 |
Compact Plan, 2004-2007created November 9, 2004 I. INTRODUCTION For more than three-quarters of a century, the College of Education has prepared leaders in education. Today the College faces an unprecedented opportunity to be a leader itself in addressing the educational needs of the state and beyond. North Carolina like many other states is struggling to find new ways to address a set of interrelated challenges to its K-16 educational system, the answers to which will in turn drive the economic fortunes of the state. Just as NC State University, the flagship campus for technology and science in the UNC system, is an enormous engine for economic improvement for NC, so also the College of Education bears a large responsibility and opportunity to be an engine of educational innovation and improvement. How will we meet state needs? 1. We will respond to the demand for thousands of new teachers and administrators in the K-16 system by developing educational professionals who are distinguished for their skills as leaders and innovators. 2. We will address student achievement deficits that plague so many rural and under-served communities by providing educators in these areas with effective, technologically enhanced assistance that is replicable and scalable. 3. We will expand access and improve learning opportunities for all kinds of students in the K-16 system, including professional educators themselves, by developing and demonstrating more effective uses of digital technologies for teaching and learning. 4. We will generate the forms of knowledge and verification that can directly assist educational and community leaders to choose the wisest pathways for educational improvement. Long-term goal: To be a nationally ranked, research-intensive professional College of Education with distinction for work in teaching and learning in technology-enabled environments. Key Initiatives: While the current financial shortfalls in the state and therefore the University make our goal more difficult to achieve, we are resolved to employ aggressively every resource we receive toward strategies that immediately benefit educators in the state. For these reasons, the College proposes to use this round of campus investment dollars to advance a small number of transforming initiatives. We believe these initiatives build on the strengths of NC State itself and also address directly the K-16 strategic initiative of UNC specifically and of NC generally. We propose four key strategies: A. Catapult the College to national prominence through the pace-setting work of the William and Ida Friday Institute for Educational Innovation. B. Expand access to College courses, degrees and professional development offerings, with particular attention to teacher education through a distributed learning partnership with DELTA and selected other agencies such as LEAs and community colleges. C. Develop interrelated programs for undergraduate and graduate students focused on leadership for multicultural youth advocacy. D. Support selected graduate areas that exhibit strong enrollment growth and/or strategic potential. Brief profile: As a community of about 70 tenure track faculty members, we do not aspire to be either the biggest or the most programmatically diverse college of education, but we believe we can be the college in the UNC system that people turn to for the creative and cost-effective ideas that will propel the education community forward. For this reason we plan carefully for the kinds of faculty we hire, and we plan collectively for the kind of student mix and quality that will most contribute to these goals. Demographics
Instructional Programs. The College offers 11 B.S., 24 M.S./M.Ed./M.S.A., 7 Ed.D., and 11 Ph.D. degree programs, as well as 10 certificate programs. We offer a doctoral degree in Asheville, an on-line master’s degree in Training and Development, an online concentration in Business and Marketing Education and a large distance education master’s degree program in school administration in four locations. These programs encompass 59 licensure areas fully accredited under the Department of Public Instruction and NCATE standards. Assessment. The College of Education periodically participates in rigorous reviews by external accrediting agencies at state and national levels. The NC Department of Public Instruction (DPI) looks for compliance with five standards for each individual licensure program, while the National Council for Accreditation of Teacher Education (NCATE) focuses on six standards in the areas of: 1) Candidate knowledge, skills, and dispositions; 2) Assessment System and Unit Evaluation; 3) Field Experiences and Clinical Practice; 4) Diversity; 5) Faculty Qualifications, Performance, and Development; 6) Unit Governance and Resources. Institutions must pass both reviews in order to continue their education programs. Following a site visit in March 2002, the College as the education unit received full NCATE approval in October 2002. The renewal included all three colleges that prepare educators: Education, Agriculture and Life Sciences, and Humanities and Social Sciences. While on site for five days, the five members of NCATE’s Board of Examiners met with students, graduates, administrators, and faculty, visited schools, and examined documents. Through this comprehensive process, the reviewers issued a positive report. Having met the standards, the College is noted by NCATE as having nationally recognized programs. Further, the Chair of the NCATE team indicated how impressed the team was with our use of technology, the diversity of our students and staff, and, most importantly, the quality of our graduates. They quoted local