The unit has the leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.
Element 1: Unit Leadership and Authority
Leadership within the Education Department is facilitated by the leadership team, which consists of a full-time Department Chair (Br. Doug Mullin, OSB), a full-time Director of Teacher Education (Dr. David Leitzman), a person who serves as both Director of Partnerships and the Departmental Advisor (Jeanne Cofell), and an Administrative Assistant (Maryjean Opitz). This team meets regularly to assess, plan for, and coordinate issues and matters relating to teacher education. This leadership team serves as the agenda committee for departmental meetings and specifically addresses all matters of budget, personnel, facilities, resources, and departmental policies. All Education Department faculty members review the leadership performances of the Departmental Chair and the Director of Teacher Education annually.
All teacher education programs at CSB/SJU are coordinated by, and are under the direct leadership of the Education Department. Using the conceptual framework of “Teacher as Decision Maker,” the Education Department has structured each of the institution’s teacher education programs as a delivery system for the Minnesota Standards of Effective Practice (SEP). Through the leadership of the Education Department, each teacher education programs offered by the institution has been proposed to the Minnesota Board of Teaching with assurance that all candidates in each respective program have sufficient opportunities to know, practice, and be assessed on each of the SEP as well as the requisite content standards. This was a monumental accomplishment that required the cooperation and support of the faculty and staff of the Education Department as well as of the other various departments of College of Arts and Sciences that support teacher education programs. Documentation of these delivery systems is in the SEP portfolios for each of the unit’s teacher licensure programs. State approval of the unit’s plan for implementation of the SEP is documented by letters from the Director of the Minnesota Board of Teaching for elementary and secondary teacher education programs.
In addition to the SEPs, the Minnesota Board of Teaching requires a delivery system for requisite content standards in each area of teacher education for which the CSB/SJU Education Department will recommend candidates for licensure. The Board of Teaching requires documentation with course syllabi that demonstrates to licensed professional educators in the respective field that candidates would have the opportunity to learn, practice, and be assessed on each of the prescribe content standards. The first step in achieving that goal was to meetings hold meetings with the appropriate Education Department Methods faculty, College of Arts and Science faculty, and K-12 faculty for each content area of licensure. Those meetings, held spring semester 1997, were directed at identifying college courses to be required of candidates that would deliver the requisite content standards. The result of those meetings is the current set of content course requirements for the 5-8 specializations.
The Education Department and other faculty work together in collaboration with P-12 practitioners in the design, delivery, and evaluation of all the CSB/SJU teacher education programs through the Teacher Education Advisory Committee (TEAC). This committee meets once each semester and is comprised of all full-time Education Department faculty members, 5 college faculty, and 25 P-12 practitioners (including teachers, counselors, and principals). In the past year, TEAC collaborated and addressed the Teacher as Decision-Maker Conceptual Framework, the Diversity Plan, the Technology Plan, our program for initial field experiences, and partnership development between the Education Department and P-12 schools.
Education Department budgetary allocations permit faculty extraordinary opportunities for teaching, scholarship, and service that extend beyond the unit to P-12 education and other programs in the institution. For each of the past three years, at least one Education Department faculty member has received a paid sabbatical that gave that person the opportunity to engage in exceptional professorial work beyond regular responsibilities. The following cases illustrate specific ways in which these opportunities have recently been afforded to Education faculty:
In addition to these examples of budgetary support for extraordinary faculty opportunities, the budget for curriculum, instruction, faculty, clinical work, and scholarship, etc., supports high quality work both within the Education Department and with partner schools. Demands for institutional resources come from all units of the colleges. Nonetheless, the Education Department has received comparatively high levels of institutional support to strengthen all aspects of its teacher education programs. Recent changes in Minnesota licensure requirements mandated the development of curriculum, and the hiring of instructional faculty who also supervise the clinical work related to the development of teachers for mid-level learners (grades 5-8). Last year, two new tenure-track positions were secured by the Education Department to support these developments. Furthermore, a new position was created with staffing to provide additional advising services to candidates and to direct partnership planning with P-12 schools. All of these examples point to the vitality of a dynamic Education Department that enjoys a very high level of institutional support.
