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STANDARD 6. UNIT GOVERNANCE AND RESOURCES
6A. Unit Leadership and Authority
6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators?
For decades, the PEU has prepared successful teacher candidates who meet professional, state, and institutional standards. The preparation of effective teacher candidates is due to the unit's organization, planning, and operation of the teacher education program. Considering changes in program offerings and personnel, the implementation of a revised organizational structure occurred in the fall semester of 2009 that included expanding and/ or changing roles to meet the needs of the teacher education program.
The VPAA administers the operation of all academic programs at Shepherd University. The VPAA, in collaboration with the DEPS, collaboratively serve as the Unit Heads of the PEU. The DTE is responsible for the preparation of teacher candidates and is the chairperson of the PEUC. The DAA, in collaboration with the Field Placement Coordinator (FPC), is responsible for the implementation of the Tk20 data management system. This includes training of faculty, candidates, and school-based personnel. The VPAA also authorized the hiring of a part time data analyst to assist with NCATE preparation and data management (See Revised PEU Organizational Chart.).
The VPAA meets individually and jointly four times per month with the DEPS, on a bi-weekly basis with the DEPS, DTE, and DAA, and bimonthly individual meetings with the DAA and DTE to discuss issues related to policy changes, program-planning needs, the delivery of instruction, selection of faculty, and staff, and management of the teacher education budget. The DEPS runs the day-to-day operations in support of the VPAA in the implementation of all policies, procedures, and practices related to the teacher education program. The DEPS meets on a regular basis with the DTE and the DAA to support Teacher Education and NCATE preparation. The Deans of the academic schools support teacher education by participation in retreats and meetings, course offerings, curricula modifications, advisement, budget and personnel. The Dean of Graduate Studies and Continuing Education (DGSCE) supervises graduate studies at Shepherd University and contributes fiscal and personnel support, including graduate assistants, to ensure that the two graduate programs, housed within the School of Education and Professional Studies, offer programs that meet all policies and standards. The MAT and MACI coordinators manage the day-to-day operations of the graduate programs. The Dean of Graduate Studies participates in the committees and activities that support the PEU.
The DAA is a new position created and implemented in the fall 2009 semester to address NCATE preparation as well as unit data collection and data analysis. The NCATE Task Force, chaired by the DAA, addresses preparation of the unit for the NCATE visit. The PEUC is the policy making body of the PEU. The PEUC, chaired by the DTE, consists of the Specialization Coordinators from each content area, all members of the DOE, and two elected teacher education candidates. The PEUC oversees the operations of the PEU to ensure that policies and practices are developed and implemented in a non-biased and non-discriminatory manner and that guarantee due process to faculty and candidates. The PEUC ensures that its actions follow the mission, philosophy and program goals of the conceptual framework. Bi-monthly meetings, held on the first and third Wednesday of the month, are for the establishment of processes, procedures, and policies for the administration of the teacher education program. The PEU is comprised of 22 full-time faculty members representing departments across campus, who are responsible for delivering coursework within the teacher education program.
The President's Executive Staff, the VPAA's Deans Council, and meetings of the Deans and Chairpersons are opportunities to present and discuss issues pertaining to the operations of teacher education. The Graduate Council, consisting of the DGSCE, department representatives, and program coordinators for all graduate programs, discusses and implements policies that govern graduate programs. The Curriculum and Instruction Committee decides curriculum and policy changes for the entire university, and the Admissions and Credits Committee addresses candidates' petitions for exceptions to policies and practices of the university, including those that affect the teacher education program. The Technology Oversight Committee is responsible for the administration and distribution of funds that purchases and maintains technology that supports candidate instruction and faculty teaching.
The Shepherd Education Student Association (SESA) is the representative voice for all teacher education candidates. Candidates are members by virtue of selecting education as their major. Student representatives serve on the PEUC, and have the opportunity to offer insight to candidates' needs and concerns. One candidate represents elementary education majors and one candidate represents secondary education majors.
6a.2. What are the unit's recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues?
