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BOARD OF EXAMINERS REPORT
N C A T ENational Council for Accreditation off Teacher Education Continuing Accreditation Visit to: Florida
Atlantic University April 1-5, 2000
Report Contents Part II: Findings for Each Standards Category
PART
I The University Founded in 1964 in Boca Raton, Florida Atlantic University became the fifth university in the Florida public system. The University is responsible for providing academic programs and public service to the counties of Palm Beach, Broward, Indian River, Martin, St. Lucie, and Okeechobee with a total population of approximately three million people. The threefold mission of the University includes teaching, research, and public service in the expanding urban environment of southeast Florida. The original and main campus of Florida Atlantic University is the Boca Raton Campus which is located on 850 acres of land three miles from the Atlantic Ocean. The campus is located on a former U.S. Army airfield and is inhabited by a variety of wildlife, including burrowing owls. The number of buildings on the Boca Raton Campus has grown to over seventy, including the College of Education Building which was completed in 1994, The university has expanded to include six other campuses including those in Broward County (Davie Campus), the Northern campuses in Jupiter (John D. MacArthur Campus), and Port St. Lucie (Treasure Coast Campus). The team visited all campuses (Boca Raton, MacArthur, Treasure Coast and Davie) with College of Education programs. Over twenty thousand students are enrolled and nearly four thousand degrees are awarded annually. In addition to the College of Education, the university includes the College of Architecture; Urban and Public Affairs; the Dorothy F. Schmidt College of Arts and Letters; the Colleges of Business, Engineering, Honors, Liberal Arts, and Nursing and the Charles E. Schmidt College of Science. There are over 800 full-time faculty members and nearly 3,500 full-time employees. The current fund revenues for 1998-99 were $239,053,642. Currently, the university offers 57 Bachelor's, 50 Master's, 3 Specialist and 15 Doctoral degrees. The five-story Wimberly Library has a collection of 725,800 volumes, 2.5 million microfilms, and subscriptions to 4,300 scholarly journals and other serials. The library also houses one of the nation's top Judaica collections in addition to a large collection of monographs, serials, and other academic resources. The Davie campus has a shared library with Broward Community College. The Treasure Coast Campus utilizes the St. Lucie West Library which is supported by St. Lucie County, Indian River Community College, and Florida Atlantic University. The library on the MacArthur Campus is shared with the community college. The College of Education The following is a statement from the graduate catalog: "The College of Education is dedicated to the education of educational professionals; individuals with a sound knowledge base built on the best available research, theory, and practical applications; individuals with high standards of ethical behavior and a commitment to excellence and continued learning." This mission is carried out through the departments of Counselor Education, Educational Leadership, Exceptional Student Education, Health Sciences, Educational Technology and Research, and Teacher Education. There has been a 43.5% growth in students enrolled in programs in the College of Education since the last NCATE visit. During the 1993-94 academic year there were ,328.9 annualized student FTEs compared to 1998-99 when there were 1,907 annualized student FTES. Degree programs offered are offered at the bachelor's, master's, specialist, and doctoral levels. Undergraduate teacher education programs include Elementary Education with ESOL endorsement; Secondary Education with certification programs in English 6-8, Social Sciences 6-8, Biology 6-12, Chemistry 6-12, Physics 6-12, Mathematics 6-12, Art K-12, Music K-12, French K-12, German K-12, and Spanish K- 12; Teaching English to Speakers of Other Language (TESOL); and Exceptional Student Education. Health Sciences programs include a Bachelor of Science in Education with a Major in Exercise Science/Wellness Education; and Bachelor of Science in Health Science. Undergraduate certification programs include elementary education with ESOL endorsement, exceptional student education, and medical technology. Graduate certification programs include counselor education, early childhood education, educational leadership, elementary education, exceptional student education, social foundations, and speech-language pathology. Non-certification programs include the Bachelor of Science Degree in Medical Technology, Master's Degree in Science in Exercise Science and Wellness Education, Master's of Science Degree in Communications Disorders, and the Master's of Science in Speech Pathology and Audiology. All undergraduate and graduate programs except graduate and undergraduate exercise science and wellness (offered only at Davie Campus) are