Unit Plan - 2005
The following assumptions are based upon an environmental scan of internal and external conditions that are expected to influence the unit?s planning for the period of 2000-2005. These assumptions are not meant to be all inclusive nor are they given in rank order; instead, they were designed to serve as starting points for discussion in departments and across departments as efforts got underway to build working drafts of program/departmental unit plans and to determine resource requests. This unit plan, therefore, is an attempt to show how the college as a whole and as individual units will respond to the various factors outlined below.
External Factors:
1. The demand for educational personnel will continue to escalate through 2005.
2. The supply of educational personnel, especially teachers and school administrators, will not keep pace with the demand. Shortages will be especially noticeable in special education and most secondary education fields.
3. Demand for off-campus graduate programs will level off by 2005.
4. Demand for counseling, and communication disorders graduates will remain relatively stable.
5. Increased enrollments at community colleges will create interest in higher education graduate programs for current and potential community college personnel.
6. Legislative and State Board of Education monitoring and intervention in higher education will increase.
7. The Board of Governors will encourage collaborative programs among IHEs.
8. Demand for web-based instruction and/or accelerated programs will increase.
9. An emphasis upon accountability (i.e., assessment of candidate performance) for teacher education programs will increase.
10. Reciprocity with adjacent states for tuition adjustments will not occur.
11. State funding for higher education will not show marked increases.
12. The increase in for-profit providers of educational services will impact a number of programs in the college, as will the proliferation of courses offered on-line.
Internal Factors:
University-wide
1. ASU will remain a comprehensive regional university with a strong regional, national and international profile.
2. ASU will continue to emphasize undergraduate education over graduate education, especially on campus.
3. On campus enrollment will not exceed 13,500 students; major increases will be in the number of undergraduates.
4. Continued emphasis will be placed upon shared programs with community colleges.
5. Operating budgets will not receive major increases.
6. By 2005, the distinctions between off-campus and on-campus funding and productivity will be removed.
7. Tuition costs will increase.
8. The number of out-of-state tuition waivers for graduate study will not increase markedly.
9. Modest increases in space availability will be seen.
10. Renovation funds will be difficult to obtain from the legislature.
11. Technology infrastructure for the university will increase.
RCOE
1. Undergraduate and graduate teacher education will remain the largest RCOE programs.
2. Secondary education and K-12 programs across campus will not grow substantially and some selected programs, due to lack of enrollment, could be dropped.
3. Human services programs and higher education programs will continue to receive full support from the college and university but enrollments must remain stable and some attention to increases will be desirable.
4. The doctoral program enrollment will maintain steady enrollment and will be the only full doctoral program offered at ASU.
5. The RCOE will maintain accreditation of its programs; changes in accreditation expectations, especially for teacher education, will prompt continued curriculum revisions.
6. International exchanges/programs/activities will show a modest increase.
7. Recruitment of students for on-campus graduate programs in teacher education will be increasingly difficult.
8. Departments will have to plan further ahead and more carefully to balance on and off campus offerings in order to meet obligations to students and programs in both places.
9. Maintaining the equity and quality of off-campus programs will need to be a high priority.
10. Some graduate programs will see their on-campus student population decrease to the point where some on-campus offerings may have to be curtailed.
11. Graduate assistantships will become more difficult to fill in some departments; the result could be an overall decrease in the number of assistantships allotted to the college.
12. Off-campus delivery of the college?s programs will become a major part of the college?s instructional activity.
13. Although the college will increase its use of NCIH and web-assisted instruction, face-to-face instruction will remain a mark of distinction for the college.
14. On-going support of faculty development in the uses of technology will be critical to the success of academic programs in integrating technology into teaching and learning.
15. An increased emphasis upon field experiences in teacher education programs will require greater attention to experiences with diverse populations due to changing demographics in school populations.
16. Clinical fieldwork for faculty in teacher education will become a larger part of workload.
17. Increased funding will need to be sought if major expansions of professional development schools are to occur.
18. Faculty and student diversity will show modest increases.
19. Major increases in the number of new faculty positions will occur only if the college can show increased teaching workload factors for faculty in comparison to other campus units.
20. Faculty workload will, in many cases, involve off-campus teaching; much of this teaching, especially at the graduate level, will become in-load.
