Part II. Program Short Narratives
Curriculum and Instruction (C & I) is the largest department in the College of Education with 8 program areas (elementary, English education, history education, middle grades education, special education, reading, research, and foundations). The program areas offer 14 undergraduate and graduate degrees and 3 graduate certificates. Middle Grades and Special Education are high need areas based on the data from the NC Department of Public Instruction (NCDPI). The department offers graduate certificates in
Assistive Technology, Deafblindness, and Autism, a rich menu of Reading Modules for Continuing
Education Units as well as sponsoring the Mary Lois Staton Reading/Language Arts Conference, celebrating 30 years in 2012, and the Gifted Education Conference. The Academically Gifted (AIG)
Summer Camp provides instruction for 100 K-8 students Pitt County AIG students as well as providing a practicum setting for 40+ ECU students in the graduate AIG licensure program.
(A) Productivity
Teaching
1)
2)
3)
4)
Advising: All full time faculty in undergraduate licensing programs (ELEM, SPED, MIDG, HIED, ENED) serve as academic advisors. Since HIED has one full time faculty member, he advises 56 undergraduate students. Teaching Fellows academic advisors have larger numbers as well. The average number of advisees for the other programs listed is 18. The graduate director advises all graduate programs in the department with help from area coordinators as needed.
Two program areas, research and foundations, do not appear as majors since they are service areas to the department, the college, and/or all areas of teacher education. The Foundations Program Area provides 3 undergraduate and 1 graduate course required by all teacher education majors. Part-time faculty are employed each semester to meet the program demands of this area. However, the Research
Program Area with three full time faculty members do not have sufficient enrollment for their class schedules.
The Academically Gifted (AIG) Summer Camp provides instruction for 100 K-8 students Pitt County AIG students as well as providing a practicum setting for 40+ ECU students in the graduate AIG licensure program.
Undergraduate and graduate majors are as follows in the tables below:
Major (CIP)
13.1013 Autism
13.1202
ELEM
13.1305 ENED
13.1318 HIED
13.1203 MIDG
Undergraduate Enrollment History by Major Fall 2008 - Fall 3010
2008 2009
4 5
641 651
33 41
54 39
43 71
2010
3
907
83
106
96

13.1099 SPED Adapted
13.1005 SPED,
Behavior/Emotional
13.1001 SPED, General
Curriculum
13.1011 SPED Learning
Disabled
13.1006 SPED Mentally
Handicapped
Totals
21
0
86
0
0
882
21
0
66
0
0
894
Graduate Fall Enrollment History by Unit and Major (CIP)
Unit
College of Education
13.1202 Elementary Education (MAEd)
2008
94
2009
73
13.1305 English, Secondary Education (MAEd)
13.1328 History, Education (MAEd)
13.1299 Master of Arts in Teaching (MAT)
13.1203 Middle Grades Education (MAEd)
17
12
75
14
10
11
76
21
13.1315 Reading Education (MAEd)
13.1318 Social Studies Education (MA)
13.1011
13.1006
Research
Special Education, Learning Disabilities
(MAEd)
Special Education, Mental Retardation
(MAEd)
Total
107
0
59
11
389
72
0
75
340
2
59
8
7
61
19
72
0
90
4
0
1,325
2010
320
52
0
78
CRIN
College of
Education
Refereed Articles and Proceedings*
2008-2009 2009-2010 2010-2011
Article Proceedings Article Proceedings Article Proceedings
56 36 50 17 74 18
* Articles and Proceedings were extracted from Sedona on 6/1/2011
0
Grand
Total
251
College of Education
CRIN
2008-2009
Ratios*
2009-2010 2010-2011
FTE Art Pro FTE Art Pro FTE Articles Proceedings
87.94 0.64 0.41 83.81 0.60 0.20 87.89 0.84
*Ratio = Articles, Proceedings/FTE
0.20

CRIN
Refereed Chapters, Cases, Readings, and Supplements*
2009 2010 2011
14 8 7
Grand Total
37
*Chapter data was extracted from Sedona on 6/1/2011 and contains a count of all Chapters, Readings, and Supplements
Ratios*
College of
Education
2008-2009 2009-2010
FTE Chapters FTE Chapters
CRIN 87.94 0.16 83.81 0.10
* (Ratio = Chapters, Cases, Readings, and Supplements/FTE)
Grants and Contracts Awarded*
2010-2011
FTE
87.89
Chapters
0.08
2008-2009 2009-2010 2010-2011 Grand Total
COE - Curriculum and Instruction $ 1,287,157 $ 1,238,406 $ 1,384,053 $ 3,909,616
* (Grants and contract data was extracted from RamSeS on 6/30/2011)

In addition, C & I faculty presented one hundred thirty-six conference papers in 2010-2011 academic year.

