Page 1

Section
A-Mission The Mission Statement of the IPFW School of Education (adopted 1/10/96):
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
1. Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. Improving the human condition by creating positive learning environments;
3. Becoming change agents by demonstrating reflective professional practice;
4. Solving client problems through clear, creative analyses;
5. Assessing client performance, creating and executing effective teaching, counseling and educational leadership, by utilizing a variety of methodologies reflecting current related research;
6. Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effectively communicating with all stakeholders.
IPFW School of Education Conceptual Framework: A Learning and Leadership Model:
We in the School of Education are committed to the following Conceptual Framework for our programs:
1.
Democracy & Community
Effective educators , such as teachers, counselors, and administrators need to be a part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the School of Education should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the School of Education must integrate critical habits of mind in all aspects of the teaching/learning process.
Page 2

3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and the social circumstances that they and their students bring to the educational setting. Consequently, the School of Education needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach, and of their students.
Consequently, the School of Education should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual settings. Through on-site campus activities and field-based experiences students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the School of Education must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the School of Education must provide opportunities for educators to develop as leaders in their profession and in their communities.
Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors. (2000)
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Section
B-Executive
Summary
Three emerging themes dominated a very active period between January 2010 and June 2011 for the old School of Education: The merger with the Division of Public and Environmental Affairs into a newly formed College of Education and Public Policy; the evolving
Assessment work culminating with the NCATE accreditation visit at the end of October 2011; and the increase of grant work by faculty.
The merger has seen a potential vision developing into a renewed Public Identity. Multiple past retreats and scheduled new ones will help define how “public good” can be introduced into all structures – Tenure and Promotion, Curriculum, Programs, Assessment, Field
Placements, and Faculty and Student Dispositions. The merger has allowed more interdisciplinary dialogue and growth. The merger will potentially allow a view as to how social impact can rear its head.
Assessment is core work for all faculty, highlighted by the NCATE visit in October 2011. The deep core understanding of linking academic curriculum to rigorous rubrics continues with an eye to see how what we do in class can be linked to student K-12 achievement.
No small task! An outcome of our assessment is the need to create stronger partnerships. As a result, the strong renewal of our relationship with Fort Wayne Community Schools has set up the very good possibility of residency schools for our field experiences.
A decided effort has gone into increasing grant work as a part of sustained scholarship. The Project-Based Learning grant has allowed faculty to link their curriculum to Action Research and has broadened their partnerships with teachers in northeast Indiana. Our STEM work and grants continue at a rampant pace. Other NSF grants that link with Engineering students have also proved significant in the past, and the future looks bright for further grants. The above grant work, all over $100,000 each, is supported by multiple smaller grants.
Page 4

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
1.
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Merger
Strategic
Plan Goal #
The merger between the School of Education and the Division of Public and Environmental Affairs was completed. A new College of Education and Public Policy was formed. Retreats in the Fall of
2010 and 2011 laid the foundation for a vision of creating a public identity in Fort Wayne. The goals would be to link public identity to all aspects of the College and University structures starting this academic year: Promotion and Tenure Documents, Assessment, Diversity Initiatives, Program
Reconstruction through Curriculum Reviews, and a Reconsideration of Research, Teaching and
Service in light of a renewed public identity.
1
2.
Assessment
1 The Unit Assessment System (UAS) Taskforce , comprised of 13 faculty members and led by the
Associate Dean, continued to oversee the implementation of the UAS for both the graduate and undergraduate Education programs.
Yearly Assessment Retreat : As part of the Unit Assessment System for all Education programs, the faculty and staff participate in an Assessment Retreat, held before classes begin in August of each year, to review the narrative and quantitative data from the Data Management System (DMS) on the graduate programs. The faculty produces reports to give to the UAS Taskforce to consider programmatic changes. Assessment Retreats took place in August 2010 and August 2011.
Program Reviews through the Indiana Department of Education : In the last 18 months we have completed Program Reviews of 20 licensure programs through the Indiana Department of Education
(IDOE). One program, English as a New Language, is currently going through a Program Review, to be submitted October 15, 2012. All Program Review documents are at http://new.ipfw.edu/departments/education/standards/2011accreditation/standard1/ , Exhibit 1.1
.
1
1
Page 5