21. Grant funding will be necessary to augment state funding.
22. Increases in contributions from donors will continue with most increases coming in planned gifts.
23. The heightened emphasis upon program accountability will result in increased administrative tasks for program coordinators, chairs, and Dean?s Office staff.
24. Space access and use will remain critical issues for the college.
In light of the above, the following major themes will be addressed in the Reich College of Education 2000-2005 Unit Plan:
1. SYSTEMATIC REVIEW, REVISION, DELIVERY, AND IMPLEMENTATION OF CURRICULA
Because of the constantly evolving nature of accreditation and the continuing presence of state mandates, the curricula must continue to be updated on a regular basis and must remain congruent with research and practice if the college?s graduates are to be prepared appropriately to assume positions as educational and human services personnel in both school and non-school settings.
2. RECRUITMENT
The RCOE must constantly monitor its recruitment efforts and be more systematic in its efforts to attract additional students, especially Native Americans, African-Americans, Hispanics, and Asian, and must examine and monitor its retention practices on a continuing basis. The RCOE needs to adopt an equally aggressive posture toward recruiting and retaining a quality, diverse faculty.
3. FACULTY DEVELOPMENT
The RCOE must continue to build upon its current faculty development activities with particular attention to insuring that adequate resources are available to support them.
4. INSTRUCTIONAL TECHNOLOGY
The RCOE must recognize the importance of delivering quality instruction, with particular attention to the integration of instructional technology into the teaching/learning process.
The college must also recognize the importance of acquiring and maintaining equipment and staff support for the delivery of such instruction.
5. CENTERS, CLINICS, AND PARTNERSHIP
The RCOE?s centers, clinics, and ASU-Public School Partnership are a vital part of the college?s organization and public school/community collaborations. These centers, clinics, and partnership must be supported, and their resources used to meet the needs of the college?s various constituencies.
6. TEACHING, SERVICE, AND RESEARCH
The RCOE must maintain its commitment to high quality teaching, service and research via its policies and procedures governing faculty evaluations, merit, promotion and tenure while seeking continuing financial and administrative support for all three areas.
7. ADVANCEMENT
The RCOE must adopt an aggressive stance toward seeking external support for the college whether it be through grants and contracts or through contacts with alumni and other potential contributors.
8. MULTI-CULTURAL/GLOBAL PERSPECTIVES FOR PROGRAMS
The RCOE must continue to seek ways to enhance multi-cultural perspectives in its programs and activities while also seeking to cultivate and maintain an active international involvement for faculty and students via exchanges and partnerships.
9. PHYSICAL FACILITIES
With additional positions and program changes and additions, along with increased technology needs, the college must ensure that the physical facilities are updated and designed to meet both current and emerging needs and to seek, where appropriate, additional space outside Edwin Duncan Hall.
With these themes as a guide, the RCOE will continue to build its reputation as a premier college of education in the preparation of educational and human services personnel for both school and non-school settings.
RCOE Unit Plan 2000-2005 Unit Goals and Objectives
(Note: the following goals and objectives are not prioritized.)
1. Provide leadership and support to departments in systematic review, revision, delivery and implementation of curricula.
1.1 Maintain and revise, as appropriate, the RCOE Conceptual Framework as it applies to all basic and advanced professional education programs (2000-2005).
1.2 Monitor and support both undergraduate and graduate programs to insure continued compliance with both state and national accreditation standards (2000-2005).
1.3 Sponsor and conduct symposia for both faculty and students on current issues related to education and human services programs (2000-2005).
1.4 Continue to participate in the university?s and the UNC system?s program review/revision process to determine the viability and appropriateness of programs (2000-2005).
1.5 Establish a systematic candidate performance assessment system for all RCOE programs and establish systematic means of data collection to support such a system (2000-2005).
1.6 Conduct on-going follow-up studies of graduates, and surveys of employers and disseminate the results to faculty/programs on a regular basis to effect improvements in curricula and policy/procedures where appropriate (2000-2005).
1.7 Plan, review, critique, and facilitate the design of new courses and programs at all levels (2000-2005).
1.8 Determine the appropriate balance between graduate and undergraduate education, both on and off-campus, and make programmatic decisions based on that balance (2000-2005).
