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STANDARD 5. FACULTY QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT
5a. Qualified Faculty
5a.1. What are the qualifications of the full- and part-time professional education faculty (e.g., earned degrees, experience, and expertise)? Please complete Table 11 or upload your own table at Prompt 5a.5 below. [Professional Education Faculty information compiled by AIMS from earlier reports submitted for the national review of programs and updated by your institution (see Manage Faculty Information page in your AIMS workspace) can be imported into Table 11. For further guidance on completing this table, see the directions provided below (select link "click here") as well as in the Help document (click on "Help" in the upper right corner of your screen.]
5a.2. What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?
Full-time PEUC faculty members possess a doctorate except for the physical education and art specialization coordinators and one DOE faculty member. The physical education coordinator holds the Masters in Art in Special Physical Education with expertise in adapted physical education. The DOE faculty member is ABD, certified as a reading specialist, and has more than 25 years experience teaching reading, early childhood, and all elementary grades and in Head Start programs. The annual, third year and tenure review processes ensure that individual faculty members stay current in their area of expertise. Faculty members demonstrate growth in the areas of scholarship, service, and teaching at each review. All faculty members who serve as university supervisors have held or continue to hold teaching licenses. All secondary specialization coordinators have terminal degrees and extensive professional experience and scholarship in their respective academic areas.
The majority of part-time faculty who work as adjuncts or who serve as student teaching supervisors do not have doctorates; however, these adjunct faculty members have extensive specialized knowledge and professional experience as teachers and administrators in P-12 public schools (greater than three years of public school teaching experience). They hold certification in the areas they supervise. In addition, they have undergraduate and graduate preparation in the content areas they supervise that support the specific needs of the teacher program. The hiring and evaluation of adjunct faculty members, conducted at the program level, ensure quality and accountability of the supervision provided to candidates.
Based on WVDE Policy 5100, faculty members must have one degree higher than the candidates they teach; therefore, only adjunct faculty members with a doctorate qualify to serve as instructors of graduate courses. Currently, one adjunct with a doctorate serves as a graduate faculty member.
5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
Partner school districts have worked with the PEU for decades and have a history of collaboration for field placements and clinical practice. Shepherd University and its partner school districts have signed a "Memorandum of Understanding," formally renewing their shared commitment to the preparation of teacher candidates (Campus Workroom). School districts in three states have provided teacher candidates with outstanding opportunities to learn and model best practices from highly qualified mentor teachers. P-12 teachers who serve as mentors must be licensed in the content area in which they teach and where the candidate will be placed, have a minimum of three years of teaching experience, and be recommended by their building administrator. As a result, all P-12 personnel who serve as mentors are qualified in the area in which they teach and supervise.
Currently, individual course instructors negotiate placements with administrators or individual teachers for field components of coursework. The role of the Field Placement Coordinator is expanding to include placement responsibility for all field placements. Partner school districts work closely with the DTE and the Certification Analyst to ensure that candidates are placed with successful, qualified mentor teachers. The DTE notifies the school districts by letter the number and type of placements needed each semester for clinical practice. The Certification Analyst communicates with each school district and verifies the qualifications of mentor teachers when candidates are placed with mentors who are new to the process.
5a.4. What contemporary professional experiences do higher education clinical faculty members have in school settings?
All full-time DOE faculty members teach courses with mandated field components. Secondary specialization courses include field-based experiences in music, health, and physical education beyond those field experiences embedded in professional education courses. Course instructors supervise candidates completing field experiences in each of the courses they teach. Faculty members also serve as university supervisors for student teaching on a regular basis. This provides the faculty with opportunities to observe and collaborate with school partners and candidates to implement effective instructional strategies. This also fosters reflection as PEU faculty members infuse the needs of P-12 schools into their course presentations and activities. Faculty members, through these observation experiences, maintain close contact with P-12 school personnel and the reality of today's schools. They collaborate with P-12 personnel to present workshops that offer needed strategies that address the diverse learning needs of today's P-12 students. Graduate classes, taught by PEU faculty, are located on occasion at a local high school.
