April, 2000 Accreditation Visit

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OVERVIEW  OF  FLORIDA  ATLANTIC  UNIVERSITY

Florida Atlantic University is a multi campus institution.  The university provides academic programs and public service to the counties of Broward, Palm Beach, Indian River, Martin, St. Lucie, and Okeechobee.  It was established in 1961.  In 1993 it was elected to membership in the National Association of State Universities and Land-Grant Colleges.  It is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, and the National Council for Accreditation of Teacher Education.

Florida Atlantic University is a rapidly growing university.  Enrollment on the university’s seven campuses is over 20,000 students.   For Fall, 1999, full-time faculty number 828 with 96% having a doctorate or terminal degree in their field.  During Fall, 1999, the College of Education undergraduate headcount total was 2,214, and the graduate headcount was 1,661 students.  During the 1998-1999 academic year the College of Education awarded 478 undergraduate degrees, 265 master’s, 23 specialist, and 13 doctoral degrees.

Florida Atlantic University’s Boca Raton Campus serves as the main campus for the university.  It is located on an 850-acre site about three miles east of the Atlantic Ocean.  Our southern, Broward County campuses include the Davie Campus, Commercial Boulevard Campus, the Reubin O’D. Askew Tower, and the Dania “Sea Tech” Campus.  The two northern campuses include the John D. MacArthur campus in Jupiter (a new 135 acre site), and the Treasure Coast Campus located on a 50 acre site in St. Lucie County which adjoins the 40 acre St. Lucie West Campus of Indian River Community College.

The College of Education offers courses on the Boca Raton campus, the Davie Campus located 30 miles south of the Boca Raton Campus, the MacArthur Campus which is approximately 41 miles north of the Boca Raton Campus, and the Treasure Coast Campus which is located approximately 90 miles north of the Boca Raton Campus.  There is a distance of approximately 120 miles in our service area from the south (Davie campus) to the north (Treasure Coast Campus), and approximately 35 miles from the Atlantic Ocean on the east and the Everglades and Okeechobee to the west.  All campuses are located in rapidly growing urban areas with a total population of approximately 3 million people.  Broward County has a population approaching 2 million people and is the 6^th largest school district in the United States.  Palm Beach County’s population surpassed 1 million people recently, and its school district is the 14^th largest in the United States.  Our other service counties have a combined population of approximately 100,000 people. 

The College of Education contains the departments of Counselor Education, Educational Leadership, Exceptional Student Education, Health Sciences, Educational Technology and Research, and Teacher Education.  The College of Education offers undergraduate degree programs in Exceptional Student Education: Varying Exceptionalities, and Elementary (1-6) Education Plus ESOL endorsement.  It also offers Secondary Teacher Certification Programs in Art (K-12), Biology (6-12), Chemistry (6-12), English (6-12), French (K-12), German (K-12), Mathematics (6-12), Music (K-12), Physics (6-12), Social Science (6-12), and Spanish (K-12).  Graduate M.Ed. programs leading to a Master’s Degrees Plus Certification in Elementary (1-6) Education, Master’s Degree in Curriculum and Instruction Plus Secondary Education Certification, Master’s Degree in Curriculum and Instruction, Master’s Degree in Curriculum and Instruction Plus Prekindergarten/Primary Education Certification, Master’s Degree in Reading, Master’s Degree in Elementary Education, Master’s Degree in Educational Leadership (Adult Education and K-12 School Management), Master’s Degree in Exceptional Student Education (Learning Disabilities, Mentally Handicapped, Emotionally Disturbed, and Varying Exceptionalities), and Master’s Degree in School Counseling.  Additionally a Pre-Kindergarten Handicapped endorsement is offered at the graduate level.  The Education Specialist degree (Ed.S.) is offered in Curriculum and Instruction, and Educational Leadership.  The Doctor of Education degree (Ed.D.) is offered in Curriculum and Instruction, Educational Leadership, and Exceptional Student Education.

Other non-certification programs within the College of Education include the Master’s Degree in Social Foundations which was reinstated during Fall, 1996.  This degree provides students with the choice of selecting Instructional Technology, Educational Research, Multi cultural Education, or Educational Psychology as areas of concentration.  The Department of Health Sciences offers a Bachelor of Science Degree in Exercise Science and Wellness, a Bachelor of Science Degree in Medical Technology, and a Master of Science in Exercise Science and Wellness Education (Exercise Physiology, Health Promotion).  The Master’s of Science Degree in Communications Disorders is offered, and offering the Master’s of Science in Speech Pathology and Audiology was approved in January 1999.

The mission of the College of Education is to prepare professionals who will assume significant roles in their respective fields.  College of Education programs are designed to reflect current and innovative research based ideas, methodologies and technologically enhanced delivery systems in collaboration with local, state, national and international educational agencies and organizations.

STANDARD  I: CONCEPTUAL FRAMEWORK

  Standard I.A.  Conceptual  Framework(s) (Initial and Advanced)

The NCATE steering committee for the College of Education (COE) was composed of one member from each department and the Associate Dean of the College of Education Boca Raton campus.  The committee began meeting in Fall of 1997 and met approximately once each month through 1998.  After examining many resources the committee arrived at a conceptual framework titled “Professional Preparation for A Diverse Society.”  The Framework was shared and discussed with faculty in each department, the Executive Committee in the College of Education, and a series of College of Education faculty meetings to solicit input.  Using the conceptual framework as a guide, each academic unit was charged with the responsibility of reviewing its’ academic programs and making modifications necessary to come into alignment with the College’s theme, “Professional Preparation for a Diverse Society.”

The Conceptual Framework also was shared with members of the Secondary Teacher Education Coordinating Committee (STECC) during January 1999, outlined in all Field Experience Placement booklets, and placed on the College of Education website.  The Conceptual Framework also was shared with the College of Education Advisory Council.

A chart representing the conceptual framework for the College of Education at Florida Atlantic University appears below.

The overall goal of the College of Education at Florida Atlantic University (FAU) is to prepare professionals to meet effectively the challenges and needs of students.  These professionals will face the challenge of working with students and families manifesting linguistic diversity, cultural diversity, learning, and behavioral diversity in an increasingly interdependent and rapidly changing world.  Over 100 different languages are spoken and 146 cultural groups are represented within the 6 county service area of Florida Atlantic University. This service area ranges from inner city, rural agricultural areas, and middle class to affluent suburbs.  The service area of FAU encompasses broad geographical and economic diversity.

The academic preparation for each program in the College of Education is guided by numerous factors at the national and state levels.  Factors at the national level include national reports (e.g., American 2000), national demographic trends, effective schools research, effective instruction research, and guidelines established by professional organizations and societies.  Factors at the state level that influence programs include certification requirements, Florida Educational Standards Commission Educator Accomplished Practices (1996), Florida Subject Area Competencies, Florida Professional Education Competencies, the Florida Performance Management System (FPMS), Florida Statutes, Institutional Program Evaluation Plans (IPEP), the Sunshine State Standards and program approval.

Therefore, the academic preparation at FAU considers diversity within the community, national issues and reform, and State level requirements in the development of a program for professional education.  We have identified three specific academic components in the preparation of our professionals. These three academic components include Foundational Requirements, Professional Skills, and Experiential Learning.  Foundational Requirements are the basic tenets and principles on which a field of study is based.  For example, it may include liberal arts courses, understanding of the context of learning, history of education, educational theories, as well as services and structures in educational settings.  Professional Knowledge is the technical knowledge, specialized skills and ethical standards used to function in the professional workplace.  This includes the subjective constructs that contribute to ethical and productive behavior in a professional setting such as adherence to a code of ethics, commitment to continual improvement, valuing diversity, and respecting the right of all students to learn.  Experiential Learning implies the concept that elements of a professional’s education will be gained from a practical approach in a real-world situation.  It is based on the belief that insights gained through a job, internship, volunteer work or course field work will enhance academic studies, and the professional’s critical reflection skills in thinking and acting upon his/her talents, aspirations, and the needs of the work setting.  Experiential Learning also helps the professional in setting academic, career, and personal goals.  Experiential Learning is integrated into the Foundational Requirements and Professional Skills components of preparation, and exposes the professional to students and families of linguistic, cultural, learning, and behavioral diversity.

In order to practice in diverse settings, we believe that:

•  The professional must meet the general education or liberal arts requirements of the university.  

•  The professional must have a strong background in pedagogical knowledge in order to transmit general education and professional knowledge to students and adults.  
  

•  The professional must appreciate and respond to the cultural and linguistic diversity of students and adults.  
  

• The professional must appreciate and respond to the academic and behavioral diversity of students and adults.  
  

• The professional must be able to apply technology in the educational setting.  
  

• Course work should be integrated among real-world situations to facilitate practical application.  
  

•  The professional must be able to gain knowledge in his/her field of specialization. 