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Conceptual Framework : The program goals are all linked to the SOE Conceptual Framework as well as to the State and professional association pedagogical and content standards. We revised the
Conceptual Framework in Spring 2010; it was accepted in draft form by the two Education
Departments in Fall 2011. Both the current Conceptual Framework and the newly drafted one are included in the College of Education and Public Policy (CEPP) Governance Document. See
Conceptual Frameworks at http://new.ipfw.edu/departments/education/standards/2011accreditation/conceptual-framework/ ,
Exhibit A.3
.
Strategic
Plan Goal #
1
Accreditation Visit with NCATE : We are currently in the midst of an accreditation review by the
National Council for the Accreditation of Teacher Education (NCATE). We are trying the new
Continuous Improvement Option. We submitted our Institutional Report (IR) February 18, 2011. The
Offsite BOE Team met June 7, 2011; we received a response from them on June 28, 2011. We are now responding to their report by writing an IR Addendum, which we will submit September 30,
2011. The Onsite NCATE Visit takes place October 30-November 1, 2011. Our NCATE website with our IR and Exhibits is available at http://new.ipfw.edu/departments/education/standards/2011accreditation/standard1/ .
1
Data Management System and Data Manager : We hire a Data Manager, a graduate student in the
Master’s in Computer Science program at IPFW, as a half-time Technical Professional Assistant to manage the data in our Data Management System (DMS). We also hire a half-time secretary to be the
Assessment Assistant who enters data in the DMS, sends out graduate surveys and writes reports on the data, coordinates the assessment of candidate portfolios through TaskStream, and maintains and develops the CEPP website.
1
Page 6

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Strategic
Plan Goal #
Workshop on Assessment : We invited a nationally acclaimed consultant, Dr. John Johnson from the
University of Memphis, to lead us in an all-day workshop on November 12, 2010, on writing Key
Assessments and rubrics in line with the new expectations of NCATE and the Specialized
Professional Associations (SPAs). All faculty members from the two Education Departments attended, as well as 12 colleagues from departments in the College of Arts and Sciences and the
College of Visual and Performing Arts who help prepare candidates in our many certification programs. We are in the process now of using that knowledge as we revise and rebuild our assessment systems to meet the new standards and also so we can get better data to make informed changes to our programs.
Education Faculty,
Abbott, Agness, Bangel, Batagiannis, Burg, Cho, Choi, Garvey, Hilpert, Isik-Ercan, Jordan, I. Kim,
Kromer, Leatherman, Lee, C. Lindquist, D. Lindquist, Merz, Murphey, Nichols, Nitza, Nowak,
Parnin, Swim
Arts and Sciences faculty, and
Berry and Mau (math), Bugel and Corbin (World Languages), Dehr and Aasand (English), Friedman
(chemistry), Isiorho (geology), Kingsbury (biology), Long (philosophy)
Fine Arts faculty
Campbell (art), Resch (music)
1
NCATE Institutional Orientation Meeting, September 2010: In preparation for the upcoming accreditation visit, two faculty members, Dr. Kathleen Murphey, Professor and Associate Dean, and
Dr. Terri Swim, Associate Professor and Elementary Program Coordinator, attended NCATE’s
Institutional Orientation in the DC area. They were apprised of the newest developments in assessment and participated in working sessions for assessment in various program areas. They learned a great deal during the conference and have used that knowledge and experience to help lead the accreditation preparations for our unit.
1
Page 7

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
3.
Professional Development
Opportunities and
Public
Outreach
Strategic
Plan Goal #
Research Discussion forums: The SOE, now CEPP, continues to have Research Discussion Forums, monthly forums to have a faculty member share and discuss his/her research with colleagues in the
CEPP. There have been eight Research Discussion Forums since January 2010 by K. Murphey
(“Understanding New Economic Forces and their Impact on Education”); A. Kim (“Effects of U.S.
States’ Social Welfare Systems on Population Health”); J. Nichols (“Teachers as Servant Leaders:
Following the Developmental Process of One Book Project”); B. Kanpol (“Multiple Narratives and the Construction of a Unified Public Identity: Can we walk the talk? Is it even possible?”); B. Fife
(“Reforming the Electoral Process in the United States”); S. Batagiannis (“The Dispositions of
Leadership: the Dialectic of the Heart and the Intellect”), J. Kim (“Understanding the Public in the
New Era of E-government: Focusing on Opinion Leaders and Their Online Public Engagement”); and J. Abbott (“Educational Impact of ‘Race to the Top’”). We use these forums as a faculty development opportunity for the presenter, as well as the discussants.
2
Page 8

