Department of Human Environmental Studies

12

RECORD OF SERVICE FOR TENURE AND PROMOTION

Name: Victor R. Wilburn

Department: Human Environmental Studies

Present Rank: Assistant Professor

Length of Service at University: 2 years

Years of Service at Each Rank: Assistant Professor, 4 years

Degrees Held, Institution, Date Received:

Doctor of Philosophy Child Development

The University of Tennessee

December 2002

Master of Science Rural Sociology

The University of Tennessee

December 1994

Bachelor of Arts Agricultural Economics/Rural Development

Tennessee State University

May 1991

A. Teaching Effectiveness

1.  Definition

Effective teaching implies learning and learning can be indicated by behavioral change. Therefore, effective teaching would be demonstrated by: a harmonious relationship with students which fosters open and free exchange of ideas; the development of decision making/problem solving skills; the ability to motivate and encourage students to seek new directions; the utilization of teaching strategies and management techniques which provide the means for achieving learning objectives; and a communication system which provides for competent output as well as being receptive to feedback.

2.  Specific Indicators/Evidence

a.  Student evaluations are to be included in the candidate’s profile.

Summary: The total number of students enrolled in the courses evaluated; the total number of students that completed the instrument; and the semester of the evaluation are located at the top of the tables below. IDEA Data for 34 courses taught from fall 2003 through spring 2008 are included in the tables. Student written comments are included after the tables.

Courses Taught: CF 120: The Child

CF 126: Education of the Young Child

CF 409: School Age Child Care

CF 506: Theories and Issues of the Child

IDEA Student Evaluations:

T-Score categories: ML: Much Lower (lowest 10%) = T-Score below 37; L: Lower (Next 20%) = T-Score 38-44; S: Similar (middle 40%) = T-Score 45-55; H: Higher (next 20%) = T-Score 56-62; MH: Much Higher (highest 10%) = T-Score 63 or higher.

IDEA Scores Fall 2009 / CF 120
Fall 2009
70% response
14/20 stud. / CF 120
Fall 2009
74% response
17/23 stud. / CF 120
Fall 2009
83% response
20/24 stud. / CF 126
Fall 2009
71% response
17/24 stud.
Your Average
T-score (TS) and 5-point scale (5P) / Raw / Adj. / Raw / Adj. / Raw / Adj. / Raw / Adj.
Progress on Relevant Objectives / 4.5 / 4.2 / 3.7 / 3.7 / 3.0 / 2.8 / 4.4 / 4.1
Excellent Teacher / 4.4 / 4.2 / 3.1 / 3.1 / 2.6 / 2.5 / 4.1 / 3.9
Excellent Course / 4.0 / 3.5 / 3.4 / 3.3 / 2.6 / 2.4 / 4.1 / 3.8
Average between B & C / 4.2 / 3.9 / 3.3 / 3.2 / 2.6 / 2.5 / 4.1 / 3.8
Summary Evaluation / 4.4 / 4.1 / 3.5 / 3.5 / 2.8 / 2.7 / 4.3 / 3.9
IDEA Scores Spring 2009 / CF 120
Sp 2009
72% response
18/25 stud. / CF 120
Sp 2009
75% response
21/28 stud. / CF 409
Sp 2009
81% response
13/16 stud. / CF 506
Sp 2009
83% response
10/12 stud.
Your Average
T-score (TS) and 5-point scale (5P) / Raw / Adj. / Raw / Adj. / Raw / Adj. / Raw / Adj.
Progress on Relevant Objectives / 4.0 / 4.0 / 4.4 / 4.2 / 4.2 / 4.2 / 4.4 / 4.0
Excellent Teacher / 4.0 / 4.0 / 4.2 / 4.0 / 4.5 / 4.4 / 3.9 / 3.8
Excellent Course / 3.9 / 4.0 / 4.3 / 4.1 / 4.2 / 4.2 / 3.6 / 3.3
Average between B & C / 4.0 / 4.0 / 4.3 / 4.1 / 4.4 / 4.3 / 3.8 / 3.6
Summary Evaluation / 4.0 / 4.0 / 4.4 / 4.2 / 4.3 / 4.3 / 4.1 / 3.8
IDEA Scores Fall 2008 / CF 120
Fall 2008
75% response
21/28 stud. / CF 120
Fall 2008
76% response
19/25 stud. / CF 126
Fall 2008
68% response
17/25 stud. / CF 409
Fall 2008
83% response
10/12 stud.
Your Average
T-score (TS) and 5-point scale (5P) / Raw / Adj. / Raw / Adj. / Raw / Adj. / Raw / Adj.
Progress on Relevant Objectives / 4.5 / 4.5 / 4.3 / 3.9 / 4.4 / 4.2 / 4.3 / 3.9
Excellent Teacher / 4.6 / 4.6 / 4.5 / 4.3 / 4.6 / 4.4 / 4.4 / 4.1
Excellent Course / 4.3 / 4.3 / 4.3 / 3.8 / 4.3 / 4.0 / 4.3 / 3.7
Average between B & C / 4.4 / 4.4 / 4.4 / 4.1 / 4.4 / 4.2 / 4.4 / 3.9
Summary Evaluation / 4.5 / 4.5 / 4.4 / 4.0 / 4.4 / 4.2 / 4.4 / 3.9