The President's Executive Staff and the Division of Enrollment Management establish and implement admissions and recruiting policies that follow state and institutional mandates (Enrollment Management website). Shepherd University is committed to equal opportunity for all applicants without regard to national origin, race, color, age, religion, gender, sexual orientation, physical disability, or financial status. Admissions recruit students from high schools and community colleges in the area. Acceptance to Shepherd University does not guarantee admittance to the teacher education program. Candidates apply for admission to teacher education with their advisors following the procedures detailed in their respective specialization handbooks and the Shepherd University catalog. Admission to the undergraduate initial licensure programs requires an overall 2.5 GPA, grades of C or better on specific courses, PRAXIS I scores or proof of exemption, Juncture 1 portfolio review, SPA-specific assessments, computer competency, and positive disposition evaluations (Pro-05s). MAT admission requirements include a BA degree, an overall GPA of 2.75 in undergraduate coursework or a score of 390 or higher on the Millers Analogies Test or scores of 440 or higher on the verbal and 560 or higher on the quantitative section of the GRE with a minimum 2.5 GPA, completion of 50% of content course work with grades of C or better, grades on specific courses, and PRAXIS I and PRAXIS II content scores.
There are two paths for entry into the MACI program; the traditional program for licensed teachers and a new path, initiated in the spring 2010 semester, for non-teaching professionals in educational settings. Licensed teachers require the BA, the 2.75 GPA, and the appropriate teaching license. Non-teaching professionals in education require BA, the 2.75 GPA or the 2.5 GPA with the Millers Analogies Test or GRE scores, letter of application, and recommendation letters.
6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?
The standing committees for publications, catalogs and calendars meet regularly to establish and update calendars and publications for undergraduate and graduate programs. Representatives of these committees include the Registrar, Faculty Senate, Student Affairs personnel, External Affairs personnel, Student Government leadership, the VPAA, School Deans, and the DGSCE. The Shepherd University catalogs (undergraduate and graduate), in print and online, describe in detail admissions policies and procedures. Schedule and calendar changes are online; grading policies are published in the Student Handbook, Faculty Handbook, catalogs, and all advisement materials. Shepherd University moved to electronic catalogues that facilitate regular updates that are necessary from the implementation of new policies and mandates. Constituencies learn of changes through their respective committees, schools, and organizations. Websites are updated as changes happen.
Admissions and retention policies of the teacher education program are described in Shepherd University catalogs (undergraduate and graduate), and fully detailed in handbooks for each specialization area. Candidates learn these policies through their advisors and in detail in EDUC 150, the mandated introductory seminar course. Candidates receive a specialization handbook from their advisor during this course. Graduate candidates receive handbooks from the graduate coordinator for their respective programs.
6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling?
The PEU ensures that candidates have access to the student services throughout their tenure at Shepherd University. Entering freshmen and their families participate in the summer orientation prior to the start of the candidates' initial semester at Shepherd University. Candidates learn about student life and programmatic offerings during this program. They meet with advisors and register for classes at the end of the orientation program. Elementary and secondary social studies candidates are assigned to faculty members in the DOE for advising, while other secondary majors are assigned to the specialization coordinator in their content area. Candidates are required to meet with their advisor each semester before they enroll in classes for the following semester.
The Academic Support Center provides candidates with tutors that assist with study skills. The Career Services Center assists candidates in creating cover letters and resumes and preparing for job interviews. Candidates have access to Technology Support as often as they need it as part of their university fees. The Counseling Center provides clinical services for candidates experiencing coping challenges during each semester. The Health Center provides candidates with health information and services. The Office of Multicultural Student Affairs and Disability Support Services advises and supports all students, but specifically traditionally under-represented students. This office provides services for students with physical, cognitive, or mental/emotional disabilities by allowing facility and programmatic access through reasonable accommodations that enable students with disabilities an equal opportunity for academic success. The Office of Veterans Affairs supports candidates who are veterans in their transition from service to our country to service to students in P-12 classrooms. A network of caring professional and student mentors at Shepherd University facilitate the success of all candidates.
6a.5.Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate?
The PEU ensures that the professional community participates in the design, implementation, and evaluation of programs and candidates. The unit created formal and informal structures to ensure ongoing participation. School based partners evaluate candidates in field placements and during clinical practice (daily observations as they mentor candidates). They communicate with faculty and clinical supervisors and make suggestions during pre and post observation conferences, and during staff development conferences. They also submit summaries of the field experience at the conclusion of each semester. Mentor and cooperating teachers give suggestions for improvement of field placement experience including increased time in the field, opportunities for reflection, and communication of expectations by university supervisors. Their comments also indicate that Shepherd University candidates are well prepared for work in the classroom (Attachment P).
