality. Course syllabi, class observations, and student interviews indicate a wide variety
of strategies are used to deliver courses. Those strategies are reflective of learnercenteredness, student responsibility, and reflection for the purpose of self-evaluation and
continuous improvement.
The unit continues to offer a number of good quality opportunities to integrate
professional education studies with practical experience in educational settings.
Summaries of student teacher evaluations and supervisor observations indicate the unit
is involved in continuous assessment of the field experiences.
All of these programs which prepare middle and secondary teachers have been reviewed
by the North Dakota Professional Standards and Practices Board and found to be in
compliance with standards.
Through involvement with the Center for Innovation in Instruction, unit faculty engage in
interaction and training with higher education colleagues, school personnel and other
members of the professional community.
The admissions criteria are published, generally understood, and rigorously administered
during the admissions process.
All faculty have teaching assignments appropriate to their training and experience.
This (notebook computer) initiative certainly qualifies as one of the strengths of the unit
and of the university and the unit deserves much of the credit for its leadership in this
technological innovation.
The library resources provide adequate breadth, currency and perspectives.
It is apparent that there are greater resources available for faculty professional
development than the unit budget reflects and it is clear that there exists a relatively open
and fair process for accessing those funds.
Facilities are functional and well-maintained.
Exemplary Practices citation.
Concerns
At its October 1996 meeting in Washington, DC, the NCATE Unit Accreditation Board cited the
following weaknesses:
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The social science preparation of elementary education majors is inadequate to ensure
academic competence. (new)
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Field-based clinical experiences with culturally diverse populations are inadequate across
programs. (continued)
The student body reflects minimal cultural diversity. (new)
The faculty does not reflect cultural diversity. (continued)
The Division of Education and Psychology is committed to remedying these weaknesses.
Currently, it is spearheading development of a cultural diversity course and organizing field
experience options in culturally diverse settings. All teacher education students will participate in
these opportunities. In addition, pending grant proposals may facilitate closer ties with North
Dakota Indian reservations in the preparation of teachers.
D. Plan for the Future
Paralleling the VCSU strategic plan, the latest formal plan for divisional improvement serves as a
springboard for future developments. Individual faculty members engage in professional activity
that supports the plan.
Current Reality
Information/Introduction
The Valley City State University Division of Education and Psychology ensures a high quality
teacher education program. As a unifying theme, The Teacher as a Knowledge-Based DecisionMaker reflects a philosophy that results in goals and objectives based on established knowledge
and practice, as well as on current research findings. The purpose of the program is to prepare
teachers who can teach students of varying backgrounds and needs, are competent decisionmakers, and have skills in planning, implementing, and evaluating learning experiences. In
addition, they learn that decision making is a reflective process and accept professional growth as
an on-going process.
Clinical Experiences
Sequential clinical and field-based experiences are essential elements of the program. They
commence during the introductory course in teacher education, continue through practicum
opportunities, methods courses and microteaching, and culminate in student teaching. Designed
to promote program goals/objectives, these experiences provide students opportunities for growth
in their ability to make sound decisions in planning, implementing, and evaluating. Preservice
teachers may work with culturally diverse and exceptional students during the various phases of
the field-based program.
Noteworthy
Students complete a progressive program of study and enter the teaching profession equipped to
meet the complex challenges of the next century. Universal access to notebook computers helps
them acquire highly developed technology skills and enables them to create CD-ROM portfolios
as a program requirement. The annual Partners in Quality Conference, hosted by the VCSU
Division of Education and Psychology, features a nationally known presenter and brings together
K-16 educators, pre-service teachers, and parents to find improved ways to meet learner needs.
UPDATE, the education newsletter, highlights important information regarding these and other
noteworthy endeavors.
Division of Education and Psychology Focus: To advance the university mission and vision
by supporting the strategic plan and by building on the belief that competent teachers are
knowledge based decision makers.
Goals and Corresponding Strategies for Achieving Them
Goal 1. Maximize learning for a lifetime.
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Refine digitized portfolio models.
Organize the Annual Partners in Quality Conference.
Pursue faculty development opportunities.
Provide technological learning opportunities to preservice and inservice teachers.
Goal 2. Document results to confirm and improve quality.
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Respond to accreditation standards and recommendations.
Use a rubric scale to differentiate skill levels in abilities model.
Conduct research.
Goal 3. Provide organizational efficiencies that focus on service to learners and innovative
delivery methods.
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Strengthen effective use of instructional technologies.
Create more customized learning opportunities.
Continue to foster a learner centered environment.