school officials who said that they would employ every graduate of any NC State program. In conjunction with NCATE’s visit in March 2002, the NC Department of Public Instruction reviewed the University’s 59 licensure programs, ranging from undergraduate to doctorate. This team of twelve educators from public schools and universities from across the state conducted a five-day site visit during which time they studied written documents and program artifacts and interviewed students, graduates, and faculty. At its meeting on February 4-5, 2004, the State Board formally continued the approval of all NC State licensure programs. Looking toward the future, accrediting bodies such as the NCATE are moving toward outcomes assessment. NCATE states that each program must develop program educational objectives, program outcomes, and develop rubrics or criteria and related methods for assessing each objective and program outcome. This shift requires graduate and undergraduate programs to design plans for assessment of program and learning outcomes. Assessment plans document how programs will gather data, interpret the findings, and use the results to make improvements in programs, curricula, and resources. These changes also provide ways to link programmatic outcomes to curriculum assessment methods including classroom assignments, course portfolios, and capstone experiences such as written and oral examinations and theses. College undergraduate teacher education programs recently submitted comprehensive portfolios for review by the provost. These portfolios include comprehensive assessment plans with objectives, outcomes, and evidence-based decisions. As well, graduate programs have begun a new round of program reviews beginning with the Department of Adult and Community College Education in Fall 2004. The Program in Counselor Education has completed its application for reaccreditation by CACREP this spring. Graduate programs in mathematics and science education are working with Dr. Mike Carter developing outcome-based assessment plans. Results of these reaccreditation reviews and outcome assessments, as they become available, will guide departmental and College planning and programming. A tentative group of peer institutions against we will mark these results is presented in Appendix D, with some preliminary data from the US News survey. Partnerships with the Public Schools and Community Colleges. The College provides a wide range of programs and services to students, teachers, counselors and leaders, emanating from approximately 12 outreach or school service entities including Triangle East Partners in Education, Capital Area Writing Project, National Initiative for Leadership and Institutional Effectiveness, SUCCEED with Mentoring Program, the MSEN Pre-College Program, etc. The College also has a reputation for the creative ways the faculty combine service to educators with research on best practices for more effective teaching and learning. The NSF or the US Department of Education funds most of these projects, and we frequently partner with the NC Department of Public Instruction and other state agencies. (All of these programs are described in detail on the College of Education website, including Tools for Schools, a resource library, several online journals and resource guides for use by teachers across the state and nation.) Teacher Education Partnerships with CHASS and CALS. The College of Education collaborates with the Colleges of Humanities and Social Sciences and Agriculture and Life Sciences to offer undergraduate degree programs that lead to teaching licensure. Consequently, various CED departments provide courses that fulfill degree requirements in CHASS and CALS. The Department of Curriculum and Instruction, for example, provides ECI 205 as a service course for six CHASS majors (LTN, LTF, LTA, LTH, LTP, and LTS). In addition, Curriculum and Instruction provides both the teaching methods and the student teaching courses for secondary English and social studies majors. For French and Spanish education, the CED supports travel for the CHASS faculty who supervise student teachers and for some materials and supplies. The Program in Educational Research and Leadership provides ELP 344 School and Society to fulfill the foundations requirement for all teacher education majors. The Dean’s office supports ED 310, the junior year field experience for CED majors as well as LTN, LTH, LTP, LTS majors, and for students seeking ESL licensure, an add-on licensure program housed in CHASS. The Office of Teacher Education oversees student teaching placements for all programs and provides a $100.00 stipend for each cooperating teacher. In addition, this office bears the responsibility for securing student teaching placements, maintaining licensure application files, and submitting licensure recommendations for all teacher education majors. As a courtesy to faculty campus wide, the Office of Teacher Education maintains licensure files and recommends university faculty for licensure renewal. The Office is also responsible for mandated annual IHE reports on teacher education to the state and federal governments. The Teaching Fellows Program. North Carolina State University is one of 14 institutions in the state of North Carolina addressing the critical shortage of qualified teachers through the Teaching Fellows Program. Teaching Fellows participate in a myriad of activities to support the development of leadership skills, commitment to public service, and cultural awareness. The Teaching Fellows Program supports critical thinking, collaboration, and partnerships resulting in the development of a learning community. The College of Education