Part-time faculty members are encouraged to participate in PEU retreats, and may attend both DOE and PEUC meetings. Clinical and university supervisors participate in student teaching meetings at the start of each semester. They share their insights regarding candidate preparation and the effectiveness of candidates in the classroom. School based partners provided input throughout the duration of the Professional Development School grant. Teachers, candidates and faculty supervisors collaborated and communicated via triad journaling on Sakai to improve outcomes for P-12 students, and to increase the effectiveness of the teacher candidates. Communication continues through feedback surveys and individual conferences. The Educational Personnel Preparation Advisory Committee (EPPAC) meets once each semester to discuss programmatic needs, functioning, and implementation of new and revised policies.
6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators?
The PEU functions, interwoven within the Shepherd University's organizational structure, ensure that candidates are well prepared and able to succeed in today's P-12 classrooms. Each academic school contributes to academic preparation of candidates through the delivery of general studies, specialization studies, and professional education courses. All secondary specialization areas, with the exception of social studies, are housed in the department of the discipline; e.g. Music Education (P- Adult) in the Department of Music, etc. The structure of the PEU ensures that the specializations are well coordinated and unified under the PEUC. The PEUC coordinates, reviews, monitors, and enacts policy and procedures that govern teacher education to ensure the uniformity of the infusion of the TARPS philosophy and theme into each of the specialization areas. The PEUC has the responsibility to ensure that specializations function in a manner that is consistent with the stated philosophy, theme, and candidate outcomes of the teacher education program (PEUC Minutes-Campus Workroom).
Specialization coordinators are responsible for communicating teacher education program and specialization needs and policies to their respective departments and schools. The coordinators report these needs and changes at departmental and individual meetings. In addition, the four academic school deans and the Dean of Graduate Studies attended the NCATE preparation retreat in August 2009 along with their respective school specialization coordinators. Chairpersons and specialization coordinators attended the NCATE preparation retreat in May 2010. Organizational operations, policies and procedures, assessment data were distributed and discussed during those retreats. This facilitated faculty and administrative contributions and understanding of policies and programmatic needs as programs and personnel have expanded since the last accreditation visit.
6a.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit leadership and authority 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.]
6b. Unit Budget
6b.1. What is the budget available to support programs preparing candidates to meet standards? How does the unit's budget compare to the budgets of other units with clinical components on campus or similar units at other institutions?
The operating budget available for the 2009-10 academic year for the DOE was $83, 069. The Lab Fee budget generated an additional $73,483. NCATE preparation funding was $29,264. Full-time (11 FTE) and part-time faculty salaries, stipends for supervisors, classified support staff, and all expenses come from other revenues. The total number of students declared as education majors this year was 664 or $125.10 per student. Shepherd University provided additional funds and personnel to support NCATE preparation including the creation of the DAA position, the FPC, the part-time data analyst, purchase and implementation of Tk20, the administrative support to assessment and graduate studies, and the fiscal support of specialization coordinators. The Dean of Graduate Studies supports the graduate programs (MAT, MACI, MMME) served by the PEU with positions, professional development, and personnel support.
The operating budget available for Department of Nursing was $39,989. The Lab Fee budget for nursing was $38,340.24. For accreditation preparation, the nursing program received an additional $12, 250. The nursing department had 343 students this year or $111.08 per student. The nursing program is more cost intensive because the University has to pay higher salaries to recruit nursing faculty and to purchase of specialized medical equipment. The operating budget for the Department of Social Work this year was $15,944. Social Work also received $7,900 for accreditation preparation. The social work department had 83 students this year or $192 per student. There are no Lab Fees for social work.
The operating budget for the Department of Music this year was $85, 329.42. This figure includes the cost of general education music that does not apply to other areas. The music department received $1675.28 for NASM preparation. The music department provides instruction to all Shepherd University students as a part of general studies and performance lessons. In addition, there are 46 music majors. The budget for General Studies students and majors equate to $1854.98 per student. There are no Lab Fees for music. Friends of Music, a non-profit at Shepherd University, supports the music program by providing instruments, travel assistance and scholarships to Shepherd University music performance students and music education candidates.
6b.2. How adequately does the budget support all programs for the preparation of educators? What changes to the budget over the past few years have affected the quality of the programs offered?
