Department of Teaching and Learning
Mission Statement and Goals
Vision and Mission
The Department of Teaching and Learning (T&L) adheres to the CoE’s vision of “developing
educational leaders who create tomorrow’s opportunities.” This vision is based upon the
premise that the students, whom T&L serves, deserve “opportunities to learn and opportunities
to improve their lives, their communities, and their prospects for the future,” as stated in the
Conceptual Framework of the Professional Unit of NAU’s College of Education.
Also stated within this framework is the mission of CoE and its respective departments: “…to
prepare competent and committed professionals who will make positive differences for
children, young adults, and others in schools.” This mission is based upon deeply held beliefs in
the dignity and inherent worth of people and in the central role of education in a democratic
society. The preparation of education professionals is an interdisciplinary, university-wide
enterprise that requires close collaboration among departments. A strong content background
and professional competence are essential for the future educator and continuing professional.
Learning to be a professional is a developmental process and spans the educator’s entire
professional career.
Goals of the Department of Teaching and Learning
T&L continuously dialogs its place and role within the CoE community. Each faculty member
brings a unique voice to the discussions played out as faculty scrutinize, analyze and discuss the
directions to be taken as an instructional body. When new faculty members arrive, their voices
add new perspective to the discussions at hand. The following key elements have been
delineated by T&L faculty in relation to the vision and mission of programs within the
department:
 To meet the increasing need for more teachers and having premier undergraduate
teacher preparation programs that emphasize the integral relationship between theory
and practice without jeopardizing one for the other.

To provide meaningful public classroom experiences throughout a teacher-candidate’s
coursework to enable education students to build understandings of content, contexts
of schools, methods of teaching, theories of learning, and regard for social justice issues.

To meet the needs of educators around the state as they search for meaningful
professional development coursework that challenges and provides for continuous
opportunities for reflective growth as part of graduate programs and as stand-alone
course offerings.

To provide quality educational programs that encourages the use of multiple media and
technologies in locations throughout the state.
T&L Overview
Page 1

To offer pre-service and in-service teacher education programs to meet the increased
demand for more teachers and professional growth opportunities centered on
increasing retention rates of practicing teachers.

To infuse coursework with a research/practice perspective on current ‘hot topics’ in
education and politics on the state and national levels.

To develop a sense of community/citizenship responsibilities and leadership in
education students, both undergraduate and graduate.

To provide a foundational understanding in all coursework of the intrinsic worth of and
respect for all students and a dedication to the knowledge that all students can learn.
Brief Overview of the Department of Teaching and Learning
Since its start as a Northern Arizona Normal School in 1899, NAU has prepared many thousands
of teachers to teach K-12 students not only in Arizona, but throughout the United States and
overseas. The Department of Teaching and Learning (T&L) strives to meet the needs of
Arizona’s educational system while providing NAU education majors with a comprehensive,
student-centered curriculum. T&L supports CoE’s guiding image of “learning professionals
committed to student success in changing environments.” Not only does the Department of
Teaching and Learning recognize that NAU education graduates will head out into ‘changing
environments,’ but that these graduates must be ready and equipped to help ‘change’
educational environments for the betterment of K-12 students.
Degree Programs
The Department of Teaching and Learning (T&L) is one of four departments within the College
of Education (CoE). T&L offers three undergraduate teacher preparation and two
undergraduate liberal studies programs. At the graduate level, T&L offers two certification
related master’s degrees and three advanced training programs for continuing professionals. In
addition, the department offers a doctoral program which is provided in collaboration with the
other three departments (Educational Psychology, Educational Specialties, and Educational
Leadership.)
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Bachelor’s Degrees
Initial certification bachelor’s
degree programs
B.S. Ed. in Early Childhood
Education
B.S. Ed. in Elementary Education
B.S. Ed in Special and Elementary
Education (shared with the
Department of Educational
Specialties
Non-certification bachelor’s
degree programs
B.A. in Interdisciplinary Studies
B.S. in Interdisciplinary Studies
(BIS)
Bachelors of Applied Science
(BAS)
Master’s Degree Programs
Initial certification master’s
degree programs
M.Ed. in Elementary
Education with
Certification
M.Ed. in Secondary
Education with
Certification
Doctoral Degree Programs
Ed.D. in Curriculum &
Instruction*
Advanced master’s degree
programs
M.Ed. in Elementary
Education (Continuing
Professional)*
M.Ed. in Secondary
Education (Continuing
Professional)*
M.Ed. in Early Childhood
Education*
*Programs addressed in this ABOR Review
Within the last few years, T&L has gone through several substantial changes, which have
affected the programming offered to students.
The College of Education embarked upon NCATE accreditation in the fall of 2005, and received
that distinction in the spring of 2010. This accreditation encompasses the undergraduate
elementary, early childhood, and the dual major in special and elementary education as well as
the graduate initial certification programs in both elementary and secondary education. For the
T&L, the NCATE/CAEP program review is considered equivalent to the ABOR program review
process. Therefore, the current program review will focus only the advanced programs of
continuing education within the T&L (M.Ed. in Elementary Education, M.Ed. in Early Childhood
Education, M.Ed. in Secondary Education), and the Ed.D. in Curriculum and Instruction. As part
of the NCATE/CAEP process of accreditation, faculty within T&L developed ‘signature’
assignments to be used by all faculty teaching specific classes. These ‘signature’ assignments
sample candidate performances and are used to evaluate their knowledge and skills related to
the national standards for that program specialized professional association.
In addition to becoming nationally recognized and accredited by the NCATE/CAEP organization,
the T&L phased out of the secondary undergraduate certification classes and program. This
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Page 3
change was in response to the various secondary education content areas efforts to align their
degree programs to the specific SPA requirements for their discipline. Although the secondary
program area within the College of Education worked diligently to keep the ECI pedagogy
classes within the various content area undergraduate degrees, by the fall of 2010, all content
area majors had or were in the process of revamping their programs and removed the T&L
secondary methods classes. At the time of this report, the secondary emphasis of T&L will have
two degree programs, M.Ed. in Secondary Education + Certification and the M.Ed. in Secondary
Education for continuing professionals.
One of the most influential changes within the DTL has been the loss of faculty lines. Since the
academic year of 2003-04 until the present, the DTL department has lost seven FTE’s. While
some of the reduction in FTE can be attributed to recent declines in enrollment (this is true
across the college), the enrollment had remained relatively stable (+/- approximately 96
students) until the most recent two academic years. This decrease in the number of full-time
tenured/tenure-track faculty members has placed more of a burden on tenure-track, tenured,
and the non-tenure track faculty members, not only in teaching additional classes, but also in
meeting their advising responsibilities for graduate students, participating in or chairing
dissertation committees, and meeting their service obligations by serving on various
committees. Additionally, this has precipitated the need to hire multiple part-time faculty to
teach our many upper division courses.