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Strategic
Plan Goal #
Project-Based Learning: In the fall of 2010, the CEPP received a sizeable grant for training faculty in project-based learning as part of a regional effort to build rigor and authenticity in P-12 learning experiences. During the summer of 2011, the CEPP pioneered a format for training higher education personnel that blended CEPP faculty, faculty from other IPFW departments, and 10 teachers from P-
12 public and private settings. For three full days, 35 individuals jointly engaged the development of assorted projects that will be implemented in a P-12 classroom during the 2011-12 school year. Work teams will follow the implementation of the projects they developed and continue collaboration regarding the impact of the work completed together. Fifteen faculty continued training for a fourth day during which they explored project-based learning elements for inclusion in their university teaching assignments. Since the initial training, faculty have proceeded to use the elements of PBL in their coursework, to assume a leadership role in the community through training of public leaders who set the context for learning. A goal is to research the use of PBL in higher education and in building a public presence. In addition to 12 teachers from P-12 settings, the following IPFW faculty participated:
Education
Abbott, Batagiannis, Cho, Hickey, Hilpert, Isik-Ercan, Johnson, Kanpol, I. Kim, Lee, C. Lindquist,
D. Lindquist, Merz, Nichols, Nowak, Parnin, Swim
Public Policy
A.
Kim
J.
Kim
Mbuba
Rayburn
Arts and Sciences
Dehr (English)
Gerow (psychology)
Fine Arts
Campbell (art)
1, 2, 3
Page 9

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Strategic
Plan Goal #
SOE Book Project: In 2010 a group book project was contracted by Hampton Press, eventually to be with Peter Lang Publishing: T. Swim, J. Nichols, K. Murphey, G. Moss, A. Merz, D. Lindquist, and
B. Kanpol. 2010. Teacher National Accreditation as Community Dialogue: Transformative
Reflections . Cresskill, NJ: Hampton Press. Faculty in the SOE engaged in a year-long study and writing of chapters as they viewed the NCATE accreditation process through several lenses as a way to develop depth and meaning to their understanding of the process, and, thereby, professionally develop themselves.
CEPP Book Project, done in Collaboration with Chapman University: In 2009 the emerging
CEPP developed/is developing a book project with faculty from the Education Departments and
Public Policy in the CEPP, as well as colleagues in the College of Educational Studies at Chapman
University in California. A series of three books are planned under the umbrella title of Hope for
Audacity , in response to President Barack Obama’s book, The Audacity of Hope. Each book in the trilogy addresses a specific aspect of issues in education, such as policy, reform, pedagogy, and democratic goals that have arisen in Barack Obama’s presidency. The books are essentially trying to provide a roadmap to the President for building on progressive, democratic traditions in education in a bold, audacious way. This is both a professional development opportunity for the faculty, as well as a way to reach out to the public and address our CEPP mission statement: “To serve the public good.” We have a contract with Peter Lang Publishing.
The three books in the trilogy are: The Hope for Audacity: Public Identity and Equity Action in
Education , published by Peter Lang Publishing.
2. The Hope for Audacity: Recapturing Optimism and Civility in Education , published by Peter Lang Publishing. 3. The Hope for Audacity: From
Cynicism to Hope in Educational Leadership and Policy
, published by Peter Lang Publishing.
Nine Education faculty included, two Public Policy faculty included, and 12 Chapman
University faculty included.
1, 2
Page 10