offered on the Boca Raton campus. Undergraduate, elementary education and graduate educational leadership programs are offered on all four campuses. Counselor education and undergraduate exceptional education are offered at three campuses (Boca Raton, MacArthur and Davie). Undergraduate secondary education, graduate communication disorders, graduate reading, graduate elementary, graduate curriculum and instruction are offered at two campuses (Boca Raton and Davie). faculty and adjuncts. These courses are taught by full-time Most departments offer a few courses via distance learning. No complete program is offered via distance learning but graduate exceptional student education and varying exceptionalities programs are being planned in collaboration with other universities in the Florida State University System. The Genesis Teacher Education Project is an experimental teacher education five year program that offers a bachelor's and master's degree in both the liberal arts and education. Genesis has a collaborative partnership with A.D. Henderson University ~ School and the School Districts of Palm Beach County, Martin County and St. Lucie County. Students receive certification in elementary, middle school, secondary education and ESOL. There are 177 full-time education faculty, 72% more than in 1995, and 200 adjunct faculty members. Fifty one percent of the current faculty have been hired since 1995. The faculty has received many awards from learned societies for research and scholarship. The College of Education has developed twelve very successful professional development schools (Genesis Academy for Teacher Excellence) which include seven public elementary schools, one elementary/middle school, two public middle schools, and one middle/senior high school, and one high school. This network of professional schools is located in three counties. Currently, there are plans to expand the number of professional development schools. The Karen Slattery Educational Research Center for Child Development and A.D. Henderson University School provide many rich experiences for students in early childhood and elementary education. Major changes the School of Education has made since the last NCATE visit: · hired 45 new faculty members · expanded programs · increased enrollment dramatically at all campuses · reorganized academic units · restructured educational leadership, teacher education, and counselor education · established faculty assembly · expanded professional schools · established the Secondary Teacher Education Coordinating Committee This was a continuing visit conducted by a team of five NCATE BOE members with one observer and a team of four faculty members from Florida higher education institutions, one representative of the Florida Department of Education and one representative from the Florida Board of Regents.
PART II
CATEGORY
I: DESIGN OF PROFESSIONAL EDUCATION A.
Observations The goal of the College of Education at Florida Atlantic University is to prepare professionals to effectively meet the challenges and needs of teacher education candidates in the context of their work with students and families manifesting linguistic diversity, cultural diversity, learning, and behavioral diversity in an increasingly interpendent and rapidly changing world. In order to meet the aforementioned goal, the College of Education articulated as its conceptual framework, Professional Preparation for a Diverse Society. The College of Education's conceptual framework includes three specific academic components in the preparation of professionals: foundational requirements, experiential learning, and professional knowledge. The conceptual framework is clearly articulated and does appear in some documents, i.e., on the College of Education0s website, in some course syllabi, and in the field experience handbooks that are distributed to all students enrolled in field experience courses. The conceptual framework is not readily observable in places such as student teaching handbooks, the catalogs [undergraduate and graduate], and the College of Education brochure. Some facu4 and students did not appear to value or be knowledgeable about the Conceptual Framework. Extensive informal collaboration takes place between faculty in the College of Education and the faculty in other colleges who teach content studies. The Secondary Teacher Education Coordinating Council has been established since the last NCATE visit. Technology is integrated into every program. Alumni, students, and faculty report that technology is a valued and important part of their collection of teaching techniques. Candidates learn to integrate what they have learned in their field experiences which are carefully planned and sequenced. Practica prior to student teaching are part of methods classes as well as specifically designed field experiences and take place in a variety of settings. Evaluation forms for candidates documenting early field experiences, practical and student teaching are extensive and spell out the expectations and accomplishments of the candidates. Linguistic