PEU faculty members write grants with P-12 personnel to provide new learning strategies for teaching diverse students and students with disabilities. They invite classes of P-12 students from local schools to experience music, science, math and reading in fun ways on campus. These opportunities serve to introduce university life to students who have no exposure to college and/or limited expectations to attend college. The specialization coordinator for music education directs a children's chorus on campus for school-aged children from the surrounding area.
Faculty members serve as advisors for student organizations that volunteer to work in public schools as part of instruction and community service for these organizations. They attend meetings hosted by the WVEA and local schools where they have the opportunity to address current issues.
5a.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty qualifications may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]
5b. Modeling Best Professional Practices in Teaching
5b.1. How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields?
All professional education courses align with the program goals/candidate outcomes of the conceptual framework, Teacher as Reflective Problem Solver (Course Syllabi-Campus Workroom). Faculty members include the conceptual framework logo on all syllabi as a means of initiating dialogue at the beginning of each course each semester. Faculty members provide assignments in each course that demonstrate the infusion of the conceptual framework throughout the curriculum. The PEU faculty members address the three strands (diversity and social justice, students with exceptionalities, and technology) of the conceptual framework within assignments (S1, S2, and S3 Infusion Tables).
EDUC 150: Seminar in Education is a required course for all candidates entering the teacher education program. This course introduces the conceptual framework, the INTASC Standards, and the programmatic strands. Course instructors teach the conceptual framework, and its specific components are woven throughout the program in both the classroom and in the field. Candidates create a portfolio in EDUC 150 that demonstrates initial understanding of the conceptual framework and the steps for successful transition through the program. This process of completing assignments that emanate from the conceptual framework can be observed in the artifacts that candidates self-select and include in their portfolios.
PEU faculty advisors ensure that candidates address the conceptual framework when they evaluate advisees' portfolios. Candidates select artifacts and write narratives that demonstrate the candidate's understanding of the conceptual framework and the program strands. Portfolio narratives document the alignment of artifacts with the program goals of the conceptual framework as well as the knowledge, disposition, and performance expectations for all specialization areas. Advisors review portfolios to ensure candidates' understanding of the conceptual framework, SPA standards, and program requirements.
Current theories and concepts as well as the conceptual framework are infused into every upper division course. Candidates write a reflective summary following the completion of each field experience. The cycle of action-reflection-action demonstrates candidate growth and mastery of the conceptual framework as the candidate enters, moves through, and completes the program.
5b.2. How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?
PEU faculty members actively encourage constructivism through the development of reflection, critical thinking, problem solving, and professional dispositions by incorporating a variety of instructional strategies in every course. Syllabi indicate that candidates complete assignments that require research, critical thinking, dialogue, application, and conclude with reflection on learning and growth. Candidates learn these concepts prior to placement in the schools, and reflect on each concept with each field experience. The introductory course includes an all day job shadow in the candidate's declared specialization area as a culminating activity following the introduction of the conceptual framework and program strands. Subsequent courses build on this initial experience as candidates learn the foundations of American education, education and human development theories, and content knowledge that contribute to the foundation of success that the candidates expect to achieve in the P-12 classroom. Candidates develop a philosophy of education in multiple documents that document their learning and growth over time and experience in the program. Field placements, especially those in pedagogy and methods courses, are integral components of the action-reflection-action process that is critical to success in the teacher education program. At the end of each field placement, candidates write a reflection evaluating what they gained in terms of knowledge, disposition, and performance from the field experience. This critical reflection piece continues throughout the program as candidates work in reflective pairs in P-12 classrooms to discuss observations of student learning, practicing teachers instructing students, analyzing each other's lessons and self-reflecting on performance in the classroom. The culmination of this process occurs during clinical practice with the completion of the TWS and the final reflection on the clinical practice.
5b.3. What types of instructional strategies and assessments do unit faculty members model?
The PEU models a constructivist approach to classroom practice that is culturally relevant and enhanced through technology. Faculty members strive to model assessment strategies that support candidate growth and P-12 student learning. The PEU classroom is a learning environment that uses a myriad of instructional and assessment approaches that align with the conceptual framework, SPA standards, WVDE and institutional program policies and practices.
