College of Education and Public Policy

(A separate Annual Report is being submitted by Public Policy.)

Annual Report for

Academic/Fiscal Year 2010

September 1, 2011

Dr. Barry Kanpol

Dean

Note: The Annual Report should provide a summary of the major activities and initiatives of the school/college and its departments. It is not intended to be a compendium.
Section / Statement /
A-Mission / The Mission Statement of the IPFW School of Education (adopted 1/10/96):
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
1. Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. Improving the human condition by creating positive learning environments;
3. Becoming change agents by demonstrating reflective professional practice;
4. Solving client problems through clear, creative analyses;
5. Assessing client performance, creating and executing effective teaching, counseling and educational leadership, by utilizing a variety of methodologies reflecting current related research;
6. Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effectively communicating with all stakeholders.
IPFW School of Education Conceptual Framework: A Learning and Leadership Model:
We in the School of Education are committed to the following Conceptual Framework for our programs:
1.  Democracy & Community
Effective educators, such as teachers, counselors, and administrators need to be a part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the School of Education should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.  Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the School of Education must integrate critical habits of mind in all aspects of the teaching/learning process.

3.  Pedagogy

Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and the social circumstances that they and their students bring to the educational setting. Consequently, the School of Education needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.

4.  Knowledge

Effective educators need to be well grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach, and of their students. Consequently, the School of Education should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.

5.  Experience

Effective educators learn their craft through experiences in actual settings. Through on-site campus activities and field-based experiences students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the School of Education must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.

6.  Leadership

Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the School of Education must provide opportunities for educators to develop as leaders in their profession and in their communities.

Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors. (2000)

