The College of Education
We develop educational leaders who create tomorrow’s
opportunities.
AGENDA 9/26/05
2:30-2:45
Dean’s update
2:45-3:15
meeting
Follow up to fall faculty
3:15-3:40 Research directions at NAU:
draft ideas from the RGE and discussion
3:40-3:50
Values in teaching/survey
3:50-4:00 Other issues and closure from
faculty member
Update issues
•University issues:
•Technology opportunities (Oracle
Calendar, e-mail storage increase, Bonzai)
•Freshmen survey and myths.
(http://www4.nau.edu/pair/SurveysReport/S
urveysReports.asp)
•Redesign to board.
•“Student-friendly” issue (competition).
•COE issues:
•Looking forward: Summer school, Honors.
•E-portfolio workshop; tech competencies.
•Program review continuing.
•NCATE continues.
Follow up to fall faculty meeting
•Discussion groups related to Task Force
recommendations
•Interaction
•List of ideas before the SCCP
•Sample selection
Adopting technology competencies for students in each
degree program. Benefits/costs? Common competencies,
program-specific, or a combination?
Payments to faculty/Technology grants (2)
Check technology standards in each discipline like K-12,
NCATE standards to make sure we are teaching to them (3)
After core competencies, program-specific competencies (2)
Develop a list of best practices in field work. Expectations
across departments share common goals or elements?
Promising features?
Alignment with standards (e.g., EDL has 38 competencies)
Mentoring (but difficult to get excellent mentors for
elementary)
Accountability
Technology (2)
Follow-up
Group to Instructor ratios
Pool resources
More time to do it
Dissertations should relate to best practices in field work.
Periodic reviews of dissertations. What features?
Structural:
Cross college committee
Review of the Chair
Dissertation writing:
Purpose of dissertation
Contribution of the field
Writing level?
Strength of Research piece
Sound/good science
Evaluation:
Blind review
How representative are our
dissertations of important questions of
the field?
Broadening input for evaluating teaching. What
information beyond student course evaluations?
Potential concerns?
Focus on standards model (3) : e.g., have someone go in and evaluate the
teaching based on this model
Administrator evaluation (5); e.g., supervisor talks to students focus-group
style, get feedback, share with instructor. Peer coordinator evaluates what
you are doing.
Peer evaluation (5): e.g., peer meet students on-line; also criticized as “good
pal” project.
Students (3): provide formative feedback mid-way through course
Self (3): e.g., setting our own objectives and goals and submitting certain
artifacts that provide support and using a mini personal action research
approach.
On-Line Teaching Evaluations (4): e.g., separate tech from pedagogy.
Professional development to help reinforce better teaching (4)
Use student artifacts (4): e.g., portfolios, AEPA scores.
Ongoing professional development for faculty members for
the purpose of enhancing our technology skills. What
resources, materials, or learning opportunities?
DLS Infrastructure
Outside Training (3)
Inside COE Training (4)
Partnerships regionally
Technology grants
What specific changes should the college consider in light
of the recommendations from the National Academy of
Education regarding teacher education? Apply to COE
programs other than teacher education? Strengths or
weaknesses of our current practice?
Use of field sites (3)
Consistency of course syllabi in each area
National and State Standards
Integrated, Intentional Scholarship at NAU
DRAFT ideas for discussion
New Face of the American West
The Context:
Border area, with a crossing of cultures and
peoples.
Urban centers mixed with sparsely populated
rural communities.
Economies transitioning from agriculture to
high-technology and service industry.
New challenges for population in coping with
changing technology, lifestyles, health issues.
New Face of the American West
Questions that focus the intentional scholarship:
What natural and human-initiated changes are altering the
environment?
What elements of the environment affect the developing human
interactions and connections?
How do we learn to co-exist in mutually beneficial ways with
components of the environment?
Integrated, Intentional Scholarship
and the New Face of the American
West
Environment
New Face of the American West
Questions that focus the intentional scholarship:
How do humans develop meaningful lives in this place?
How has the changing environment altered the human
perspective?
What interactions and connections among people are building the
social patterns of the new west?
How do these interactions extend beyond these boundaries?
Integrated, Intentional Scholarship
and the New Face of the American
West
Environment
Human
Connections
New Face of the American West
Questions that focus the intentional scholarship:
How can our understanding of the sciences contribute to
better lives?
What can we do to improve the interaction of human
society with the environment?
What connections between emerging scientific
understanding and human health will alter the human
experience?
Integrated, Intentional Scholarship
and the New Face of the American
West
Biotechnology
& Health
Environment
Human
Connections
New Face of the American West
Questions that focus the intentional scholarship:
How do people learn effectively? How is this changing
over time?
What do the principles of learning suggest for teaching
and teachers?
How can learners effectively apply their understanding to
solve the complex problems facing society?
Integrated, Intentional Scholarship
and the New Face of the American
West
Biotechnology
& Health
Human
Environment
Connections
Learning
&
Teaching
Integrated, Intentional Scholarship
and the New Face of the American
West
Biotechnology
& Health
Human
Connections
Environment
Learning &
Teaching
Comparing faculty values (survey
results) and benchmarks of
effective educational practices.
Benchmarks of Effective
Educational Practice
Based on 42 Key questions from the National Survey of Student
Engagement (NSSE) that capture many of the most important
aspects of the student experience.
Level of Academic Challenge
Challenging intellectual and creative work is central to
student learning and collegiate quality. Colleges and
universities promote high levels of student achievement by
emphasizing the importance of academic effort and setting
high expectations for student performance.