1.9 Support alternative delivery systems, especially interactive video (NCIH), web-assisted, and, where appropriate, web-based instruction with particular attention to quality of instruction and student performance (2000-2005).
1.10 Continue to request additional faculty and staff to meet demonstrated needs (2000-2005).
1.11 Monitor current admissions policies and procedures for all RCOE programs and make adjustments where necessary (2000-2005).
1.12 Support off-campus instruction through a cohort-based model and through the Appalachian Learning Alliance as long as funding is available to underwrite such efforts (2000-2005).
1.13 Review and determine the appropriate role for cognate areas in the doctoral program and make adjustments as necessary (2000-2001).
1.14 Establish the appropriate role for field experiences in teacher preparation programs, with particular attention to diversified early field experiences in all programs but especially in secondary and K-12 programs; in addition, establish quality controls for field experiences in off-campus programs (2000-2003).
1.15 Establish on-going, systematic training for all cooperating teachers and university supervisors with particular attention given to the role of technology and changes in curricula (2000-2005).
1.16 Ensure that all current faculty and those employed in the future for teacher education programs meet state licensure requirements (2000-2005).
1.17 Continue to seek ways to work collaboratively with public schools to involve practitioners in instruction and supervision and to encourage more field-based instruction, i.e., professional development schools (2000-2005).
Assessment
A. Assess implementation of the Conceptual Framework in all programs by reviewing syllabi, minutes of program area meetings, meetings of Core Advisory Committee, Core Faculty Forum, curriculum proposals from all teacher education programs.
B. Examine records of meetings of Graduate Studies Committee, Undergraduate Studies Committee, minutes of the Council on Teacher Education, minutes from department meetings, minutes of the Graduate Council, AP&P and the review process for programs. Monitor programs offered off-campus.
C. Document the results of follow-up studies of graduates and employer surveys along with actions taken in response to findings as reflected in department meetings, Administrative Council, curriculum actions.
D. Document the results of accreditation reviews and response to weaknesses cited, if any.
E. Match the number of new faculty positions obtained against the number of faculty positions requested.
F. Track the increases in diversity among students and faculty and provide an annual accounting.
G. Assess the effectiveness of admission policies and procedures through meeting minutes, curriculum actions, and changes in policies and procedures.
H. Assess the effectiveness of off-campus activity in terms of numbers of programs offered, students enrolled, etc.
I. Assess the effectiveness of field experiences for both on and off campus programs by reviewing changes made, increases in early field experiences, involvement of public schools in establishing field sites, amount and type of training and numbers of cooperating teachers and university supervisors involved.
2. Support the recruitment and retention of students (undergraduate and graduate, and non-traditional) and faculty with special attention given to increasing diversity.
2.1 Charge the Graduate and Undergraduate Studies committees with developing recruitment plans and efforts at both the undergraduate and graduate levels with particular attention given to the recruitment of minorities (2001-2003).
2.2 Support the Teaching Fellows Program in its efforts to recruit more minorities into teaching, with particular efforts directed to increasing minority representation in the Appalachian Teaching Fellows Program (2000-2005).
2.3 Work closely with the career counseling centers at the community colleges within the Appalachian Learning Alliance to encourage their students to enroll in Appalachian teacher education programs.
2.4 Establish a closer communication link with guidance counselors in North Carolina high schools and provide recruiting information and follow-up activities;
2.5 Seek funding for scholarship support both internally and externally for undergraduate and graduate students, especially underrepresented groups and part-time students.
2.6 Distribute program recruitment materials widely and participate in university admissions programs (both undergraduate and graduate) at off-campus sites.
2.7 Explore the feasibility of establishing additional awards to recognize student achievement (2000-2005).
2.8 Seek additional fee waivers, assistantships, and work-study allocations (2000-2005).
2.9 Support efforts to secure reciprocal tuition arrangements with adjoining states, i.e., Tennessee and Virginia (2000-2005).
2.10 Establish a Student Advisory Council to the Dean to facilitate communication among student groups in the RCOE and to provide more support for programming and other activities designed to enhance the sense of belonging to a community of practice and thus foster greater retention of students (2000-2002).