and cultural diversity are an integral part of the experiences. Student teaching is a one-semester experience unless the candidate is enrolled in the Genesis project in which case the candidate serves as a paid intern during the fifth year. Advanced programs include master's degree programs in Educational Leadership, Counselor Education, Curriculum and Instruction, Reading Education, Exceptional Student Education, and Health Sciences. The Educational Leadership Department has used a review process, major national reports, and standards of review agencies and learned societies which have resulted in extensive changes. Using the College of Education0s conceptual framework, the department has developed its own curriculum. There is an increased emphasis on experiential learning, technology, and communication. The master0s and doctoral programs have been redesigned; however, little focus has been given to cultural and linguistic diversity. It is not written, however, professors state that there is a departmental culture of honoring diversity. Although It is stated in the College of Education Conceptual Framework and repeated in the Education Leadership Department0s Conceptual Framework Connection to Program's matrix, syllabi and bibliographies show few connections to diversity issues. Students report, however, that classes do address issues of diversity. Although it is not written, professors state that there is a departmental culture of honoring diversity adhered to by the entire department. Issues of diversity are addressed in courses throughout the Graduate School Counselor program. The master's in Graduate School Counseling requires a course, (Counseling Special Needs Populations), which deals with issues of minority, bilingual, handicapped, and other special needs group. Cultural and linguistic diversity are threaded throughout the teacher education program. However, the Secondary Teacher Education Coordinating Committee exhibits little knowledge of the Conceptual Framework. This committee is made up of faculty and administrators from outside the College of Education who teach the content for secondary certification. Adjunct and new faculty receive a handbook which covers issues such as preparation of the syllabus, professionalism, textbooks, emergency procedures, audio- visual procedures and contact people. Mentors are assigned to new faculty to assist them in the promotion and tenure process. Detailed outlines for the required portfolios which faculty must submit for tenure and promotion are provided to each new faculty member. Department chairs observe new and adjunct faculty members ' classes. A three year review prepares the faculty member for the tenure and promotion process which comes at the sixth year. Department chairs review student evaluations each semester and consult with faculty if assessment indicates changes should be made. The field experience requirements in all programs have been increased since the last NCATE visit. In Counselor Education, the field experience requirement has been changed from the old requirement of 100 practicum hours to one 150 hour practicum plus a 600 hour internship. In Educational Leadership at the master's level students are now required to complete a 100 hour internship, as well as participate in simulations and case study analysis in other courses. At the Specialist level students are required to take 9 hours of experiential learning and each student must produce a Learning Portfolio as a requirement for the internship. The 9 hour requirement consists of a 6 hour internship and a 3 hour field project. In Exceptional Student Education students have numerous opportunities for practical experience, including observation requirements, methods courses that require students to work with individual K- 12 students. Additionally, all ESE students at the master's level complete either a 3 credit hour or a 6 credit hour internship. In Teacher Education clinical requirements exist in each program, the amount depending upon the emphasis area. B. Weaknesses
Corrected since the Previous Visit Standard I.A. The knowledge base is not clearly articulated across all programs within the unit. A new conceptual framework has been developed and includes all programs. Standard I.C. [Previous Standard I.D]. Professional education faculty do not collaborate with faculty who teach the specialty studies. Informal discussions are held and advisors collaborate. Standard I.H [Previous Standard II.A] Advanced. The unit does not assure that all advanced programs at each degree level include clinical and field-based experiences. All programs include required clinical and field-based experiences. Weakness Continued
from the Previous Visit None were cited. New Weakness Standard I.A. The conceptual framework is not fully infused into the culture of the College of Education. Many individuals both within and outside the College of Education are unaware of the conceptual framework and it is not included in some course syllabi and some documents.
CATEGORY II: CANDIDATES IN PROFESSIONAL EDUCATION A.