T&L Overview
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Department of Teaching and Learning Enrollment Trends
Enrollments have decreased over the last several years. Multiple venues across the state may
have impacted the numbers in Flagstaff in addition to the loss of the secondary programs. The
economic downturn could also be a factor and the mirroring of trends across the US in regard
to programs in education.
Enrollment Trend
All Students Enrolled in Programs
3000
2500
2000
1500
1000
500
0
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Enrollment Trend 2490
2659
2694
2746
2684
2746
2650
2461
2010
Previous Program Review
The Northern Arizona University College of Education was last reviewed in Fall 2002. This
review encompassed the four departments in the College of Education: Educational Leadership,
Educational Specialties, Teaching and Learning, and Educational Psychology. Since this last
review, the Department of Educational Psychology has undergone a program review in 2010;
and is not included in this review. This section will briefly describe the overall findings for the
College of Education, and then focus on the findings for the targeted programs in the
Department of Teaching and Learning relevant to the current review.
Findings and Recommendations for the College of Education Program Review in 2002:
Strengths of College of Education
 Dedicated faculty and staff
 Commitment to Statewide access
 Student-centered programs
 Sophistication of faculty and staff in using technology to teach in statewide programs
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


Partnerships with schools, districts, community colleges, and other agencies
Optimism for the future
Facilities at the Mountain campus
2002 Recommendations
 Increase COE budget to recognize the administrative and faculty loads associated with
statewide programs.
 Initiate serious discussions about national accreditation
 Develop and implement a plan to define program standards for students and means by
which they are assessed.
 Consider methods by which the CoE and the Graduate College assure the quality of
doctoral programs.
 Examine and address the personnel needs of the College
 Clarify the institutional mission and commitment for statewide programs.
 Continue ongoing discussions in the College regarding strategic planning
 Continue discussions in the college about the location of the administrative leadership
program on the main mountain campus.
 Continue seeking creative means to reward faculty productivity regarding teaching and
scholarship.
Current Program Review
This Self Study was completed using data from the university’s Office of Planning and
Institutional Research (PAIR). The standard report includes data for Program Personnel,
Enrollment and Course Information, Main Class Size, Degrees Awarded-Unduplicated, and
Degree Seeking Headcount. However, in completing this report, references to data maintained
in Business Objects, T&L department records, CoE budget and faculty contract records, and
other sources were needed to develop a complete review of the department and relevant
programs.
Two full-time faculty members from the Department of Teaching and Learning assumed
primary responsibility for compiling data from previous reports, records, full-time faculty, parttime instructors, current students, alumni, and employers. Dr. Gretchen McAllister oversaw the
data collection and interpretation for the Ed.D. program in Curriculum and Instruction. Ms.
Laura Blocher, a full-time non-tenure track faculty member in the department, compiled the
information for the M.Ed. programs in early childhood education and the advanced M.Ed.
programs in elementary and secondary education. All program faculty members contributed in
discussions and analysis of the survey data.
Although the previous review’s findings were targeted to the CoE as a college, there were areas
that directly affected the Department of Teaching and Learning. The following narrative
discusses specific actions on these recommendations as they relate to the Department of
Teaching and Learning.
T&L Overview
Page 6
2002 Recommendations
 Increase CoE budget to recognize the administrative and faculty loads associated with
statewide programs. In 2007, NAU Extended Campuses funded Assistant Chair positions
for each of the four COE departments. The Department of Teaching and Learning hired
an Assistant Chair to manage course scheduling, signature assignment assessment, and
other responsibilities supporting programs offered statewide. The duties of this position
included holding faculty meetings for statewide personnel at locations in Phoenix and
Tucson. Several meetings took place in the 2007-08 academic year where the
department chair and assistant chair traveled to statewide sites to hold faculty meetings
for the purpose of training and problem solving with statewide faculty. Since that time,
more chances for statewide faculty to attend main campus meetings have been
encouraged by the reimbursement of travel and lodging expenses. Statewide faculty
has taken a more active role in T&L committees, as well as university-wide committees.
Since the 2002 Review, T&L has hired five statewide full-time faculty members who
coordinate and teach within the Extended Campus programs for CoE. For the past
several years, these new faculty members had been given release time to start and
coordinate their programs in the Phoenix and Tucson areas. Current budget concerns
may eliminate all of the release time for these `faculty members in the coming academic
years.

Initiate serious discussions about national accreditation. The College of Education
initiated discussions about pursuing the National Council of Teacher Education (NCATE)
accreditation. Individual programs within the department submitted program reports
to specialized professional associations in elementary education (ACEI), secondary
education (various, in conjunction with secondary education content areas), special
education (CEC), and early childhood education (NAEYC). These program reports
resulted in national recognition for each program. In addition, the Elementary
Education programs assessment plans were cited as model plans by the ACEI. The B.S.
Ed. in Elementary Education was awarded national recognition by ACEI and cited as
having a model assessment plan. The B.S. Ed. in Early Childhood education was
recognized by the NAEYC professional association. Both the elementary and secondary
education master’s degrees with certification received national recognition by their
respective specialized professional associations as did the B.S. Ed. in Special and
Elementary Education. In the spring of 2009, the Professional Education Unit (which
includes all teacher preparation programs at NAU) received conditional NCATE
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accreditation. Subsequent to the response to conditions submitted in 2010, the
Professional Education Unit was awarded full accreditation. Each program is now
accredited through NCATE.

Develop and implement a plan to define program standards for students and the means
by which they are assessed. As part of the State Board of Education program review of
2006, programs leading to Arizona Department of Education certifications were revised
to include signature assignments in several identified courses throughout the curriculum
sequence. These assignments served as the basis for later NCATE/CAEP assessment
systems. At present, all methods classes contain signature assignments that students
must complete. These assignments are directly related to the past Professional
Teaching Standards from the Arizona Department of Education and now the Interstate
New Teacher Assessment Support Consortium Standards (InTASC). Each assignment has
a standardized rubric that is used to assess student proficiency on the standards and to
assess students’ knowledge, skills, and dispositions as they advance towards capstone
experiences. All full-time and part-time faculty members are required to evaluate
signature assignments and provide feedback to students about their performance
related to state and national teaching standards. Students must pass signature
assignments before being eligible to register for their capstone student teaching or
internship experience. All signature assessments are managed through the TaskStream
data management system.