• Preparing for class (studying, reading, writing, rehearsing, etc. related
academic program)
• Number of assigned textbooks, books, or book-length packs of course
readings
•Number of written papers or reports of 20 pages or more; number of
written papers or reports between 5 and 19 pages; and number of written
papers or reports of fewer than 5 pages
• Coursework emphasizing analysis of the basic elements of an idea,
experience or theory
• Coursework emphasizing synthesis and organizing of ideas, information,
or experiences into new, more complex interpretations and relationships
• Coursework emphasizing the making of judgments about the value of
information, arguments, or methods
• Coursework emphasizing application of theories or concepts to practical
problems or in new situations
• Working harder than you thought you could to meet an instructor’s
standards or expectations
• Campus environment emphasizing time studying and on academic work
2005 37. I value that students prepare in advance by
reading, writing, or conducting other activities.
50
40
30
20
10
0
Very important
Important
Somewhat Important
Not Important
2005 39. I value that students demonstrate effective
communication in their speaking and writing.
50
40
30
20
10
0
Very important
Important
Somewhat Important
Not Important
2005
11. Students would be likely to indicate they were challenged by the work in this
program/college.
45
40
35
30
My Program
25
COE Undergrad
20
COE Grad
15
10
5
0
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
Active and Collaborative Learning
Students learn more when they are intensely involved in their
education and asked to think about what they are learning in
different settings. Collaborating with others in solving
problems or mastering difficult material prepares students for
the messy, unscripted problems they will encounter daily during
and after college.
• Asked questions in class or contributed to class discussions
• Made a class presentation
• Worked with other students on projects during class
• Worked with classmates outside of class to prepare class assignments
•Tutored or taught other students
• Participated in a community-based project as part of a regular course
• Discussed ideas from your readings or classes with others outside of
class (students, family members, co-workers, etc.)
2005 43. I value that students work with classmates to
complete some assignments or projects.
40
30
20
10
0
Very important
Important
Somewhat Important
Not Important
Student-Faculty Interaction
Students learn firsthand how experts think about and solve
practical problems by interacting with faculty members
inside and outside the classroom. As a result, their teachers
become role models, mentors, and guides for continuous,
life-long learning.
• Discussed grades or assignments with an instructor
• Talked about career plans with a faculty member or advisor
• Discussed ideas from your readings or classes with faculty members
outside of class
• Worked with faculty members on activities other than coursework
(committees, orientation, student-life activities, etc.)
• Received prompt feedback from faculty on your academic performance
(written or oral)
• Worked with a faculty member on a research project outside of class
2005 41. I value that students contact me outside of class
time for help or to discuss the issues raised by the course
focus.
40
30
20
10
0
Very important
Important
Somewhat Important
Not Important
2005 51. I value that students receive prompt feedback
from the instructor.
50
40
30
20
10
0
Very important
Important
Somewhat Important
Not Important
Enriching Educational Experiences
Complementary learning opportunities in and out of class
augment academic programs. Diversity experiences teach
students valuable things about themselves and others.
Technology facilitates collaboration between peers and
instructors. Internships, community service, and senior
capstone courses provide opportunities to integrate and
apply knowledge.
• Participating in co-curricular activities (organizations, publications,
student government, sports, etc.)
• Practicum, internship, field experience, co-op experience, or clinical
assignment
• Community service or volunteer work
• Foreign language coursework
• Study abroad
• Independent study or self-designed major
• Culminating senior experience (comprehensive exam, capstone course,
thesis, project, etc.)
• Serious conversations with students of different religious beliefs,
political opinions, or personal values
• Serious conversations with students of a different race or ethnicity
• Using electronic technology to discuss or complete an assignment
• Campus environment encouraging contact among students from
different economic, social, and racial or ethnic backgrounds
• Participate in a learning community or some other formal program
where groups of students take two or more classes together
2005 49. I value that students use technology beyond a
word processor to succeed in my class.
30
25
20
15
10
5
0
Very important
Important
Somewhat Important
Not Important
2005 21. Teacher candidates from NAU COE have better
multicultural experience and/or instruction than typical preservice teacher candidates.
25
20
15
10
5
0
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
Don't Know
Supportive Campus Environment
Students perform better and are more satisfied at colleges
that are committed to their success and cultivate positive
the working and social relations among different groups
on campus.
• Campus environment provides the support you need to help you
succeed academically
• Campus environment helps you cope with your non-academic
responsibilities (work, family, etc.)
•Campus environment provides the support you need to thrive socially
• Quality of relationships with other students
• Quality of relationships with faculty members
• Quality of relationships with administrative personnel and offices
2005
9. Students would be likely to indicate they felt
well supported by the faculty and staff.
35
30
25
M y P r ogr am
20
COE Under gr ad
15
COE Gr ad
10
5
0
St r ongl y A gr ee
A gr ee
Neut r al
Di sagr ee
St r ongl y Di sagr ee
2005
9. Students would be likely to indicate they felt
well supported by the faculty and staff.
35
30
Strongly Agree
25
Agree
20
Neutral
15
Disagree
10
Strongly Disagree
5
0
My Program
COE Undergrad
COE Grad
Dean’s Goals, 2005-06
•Guide implementation of recommendations
of task forces (04-05)
•Secure a development officer and increase
my capacity to enhance college opportunities
•Represent the academic units effectively on
President’s cabinet
•Implement and guide early hiring processes
•Increase my understanding of ed foundations
area
•Enhance opportunities for faculty learning
•Successfully guide processes related to
accreditation decision
Closing Reminders
By the end of the year, every faculty member can
relate how he/she made a difference at a school
or other relevant setting.
By the end of the year, every faculty and staff
member will have had an opportunity for
professional growth.
High Expectations. Active Respect. Tenacious
Support.
The College of Education
We develop educational leaders who create tomorrow’s
opportunities.