began supporting the Teaching Fellows Program with its inception in 1987. Teaching Fellows currently represent various majors/disciplines: 53% in the College of Education, 32% in the College of Humanities and Social Sciences, and 15% in the College of Agriculture and Life Sciences for a total of 139 students. Selected in their senior year in high school these students receive $6500 per year for four years for which they agree to teach for four years in a NC public school. The North Carolina State University Teaching Fellows Program is administered by the Public School Forum and managed by the Director of Teaching Fellows within the College of Education. The Teaching Fellows Program budget has averaged $217, 289 over the last three years. The College of Education supports the Director’s salary, a Program Assistant, a Graduate Assistant, Student Assistants, and other contracted services in the form of instructional staff for ED 403 Teaching Fellows Senior Seminar. The College of Education also provides instructional staff support for ED 296E a Microcomputers Application in Education course for sophomore Teaching Fellows. The College of Education funded 100% of salary and program costs and provided office space for the program staff from 1987-2002. In 2002-2003, the Teaching Fellows Program received the following financial contributions: $2,000 from CALS, $2,000 from CHASS, $750 from the Office of Academic Support Services for Student Athletes and $500 from the Center for Leadership Ethics and Public Service. In 2003-2004, Teaching Fellows received $2,000 from CHASS and $1,000 from the Office of Academic Support Services for Student Athletes. Regrettably these contributions do not cover the costs of serving the students in these colleges, so we will be seeking additional contributions. Research: New research awards in the College of Education have averaged $3.5 to $4.0 million each year (total value of new awards). The infrastructure funds we received in the last Compact Plan allowed us to create an Office of Research Development. With the support of this office, our faculty members have continued to increase the number, size, and scope of proposals submitted. In 2002-03, for example, we submitted 47 proposals requesting a total of $23.6 million (CED portion of the proposals only) resulting in new awards totaling $3.57 million. To date in 2003-04 we have submitted 39 proposals requesting a total of $22.25 million resulting in $986,670 in new awards, with the majority of these proposals still pending (again, these figures are the CED share only). We are NC State lead on the NSF/SLC Partnership for the Science of Learning Science project (for which the CED portion is $5.7 million), our largest collaborative effort to date involving 12 partners, including the College of Engineering, NC Museum of Natural Sciences, UNC Office of the President, NCSU's Kenan Institute, and SAS Institute. It was spearheaded by Dr. Hiller Spires, Director of the Friday Institute. UNC-CH hosted the site visit for this project in February. We project that our research effort will grow rapidly when we open the Friday Institute for Educational Innovation on the Centennial Campus in 2005. We know of no other university in the country that has included a public school and an educational research enterprise in its research park. We believe this new facility, which is being built with private donations, will signal a new era of leadership for the College. Appendix C lists proposals in which the College has a role that were submitted in 2002-03 and 2003-04 to date. Appendix C-1 displays active sponsored projects involving research partnerships with other NC State colleges. Appendix C-2 shows how the prevailing practice of “crediting” all dollars in an award to the lead college underestimates the research productivity of the College of Education, by 32% in the example provided. II. INITIATIVES A. The William and Ida Friday Institute for Educational Innovation The Friday Institute is the key initiative in this round of Compact Planning. It is the principal mechanism on which many of the other parts of the College Plan depend. During this phase, the private funding will be acquired; the facility on Centennial Campus will be designed and built, and the Institute will be officially established by UNC-OP so that it can begin full operations when the building opens in Fall, 2005. The Friday Institute is being created to improve educational quality and opportunities for North Carolina and beyond. The Institute will conduct research and extensive programs of professional development to ensure that North Carolina is well prepared educationally for the challenges of a global knowledge society. The Institute’s five collaboratories will create research–driven innovations targeting high need areas: • Mathematics & Science Education: Improved teaching and learning of mathematics and science in K-16 education; • Instructional Technologies: Innovative applications of instructional technology to provide equitable education to increasingly diverse classroom populations; • Leadership for Educational Effectiveness: Planning and evaluation of leadership initiatives that promote high achievement for all students; • Middle Grades Education: Designs for middle grades education that support high school and postsecondary education readiness; and • Cultural Connections: Analysis and dissemination
