The College of Education

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The College of Education We develop educational
leaders who create tomorrows opportunities.
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AGENDA 9/26/05
230-245 Deans update 245-315 Follow
up to fall faculty meeting 315-340 Research
directions at NAU draft ideas from the RGE and
discussion 340-350 Values in
teaching/survey 350-400 Other issues and
closure from faculty member
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Update issues

• University issues
• Technology opportunities (Oracle Calendar, e-mail
  storage increase, Bonzai)
• Freshmen survey and myths. (http//www4.nau.edu/pa
  ir/SurveysReport/SurveysReports.asp)
• Redesign to board.
• Student-friendly issue (competition).
• COE issues
• Looking forward Summer school, Honors.
• E-portfolio workshop tech competencies.
• Program review continuing.
• NCATE continues.

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Follow up to fall faculty meeting

• Discussion groups related to Task Force
  recommendations
• Interaction
• List of ideas before the SCCP
• Sample selection

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Adopting technology competencies for students in
each degree program. Benefits/costs? Common
competencies, program-specific, or a combination?
Payments to faculty/Technology grants (2) Check
technology standards in each discipline like
K-12, NCATE standards to make sure we are
teaching to them (3) After core competencies,
program-specific competencies (2)
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Develop a list of best practices in field work.
Expectations across departments share common
goals or elements? Promising features?
Alignment with standards (e.g., EDL has 38
competencies) Mentoring (but difficult to get
excellent mentors for elementary) Accountability T
echnology (2) Follow-up Group to Instructor
ratios Pool resources More time to do
it Dissertations should relate to best practices
in field work.
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Periodic reviews of dissertations. What
features?
Structural Dissertation writing Evaluation
Cross college committee Review of the
Chair Purpose of dissertation Contribution of the
field Writing level? Strength of Research
piece Sound/good science Blind review How
representative are our dissertations of important
questions of the field?
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Broadening input for evaluating teaching. What
information beyond student course evaluations?
Potential concerns?
Focus on standards model (3) e.g., have someone
go in and evaluate the teaching based on this
model Administrator evaluation (5) e.g.,
supervisor talks to students focus-group style,
get feedback, share with instructor. Peer
coordinator evaluates what you are doing. Peer
evaluation (5) e.g., peer meet students on-line
also criticized as good pal project. Students
(3) provide formative feedback mid-way through
course Self (3) e.g., setting our own
objectives and goals and submitting certain
artifacts that provide support and using a mini
personal action research approach. On-Line
Teaching Evaluations (4) e.g., separate tech
from pedagogy. Professional development to help
reinforce better teaching (4) Use student
artifacts (4) e.g., portfolios, AEPA scores.
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Ongoing professional development for faculty
members for the purpose of enhancing our
technology skills. What resources, materials, or
learning opportunities?
DLS Infrastructure Outside Training (3) Inside
COE Training (4) Partnerships regionally Technolo
gy grants
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What specific changes should the college consider
in light of the recommendations from the National
Academy of Education regarding teacher education?
Apply to COE programs other than teacher
education? Strengths or weaknesses of our current
practice?
Use of field sites (3) Consistency of course
syllabi in each area National and State Standards
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Integrated, Intentional Scholarship at NAU DRAFT
ideas for discussion
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New Face of the American West
The Context Border area, with a crossing of
cultures and peoples. Urban centers mixed with
sparsely populated rural communities. Economies
transitioning from agriculture to high-technology
and service industry. New challenges for
population in coping with changing technology,
lifestyles, health issues.
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New Face of the American West
Questions that focus the intentional
scholarship What natural and human-initiated
changes are altering the environment? What
elements of the environment affect the developing
human interactions and connections? How do we
learn to co-exist in mutually beneficial ways
with components of the environment?
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Integrated, Intentional Scholarship and the New
Face of the American West
Environment
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New Face of the American West
Questions that focus the intentional
scholarship How do humans develop meaningful
lives in this place? How has the changing
environment altered the human perspective? What
interactions and connections among people are
building the social patterns of the new west? How
do these interactions extend beyond these
boundaries?
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Integrated, Intentional Scholarship and the New
Face of the American West
Human Connections
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New Face of the American West
Questions that focus the intentional
scholarship How can our understanding of the
sciences contribute to better lives? What can we
do to improve the interaction of human society
with the environment? What connections between
emerging scientific understanding and human
health will alter the human experience?
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Integrated, Intentional Scholarship and the New
Face of the American West
Biotechnology Health
Human Connections
Environment
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New Face of the American West
Questions that focus the intentional
scholarship How do people learn effectively?
How is this changing over time? What do the
principles of learning suggest for teaching and
teachers? How can learners effectively apply
their understanding to solve the complex problems
facing society?
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Integrated, Intentional Scholarship and the New
Face of the American West
Biotechnology Health
Human Connections
Environment
Learning Teaching
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Integrated, Intentional Scholarship and the New
Face of the American West
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Comparing faculty values (survey results) and
benchmarks of effective educational practices.
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Benchmarks of Effective Educational Practice
Based on 42 Key questions from the National
Survey of Student Engagement (NSSE) that capture
many of the most important aspects of the student
experience.
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Level of Academic Challenge