Course instructors employ both deductive and inductive methods including direct instruction, discovery learning lecture, interactive discussions, small group, candidate projects, peer teaching, independent research, candidate presentations, reflections on work in the field, and candidates' assessments of student learning. The Unit Assessment Plan (Attachment J) demonstrates the commitment of the PEU to evaluate candidates' knowledge, disposition, and performance skills using diverse assessment tools. Candidates' knowledge, disposition, and performance skills are evaluated using standardized exams, portfolios, papers, tests, hands-on activities, performance and skills tests, individual and group projects, presentations, reflections, and observation reports related to fieldwork and clinical practice, and reflections. Candidates submit key course assignments via Tk20 and Sakai, and instructors use rubrics to evaluate assignments. Candidates receive grades, rubrics and instructors' comments via Tk20 and Sakai.
Candidates practice reflection throughout the entire program. Candidates who embrace the reflective process demonstrate appropriate dispositions that are the foundation of the conceptual framework. Pro-05s evaluate dispositions as well as observations of instructors, advisor, and mentor teachers (Attachment V). PEU faculty members are committed to equitable, fair practices in teaching and assessment.
5b.4. How do unit faculty members incorporate the use of technology into instruction?
Technology is a specific strand that is embedded throughout the teacher education program (S3 Technology Infusion Table). PEU faculty members use technology consistently in all coursework. Technology is used to enhance communication (internet, Power Point, Smart Board, Tk20 and Sakai) or it may be used as a tool/resource for student research, demonstration and modeling of best practices. Some faculty members teach courses as hybrid (online/face-to-face) classes. Smart Boards were installed in every classroom used for professional education courses in Knutti Hall in the spring semester of 2010. The computer lab was updated in the spring semester of 2009. All labs are updated every four years as part of the university's strategic plan.
Course instructors in professional education courses align coursework with the International Society for Technology in Education/ National Educational Technology Standards and Performance Indicators for Teachers (NETS-T Standards). In addition, computer competency is required of candidates for juncture and graduation. Technology competence is a requirement of many SPA standards (SPA/CAR reports). For example, technology is an integral part of every mathematics course that the candidate in secondary mathematics completes; therefore, technology is infused in the instruction of all content mathematics courses. NCTE expects candidates in English education to model best teaching practices using technology in the secondary English classroom including webquests, Sakai, Smartboards, and web resources. Art education students use Blogger, digital cameras and videos, PhotoShop with MAC lab access, and ELMOs. FACS candidates use nutritional analysis programs to teach students healthy eating and food planning. Music candidates use MP3 libraries, electronic musical instruments and recording technology, DVDs and CDs as part of instruction, and PRAXIS preparation. Science education candidates use technology rich labs and classrooms, microscopes, and current computer applications that foster science research. Health and physical education candidates use anatomy models and software, heart monitors, pedometers, smoking evaluators as well as developing brochures and flyers for health fairs. Candidates teach in P-12 classrooms and create class presentations using technology.
Candidates incorporate the use of technology as a component of lesson plans and units that they develop in methods courses as well as during clinical practice. Candidates demonstrate computer competence to their advisors as a transition point and as part of university requirements for graduation. They also communicate via email and Sakai to their professors, mentor teachers and each other.
5b.5. How do unit faculty members systematically engage in self-assessment of their own teaching?
PEU faculty members model the conceptual framework, TARPS, as part of their practice when teaching. Faculty members reflect on their teaching and model best practices in the classroom. Consistent and constant reflection is the expectation for candidates as well as the tradition of the PEU faculty. The PEU reflects the knowledge, professional dispositions and performance skills that are critical to the success of candidates in the field.
Faculty members write an annual report that describes their accomplishments regarding teaching, scholarship, and service. Faculty members also write annual goals for the upcoming year that they wish to accomplish in each of these three areas. The faculty members reflect on strategies to improve their teaching as well as enhance the approaches they find successful within the classroom. In addition, they receive course evaluations each semester for the previous semester from the Office of Institutional Research (DEPS). Course evaluations, the annual report, and input from the department chair are significant components of the annual evaluation the school dean writes for each faculty member. The evaluations are discussed in individual meetings with the PEU faculty members' respective deans.