Professionals who are knowledgeable in general education, have strong backgrounds in pedagogical knowledge, appreciate and respond to the cultural and linguistic diversity of students and adults, appreciate and respond to the academic and behavioral diversity of students and adults, are able to apply technology in the educational setting, and are able to gain knowledge independently, are prepared to meet effectively the challenges and needs of students in an increasingly interdependent and rapidly changing world - a global economy and world.  (Documentation:  Conceptual Framework contained in Program Folios)

Program folios for undergraduate and graduate programs in the College of Education contain a matrix depicting how the belief statements are met for each program.  Also, syllabi containing objectives keyed to national and state guidelines for each program are located in these folios.  These syllabi further reflect a variety of methods used in teaching courses, a variety of performance based assessment procedures used in each course, and field experiences, when appropriate, for courses.  (Documentation:  Individual Program Folios for Syllabi)   At the initial certification level, examples of performance-based assessments are used in each student’s culminating portfolio in Elementary Education Plus ESOL Endoresement.  Institutional Program Evaluation Plans (IPEP reports) submitted to the state provide evidence of regular and continuous evaluation of undergraduate programs.  (Documentation: IPEP Reports in Program Folios, IPEP Documentation for Programs)  Further, specific evaluation criteria are utilized when assessing individual student teachers.  (Documentation: Student Teaching Handbook) All students completing initial certification programs at the undergraduate and graduate levels must pass the appropriate Florida Teacher Certification Examination(s).  (Documentation:  FTCE Booklet;  COE FTCE Results Contained in Program Folios).

Standard I.B.  General Studies (Initial Preparation)

The state has mandated a major change in all undergraduate programs.  This change limits degree programs to a total of 120 semester hours unless a special waiver is received. Included in this 120 semester-hours is the University Core of general education requirements.  First-time-in-college students (freshmen) entering fall 1999, and transfer students entering fall 2001 majoring in Elementary Education or Exceptional Student Education, must take 51 hours from the following liberal arts and science areas.  These requirements include: (1) Arts of Communication - a minimum of 9 credit-hours including a Speech course;  (2) Mathematics - a minimum of 9 credit-hours excluding intermediate algebra and computer courses; college algebra and statistics are recommended;  (3) Social Sciences - a minimum of 9 credit-hours including a psychology or human development course, World Geography is recommended;  (4) Humanities - a minimum of 9 credit hours; and (5) Sciences - a minimum of 9 credit-hours in the natural and/or physical sciences with a minimum of one associated lab.  Courses titled “Teaching Diverse Students” (EDG 2071),  “Introduction to Educational Technology” (EME 2040), and “Introduction to Education” (EDF 2005) are required of students in Elementary Education, Exceptional Student Education, and Secondary Certification Programs.  (Documentation:  Undergraduate Catalog, Office for Academic and Student Services-Transcript Evaluation Sheets)  

For undergraduate transfer students, a minimum of 36 credit hours of the 60 credit hours required for transfer admission, is required in General Preparation in each of the following 6 areas: (1) Arts of Communication - a minimum of 6 credit hours in English Composition; (2) Humanities and Applied Arts - a minimum of 6 credit-hours (Art Appreciation/History or Music Appreciation/History; and at least one three-hour course in Literature recommended); (3) Mathematics - a minimum of 6 credit hours including College Algebra and Statistics (preferred), Geometry, Pre-Calculus or higher.  Elementary and Exceptional Student Education majors must have 9 credit hours in mathematics; (4) Science - a minimum of 6 credit hours, (a physical science and a biological science recommended).  One of the science courses should include a laboratory component; (5) Social Science - a minimum of 6 credit hours (World Geography, and Psychology of Human Development recommended); and (6) General Education Electives - minimum of 6 additional credit hours required from Areas 1-5.  In addition Elementary Education majors, Exceptional Student Education majors, and secondary certification students must take the following education prerequisites:  Introduction to Education (EDF 2005), EDG 2071 Teaching Diverse Students (EDG 2071), and Introduction to Educational Technology (EME 2040).  (Documentation: Undergraduate Catalog - College of Education; Office for Academic & Student Services-Transcript Evaluation Sheets)

To assure basic skills competence, students must have an overall GPA of 2.5 or higher, and pass the College Level Academic Skills Test (CLAST) which contains subtests in mathematics, reading, English, and composition (writing)  in order to be admitted into the initial preparation programs for teacher education.  They must have an ACT score of 20 or higher or an SAT score of 960 or higher.

The out-of-college elective requirement of 12 semester hours credit for undergraduate elementary education majors was eliminated in 1997 because of the 120 semester hour state mandated limit.

Standard I.C.  Content Studies (Initial Preparation)

Guidelines and standards of specialty organizations and the State of Florida are used in developing programs in each teaching field.  The following are examples of State influences which have impacted the development of programs at the initial preparation level: State mandate of 120 semester hours for  programs, Institutional Program Evaluation Plan - IPEP,  Florida  requirements for admissions to the program - an SAT II score of 960; CLAST scores of 295 in math, reading, and English, and an essay score of 06; and an overall GPA of 2.5 on a 4.0 scale. Once in the program evaluative measures used include: the Florida Accomplished Practices at the Preprofessional Benchmark, Florida Essential Generic Competencies, Florida Subject Area Competencies, and the Florida Teacher Certification Examination.  Other examples of State influences include the Sunshine State Standards newly developed for elementary and secondary student competence, Internship Supervision and Site Selection, Clinical Program Content , Continuous Improvement, Stakeholder Involvement, state mandate requiring a one-year student teaching option, state mandate requiring common prerequisites, experience with diverse student populations, and satisfaction of employing districts. [Documentation: Florida Statutes (F.S. 240.529(4)(c),  (F.S. 240.529(3)(b),(F.S. 240.529(1), (F.S. 240.529(5), (SBE Rule 6A-5.061(1)(a)2,(F.S. 240.529(4), (F.S. 240.529(4)(c) ; Program Folios - IPEP reports and course syllabi]

The Secondary Teacher Education Coordinating Committee (STECC) has been reactivated since the last NCATE visit.  It is composed of faculty and administrator representatives from the College of Education, the D.F. Schmidt College of Arts and Letters, the C.E. Schmidt College of Science, and the College of Liberal Arts.  This committee assures that strong secondary certification programs are developed that meet State content guidelines.  The committee also assures that guidelines from professional organizations and learned societies (when appropriate) will be utilized in program and course development.  Faculty and administrators in the College of Education and other colleges have worked closely to assure that State certification requirements are met.  This articulation among colleges and departments is seen as essential by the College of Education.  (Documentation: STECC Agendas and Minutes Folio)

Faculty from the STECC committee have worked together to link certification programs in the College of Education to Bachelor of Arts degrees in:  English, French, German, Spanish, Social Science, Biological Sciences, Chemistry, Physics, and Mathematical Sciences in other colleges at Florida Atlantic University.  Certification also has been linked to the Bachelor of Fine Arts Degree in Art and a Bachelor of Music. (Documentation: Program Folios for Secondary Certification Programs; COE Organizational Chart)

Standard I.D.  Professional & Pedagogical Studies (Initial Preparation)

A complete  reconceptualization of the professional and pedagogical studies in the undergraduate programs in Exceptional Student Education (ESE), Elementary Education, and Secondary Certification has been undertaken.  Two new professional education courses are required by the State as education prerequisites.  These two courses are “Teaching Diverse Students” (EDG 2071) and “Introduction to Educational Technology (EDF 2040).  Under the State’s common course numbering and title system, EDF 2073 became EDG 2071 and is now EDG 2701 “Teaching Diverse Populations” and  “Introduction to Education” (EDF 2070) became EDF 2005.  Reading in the Elementary (RED 4310) has been changed to RED 4510.  “Education in a Multi cultural Society” (EDF 3610) now includes a global perspectives component.  “Educational Technology” (EME 4040) was replaced by “Applied Educational Technology” (EME 4810).  “Survey of Exceptionalities” (EEX 4010) was replaced by “Inclusive Education for General Educators (EEX 4070).  And a year-long student teaching option was added effective Fall 1998.

