The Unit
Enrollment counts, noted for our undergraduate education programs as of the October 15, 2006 AACTE 2007 report were 173 men (full time) and 35 (part time), 580 (full time) and 55 (part time) women. At the graduate level there were 45 (full time) and 73 (part time) men, and 188 (full time) and 307 (part time) women candidates within our education programs.
There are no major changes for the 2007-08 academic year. We have added a full-time assistant
professor, who is a joint appointment with the College of Liberal Arts (Integrated Language Arts), and have added two Reading/Literacy instructors this year.
Data from Table 1 indicates that fifty-eight of the Unit’s faculty are full time faculty within the unit. Nineteen are full time within Wright State University, but part-time in the Unit. This column represents seventeen joint-appointment faculty, who hold a portion of their time (1/6 to 1/3) within the College of Education and Human Services and the remainder of their time either in the College of Liberal Arts or the College of Science and Mathematics. We have one hundred twenty eight adjunct faculty who assist us in offering our courses and workshops and supervising field experiences and clinical practice, both on the main campus and off-site locations. The College of Education and Human Services does not have any graduate teaching assistants.
Full-time faculty is expected to teach 36 (quarter) credit hours each academic year. Tenure track and tenure faculty have their teaching reduced from 36 to 30 credit hours per year to engage in scholarly inquiry. Faculty who are program coordinators, partnership school site liaisons and take-on special projects have written agreements to reduce further their teaching credit hours per academic year and/or receive a stipend for these duties. Faculty who are assigned to supervise candidates in the field have there teaching credit hours reduced based on the number of students they supervise. All faculty are expected to advise students, have a reasonable number of office hours, and remain current in their area of professional expertise. Faculty is generally not permitted to teach more than the equivalent of one course as overload, per quarter, with the permission of the department chairperson. Faculty have an opportunity to teach in the summer if they so desire, although it is not required. A typical full-time faculty member in CEHS teaches about 7 courses per academic year, for example distributed across the three quarters as 3 courses in the fall, 2 in the winter and 2 in the spring.
The data reveal that all CEHS programs with a Specialized Professional Association (SPA) are currently nationally recognized. Our Music Program is nationally accredited by NASM. In addition, our other programs are approved by the Ohio Department of Education. Our largest enrollment, noted on the table, is the Middle Childhood program (n-293) and the second largest is the Intervention Specialist: Mild Moderate program (n-239).The smallest enrollments is in both the Adapted Phys. Ed and Marketing Education programs (n-0), followed by Business Education
(n-2).
Included on the table is OCALP, an Ohio Department of Education grant program. The program is designed to offer career changers, those currently holding a bachelor’s degree in a science or math content area, an accelerated program which is completed in a year and yields a provisional (2-yr.) licensure . This program is designed to increase Ohio licensed science and math teachers by offering a tuition-free program, in a flexible offering, structured around their current job responsibilities.
The data from our advanced programs reveal similar information as our initial programs, that programs with NCATE Specialized Professional Associations are all nationally recognized. All other programs are approved by the Ohio Department of Education and/or Ohio Board of Regents. The advanced program with the greatest enrollment is Teacher Leader (n-182), followed by the Principal Program (n-61). The smallest enrollments are in the Middle Childhood Generalist Endorsement Program (n-1) and our Superintendent Program (n-4). Also included on this table is an ODE Grant program, CORE2, designed to increase math and science licensed teachers in Ohio’s schools. This grant program is designed for current licensed teachers to earn an additional provisional license through an accelerated program, in another laboratory-based science area, such as physics, chemistry or earth science. Like the OCALP grant, this is a tuition-free program, offered in a flexible time schedule around theircurrent teaching responsibilities.
Programs that offer off-campus opportunities include our Intervention Specialist and Teacher Leader. The Intervention Specialist program is offered at both Washington Court House and our Lake Campus. The Teacher Leader program is currently being delivered at eleven off-campus sites, in addition to the Lake campus and through distance learning opportunities. Cohort groups are currently established in the following cities in Ohio: Mason, Reading, Clermont County, Tipp City, Fairborn, Bellefontaine, Chillicothe, West Carrollton, Marysville, Madison County, and Edgewood.
Alternate route programs would include our accelerated-track programs like our OCALP and CORE2 grant programs that prepare science and/or math educators to earn a provisional teaching license in a year long program. In the Ohio Core Accelerated Licensure Program (OCALP) program, candidates enter the program holding a bachelor’s degree in math or science degree but without a teaching license. These candidates are career changers who have the desire to become a secondary/adolescent to young adult (grades 7-12) science or math teacher. It is a collaborative initiative that includes the University of Dayton, Montgomery County Educational Service Center (ESC) and the College of Education and Human Services at WSU. This was made possible through grant funding through the Ohio Department of Education.