When WVDE policies (WVDE Policy 5100) and unit procedures are revised, faculty members review course offerings, revise syllabi, select new course materials and instructional approaches that engage candidates and lead to effective practice. PRAXIS scores are analyzed to enhance curriculum offerings to improve candidate outcomes. Surveys completed by graduates, alumni, cooperating teachers, and principals are reviewed to improve areas of deficit to ensure that candidates are well prepared to teach. Data results indicate areas of strength and needed improvement that lead to changes in coursework and field activities.
The Center for Teaching and Learning provides workshops for all faculty and learning communities specific to the needs of first and second year faculty. Departmental mentors work with beginning faculty members to support success; while senior faculty members continue to support junior faculty in teaching, scholarship, and service. Funding provided by the institution, Faculty Senate, academic schools and departments, support faculty engagement in professional development to enhance teaching and explore professional interests that address topics of interest that lead to improvement of teaching and learning for candidates.
5b.6. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty teaching may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]
* Course Syllabi in Campus Workroom
5c. Modeling Best Professional Practices in Scholarship
5c.1. What types of scholarly work are expected of faculty as part of the institution's and unit's mission?
Shepherd University expects all faculty members to pursue scholarly endeavors that reflect their professional growth, interests and talents while supporting the mission of the university. PEU faculty members are expected to pursue scholarship that strengthens the implementation of the conceptual framework and the teacher education program as well as professional development in the chosen academic discipline (Faculty Handbook, page 31). Scholarly works contribute to the profession, the life of Shepherd University and the success of the unit. The Faculty Handbook describes examples of scholarship as publications in peer reviewed journals, juried art/music and other creative activities, grant productivity, presentations at learned forums and attendance at workshops, consulting and contracted research, and ongoing research, academic awards and honors, and deemed as meeting expectations in professional/institutional service. Publications include individual and collaborative works that demonstrate the unique talents and interests of the faculty. Scholarly work is evaluated as part of every faculty member's annual review and progress toward merit raises, promotion and tenure.
Shepherd University supports the scholarly work of the faculty of the PEU through the fiscal support of professional development (Attachment Z). This includes funding for presentations at Shepherd University Faculty Research Forum, national and regional conferences, sabbaticals for research, support of research that leads to publication, and attendance at professional trainings and workshops.
5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit's faculty is engaged in scholarship? (Review the definition of scholarship in the NCATE glossary.) [A table could be attached at Prompt 5c.3 below to show different scholarly activities in which faculty members are involved and the number involved in each activity.]
PEU faculty members are engaged in scholarship activities that support the mission of Shepherd University, the conceptual framework, and their professional interests related to teaching, learning and assessment. Scholarship activities include Orff and Kodaly music methods, presentations at AERA on social justice, providing literacy strategies to improve outcomes for inner city seventh grade students, research on the history of Storer College, and the acquisition, administration, and assessment of various grants. A sampling of grants includes SPECIALMATH: Integrating Technology for Teaching Standards-Based Special Education and Mathematics grant for $70,555 (2010), Science and Technology Grant for $74,520 (2009), Technology Oversight Committee, and PDS (2005-2010). Teaching topics include inclusion strategies in local schools and published Scholar in English Pedagogy and Literary Studies, "Henry Louis Gates, Jr.," Scribner's American Writers Series (2010); and co-author of Reading Writing Relationships (Kendall Hunt); National and International Conference Presentations, "The Female Voice and Art of Storytelling," CEA Conference, 2010 .
A complete list of faculty research and presentations is located in the electronic Campus Workroom.
5c.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty scholarship may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]
5d. Modeling Best Professional Practices in Service
5d.1. What types of service are expected of faculty as part of the institution's and the unit's mission?
Shepherd University views service as an integral part of its mission and core values: learning, engagement, integrity, accessibility, and community. The university expects faculty to contribute to the professional and social life of the communities and area served by the Shepherd University. Because Shepherd University is interested in maintaining the good will and confidence of its constituencies and the public at large, it is expected that each faculty member will contribute to the community goodwill (Faculty Handbook).
The university defines service to the campus as committee service, co-curricular activities, civic work, administrative service, collaboration with other institutions, civic activities related to the academic discipline, social activities, and presentations to community groups (Faculty Handbook). PEU faculty members provide service to their departments, unit, the university, and to the community. They serve as members of university wide, academic school, unit, and department committees. They also serve as advisors to student organizations and as members of advisory boards.