The undergraduate program in Exceptional Student Education is no longer category specific, that is, the model now reflects Varying Exceptionalities certification.  Classes are blocked and linked to field experiences to enable experiential learning for course activities.  Opportunities are provided for field placements in Chapter 1 and ESOL (English for Speakers of Other Languages) schools for practicum or student teaching experiences.  The Behavior Change Strategies course (EEX 4601) was upgraded to 3 semester hours credit.  The course Classroom Management (EEX 4604) has been upgraded to a 3 semester hour course and includes a wider variety of management techniques.  The lesson planning model used requires students to reflect on the effectiveness of their lessons and presentations.  (Documentation:  Program Folio for Undergraduate Exceptional Student Education)

The former undergraduate Elementary Education degree program is now an Elementary Education with ESOL Endorsement degree program.  This program received conditional approval in Fall 1996, and was granted full approval by the State in Spring, 1999.  This Elementary Education plus ESOL integration was the first program in the State to receive full approval and serves as a model for other institutions in the state.  Two new courses were added to the program which reflect the specific ESOL knowledge base.  These two courses are “Introduction to Theories and Practices of TESOL” (TSL 4080) and “TESOL Issues and Practices” (TSL 4081).  ESOL competencies are now integrated into the following methods courses: LAE 4353, RED 4510, RED 4311, ARE 4313, MAE 4350, SCE 4350, SSE 4150, EDG 3324, EDG 3325, EDE 4943 (student teaching).  Students are now required to take courses in a prescribed sequence.  They must also be formally admitted to the College of Education prior to enrolling in EDG 3324 (or EDG 3321), RED 4510, EDG 3325 (or EDG 3322), RED 4311, and TSL 4081.  Use of the Sunshine State Standards has been integrated into courses.  There also has been a  focused emphasis to integrate educational technology into courses through the use of word processing, PowerPoint presentations, the Florida Curriculum Planning Tool (software program), the internet, and e-mail.  (Documentation: ESOL Integration Plan; Program Folio for Undergraduate Elementary Education Degree with ESOL Endorsement)

Secondary certification programs have been restructured.  The courses “Teaching Diverse Students” (EDG 2701) and “Introduction to Educational Technology” (EME 2040) were added as prerequisites.  A global perspectives component was added to “Education in a Multi cultural Society” (EDF 3610).  “Educational Technology” (EME 4040) was replaced by “Applied Educational Technology” (EME 4810).  And a one-year student teaching option was added effective Fall 1998.  Clinical experiences have been added (as of Spring 1998) and/or continue to be required in Introduction to Education (EDF 2005), Teaching Diverse Populations (EDG 2701), Reading in the Content Areas (RED 4335), and Effective Instruction in Secondary Schools (ESE 3940).  (Documentation: Program Folios for Secondary Certification)

The Genesis Teacher Education Project began five years ago as a 5-year experimental teacher education program preparing professional educators with multiple certification in elementary education, middle school education, high school education, and endorsement in ESOL education.  Genesis students major in an area of liberal arts or science and in education.  The five year program insures mastery of a subject area plus mastery of pedagogical techniques for meeting the learning needs of a diverse society.  Students who successfully complete this program are given first preference in hiring by Palm Beach County’s schools.  Recently a Genesis Program folio was submitted to the Florida Department of Education (DOE) for program approval. (Documentation: Program Folio for Genesis)

The Teacher Education Alliance (TEA) is an experimental teacher education program having an agreement among Broward County public schools, Broward Community College, and Florida Atlantic University to prepare elementary education teachers for Broward County.  Exploratory Teaching classes are an option in all Broward high schools.  The program has grown from a pilot group of 9 students in 1995-1996 to an estimated 30 graduates in 1999-2000.  Upon graduation students are guaranteed a teaching position in Broward County Public Schools.  Recently a Teacher Education Alliance (TEA) program folio was submitted to the Florida Department of Education (DOE) for program approval.  (Documentation: Program Folio for TEA)

Standard I.E. Integrative Studies (Initial)

Teacher education candidates must demonstrate the ability to integrate knowledge from general studies and content areas, and professional and pedagogical knowledge to create meaningful learning experiences for all students. 

The relationship between the general education, professional and pedagogical knowledge components of our programs undergo constant examination to ensure that students’ programs are coherent and logical. For example, the Field Experience Committee consisting of public school personnel and university personnel has been established (on the Davie, Boca Raton and northern campuses).  Specific people have been hired by the College of Education to coordinate field experiences on each of these campuses.   Representatives from the Department of Teacher Education, Department of Exceptional Education, Office for Academic and Student Services, and the professional community met to refine the placement of students for field experiences and student teaching.  Placement now assures that students will be placed in a variety of settings - ESOL, varying exceptionalities, high and low economic areas, and different grade levels.  This committee and field experience coordinator also identifies sites for field experiences in individual methodology courses.  (Documentation: Field Experience Handbook; Student Teaching Handbook, Clinical Experience Committee Minutes))

Additionally, public school teachers and college faculty supervising field experience students or student teachers must now complete Clinical Education Training.  Twelve professional development schools have been established in school districts.  To provide more varied experiences students enrolled in EDG 2071 (Teaching Diverse Populations) are given the option of being assigned community sites that have diverse populations.  This option often is preferred by students who need after school hour experiences.   (Also See Standard I.H)

Standard I.F. Advanced Professional Studies (Advanced)

The Conceptual framework also serves as a basis for graduate programs in the College of Education.  These programs build on the quality programs for initial certification.  The advanced programs include Master’s programs in Educational Leadership (Adult Education, K-12 School Management);  Counselor Education (School Counseling); Curriculum and Instruction (tracks in Elementary Education, English/Language Arts, ESOL, Art, Music, French, Spanish, Holocaust Studies, Mathematics, Reading, Environmental Science Education, Biology, Chemistry, Physics, Social Science), Initial Certification in Prekindergarten/Primary Education (Age 3-Grade 3), Initial Certification in Secondary Education; Elementary Education (Elementary Education for certified teachers, Initial Certification in Elementary Education); Exceptional Student Education (Emotional Handicaps, Learning Disabilities, Mental Retardation, Varying Exceptionalities), Early Childhood Exceptional Student Education (endorsement only); Health Sciences (Speech Pathology and Audiology); and Reading Education (K-12).  The Master’s in Social Foundations is a joint program housed in the Departments of Teacher Education and Educational Technology and Research.

Other advanced programs include the Education Specialist Degree in Educational Leadership (K-12, and Adult Education), Counselor Education (Marriage and Family); and Curriculum and Instruction.  The Doctor of Education Degree is offered in Educational Leadership, Curriculum and Instruction, and Exceptional Student Education.

The Master’s Degree in Elementary Education, in the Department of Teacher Education, added two courses from which students may select.  These courses are Methods of Teaching ESOL (TSL 5345) and Curriculum Development in ESOL (TSL 5145).  (Documentation: Program Folio for Master’s Degree in Elementary Education - Program Alert, Programming Sheet, Course Syllabi)

The Curriculum and Instruction degrees, in the Department of Teacher Education,  recently have been reactivated to provide flexibility to better serve the needs of students in varying disciplines ( Elementary Education, English/Language Arts, ESOL, Art, Music, French, Spanish, Holocaust Studies, Mathematics, Reading, Environmental Science Education, Biology, Chemistry, Physics, Social Science), and to meet the global, Multi cultural, technological, and curricular issues deemed important in a Multi cultural, global, and technological community of learners.  The Master’s Degree in Curriculum and Instruction includes a core of courses that all students must complete.  Core requirements also are being established for students in the Education Specialist and Doctor of Education degrees in Curriculum and Instruction.  Core requirements at the master’s level will become pre- and/or co-requisites for the Ed.S. Core requirements in the Ed.S. degree will become pre- and/or co-requisites for the Ed.D.  These programs will be continuous growth programs reflecting global, Multi cultural, technological, effective practices, and curricular issues and research which are essential for school improvement.   (Documentation: Program Folios for Graduate Programs in Curriculum and Instruction  - Program Alert, Programming Sheet, Course Syllabi)

The Master’s Degree in Curriculum and Instruction Plus Secondary Education Certification, in the Department of Teacher Education, was “inactive” during the 1995 NCATE visit.  The Secondary Education Certification component is based on the approved Secondary Teacher Education Certification Program.  (Documentation: Program Folio for Masters in Curriculum and Instruction Plus Secondary Education Certification  - Program Outline, Programming Sheet, Course Syllabi)

The Master’s Degree in Reading, in the Department of Teacher Education,  has been reactivated because of student interest and because Reading is now considered a critical shortage area in Florida with regard to the supply of certified teachers.  (Documentation: Program Folio for Masters in Reading)

The Master’s Degree in Elementary Education Plus Certification, in the Department of Teacher Education, was prepared and presented to the Florida Department of Education for program approval.  (Documentation: Program Folio for Masters + Certification in Elementary Education)

The School Leaders Program (K-12), in the Department of Educational Leadership has been changed as the result of a dynamic program review process which resulted in  the Department of Educational Leadership’s Task Force Report.  Many changes stemming from the process are being placed into operation.  Some changes still must move through the University approval process.  The Department established the Summer 2000 semester for most changes to be operational for the Master’s degree, Modified Level I certification programs, Specialist Degree, and Doctoral Degree.  The following milestones were reached through this review process.

A new model for the School Leaders Program was developed.  The School Leaders (K-12) program faculty used the Department’s foundational documents and a review of national, state and local standards and recommendations to establish a new program model.  This model includes the program mission, outlines five domains of the school leaders knowledge base, and guides the continuing development of the program.  Based on the new mission and guiding principles, the master’s, specialist and doctoral programs have been strengthened.  All courses have been reviewed, revitalized and address FELE Domains, Florida Principal Competencies, NCATE and ISSLIC standards.

There is an emphasis on the application of technology in the educational setting.  Departmental technology standards have been established.  Furthermore, the program is now guided by the principle that, “the faculty are committed to infusing technology, and interactive methodologies, such as distance learning...” throughout their graduate course work, students are required to apply technology to their own work as students and to the educational setting.  To this end, students are required to conduct data base and Internet searches, utilize word processing software to prepare research reports, and develop technologically enhanced presentations.  The administrative applications of technology will become integrated into the appropriate administrative course requirements (i.e., Finance, Educational Management, School Law, Instructional Leadership and the Principalship).  All students will be expected to have e-mail accounts in order to communicate with faculty and colleagues.  In addition, the Department delivers on-line distance learning courses, such as EDA 6205 Educational Management (EDA 6205) and EDA 6232 School Law (EDA 6232).