Observations The criteria for admission to initial and advanced programs in the College of Education are detailed in the university catalogues, as well as in brochures for each specific program within the unit. The recruitment efforts have been successful in attracting high quality candidates to the programs of the unit. To assure basic skills competence, initial teacher preparation candidates must have an overall grade point average of 2.5 or higher on a 4.0 scale, and pass the College Level Academic Skills Test (CLAST) with scores of 295 in mathematics, reading, English, and an essay score of 6. Furthermore, they must have an ACT score of 20 or higher or an SAT score of 960 or higher. Over the past two years, the College of Education entering student demographics indicate that 60 % of the candidates held an Associate of Arts Degree from a Florida community college and eight percent held a Bachelor0s Degree. Two candidates held a rnaster0s degree before entering the prograrn. Of those entering the college, more than 35% of the students had a GPA of 3.5 or higher, and their average age was twenty-six. Applicants for admission to a graduate degree-granting program of the university must meet the minimum standards set forth by the Florida Board of Regents. The candidate must have a OBO (3.0 on a 4.0 scale) average or better when registered as an upper division student working for a baccalaureate degree. Alternately, the candidate must have obtained a minimum combined score of 1000 (quantitative and verbal) on the Graduate Record Exam (GRE) or a graduate degree from a regionally accredited institution. The candidate must also meet the specific requirements set by the program. The College of Education works toward recruiting, admitting, and retaining a diverse student body. The unit in concert with the Florida Atlantic University has instituted a variety of initiatives to meet this goal. The University established a Director of Development position for the College of Education to secure endowments and grants. The Florida Department of Education offers financial assistance to minority students through its Bright Futures Scholarship Program. The University also has specific scholarships designated for academically gifted Spanish and African-American students. A grant proposal, "Recruiting for Gender Equity and Diversity in Teacher Education", has been submitted to the University Provost. The College of Education Director of Academic and Student Services meets with students and counselors at the community colleges to encourage diverse students to enter the teacher program, The appointment of a minority Associate Director for Academic and Student Services provides minority students with a role model and person with whom they feel comfortable discussing their progress. To admit high potential minority applicants, the college has employed the 10% rule for admitting promising applicants who do not meet the Board of Regent's minimum requirements for admission to graduate school. A "Grow Your Own" program provides financial assistance to minority students who want to pursue a graduate degree. Supplementary student services exist through the Office of Multicultural Affairs to increase retention rates of minority and other special student populations. The Academic Enhancement Programs, Cultural Diversity Week, Math /English Labs, Book Loan Program, Counseling Program, and Mentoring Program accomplish the overall goal of retention. The percentage of minority enrollment in the undergraduate program rose from 11.3% in 1995 to 25.8% in 1999, and during the same time period the percentage of initiatives have had a positive effect by raising the percentage of minority students enrolled in the College. Academic advising is an integral part of the unit0s program. Once complete records are on file in the Office for Academic and Student Services, entering candidates are assigned advisors and formally begin their program. Candidates enrolling in content area. Advisors are available to the candidates on a walk-in basis. Once admission requirements to graduate programs are met, students are complete a planned program of study. At the specialist and doctoral levels, candidates are assigned a faculty advisor and additional committee members are added. Testimonials from students were very positive concerning the accessibility and helpfulness of the advisors. A student may sign up for classes at any of the campuses, but all records are kept at the campus nearest to the student0s residence. A back-up of all records is electronically kept on the mainframe in the Office for Academic and Student Services at the Boca Raton Campus. This centralization of files enables faculty to monitor a candidate0s progress. Student's progress in initial and advanced courses is monitored using multiple sources of data as they move toward mastery of established exit criteria. Student progress in field experiences is evaluated using a check list of performance during classroom experiences. Special requirements for enrollment in student teaching must be met before the candidate is allowed to begin an internship. Elementary and secondary majors must present passing scores on the Florida Teacher Certification Examination, a GPA of 2.5, and security clearance. The student teaching experience is monitored by a university supervisor and a cooperating teacher who has completed state mandated clinical educator training. The student's progress is monitored in a variety of ways including written forms, conferences, self reflection, demonstrations and other measures. The candidates culminate their professional experience by developing a portfolio which will provide a tool for authentic assessment of their professional growth. The graduating students must meet the state testing requirements for licensure by having already achieved passing scores on the College Level Academic Skills Test (CLAST) and on the Florida Teacher Certification Examination. Cooperating teachers, school administrators, candidates, and graduates value the quality of the teacher preparation programs at the Florida Atlantic University College of Education. The Florida Atlantic University0s November 30, 1999 Institutional Program Evaluation Plan (IPEP) to the Florida Department of Education reports that the FAU graduates had a 100% rehire rate. B. Weaknesses Corrected
since the Previous Visit None were cited. C. Weaknesses Continued
from the Previous Visit None were cited. D. New Weaknesses None were cited.
