Executive Summary
The College of Education (CoE) serves a critical role at Northern Arizona University through its
undergraduate and graduate teacher preparation programs, graduate programs in educational
leadership, educational psychology, and educational specialties. Our doctoral programs meet a
critical need by training future principals, superintendents, higher education administrators,
and curriculum specialists in sites throughout Arizona, as well as the nation. Some of these
graduates also enter careers in academia. The College of Education offers numerous programs
through Extended Campuses and online. In 2011, Northern Arizona University was accredited
by the National Council for the Accreditation of Teacher Education (NCATE). The majority of
our programs are recognized under this accrediting body. This self-study reviews the 11
programs not currently accredited through an accrediting body or have not yet undergone a
SPA review (i.e., NCATE/CAEP, CACREP, NASP, etc.):
1. B.S. Ed. in Career and Technical Education (Educational Specialties department)
2. M.Ed. in Career and Technical Education (Educational Specialties department)
3. M.Ed. in Special Education-Non-certification (Educational Specialties department)
4. M.Ed. in Educational Leadership – School Leadership K-12 Emphasis
5. M.Ed. in Educational Leadership - Educational Foundations
6. M.Ed. in Educational Leadership – Community College/Higher Education
7. Ed.D. in Educational Leadership – Community College/Higher Education
8. M. Ed. in Early Childhood (Teaching & Learning department)
9. M. Ed. In Elementary-Continuing (Teaching & Learning department)
10. M. Ed. in Secondary-Continuing (Teaching & Learning department
11. Ed.D. in Curriculum & Instruction (Teaching & Learning department)
Our CoE programs that lead to certification by the Arizona Department of Education are NCATE
accredited. The programs in this review are not aligned to Specialized Professional Associations
under NCATE. A challenge for the CoE is a decline in enrollment in many of our programs (both
NCATE and non-NCATE programs). While there are national trends, economic issues,
competition, and changes in P-12 settings that contribute to this, the CoE is poised to
proactively address this decline in enrollment. The college faculty and administration are
interested in findings ways to re-structure and revise programs to best meet the needs of
today’s prospective students. Given the context of higher education where faculty lines are
increasingly more difficult to obtain, one key issue for the College of Education as we learn to
operate in this new context is how programs can most effectively meet the needs of the field
realizing the resource limitations within the university. In this area, the College is looking to the
review team for advice about how to address important program needs within the environment
of resource limitations.
Many of the College of Education’s programs are offered in various locations throughout the
state and region by offering program courses through the Extended Campuses delivery system
in an effort to meet the personnel preparation needs throughout the state and region. Some
programs have faculty members located on-site in statewide locations, funded through the
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Extended Campuses; others, have relocated Flagstaff Mountain campus faculty in statewide
locations. The current portfolio of program offerings through the Extended Campuses has
evolved over the past 20 years. At present, the program offerings (i.e., courses, degrees) is
coordinated at the department level. The approval to offer a degree program in the Extended
Campus system rests with the department chair and the College. Any request to offer a new
degree program must be approved by the department chair who oversees the curriculum for
that program. There is not a formal process for ongoing review of existing program offerings in
the Extended Campus system at this time .
One strength of the College of Education is the faculty. While the number of full-time,
tenured/tenure-track faculty has decreased in recent years, the faculty are dedicated
professional who focus on student learning through quality instruction, innovative practices,
student mentorship, scholarship, and service. The CoE depends on an increasing number of fulltime clinical faculty, as well as highly qualified part-time faculty to teach courses around
Arizona. The NAU Extended Campuses office partners with the CoE to deliver programs online
and in-person at various statewide sites. This is accomplished by placing some of our full-time,
tenured/tenure track faculty or clinical faculty at these sites. However, the majority of the
courses taught at the statewide sites involve part-time faculty. These part-time track faculty are
experienced practitioners who are teachers, administrators, or retired educational
professionals. The part-time faculty are identified by the Extended Campuses staff and/or fulltime faculty and department chairs.
Faculty members assigned to teach courses in the Extended Campuses system are initially
approved for course assignments by the chair based on a letter of interest, their credentials and
their relevant professional experience related to the specific course. In the past, faculty were
approved on a semester-by-semester basis. Changes in the approval process occurred with the
restructuring of the Extended Campus system in 2013. The current individual review and
approval system extends only to new faculty members. Faculty members who have previously
been approved as instructors for target courses retain that approval until it is removed by the
department chair or college. Any proposal to have the person teach a different or new course
triggers a full review and additional approval by the department chair. All approved part-time
faculty members are available to be assigned to teach a course offered through the Extended
Campus system. The performance of part-time faculty members teaching courses off the
Flagstaff Mountain campus is reviewed periodically. The review is conducted by the
department chair and varies by department. However, a systematic approach to this review
has not yet been developed.