The CORE2 grant, a second grant supported by The Ohio Department of Education, was designed like OCALP for the purpose of increasing the ability to license teachers in Ohio’s high need subject areas in an accelerated approach. CORE2 is a collaborative project with the College of Science and Math, Clark County Educational Service Center (ESC), as well as CEHS. The focus of this grant is to add a new area of science content to a current practicing teacher’s certification repertoire. For example, a biology teacher could earn a provisional chemistry or physics license over the course of a year-long program.
During the last academic year, we have inducted a new university president, who previously served as our provost. A new provost was also hired and joined WSU last spring. In addition, we have a new dean at our Lake Campus. Since our last visit, we have added the positions of a data reporting analyst to assist with our assessment system and a grants writer, who also assists the college with the area of development.
Two different chairs have led the Teacher Education Department (TED) over the past four years, and we also appointed a new chair in the Department of Educational Leadership (EDL) two years ago. These aforementioned appointments were internal promotions. The Associate and Assistant Dean are new since the 2001 NCATE institutional visit. Both have replaced personnel who have retired.
New committees have also occurred since our last visit. A Communications Committee was established in October of 2005 and first convened November 1, 2005. The purpose of the committee is two-fold: (1) to discuss and assess our present means of communication across the College with both internal and external stakeholders; and (2) to establish a two-year action plan to ensure consistency and reliability of communications. A second example was the restructuring of two committees (Assessment Committee and Data Management Committee) to one new Unit Assessment Committee.
New programs/changes to evolve since our last visit include the addition of a Gifted Endorsement (K- 12), which replaced the initial gifted licensure program; an Early Childhood Intervention Specialist program; and a Middle Childhood (grades 4-6) Generalist option, to add an additional subject area(s) to a Middle Childhood license. Our Advanced programs in our department of Teacher Education: Classroom Teacher: Mathematics, Classroom Teacher: Modern Languages, and Classroom Teacher: Science were retired; and effective, January 24, 2—7, Classroom Teacher: General was significantly revised as Classroom Teacher: Advanced Studies, aligned with the NBPTS core propositions and flexibly designed to meet the needs and interests of licensed teachers wanting to enhance their knowledge and skills in the classroom, pursue a specific professional objective, and/or add an additional teaching area to their initial license. In addition to these educator preparation programs, we are anxiously awaiting final approval to be able to offer a new and our first doctoral program as well as a new master’s program in Leadership. Since the last NCATE visit, we have also added a Sign Language Interpreter program and faculty to implement it.
An annual report is published each year for the College of Education and Human Services. It can be found on the CEHS website (http://www.cehs.wright.edu/resources/forms_and_things/deansoffice/CEHSAnnual_Report_0708.pdf)
There are no major changes for the 2007-08 academic year. We have added a full-time assistant
professor, who is a joint appointment with the College of Liberal Arts (Integrated Language Arts), and have added two Reading/Literacy instructors this year.
Data from Table 1 indicates that fifty-eight of the Unit’s faculty are full time faculty within the unit. Nineteen are full time within Wright State University, but part-time in the Unit. This column represents seventeen joint-appointment faculty, who hold a portion of their time (1/6 to 1/3) within the College of Education and Human Services and the remainder of their time either in the College of Liberal Arts or the College of Science and Mathematics. We have one hundred twenty eight adjunct faculty who assist us in offering our courses and workshops and supervising field experiences and clinical practice, both on the main campus and off-site locations. The College of Education and Human Services does not have any graduate teaching assistants.
Full-time faculty is expected to teach 36 (quarter) credit hours each academic year. Tenure track and tenure faculty have their teaching reduced from 36 to 30 credit hours per year to engage in scholarly inquiry. Faculty who are program coordinators, partnership school site liaisons and take-on special projects have written agreements to reduce further their teaching credit hours per academic year and/or receive a stipend for these duties. Faculty who are assigned to supervise candidates in the field have there teaching credit hours reduced based on the number of students they supervise. All faculty are expected to advise students, have a reasonable number of office hours, and remain current in their area of professional expertise. Faculty is generally not permitted to teach more than the equivalent of one course as overload, per quarter, with the permission of the department chairperson. Faculty have an opportunity to teach in the summer if they so desire, although it is not required. A typical full-time faculty member in CEHS teaches about 7 courses per academic year, for example distributed across the three quarters as 3 courses in the fall, 2 in the winter and 2 in the spring.
The data reveal that all CEHS programs with a Specialized Professional Association (SPA) are currently nationally recognized. Our Music Program is nationally accredited by NASM. In addition, our other programs are approved by the Ohio Department of Education. Our largest enrollment, noted on the table, is the Middle Childhood program (n-293) and the second largest is the Intervention Specialist: Mild Moderate program (n-239).The smallest enrollments is in both the Adapted Phys. Ed and Marketing Education programs (n-0), followed by Business Education
(n-2).