CATEGORY III: PROFESSIONAL EDUCATION FACULTY A. Observations Nearly all of the unit's professional education faculty in both the initial and advanced programs hold terminal degrees in their fields; all are qualified for their assignments. There are 117 full-time faculty and 200 adjunct faculty members. Fifty- one percent of the faculty have been hired since 1995. In 1995, 14.7% of the full-time faculty were minorities, while in 1999, 18.5% were minorities. Ninety-four faculty members are on tenure-track. The faculty is engaged in the professional community as teacher scholars. During the 1998-1999 academic-year, faculty members wrote and published 4 books, wrote 40 chapters for books, and published 75 articles in refereed journals. Faculty were also involved in making professional presentations and served in leadership positions in professional organizations at the state, regional , and national/international levels. Faculty were also involved in state and local education task forces, advisory councils, and initiatives Numerous non-tenured faculty members are engaged in one day per week service in public schools. These faculty members have been assured that this level of involvement would not adversely effect tenure and promotion. An overwhelming majority of adjunct faculty members hold terminal degrees and have expertise and experience in the areas in which they teach or supervise. An Adiunct/New Faculty Handbook is used to orient them to working in the College of Education. Adjunct faculty members are required to use a syllabus provided by the department chair. The unit has implemented a Minority Faculty Recruitment Plan that was revised in June of 1998. The plan includes specific activities intended to attract minority applicants for positions within the unit. Some aspects of the plan include faculty networking with colleagues at other institutions of higher education to identify potential candidates, and the use of an Equal Employment Opportunity Search and Screen package. The process also includes advertisement in the Chronicle of Higher Education, advertisement in an appropriate publication oriented to a minority audience, and letters to professional contacts. The activities of the Minority Faculty Recruitment Plan Committee are well documented. Within the unit, there is a "Grow Your Own" program that recruits minority students to serve as instructors with free tuition and a salary while pursuing a doctorate. A tally of the current faculty indicated twenty-one minority members. Of this number, 7 are Blacks, 6 are Hispanics, 7 are Asian or Pacific Islanders, and 1 is Native American. Two of the six department chairpersons are members of a minority group A companion piece to the Minority Faculty Recruitment Plan is a Retention Plan. This plan includes orientation for new faculty members, support from the department chair, and the assignment of a faculty mentor. All new faculty members have a minimum of one observation during the first year of employment. At the end of each academic year, a written assessment of "Progress Toward Tenure" is completed for each non-tenured faculty member until tenure is awarded at the University. Each faculty member is assigned to teach nine semester hours each semester, and is expected to keep six office hours per week. The remainder of the faculty member's time is spent on research and service. The supervision of four student teachers/interns is equivalent to one course taught. Overloads are not recommended. Non-tenured faculty members are counseled about the possible negative impact that an overload may have on their progress toward tenure. There are clearly stated criteria for consideration for promotion and tenure. Faculty members are considered for promotion and tenure simultaneously; however, separate votes are taken. There are opportunities for faculty development activities. The College supports faculty development if it addresses a programmatic need or individual professional development. The major sources of revenues for professional development are allocated from funds budgeted to a travel committee within the college of education. Funds are also available from the Dean's Office for faculty participation in professional development activities. Activities may also be funded through grants or at the personal expense of the faculty member. Leave for participation in professional development activities requires approval from the department chair and the Dean. The Area Center for Educational Enhancement has provided workshops for faculty members on topics such as Sunshine State Standards, the Florida Comprehensive Assessment Test, and Curriculum Planning Tool Software. The Information Resource Management Office offers free classes and faculty members may take tuition free courses within the university. B.
Weaknesses Corrected since the Previous Visit Standard Ill. B
(previously Standard IV.A): There is no written plan for the continuing recruitment of a diverse faculty. Response-. The unit has implemented a Minority Faculty Recruitment Plan that includes a Retention Plan and was last revised in June of 1998. C.