of strategies that encourage The Institute will reach and serve rural and underserved schools across North Carolina, helping to close our current urban-rural economic and education gap through research, development, evaluation and dissemination of pioneering instructional technologies and best practices. This 33,000 square foot building is being built with $9.2 million in private donations to support the College research and outreach agenda related to teaching and learning in technology-enabled environments. Once constructed, the Institute becomes an NC State facility for which state support for staff, operations, and maintenance is needed. In order to ensure that the Institute can rapidly achieve national stature and financial viability, it is essential that the Institute be the locus of work for new faculty in addition to those already in the College. In particular, attracting someone to be the first director who is a nationally known researcher is essential. Funding is on target with $7.6 million raised to date. Construction will commence in 2004 and will be completed in early 2005. Total Budget (Program Support, Staff, Operations; not
maintenance) $2,000,000 Currently the College is managing to fund the Director’s position by annualizing a professor’s salary and paying a small buyout to the department for replacement of her teaching. She is maintaining many of her other duties. The administrative assistant and the project manager position are being paid out of lapsed salaries for positions currently, but not permanently, vacant. The Vice Chancellor for Research provided $40,000 in planning money for two years (2002-2004). Given the way education research is typically funded, it is not realistic to expect that College F and A will provide adequate funding for the Institute at least in the short run. However, the visibility and creditability of a fully functioning Institute focused on education will redound to NC State’s credit for years to come. B. Develop a College Office of Distributed Learning Services
(DLS) Similarly, Poe Hall will be seamlessly connected to the Friday Institute through the Learning Technologies Resource Center (LTRC). A small LTRC staff with broad expertise in technology-enabled teaching, video production, graphic and instructional design, hardware reservation, media collections and duplication, and technical services already exists but needs to be expanded and better supported. Their central role is to serve College faculty, staff, and students, and to enhance the delivery of academic courses and programs. Secondarily, they offer professional development opportunities to public schools and other colleges around the state. Critical to our success will be partnerships within NC State with DELTA, the Faculty Center for Teaching and Learning, the College of Agriculture and Life Sciences (see initiative D involving the Youth Development Leadership master’s), and other colleges, and outside NC State with community colleges, LEAs, various technology hardware and software companies, and community and school agencies. The College is one of only three units at NC State offering online courses and full degree programs. In fall 2003 faculty in the College offered 41 course sections online , and 57 sections are being offered in spring 2004. We anticipate generating nearly 2400 semester credit hours via distance education in 2003-04. We offer a doctoral program in Asheville, an online master’s degree in training and development and an online master’s/licensure concentration in business and marketing education. Our school leadership master’s program works with cohorts in four off campus county or city venues serving about 150 principal candidates. Leadership for these initiatives has come largely from the departments of Adult and Community College Education and Educational Leadership. Given the critical need for classroom teachers and administrators across the state, our objective is to increase our offerings in teacher education and professional development, including delivery of courses and non-credit programs through distributed learning formats. We are already serving several hundred alternative teacher licensure candidates; there is interest from several community colleges to partner with us to offer teacher education preparation; LEAs are requesting professional development and lateral entry courses. We are beginning our NC Teach lateral entry program in summer 2004 with a small startup fund of $10,000 from UNC-OP and a partnership with DELTA. Currently, Wake, Durham and Washington counties have asked for doctoral programs in school leadership to be delivered at their sites. This could add as many as 40 doctoral students. In addition, Chapel Hill and Duke are partnering with the faculty in higher education to offer a pilot student affairs master’s program that provides paid assistantships at one of the three campuses for those who are admitted. To meet these demands faculty have used DELTA’s technical services, the college LTRC services, NC-Ren, or developed their own delivery systems. All of these efforts are linked to the College focus on teaching and learning in technology-enabled environments. Given the extent and scope of College activity and projected growth in the near term with the opening of the Friday Institute in 2005, the College recognizes a need to organize better for greater impact and effectiveness. Challenges to quality as well as human and resource allocation are mounting and cannot be resolved in the absence of a stronger, more centralized approach within the College. For these reasons we propose the following: 1. Create the position of Director of Distributed Learning Services in the Dean’s Office. 2. Strengthen the LTRC infrastructure to support both Poe Hall and the Friday Institute. 3. Develop a coordinated lateral entry/alternative licensure program to serve the region in cooperation with NC Teach. 