University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
4.
Outreach to
Community and Public:
“To serve the Public
Good” scholarlypartnershipsedu: The SOE’s journal, scholarlypartnershipsedu, focuses on the professional development of both higher education faculty and P-12 faculty or community agencies as they co-construct meaning from their joint research relationship. See http://opus.ipfw.edu/spe/ for all issues, published twice yearly since 2006. Current editors: T. Swim, S. Batagiannis, C. Lee, D.
Lindquist.
Principals’ Advisory Group: Membership is composed of area principals who are closely involved in leading and monitoring the work of enhancing academic progress in a supportive school environment. Each can identify areas of school success and ongoing challenge, and explain causal factors. Therefore, meeting topics focus on factors influencing student success in the schools served by IPFW, particularly in the larger context of public service. Faculty members most closely associated with the meeting topic also participate to build working relationships with school personnel through shared understanding. Impact is that principals know they share their data, both quantitative and anecdotal, about what they are seeing in effective teaching and leadership. The impact of this interaction is a shared vision.
Strategic
Plan Goal #
1, 3
2, 3
Coordination of the Education Consortium: A clinical assistant professor of education (Dr. Carol
Lindquist) facilitates the monthly meeting of education leaders in the area including the four county superintendents, a representative of the private and parochial schools, the chancellors of IPFW and
Ivy Tech, the president of the local Chamber of Commerce, and a representative of the Indiana
Commission for Higher Education. The benefit of the consortium is a) an understanding of state educational trends by meeting directly with state educational leaders such as State Superintendent
Tony Bennett and regional legislators who debate and authorize state laws, b) clear and open communication with regional businesses regarding the expectations and need for graduates from both
P-12 and higher education, c) examination of successful practices in the various schools and districts, and d) possible responses to the challenges facing education of all levels. The resulting impact is construction of networks outside of IPFW from which to draw as data needs to be collected and analyzed for decision making.
3
Page 11

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Strategic
Plan Goal #
Piloting of Residency Field Experience Placements in FWCS : Effective collaboration with the
Fort Wayne Community Schools (FWCS) has grown in recent years as work has focused on precision and personalization of learning for every P-12 student. Both FWCS and IPFW fully understood the need to prepare teacher candidates to use research-based instructional practices effectively in classrooms, skills that could be best understood and developed in the context of the P-
12 setting. Discussion included establishing student “residency” placements for extended field experiences in one school over a period of multiple years. However, as FWCS faced sanctions prescribed by NCLB and the State of Indiana, the residency conversation was put on hold. During that delay, three significant efforts occurred simultaneously that have molded the new direction of the partnership. First, FWCS implemented strong practices of instruction and accountability for both teachers and principals that resulted in increased student achievement and clearer expectations for all educators. As stated by the FWCS superintendent, “success brings flexibility” which opened the door for new levels of conversation. Second, IPFW increased its internal collaboration regarding the purpose, activities, and assessments of learning for each of the field experiences currently required in its programs. Third, the State of Indiana passed sweeping legislation that links student learning to teacher evaluations and salaries as well as teacher evaluations to the universities that prepared them, and adopted new content and developmental standards for teachers with an aligned teacher evaluation system.
Emerging from all those initiatives, IPFW and FWCS have returned to their discussions of
“residency” field experiences. Teams from both organizations are establishing clear expectations for pre-service teachers, for practicing teachers who may mentor pre-service teachers, and for principals who lead the school culture into which the pre-service teacher is immersed. Inherent in those discussions is determination of assessments of the pre-service teacher with suggestions for additional strengthening experiences. In the fall of 2011, a small number of IPFW students in the elementary and secondary programs have begun a full-year placement in FWCS’ schools. Through conversations with those students, the classroom teachers with whom they are placed, with the principals of the schools, and with the faculty members teaching the fall methods courses that launched the extended placement, data are being collected to help determine both strategic and operational components of a
“residency.” A more extensive pilot of the “residency model” is planned for the spring of 2012.
Page 12
1, 2, 3