All units are included in the budget development process. A committee composed of faculty, staff, and students create the budget. The committee evaluates key initiatives for the fiscal year in light of the strategic plan, executive administration goals, enrollment projections, tuition proposals and the existing budget. The committee reviews the funding recommendations from the Technology Oversight Committee. Each Vice President meets with their teams and solicits budget requests. The Vice Presidents forward their recommendations to the Budget Committee for evaluation. Based on this budget process, the PEU receives fiscal support via state allocations, tuition and student fees, the Shepherd Foundation, the VPAA and School budgets and grants. The DOE budget totally supports the preparation of teacher candidates. The VPAA and DEPS support professional development, stipends for members of the PEUC, and the preparation for NCATE and State review of teacher education programs. The DOE budget includes full time and part-time faculty salaries, field supervision of candidates, technology, instructional materials and supplies, and professional development.
Academic school budgets support the secondary specializations and general studies provided to candidates within the unit. This includes faculty salaries, supplies, and everything related to the delivery of instruction to candidates. The Graduate Studies budget provides $174,000 (20% of the graduate budget) to support the implementation of the MAT, MACI, and MME programs. This includes partial funding of a DOE faculty position, course releases for the two program coordinators, administrative assistant support, graduate assistants, and funds for professional development when requested by faculty.
Part-time faculty salaries will increase 15% over the next three years. This increase will enable Shepherd University to maintain a qualified group of adjuncts and clinical supervisors that support the instruction of candidates.
6b.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the unit's budget 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.]
6c.1. What are the institution's and unit's workload policies? What is included in the workloads of faculty (e.g., hours of teaching, advising of candidates, supervising student teachers, work in P-12 schools, independent study, research, administrative duties, and dissertation advisement)?
For a full-time teaching faculty member without administrative duties, the normal teaching load is twelve (12) credit hours per semester and twenty-four (24) credit hours per academic year (Faculty Handbook, pages 33-35). In determining semester hour loads, consideration is given to laboratory assignments, private music lessons, supervision of student teaching and coaching duties. In addition to the standard workload, PEU faculty are expected to supervise candidates in field and clinical experiences, collaborate with P-12 partners, and contribute to the work of the department in administering the undergraduate and graduate programs. Almost all PEU faculty members teach a combination of undergraduate and graduate courses. Graduate courses count the same toward the 12-credit load as undergraduate courses.
Each professor is expected to schedule a minimum of six (6) office hours per week for student consultation, except during advisement week and before and after exams when there is an expectation for greater availability. Service to the University and community is an expected part of each faculty member's workload. Service load may consist of advising a student organization, committee service, volunteering in the community, and assisting at athletic events. When sufficient demand exists, off-campus, evening, and weekend classes are offered as a part of the University's mission to the service area. Faculty members share in a fair and reasonable manner in these teaching obligations, which are often at other than preferred times and locations. Evening classes and off-campus teaching are a part of the regular teaching load. A report of teaching loads, office hours, scholarship, and service assignments is submitted at the beginning of each semester. The VPAA distributes forms for the collection of these data. Each faculty member posts office hours on his/ her office door or bulletin board for candidate and faculty colleague convenience. The VPAA publishes a directory of faculty schedules and office hours. In addition, faculty members are expected to conduct research in their discipline and present and/or publish their research. A workload report is part of each faculty annual report.
6c.2. What are the faculty workloads for teaching and the supervision of clinical practice?
The full-time faculty teaching load is 12 credit hours (four courses) per semester and 24 (eight courses) per academic year (See above.). Since some DOE courses earn greater than 3 credits, many DOE faculty members teach a full teaching load while teaching fewer than 4 courses per semester. Most PEU faculty teach a combination of undergraduate and graduate courses. Graduate courses count the same toward the 12-credit load as undergraduate courses. Full time PEU faculty, assigned to clinical supervision, count clinical supervision as part of their regular course load (supervision of 1.5 candidates equals 1 credit hour). Clinical supervision may be an overload. DOE faculty members observe and supervise candidates in public school placements as part of coursework; they conduct observations of candidates working with individual, small groups, and whole group instruction. The workload for DOE faculty members is challenging; however, effective teaching and well-prepared candidates remain the hallmarks of the Shepherd University teacher education program. Supervisors work closely with faculty members to reduce the number of preparations an individual faculty member has while maintaining a full time teaching assignment. The DTE and DAA receive a 6 hour course release to complete their responsibilities while the graduate coordinators receive 3 hours of course release time. The DOE chairperson receives 9 hours of release time plus a stipend for the academic year.
6c.3. To what extent do workloads and class size allow faculty to be engaged effectively in teaching, scholarship, and service (including time for such responsibilities as advisement, developing assessments, and online courses)?