Clarify and address the personnel needs in the College. In the academic year of 2004-05,
CoE created and instituted an on-line Statement of Expectations (SOE) document where
faculty can go and create this document. This standardized the process of how faculty
reported their teaching load, their scholarship expectation, and their service and
advising load. In December of 2006, the faculty passed “Procedures and Criteria for
Performance Review.” This document outlines expectations for promotion and tenure
of tenure-track faculty for CoE. In August, 2008, the faculty passed “Promotion Criteria
for Non-Tenure Track Ranks.” This document outlines the expectations for promotion
of non-tenured faculty members.
Since the 2002 Review, T&L has hired five statewide full-time faculty members who
coordinate and teach within the Extended Campus programs for CoE. For the past
several years, these new faculty members had been given release time to start and
coordinate their programs in the Phoenix and Tucson areas. Current budget concerns
may eliminate all of the release time for these `faculty members in the coming academic
years.
T&L Overview
Page 8

Consider the methods by which the CoE and the Graduate College assure the quality of
doctoral programs. The Departments of Teaching and Learning and Educational
Specialties co-administer the doctoral program in Curriculum and Instruction. To assure
quality in the C&I doctoral program, the faculty instituted two advisory committees. The
Doctoral Steering Committee (DSC) is composed of representatives from Teaching and
Learning, Educational Leadership, Educational Psychology, and Educational Specialties.
The DSC is responsible for reviewing policies, procedures, and program data to assure
the quality of all curriculum and course offerings, admissions and retention policies,
faculty members instructing doctoral courses, and admissions policies. The second
committee, the Doctoral Admissions Committee, was formed to assure the quality of
candidates being admitted to the C&I doctoral program. The Dissertation Chair
Prerequisite Knowledge, Skills, Roles, and Functions Guide was developed, and training
to faculty was provided. The NAU Graduate College provides on-going monitoring and
support for faculty and students. Policies are reviewed and revised regularly by the
University Graduate Committee (UGC). The Department of Teaching and Learning
faculty, along with faculty from the other three departments, meet to review and revise
the curriculum, policies, and procedures throughout the academic year, as needed.
Curriculum Areas, Programs, and Courses
Curriculum Areas
The Department of Teaching and learning houses multiple programs. The BSED Elementary,
BSED Early Childhood, M.Ed. Elementary, M.Ed. Early Childhood and the Curriculum and
Instruction Doctoral Program all have footprints in the T&L. Additionally, endorsements can be
affiliated with the BSED Elementary, such as an early childhood certificate which leads to
endorsement, a popular option with undergrads.
At the master’s level, many students in the past have also enjoyed working toward a reading
endorsement embedded in their master’s programs. The reading endorsement qualifications,
have recently increased, therefore, our students are now unable to embed this in our master’s
programs.
Our programs are offered in multiple venues and in various delivery systems across the state.
Often, we have online students in our programs of study across the nation and the world. It is
not uncommon to have a student taking our classes in Germany, Belgium, or Australia.
In 2009 and 2010, the departments of Teaching and Learning and Educational Specialties
initiated two B.S.Ed. dual major (elementary and special education) programs in statewide
T&L Overview
Page 9
locations, each program with a newly funded non-tenure track faculty member paid for through
the Extended Campuses. In Tucson, the department worked with the Flowing Wells Unified
School district to launch a program on the campus of a local elementary school. The second
program was launched the following year situated on the campus of Central Arizona
Community College in Signal Peak.
During the current review period, new faculty members were hired in both the M.Ed. in Early
Childhood Education and the M.Ed. in Secondary Education (Continuing Professional) programs.
These new faculty hires were initiated to offset faculty retirements and enable the degree
programs to be offered both on the Flagstaff campus and in locations throughout the state
through the Extended Campus system. Funding for these positions was provided from the
state allocation and from Extended Campuses.
The M.Ed. programs in Early Childhood Education, Elementary Education (Continuing
Professional) and Secondary Education (Continuing Professional) have been revised to
strategically reduce the number of credit hours required for degree completion from 36 hours
to 30 hours (. Both revisions were completed recently and are intended to make the programs
more attractive to candidates seeking advanced degrees while maintaining employment in
education or education-related fields.
Courses
With the current budget constraints, the department is depending more on non-tenure track,
full-time faculty. Mirroring the overall pattern of tenure and non-tenure track faculty members
in the department, the percentage of classes taught by full-time tenured, tenure-track faculty
has remained relatively stable across the last seven years, varying slightly by the academic year.
However, the proportion of courses taught by full-time non-tenure track faculty members has
doubled during this review period from just over 15% to a current level of 32%. This has
coincided with an overall 17% decrease in the proportion of classes taught by part-time,
contingent faculty members. On the mountain campus during the 2011-2012 academic year,
graduate course breakdown included:
Percentage of Courses Taught By Faculty Type:
Faculty type
Number of
Classes
FY 04
632
FY 05
772
FY 06
815
FY 07
793
FY 08
815
FY 09
797
FY 10
656
FY 11
850
FY 12
696
Tenure/Tenuretrack
Non-tenure
track
22.6%
23.2%
19.9%
20.8%
20.5%
17.3%
19%
23%
24%
15.5%
18.2%
19%
20.5%
23%
24.8%
29.8%
33%
32%
T&L Overview
Page 10
Part-time
faculty
61.9%
58.6%
61.1%
58.7%
56.5%
57.9%
51.2%
44%
44%
Class Sizes
Class sizes remain somewhat stable and relatively small. This class size enables the kind of
attention to students which is a hallmark of NAU. Whether online, hybridized, or face to face,
NAU offers the personal attention to detail in classes and to students in programs in the T&L.
