College of Education and Human Services
Faculty Assembly Minutes
Friday, February 7, 2014
12:15 pm 1100A
Present: Carolyne Ali-Khan, Jon Antal, Betty Bennett, Stacy Boote, Jin-Suk Byun, Candice Carter, Terry
Cavanaugh, Kim Cheek, Luke Cornelius, Larry Daniel, Daniel Dinsmore, Liz Gregg, Caroline Guardino,
Katrina Hall, Wanda Hedrick, Jason Lee, Marsha Lupi, Catherine McMurria, Cathy O’Farrell, Debbie Reed,
Elinor Scheirer, Lena Shaqareq, Michael Stultz, Kristi Sweeney, Susan Syverud, Madalina Tanase, John
Venn, Kristine Webb, Christine Weber, Dawn Wessling, Lunetta Williams and Bess Wilson.
Call to Order: The meeting was called to order at 12:18 pm.
Approval of Minutes: The minutes of January 10, 2014 meeting were approved as submitted.
Marsha Lupi announced that the COEHS Faculty Support Grant Awards were awarded to the following
faculty members: (1) Dan Dinsmore, Wanda Lastrapes, Cathy O’Farrell; (2) Hope Wilson; and (3) Sophie
Maxis. Congratulations to all of you and thanks for applying.
The Scholar Convocation will be the night before commencement on April 24 and Marsha Lupi will send
a reminder about convocation.
Sue Syverud attended Faculty Association yesterday and when anonymous questions were raised for
President Delaney there was a question about Larry Daniel becoming a part of the Center for Urban
Education and Policy after he leaves the dean position in this college. Sue was embarrassed and
concerned that it was brought up at Faculty Association before it was discussed at Faculty Assembly. She
suggested faculty use proper protocol to follow when they have a concern. The protocol to follow
would be to communicate your concern to your department and their representative will take it to the
Executive Committee and the Executive Committee will put it on the agenda for Faculty Assembly.
Debbie Reed announced that undergraduate student, John Brown found out he will receive an
outstanding student award for his work done in one of our professional development schools and he
will be presented with the award at the Regional Gulf South Summit on Service-Learning at Auburn
University this year.
Caroline Guardino thanked everyone that posted her announcement for service learning in Hawaii. It is
full now and the students will be learning a lot.
Dean Search: Today’s meeting will be cut short because some of us need to go to the meeting of the
Dean Search Committee to interview a candidate at 2 pm. A couple of interviews were planned for
today, but one candidate withdrew. We will wrap it up with the phone interviews today and then we
will bring the candidates to campus.
New Business of Standing Committees:
Technology Committee – Caroline Guardino said the committee sent out a survey and we appreciate
your participation. We had 27 responses and Caroline will write up a summary and include it in the
meeting minutes. We will work on these high-interest needs and will try to deliver.
Candice Carter said we will show the APC workflow package when it passes a COEHS Curriculum
Committee, just so you are aware of how our curriculum is changing.
Candice Carter added that there is a folder on the O Drive now that contains the meeting minutes for
the COEHS for Standing Committees.
Dean’s Report:
 Update on Searches
 Physical Education, Assistant Professor—offer pending with candidate of choice.
 CELT, Chair and Associate/Full Professor—telephone interviews are scheduled.
 Director of Assessment and Accreditation—job is posted and open for applicants.
 We have received no direction yet on next steps as to filling visiting positions for next year.

Provost’s Academic Affairs Strategic Planning Task Force
 Provost Traynham has worked with the Deans and other leaders to develop an initial document
strategic visioning document focused on the future of the academic mission of the University.
 The Provost has assembled a Strategic Planning Task Force to review the document and make
other recommendations relative to academic strategic planning.
 Drs. Kim Cheek and Warren Hodge will serve as COEHS representatives on the Task Force.
 Faculty/chairs will be asked to describe characteristics of each degree program, the faculty
resources necessary, and the desired student characteristics if UNF is to realize its vision.

Sport Management COSMA Review Upcoming
 Self Study Document Submitted This Week.
 Site Review Planned April 14-15.

New SUS/UNF Performance Metrics
 The State University System and UNF are moving to a specific set of performance metrics
relative to how university funding is determined.
 Major metrics include:
 Enrollment numbers (FTEs) against projections.
 Degrees produced
 Degrees produced in strategic emphasis areas (e.g., STEM, health, education, security,
global)
 Retention rates
 Research and development expenditures
 Graduate placement data (emphasis on work within field and/or move to advanced
education within one year)

Performance Based Funding Metrics (Selected)
 % Graduates Employed or Continuing Their Education (UNF is in top 5—69%--with other 4 top
schools at 69 or 70 percent)
 Median Wage of Bachelor’s Graduates One Year (UNF is number 4--$34,200)
 Average Cost Per Bachelor’s Degree (UNF is #6 of 11--$29,350)
 Six Year Graduation Rate (UNF is #7 of 11—48%)
 Bachelor’s Degrees in Strategic Emphasis Areas (UNF is lowest--$33%)
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Graduate Degrees in Strategic Emphasis Areas (UNF is #7 of 10--$34%)
Bachelor’s Degrees Awarded without Excess Hours (UNF is #3 of 11—77%).
Each university’s Board of Trustees also establishes a metric specific to the institution as part of
the performance funding formula.
UNF’s BOT has chosen % of course sections offered via distance/blended learning. For 20122013, that metric was at 9%.