Section C.1.
Last Year’s
Department/
School/ College
Goals
Description of Goal
University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of 2010-11 Activities and Accomplishments supporting Strategic Goals
Continued: Such a profound change to the system of field experience could not occur without the collaboration and partnership with P-12 practitioners on the individual, school, and district levels.
Without their ideas and willingness to work in partnership toward the goal of FWCS having a pool of well-qualified teachers to meet the challenges of a diverse school district, IPFW students would not experience a total immersion into the practices of an effective school culture.
Teacher Education Council: A Teacher Education Council is composed of selected members from
Education (Dean, Associate Dean, Chairs, Certification Officer, Director of Field Experiences and
Student Teaching, and other invited faculty) and representatives from all departments on campus that serve our teacher education programs. The TEC meets yearly to coordinate activities, assessments, program reviews, and accreditation between the Education unit and the greater IPFW community.
Off-Site Extension of Counseling Center: Dr. Amy Nitza facilitated group counseling services for high-risk high school students in East Allen County Schools’ alternative education program using
IPFW Counselor Education students who were in her EDUC G532 group counseling course. This experience led to a new off-site extension of the IPFW Community Counseling Center which will provide clinical services (provided by Counselor Education master’s degree students) to the students and families of EACS’ new alternative high school (located in the yet-to-be-renamed building formerly known as Village Elementary).
Strategic
Plan Goal #
2
3
5.
Hiring
We recruited and hired four high-caliber assistant professors for faculty replacement lines in
Counselor Education (Dr. Benjamin Houltberg and Dr. Kerrie Fineran), Special Education (Dr. Rama
Cousik), and Educational Psychology (Leah Johnson).
2
6.
Technology
We replaced the aging closed-circuit AV system in the IPFW Community Counseling Center with an all-digital system which allows students and faculty to review clinical sessions and provide extensive feedback. We purchased eight Mac computers and four iPads for the Curriculum Lab.
Improvements
1
Page 13

Section C.2.
Notable
Faculty/Staff
Accomplishments
1.
Educational Studies
List of 2010-11 Notable Faculty/Staff Accomplishments (not listed in section C.1.)
[Selected items – not full lists – Full lists of publications/presentations to be recorded in
OPUS]
[Please include sufficient detail to support citation of the accomplishment, honor, or award]
Murphey, K. A. (2011). A Matter of Class, for a special issue of History of Education Quarterly
51 (2): 254-263, on Educational History and Theory in response to three articles that challenge traditional research methods and lack of responsiveness to new theories.
Hickey, M. G. (2010). Using reflective narrative to understand social studies curricular change. In
E. Heilman, R. Fruja, & M. Missias (Eds.), Social studies and diversity education: What we do and why we do it , pp. 358-362. London: Routledge.
Hickey, M. G. (2011). Educating and Serving the Developing Burmese Community in Fort
Wayne, Indiana. College of Education and Public Policy: Dean’s Service Grant. $6,000.
Isik-Ercan, Z. (2011). Education of Young Burmese Refugees in Midwestern United States . The
Oxford Monitor of Forced Migration, 1(1), 26-30.
Swim, T. J. & Isik-Ercan, Z. (2011). Transforming early childhood educators through inquiry projects. College of Education and Public Policy: Dean’s Service Grant. $12,300.
Isik-Ercan, Z., Principal Investigator (April 2010 – January 2012). 3D visualization in teaching young children about astronomy in urban elementary schools. Co-investigators: Dr. Beomjin
Kim & Dr. Jeff Nowak . Indiana University-Purdue University Fort Wayne, Fort Wayne, IN.
Funding for Study Elementary School: $8000 through Allen County Education Partnership /
ITT.
Ciani, K. D., Bergin, D., Ferguson, Y., & Hilpert, J.
(2010). Motivational influences on schoolprompted interest. Educational Psychology . 30(4), 377-393. (Journal Impact Factor: .71)
Husman, J., Puruhito, K., Ganesh, T., Stump, G., Brem, S. K. & Hilpert, J.
(2010, September).
Increasing motivation without decreasing instructional time: a brief intervention to improve engineering students’ task value.
Paper presented at the biannual meeting of the International
Congress on Motivation, Porto Portugal.
Hilpert, J. Grant Proposal, Engagement Innovation for Undergraduate Engineering Education
Students, National Science Foundation. $200,000.
Kanpol, B. (2011). Project-Based Learning Grant, Lilly Endowment, Talent Initiative. $104,500.
Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B., Kim, I.-H.
, Kuo, L.-J., Wu, X., &
Dong, T. (2011). Influence of a teacher’s scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48(1), 194-230 .
Kim, I.-H. (2010). National Writing Project Grant ($46,000). Indiana University-Purdue
University Fort Wayne, 2010. Principal Investigators: Il-Hee Kim and Karol Dehr. Project title: Continued Funding Application for Appleseed Writing Project .
Page 14