The three Co-PIs of the large COE Teacher Quality Partnership Grant (TQP) are faculty members in C & I.
Service

Dr. Diane Rodriguez-Luterbach, special education, received one of ten, ECU Woman of Distinction
Awards for her service to the Hispanic community.

Two elementary faculty members received Servire Society Awards in 2011.
 One C & I faculty member was recognized at the Chancellor’s Leadership Academy and inducted as a
Leadership Academy Fellow.
(B) Centrality. a.
Global competitiveness o All majors, graduate and undergraduate, have evidence entered in TaskStream and
TracDat to address global competiveness. o Leadership
 All majors, graduate and undergraduate have evidence entered in TaskStream.
The evidences address leadership gap analysis to identity leadership opportunities throughout the curriculum in C & I.
 The BBT Initiatives for ELEM, SPED, and MIDG for teacher leadership development will serve as a model for all teacher education programs.
 One C & I faculty member was recognized at the Chancellor’s Leadership
Academy and inducted as a Leadership Academy Fellow. o Economic prosperity
 The Department of Curriculum and Instruction practicum and senior internships are located in the Latham Clinical Schools Network. Of the identified 243 elementary, middle, and high schools within the Latham Clinical Schools
Network, the populations of the schools are 56% minority students and 53% of the schools are designated economically disadvantaged.

 C & I graduates return to teach in the economically disadvantaged rural communities (IHE reports).
 The COE offer degree programs through Wachovia Partnership East (WPE) with cohorts in SPED, ELEM, & MIDG at Craven Community College, Nash
Community College, Wayne Community College and a virtual cohort located at
Pitt Community College. Graduates of WPE return to their respective school districts to teach.
 MAED cohorts are started from a variety of school districts to meet the need for highly trained literacy teachers. Currently, Granville County has partnered with the READ Program Area to offer a READ MAED cohort program.
 Online degree and certificate opportunities for practicing teachers in SPED and
READ as well as certificates in SPED and licensure in AIG.
 SPED and MIDG are high need areas at the national and state levels according to policy statements and reports from USDOE and NC-DPI .
 SPED has a high number of student support, service, and research grants, furthering the mission of the University and meeting the needs in partnership with the schools in eastern NC, as well as establishing a national presence, particularly in the area of low incidence disabilities, deafblindness, and assistive technology.
 The SPED program is highly respected in the state and nationally. Faculty are included on policy and research task forces and other state and federal initiatives addressing education of students with special needs, personnel preparation in special education, addressing special sub-populations and preparing personnel to serve them, such as English Language Learners with disabilities.

Quality o From 2009-2011, 95-100% of the ECU ELEM and SPED were successful passing the
PRAXIS II licensure tests on the first try. o In addition the ECU ELEM prepared teachers have higher reading achievement scores than indicated for out-of -state prepared ELEM teachers. (CIPP data) More than half of the ELEM majors choose the READ concentration. o In the past 3 years, 5 C & I alumni were selected Teacher of the Year, and 8 were chosen as principal of the year. o There are currently 18 grants in the department. In 2010-2011, internal grants total
$158,664 for three new faculty Start-Up Grants this, and the external grants total
$1,588,269.