4. Create permanent and quasi-permanent faculty positions in distributed learning degree programs (adult and community college education, school leadership, training and development, and business and marketing) in place of year-to-year program funding, and ensure that adequate resources are allocated to such programs to cover full costs of advising students and services to faculty in the programs—e.g. administrative cost recovery. 5. Allow the college to accumulate DE funds for investment in programs and courses and LTRC infrastructure support, and ensure clear academic control and identity for college offerings. Deliverables: 1. Search for and hire Director of Distributed Learning Services. 2. Establish through the Director procedures for deciding what to offer, when and by whom. Ultimate academic authority must reside in the College except in the case of graduate courses and degrees where it is shared with the Graduate School. 3. Develop a business model in coordination with DELTA and the Provost’s office that provides for cost recovery and investment in permanent and quasi-permanent faculty and staff positions based on established performance guidelines that encourage future College and faculty investment and cover actual costs of degree programs. 4. Double the number and types of courses, programs and degrees available through DLS to include possible joint programs with 4-year and community colleges and LEAs, contingent on availability of faculty and staff resources to support such efforts. 5. Establish a reputation and presence for scholarship on distance and distributed education through faculty research and course offerings. 6. Develop standards and procedures for faculty and course evaluation with DELTA, FCTL and others, to include attention to RPT and other forms of rewards and recognition for excellence. Provost Request C. Interrelated Programs for Multicultural Youth Advocacy: SAY Living Learning Village (SAY) and Partnership with 4-H Youth Development Program for Master’s Degree (below) Supports Diversity, Partnerships, Enrollment, LITRE, Improved Performance,
Unit Goals; Many research universities such as NC State have designed innovative programs to personalize the college experience, especially for first-year students from diverse populations. This initiative will address cultural diversity among undergraduates by supporting the Students Advocating for Youth (SAY) Education Village, a partnership with University Housing. SAY Village was implemented during the fall of 2003 as a pilot Living and Learning community in Lee Hall to help students gain knowledge and skills in negotiating for equity in education and in community life. A total of 70 first year students are in SAY. Data indicate that NC State undergraduate students of color comprise 19% of the total number of students in the CED; this exceeds the university percentage of 11%. For fall 2003, 24% of new first year students in the CED represent minority populations, as compared to 17.6% of entering first year students university-wide. Partnerships: This initiative supports linkages in Raleigh and potentially across North Carolina. with Youth-serving organizations such as 4-H, YMCA, Boys and Girls Clubs, Scouts and others. These organizations provide excellent settings for SAY students to participate in volunteer field experiences. Enrollment: National research shows that students who integrate academic and social demands successfully are more likely to be committed to the university and to completing their education. SAY will not only contribute to increasing our new student enrollment but will also impact our continuation toward degree statistics. LITRE: By exploiting the technological capabilities in Lee Hall, the College, and the Friday Institute, SAY students will receive early technology skill development and be able to connect with students in the Youth Development Leadership program across the state through cyber-mentoring. Strategies/Deliverables: • During their first semester, SAY students participate in a special one-credit seminar that focuses on advocating for youth, taught by a CED professor. Students become familiar with the multiple functions of private/public organizations that serve youth; gain an understanding of the meaning of child/youth advocacy; develop a greater understanding of diversity issues; and come to value multiculturalism. • During their second semester, SAY students take a one-credit seminar that focuses on practical and field-based experiences. • SAY students who wish to have a second year experience may live in the Village, serve as community mentors to new Village residents, and plan special activities to deepen their awareness of demographic and intellectual diversity. Nearly 50% of this year’s students have asked to return for a second year in SAY. Outcomes/Assessment. The College already has baseline data from the SAY pilot program. The following new data will be collected using qualitative and quantitative methods: academic performance of SAY students as compared to those not in a Living and Learning village, social and extracurricular experiences of students, persistence in NC State programs, and attitudes about youth. The proposed partnership would have the following outcomes: • Increased interest among undergraduate students in working with youth and in pursuing careers in education • Thorough understanding for SAY students of the values, attitudes, and public opinions that contribute to the policies that affect youth • Acquisition by SAY students of the academic and social skills needed to persist at NC State • Establishment for SAY of a support network of peers, graduate students, faculty, and staff Provost Request: D. Enhance selected doctoral programs that have substantial potential