A new emphasis on communication and process skills in the organizational setting has been developed.  Beyond the expectations for writing and making oral presentations in all classes, a new course, Leadership II - Administrative Processes, has been developed which has a major focus on communication and other process skills (decision-making and problem solving, motivation and conflict management).

There also is an emphasis on experiential learning.  The Department established experiential learning as a key component of each degree program.  Today, there is a greater emphasis on integrating practice and theory in all classes.  Real-world field situations are now embedded in virtually all educational leadership courses.  This is accomplished in a variety of ways, including supervised experiences in the field, field projects, site visits, case studies, simulations and in-basket exercises.  A new 3 semester hour internship will be added to the master’s degree (contingent on the concurrence of school districts in the service area). The internship and field project at the specialist level are now required.  Twelve hours of experiential learning were added to the doctoral program.

Portfolios are incorporated that document progress and evaluate professional development needs.  The Department plans to formalize and expand the use of portfolios.  While the portfolio concept has been used in some classes in the past (i.e., Educational Management), new course requirements in adult learning, and leadership theories and assessment lay a foundation for self-assessment and professional development planning.  These assessments will be expanded and will relate the portfolio to the principal competencies as a requirement in the educational management and principal internship courses.  The exact portfolio specifications will be developed cooperatively with school district personnel.

The Master’s degree program has been revitalized.  Each core course in the master’s program has been revised and updated to insure fidelity with the FELE, Florida Principal Competencies, NCATE and ISSLIC standards.  A new required course, Leadership III Administrative Processes (EDA 6103) was added.  The Supervision of Instruction course was revamped and renamed “Instructional Leadership.”  This course will now be offered at the master’s instead of the specialist level.  Finally, unless students can demonstrate proficiency in word processing, data base, spreadsheets and telecommunications, they are required to take Administrative Applications of Technology (EME 6426).

The Specialist Degree program also has been redesigned.  The specialist program was redesigned as a terminal degree with a discrete set of required courses.  The four master’s level leadership core courses are pre-requisite to completion of the specialist degree.  Students who choose to continue and pursue a doctoral degree may transfer some courses into the doctoral plan with the approval of the advisors.  The Introduction to Qualitative Inquiry Research (EDA 6415), School Improvement (EDS 6224),  School and Community Leadership (EDA 6300), and Seminar in School Law (EDA 7235)  were added to the specialist degree requirements.

The Doctoral Program has been reconceptualized.  A new doctoral design was developed around the leadership core.  This design reflects an interdisciplinary, thematically linked curriculum with concentrations in management, instruction, technology and research, and policy studies.  It includes a nine hour cognate, supervised experiential studies, and dissertation.  Admission practices have been revised to include interviews and on-site writing samples.  Enrollment limits have been established.  In addition to the normal 7-year delivery option, an Executive 3-year Saturday schedule for practicing educational leaders has been adopted. (Documentation: Program Folio for School Leader’s Program K-12)

The Adult Education program, in the Department of Educational Leadership, has undergone important changes since the last NCATE visit.  A course on qualitative research methodology has been added to the core courses.  A 15-hour field experience component has been added to ADE 6265.  A required 150-hour field experience component has been added to the master’s degree level (field experience or internship was already required at the doctoral level).  Increased emphasis has been placed on the use of technology, with many courses requiring that a specified percentage of readings be located via the internet, many require internet searches for information such as the services of appropriate professional associations, e-mail exchange between students or with instructors, or participation in internet chat room discussions.  Opportunities to participate in satellite teleconferences and internet conferences also have been offered.  Grants and contracts awarded to faculty members have provided opportunities for students to be involved in important policy issues in adult education and to interact with state and local educational leaders. (Documentation: Program Folio for Adult Education)

The Communications Disorders program, in the Department of Health Sciences,  added a course in Augmentative and Alternative Communication (SPA 6413).  The Communications Disorders program recently has assumed the delivery of sign language courses previously offered by the Department of Exceptional Student Education.  Practicum sites in and out of state have been regularly added to the program.  The department hired a Clinical Director for Fall 1998.  And, the department has begun offering more special topics courses to address the changes occurring in the field.  Additionally, in January, 1999, the program received approval from the Board of Regents to offer the Master of Science Degree in Speech-Language Pathology.  This program recently has been reaccredited.  (Documentation: Program Folio for Communications Disorders)

The Master’s in School Counseling Program in the Department of Counselor Education has been changed significantly.  Most notably, the program, which leads to an M.Ed. degree has gone from a 48 semester hour program to a 60 semester hour program.  This change was made to meet the national accreditation standards in school counseling established by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).  The department is currently in the process of seeking national accreditation for this school counseling track.  (The self study and initial visit have been completed.)  

The School Counseling program has increased field experiences from one practicum (100 contact hours) to a practicum of 150 hours, and a required full time internship of 600 contact hours (previously this internship was required only of students without teaching certification).  The program has added two new courses: Counseling Adolescents (MHS 6413) and Counseling Children (MHS 6450).  A community counseling center has been created within the Department of Counselor Education which enables students to observe live counseling sessions and obtain live supervision in counseling during the practicum and internship experiences.  In addition to the above, field experience assignments have been increased in many courses in the department.  (Documentation: Program Folio for  School Counseling)

The Master’s Degree in Social Foundations, which is jointly governed by the Departments of Teacher Education and Educational Technology and Research, has been revised recently to ensure that all students take a common core of courses.  These courses include EDF 5705 (Seminar in Multi cultural Education), EDF 6615 (Teaching African American Students), EDF 6637 (Race, Class, and Gender in Education), and EDF 6678 (Foundations of Multi cultural Curricula).  Educational Research and Educational Statistics also are required.  The program offers tracks in educational psychology, research, technology or Multi cultural education. (Documentation: Program Folio for Social Foundations)

Standard I.G. Quality of Instruction (Initial and Advanced)

Teaching in the unit is consistent with the conceptual framework, reflects knowledge derived from research and sound professional practice, and is of high quality.  A new format was adopted for each course syllabus within the College of Education and each of the eleven secondary content areas.  The course syllabi have been updated to include course number and name, catalog description, a list of required tests, recommended texts, audio/visual/technology utilized in the program, a list of professional guidelines used in developing course objectives, course objectives keyed to specific professional guidelines, course outline of topics, methodologies used in teaching course, assignments, grading, attendance policy, and bibliography.  Courses and their relationship to the conceptual framework also are evidenced in the Program Folios. (Documentation: Program Folios and Course Syllabi)

Adjuncts and new faculty are given a copy of the “Adjunct Handbook” or “ New Faculty Handbook”  to ensure knowledge of basic academic policies and procedures.  New Faculty also receive a copy of the “Faculty Assessment/Development & Evaluation Handbook” which specifies procedures and expectations for tenure and promotion. (Documentation: Adjunct Handbook; New Faculty Handbook; Faculty Assessment/Development & Evaluation Handbook)

Faculty are evaluated by students at the end of each course.  This evaluation instrument has undergone two revisions by the university committee on faculty evaluation.  These student evaluations of faculty are completed anonymously by each student at the end of the semester.  All evaluations are returned to the respective faculty member.  These evaluations are one factor used in the tenure, promotion, and annual evaluation of faculty members.  (Documentation: Instructor/Course Student Assessment & Evaluation  Instrument)

The College of Education uses a peer-review process for non-tenure faculty.  The instructor’s classroom performance is observed by the chairperson of the department.  These observations are used in annual evaluations and recommendations for tenure/promotion.  Any faculty member may request peer evaluation of his/her teaching. 

A Tenure and Promotion committee is established each year in the College of Education.  This committee makes recommendations for tenure and/or promotion to the Dean.  These recommendations are forward to the University Tenure and Promotion committee which reviews the candidate’s accomplishments.  The University recently initiated the requirement that faculty apply for tenure and promotion simultaneously.  Thus, faculty receive promotion and tenure, or are not rehired.  (Documentation: Faculty Assignment/Development & Evaluation Handbook)

Each department within the College of Education recently revised its tenure/merit instruments to parallel the instrument used at the College level for tenure and/or promotion.  (Documentation: Annual Evaluation/Merit Instruments for Each Department)

Standard I.H.  Quality of Field Experiences (Initial and Advanced)

As a follow-up to the previous NCATE review, and because the College always has had a commitment to quality field experiences, experiential learning is a focus of our Conceptual Framework.   This commitment has led to the hiring of personnel and an intensification of field experiences at the initial and advanced levels.  Personnel have been hired to coordinate the placement of students into field experiences.  These people serve as liaisons between the College and public school districts.  They further facilitate the placement of students enrolled in our undergraduate and graduate programs into public school classrooms.  Personnel also have been hired to coordinate the placement of students into public school classrooms for student teaching/internship. These people work closely with personnel in district offices, principals, and supervising teachers to insure quality placements.   The College of Education participates in the University Collaboration Committee established by Palm Beach County to facilitate placement for field experiences.  (Documentation: University Collaboration Committee Minutes, Palm Beach County School District)

Field experience requirements are undergoing constant evaluation.  Clinical Experiences Committees on the Boca Raton campus and Davie campus were formed to establish procedures for the placement of students for field experiences and student teaching/internships.  These committee are composed of directors of field experiences from the Boca and Davie campuses, faculty members, and representatives from the school districts.  Sites are selected to ensure that students have exposure to different economic levels, different cultural backgrounds, ESOL students, and different academic levels.  That is, students will have the opportunity to work with diverse student populations.  Teachers supervising student teachers or field experiences have completed Clinical Education training.  Teachers supervising student teachers/interns also have completed training in the use of the Florida Performance Measurement System (FPMS).  Faculty supervising student teachers/interns also receive Clinical Educator Training.  Professional development schools also have been established in districts.