The DOE serves the initial licensure programs (undergraduate and MAT), and the MACI with 11 full-time teaching faculty and 1 clinical faculty member (FPC). Faculty members from the other academic schools provide instruction to all education majors for general studies and specialization area content and methods courses. Class sizes in professional education courses range between 10 candidates and 25 candidates. Academic advising is a comprehensive process for teacher education faculty because faculty advisors conduct a minimum of two reviews for each advisee's portfolio (Juncture I and Juncture II), discuss standardized testing and programming, field placements, and clinical practice placements. Most faculty advisors do not have this level of advisement involvement with their advisees. DOE faculty members share the advisement responsibilities for the elementary education and secondary social studies education majors. There is an expectation for faculty to be involved in scholarship and service to the university and to the community at large. PEUC faculty members are actively involved in their respective areas of academic expertise, campus committees, and they contribute to a large number of service projects that serve our immediate area, the nation and the world. Service projects include teaching students in China and Jamaica, literacy instruction in urban Harrisburg, PA public schools, teaching strategies in math for teachers in rural counties in West Virginia, faculty and candidate participation in Special Olympics, Relay for Life, Energy Express, the Shepherd University Children's Chorus and promoting inclusive teaching strategies to teachers within P-12 partner schools of the surrounding communities. Workload policies are consistent with NCATE expectations and allow faculty to engage in effective teaching, scholarship, and service.
6c.4. How does the unit ensure that the use of part-time faculty contributes to the integrity, coherence, and quality of the unit and its programs?
Part-time faculty members are highly valued and serve candidates as course instructors and university supervisors during coursework and clinical practice. Adjuncts have extensive educational preparation and professional experiences that enrich candidate preparation and classroom instruction. Most adjuncts hold or have held licenses in the content areas in which they teach. They are former or current teachers and administrators in the local partner school districts. These include performance instructors in art and music as well as classroom instructors in health and physical education, art education, early childhood, and professional education courses. Part-time faculty members provide valuable input into the development and revision of programs and instructional materials. When revisions are developed and implemented, in relation to courses that part-time faculty members teach or provide clinical supervision, feedback from these adjuncts is essential. In addition, because the adjuncts are members of the local professional community, they provide invaluable communication links with P-12 partners. They provide information regarding current trends in the implementation of district curricula and classroom management strategies. Adjuncts are encouraged to participate in PEU retreats, CTL orientation, student teaching meetings, sub-committees of the PEUC, and to attend DOE and other departmental meetings. Department chairpersons and other faculty provide part-time faculty members with sample syllabi as well as any other needed assistance to ensure the delivery of quality instruction that complements the conceptual framework. Part-time faculty members are evaluated using the same assessment survey as fulltime faculty. The Office of Institutional Research analyzes this data and provides the results to the faculty member as well as the department chairperson. This evaluation process helps ensure that the best faculty members provide the best instruction possible.
6c.5. What personnel provide support for the unit? How does the unit ensure that it has an adequate number of support personnel?
Shepherd University provides personnel support to the PEU in each area of service to candidates and faculty. All academic schools and graduate studies have administrative personnel to support academic functions. The VPAA ensures that delivery of instruction is processed through all channels effectively including the budget. The School of Education and Professional Studies (SOEPS) has a full time budget-management support person and part-time administrative assistant who work closely with the Dean. The administrative secretary supports the administrative functions of the DOE. The certification analyst processes all aspects of clinical practice and certification materials for all candidates, and assists the DTE and DAA in operations of assessment and teacher education. Shepherd University funded a part-time data analyst who provides data analysis of standardized testing and other PEU assessment tools as part of NCATE preparation. The administrative assistant for the Dean of Graduate Studies provides 40% of her work time to work related to the graduate programs served within the PEU. The Dean of Teaching and Learning provides support and assistance through technology instruction, professional development, support of online instruction via Sakai and the installation of technology, and filming of events and candidates' projects. The Information Technology Department supports candidate and faculty use of hardware, software and online resources including instruction, installation, and repair. The Registrar's Office supports the PEU by providing information that assists faculty advisors in supporting candidates' progress through the program.
The DTE, DAA, and/or the DOE chairperson request assistance from the VPAA and Deans when programmatic growth or change indicates a need for additional support. Shepherd University values and recognizes the importance of teacher education and provides the support that the teacher education program needs to function effectively.