for growth and Supports: Enrollment, Diversity, LITRE, Partnerships, Unit-Specific Goals There are a number of opportunities in the College where investment in additional faculty lines is likely to yield substantial returns: increased enrollment, enhanced use of technology, greater prestige and national visibility, and greater numbers of professionals prepared for careers in areas of high need: • create a Ph.D. program in Adult and Higher Education (with collateral support for master’s degree in student affairs administration) • add faculty in educational leadership to meet growing demand • create Youth Development Leadership track within the Curriculum and Instruction master’s program, in cooperation with the Department of 4-H Youth Development Work is nearly complete on the Request for Authorization to Establish
a New Degree Program (same CIP code as an existing program) to create
a Ph.D. in Adult and Higher Education, a degree that
will enhance the national reputation and visibility of the ACCE department
and build upon two existing Ed.D. programs (which currently serve practicing
professionals who are part-time students). This Ph.D. program is being
designed as advanced professional preparation for university faculty positions,
and for institutional and governmental policy research positions. While
giving particular attention to theory and research, the program will emphasize
new scholarship in the field of Adult and Higher Education. The program
proposes to admit 4-6 students the first year with gradual growth to16-20
students beyond the current doctoral enrollment, serving full-time students
(in the first year of study), offering an integrated core of research
and theory development courses, immersing students in collaborative research
and teaching mentorship with faculty, and supporting scholarly contributions
by these students during their program. Provost Request: We propose to expand the Ed.D. program in Educational Leadership (EAS). The EAS program faculty have received inquiries from several local educational agencies regarding the establishment of off-campus cohorts, each of which would consist of approximately 15 to 18 students. For example, the Wake County Public School System (WCPSS) and the Wake Educational Partnership have proposed such a cohort, as has the Durham Public Schools. Each such expansion would represent a 33% increase over present EAS enrollments and would therefore require an additional tenure-track faculty member. In addition to addressing the rapidly growing need for doctorally educated school leaders, the proposed expansions would also provide a framework for enhanced collaboration with the Wake and Durham school systems in the strengthening of the research program in educational leadership and related fields. Currently DELTA funding does not allow for permanent hires. Provost Request: The Department of Curriculum and Instruction and the Department of 4-H Youth Development are proposing to develop a partnership that structures the collaborative establishment and operation of a new Non-formal Youth Development Leadership graduate specialization in the Department of Curriculum and Instruction. The new specialization would be incorporated into the Department’s existing Curriculum and Instruction Generalist (M.S. and M.Ed.) programs, and conform to all current departmental and Graduate School policies and procedures. Students in the new specialization would enroll in current graduate courses taught by the Department. Faculty in the Department of 4-H Youth Development who meet established criteria would apply for and receive allied faculty status in Curriculum and Instruction. These allied faculty members would develop and teach courses related directly to the professional knowledge and research needs of non-formal youth development practitioners that are not currently addressed in existing courses. Individuals could prepare more effectively to work in conjunction with schools in after school and other youth programs. Provost Request: Deliverables: Hire faculty, increase graduate enrollment, generate research proposals and improve College visibility. E. Additional unmet faculty needs. Supports: Enrollment, LITRE, Unit-Specific Goals Geographic Information Systems and Instructional Technology The Department of Curriculum and Instruction offers three courses in geography under the GEO prefix and has been doing so for over twenty years. We have recently developed a GIS in Education course which combines our methods in social studies education with instructional technology applications. Because of this unique niche, the addition of a GIS/IT position finds a natural home in Curriculum and Instruction within both Geography/ Social Studies and Instructional Technology. Our leadership in this innovation has national recognition because of our frequent reporting of research on teaching and learning with GIS and because of our model for school/university/community collaborations. Business and Marketing Education The Department of Curriculum and instruction offers an Alternative Initial Licensure Program (lateral entry) in Business and Marketing Education, as well as a concentration in Business and Marketing Education within our C&I master’s degree. Since the master’s program concentration in BME is offered completely on-line, we are in the process of converting this program to an official distance-education program. We currently have only one faculty member in BME. The addition of a second faculty member in BME would support these program which have produced approximately 100 newly licensed teachers in the past two years, and currently enroll approximately 40 graduate and 60 undergraduate