In addition to field experiences requirements for specific methodology courses in the initial Elementary Education Plus ESOL endorsement program, students integrate real-world field situations in the following courses: Introduction to Education (EDF 2005), Teaching Diverse Populations (EDG 2701), General Teaching Practices (EDG 3324) or Guided Field Experiences I (EDG 3321), General Teaching Practices II (EDG 3325) or Guided Field Experiences II (EDG 3322), Introduction to Theories and Practices of TESOL (TSL 4080), TESOL Issues and Practices (TSL 4081), and Student Teaching (EDE 4943) or the year-long student teaching option (EDE 4945).

Undergraduate and graduate courses in Exceptional Student Education contain a variety of types of field experiences requiring observations and reflection in Exceptional Education classrooms as part of the theories and characteristics courses [Survey of Exceptionalities (EEX 2010), Varying Exceptionalities (EEX 4050), Language and Speech Disorders (EEX 4101)].  The methods classes and the Practicum in Methods of Teaching Individuals Served in Varying Exceptionalities Programs (EEX 4843) require the development and delivery of lessons in public school classes.  Within the undergraduate program the classroom management class (EEX 4604) is currently part of the pre-student teaching block and contains field based activities.  (Documentation: ESE Practicum Handbook, Program Folio ESE - course syllabi)

As of Spring 1998 valuable clinical experiences have been added to, or continue to be required,  in professional education courses for Secondary Teacher Certification.  These courses include Introduction to Education (EDF 2005), Teaching Diverse Populations (EDG 2701),  Reading in the Content Areas (RED 4335), and Effective Instruction in Secondary Schools (ESE 3940).

Before field experience placements were made during Fall 1999, students at the initial level participated in a field placement orientation seminar and were given a field experience handbook which outlined the conceptual framework for the College, identified guidelines and procedures to be followed during field experiences, and presented a list of appropriate schools.  During other semesters the same procedure is followed within individual classes.  Students are assigned to schools by the Director of Field Experiences  in conjunction with college faculty and school district personnel.  (Documentation:  Field Experience Handbook, Field Experience Folio)

Prior to students beginning their student teaching/internships, they participate in an orientation seminar which covers guidelines for the experiences as found in the Student Teaching Handbook.  Students now are given the option of participating in a year long student teaching/internship experience rather than one semester.  (Documentation:  Student Teaching Handbook, Course Syllabi for Student Teaching/Internships.)

Field experiences at the advanced levels are incorporated into individual courses.  Students are directed to experiment with new ideas in their classrooms and critically evaluate the results. (Documentation: Program Folios - Course Syllabi)

At the advanced levels strong field experience components have been included in several programs.  In particular the Communications Disorders Program, and programs in the departments of Educational Leadership and Counselor Education have enhanced their field experience components.

Communications Disorders has hired a Clinical Director who began in Fall 1998.  The department has identified and added additional in and out of state practicum sites for field experiences.  Students must have completed SPA 6055 (Treatment Principles and Procedures in CD) and SPA 6553 (Diagnostic Principles and Procedures for CD) in addition to a minimum of 2 disorder courses to be eligible for clinic.  Students must complete a minimum 50 contact hours in the Program’s Communication Disorders Center.  After successful completion of a minimum of two semesters in the Program’s Communication Disorders Center, with a grade of B or better, and completion of all course work (with the exception of EDF 6481, STA 6113, SPA 6006, SPA 6558, and SPA 6413), students are eligible to apply for off-campus externship placement.   Each student submits an externship application to the clinic director.  The clinic director then reviews the application and requests placements for the students from contracted externship sites.  A total of 350 contact hours is required with a minimum of 50 contact hours in three distinctively different settings.  Off-campus sites are monitored by the Clinic Director to assure that all supervising clinicians at the site have current ASHA certification.  (Documentation: Communications Disorders Program Folio - course syllabi)

Real-world experiences are embedded in virtually all Educational Leadership courses.  This is accomplished in a variety of ways, including supervised experience in the field, site visits, case studies and simulations.  A guiding principle of the department of Educational Leadership is that, “faculty are committed to infusing case studies and simulations into instructional practices.  In the Elementary School Administration (EDA 6510), Middle School Administration (EDA 6520) and Secondary School Administration (EDA 6530) courses, students are required to complete fifteen hours of field experience, in addition to participating in simulations and case study analysis.  These courses are scheduled to be revised to offer a 3 credit hour internship in Fall 2000.  Specialist and doctoral students may opt to take EDA 7944, Internship, and are required to do an internship if they have not had experience as school administrators.  The internship requires 150 contact hours.  Students who already have administrative experience may take EDA 7945 (Field Project) which requires them to develop a project where they apply what they have learned in classes to actual practice.  All students enrolled in the executive doctoral cohort must take 12 credit-hours of experiential education.  They are required to engage in action learning through Field Project (EDA 7943) for 6 credits.  The additional 6 credits may come from a combination of the following:  Organized International Travel/Study (6905),  Executive Colloquia (EDA 6925), Directed Conferences (EDA 7903) and/or Internship/Exchange (EDA 7944) outside the employing district.  (Documentation: Program Folios for Department of Educational Leadership - course syllabi)

The Counselor Education program has increased the number of practicum hours.  There originally was one practicum of 100 contact hours.  This has been changed to a practicum of 150 contact hours, and a required full time internship of 600 contact hours. Previously this 600-hour  internship was required only of students without teaching certification. (Counselor Education Program Folio - course syllabi)

Standard I.I Professional Community (Initial and Advanced)

As a follow-up to a weakness cited in the previous NCATE accreditation report, the College of Education has made a strong commitment to collaborate with higher education faculty, school personnel and other members of the professional community to design, deliver, and renew effective programs for the preparation of school personnel, and to improve the quality of education in schools.  The Secondary Teacher Education Coordinating Committee (STECC) was reinstated.  The STECC committee is under the Dean of the College of Education on the college’s organizational chart.  Through STECC faculty in the Department of Teacher Education work with faculty from other colleges at FAU to better ensure quality programs for secondary certification students.  Also, some faculty from the Department of Teacher Education and Educational Leadership have taught courses for, or given presentations to, faculty in other colleges across campus.  (Documentation: STECC Minutes; List of Cooperative Adventures among COE faculty & other faculty across campus)

As mentioned previously, a Director of Field Experiences at the Boca campus (who services the Boca, MacArthur, and Treasure Coast campuses), a Director of Field Experiences on the Davie campus, and Directors of Student Teaching at the Boca and Davie campuses, and an Associate Director of Academic and Student Services on the Davie campus have been hired to assume responsibility for admitting students into the initial certification programs, working with public school personnel to facilitate the placement of students for field experiences and student teaching/internships.  Additionally, the Directors of Student Teaching actively solicit the districts to provide more Clinical Educator Training and, thereby, widen placement opportunities for students within the service area. (Documentation:  COE Policies and Procedures Handbook - Job Descriptions; Student Records in OASS)

Florida Atlantic University has hired a Director of Development for the College of Education whose primary responsibility is to help secure gifts and endowments for the College of Education. (Documentation: Director of Development Folio)

A “Child Victimization” seminar is held as part of the student teaching seminar block.  Members of the community participate in this seminar along with student teachers/interns and any interested faculty.(Documentation: Student Teaching Seminar Folio;  Partnerships - Child Victimization Seminar)

The Genesis Academy for Teaching Excellence (GATE) is a collaborative professional development school partnership between Florida Atlantic University, the A.D. Henderson University School, and the School Districts of Palm Beach County, Martin County, and St. Lucie County.   Faculty spend approximately one day per week during a semester in one of these professional development schools.  During this time they work with the school’s GATE (professional development) on-site coordinator and teachers to help improve instruction.  These GATE schools are known as “professional development” schools.  The program has expanded to  (12) GATE schools in 1999-2000.  (Documentation: Partnerships - GATE)

The Alexander D. Henderson University School (ADHUS)  is a public school district functioning as a laboratory school located on the campus of Florida Atlantic University in Boca Raton.  ADHUS holds departmental status in the College of Education with the Dean of the college serving as the designated superintendent of the school district.  It serves as a site for pre-student-teaching field experiences, and a demonstration and research site.  A faculty member of ADHUS coordinates all elementary education pre-student teaching experiences, thus ensuring highly coordinated and structured field experiences for education students.  (Documentation: Partnerships - A.D. Henderson University School)