Section C.2.
Notable
Faculty/Staff
Accomplishments
List of 2010-11 Notable Faculty/Staff Accomplishments (not listed in section C.1.)
[Selected items – not full lists – Full lists of publications/presentations to be recorded in
OPUS]
[Please include sufficient detail to support citation of the accomplishment, honor, or award]
Lee, C. J.
, Moss, G., & Coughlin, E. B. (April, 2011). Engaging pre-service teachers’ social imagination: Exploring the politics of language for the public good . American Educational
Research Association Annual Meeting. New Orleans, Louisiana.
Lindquist, D. H. (2010). Complicating issues in Holocaust education. Journal of
Social Studies Research 34 (1), 77-93.
Lindquist, D. (2011). Invited Participant, Professors’ Study Tour (Holocaust Studies), Yad
Vashem, Jerusalem, Israel (Program Sponsored by the Anti-Defamation League of B’Nai
Brith (ADL), the University of Southern California’s Shoah Foundation Institute for Visual
History and Education, and Yad Vashem (the Holocaust Martyrs’ and Heroes’ Remembrance
Authority of the State of Israel).
Nichols, J. D. (2011). Teachers as Servant Leaders . Rowman and Littlefield Pub: Landham,
MD.
Dr. Zeynep Isik-Ercan: School of Education Dean’s Faculty Accomplishment Award, May 2011.
Nowak, J. A. (2010). NISTEM, I-STEM Resource Network, Eli Lilly Education Foundation.
Funding used to expand the Northeast Indiana Science, Technology, Engineering, and
Mathematics Education Resource Center. $50,000.
Nowak, J. A. (2010). NISTEM Express Vehicles. Two vehicles from Kelley Automotive were gifted to IPFW by the Steel Dynamics Foundation. $70,000.
Nowak, J. A. (2010). NISTEM Express Equipment. Several pieces of laboratory-grade chemistry and biology laboratory equipment were given to NISTEM to help establish the NISTEM Express program for teachers. $47,000.
Nowak, J. A. (2011). NISTEM Express Equipment, 8” Celestron telescope with computer guidance system and Orion Personal Solar Telescope (PST) provided by the Indiana Space Grant
Consortium (ISGC). Grant portion submitted in collaboration with Science Central. $3,000.
Nowak, J. A. (2011). NISTEM PBL Training Manual developed by Dr. Nowak for use by the
Region 8 Educational Service Center when training regional teachers in Project-Based Learning.
Grant provided through the Talent Initiative. $7,500.
Dr. Jeff Nowak: Faculty Colloquium on Excellence in Teaching (FACET) Award, Indiana
University, 2010.
Dr. Jeff Nowak: IPFW Chancellor’s Community Engagement Award, 2011.
Page 15