students. Distance Education and E-Learning The Department of Adult and Community College Education has had a major historic commitment to distance education and e-learning, having worked in technology-supported distance education since 1993. The proposed faculty position would provide authoritative direction in the development of a graduate specialization in distance education and e-learning, offering instructional and research expertise regarding 1) characteristics of adult distance education learners, 2) foundational practices of distance education, 3) evaluation and assessment in distance education, 4) management and support systems in distance education, 5) innovative practices in e-learning and virtual learning environments, 6) research on instructional and design strategies for distributed learning, 7) costing models, and 8) other related areas of importance to the scholarly understanding and the innovative applications of distance education. III. CONCLUSION Facing squarely the challenges and the opportunities of this first decade of the 21st century, we in the College are crafting a vision and set of strategies that are designed directly to assist the education community of the state as only a research-intensive professional college can. The three-year period encompassed by this Compact Planning document is a critical one for the state and no less for the College. The resource requests we have made are intended to set us on a course toward the next level of leadership. Moreover, because the development of the William and Ida Friday Institute for Educational Innovation on Centennial Campus will occur during this period, much of our energy, intellect and investment must be focused on bringing the building out of the ground and establishing the Institute as an intellectually dynamic and viable enterprise. We are planning for it to be an essential force in propelling the College forward, and also in contributing to NC State’s reputation for ground-breaking work. We need to show that the incredible investment of private money that is being provided for the Institute is matched by the University with thoughtful, far-sighted internal investments that taken together will serve the people of North Carolina extraordinarily well.
Appendices Appendix A Elementary education addendum Appendix A: Elementary education addendum The public school student population in North Carolina is expected to increase about 10% by 2008; the increase in Wake, Johnston, and Franklin counties is expected to be much higher. The need is greater for new elementary school teachers than for secondary school teachers. Data from the state show that in 2002-03, the average teacher turnover rate was 12.44%. For the same year, the teacher turnover rate for Region 3 (our region) was 16.11%, the highest percentage of turnover among the twelve regions of the state. Forty-seven institutions in the state offer bachelor’s programs leading to teaching licensure; all but three offer licensure in elementary school teaching: NC State, Davidson, and Montreat. The College of Education intends to request approval to plan an elementary education degree program at the bachelor’s level with K-6 teacher licensure. The curriculum now being designed will provide a strong multi-disciplinary degree program with an emphasis on literacy in the primary grades (K-3) and more effective teaching of mathematics and science in the upper grades (4-6). It must address University curriculum guidelines and the standards and guidelines of the NC State Board of Education and the National Council for the Accreditation of Teacher Education (NCATE). It is estimated that the program, once established, will attract many students because there are daily inquiries about elementary education from students on campus and from prospective students and their parents. A cohort of 60 students annually for a total enrollment of 240 is not unreasonable, and a strong undergraduate program would no doubt bring additional graduate students in elementary and special education. Efforts will be focused on recruiting a diverse group of students. Although a firm request for new faculty positions remains to be developed, 7 FTE positions in elementary education and an additional 2 FTE in foundations courses are plausible estimates at this juncture. A rough, preliminary estimate of enrollment increase revenue to the University can be generated using a spreadsheet provided by UPA for this purpose. Assuming a steady state of 240 new full-time undergraduate students, 25 additional part-time master’s students, and 10 additional part-time doctoral students, the proposed program will generate annual total revenue (appropriation plus tuition offset) of just over $3 million of which $1.2 million is the instructional salary amount (more than 17 new faculty positions). Timeline: 2004-05 Develop request to plan, hire faculty consultants, develop the
plan Appendix B: Performance measures: College indicators 1. Internal and External Funding for Sponsored programs in the College The investment in research development infrastructure during the last compact planning cycle has increased dramatically grant activity in the College, as reflected in the figures on page 6 of this document. Sustaining and accelerating this trend is necessary for the full functioning of the Friday Institute. Sponsored programs provide a source of support for graduate students and the F&A receipts contribute to the business plan of the Institute, as well. Measures include: • production of proposals 2. Enrollment: Quality and Quantity Undergraduate enrollment Graduate enrollment 3. Development receipts 4. Distance/distributed learning • numbers enrolled |
|||||||||||