The Region V Area Center for Educational Enhancement (ACEE) is an integral part of the College of Education.  The ACEE services Broward, Martin, Monroe, and Palm Beach School Districts.  This center provides technical assistance in support of Florida’s System of School Improvement and Accountability related to the Sunshine State Standards and Florida State Assessments.  “The overarching philosophy and mission of the Region V ACEE is to focus educational reform efforts on meaningful learning and understanding for all students in order to raise their levels of performance as measured by state assessment programs (i.e., Florida Comprehensive Assessment Test (FCAT), Florida Writing Assessment, High School CompetencyTest), and national indicators (i.e., Scholastic Aptitude Test & National Assessment of Educational Progress).”  Further, ACEE Region V in collaboration with the Higher Education Consortium (HEC) helps post secondary institutions and faculty in the areas of mathematics, science and technology with the goal of improving the performance and achievement of college students.  During 1998-‘99 the ACEE sponsored 117 workshops serving 4,491 educators in our service area.   (Documentation: Partnerships - ACEE and HEC)

Grants and contracts awarded to faculty members in the Department of Educational Leadership have provided opportunities for students to be involved in important policy issues in adult education and to interact with state and local educational leaders.  For example through a grant awarded to the Ernest Melby Community Education Center, master’s and doctoral students assisted with various aspects of the Commissioner’s Summit on Community Education and Florida’s Future.  They assisted in preparing resource materials, hosted visiting dignitaries, facilitated preliminary brainstorming sessions, recorded sessions (on flip charts, computers, and videotapes), and produced PowerPoint presentations for small-group session reports to the Summit.  Interested students also were allowed to observe the general sessions.  (Documentation:  Partnerships - Commissioner’s Summit on Community Education)

The Board of the South Florida Center for Educational Leaders accepted the FAU Department of Educational Leadership’s proposal to manage the Center.  The department’s request for the establishment of a Type III Center was approved by the Florida Board of Regents.  The Center held 42 events for school clients during which 2,944 educators participated in professional development activities.  (Documentation:  Partnerships: South Florida Center for Educational Leaders)

The Institute for the Development and Enhancement of Adult Learning (IDEAL) is housed at Florida Atlantic University and is committed to finding solutions for new literacy-related problems which impact the citizens of Florida.  The main purpose of IDEAL is to extend the clearinghouse function of the Florida Adult and Community Education Network through a variety of services that include staff development and technical assistance using advances in technology.  (Documentation: Partnerships - IDEAL)

The Florida Atlantic University Holocaust Outreach Center (H.O.C.) is a joint effort of the College of Education and the Raddock Eminent Scholar Chair of Holocaust Studies.  The purpose is to provide training, resources, and support for teachers, media specialists, and school administrators in FAU’s service area of Broward, Palm Beach, Martin, St. Lucie, Indian River, and Okeechobee Counties.  The H.O.C.  is the first established Holocaust training center for teachers in the country. During the 1998-‘99 academic year the center held 21 workshops for 861 educators.  Additionally 127 schools borrowed materials from the FAU College of Education Lending Library.   (Documentation: Partnerships - Holocaust Outreach Center)

The Florida Department of Education Technology Literacy Challenge Grant (Connecting Preschools and Elementary Schools: A Seamless Curriculum Using Technology for Improving Emergent Literacy Development of Preschool, Kindergarten and First Grade Children) has the goal of instructing Inservice Teachers, Preservice Teachers and parents about how to utilize technology to foster the emergent literacy skills of preschool, kindergarten, and first grade children.  There is a total of eight schools in two counties involved in the project: four preschools (4 and 5 year olds), four elementary schools (kindergarten and first grade),and  a total of 8 schools, 24 classrooms, nearly 50 teachers and 700 children.  Teachers also will be taught how the Sunshine State Standards apply to emergent literacy development and work collaboratively to develop curriculum that supports these Standards.

The Karen Slattery Education Research Center for Child Development (ERCCD) is located on the Boca Raton Campus.  It is designed to provide a model educational environment for children three to five years of age.  The center provides educational opportunities and practical experiences to FAU students through internships, supervised teaching, and research experiences.  This also serves as one site for the Technology Literacy Challenge Grant.

The Pine Jog Environmental Education Center is a privately funded unit of the College of Education.  It was founded as a Nature Center in 1960.  The 150-acre site is used primarily as an education center for Palm Beach County school children.  Over a quarter million children and adults have participated in Pine Jog activities and educational programs.  During 1998-‘99 Pine Jog sponsored 42 workshops serving 457 educators.   This center is an integral part of our Master’s in Curriculum and Instruction Environmental Science Education track.  (Documentation:  Partnerships - Pine Jog)

The College of Education Advisory Council provides input and recommendations regarding needs of the community and recommendations for improvement.  The council is comprised of public school representatives from Broward County, Indian County, Martin County, Okeechobee County, Palm Beach County, and St. Lucie County public schools.  Professional organizations are represented by the Executive Director of the National Association of Elementary School Principals and the Executive Director of the National Association of Secondary School Principals.  Business and Community representatives include the Education Manager of Motorola Corporation, the President of Pendell Publishing, a member of the Rinker Foundation, a partner in The Plumbing Experts, the President of REL Enterprises, a representative of the North Broward Hospital District, the executive director of the Palm Beach County Workforce Development Board, and an attorney-at-law.   The president of the College of Education Student Advisory Council also serves on the COE Advisory Board.  (Documentation: Partnerships - COE Advisory Council Members List and Minutes)

The College of Education Student Advisory Council makes recommendations to the Dean of the College of Education.  It also selects the recipient for the Outstanding Teacher of the Year Award in the College of Education. (Documentation: Partnerships - Student Advisory Council)

The Department of Exceptional Student Education has two student organizations, “Best Buddies International” and the “Student Council for Exceptional Children” (SCEC).  The “Best Buddies” organization pairs college students with adults who are disabled in an effort to assist disabled adults in making friends with non-handicapped adults.  The SCEC is an official student group of the professional organization Council for Exceptional Children.  It helps students bridge the gap from student to professional and encourages students to join their professional organization.

The Department of Exceptional Student Education has received the State of Florida Comprehensive System of Personnel Development (CSPD) grant for the service area each year since the last NCATE visit.   This grant provides tuition support, staff development, and professional skill development for Exceptional Student Education teachers in the FAU county service area.  (Documentation: Student Handbook, CSPD grant)

The College of Education has gone beyond the local professional community to establish agreements.   Keith Miller (Director of United States Department of State, Office of Overseas Schools) wrote, “The United States Department of State Office of Overseas Schools is pleased to work with Florida Atlantic University, college of Education as it continues to pursue staff development for overseas school teachers and administrators..”  The College of Education will be providing a Master’s Degree in Curriculum and Instruction for teachers at College du Leman  in Geneva, Switzerland.  Additionally, the Dean of the College of Education is negotiating with international boarding schools in Rome, London and Geneva enabling FAU student teachers opportunities for placement of internship experiences in these schools.  Currently, an FAU student is placed for her student teaching experience at the U.S. Embassy School in New Delhi, India.  (Documentation: Partnerships -International Agreements)

International agreements with St Petersburg State University of Pedagogical of Pedagogical Art in St. Petersburg, Russia (Summer 1997) and Comenius University in Bratislava, Slovakia have been reached.  The Counselor Education Program in the College of Education helped set up the first counselor education program in Russia.  During Fall 1996 and Fall 1998 the College of Education hosted groups of faculty and students from Comenius University in Slovakia.  Faculty and students from the College of Education at FAU visited Slovakia and conducted lectures at the University and visited K-12 schools.  (Documentation: Partnerships - International Agreements)

In addition to the initiatives sited above, Florida Atlantic University has appointed a University liaison to serve Broward County, Broward Community College and the Broward County School District with their educational initiatives.  (Documentation: Partnerships - University Liaison Broward County)

STANDARD II:   CANDIDATES IN PROFESSIONAL EDUCATION  

Standard II.A. Qualifications of Candidates (Initial and Advanced)

Admissions requirements to the undergraduate programs in the departments of Teacher Education and Exceptional Student Education have not changed since the last NCATE review except for the required SAT score.   The SAT score has been increased from 950 to 960. 

With the reactivation and revision of the Ed.D. in Curriculum and Instruction applicants must submit three written letters of recommendation with their applications and must submit a writing sample.

 Standard II.B.  Composition of Candidates (Initial and Advanced)

The College of Education works toward recruiting, admitting, and retaining a diverse student body within its student body.  The annualized student FTE in the College of Education reached its high point during 1996-1997 with 1946.8.  Since this date, enrollment has reflected a slight decline with 1924.9 FTE in 1997-‘98, and 1907.1 in 1998-1999. 

Individual program folios contain a section titled “Program Information - Student Information.”  This section presents information highlighting the composition of candidates in individual program areas. 