The CoE is at a critical crossroad in considering the future direction of the college and its various
programs. One of the key challenges of the College of Education, at present and in the near
future, is to develop a strategy for matching the program offerings/degree programs to the
evolving nature of the field and the needs of constituent groups. While the decline in
enrollment in educational programs is a national trend affecting colleges of education and a
concern cited in the program reviews, a potential strategy to address, and possibly reverse
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these trends, is to conduct a detailed analysis of important constituent needs with the intent of
aligning programs and curricula within programs with emerging needs of the profession. The
results of this more targeted assessment may indicate a need to realign existing programs or
create new programs to address emerging personnel needs; streamlining program options to
focus important needs in the state, region or nation; and critically examining the need for the
full portfolio of programs currently offered by the College. The review team can assist the
College explore options to develop and implement such a strategy.
The following section is an overview of updates in the targeted programs for review and
guiding questions we would like to address with the site review team:
B.S .Ed. in Career and Technical Education:
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Since the writing of the self-study, the BSED CTE program requirements were changed
beginning the 2013 catalog. Previously CTE300 and CTE396 were not required courses
and they were mapped to important program outcomes. So to ensure all graduates
would have the intended outcomes we had to change our core classes.
What suggestions do the Reviewers have for innovation or new initiatives with this
program?
The program is offered on-site in Phoenix. The students in the on-site program are in
law enforcement careers. How can the program faculty work in collaboration with
Extended Campuses to expand the program? How can marketing assist with identifying
prospective students, especially students from diverse backgrounds?
Since the writing of the self-study report, the faculty have developed a curriculum map
and assessments for outcomes 3 and 4. Data are being collected on these learning
outcomes. The faculty will continue to work with OCLDAA to develop student learning
outcomes and an assessment plan. The faculty are also working with Extended
Campuses to ensure that the student learning outcomes and assessments are
consistently in courses offered in all sites and course delivery modalities. What
suggestions do the Reviewers have for improving the curriculum and assessment plan
for this program? How can our program work more collaboratively with the Extended
Campuses offices to increase consistency? How can the course sequence be better
articulated in partnership with Extended Campuses?
M.Ed. in Career and Technical Education:
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The program has converted to online delivery. The program is now available to a
national and international audience. How can the program do a better job with
marketing the program to prospective students, locally, nationally, and internationally?
How can we increase the ethnic diversity of our students?
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Since the writing of the self-study, student learning outcomes have been developed, and
assessment data are being collected. Are there suggestions for ways to improve our
curriculum and assessment plan? Would a hybrid delivery mode (online and in-person
courses) be advantageous to enhancing the program and student learning outcomes?
Are there grant funds that might benefit the program?
M.Ed. in Special Education Cross-Categorical (non-certified):
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This program has experienced declining enrollment. Should we consider realigning the
curriculum, integrating the courses or curriculum content within other degree programs
in the department/college, or consider eliminating the program? Are there ways to
revitalize the program to serve the needs in P-12 schools?
The focus of the program is diluted into too many emphases. Should this program be
revised with a specific focus or curriculum target according to present needs in the
schools? A recent proposal is to bring the Positive Behavior Support (PBS) certificate
program into the Educational Specialties department. Would the PBS program increase
the viability of this degree program? What other options might we consider?
Are there other areas of foci for the program, such as in-depth coursework related to
inclusive practices, Response to Intervention, or National Board Certified Teacher
coursework?
Prior to this year, the program did not have clear student learning outcomes. With the
recent Council for Exceptional Children (CEC) release of new standards, the program
faculty have developed a curriculum map and delineated student learning outcomes.
The NAU office of Curriculum, Learning Design, and Academic Assessment (OCLDAA)
provides support and consultation on the assessment process. The faculty can work
with OCLDAA to further improve the assessment plan. What suggestions do the
Reviewers have for improving the curriculum and assessment plan for this program?
How can fieldwork experiences be improved?
M.Ed. in Educational Leadership: School Leadership K-12 emphasis
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Since the self-study was drafted, the EDL department has hired four new faculty. Three
of these faculty are on the Mountain campus; one is based in Tucson.
Since the self-study was written, the faculty have reduced the number of credit hours in
the program from 36 hours to 30 hours. The title of the program is now Instructional
Leadership K-12 emphasis. Are there other suggestions for how to redesign the
program to focus the degree and reach a different audience of prospective students?
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The faculty have been working with Extended Campuses and other entities to explore
other distance delivery options. What might the faculty consider with marketing this
program?
M.Ed. in Educational Leadership: Foundations of Education
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Throughout its history, the program has generated a moderate level of interest and
enrollment. Should we consider realigning the curriculum, integrating the courses or
curriculum content within other degree programs in the department/college, or
consider eliminating the program?