Goal 4. Share and develop resources.
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Strengthen strategic connections to improve teaching and learning.
Promote continuous improvement through training and professional development.
Focus on diversity issues.
Leadership for Change
The Division of Education and Psychology has consistently demonstrated commitment to all
learners, the notebook initiative, the eight institutional abilities, and customized learning. Its
chairman and faculty members, as well as students enrolled in the teacher education program,
have exercised broad leadership for change, on campus and beyond.
Technology and the New Professional Teacher: Preparing for the 21 st Century Classroom, a 1997
report of an NCATE Task Force on Technology and Teacher Education, recognizes the influence
that the VCSU teacher education program exerts at the national level. Referencing that report,
Arthur Wise, President of NCATE, sent President Ellen Earle Chaffee a letter that states, in part:
The report derives its credibility from the expertise of its members and their
selection of exemplary practices to highlight. The task force cited a project at
your institution as a case illustration. Your selection makes clear that you are at
the cutting edge of teacher preparation practice. Your inclusion in our report
should extend your influence and help to change the norms of practice.
These remarks underscore the commitment and influence of a division interested in improving
teaching and learning. The faculty:
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Embrace the notebook initiative 100%.
Seek ways to use technology tools effectively.
Modify syllabi to reflect change.
Support the Abilities model.
Engage in dialog regarding customized learning and endorse its pursuit.
Mentor other faculty and students.
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Make conference presentations at state, regional, national, and international levels.
Encourage web-based learning, including offering coursework online.
Promote learner centered educational practices.
Participate in technology training sessions and other professional development
opportunities.
Engage in activity designed to strengthen the teacher education program and its link to K12.
The Division of Education and Psychology has made connections between specified abilities and
various courses in the Elementary Education Major and is making notable progress in this area.
Elementary Education Major Mapping Plan for Abilities and Skills
The table that follows identifies courses, projects, abilities, and skills designed to assist students
who major in Elementary Education. Specific levels have also been established for each of the
skills. Students may choose any of the projects listed below to meet requirements for their
portfolio.
Students must also demonstrate the teaching abilities of planning, implementing, and evaluating.
Demonstration of teaching abilities can be completed in one teaching situation or three different
situations where the ability is demonstrated individually.
Course
Project
Ability
Skill
EDUC 210
EDUC 320
EDUC 345
EDUC 240
EDUC 322
EDUC 323
EDUC 340
EDUC 350
EDUC 435
EDUC 330
EDUC 430
PSYC 430
EDUC 355
EDUC 450
PSYC 300
EDUC 322
EDUC 335
EDUC 431
EDUC 315
EDUC 390
EDUC 300
Gather Creative Art
Inquiry Project
Presentation
Adapt Teaching Strategies
Language Arts Portfolio
Resource File
Case Study
Case Study
Resource Unit
Research Reading
Diagnostic Testing
Management Plan
Science Unit
Educational Philosophy
Group Presentation
Puppet Show
International Study
Title I Work
Web Page Creation
Web Page Creation
Multimedia Project
Aesthetic Engagement
Communication
Communication
Problem Solving
Problem Solving
Problem Solving
Problem Solving
Problem Solving
Problem Solving
Global Perspective
Global Perspective
Global Perspective
Effective Citizenship
Effective Citizenship
Collaboration
Collaboration
Collaboration
Wellness
Technology
Technology
Technology
Visualization
Writing
Spoken
Problem Recognition
Decision Making
Creative Thinking
Gathering Information
Gathering Information
Creative Thinking
Diversity
Understands Systems
Understands Systems
Teaches Others
Change Agent Skills
Pos. Interdependence
Pos. Interdependence
Pos. Interdependence
Self Management
Applies Technology
Applies Technology
Selects Technology
Teaching Abilities
EDUC 200
Teaching a Lesson
EDUC 205
Teaching a Lesson
Planning
Implementing
Evaluating
Planning
Implementing
Evaluating
EDUC 350
Teaching a Lesson
EDUC 490
Teaching a Lesson
Planning
Implementing
Evaluating
Planning
Implementing
Evaluating
Concluding their programs of study, students complete digitized professional portfolios that
document their learning and accomplishments during their time at Valley City State University.
Graduates leave as well-qualified candidates for service in their respective professions.
E. DOCUMENTATION
Valley City State University 2000-2002 Bulletin
Teacher Education Handbook
NCATE institutional report, 1996
NCATE accreditation report, 1996
North Dakota State Program Standards
Graduate survey results
Course evaluations
Syllabi
Update, Divisional newsletter