The University established a Director of Development position to assist the College of Education.  This person’s responsibility is to secure endowments and grants to help the College of Education move forward.  In 1994 the College of Education set a goal of raising $17,400,000; to date, the College has raised $19,600,000.  The Pendell Presbyterian Scholarship, Virginia D. Kelly Physical Therapy Scholarship, sons of the late James Woodruff scholarship fund, the Mary J. Brogan Scholarship, the Donald G. MacKenzie Scholarship, and the Traica V. Thomas Scholarship have been established recently.  These will help the College of Education attract highly qualified and talented students into its programs.  In addition, 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” Hispanic and Black students.   (Documentation: College of Education Policies and Procedures Handbook - job descriptions; Undergraduate Catalog - Financial Aid section; Endowment & Grant Folio)

Standard II. C Monitoring and Advising the Progress of Candidates (Initial and Advanced)

Students in the initial certification programs are advised and monitored throughout their programs of study.  Prior to admission to the College of Education students are invited to attend orientation sessions during which admissions criteria to the College of Education and program information are discussed.  Program “alerts” are available which describe entrance requirements and degree requirements.  Students are formally accepted into the College of Education through the Office for Academic and Student Services.  Once admitted, students are assigned a faculty advisor and formally programmed.  Monitoring occurs as competencies are mastered in individual courses.  Highly structured field experiences provide for additional monitoring, and student teaching or an internship provides a final monitoring stage while enrolled in the College of Education.  Prior to beginning student teaching, students enrolled in programs in the Department of Teacher Education must pass the Florida Teacher Certification Exam (FTCE).  Students in the Department of Teacher Education culminate their professional education experience with the development of a portfolio.  Students who are lacking skills are identified and counseled by one or more of the following people: the faculty advisor, the department chairperson, the Director of Student Teaching, the Associate Director of Academic and Student Services, and/or the Director of Academic and Student Services.  Once employed, the State and college follow-up and identify retention rates in professional positions.    (Documentation: Program Folios - IPEP Reports, FTCE Pass Rates, Contract Renewals; IPEP Documentation; Additional Samples of  Student’s Work)

Because of the large number of students needing advisement, the Office for Academic and Student Services recently hired a full-time person for advising.  The office also hired Directors of Field Experiences on the Boca Raton (serving Boca, MacArthur, and Treasure Coast campuses) and Davie campuses. An Associate Director of Academic and Student Services was hired on the Davie campus to admit students into the initial certification programs, and to place students in classrooms with diverse student populations under teachers who have received Clinical Education Training. (Documentation: Clinical Education Training Folio)

Once meeting admissions requirements to graduate programs, students are assigned to a faculty advisor.  At the master’s level, students and the assigned advisor complete a program of study.  At the specialist and doctoral levels students are assigned a faculty advisor;  the advisor and student identify additional committee members. 

Standard II.D. Ensuring the Competence of Candidates (Initial and Advanced)

Recently, initial programs in the College of Education have developed exit criteria.  These criteria are identified in Institutional Program Evaluation Plan (IPEP) reports.  Multiple sources of data such as tests, class work, and video taping are used for assessment.  The Department of Teacher Education also requires students in the Elementary Education Plus ESOL endorsement program to take an ESOL competency test at the end of taking “TESOL Issues and Practices” (TSL 4081).  Students in all initial and advanced programs of study in the College of Education must satisfy multiple forms of assessment in individual courses.  Students in the Specialist and Doctoral programs must pass comprehensive examinations.   Doctoral students also must satisfactorily write and defend a dissertation.   (Documentation: Program Folios - IPEP Reports; IPEP Documentation; ESOL Competency Test Results Spring 1999-Fall 1999; Course syllabi in Program Folios )

CATEGORY III: PROFESSIONAL EDUCATION FACULTY  

III.A.  Professional Education Faculty Qualifications (Initial & Advanced)

The College of Education ensures that the professional education faculty are teacher scholars who are qualified for their assignments and are engaged actively in the professional community. For example, during the 1998-1999 academic year faculty were very productive.  During this time 4 books were published by faculty or are under contract, 40 book chapters were written and published or are under contract, and 75 articles were published in refereed journals.  During this same period 34 grants were received totaling $3,240,498.  Professional presentations/papers were delivered by faculty.  Fifty-eight (58) presentations were delivered at state conferences, 70 presentations were delivered at national conferences, and 58 presentations were delivered at international conferences.  Faculty also are involved in the governance of various professional societies and organizations.   Five faculty hold editorships in international and national societies and organizations. Twenty-five faculty serve on editorial boards of international and national journals.  One faculty member is the president of a national organization, and three are presidents of regional or state organizations.  Twenty-nine other international and national offices are held by faculty.  Faculty also are involved in state and local educational task forces and advisory councils.  (Documentation: COE Annual Reports; Faculty Comprehensive Vitae; Samples of  Faculty Publications)

Orientation seminars are held for new faculty to ensure a smooth transition into the College of Education at FAU.  The orientation seminars cover topics such as faculty assignments, promotion and tenure policies, and University and College of Education policies and procedures.  The Department of Exceptional Student Education has implemented a mentor program for new faculty where new faculty are guided by senior faculty until they are tenured and promoted to Associate Professor.  A mentoring program  is being established presently in the Department of Teacher Education.

The Union (United Faculty of Florida) at Florida Atlantic University holds tenure and promotion seminars for all interested faculty.  These seminars provide background on policies and procedures, and guidelines to help faculty through the process.

Standard III.B Composition of Faculty (Initial and Advanced)

The unit recruits, hires, and retains a diverse higher education faculty.  The College of Education has developed a Minority Faculty Recruitment Plan in response to a weakness cited during the last NCATE visit.  Recruitment efforts include publishing positions in the Chronicle of Higher Education, internet sources, listserv discipline-specific professional journals, and faculty recruitment of qualified individuals.  Individual program folios document faculty information on diversity.  The number of minority faculty within the College of Education includes 7 Black, 6 Hispanic, 7 Asian or Pacific Islander, and 1 Native American.  (Documentation: Program Folios - Program Information , Faculty Information; Faculty Files in Dean’s Office, COE Minority Faculty Recruitment Plan)

Standard III.C Professional Assignment of Faculty (Initial & Advanced)

The Provost has developed guidelines for faculty assignments.  Faculty assignments have remained unchanged since the last NCATE visit.  Faculty teach 9 semester hours , maintain 6 office hours per week, and the remainder of time is spent in research and service activities.  Faculty assignments may be adjusted for special college or university assignments, involvement in the GATE program, directing grants, and so forth.  The ratio of one faculty to every 4 student teachers/interns is utilized in determining the equivalent of one course taught. (Documentation: Two Page Faculty Summary Vitae)

Recently the College has developed an overload policy.  Faculty are not allowed to teach overloads except in very unusual circumstances.  Non-tenured faculty are counseled regarding the possible negative consequences that teaching overloads can have toward meeting the research, publishing, and service requirements of  tenure and promotion.  They must “sign-off” acknowledging their knowledge of the  risk toward obtaining tenure and promotion.  (Documentation: Faculty Overload Policy)

Standard III.D Professional Development of Faculty (Initial & Advanced)

The unit ensures that there are systematic and comprehensive activities to enhance the competence and intellectual vitality of the professional education faculty.

A number of different resources are used to provide professional development for faculty so they can become continuous learners.  The College of Education has a travel committee which has established procedures for the allocation of travel funds to faculty.  To the extent funds are available, faculty may apply to the travel committee for assistance in attending professional meetings.  Faculty travel funds amount to a total of $15,000 on the Boca campus, $17,000 on the Northern Campuses, and $35,000 on the Davie campus.  The Dean’s office also supports faculty in attending professional meetings related specifically to the development of programs within  the college and accreditation meetings (NCATE meetings, AACTE meeting, and so on).  Faculty participating in the GATE program are provided with funds (when available through GATE) to attend a professional conference.  In addition, faculty receiving grants often have funds specified for travel.

A third focus of faculty development during the past years has been the Area Center for Educational Enhancement (ACEE).  Workshops have been provided for faculty to develop expertise in the Sunshine State Standards, Florida Comprehensive Assessment Test (FCAT), FCAT Writing, and Bloom’s Taxonomy.  Members of the ACEE staff also have given presentations on the Curriculum Planning Tool and Curriculum Frameworks/Sunshine State Standards to faculty members’ classes.  (Documentation: Partnerships - ACEE)

A fourth focus of faculty development is centered around computer technology.  The ACEE has offered workshops for faculty on the use of the Curriculum Planning Tool (software program).  More extensive offerings are provided by the University’s Information Resource Management (IRM) office.  These free classes provided for faculty and staff.  Information on these classes is provided on the web at (www.fau.edu/irm/aiss/enduser/pub/skedcurr.htm). 