2.11 Establish aggressive recruiting efforts to attract and retain a more diverse faculty in the college; each department will be required to document in writing what special steps it will take to increase diversity in its applicant pool and will be required to report on the results of its efforts annually (2000-2005).
2.12 Charge the RCOE Diversity Committee with promoting within the college activities and programs that will foster a greater awareness of diversity and contribute to enhancing the climate for diversity in the college (2000-2005).
Assessment
A. Review plan developed by the Undergraduate and Graduate Studies Committees for recruitment.
B. Develop and maintain a data base which shows the numbers of minorities enrolled in college programs and the number of students graduating.
C. Monitor departments' accounting of their efforts to recruit minorities for faculty positions.
D. Monitor the allocations of fee waivers, assistantships, and work-study.
E. Review all curricula proposals to ascertain their sensitivity to issues of diversity.
F. Review impact of enrollments in Appalachian Learning Alliance programs vs enrollments in on-campus programs.
G. Review minutes of committees to determine attention paid to increasing diversity among faculty and students and to addressing diversity issues in the college.
H. Monitor programming and related activities designed to enhance attention to diversity and also to increase retention of students and faculty.
3. Develop and maintain college-wide faculty and staff development efforts.
3.1 Continue to assess faculty needs for future faculty development activities and seek support through university resources as well as external grants and contracts to expand the options in such activities (2000-2005).
3.2. Seek a graduated increase in financial support from the university to support professional travel for faculty (2000-2005).
3.3 Encourage, where appropriate, off-campus scholarly leave projects for tenured faculty, especially those who have never had such leaves (2000-2005).
3.4 Identify staff needs for professional development and seek ways to support such activities (2000-2005).
3.5 Sponsor faculty colloquia for the purpose of sharing teaching, research, and other professional activity with colleagues (2000-2005).
3.6 Encourage various college committees to sponsor, where appropriate, activities to promote faculty development (2000-2005).
Assessment
A. Review faculty/departmental annual reports, minutes of the various college committees (i.e., Faculty Development, Diversity, International, Technology Advisory, Professional Core Advisory) and minutes of the Administrative Council to find evidence of opportunities provided for faculty/staff development in the college.
B. Review allocations to the college for operating funds to determine if increases have been made in faculty travel.
C. Review number and type of off-campus scholarly leave requests processed.
D. Track through departmental annual reports, staff development activities completed.
4. Commit the RCOE to continued emphasis upon the integration of technology into teaching/learning, and research, and provide staff and faculty with the appropriate technology support (i.e. equipment and training) to carry out their work effectively.
4.1 Engage faculty and staff in activities and programs designed to enhance their technology skills and knowledge in concert with their needs for teaching, research and service (2000- 2005).
4.2 Update on an annual basis the college?s technology plan (2000-2005).
4.3 Establish a consistent web presence and coordinate web pages for the college (2000-2005).
4.4 Establish and implement a plan for digitizing key policies, procedures, and publications for the college and establish appropriate archival practices (2000-2005).
4.5 Complete the hiring process for an instructional technology curriculum specialist (2003).
4.6 Complete the hiring process for a webmaster/technician for the college (2002).
4.7 Continue the practice of turning over up to a third of the machines in the college?s computer lab on an annual basis and follow a distribution policy established by the RCOE Technology Advisory Committee (2000-2005).
4.8 Insure that faculty and staff have appropriate technology to carry out their responsibilities. (2000-2005).
Assessment
A. Document processes through the minutes of the Technology Advisory Committee and review the implementation of recommendations and policies and procedures that are a part of the college?s technology plan to determine effectiveness.
B. Document through faculty?s professional activities as reflected in annual reviews in terms of their growth in the use of technology and its application to their work.
C. Review the use of distance learning classrooms, labs, and technology enhanced classrooms to determine the scope of use by faculty.
D. Determine if personnel needs have been met.
E. Document expenditures on technology and support in the college.
5. Assist the College and departmental centers, clinics, and partnership in accomplishing their goals and objectives.
5.1 Complete the transfer of the Communication Disorders Clinic to the Alliance Church Building (2000-2003).
5.2 Continue to seek ways to meet clinical needs in terms of operating and staffing (2000- 2005).
5.3 Seek funding, both internally and externally, to strengthen and stabilize the work of the centers and clinics (2000-2005).