Weaknesses Continued from the Previous Visit None were cited. D.
Now Weaknesses None were cited. CATEGORY IV: THE UNIT FOR PROFESSIONAL EDUCATION A. Observations The College of Education has six departments: Counselor Education, Educational Leadership, Exceptional Student Education, Teacher Education, Health Sciences, and Educational Technology and Research. In conjunction with the University's reorganization, the role of department chair has changed from that of faculty to administration. Department chairs are now appointed by the dean of the College and serve for a period of three years at the dean's discretion. There are insufficient numbers of full-time faculty to support programs although the number of faculty has increased since the last NCATE visit from 65 to 117. However, the number of new hires has not sufficiently kept up with the dramatic increase in enrollment. Curriculum vitae for the adjuncts hired to teach courses and supervise clinical experiences document they are of extremely high quality but adjuncts are not available to advise students and engage in College of Education and department committee work. There were 200 adjunct faculty hired for the 1999 fall semester. Standing committees within the College of Education include the Executive Committee, Graduate Programs Committee, Undergraduate Programs Committee, Undergraduate Petitions Committee, Promotion and Tenure Committee, and a Library Committee. The College of Education's Promotion and Tenure Committee consists of one member from each department. This committee makes recommendations to the dean who forwards the committees recommendation to the provost as well as the University's Promotion and Tenure Committee. There is a variety of advisory committees that support the faculty and administration of the College of Education. The Faculty Assembly, composed of all full- time tenure-track faculty within the College of Education, meets twice each semester. All academic departments have one member who serves on the steering committee. The Faculty Assembly establishes formal procedures for evaluating chairs, deans, and associate deans, however, the Faculty Assembly has little responsibility for governance because it is only advisory to the dean. The Advisory Council consists of representatives from seven school districts, private parochial schools, two students, ten members of the business community and additional members recommended by the chairperson. This Council meets with the dean four times a year. A student advisory committee acts as a liaison among students, faculty, and administration and is currently chaired by a doctoral student. The College of Education and the other colleges at Florida Atlantic University have separate budgets for the other respective campuses [MacArthur and Treasure Coast campuses], the Boca Raton campus, and the southern (Davie/Broward campuses. The associate deans for each campus are responsible for the appropriation and monitoring of budget expenditures for their respective campuses. The allocation of funds is made by the campus vice presidents on the northern and southern campuses, and by the associate provost on the Boca Raton campus. The dean has complete authority and control of budgets and allocations on the Boca Raton campus. Funds can be moved from one budget category to another without the approval of the Associate Provost on the Boca Raton campus. On the northern and southern campuses, funds can be moved from one budget category to another only at the request of the respective campus vice president. The unit has reactivated the Secondary Teacher Education Coordinating Committee [STECC]. This committee meets annually to give recommendations to the dean. The purpose of the committee is to engage the faculty outside of the College of Education in decision-making for the benefit of secondary education candidates and programs. Since meetings are held only once a year, there is limited opportunity for input or decision making. A wide variety of technological resources is available to support faculty scholarship, teaching, and service. These include a computer on the desk of all faculty, Renaissance Technology Center, and professional development workshops to enable faculty to utilize technology for the advancement of teaching, scholarship, and service. Florida Atlantic University is a part of the Florida University Library system. Comprehensive library facilities are available on each of the campuses. Each campus has adequate numbers of education or related current books and journals. At the Boca Raton campus there are 38,460 books and 483 journals, the MacArthur campus has 7,500 books and 66 journals, the Treasure Coast campus has 1,439 books and 20 journals, and the Davie campus has 6,436 books and 159 journals. The S. E. Wimberly Library on Florida Atlantic University's Boca Raton campus houses new and innovative assistive technology workstations for persons with disabilities in the reference department. The equipment, which has ADA compliant software, is set up on new study carrels with extra high table tops to accommodate persons in wheelchairs. B.