Included on the table is OCALP, an Ohio Department of Education grant program. The program is designed to offer career changers, those currently holding a bachelor’s degree in a science or math content area, an accelerated program which is completed in a year and yields a provisional (2-yr.) licensure . This program is designed to increase Ohio licensed science and math teachers by offering a tuition-free program, in a flexible offering, structured around their current job responsibilities.
The data from our advanced programs reveal similar information as our initial programs, that programs with NCATE Specialized Professional Associations are all nationally recognized. All other programs are approved by the Ohio Department of Education and/or Ohio Board of Regents. The advanced program with the greatest enrollment is Teacher Leader (n-182), followed by the Principal Program (n-61). The smallest enrollments are in the Middle Childhood Generalist Endorsement Program (n-1) and our Superintendent Program (n-4). Also included on this table is an ODE Grant program, CORE2, designed to increase math and science licensed teachers in Ohio’s schools. This grant program is designed for current licensed teachers to earn an additional provisional license through an accelerated program, in another laboratory-based science area, such as physics, chemistry or earth science. Like the OCALP grant, this is a tuition-free program, offered in a flexible time schedule around theircurrent teaching responsibilities.
Programs that offer off-campus opportunities include our Intervention Specialist and Teacher Leader. The Intervention Specialist program is offered at both Washington Court House and our Lake Campus. The Teacher Leader program is currently being delivered at eleven off-campus sites, in addition to the Lake campus and through distance learning opportunities. Cohort groups are currently established in the following cities in Ohio: Mason, Reading, Clermont County, Tipp City, Fairborn, Bellefontaine, Chillicothe, West Carrollton, Marysville, Madison County, and Edgewood.
Alternate route programs would include our accelerated-track programs like our OCALP and CORE2 grant programs that prepare science and/or math educators to earn a provisional teaching license in a year long program. In the Ohio Core Accelerated Licensure Program (OCALP) program, candidates enter the program holding a bachelor’s degree in math or science degree but without a teaching license. These candidates are career changers who have the desire to become a secondary/adolescent to young adult (grades 7-12) science or math teacher. It is a collaborative initiative that includes the University of Dayton, Montgomery County Educational Service Center (ESC) and the College of Education and Human Services at WSU. This was made possible through grant funding through the Ohio Department of Education.
The CORE2 grant, a second grant supported by The Ohio Department of Education, was designed like OCALP for the purpose of increasing the ability to license teachers in Ohio’s high need subject areas in an accelerated approach. CORE2 is a collaborative project with the College of Science and Math, Clark County Educational Service Center (ESC), as well as CEHS. The focus of this grant is to add a new area of science content to a current practicing teacher’s certification repertoire. For example, a biology teacher could earn a provisional chemistry or physics license over the course of a year-long program.
During the last academic year, we have inducted a new university president, who previously served as our provost. A new provost was also hired and joined WSU last spring. In addition, we have a new dean at our Lake Campus. Since our last visit, we have added the positions of a data reporting analyst to assist with our assessment system and a grants writer, who also assists the college with the area of development.
Two different chairs have led the Teacher Education Department (TED) over the past four years, and we also appointed a new chair in the Department of Educational Leadership (EDL) two years ago. These aforementioned appointments were internal promotions. The Associate and Assistant Dean are new since the 2001 NCATE institutional visit. Both have replaced personnel who have retired.
New committees have also occurred since our last visit. A Communications Committee was established in October of 2005 and first convened November 1, 2005. The purpose of the committee is two-fold: (1) to discuss and assess our present means of communication across the College with both internal and external stakeholders; and (2) to establish a two-year action plan to ensure consistency and reliability of communications. A second example was the restructuring of two committees (Assessment Committee and Data Management Committee) to one new Unit Assessment Committee.
New programs/changes to evolve since our last visit include the addition of a Gifted Endorsement (K- 12), which replaced the initial gifted licensure program; an Early Childhood Intervention Specialist program; and a Middle Childhood (grades 4-6) Generalist option, to add an additional subject area(s) to a Middle Childhood license. Our Advanced programs in our department of Teacher Education: Classroom Teacher: Mathematics, Classroom Teacher: Modern Languages, and Classroom Teacher: Science were retired; and effective, January 24, 2—7, Classroom Teacher: General was significantly revised as Classroom Teacher: Advanced Studies, aligned with the NBPTS core propositions and flexibly designed to meet the needs and interests of licensed teachers wanting to enhance their knowledge and skills in the classroom, pursue a specific professional objective, and/or add an additional teaching area to their initial license. In addition to these educator preparation programs, we are anxiously awaiting final approval to be able to offer a new and our first doctoral program as well as a new master’s program in Leadership. Since the last NCATE visit, we have also added a Sign Language Interpreter program and faculty to implement it.
An annual report is published each year for the College of Education and Human Services. It can be found on the CEHS website (http://www.cehs.wright.edu/resources/forms_and_things/deansoffice/CEHSAnnual_Report_0708.pdf)