Undergraduate –
Average Time
to Bachelors
Degree
Bachelors
FY 03-04
4.2
Average Class Size by
Campus and Class Level
Flagstaff-100 Level
Flagstaff-300 Level
Flagstaff-400 Level
Community Campuses-300
Level
Community Campuses--400
Level
Yuma-300 Level
Yuma-400 Level
Flagstaff
Community CampusesYuma
FY 04-05
4.13
Fall
2003
FY 05-06
4.26
FY 06-07
4.33
Fall
Fall
Fall
2004 2005 2006
FY 07-08
4.46
Fall
Fall
2007 2008
FY 08-09
4.53
FY 09-10
4.25
FY 10-11
4.5
FY 09-10
2.18
FY 10-11
2.25
8.2
Fall
Fall
2009 2010
26
20
24
22
19
17
18
18
17
18
17
16
25
22
22
22
17
15
14
15
15
16
17
17
7
22
9
24
16
18
15
25
12
23
15
21
23
13
18
14
20
16
9
18
15
13
15
10
17
15
13
10
8
17
16
9
19
5
24
17
14
26
6
22
17
16
Graduate –
Average Time
to Degree
Master
Doctoral
FY 03-04
2.53
6.17
Average Class Size by
Campus and Class Level
Flagstaff-500 Level
Flagstaff-600 Level
Community Campuses--500
Level
T&L Overview
FY 04-05
2.32
6.03
Fall
2003
17
12
14
FY 05-06
2.24
6.13
Fall
2004
11
8
13
FY 06-07
2.21
6.85
Fall
Fall
2005 2006
11
11
4
5
14
14
FY 07-08
2.25
5.66
FY 08-09
2.25
5.11
Fall
2007
22
Fall
2008
13
Fall
2009
11
13
Fall
2010
12
10
12
13
14
13
Page 11
Community Campuses--600
Level
Yuma-500 Level
Yuma-600 Level
Flagstaff
Community Campuses
Yuma
12
4
11
16
9
8
9
21
10
9
13
10
12
4
11
7
16
13
4
10
13
16
10
12
8
8
12
21
22
11
9
13
13
10
12
13
4
10
13
7
On campus, the Department of Teaching and Learning’s average class size for FY 06-07 dropped
to half of our class size in FY 03-04. T&L had an increase to 22 during FY 07-08 and then the last
two years have averaged around 12. The average graduate level classes sizes for T&L courses
over the past seven years at the community campuses has remained at an average of 12.
Faculty and Staff Members
Department Faculty and Staff
At the time of the last program review in 2002, the Department of Teaching and Learning
included a total of 40 full-time instructional faculty members. Of this total, 27 were full-time,
tenure-track faculty members (this included one faculty member serving in Yuma and one
serving as interim dean of the College of Education). The department also employed thirteen
non-tenure track faculty positions (this included two serving in Yuma, and four serving in the
Phoenix and Tucson areas). Since the last comprehensive program review, the number of
instructional faculty members in the department has decreased slightly to 37 full-time
instructional faculty members. In the most recent academic year, the Department of Teaching
and Learning included a total of 19 full-time, tenure-track faculty, and 15 non-tenure track, fulltime faculty with 2 half-time lecturers for a total of 16 non-tenure track, full-time positions
(Yuma is not included). Most significantly, the overall number of faculty members in the
department has been reduced significantly over the past four academic years, from a total of 45
faculty members in the 2007-8 academic year to the level of 37 instructional faculty. This
reduction of 8 faculty members across these recent academic years has significantly restricted
the flexibility of the department to respond to new initiatives or program areas.
Currently, 37% of the faculty members in T&L are Full Professors, 47% are Associate Professors,
and 16% are Assistant Professors. Fifty-four percent (54%) of the faculty members of the
department are tenured or on a tenure track appointment as compared to 59% in 2003. The
loss of tenured faculty is of serious concern for the department as new tenure-track faculty can
advance the critical teaching, scholarship, and service roles within the department and college
in the future. The following tables describe the Department of Teaching and Learning faculty
from the last program review until the present.
T&L Overview
Page 12
Department Faculty and Staff: by Headcount
Tenure-Track
Faculty
Clinical Faculty
Temporary
Faculty**
Total Faculty
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
22
23
23
23
22
21
21
20
20
15
16
20
23
25
27
21
21
18
350
261
287
267
260
239
245
220
160
37
39
43
46
47
48
42
41
38
**Temporary Faculty includes part-time temporary, non-benefit eligible faculty. Individuals who are
employed full-time in a staff/service professional/administrative position, but who are only teaching
part-time are also included in this category.
Department Faculty and Staff: by FTE
Fall
Fall
Fall
Fall
Fall
2003 2004 2005 2006 2007
Total Faculty FTE
Total Staff FTE
Total Faculty
FTE/Total Staff
FTE
Total Faculty
Tenured/TenureTrack FTE
Total Faculty NonTT
Total Staff FTE
Total Faculty
Tenured/TenureTrack FTE/Total
Staff FTE
Fall
Fall
Fall
Fall
2008 2009 2010 2011
32
1
27.7
1
29
1
26.9
3
28.5
3.3
26.5
3.5
26.6
2.5
26
1.5
25
1.5
32
27.7
29
9
8.6
7.6
10.6
17.3
16.7
19
19
18
17.1
19.5
18
18.6
18
18
13
8.7
11
9.8
9
8.5
8
8
7
1
1
1
3
3.3
3.5
2.5
1.5
1.5
19
19
18
5.7
5.9
5.2
7.4
12
12
Full-time Faculty by Gender and Ethnicity
Gender representation within faculty has fluctuated during the last eight years. In 2003, 31% of
the faculty was male and 69% was female. The percent of male faculty declined until the
lowest percent in 2007-2008 year with only 23% of the faculty male and 77% was female. In the
most recent academic year 2010, 71% of the faculty is female and 29% is male.
Gender
Female
Male
TOTAL
T&L Overview
Fall 03
25
12
37
Fall 04
27
12
39
Fall 05
32
11
43
Fall 06
35
11
46
Fall 07
36
11
47
Fall 08
36
12
48
Fall 09
32
10
42
Fall 10 Fall 11
29
27
12
11
41
38
Page 13
During the last eight years, the faculty of T&L has been predominately white with percentages
ranging from 89% (2003) to 90% (2007) to 84% (2010). At the present time, minority
representation on the T&L faculty consists of one African-American, four Hispanic/Latinos, and
one person of non-specified ethnicity. Recruitment of faculty from diverse backgrounds is still
an area of need for the department.
Ethnicity
White
AfricanAmerican
Hispanic/Latinos
Native
American
Not-Specified
TOTAL
Fall 03
32
0
Fall 04
33
1
Fall 05
36
1
Fall 06
39
0
Fall 07
40
0
Fall 08
39
1
Fall 09
35
1
Fall 10
35
1
Fall 11
32
1
4
1
4
1
4
1
4
2
5
1
6
1
5
1
4
1
4
1
37
0
39
1
43
1
46
1
47
1
48
0
42
0
41
0
38
Full-time Tenure/Tenure Track Faculty
In FY 2004, T&L on the Mountain campus and Statewide (Yuma not included) had 23 tenured or
tenure-track faculty including the department chair, Dr. Sherry Markel. T&L had 14 non-tenuretrack faculty members. While the total number of faculty members is roughly equivalent when
comparing 2003-2004 with 2011-12, this has changed significantly over the past 4 years.