5.4 Continue to support active public school collaboration and service via the Appalachian-Public School Partnership and the Office of School Services (2000-2005)
Assessment
A. Analyze the annual reports of the centers, clinics, and Partnership to determine if their goals and objectives have been met.
B. Monitor the fiscal support of units.
C. Obtain feedback from clients served by the various units.
6. Support faculty in their activities of teaching, research, and service.
6.1 Seek increases in departmental operating budgets to support teaching, research, and service (2000-2005)
6.2 Provide recognition of faculty research, teaching, and service through media attention and awards (2000-2005).
6.3 Develop proposals and seek donors to fund new developments in teaching, research, and service (2000-2005).
6.4 Provide assistance to faculty who are engaged in designing new delivery systems for instruction (i.e., distance learning, web-based or web-assisted teaching) (2000-2005).
6.5 Provide an orientation and mentoring system in the college for new faculty and for adjuncts (2001-2002).
6.6 Determine appropriate role for clinical faculty in terms of graduate faculty status (2001- 2002).
Assessment
A. Review annual reports, results of special grant projects, task forces, etc. to document faculty activity.
B. Examine financial and other kinds of support for research, teaching, and service.
C. Examine RCOE policy and procedures.
7. Establish an innovative and effective advancement program for the college and establish both short and long range priorities for increasing the level of support to the RCOE.
7.1 Complete the hiring of an advancement officer for the college (2001).
7.2 Complete the Centennial Campaign by reaching the college?s goal of $7 million (2001).
7.3 Increase the involvement of departments and faculty in advancement efforts (2000-2005).
7.4 Increase the active donor base of alumni for giving (2000-2005).
7.5 Maintain the active involvement of the RCOE Advancement Council in the fund-raising efforts of the RCOE (2000-2005).
7.6 Launch and complete a capital campaign for the renovation and equipping of the new facility for the Communication Disorders clinic (2001-2003).
7.7 Seek funding for the establishment of the Jay Robinson Center for the Promotion of Teaching (2001-2004).
Assessment
A. Document hiring of Advancement Officer.
B. Document gifts to the College and grants secured.
C. Monitor the priorities of the College to insure their alignment with fund raising efforts.
D. Document support and advancement efforts of departments and faculty.
E. Review membership and minutes of the RCOE Advancement Council.
8. Promote and enhance multicultural/global perspectives for programs.
8.1 Seek ways to continue to integrate knowledge about and appropriate strategies for working with culturally diverse populations in all programs (2001-2005).
8.2 Seek ways to stabilize and enhance existing international partnerships and exchanges within the RCOE (2001-2005).
8.3 Seek opportunities to provide numerous and varied opportunities for students and faculty to experience working with culturally diverse populations (2001-2005).
8.4 Strive to insure that culturally diverse populations are welcome and feel supported in the RCOE (2001-2005).
Assessment
A. Monitor minutes of RCOE committees.
B. Keep a record of programming and other initiatives undertaken in the RCOE and/or provide support within the university.
C. Examine syllabi to determine the extent that students have been exposed to working with culturally diverse populations.
D. Review results of surveys and other studies involving students/faculty perceptions regarding multicultural issues and global perspectives.
E. Keep a record of faculty/student exchanges for international study, professional development, and sharing of expertise.
9. Improve the physical facilities of the Reich College of Education.
9.1 Increase the number and quality of faculty offices available in Duncan Hall (2001-2005).
9.2 Complete the renovation of Alliance Church Building for the Communication Disorders Clinic and complete the move of equipment, programming, and faculty/staff to th building (2001-2003)
9.3 Establish priority for the renovation of space vacated by the clinic and complete the necessary renovations (2001-2003).
9.4 Complete the renovation of Rm. 313 to a distance-learning environment (2001).
9.5 Upgrade equipment and furnishings in all classrooms (2001-2005).
9.6 Upgrade furnishings in administrative areas of the building (2002-2005).
9.7 Provide appropriate and adequate space for the college?s clinical needs in order to meet accreditation requirements (2001-2005).
Assessment:
A. Review record of renovations requested and completed.
B. Review minutes of meetings addressing facilities issues.
C. Do visual inspection of facilities on an annual basis.