6c.6. What financial support is available for professional development activities for faculty?
Faculty members are encouraged to participate in all aspects of scholarship including professional development. Full-time faculty members can receive $625 for professional development funds to attend or present at conferences. PEUC members may request an additional $300 for professional development. The VPAA and the Deans can provide additional funds, when requested, to support faculty presentations at professional conferences.
The Faculty Senate provides a number of professional development opportunities for faculty by application. These include four one-course-for-one-semester faculty reassignment research slots for work toward publishing and/or performance, $5,500 in mini-grants ($500 each) from the Alumni Association, three full-year sabbaticals at one-half salary for the year, and three one-semester sabbaticals with full salary for the year. In addition, the Shepherd University Foundation and Academic Affairs provide a maximum of four stipends at $3,500 per award for research yearly. Faculty can apply for grants up to $1000 from the Center for Teaching and Learning for professional development and assessment of student learning. Shepherd University also provides the assistance of the university's grant writer to facilitate grants development by faculty members for research and professional development.
6c.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to personnel 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 Development Opportunities: http://www.shepherd.edu/employees/senate/development/
6d. Unit facilities
6d.1. How adequate are unit--classrooms, faculty offices, library/media center, the technology infrastructure, and school facilities--to support teaching and learning? [Describe facilities on the main campus as well as the facilities at off-campus sites if they exist.]
The PEU serves candidates in classrooms in every building on campus. Some classrooms have state-of-the-art technology built in and others have added technology installed. As part of Shepherd University's Strategic Plan, every classroom on campus will have basic technology that includes: a computer, ELMO projector, and white board installed by the fall semester of 2010. The DOE holds the majority of professional education classes in Knutti Hall. Shepherd University piloted central room scheduling in the spring semester of 2010 and has moved to full central scheduling for the fall 2010. Central scheduling ensures that classes are in appropriate sized classrooms with sufficient technology. Some MACI courses are taught on site in Berkeley County, WV. Two faculty members chose to have offices in the Erma Ora Byrd Nursing Education building when it opened in 2008. Three DOE professors, in 2009, moved into new offices in space converted from a large open space on the first floor of Knutti. The remaining DOE faculty members have offices on the first floor of Knutti Hall as do the administrative assistant, the data analyst, and the certification analyst. Part-time faculty members share an office, also on the first floor of Knutti.
HPERS classes, offices for faculty, graduation ceremonies, and the main gymnasium are located in the Butcher Center; a building opened in 1989 for learning and sports. The Frank Center for the Performing Arts, opened in 1981, houses music classes, performance studios and offices for music faculty. The Center for Contemporary Arts (CCA), opened in 2008, provides art studio space for candidates, a state of the art digital photo-processing studio, a printmaking studio, and painting studio as well as offices for faculty. Classes for the remaining content areas are held in classrooms on the East Campus in a combination of new science classrooms and traditional classroom spaces in Stutzman-Slonaker Hall (math, FACS), Robert Byrd and Snyder Halls (computer science and engineering, math and science), White Hall (history, geography, sociology), and Knutti (English, mass communication and education). The PEU has an infrastructure that supports technology in instruction throughout the university. The university provides classrooms with Smartboards in all buildings including the older buildings, Knutti, White, and Stuzman-Slonaker Halls. Computer labs exist in all buildings with current hardware and software. Funds from the Technology Oversight Committee update computer labs on a 4-year rotation, purchase instructional technology for all content areas and provide new computers for new faculty upon commencement of service.
The Scarborough Society, Shepherd University budget, and donations help maintain a current library that serves candidates and faculty. Faculty members request video media, texts, journals, and electronic resource to support candidate learning and faculty research. The librarians use the budget to maintain and update these library resources.
6d.2. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit facilities 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.]
6e. Unit resources including technology
6e.1. How does the unit allocate resources across programs to ensure candidates meet standards in their field of study?
Shepherd University values its history and tradition of preparation of effective teacher candidates; therefore; the university works diligently to use its resources effectively. The budget committee evaluates key initiatives for the fiscal year in light of the strategic plan, executive administration goals, enrollment projections, tuition proposals, TOC recommendations, and the existing budget. All Vice Presidents meet with their teams and solicit budget requests. The Vice Presidents forward their recommendations to the Budget Committee for evaluation. Based on this budget process, the PEU receives fiscal support via state allocations, tuition and student fees, the Shepherd Foundation, the VPAA and School budgets and other sources. The DOE budget totally supports the preparation of teacher candidates. The VPAA and DEPS support professional development, stipends for members of the PEUC, and the preparation for NCATE and State review of teacher education programs. The deans meet with department chairpeople to develop budgets based on programmatic needs of departments. The DOE budget includes full time and part-time faculty salaries, field supervision of candidates, technology, instructional materials and supplies, and professional development. All new faculty members receive furniture, a new computer, supplies, and professional development support when hired.