Beginning in the 2007-2008 academic year, when the department had 47 faculty members,
there has been a sharp decline to the current level of 37 faculty members. In addition, a second
pattern occurred during this time. Whereas the majority of the department faculty members
were tenure track professors in 2003-2004 (60%), after the 2007-2009 academic years where
the department was staffed with a majority of non-tenure track faculty members (a 45%/55%
tenure track to non-tenure track pattern), the ration has gradually decreased over the past
three years to an approximate a 50%/50% division. The table below portrays the relative
distribution of tenure track faculty members in FY 2004 compared to FY 12 by curriculum area
within the department.
Curriculum Area
Early Childhood
Elementary
Secondary
Curriculum &
Instruction
T&L Overview
FY 04
TenureTrack
FTE
Percentage of
Overall TT FTE
1
16
5
0
5%
73%
23%
0%
FY 12
Curriculum
Tenure
Percentag
Area
Track FTE e of
Overall TT
FTE
Early Childhood 2
10%
Elementary
13
65%
Secondary
4
20%
Curriculum &
1
5%
Instruction
Page 14
The following table describes the Department of Teaching and Learning full-time
Tenured/Tenure Track and Non-Tenure Track faculty from the last program review until the
present:
Faculty Name
Current
Rank
Assistant
Clinical
Professor
Area
Location
Teacher
Education/Field
Experience
Tucson
Alcoze, Sally
Professor
Ardisana, Vicki
Associate
Clinical
Professor
Assistant
Professor
Teacher Education
– Secondary/
Reading
Teacher
Education/Field
Experience
Teacher Education
- Secondary
Associate
Professor
Senior
Lecturer
Teacher Education
- Secondary
Teacher Education
- Secondary
Flagstaff
Bloom, Jeffrey
Professor
Boloz, Sig
Senior
Lecturer
Brady, Martha
Emeritus,
Assistant
Professor
Assistant
Professor
Teacher Education
– Elementary
Science
Teacher Education
– Elementary
Literacy
Teacher Education
– Elementary
Social Studies
Teacher Education
– Elementary
Math
Teacher Education
- Secondary
Teacher Education
–
Early Childhood
Flagstaff
Ahearn,
Christopher
Austin, Barbara
Batchelder, Ann
Blocher, Laura
Buckreis, Bill
Cardenas,
Sharon
Assistant
Clinical
Professor
Mary Christen
Assistant
Clinical
Professor
T&L Overview
Appoint
Date
2008
End
Date
2008
Flagstaff
Current
Position
Part-time
Instructorbudget cut
back
Retired
1995
2010
Yuma
Faculty
2001
N/A
Flagstaff
Faculty in
College of
Forestry and
Natural
Sciences
Moved
2006
2009
1994
2003
2003
2011
Flagstaff
Accepted a K12 teaching
position
Faculty
1999
N/A
Flagstaff
Faculty
2002
N/A
Flagstaff
Retired
1988
2007
Flagstaff
Moved
2000
2004
Flagstaff
Administratio
n in College of
Forestry and
Natural
Sciences
Left this
position
2003
2009
2006
2008
Flagstaff
Page 15
Cockrum, Ward
Professor
Teacher Education
– Elementary,
Reading
Teacher Education
– Elem. & Second.
Education
Flagstaff
Faculty
1987
N/A
Davis, Jim
Associate
Professor
Phoenix
1976
2013
Assistant
Clinical
Professor
Associate
Professor
Assistant
Clinical
Professor
Associate
Professor
Teacher Education
– Elementary
Flagstaff
Faculty/Progr
am
Coordinator
Retired
Faculty
Dustman,
Jeanne
1997
N/A
Teacher Education
– Secondary
Teacher Education
- Elementary
Flagstaff
Faculty
2001
N/A
Phoenix
Moved
2005
2009
Teacher Education
– Elementary
Prescott
1995
2013
Hays, Patricia
Professor
Flagstaff
1989
2007
Hookstra, Glenn
Associate
Professor
Professor
Teacher Education
– Secondary
Teacher Education
Faculty/Progr
am
Coordinator
Retired
Retired
Yuma
Faculty
1989
N/A
Continuing
Teacher Education
Teacher Education
– Elementary
Phoenix
1998
N/A
2001
2007
Teacher Education
– Elementary
Math
Teacher Education
–
Secondary
Teacher
EducationElementary
Teacher Education
– Elementary
Flagstaff
TIP Program
Director
Took position
with Fielding
Graduate
University
Faculty
1994
N/A
1993
2010
2006
2009
2008
2009
M.Ed. Elementary
w/ Cert
Flagstaff
Faculty, Dean,
moved to Vice
Provost office
Left to spend
time with
family
Returned to
public school
teaching
Faculty/
Program
Coordinator
Retired
2002
2012
Foley, JeanAnn
Geiselhofer,
Melissa
Greene, Paula
Horn, Patty
Jacobs, Don
Associate
Professor
Johnson, Gae
Professor
Kain, Daniel
Professor
Kastre, Norma
Assistant
Clinical
Professor
Visiting
Assistant
Professor
Assistant
Clinical
Professor
Kelty, Robert
Kinnerup, Linda
T&L Overview
Flagstaff
Flagstaff
Phoenix
Flagstaff
Page 16
Lemley,
Christine
Assistant
Professor
Teacher Education
– Secondary
Flagstaff
Macias-Brown,
Armandina
Assistant
Clinical
Professor
Teacher Education
– Early Childhood
Phoenix
Manley, James
Lecturer
Markel, Sherry
McAllister,
Gretchen
Associate
Professor
Associate
Professor
Teacher Education
– Elementary
Teacher Education
- Elementary
Teacher Education
- Elementary
Middleton,
Valerie
Assistant
Professor
Teacher Education
– Secondary
Flagstaff
Moreillon,
Judith
Clinical
Instructo
r
Assistant
Clinical
Professor
Assistant
Clinical
Professor
Assistant
Clinical
Professor
Assistant
Professor
Teacher Education
–
Elementary
Teacher Education
- Elementary
Nunez, Daniel
Ory, Mary
Petersen,
Maureen
Powell, Pamela
2007
2013
2007
2012
Flagstaff
Faculty
Moved to
adjacent
department
Faculty/Progr
am
Coordinator
Moved
Faculty
2000
N/A
Flagstaff
Faculty
1995
N/A
Flagstaff
1999
N/A
2004
2006
Tucson
Faculty/Direct
or of C&I
Doctoral
Program
Took a
position with
Univ. of No.