Faculty in the Department of Teacher Education participated in a course on ESOL to facilitate the integration of ESOL into the Elementary Education + ESOL endorsement program.  Each year, new faculty are expected to take this course.  In addition to this specific course offering for faculty, the university allows faculty to enroll, tuition free, in courses within the University on a space available basis.  (Documentation: Syllabus for Faculty ESOL Course; Transcripts for ESOL Course Taken by Faculty)

Faculty are evaluated annually in terms of their contributions to teaching, scholarship, and service.  These evaluations are used in determining salary, promotion, and tenure.  The College’s tenure and promotion criteria were revised recently.  In addition, the merit plans of departments were revised to be in alignment with the College’s new tenure and promotion guidelines.  (Documentation: Faculty Assignment/Development & Evaluation Handbook)

The State of Florida has established a Sustained Performance Evaluation Plan.  Each faculty member is reviewed every 7-years.  If a faculty member is identified as performing below expectation a “Professional Improvement Plan” (PIP) is developed.  The faculty member must then follow this plan and improve performance within a three-year period of time.  If adequate improvement is not made the faculty member may be removed from his/her position. (Documentation: Sustained Performance Evaluation)

CATEGORY IV: THE UNIT FOR PROFESSIONAL EDUCATION

  Standard IV. A Governance and Accountability of the Unit (Initial & Advanced)

The unit is clearly identified, operates as a professional community, and has the responsibility, authority, and personnel to develop, administer, evaluate, and revise all professional education programs.  Florida Atlantic University had a major restructuring of its departments and colleges since the last NCATE visit.  At the request of the Provost, the College of Education restructured the year after the university’s restructuring.  The restructuring distributed faculty from the Foundations Department.  Some of the department’s members were reorganized into a Department of Technology and Research.  The Multi cultural education and educational psychology faculty were placed in the Department of Teacher Education.  The organization of the College of Education is presented in a chart on page 25.  (Documentation: Organization Chart COE)

Florida Atlantic University and the College of Education are in a period of rapid expansion in terms of increasing student head count and the opening of multiple campuses.  “The Florida State University System Board of Regents has established an enrollment growth target of 46,100 students, as measured by duplicate headcount, by the year 2010...  Florida Atlantic University also has expanded to multiple campuses spanning a six county service area.  This distributive structure creates unique challenges with respect to academic program delivery and administrative operations” (Strategic Plan 2000 Executive Summary, Florida Atlantic University).   The budget is one area of administrative challenge for the University and the College of Education.  The College of Education and other colleges at FAU have separate budgets for the northern campuses (MacArthur and Treasure Coast campuses), the Boca campus, and the southern (Davie/Broward) campuses.  The Associate Deans for each campus are responsible for the appropriation and monitoring of all budget expenditures for their respective campuses.  The allocation of budgets are made by campus Vice Presidents on the northern and southern campuses, and by the Associate Provost on the Boca campus.  On the Boca campus the Dean has complete authority and control of budgets and allocations.  Funds can be moved from one budget category to another without approval of the Associate Provost of the Boca Campus.  On the northern and southern campuses funds can by moved from one budget category to another only with the permission of the respective campus Vice President. 

Given the growth of Florida Atlantic University, University officials realize that consistency is budgetary policy is necessary.  Consequently, in Strategic Plan 2000 the University has identified an objective to address this strategic issue.  Goal seven is “to promote the academic and organizational integration of FAU’s partner campuses.” (Documentation: Strategic Plan 2000: Executive Summary, Florida Atlantic University)

In conjunction with the university’s reorganization, the role of department chairs 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.

The College of Education has a Faculty Assembly which has been established to promote communication among administrators and faculty, and to be a forum for faculty to express concerns and make recommendations to the Dean.  The faculty assembly meets twice each semester.  During this meeting time the Dean gives a report to faculty on “items of interest.”  These might include legislative initiatives, budgetary issues, curriculum concerns, and so on.  (Documentation: Faculty Assembly By-Laws and Minutes)

With the reorganization, curriculum remains the responsibility of faculty.  The departments plan and develop curriculum, the faculty assembly is notified of the curricular directions for information purposes, the undergraduate programs committee or the graduate programs committee reviews and approves, disapproves or makes recommendations regarding a department’s requests.  The curricular changes/additions go to the Dean for approval.  Finally, the requests are reviewed at the university level for approval or disapproval.  (Documentation: Minutes of Department Meetings; Minutes of Undergraduate Programs Committee; Minutes of Graduate Programs Committee)

A Promotion and Tenure Committee is established within the College. This committee is comprised of one faculty member from each department.  This committee makes recommendations to the Dean.  The Dean makes his recommendation to the Provost and University Promotion and Tenure Committee.  These recommendations then are forward to the University Promotion and Tenure Committee.   Procedures for applying for promotion and tenure have changed within the University and are reflected within the College of Education.  Faculty must now apply for tenure and promotion at the same time.   (Documentation: Faculty Assignment/Development and Evaluation Folio - Promotion and Tenure Guidelines)

The number of instructional faculty in the College of Education has grown from 86 in 1995-1996 to 102 in 1999-2000.  Of these 102 faculty, 51 are employed on the Boca Campus, 33 are employed on the Davie Campus, and 18 are employed on the Northern Campuses (MacArthur + Treasure Coast campuses).

A major concern continues to be the high use of adjuncts to support instruction in the College.  During 1994-1995 the percentage of adjuncts was 42 percent.  The number declined to 38% during 1997-1998, but increased to 44% during 1998-1999.  To ensure the quality of courses taught by adjuncts, the College has developed master syllabi for all courses, and provides adjuncts with a handbook which outlines University, College and Departmental policies related to teaching, grading, syllabi, and reporting issues.  Adjuncts also meet with department chairs.   (Documentation: Adjunct Vitae; Course Syllabi; Adjunct Handbook)

The College of Education has a “Policies and Procedures Handbook” which contains position descriptions, and policies and procedures used in the College of Education.  A copy of this handbook is available in each Department Chair’s Office, the Office of Academic and Student Services, each Associate Dean’s Office, and the Dean’s Office.  (Documentation: COE Policies and Procedures Handbook)

A long-range planning process is operational in the College of Education.  Recently a “Technology Plan” was developed for the College and each department within the College. (Documentation: Program Folios - Technology Plan)

The involvement of school faculty, candidates, and other members of the professional community has been documented under “partnerships.”

The University and College are non-discriminatory and guarantee due process to faculty and candidates.  Procedures to challenge practices are outlined in the BOR-UFF Agreement, and Catalogs.  (Documentation: BOR-UFF Bargaining Agreement; Undergraduate and Graduate Catalogs; Student Handbook)

Standard IV.B  Resources for Teaching and Scholarship (Initial & Advanced)

In Spring, 1999, the College of Education increased its teaching facilities with the opening of the new Education and Science Building on the Davie campus.  This is a $13 million building, totaling 74,000 square feet.  In Fall 1999, the University opened the doors of its new MacAuthur campus in northern Palm Beach County. 

A major emphasis has been made to increase technology resources.  The Boca campus has reorganized and  upgraded its College of Education technology complex (Renaissance Complex) .  This Renaissance Complex contains a “teaching room of tomorrow,” and video editing, robotics, desktop publishing, multimedia production and networking rooms.   The University’s Information Resource Management Office (IRM) sponsors a support person to assist faculty.  (Documentation: Renaissance Complex Folio)

The cost per annualized student FTE for the College of Education was approximately $5,000 from 1993-1994 through 1996-1997.  This increased to approximately $6,000 from 1997-1998 through 1998-1999.  (Documentation: Annual Report 1998-1999; COE Budgets) 

In the early 1990's budget cuts were devastating to the library.  Virtually no books were purchased and there were major cutbacks in periodical subscriptions.  Since this early period there has been a major thrust toward improving library resources.  The library’s budget increased from $1,768,755 in 1995-1996 to $2,698,680 in 1999-2000.  The curriculum materials budget increased from $2,000 in 1995-1996 to $6,000 in 1999-2000.  The library (including the Davie campus) has 828,906 holding.  There are 130 computer/electronic services.  Approximately 130 journal titles in ECO through First Search, more than 700 Elsevier journals, the 175 journals published by Academic Press, and 40 plus titles published by Johns Hopkins University Press (“Project MUSE”) are some examples of electronic resources.  These electronic resources are available to all faculty and students regardless of campus.  Full-time library personnel increased from 63 people during 1995-1996 to 74 during 1999-2000.

FUTURE DIRECTIONS

• The Board of Regents has approved planning for the following new degree programs in the College of Education:

• Master’s Degree in Educational Technology

• Doctoral Degree in Counselor Education

• Bachelor’s Degree in PreK/Primary Education (Age 3-Grade 3)  
  

• The Department of Educational Leadership has initiated an Executive Doctorate for School Leaders.  This cohort-based program has concentrations in management, instruction, technology and research.  
  

• The Department of  Exceptional Student Education is participating in a distance learning project that will create a virtual Varying Exceptionalities (VE) Master’s Degree Program.  This project is a collaboration among all special education departments in the State University System.  
  

• In cooperation with the University of Miami the FAU Department of Exceptional Student Education has been funded to establish a Satellite Program for the Center for Autism and Related Disabilities (CARD).   
  

•  The Department of Teacher Education will add a track on International Education to its Master’s in Curriculum and Instruction.  
  

• Implementation of  Technology Plans for the College and Departments is a high priority.  
  

• The Development of an Urban Laboratory School in Broward County is in the initial stages of discussion.