5d.2. In what types of service activities are faculty members engaged? Provide examples of faculty service related to practice in P-12 schools and service to the profession at the local, state, national, and international levels (e.g., through professional associations). What percentage of the faculty is actively involved in these various types of service activities? [A table could be attached at Prompt 5d.3 below to show different service activities in which faculty members are involved and the number involved in each activity.]
Faculty members provide workshops and presentations to public school faculties and lead musical groups and choirs for children and adults on and off campus. They serve as judges in the public schools for science fairs and adjudication for public school choirs and bands. Faculty members also teach school district partners inclusion strategies related to mathematics that incorporate technology in instruction. They lead educational trips abroad that include the community members as well as teacher candidates. PEU faculty members organize and participate in the Appalachian Heritage Festival, faith sponsored educational activities, and political and civic activities.
PEU faculty members write grants that benefit candidates learning and outcomes for P-12 students. They also review conference program applications for national organizations, volunteer at professional conferences, serve in leadership positions in campus and in professional organizations, volunteer in P-12 classrooms, and serve as consultants to local schools providing training sessions for professional development. Professors serve on national committees for academic organizations.
PEU faculty escort students and community members on study abroad trips that enhance content knowledge and cultural awareness. Candidates also travel with faculty across the United States as part of course work in history, science, English and Art Education. Candidates have the opportunity to work in primary and high schools in Jamaica, West Indies. The DEPS facilitates a biannual trip for education candidates to work with elementary and secondary students and mentor teachers in Jamaica.
5e. Unit Evaluation of Professional Education Faculty Performance
5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants?
The Faculty Handbook clearly delineates an expectation of quality teaching and the methods by which faculty members are evaluated (Faculty Handbook). Full-time faculty members write an annual report that describes their accomplishments in relation to teaching, scholarship, and service. They set goals for the following year to accomplish in each of these three areas. The dean writes an evaluation of each faculty member with input from the chair and shares these evaluations in individual meetings with faculty members. Adjunct faculty members do not participate in this annual review process; however, their evaluations emanate from the department chairs. Department chairs mentor, assist, and evaluate adjuncts. The Faculty Handbook also provides faculty with the opportunity to evaluate the DTE and Deans. Sample forms are included in the handbook for faculty use and submission to the VPAA. The DEPS interviews unit faculty members as part of the DTE's annual performance evaluation. The VPAA includes these evaluations in the annual reviews of the DTE and Deans.
Evaluation of teaching through course evaluations are a significant part of the annual evaluation and promotion and tenure processes for each faculty member. The PEU requires that every professional education course is evaluated using the standard university course evaluation form. The Office of Institutional Research provides course evaluations to instructors as well as the department chair and dean. The department chair reviews evaluations and discusses concerns with individual faculty members. Instructors who receive negative evaluations may receive professional development from colleagues, chairperson, dean, and the Center for Teaching and Learning. Adjuncts that do not perform well in the classroom and receive negative course evaluations are not rehired.
All tenure-track faculty members submit a portfolio to their school's Promotion and Tenure Committee (PTC) in no later than the third year of employment at Shepherd University or in the third year of tenure earning credit. The PTC conducts a review using the same criteria used for a tenure review and will submit, in writing, the results of that review to the faculty member under review.
Faculty must be reviewed for tenure no later than the completion of the sixth year of service at Shepherd University or in the sixth year of tenure-credited at Shepherd University.
5e.2. How well do faculty perform on the unit's evaluations? [A table summarizing faculty performance could be attached at Prompt 5e.4 below.)
The Institutional Research office does not provide aggregate course evaluation data at this time. The academic deans for each school evaluate faculty performance in conjunction with the VPAA.
5e.3. How are faculty evaluations used to improve teaching, scholarship, and service?
Faculty members state goals for each year on their annual report to their respective chairperson, school deans and the VPAA. Course evaluations completed by candidates assist in the documentation of the achievement of identified teaching goals (DEPS). Evidence of service and participation on committees and other activities is part of the annual review and promotion and tenure process. Scholarship is evaluated as part of the annual review and promotion and tenure processes. Faculty members under evaluation present materials to the PTC and detailed written feedback is given to the professor.