Colorado
Moved
2004
2006
Phoenix
Faculty
2002
N/A
Teacher Education
- Elementary
Phoenix
Faculty
2008
N/A
Teacher Education
- Elementary
Tucson
Faculty
2006
2011
Teacher Education
– Elementary &
Early Childhood
Literacy
Teacher Education
– Early Childhood
Flagstaff
Faculty,
Department
Chair
2003
N/A
Flagstaff
Moved to
2003
Administrative
position
Position
2005
ended -moved
to grant
position
Resigned to
2006
take a
principal
position
Prior, Jennifer
Associate
Professor
Quartaroli,
MaryLynn
Visiting
Assistant
Professor
Teacher Education
Flagstaff
Quinnan, Mary
Assistant
Clinical
Professor
Teacher
EducationElementary
Tucson
T&L Overview
2011
2007
2008
Page 17
RagoneseBarwell, Julie
Raines, Peggy
Assistant
Clinical
Professor
Professor
Riley-Taylor,
Elaine
Assistant
Professor
Roberts, Marilee
Instructo
r
Associate
Professor
Rodger, Emilie
Ross, Vicki
Associate
Professor
Santo, Beverly
Assistant
Clinical
Professor
Assistant
Clinical
Professor
Lecturer
Schonaerts,
Claire
Settle, Melissa
Stackhouse,
Nancy
Showalter,
Stephen
Associate
Clinical
Professor
Lecturer
Stone, Brian
Lecturer
Stone, Sandra
Professor
Stone, William
Lecturer
Taylor, Elizabeth
Lecturer
Taylor, Garry
Associate
Professor
T&L Overview
Teacher Education
- Elementary
Tucson
Faculty
2005
N/A
Teacher Education
– Secondary
Teacher Education
– Elementary
Literacy
Teacher Education
– Secondary
Teacher Education
– Elementary
Flagstaff
Retired
1991
2008
Flagstaff
Moved to EDL
2000
2005
Flagstaff
2002
2008
1993
N/A
Teacher Education
– Elementary
Math
Teacher Education
- Elementary
Flagstaff
Moved to
staff position
Faculty &
Partnership
Coordinator
Faculty
2006
N/A
Apache
Junction
Retired
2000
2007
Teacher Education
- Elementary
Phoenix
2006
N/A
Teacher Education
– Elementary &
Early Childhood
Literacy
Teacher Education
- Elementary
Flagstaff
Faculty/Progr
am
Coordinator
Faculty
2005
N/A
2004
N/A
Teacher Education
Flagstaff
2008
2009
Teacher Education
- Elementary
Teacher Education
– Literacy
Flagstaff
Faculty/Progr
am
Coordinator
Returned to
part-timebudget cut
Faculty
2010
N/A
1993
N/A
Teacher Education
– Elementary
Science
Teacher Education
– Early Childhood
Flagstaff
Faculty,
Department
Chair
Retired
2000
2008
2007
N/A
Teacher Education
– Elementary
Math
Flagstaff
Moved to
half-time in
2008-budget
cut
Faculty
Retired
1978
2012
Flagstaff
Phoenix
Flagstaff
Flagstaff
Page 18
Moved to
half-time in
2008-budget
cut
Faculty
2007
N/A
2008
2011
2008
2010
Tucson
Returned to
caring for
family
Faculty
2001
N/A
M.Ed. Secondary
w/ Cert.
Phoenix
Faculty
2001
N/A
Teacher Education
– Elementary
Social Studies
Teacher
EducationElementary/math
Teacher Education
- Secondary
Teacher Education
–
Elementary
Flagstaff
& Phoenix
Faculty
2007
N/A
Flagstaff
Faculty
1993
2003
Flagstaff
Faculty
2007
N/A
Flagstaff
Faculty
2010
2011
Taylor, Susan
Lecturer
Teacher Education
- Elementary
Flagstaff
Thomas, Shawn
Assistant
Clinical
Professor
Assistant
Clinical
Professor
Assistant
Clinical
Professor
Associate
Clinical
Professor
Assistant
Professor
Teacher Education
- Elementary
Flagstaff
Teacher Education
- Elementary
Phoenix
Teacher Education
- Elementary
Torres, Monica
Townsend,
Susan
Uyder, Diana
Veltri, Barbara
Wall, Patricia
Associate
Professor
Wegwert,
Joseph
Ziegler, Tom
Assistant
Professor
Lecturer
In FY 2005, one tenure-track assistant professor, Dr. Bill Buckreis, moved to another state, and
one tenure-track assistant professor, Dr. Elaine Riley-Taylor, transferred to Educational
Leadership. T&L added four non-tenure eligible elementary/early childhood instructors:
Melissa Geiselhofer (Phoenix-Assistant Clinical Professor), Julia Ragonese-Barwell (TucsonAssistant Clinical Professor), and Melissa Settle (Flagstaff-Lecturer). T&L also hired MaryLynn
Quartaroli as a visiting professor. In FY 2005, T&L had 21 tenured or tenure-track faculty and 18
non-tenure-track instructors.
In FY 2006, T&L faculty consisted of 23 tenured or tenure-track professors and 22 non-tenure
track instructors. T&L hired Dr. Vicki Ross as an assistant professor with a focus in mathematics.
T&L also hired Dr. Barbara Austin as an assistant professor for secondary teacher education in
the area of science. T&L added 4 non-tenure track elementary instructors: Norma Kastre
(Phoenix – Assistant Clinical Professor), Mary Quinnan (Tucson – Assistant Clinical Professor),
Dr. Mary Christen (Tucson – Early Childhood), and Maureen Petersen (Tucson – Assistant
Clinical Professor).
In FY 2007, T&L had 25 tenured/tenure-track professors and 24 non-tenure track instructors.
T&L hired Dr. Christine Lemley, assistant professor, to work with our secondary education
T&L Overview
Page 19
program, and Dr. Joseph Wegwert (one year as instructor and then the following year he went
to assistant professor tenure track). Dr. Wegwert was hired to work with our secondary
education program. T&L hired Dr. Barbara Veltri, assistant professor, to teach in our
elementary education program, mainly social studies. Dr. Valerie Middleton, secondary
education faculty, left for University of North Carolina. T&L also lost Judith Moreillon (assistant
clinical professor – Tucson) who moved. T&L hired Elizabeth Taylor and Susan Taylor as
lecturers (Flagstaff) for the early childhood programs as it expanded to offering a BSED in early
childhood degree. T&L also hired Armandina Macias-Brown to work with the early childhood
and elementary programs in Phoenix. Dr. Sandra Stone replaced Dr. Sherry Markel as chair of
T&L.