b. Peer evaluations

The Appendix for this section includes two summary letters and eleven peer evaluations (one for every semester from fall 2008 – spring 2010). Below is a list of the evaluations.

Administrator evaluation Course Semester

Dr. Paula King CF 407: School Age Child Care Spring 2010

Peer evaluator Course Semester

Dr. Georganne Syler CF 506: Theories and Issues of the Child Spring 2010

Dr. Sharo Shafaie CF 120: The Child Fall 2009

Dr. Georganne Syler CF 120: The Child Spring 2009

Dr. Mary Elizabeth Ambery CF 120: The Child Fall 2008

c. Self Evaluation

My faculty tenure with Southeast Missouri State University consists of two years of service (Fall 2008 to spring 2010. Throughout my teaching service to the university, I have worked to provide students with a thorough knowledge and understanding of the course content which is based, in part, by the course objectives and the sum total of my professional experience. In consort, I have worked to ensure that I am keeping myself informed as to the most impactful teaching practices and implementation strategies. University instruction represents a unique challenge as students come from diverse backgrounds and represent a sparse array of academic and learning needs. The following teaching strategies were employed to maximize student learning needs. (1) Students were provided with a learning environment that has multiple approaches to learning and being evaluated; (2) Students experienced a learning environment that provided them with numerous opportunities to give feedback about their learning needs; (3) Students who expect technology to be implemented into the academic classroom can access a web link that has the course syllabi, lecture notes, assignment sheets, and videos.

Respective to promoting a diverse learning environment, students are provided with a balance of learning experiences which range between instructor lectures, active group learning exercises, and community service learning. This is done so that students who contextual learners receive the same enriched opportunities to learn as students who are experiential learners.

As an instructor, I have worked to make constant adjustments to my teaching strategy based on the collective needs of students during a particular semester. One way I do this is by providing students with an opportunity to indicate the method of learning they prefer at the beginning of the semester. Throughout the semester, students are provided with a class roll that has a section where they are encouraged to give feedback when they want the learning strategy to change. Students have also been provided with an opportunity to provide a more in-depth evaluation five weeks into the semester, during mid-term, and at the end of the semester with IDEA.

In the interest of promoting technology in the academic classroom, I have taught the CF 409 course using the ITV technology and provided students with a website where they can access their assignments sheets, lecture notes, and take exams. The CF 409 has also been modified to encompass a service learning component to it. The students and I participate in relevant organizations in the community to provide curriculum-based education activities to children in after school programs. This is done to further maximize student learning experiences and bridge the gap between the university and the community in which we serve. In the CF 120 class, I have not only provided students with web support and service learning opportunities, but also, I evolved this course into a complete on-line course.

During the fall of 2009 I received a low evaluation from students in one of my CF 120 classes. I taught three CF 120 courses that semester and in the same environmental learning format; however, one class seem to report low scores. Going forward, I have made a conscientious effort to get more feedback from students respective to what they might need in order to maximize their learning. In addition, I have tried to make a concerted effort to further explain the purpose behind assignments and student expectations while attending my classes.

d.  Administration evaluation

Dr. Paula King, Chairperson of the Department of Human Environmental Studies, Evaluation of CF409: School Age Child Care, April 6, 2010 (Rescheduled)

e.  Curriculum involvement

During my tenure as assistant professor of child development in Human Environmental Studies, I have been involved with curriculum development in the following ways: (1) Revision of the course titled “School Age Child Care (CF409) and Theories and Issues of the Child (CF506). (2) Collaborated with Dr. Shairo Scheife towards the development of the child development minor program in Human Environmental Studies.

Below is a timeline of activities for the curriculum development process.