• Challenging intellectual and creative work is
  central to student learning and collegiate
  quality. Colleges and universities promote high
  levels of student achievement by emphasizing the
  importance of academic effort and setting high
  expectations for student performance.
• Preparing for class (studying, reading, writing,
  rehearsing, etc. related academic program)
• Number of assigned textbooks, books, or
  book-length packs of course readings
• Number of written papers or reports of 20 pages
  or more number of written papers or reports
  between 5 and 19 pages and number of written
  papers or reports of fewer than 5 pages

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• Coursework emphasizing analysis of the basic
  elements of an idea, experience or theory
• Coursework emphasizing synthesis and organizing
  of ideas, information, or experiences into new,
  more complex interpretations and relationships
• Coursework emphasizing the making of judgments
  about the value of information, arguments, or
  methods
• Coursework emphasizing application of theories
  or concepts to practical problems or in new
  situations
• Working harder than you thought you could to
  meet an instructors standards or expectations
• Campus environment emphasizing time studying and
  on academic work

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2005 11. Students would be likely to indicate
they were challenged by the work in this
program/college.
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Active and Collaborative Learning

• Students learn more when they are intensely
  involved in their education and asked to think
  about what they are learning in different
  settings. Collaborating with others in solving
  problems or mastering difficult material prepares
  students for the messy, unscripted problems they
  will encounter daily during and after college.
• Asked questions in class or contributed to class
  discussions
• Made a class presentation
• Worked with other students on projects during
  class
• Worked with classmates outside of class to
  prepare class assignments
• Tutored or taught other students
• Participated in a community-based project as
  part of a regular course
• Discussed ideas from your readings or classes
  with others outside of class (students, family
  members, co-workers, etc.)

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Student-Faculty Interaction

• Students learn firsthand how experts think about
  and solve practical problems by interacting with
  faculty members inside and outside the classroom.
  As a result, their teachers become role models,
  mentors, and guides for continuous, life-long
  learning.
• Discussed grades or assignments with an
  instructor
• Talked about career plans with a faculty member
  or advisor
• Discussed ideas from your readings or classes
  with faculty members outside of class
• Worked with faculty members on activities other
  than coursework (committees, orientation,
  student-life activities, etc.)
• Received prompt feedback from faculty on your
  academic performance (written or oral)
• Worked with a faculty member on a research
  project outside of class

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Enriching Educational Experiences

• Complementary learning opportunities in and out
  of class augment academic programs. Diversity
  experiences teach students valuable things about
  themselves and others. Technology facilitates
  collaboration between peers and instructors.
  Internships, community service, and senior
  capstone courses provide opportunities to
  integrate and apply knowledge.
• Participating in co-curricular activities
  (organizations, publications, student government,
  sports, etc.)
• Practicum, internship, field experience, co-op
  experience, or clinical assignment
• Community service or volunteer work
• Foreign language coursework
• Study abroad

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• Independent study or self-designed major
• Culminating senior experience (comprehensive
  exam, capstone course, thesis, project, etc.)
• Serious conversations with students of different
  religious beliefs, political opinions, or
  personal values
• Serious conversations with students of a
  different race or ethnicity
• Using electronic technology to discuss or
  complete an assignment
• Campus environment encouraging contact among
  students from different economic, social, and
  racial or ethnic backgrounds
• Participate in a learning community or some
  other formal program where groups of students
  take two or more classes together

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Supportive Campus Environment

• Students perform better and are more satisfied
  at colleges that are committed to their success
  and cultivate positive the working and social
  relations among different groups on campus.
• Campus environment provides the support you need
  to help you succeed academically
• Campus environment helps you cope with your
  non-academic responsibilities (work, family,
  etc.)
• Campus environment provides the support you need
  to thrive socially
• Quality of relationships with other students
• Quality of relationships with faculty members
• Quality of relationships with administrative
  personnel and offices

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2005 9. Students would be likely to indicate
they felt well supported by the faculty and
staff.
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2005 9. Students would be likely to indicate
they felt well supported by the faculty and
staff.
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• Deans Goals, 2005-06
• Guide implementation of recommendations of task
  forces (04-05)
• Secure a development officer and increase my
  capacity to enhance college opportunities
• Represent the academic units effectively on
  Presidents cabinet
• Implement and guide early hiring processes
• Increase my understanding of ed foundations area
• Enhance opportunities for faculty learning
• Successfully guide processes related to
  accreditation decision

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Closing Reminders
By the end of the year, every faculty member can
relate how he/she made a difference at a school
or other relevant setting. By the end of the
year, every faculty and staff member will have
had an opportunity for professional growth. High
Expectations. Active Respect. Tenacious Support.
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The College of Education We develop educational
leaders who create tomorrows opportunities.