In FY 2008, T&L lost 4 tenured faculties, which gave us 21 tenured or tenure-track faculty and
T&L filled those tenured lines with 3 non-tenure faculties for a total of 27 non-tenure track
faculties. For the first time in our history, T&L had more non-tenured faculty than tenured or
tenure-track faculty. Lack of a sufficient budget was moving us away from filling our tenuretrack lines. Martha Brady, assistant professor, retired from elementary teacher education, Dr.
Patricia Hays, professor, retired from secondary teacher education, Dr. Peggy Raines, professor,
retired from secondary teacher education, and Dr. Don Jacobs, associate professor, took a
position at another university. T&L lost one full-time lecture position due to budget difficulties.
Elizabeth Taylor and Susan Taylor were both moved to half time with benefits positions.
Marilee Roberts, instructor, for alternative certification, moved to a staff position with student
services. Beverly Santo, assistant clinical professor in Apache Junction retired. MaryLynn
Quartaroli’s visiting assistant professor position was not continued and she left to work on
grants. T&L hired Robert Kelty as a visiting assistant professor for one year as part of our
commitment the Arizona Teacher of the Year program for which he was selected for that
honor. T&L also hired Christopher Ahearn as an assistant clinical professor for Tucson, Dr. Mary
Ory as an assistant clinical professor for Gilbert/Chandler, Dr. Stephen Showalter as a lecturer
for on-line classes, and Shawn Thomas, assistant clinical professor to coordinate T&L’S 308
practicum experiences and teach in the elementary education program. Monica Torres was
hired as an assistant clinical professor for the Phoenix area.
In FY 2009, T&L maintained our tenured and tenure-track faculty at 21, but lost 6 non-tenure
track faculty due partly to budget constraints. T&L had a total of 21 non-tenure track
instructors. Christopher Ahearn (Assistant Clinical Professor-Tucson) and Dr. Stephen Showalter
(Lecturer-Flagstaff) did not have their contracts renewed because of the budget. Robert Kelty
(Visiting Assistant Professor) returned to teach in the public school system in Flagstaff, and
William Stone (Lecturer) retired. Mary Quinnan (Assistant Clinical Professor – Tucson) left to
take a principal position and Mary Christen (Assistant Clinical Professor-Tucson). These last four
positions were not filled. T&L had an equal number of tenured/tenure-track professors and
non-tenure track faculty.
In FY 2010, T&L consisted of 18 tenured or tenure-track professors and 20 non-tenure-track
instructors. Dr. Barb Austin (Assistant Professor) and Sharon Cardenas (Assistant Clinical
Professor) moved to the College of Forestry and Natural Sciences. Melissa Geiselhofer
(Assistant Clinical Professor-Phoenix) moved out of the country. Norma Kastre (Assistant
T&L Overview
Page 20
Clinical Professor-Phoenix) left to spend more time with her family. T&L hired Brian Stone
(Lecturer-Flagstaff) to fill Dr. Barbara Veltri’s social studies position as she moved to the
Phoenix area to become lead faculty there. T&L also hired Tom Ziegler to fill Jim Manley’s
position while he is on loan to the Department of Educational Leadership. Dean Dan Kain
moved to an Associate Vice-Provost for Academic Affairs position. His position was not
replaced. T&L, again, had less tenured/tenure track instructors than non-tenure-track
instructors signifying a continued decline in our tenure-track lines.
In FY 2011, Shawn Thomas left to take a principalship in another state. Whitney Girdner was
hired in a half-time position to teach courses formerly taught by Ms. Thomas.
Non-Tenure Track Full-Time Faculty
The percentage of non-tenure track full-time faculty has increased during the term of the
program review period from 41% in 2003-04 to 46% in the 2010-11 academic year. Non-tenure
track faculty members have been an integral part of T&L’s faculty makeup for quite some time,
due to the budget problems of the last two years, new hires for the department have been
addressed by hiring primarily non-tenure track faculty members. These non-tenure lines are
contracted for one year only, but can be renewed. Currently, some non-tenure track faculty
members are on multi-year contracts in T&L. The table below portrays the relative distribution
of non-tenure track faculty members in FY 2004 compared to FY 12 by curriculum area within
the department.
Curriculum Area
Early Childhood
Elementary
Secondary
Curriculum &
Instruction
FY 04
Non
Tenure
Track
FTE
1
11
3
0
Percentage of
Overall non-TT
FTE
Curriculum
Area
3%
Early
Childhood
Elementary
Secondary
Curriculum &
Instruction
77%
20%
FY 12
NonTenure
Track
FTE
3
13
1
0
Percentage of
Overall non-TT
FTE
18%
76%
6%
Part-Time Faculty Teaching Online
Faculty Name
Arnold Adler
Darlene
Caldwell
Mary Lou
Gammon
Melissa
Geiselhofer
T&L Overview
Area- Masters Degrees
Curriculum
Reading, Children’s
Literature, Capstone
Reading Endorsement
Location
On-line
On-line
Start Date
2006-2010
2003-2009
On-line
2003
Early Childhood and
Reading
On-line
2010
Page 21
Rick
McEnaney
Carol Moreng
Elizabeth
Taylor
Schmidt
Steve
Showalter
Martha
Munoz
Tom Zeigler
Reading and Curriculum
On-line
2004
Curriculum, Math,
Science/Social Studies,
Problems/Teachers
Early Childhood
On-line
2005-2009
On-line
2005-2007
Core Introductory
Seminar, Student
Teaching Reflection,
Curriculum
Early Childhood
On-line
2009
On-line
2012
Literacy
On-line
2012
T&L uses tenure-track/tenured faculty and non-tenure track faculty to teach on-campus classes
when available. However, more part-time faculty and graduate students have recently been
employed to teach classes on the mountain campus. T&L does have regular part-time faculty
who teach some of our on-line classes. Full-time faculties teach most of the on-line classes.
T&L’s on-line classes are for BAS and master’s degree programs.
Other Part-Time Faculty
In addition to the continuing non-tenure track faculty members in the department, numerous
part-time instructors contribute to the various degree programs by teaching sections of courses
for students both on Flagstaff Mountain campus and at various Extended Campus sites.
Number of
Part-time
faculty
FY 03
350
FY 04
261
FY 05
287
FY 06
267
FY 07
260
FY 08
239
FY 09
245
FY 10
220
FY 11
160
Graduate Assistants
The Department of Teaching and Learning is allotted funds through the Graduate College to
employ graduate student assistants. These assistants work with our school site-based
partnerships (DeMiguel/Mountain Professional Development School Program, Flagstaff
Professional Partnership Program at Knoles, PRAXIS, ISTEP Secondary Education Program, and
with our ECI 308 practicum supervision. The full-time equivalency has remained relatively
stable over the past seven years. However, with the budget constraints T&L went from 7
graduate assistantships to 6 for the last two years, 2009 and 2010. T&L also help graduate
students, both master’s and doctoral, with tuition waivers. Currently, the T&L is allotted 5.5
graduate assistants.