Other UNF Productivity Measures (Selected)
 Bachelor’s Degrees Awarded: 3,221
 FTIC Bachelor’s Degrees: 41%
 % Bachelor’s Degrees to AA Transfers: 40%
 % Bachelor’s Degrees to Hispanic Students: 8%
 Graduate Degrees Awarded: 582
 % of Programs with Specialized Accreditation Where Available: 78% (planning 19%)
 Programs with Student Learning Outcomes Assessment:
 Identified Outcomes: 100%
 Identified Assessment Tools: 34%
 Developed Program Evaluation: 69%
 Applied Program Eval Results: 22%

Importance of ALCs (UNF Policies)
 ALCs from the 2013 assessment year (due March 1, 2014) will be scored using a modified ALC
rating rubric, which double weights the Action Taken section (VII, which reports on Continuous
Improvement). Thus the total possible score will be 63 rather than 54, and the proportion of the
score that is allocated to Actions Taken will increase from 17% to 30%. Since continuous
improvement is the purpose of the assessment exercise, this change reflects the central role of
continuous improvement in the assessment process. The cutoffs for “Satisfactory” and
“Excellent” ratings will remain unchanged at 50% and 75% of the total possible score,
respectively, suggesting that if you give Actions Taken too little attention, your rating may be in
danger of declining.
 "Student learning is at the core of UNF's mission, and because student learning outcomes
increasingly drive our design of curricula and deployment of resources, it is expected that faculty
will contribute to the assessment of learning. Justifications for the recruitment of new or
replacement faculty positions are strengthened when departments are able to demonstrate
ongoing assessment of student learning outcomes. Beginning with the approval process for the
FY15 budget, departments must develop and maintain satisfactory Academic Learning Compacts
before new and replacement faculty lines can be justified." (Interim Provost Earle Traynham,
June 13, 2013)
Discussion: Program Descriptions and Feedback to January Comments on Posters:
Faculty made quick posters last month to share their academic programs. Then observers posted
comments and questions on the posters. They responded to that feedback in this meeting.
Higher Education Administration - Luke Cornelius talked about this poster.
M.Ed. – 36 hrs
Officially began Fall 2013
50+ Enrollment and growing
Optional Practicum
Field-based assistantships with UNF and JU partnerships
Non-Profit Management
Questions: Do you include ADA and the answer was yes.
What do graduates do? Our graduates do everything and they are everywhere.
Ed Tech Leadership - Terry Cavanaugh talked about this poster.
39 hrs. no practicum
Students work in K12, technology teachers, business professionals as trainers and design.
Questions: Do we teach assist technology? Yes, we do as it relates to learning.
Do you collaborate with special education? No, but we are willing to.
Conflict Transformation Program (CT) - Candice Carter talked about this poster.
3 courses in the following areas: 1) Foundations of CT 2) Applied CT 3) Practicum in CT
With 3 related electives. Outcomes: certification (meets state requirement for 18 hrs as certified
mediator) Degree in different department of multiple colleges included Thesis and Doctoral Cognate.
Questions: Is it a cognate at the MEd level? Yes, we had a master’s thesis come out of this last year.
Does it use restorative practices? Yes, it involves restorative practices.
Certification? Yes, we are getting phone calls from people that work for the State of Florida that
requires 18 units to work as a professional mediator.
Sport Management - Jason Lee talked about this poster.
The program has two tracks: 1) sport with business focus and 2) sport with community focus
Question: Does course content include information about students with disabilities? Yes, covered in
legal aspects, current issues and governance courses.
Foundations and Secondary Education - Dan Dinsmore talked about this poster.
Inquiry: understanding of the situated nature of (self, curriculum, contexts)
Care: conceptual practical grounding in the ethics of care
Integration between course work and field.
Comments & Questions: this is awesome, beautiful, let’s put our heads together with Exceptional Ed.
Yes, we want to work with Exceptional Ed. We are incorporating TESOL and are working on
departmental integration and want to start pulling others in.
How do these 3 components interact? What is the model? (self, curriculum, contexts). We are trying to
tie these programs together. Inquiry and care have to balance out.
Interpreter and Deaf Ed - Caroline Guardino and Dawn Wessling talked about this poster.
Undergraduate and Graduate Programs
Practicum/Internship
Undergraduate 2 years
Graduate @ 3 semesters
The differences between Interpreter and Deaf are:
Interpreter is online/hybrid, internship in both UG & G, 2+2 with 5 community colleges, 2 faculty/staff,
grad 2 concentrations.
Deaf is face to face, only internship during grad program, must pass certification exams to teach, one
faculty.
Comments & Questions: The entire college needs more info on these programs.
How many students enter undergraduate and graduate? Deaf Ed is working to elevate the
concentration in Deaf Ed to a standalone undergraduate degree. We are hoping to roll out a new
degree program in Fall 2015.
Interpreter has a master’s in distance learning/hybrid. We had 7 students when Dawn Wessling first
started and this past year we admitted 24 students so now they only need to come once a month.
Childhood Education, Literacy & TESOL – Jin-Suk Byun talked about this poster.
BAE - Elementary Education, Pre-K,
MEd – Elementary Education, Literacy, TESOL,
Certification in Early Childhood Education & TESOL.
Question: How does TESOL effect exceptionality? We are addressing these issues but we need to
incorporate more. We desire to collaborate and would like to do more curriculum work together.
Educator Preparation Institute and School Counseling will be saved for next time.
Adjournment: The next meeting will be on March 7, 2014. Thank you for being timely and sharing
today. The meeting was adjourned at 1:38 pm.