Academic schools budgets support the secondary specializations and general studies provided to candidates. This includes faculty salaries, supplies, and everything related to the delivery of instruction to candidates. The Graduate Studies budget provides $174,000 (20% of the graduate budget) to support the MAT, MACI, and MME programs. This includes funding of a DOE faculty position, course releases for the two program coordinators, administrative assistant support, graduate assistants, and funds for professional development when requested by faculty.
As a result, the PEU is highly effective in the organization, planning, and delivery of all programs that prepare teacher candidates. The VPAA, school, and department budgets support instruction and learning through the employment of highly qualified faculty and staff and the purchase of specialized equipment and technology that enables candidates to achieve the standards of their chosen content areas.
6e.2. What information technology resources support faculty and candidates? What evidence shows that candidates and faculty use these resources?
The Office of Information Technology Services (IT) provides excellent support for the use of information technology. Residence halls have wired network ports for candidate use. Email accounts are provided for all students and faculty. Technicians provide installation and troubleshooting assistance, software discounts, and individual assistance when needed by candidates, faculty and staff. Many buildings have computer labs that faculty members can use for instruction and independent candidate use. There are about 350 computers available to students in these computer labs. Through several vendor agreements, all students, faculty, and staff have access to industry-standard hardware and software, including Microsoft (Windows and Office), SPSS, Oracle (database software only), Apple, Dell, and others. Shepherd University's Internet connection as of May 2010 is a 40 megabit/second link for the entire campus. While this is sufficient when classes are not in session, during regular academic periods this connection experiences 100% utilization from about 10 am each morning until 2 am the following morning. Students and faculty heavily use the network. The Center for Teaching and Learning (CTL) has primary responsibility for our main academic information system. Every course section has a companion electronic group created in the Sakai, Shepherd University's learning management system. For the academic year 2009-10, nearly every student had at least one class with an active Sakai group. Sakai is used for distribution of course syllabus material, online discussions, and in some cases electronic grade books and quizzes or homework assignments. CTL conducts training sessions, "lunch and learn" seminars, and one-on-one instruction for faculty members on the use of Sakai and other innovative learning tools. Students are assessed a separate technology fee of $5.50/credit hour up to twelve credit hours each semester. The Technology Oversight Committee (TOC) allocates the distribution of these funds, based on faculty and departmental requests, to support candidate learning. The TOC includes representatives from each academic school, several ex officio members of the administration, and a dean to serve as its chair. TOC purchases for the PEU include a variety of technology tools that enhance candidate learning in each specialization area. PEU purchases include content specific technology to enhance candidate learning.
6e.3. What resources are available for the development and implementation of the unit's assessment system?
Shepherd University recognizes the importance of quality assessment in the teacher education program. In recognition of the importance of assessment, Shepherd University purchased the Tk20 data management system and piloted the system during the fall semester of 2009. The Registrar's Office uses the Banner System to create and maintain student records. IT Services created a server that interfaces with Banner to create classes and records on the Tk20 system. The DOE faculty members created, and revise when needed, a matrix of key assessments that for each professional education course. Assessment tools for field placements, clinical practice and graduate and principal surveys were created and placed on Tk20. The field placement and assessment coordinator provides ongoing training to faculty, staff, and candidates in accessing and using the system. Full implementation of Tk20 in all professional education courses occurred in the spring semester of 2010. Prior to the implementation of Tk20, the DTE developed a database to track candidate demographic data, field placements, and standardized testing performance. The use of this database continues to ensure that all data are accurate and current during the Tk20 implementation process. Tk20 will be the foundation of the electronic Campus Workroom as the unit moves away from the old database. The certification analyst uses the Banner System to access candidate records to verify juncture applications as candidates move through the transition points of the teacher education program. The juncture application process will be a function of Tk20 in the future. The Shepherd University administration supports the PEU Assessment System through the creation of new positions (DAA, Field Placement Coordinator, and part-time data analyst), the purchase and implementation of Tk20, and the support of faculty members and staff who work in data collection, analysis, and dissemination.