T&L Overview
Page 22
Graduate
Assistants
Fall 03
Fall 04
Fall 05
Fall 06
8
8
6
7
Fall 07
6
Fall 08
Fall 09
6
7
Fall 10
Fall 11
6
6
Findings and Recommendations for Faculty and Instructional Resources
Personnel are needed to achieve other college and university goals. For example, although
multiple grant opportunities exist, personnel to write such grants and teach in such grants are
sparse. Partnerships with schools and districts, both foreign and domestic, need dedicated
personnel in order to plan projects and achieve success. Likewise, interdisciplinary work with
other colleges on campus and universities (tri-university efforts in AZ) need capacity –building
efforts in order to initiate projects and achieve success. As an NCATE accredited college,
maintenance of effort in relation to continuous improvement, programmatic review, and data
analyses is imperative
Part-time faculty teaches a large percentage of our undergraduate programs across the state
and on the mountain campus. It is possible for students to be granted a degree from Northern
Arizona University in Elementary Education (with ancillary endorsements) in some locales
without having a full time NAU instructor, clinical professor, or tenure track faculty member.
Our NCATE accreditation, at this time, expands across extended campuses (though not the
Yuma campus). In order for us to maintain integrity across these programs, more full time
faculty are needed to teach and monitor programs in supervisory roles in extended campus
locations with the close guidance of the mountain campus. Positions are needed both in early
childhood and elementary education.
Part-time faculty comprises the workforce for many undergraduate and graduate courses in the
College of Education at Northern Arizona University. It is imperative that we continue to have
part-time faculty allocations, but the large percentage of courses being taught by part-time
faculty raises concern. Full-time faculty is important in order to mentor needed and more costeffective part-time personnel.
Graduate assistants have been important in the Department of Teaching and Learning in the
assistance of partnership programs in the Flagstaff Unified School District. Additionally, they
have been instrumental in the working of the Curriculum and Instruction Doctoral Program.
They have assisted in field work and have taught courses as part of their graduate assistantship.
The latter is an important part of their vitae and assists the department in staffing
undergraduate and some graduate courses. If possible, more graduate assistants are needed to
meet the growing needs of the department.
T&L Overview
Page 23
Department of Teaching and Learning Budget
The operations budget allocated to T&L enables the program to sufficiently achieve its goals
and objectives. The budget is supplemented by over attainment money earned during the
summer. These funds are primarily used for faculty professional development. The budget
continually increased from 2004 until 2009 then for the last two years, the budget has
decreased. The current budget is back to a level slightly lower than that of 2005.
The NAU Graduate College allocates funding for graduate assistantships. The graduate
assistantship positions include a 75% tuition waiver. The Graduate College has provided
increased support to graduate assistants in recent years. The tuition waiver was raised to 50%
in 2007, and to 75% in 2008 and to 100% in 2011. Master’s degree students receive an annual
stipend of $9,174, and doctoral students receive $10,297, Department funding levels for the
past seven years are depicted below. The highest funding was in FY 07 and the lowest funding
was in FY 10. Funding for assistantships has remained relatively consistent over this time
period with the exception of FY 10. Additionally, several in-state and out-of-state tuition
waivers are provided through the Graduate College. Generally, three out-of state waivers are
provided, and seven in-state waivers.
Teaching and Learning Department Budget
State Funds
Total State
FY 04
$1,225,777
FY 05
$1,348,914
FY 06
$1,378,578
FY 07
$1,404,822
FY 08
$1,465,314
FY 09
$1,435,445
Total Wages
$1,170,871
$1,292,821
$1,322,530
$1,347,456
$1,407,693
$1,386,774
$54,906
$56,093
$56,048
$57,366
$57,621
$48,671
$2,890
$2,952
$3,114
$3,355
$2,955
$2,704
$1,716
$2,025
$1,933
$2,133
$2,022
$1,837
Total NonPersonnel
Total Budget/
Total TT FTE
Total Budget/
Total Faculty
FTE
State Funds
Total State
FY 10
$1,327,452
FY 11
$1,272,926
FY 12
$1,406,645
Total Wages
$1,306,424
$1,251,898
$1,385,617
$21,028
$21,028
$21,028
$1,131
$1,168
$1,237
$791
$809
$843
Total Non-Personnel
Total Budget/
Total TT FTE
Total Budget/
Total Faculty FTE
T&L Overview
Page 24
Local Actuals
Balance Forward
Revenue
Net Transfers
Expense / Enc
Ending Balance
FY 08
$160,601
$19,175
$48,533
$48,999
$179,309
FY 04
Graduate
Assistantships
FY09
$179,309
$28,128
$12,300
$85,042
$134,695
FY10
$134,695
$27,325
$26,589
$41,166
$147,443
FY11
$147,443
$29,521
$22,529
$50,612
$148,880
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
$ 60,075 $ 61,075
$61,883
$72,705
$64,622
$64,622
$54,322
$54,322
Physical Facilities
Physical Facilities: In Flagstaff, full-time faculties are allocated individual, furnished office space
in COE. Students with graduate assistantships share office space and are provided with
computer access. Private conference space is available through reservation. Part-time faculties
are provided with support from the faculty service center, and access to university support
resources (e.g., Cline Library, e-learning).
Extended Campuses full-time faculties are also provided with individual, furnished office space
at locations in Prescott, Phoenix (N. Valley), Phoenix (E. Valley), Phoenix (W. Valley), Signal
Peak, Scottsdale, and Tucson. Part-time instructors teaching courses in Flagstaff or through
Extended Campuses are provided with basic clerical support and shared office space as needed.
Most part-time faculties teach only one or two courses per semester and tend to offer office
hours immediately before or after classes.
While some classes at Extended Campuses sites are taught at NAU buildings (e.g., two buildings
in Tucson, I-17 and Greenway in Phoenix), many classes are scheduled in high schools,
elementary schools, community colleges, or other classroom accommodations in communities.
The available equipment and resources in these classrooms varies greatly. Instructor and
student access to technology is limited due to the reliance on community venues. While access
to classes is a priority, needed technology suffers. Courses taught online are supported 24
hours per day, 7 days per week by the NAU e-learning office. Faculty and students can call for
technical support.
The NAU Cline Library supports all Department of Teaching and Learning programs. See the
Appendices file for a description of the library’s support to the three programs in this review.
T&L Overview
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