The M.Ed. in EDL: Foundations program currently does need to continue work on a set
of student learning outcomes and/or program learning goals. The faculty members in
the foundations area will work with the Office of Curriculum, Learning Design, and
Academic Assessment to develop a comprehensive set of program/student learning
goals for this program. Are there suggestions for how to develop a strong assessment
plan?
If the program is revitalized, how can the faculty market the program in partnership
with Extended Campuses?
M.Ed. in Educational Leadership: Community College/Higher Education
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The faculty are considering developing a CCHE massive open online course (MOOC), as
well as use of social networking to increase enrollment in the program. What should
the faculty consider as they explore use of technology for program recruitment and
delivery?
The CCHE core courses are online; however, some courses and the program are offered
face-to-face in some rural areas of the state. Are there other suggestions for modes of
program delivery?
As with the Foundations of Education program, the faculty are working on development
of learning outcomes and/or program learning goals. Are there suggestions for how to
develop a strong assessment plan?
Ed.D. in Educational Leadership: Community College/Higher Education emphasis
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The guiding questions listed in the M.Ed. in EDL: CC/HE section above also apply to this
doctoral degree. Additionally, are there ways to improve the newly developed CC 696
Internship course so that the learning outcomes align well with candidates’ career goals
and the American Association of Community Colleges and the American Council on
Education?
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M.Ed. in Early Childhood Education
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Since the self-study was written, the faculty have reduced the number of credit hours in
this program from 36 hours to 30 hours. The faculty have also developed student
learning outcomes aligned with national standards (NAEYC). It is the intention of the
faculty to submit this program for NCATE/CAEP accreditation. As the faculty proceed
with this plan, what should they consider with development, marketing, and delivery of
the program? Specifically, how can the program reach a national and international
audience?
M.Ed. in Elementary Education-continuing
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While the enrollment in this continuing education program has declined, the faculty are
considering ways to revitalize the program to offer courses that are relevant to today’s
teachers. For example, courses aligned with Common Core, as well as effective
practices, inclusive design, STEM areas, National Board Certified Teacher (NBCT)
courses, and other areas of specialization are possible areas to better focus the
program. What should the faculty consider with this planning?
M.Ed. in Secondary Education
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The enrollment in this continuing education program has declined significantly. As with
the above questions with the M.Ed. in Elementary Education, are there ways to
revitalize the program to be more relevant to today’s teachers?
Ed.D. in Curriculum and Instruction
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The current coordinator of the Ed.D. in Curriculum and Instruction is stepping down
from this position by Spring 2014. This program is offered jointly between the
departments of Teaching and Learning and Educational Specialties. Are there
considerations for ways to revise and revitalize the program? Should the program have
a specific focus or delineated emphases?
Are there suggestions for the Program of Studies?
Are there ways to more actively engage these doctoral students in scholarship?
College of Education Programs
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The overall enrollment in the College of Education has declined since the last review. As
stated, there are a variety of possible reasons for these declines. However, some
programs are growing or have potential for growth. Certainly, the college desires
offering high quality programs that are relevant to today’s educators. Are there
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suggestions for how to address these issues with enrollment, program development,
and program delivery?
A common theme in the self-study reports relates to staffing plans that support the CoE
mission and various goals including offering high quality undergraduate, master’s
degrees, and doctoral degrees on the Mountain campus, online, and statewide. The
college depends upon tenure/tenure-track faculty, clinical faculty, lecturers, instructors,
and part-time faculty to deliver programs. In some cases, tenured faculty serve as
mentors for specific programs and/or for programs. At times, courses and programs
offered in the various sites vary in how they are delivered. This may be intentional (i.e.,
due to the needs of the specific demographics of a group of students) or unintentional
(i,e., breakdown in communication, professional development gaps for part-time
faculty). Are there guiding principles or strategies we should consider in improving our
staffing plan?
A goal of NAU and CoE is to recruit and retain faculty from diverse backgrounds,
ethnicity, and perspectives. This has been challenging despite efforts to attain this goal.
Are there suggestions for how we might improve our recruitment and retention efforts
towards a more diverse faculty (as well as student population)?
CoE offers the Ed.D. in Educational Leadership with two emphases (K-12 Leadership and
Community College/Higher Education), the Ed.D. in Curriculum and Instruction (shared
between two departments: Teaching and Learning and Educational Specialties, as well
as a Ph.D. in Educational Psychology with two emphases (School Psychology and
Counseling Psychology). The Educational Leadership doctoral programs are offered in
statewide sites, and generally not on the Mountain campus. The C&I doctoral degree
depends on a blending of online, summer face-to-face, and statewide course offerings.
The Educational Psychology doctoral programs are only offered in Flagstaff. Are there
suggestions for how to differentiate, as well as collaborate across departments in
delivery of our doctoral programs?
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