Weaknesses Corrected since the Previous Visit Standard IV.A [Previous
Standard V.B] There is excessive use and dependence on adjunct and regular FTE Faculty overloads to meet course and program demands. Although there is a large number of adjuncts utilized, there are few faculty overloads. The number of adjuncts is addressed under resources for the unit. C.
Weaknesses Continued from the Previous Visit Standard IV.A [Previous Standard V.A] Faculty involved in professional education [particularly those who programs reside in colleges outside of the College of Education] are not provided with equal opportunities for a voice in the unit's decision making process. Although STECC [Secondary Teacher Education Coordinating Committee] exists, it only meets annually which provides only limited opportunity for participation in the decision making process. New Weakness Standard IV.A There are insufficient numbers of full-time faculty to support programs. Although there has been a significant increase in the number of new faculty, the hires have not kept up with the dramatic increase in enrollment. Standard IV.C Budget resources are not allocated directly and controlled by the College of Education on the Davie, MacArthur and Treasure Coast Campuses. The Dean of the College of Education receives a direct allocation for the Boca Raton campus. The College maintains complete control of these funds. However, the control is different on each of the other campuses.
PART III PERSONS INTERVIEWED Administrators (University) Dr. Anthony Catanese,
President Administrators (Campus) Dr. Diane Alperin,
Associate Provost, Boca Raton Campus Advisory Council Mr. John Almond, Chair,
Education Manager, Motorola Corporation Alumni -
Undergraduate/Graduate Mr. Bob Barker Boca Raton High School Ms. Diana Harris, Principal Broward County
Consortium Dr. Kathleen 0'Rourke Broward County School
Representatives Dr. Mary Ann
Butler-Pearson, Distance Learning Coordinator Department Chairs
Dr. Valerie Bristor, Teacher Education
Development
Ms. Karen Drumheller, Director
Educational Leadership - Graduate Programs
Dr. John Pisapia, Chair
Educational Technology and Research Department
Dr. John D. Morris, Chair Exceptional Student Education Undergraduate/Graduate
Dr. Mary Lou Duffy
Faculty
Dr. Marlene Braunius, Teacher Education
Faculty Assembly
Dr. Alex Miranda, Chair- 1999-2000
GATE - Professional Development Schools
A.D. Henderson University School
Dr. Sandy Tsurutome, Director Acreage Pines Elementary School
Mr. Steve Stills, Principal Boca Raton Community Middle School
Mr. Mondy, Principal Boca Raton Community High School
Ms. Diana Harris, Principal Garden City Elementary
Ms. Tina Eaker, On-Site Coordinator
Indian Pines Elementary School Jeff Davis Middle School
Ms. Sandy Jinks, Principal
Palm City Elementary School
Pahokee Middle/Senior High School
Pioneer Park Elementary School Warfield Elementary School
Ms. Essie Rains, Principal Gate (Continued)
Dr.William Nicoll, FAU
Genesis Program
Dr. Peter Messmore, Director
Genesis - Students
Ms. Kimberly Gordon
Graduate Programs Committee
Dr. John D. Morris, Committee Chair, Educational Technology and Research Graduate Students
Mr. Afsaneh Afshar, Early Childhood Certificate
Grants
CARD Grant - Center for Autism and Related Disabilities
Multicultural Grants
Partnership Grant Holocaust Outreach Center
Dr. Ellen Heckler
Library
Dr. William Miller, Director Promotion and Tenure Committee
Dr. Lydia Smiley, Committee Chair, Exceptional Student Education
Secondary Teacher Education Coordinating Committee (STECC)
Dr. Don Baird, Chemistry & Biochemistry
South Florida Center for Educational Leaders Dr. John Pisapia
Students (Davie Campus)
Ms. Shannon Arias, Elementary Education S.A.
Student Teaching Interns
Ms. Jodi Honaker
Student Teaching Supervisors
Ms. Brenda Frank, Broward County
Teacher Education - Undergraduate/Graduate
Dr. Eileen Ariza
Tri-institutional Committee
Dr. Peter Messmore, Chair
Undergraduate Program Committee
Dr. Peggy Goldstein, Chair DOCUMENTS REVIEWED
AACTE/NCATE Yearly Reports, 1995-1999,13S
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