C & I Faculty Teaching Awards
ECU
Teaching
Awards
Board of
Governors
Award for
Excellence in Teaching
Board of
Governors
Distinguished
Professor for
Teaching
Awards
Max Ray
Joyner
Scholar
Teacher
Awards
2009
2010 Finalist,
MIDG
Faculty member
ELEM Faculty winner, HIED finalist
2011 ELEM Faculty winner,
ELEM finalist
 (Office of Faculty Excellence, 2011)
MIDG faculty finalist
Research faculty finalist
ELEM faculty finalist
ELEM
Faculty winner
Mean SOIS Scores for Graduate and Undergraduate Courses
C & I
SOIS Scores
N_O
258
3
223
3
256
8
Mn_O
6.44
6.37
N_UG
1969
1725
Mn_UG
6.44
6.38
N_GR
614
508
Mn_G
R
6.46 Fall
2008
6.35
6.41
Spring
2009
Fall
2009 6.41 2035 6.41 533
257
5
266
2
6.43 2067 6.42 508 6.44
Spring
2010
Fall
2010 6.44 2117 6.43 545 6.48
229 Spring
5 6.43 1920 6.41 375 6.49 2011

(SOIS Scores for the Department of Curriculum & Instruction from IPAR Dean’s Matrix, 2011) o CIPP Carolina Institute for Public Policy (CIPP) teacher quality research indicates that
ECU graduates have higher impact on student achievement than other UNC system institutions as follows: elementary reading, middle school algebra, high school history.
(University of North Carolina research from General Administration, 2011) o Teacher Performance Assessment Consortium (TPAC): One hundred institutions in twenty-two states are participating. The Department of Curriculum and Instruction of
ECU is included in the national AACTE and Stanford TPAC Consortium; ECU and UNC-CH are the 2 institutions in the state involved with a focus on assessment that is valid and reliable. The instrument from Stanford University is used to assess the Senior Year
Portfolios. (Benchmark Stanford and UNC-CH).

o The Co-PIs for the Teacher Quality Partnership Grant (TQP) are faculty members in the
Department of Curriculum and Instruction. TQP is a five year U.S. Department of
Education grant to improve student achievement, improve the quality of new prospective teachers by creating partnerships among IHE’s high need school districts and their high need schools. o Project ECU LEAP, a five-year National Professional Development Program (NPDP) grant funded by the Office of English Language Acquisition (OELA) through the U.S. DOE, is led by two Co-PIs from C & I. The project objectives are to: (a) refine and prepare for implementation of the proposed professional development and curriculum emphasizing alignment with the NC K-12 standards and assessments including English language proficiency standards, (b) recruit, enroll, and orient qualified educator participants, (c) implement the program model for professional development leading to ESL endorsement and highly qualified endorsement; (d) coordinate with participating school districts, target schools, participating departments within the IHE and the State
Education Agency to refine the professional development program and teacher preparedness; and (e) evaluate program activities.

Opportunity (SWOT) Analysis. o FTE in the Research methods has 3 Tenure Track/Tenured faculty members. The following strategies are being examined:
 Conversations are in progress to realign the research faculty with the LEED department to provide support for dissertations.
 Currently, a research faculty member is reassigned .25 per year to the Journal of
Curriculum and Instruction to examine the research methodology of manuscripts submitted for publication.
 Research faculty could be realigned to co-teach research-oriented classes in each of the MAED programs.
 Research faculty could provide collaborative support for C & I faculty who are pursuing the development of proposals for external research funding. o Although the number of students enrolled in the MAED in HIED is low, students take many of the same courses as the HIED MAT degree. Therefore, cutting the MAED in
HIED would not be a cost savings. o The SPED program is highly respected in the state and nationally. Faculty are included on policy and research task forces and other state and federal initiatives addressing education of students with special needs, personnel preparation in special education, addressing special sub-populations and preparing personnel to serve them, such as
English Language Learners with disabilities.
 The SPED undergraduate/graduate program is the only one in the state that provides an opportunity for initial and advanced license in all NC-DPI Licensure areas. Approximately 82% of our students pursue licensure in 2 special education areas at the undergraduate level, while approximately 39% of our
MAEd students add on a second license in the graduate program.

 The MAEd in SPED continues to confound the data in two ways:

It is a single program with licensure areas built into it (Learning
Disability, Low Incidence Disability, Intellectual Disability, and Emotional and Behavior Disabilities). However, because of the vagaries of CIP codes, the licensure area of Intellectual Disabilities appears as a separate program on the data tables.

Many of the SPED MAEd students also complete the coursework for and earn one of the three graduate certificates (deafblindness, assistive technology, or autism) above and beyond their required MAEd-SPED courses. However, they do not appear in the data identifying number of students enrolled in the certificate programs, thus skewing the number of enrollees and completers downward