Teaching, scholarship, and service goals are evaluated during the annual review meeting with the dean. The faculty member must report on the actual achievement of set goals through a narrative on scholarship, teaching and service. Part of each narrative addresses improvements made, changes and adjustments based on the things learned since the last review. The established criteria at each department level are consistent and align with the basic components of the conceptual framework.
The VPAA, dean and chairperson facilitate opportunities for professional development and mentoring for faculty who require assistance as well as faculty members who wish to pursue professional interests.
5e.4. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the unit's evaluation of professional education faculty may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]
Faculty Handbook: http://www.shepherd.edu/employees/senate/documents/handbook.pdf
5f. Unit Facilitation of Professional Development
5f.1. How is professional development related to needs identified in unit evaluations of faculty? How does this occur?
As part of the annual review process, the department chair and dean identify any concerns they may have about a faculty member's performance. This may be based on teaching observations, course evaluations or issues pertaining to academic advisement. They may encourage professional development in a particular area to address weaknesses. Unit faculty may seek peer evaluation, mentoring, and support from personnel from the Center for Teaching and Learning. Faculty members have the opportunity to attend workshops, conferences, and classes taught by colleagues to improve teaching and outcomes for candidates.
In addition, surveys completed by graduating candidates, principals, and cooperating teachers indicate strengths and needs of instructors, courses, and the program. PRAXIS scores also indicate needed changes in curriculum to improve outcomes for candidates. This information provides important information that has resulted in course and teaching modifications.
5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit's conceptual framework?
PEU faculty members are offered a vast array of professional development opportunities at Shepherd University. The VPAA provides fiscal support for faculty to present at national and regional conferences. The DGSCS provides additional support for graduate faculty to attend conferences and participate in training opportunities. The PEUC provides additional funding for PEU faculty to attend conferences to pursue academic interests. Academic schools, departments, and the Faculty Senate financially support faculty research as well. The DAA and the Field Placement Coordinator provide ongoing group and individual training and support to faculty and candidates learning and using Tk20. The implementation of Tk20 was a challenge that the faculty embraced to enhance our assessment system.
The Center for Teaching and Learning offers monthly workshops that support faculty performance throughout the academic year. There are two-year learning communities designed to support new faculty through monthly workshops. They also provide multiple level trainings in Sakai. Advisement workshops help faculty improve their advisement skills. The Office of Multicultural Student Affairs and Disability Support Services offer faculty workshops in diversity and teaching candidates with disabilities and diverse learning needs. The Registrar offers annual workshops to enhance faculty's knowledge of the RAIL system to support instruction and advisement. The Office of Multicultural Student Affairs and Disabilities offer workshops to help faculty serve diverse candidates effectively. The Counseling Center provides workshops that help faculty address the needs of students in crisis.
The Faculty Research Forum gives faculty the opportunity to present their research and professional development to their colleagues and the campus at large. Many PEU faculty members have presented and almost all have attended these important lectures by colleagues.
5f.3. How often does faculty participate in professional development activities both on and off campus? [Include adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants.]
The PEU provides a retreat prior to the start of the fall and spring semester for the PEUC and staff. Adjunct faculty members are encouraged to participate, and deans and chairpersons are invited as well. Recent topics have included NCATE preparation, WVDE refiling of teacher education programs, revision of the conceptual framework, 21st Technology, and NETS-T standards.
The university implemented an expanded new faculty orientation program beginning in August 2010. Administration, faculty and staff provide numerous workshops for one week prior to the start of the academic year. The Center for Teaching and Learning will continue to provide numerous professional development opportunities for faculty throughout the academic year.
Departments and academic schools provide guest speakers on relevant topics in teaching and learning relative to teacher education. Faculty members also attend conferences or workshops off campus with state, regional, national or international organizations. The VPAA, DGSCE, and academic deans can provide specific information about conference attendance and presentations.
5f.4. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the unit's facilitation of professional development may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]
* Center for Teaching and Learning: http://www.shepherd.edu/ctl/index.html