6e.4. What library and curricular resources exist at the institution? How does the unit ensure they are sufficient and current?
The Scarborough Library, originally opened in 1965, strives to be a leading resource for information, innovation, and intellectual aspiration at Shepherd University and in the region. An 80,000 square foot library addition opened in August 2002. The library shares the addition with the Robert C. Byrd Center for Legislative Studies, a private, nonpartisan, nonprofit educational organization whose mission is to promote a better understanding of the U.S Congress. The complete renovation of the original 1965 building was completed in October 2003. This expanded facility offers technological resources including data ports throughout the building as well as much needed room for collections and for students. The Howard N. Carper, Jr. Learning Commons recently relocated to the first floor of the Scarborough Library; this area provides tutoring, instructional technology assistance, mentoring, etc. to members of the Shepherd University community.
The library holdings currently surpass 400,000 items including books, periodicals, microfilm/fiche, government documents, videos, CD-ROMs, DVDs, videocassettes, records, and other media. More than 20,369 full-text periodicals are available from the library's databases, as well as full-text encyclopedias and other reference works. The library spent $336,725.00 on online resources, e-materials, books, and audio/visual materials during the 2008-2009 academic year. Candidates and faculty have access to the library's website and resources online. This includes interlibrary loan, media, and reserve services.
Five full-time professional librarians, eight full-time technical/clerical personnel, several part-time personnel and many students staff the library. Librarians teach classes to candidates to facilitate understanding of the resources and services that the library offers. Librarians teach individual sessions within education classes or candidates can complete an elective class (1 credit hour), Information Literacy. The librarians, as departmental liaisons, speak at department meetings to ensure that faculty members have access to media, electronic journals and anything else they may need to enhance instruction. The librarians submit an annual report to the state that documents usage by candidates and faculty. Usage reports helps determine what to purchase, maintain, and/ or eliminate.
The Scarborough Society provides funds to support library collection expansion. The purpose of the Society is to endow and strengthen the Shepherd University library system by generating annual membership dues to enhance collections and technological services to the University and the communities it serves. The Society is dedicated to enhancing the library's collections, programs, and technologies.
6e.5. How does the unit ensure the accessibility of resources to candidates, including candidates in off-campus, distance learning, and alternate route programs, through electronic means?
The library has an extensive electronic data base system that the Shepherd University community can log onto from anywhere. The Full-Text [electronic] Journal Listing provides access to the full-text databases of periodicals, free web journals, government e-periodicals, and others. Additional links provide access to web resources, such as the Google Book Library Project. Candidates have access to the library's collection through its catalog and the ability to request information, books, articles and reserves via internet at home, in labs and in the residences halls. Electronic databases for educators include Academic Search Complete, ERIC, PsycArticles, Psycinfo, and Mental Measurements Yearbook.
The Scarborough Library provides reference services in person, by telephone, and online. This has contributed to the addition of many online resources to support candidate learning and faculty teaching and research. The library also provides links to other libraries such as the Library of Congress, the National Library of Medicine, etc. It also has links to the West Virginia Web portal, FedStats, etc.
Since the addition of graduate programs, the Office of Graduate Studies contributes to the library's budget to expand the hours that the library is open in the evenings, weekends, and during holiday periods. The library is open ninety hours per week during the fall and spring semesters. The expansion of hours benefits everyone at Shepherd University.
6e.6. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit resources, including technology, 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.]
1. What does your unit do particularly well related to Standard 6?
The Shepherd University administration supports the PEU fiscally and by meeting on a regular basis to ensure that programmatic needs are addressed and that programs continue to improve. The Professional Education Unit Council meets regularly to ensure policy implementation and program growth and improvement.
Each academic year Shepherd University provides numerous opportunities for faculty members who pursue scholarship and professional development. Faculty members receive $625 from their departments for professional development. An additional $500 is available from the deans' budgets and the budget of the VPAA. PEU members receive an additional $300 to support professional development in teacher education. The Dean of Graduate Studies and Continuing offers fiscal support to faculty for professional development related to graduate studies. Faculty can apply to the Faculty Senate to receive faculty reassignment for research, mini-grants, sabbaticals, and stipend grants of $3500. The Center for Teaching and Learning provides mini-grants up to $1000 for faculty who wish to research to improve the assessment of student learning and curriculum/program development. Fiscal support is available for summer research as well as during the academic year.