Section C.2.
Notable
Faculty/Staff
Accomplishments
2.
Professional
Studies
List of 2010-11 Notable Faculty/Staff Accomplishments (not listed in section C.1.)
[Selected items – not full lists – Full lists of publications/presentations to be recorded in
OPUS]
[Please include sufficient detail to support citation of the accomplishment, honor, or award]
Dr. Jeong-il Cho: Summer Grant for Instructional Development, Center for the Enhancement of
Learning and Teaching (CELT), Indiana University-Purdue University Fort Wayne, Fort Wayne,
IN, March 2010. $2,000.
Dr. Amy Nitza: Association for Specialists in Group Work President’s Award 2011 for extraordinary service to the organization.
Nitza , Whittingham & Markowitz (2011). Transitions: Surviving and Thriving on Campus. In T.
Fitch & J. Marshall (Eds.), Group Work and Outreach Plans for College Counselors. (American
Counseling Association). This chapter presents a group we developed to assist college freshmen in adjusting to life on campus, with an emphasis on interpersonal relationship skills.
Dr. Stella Batagiannis: Faculty Colloquium on Excellence in Teaching (FACET) Award, Indiana
University, May 2011.
Dr. Stella Batagiannis: School of Education Dean’s Faculty Accomplishment Award, May 2011.
Dr. Jane Leatherman: School of Education Dean’s Faculty Accomplishment Award, May 2011.
Houltberg, B. J.
, Henry, C. S., Merten, M. J., & Robinson, L. C. (2011). Intrinsic religiosity, family cohesion, parental support, and adolescent depressed mood. Journal of Child and Family
Studies, 20, 111-119.
Morris, A. S., Eisenberg, N., & Houltberg, B. J.
(2011). Adolescent Moral Development. In B.
Brown & M. Prinstein (Eds.), Encyclopedia of Adolescence (pp. 48-55). San Diego: Academic
Press.
Dr. Jeff Abbott: Published a white paper on the Indiana Policy Review website. “An analysis of estimated financial savings from de-regulation, de-politicization, and school district consolidation in Delaware County, Indiana.”
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Section C.3.
Notable
Student/Alumni
Accomplishments
List of 2010-11 Notable Student/Alumni Accomplishments (not listed in Section C.1.)
[Please include sufficient detail to support citation of the accomplishment, honor, or award]
1.
Educational Studies
Excellence in Education Award 2011 : Michelle Hutker
2.
Professional
Studies
Indiana Association of Colleges for Teacher Education 2011 : Debra Graf, Emily Burkhead,
Ashley Daniels, Shane Swoverland, Theodore Konger
Outstanding Associate in Early Childhood Degree Students 2011 : Lindsey Landis, Kylee Clapp
Outstanding Elementary Education Students 2011 : Callie DiRico, Stacey Meredith, Jasmine
Sloffer, Connie Parkinson, Kara Screeton, Colleen Pflueger
Outstanding Secondary Education Students 2011 : Audrey Handshoe, Jason Robertson, Meagan
Kline, Travis Boleyn
Outstanding Elementary Graduate Students : Ermelinda Reyes, Melanie Beck, Roanne Marlow,
Tamara Fiechter
Outstanding Secondary Graduate Students: Kelly Steffen, Rachel Lloyd
Outstanding Transition to Teaching Students: Margareth Longvah, Cristy Jordan
Lee, C. J., & Runyan, B. (in press). From apprehension to critical literacy. Journal of
Educational Thought . (B. Runyan, Bachelor’s degree in education from IPFW).
Nichols, J. D., Nichols, G. W. & Kline, J. (2010). Perceptions of leaders: Gender bias and the impact on school climate and student achievement . Paper presented at the American
Educational Research Association, Denver, CO. (G. W. Nichols, Master’s degree from IPFW in Educational Leadership.)
Kelly Wolfe-Stiltner (Counselor Education) was awarded Gold Star status by the State of Indiana for her school counseling program at Haverhill Elementary, May 2011.
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Section C.4.
Notable Faculty/
Staff Community
Service
List of 2010-11 Notable Faculty/Staff Community Service
[Excludes Community Engagement activities recorded in Community Engagement Data
Base]
1.
Educational Studies
Isik-Ercan, Z. (2010-2011). Co-Liaison for the partnership between The Learning Community
(TLC) Child Care Center and Preschool and IPFW . Conducted professional development activities for the teachers and staff at TLC during Fall 2010 and Spring 2011 with Dr. Terri
Swim.
Kim, I–H. (2010). Organized the Appleseed Writing Project Fifth Annual Conference. This conference is for local teachers for their professional development.
Lindquist, D. (2011). Developer and presenter of Confronting the Shoah , an adult education program sponsored annually by the Fort Wayne Jewish Federation.
Nichols, J. D. (2010-2011). Co-Coordinator, the IPFW New Immigrant Literacy Program.
2.
Professional
Studies
Drs. Leatherman, Cho, Agness: Exhibitor, DisAbilities Expo, Fort Wayne, IN, May, 2011.
Drs. Leatherman, Cho, Agness: Work with Autism Speaks organization: Autism Speaks Walk
Awards Banquet (January, 2010); Autism Speaks Walk Kick-off Event (July, 2010 and July,
2011); Autism Speaks Walk (September 11, 2010). Free public workshops on Autism in connection with the graduate course on Autism. May 20, 2010 - The attendance was about 100 people for the event. May 16 and 17, 2011 - The attendance at both sessions was between 75-90 people.
Dr. Jane Leatherman: Fort Wayne Center for Learning Board of Directors (2008-13).
Dr. Nitza facilitated group counseling services for high-risk high school students in East Allen
County Schools’ alternative education program using IPFW Counselor Education students who were in her EDUC G532 group counseling course. This experience led to a new off-site extension of the IPFW Community Counseling Center which will provide clinical services
(provided by Counselor Education master’s degree students) to the students and families of
EACS’ new alternative high school (located in the yet-to-be-renamed building formerly known as
Village Elementary).
Dr. James Burg: Chairman, Board of Directors, Healthy Marriages of Allen County (2010-11).
Dr. Jeff Abbott: Completed a study for Ball Foundation in Muncie about potential cost savings by de-regulating, de-politicizing, and consolidating school districts in Delaware County, Indiana.
Page 18