Activity / Date (work hours)
Participated with child development faculty in a child development retreat to evaluate the current program and assess for improvement. Faculty also determined how many new courses needed and type of content for program enrichment. / Fall 2010
January 20, 2010
(8 hours in meeting)
Developed a CF 120 course to be taught completely online. Currently teaching two sections of this course. / Fall 2010
(20 hours)
Participated in the revision of the curriculum for a minor in Child Development (Revision conducted with Dr. Shairo Schife) / Spring 2010
March 27, 2009
Currently providing leadership for the creation of a new child development course to be taught through university. The course is titled “Culture, Ethnicity, and the Child.” / Spring 2009
(6 one hour meetings)
Revisions to course syllabi and new course syllabi were completed and forwarded to the department curriculum committee, department faculty, department chairperson, and HHS College Council. This was done for CF120. / Spring 2010
(20 hours)
Revisions to course syllabi and new course syllabi were completed and forwarded to the department curriculum committee, department faculty, department chairperson, and HHS College Council. This was done for CF506. / Fall 2009
(10 hours)
Revisions to course syllabi and new course syllabi were completed and forwarded to the department curriculum committee, department faculty, department chairperson, and HHS College Council. This was done for CF409. / Fall 2009
(10 hours)
Minor revisions to course syllabi and new course syllabi were completed and forwarded to the department curriculum committee. This was done for CF120. / Spring 2008
(10 hours)
Minor revisions to course syllabi and new course syllabi were completed and forwarded to the department curriculum committee. This was done for CF126. / Spring 2008
(10 hours)

1)  Development of new programs and/or courses

Course Name / Responsible Faculty Member
CF120 Web Course / Victor Wilburn

2)  Revision of existing programs and/or courses of a significant nature generally involving

major revision of course syllabi that is approved through the appropriate channels.

The following course revisions were approved by HHS College Council on 12/03/09.

Course Name (Revision of 2009) / Responsible Faculty Member
CF409 School Age Child Care / Victor Wilburn and Mary Ambery
CF506 Theories and Issues of the Child / Victor Wilburn and Mary Ambery

f.  Other Indicators/Evidence

3)  Continuing education related to teaching

Below is a list of the workshops and seminars attended for the purpose of improving my teaching in the academic classroom and conducting student mentoring and development.

Attended a workshop titled “Relationship Violence on the College Campus” by Campus Life and Event Services, and the Victory Program. UC University Room. / February 16, 2010
(Spring/10)
Attended a workshop by the Phyllis Braxton. Topic: Intercultural Conflict Styles. University Center, Ballroom. / January 21, 2010
(Spring/10)
Attended Seminar titled “Engaging Students with Active Classroom Involvement” by Dr. Walt Paquin. Location: Crisp Hall. September 23, 2009. / Fall 2009
Attended a lecture through the Multicultural Speakers’ Series titled “The Heart of Learning: The Family’s Role in Learning Success” by Luis Hernandez. Location: Founders Lounge of the UC. September 17, 2009. / Fall 2009
Chair of Graduate Research Project “Operationalizing African-American Manhood—An Investigation of the relationships between family support, stress, and psychosocial well-being (social competence and employability) among African-American males” / Fall 2009
Faculty Graduate Status Inferred / September 16, 2009
(Fall/09)
Attended an all day conference titled “Autism and Higher education” hosted by the College of Health and Human Services. Location: University Center 4th floor / April 29, 2009
Attended a half day conference titled “Childhood Obesity: Current Trends & Recommendations” hosted by the Southeast Missouri Dietetic Association. Location: Dempster Hall / April 18, 2009
Attended a Seminar titled “How To Build Wealth With Real Estate” by Tom Lundstedt, CCIM. Location: Show Me Center / April 9, 2009
(Spring/09)
Attended a Seminar titled “Teaching Overseas: Transcultural experience UI343 in Europe” by Dr. Mark Langenfeld. Location Crisp Hall Auditorium / February 18, 2009 (Spring/09)
Attended an Online Seminar titled “What Faculty Members Need to Know About Retention” facilitated by Leon Book. Location: UC Ballroom / November 20, 2008
Facilitation of Service Learning Experiences with Cape Area Family Resource Center (17 hours of service) and YMCA Afterschool Program (3 hours of service) / October 9 thru December 2008
Attended Extended and Continuing Education workshop “Sexual Harassment” / October 9, 2008
Attended CSTL workshop “Teaching in the online Environment” / August 18-22, 2008 (Fall/08)
Attended CSTL workshop “OIS System and ITV Training” / August 25-26, 2008 (Fall/08)

4)  Awards or special recognition given specifically for teaching effectiveness