Section / Executive Summary of this Annual Report /
B-Executive Summary / Three emerging themes dominated a very active period between January 2010 and June 2011 for the old School of Education: The merger with the Division of Public and Environmental Affairs into a newly formed College of Education and Public Policy; the evolving Assessment work culminating with the NCATE accreditation visit at the end of October 2011; and the increase of grant work by faculty.
The merger has seen a potential vision developing into a renewed Public Identity. Multiple past retreats and scheduled new ones will help define how “public good” can be introduced into all structures – Tenure and Promotion, Curriculum, Programs, Assessment, Field Placements, and Faculty and Student Dispositions. The merger has allowed more interdisciplinary dialogue and growth. The merger will potentially allow a view as to how social impact can rear its head.
Assessment is core work for all faculty, highlighted by the NCATE visit in October 2011. The deep core understanding of linking academic curriculum to rigorous rubrics continues with an eye to see how what we do in class can be linked to student K-12 achievement. No small task! An outcome of our assessment is the need to create stronger partnerships. As a result, the strong renewal of our relationship with Fort Wayne Community Schools has set up the very good possibility of residency schools for our field experiences.
A decided effort has gone into increasing grant work as a part of sustained scholarship. The Project-Based Learning grant has allowed faculty to link their curriculum to Action Research and has broadened their partnerships with teachers in northeast Indiana. Our STEM work and grants continue at a rampant pace. Other NSF grants that link with Engineering students have also proved significant in the past, and the future looks bright for further grants. The above grant work, all over $100,000 each, is supported by multiple smaller grants.
/ University Strategic Goals:
1. Foster Learning and Create Knowledge
2. Develop Quality of Place and Experience
3. Contribute to the Development of the Northeast Indiana Region /
Section C.1. Last Year’s Department/ School/ College Goals / Description of Goal / List of 2010-11 Activities and Accomplishments supporting Strategic Goals / Strategic Plan Goal # /
1.
Merger / The merger between the School of Education and the Division of Public and Environmental Affairs was completed. A new College of Education and Public Policy was formed. Retreats in the Fall of 2010 and 2011 laid the foundation for a vision of creating a public identity in Fort Wayne. The goals would be to link public identity to all aspects of the College and University structures starting this academic year: Promotion and Tenure Documents, Assessment, Diversity Initiatives, Program Reconstruction through Curriculum Reviews, and a Reconsideration of Research, Teaching and Service in light of a renewed public identity. / 1
2.
Assessment / The Unit Assessment System (UAS) Taskforce, comprised of 13 faculty members and led by the Associate Dean, continued to oversee the implementation of the UAS for both the graduate and undergraduate Education programs. / 1
Yearly Assessment Retreat: As part of the Unit Assessment System for all Education programs, the faculty and staff participate in an Assessment Retreat, held before classes begin in August of each year, to review the narrative and quantitative data from the Data Management System (DMS) on the graduate programs. The faculty produces reports to give to the UAS Taskforce to consider programmatic changes. Assessment Retreats took place in August 2010 and August 2011. / 1
Program Reviews through the Indiana Department of Education: In the last 18 months we have completed Program Reviews of 20 licensure programs through the Indiana Department of Education (IDOE). One program, English as a New Language, is currently going through a Program Review, to be submitted October 15, 2012. All Program Review documents are at http://new.ipfw.edu/departments/education/standards/2011accreditation/standard1/, Exhibit 1.1. / 1
Conceptual Framework: The program goals are all linked to the SOE Conceptual Framework as well as to the State and professional association pedagogical and content standards. We revised the Conceptual Framework in Spring 2010; it was accepted in draft form by the two Education Departments in Fall 2011. Both the current Conceptual Framework and the newly drafted one are included in the College of Education and Public Policy (CEPP) Governance Document. See Conceptual Frameworks at http://new.ipfw.edu/departments/education/standards/2011accreditation/conceptual-framework/, Exhibit A.3. / 1
Accreditation Visit with NCATE: We are currently in the midst of an accreditation review by the National Council for the Accreditation of Teacher Education (NCATE). We are trying the new Continuous Improvement Option. We submitted our Institutional Report (IR) February 18, 2011. The Offsite BOE Team met June 7, 2011; we received a response from them on June 28, 2011. We are now responding to their report by writing an IR Addendum, which we will submit September 30, 2011. The Onsite NCATE Visit takes place October 30-November 1, 2011. Our NCATE website with our IR and Exhibits is available at http://new.ipfw.edu/departments/education/standards/2011accreditation/standard1/ . / 1
Data Management System and Data Manager: We hire a Data Manager, a graduate student in the Master’s in Computer Science program at IPFW, as a half-time Technical Professional Assistant to manage the data in our Data Management System (DMS). We also hire a half-time secretary to be the Assessment Assistant who enters data in the DMS, sends out graduate surveys and writes reports on the data, coordinates the assessment of candidate portfolios through TaskStream, and maintains and develops the CEPP website. / 1
Workshop on Assessment: We invited a nationally acclaimed consultant, Dr. John Johnson from the University of Memphis, to lead us in an all-day workshop on November 12, 2010, on writing Key Assessments and rubrics in line with the new expectations of NCATE and the Specialized Professional Associations (SPAs). All faculty members from the two Education Departments attended, as well as 12 colleagues from departments in the College of Arts and Sciences and the College of Visual and Performing Arts who help prepare candidates in our many certification programs. We are in the process now of using that knowledge as we revise and rebuild our assessment systems to meet the new standards and also so we can get better data to make informed changes to our programs.
Education Faculty,
Abbott, Agness, Bangel, Batagiannis, Burg, Cho, Choi, Garvey, Hilpert, Isik-Ercan, Jordan, I. Kim, Kromer, Leatherman, Lee, C. Lindquist, D. Lindquist, Merz, Murphey, Nichols, Nitza, Nowak, Parnin, Swim
Arts and Sciences faculty, and
Berry and Mau (math), Bugel and Corbin (World Languages), Dehr and Aasand (English), Friedman (chemistry), Isiorho (geology), Kingsbury (biology), Long (philosophy)
Fine Arts faculty
Campbell (art), Resch (music) / 1
NCATE Institutional Orientation Meeting, September 2010: In preparation for the upcoming accreditation visit, two faculty members, Dr. Kathleen Murphey, Professor and Associate Dean, and Dr. Terri Swim, Associate Professor and Elementary Program Coordinator, attended NCATE’s Institutional Orientation in the DC area. They were apprised of the newest developments in assessment and participated in working sessions for assessment in various program areas. They learned a great deal during the conference and have used that knowledge and experience to help lead the accreditation preparations for our unit. / 1
3.
Profession-al Develop-ment Opportun-ities and Public Outreach / Research Discussion forums: The SOE, now CEPP, continues to have Research Discussion Forums, monthly forums to have a faculty member share and discuss his/her research with colleagues in the CEPP. There have been eight Research Discussion Forums since January 2010 by K. Murphey (“Understanding New Economic Forces and their Impact on Education”); A. Kim (“Effects of U.S. States’ Social Welfare Systems on Population Health”); J. Nichols (“Teachers as Servant Leaders: Following the Developmental Process of One Book Project”); B. Kanpol (“Multiple Narratives and the Construction of a Unified Public Identity: Can we walk the talk? Is it even possible?”); B. Fife (“Reforming the Electoral Process in the United States”); S. Batagiannis (“The Dispositions of Leadership: the Dialectic of the Heart and the Intellect”), J. Kim (“Understanding the Public in the New Era of E-government: Focusing on Opinion Leaders and Their Online Public Engagement”); and J. Abbott (“Educational Impact of ‘Race to the Top’”). We use these forums as a faculty development opportunity for the presenter, as well as the discussants. / 2
Project-Based Learning: In the fall of 2010, the CEPP received a sizeable grant for training faculty in project-based learning as part of a regional effort to build rigor and authenticity in P-12 learning experiences. During the summer of 2011, the CEPP pioneered a format for training higher education personnel that blended CEPP faculty, faculty from other IPFW departments, and 10 teachers from P-12 public and private settings. For three full days, 35 individuals jointly engaged the development of assorted projects that will be implemented in a P-12 classroom during the 2011-12 school year. Work teams will follow the implementation of the projects they developed and continue collaboration regarding the impact of the work completed together. Fifteen faculty continued training for a fourth day during which they explored project-based learning elements for inclusion in their university teaching assignments. Since the initial training, faculty have proceeded to use the elements of PBL in their coursework, to assume a leadership role in the community through training of public leaders who set the context for learning. A goal is to research the use of PBL in higher education and in building a public presence. In addition to 12 teachers from P-12 settings, the following IPFW faculty participated:
Education
Abbott, Batagiannis, Cho, Hickey, Hilpert, Isik-Ercan, Johnson, Kanpol, I. Kim, Lee, C. Lindquist, D. Lindquist, Merz, Nichols, Nowak, Parnin, Swim
Public Policy
A.  Kim
J.  Kim
Mbuba
Rayburn
Arts and Sciences
Dehr (English)
Gerow (psychology)
Fine Arts
Campbell (art) / 1, 2, 3
SOE Book Project: In 2010 a group book project was contracted by Hampton Press, eventually to be with Peter Lang Publishing: T. Swim, J. Nichols, K. Murphey, G. Moss, A. Merz, D. Lindquist, and B. Kanpol. 2010. Teacher National Accreditation as Community Dialogue: Transformative Reflections. Cresskill, NJ: Hampton Press. Faculty in the SOE engaged in a year-long study and writing of chapters as they viewed the NCATE accreditation process through several lenses as a way to develop depth and meaning to their understanding of the process, and, thereby, professionally develop themselves.