Section C.5.
Diversity
Initiatives
List of 2010-11 Diversity Initiatives/Activities
[To be refined based on Diversity Council instructions]
1.
Educational Studies
Hired one new assistant professor, who is female.
Hired three new assistant professors, of which two are female and one is from India. 2.
Professional
Studies
Page 19

University Strategic Goals
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of Next Year’s Department/School/College Goals Section D.
Department/
School/ College
Goals for Next
Year
Description of Goal
1.
College
2.
Educational
Studies
Development and implementation of a strategic plan to revise the graduate programs in the department to meet the demand and competition of hybrid and online programs at competing
Universities in the state and throughout the country.
Hire one highly-qualified individual for a replacement line in Educational Leadership. 3.
Professional
Studies
Transfer Purdue University’s internationally recognized Ph.D. program in Marriage and Family
Therapy to IPFW.
Strategic
Plan Goal #
Successful completion of NCATE accreditation visit in October 2011 with a positive review of all programs.
Continue merger overhaul with overview and review of Promotion and Tenure documents.
Complete Project-Based Learning training and implementation.
1
2
1
Continue to pursue Doctorate in Educational Leadership.
Actively pursue further grant activity (Sharon Parnin in particular).
Complete three book Obama series – out on shelves.
For three departments to identify areas of potential enrollment increase and develop plans of action, including online and hybrid programs.
Complete revision of unit assessment system to meet Indiana Department of Education requirements that includes major revisions to student portfolios.
1
1, 3
1, 3
1
1, 2, 3
3
2
3
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Section D.
Department/
School/ College
Goals for Next
Year
Description of Goal
University Strategic Goals
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region
List of Next Year’s Department/School/College Goals
Strategic
Plan Goal #
Begin the process of converting each program’s assessment system to meet the accreditation standards for their specific program accrediting bodies (Counseling: CACREP; Leadership: ELCC;
Special Education: CEC). To be completed and accredited by 2014.
1
Page 21

Section E.
Resource
Requests
Category Item
(List in priority order)
Cost and Sources of Funds Rationale
1. New Position
Requests
Educational Studies - Tenure-track position with experience in K-12 settings and content expertise in English/Social
Studies methods and curriculum.
Educational Studies - Tenure-track position with experience in K-12 settings and content expertise in science education.
$52,000
New Faculty Line
$52,000
New Faculty Line
In lieu of adjuncts; possible shift of
C. Lindquist to Educational
Leadership.
In lieu of adjuncts; NISTEM release for J. Nowak.
2. Equipment
Requests
Professional Studies - Assistant Professor of Special Education
Twelve new computers
3. Space/Remodeling
Requests
Continual need of additional faculty office space and storage space for old documents and student files.
4. Other new funding requests, including lab materials, S&E, etc.
$55,000
New Faculty Line
$12,000
Technology Fund
The Special Education Program is launching a new Graduate
Certificate program in Applied
Behavioral Analysis. This position would supervise the certificate program as well as reduce the large number of courses currently being taught by LTL’s.
Computers now between five and seven years old cannot be converted to Windows 7.
Campus space needed – dependent upon Physical Plant.
When we are fully staffed, we do not have office space that is adequate.
Page 22