Element 3: Personnel
The Education Department enjoys workload policies and practices that permit and encourage faculty to be engaged in a wide range of professional activities including teaching, scholarship, assessment, advisement, work in schools, and service. Again, the best evidence of this is the wide range of professional activities in which Education Department faculty engage.
Teaching. Teaching is at the heart of the mission for any liberal arts college. This is certainly the case for CSB/SJU and the Education Department. Faculty load is currently determined in terms of sevenths of a load. A full-time semester teaching load consists of three 4-credit classes (3/7). Two semesters (6/7) plus a January Term (1/7) equals 7/7. Full-time Education Department faculty who teach 4-credit pedagogy classes and 2-credit pedagogy classes for middle level learners are given a 2-credit release to supervise students in school based field-experiences. This year, the Education Department has a total of 10 full-time, 4 part-time/shared-time, and 11 adjunct faculty members.
Scholarship. While Education Department faculty members have had exceptionally heavy workload responsibilities between teaching and assessment work addressing BOT and NCATE standards, there has been, nonetheless, much scholarship demonstrated. A sampling of some of the notable highlights from this past year alone includes:
Dr. Bruce Dickau’s work in maintaining the website he developed for the Minnesota Science Licensure Framework
Dr. Don Hoodecheck’s work with the St. Cloud mayor’s diversity initiative in consultation, documentation, and program assessment;
Dr. Dee Lamb’s work in researching, coordinating, and developing the Education Department’s Diversity Plan;
Dr. Janne Lillestøl’s work of developing training programs for the Minnesota Department of Children, Families, and Learning, and giving in-service workshops to special education teachers throughout the state;
Dr. Lynn Moore’s publishing an article on literacy in the April 2000 issue of Talking Points;
Br. Doug Mullin’s work in researching, coordinating, and developing the Education Department’s Technology Plan;
Dr. Ed Sass’s lecture and workshop at the Eighth International Polio Conference, as well as his work of developing and maintaining websites including the renowned Educational Resources and Lesson Plans, and Lake Agassiz, a site developed for Cybersurfari, which is sponsored by the U.S. Department of Education;
Dr. Art Spring’s regular has book reviews which are published in the Interdisciplinary Journal of Theology, Philosophy, History and Science.
Assessment. All faculty and administrative staff members of the Education Department have been deeply immersed in assessment activities, especially over the past several years. The Teacher Education program approval process required by the Minnesota Board of Teaching has engaged all full-time and part time members of the Education Department. All syllabi had to be aligned to the Standards of Effective Practice and the content standards prescribed by the legislature. Grids had to be created to document the opportunities candidates were given to learn, practice and be assessed on each of the standards. All of this took immense quantities of time, effort, and organization.
Of course, true assessment involves much more than simply completing checklists. The Education Department faculty were also deeply involved in evaluating and revising programs and courses during this time to assure that all standards were addressed in ways that there would be a preponderance of evidence that candidates completing the CSB/SJU Teacher Education programs are aptly prepared with the knowledge and skills for effective teaching. A notable example of this is the knowledge base that was created, during the summer of 2000, to support the Education Department’s conceptual model, “Teacher as Decision-Maker.”
Simultaneously, assessment work was going on to prepare for the NCATE site visit. The Education Department made the decision to move forward and become a pilot institution for NCATE Standards 2000. This decision was consistent with the Education Department’s commitment to be forward looking and the belief that performance-based assessment would give the department the best information about the strengths and opportunities present in its programs. Nonetheless, this decision required a tremendous investment of resources in planning, in developing rubrics that would appropriately describe performances, in selecting and collecting performance based data, and in analyzing, synthesizing, and evaluating program quality based upon the collected data.
Advisement. Because of the immensity and complexity of teacher education programs as well as of the Core Curriculum of the colleges, student advising tends to be very time consuming for Education Department faculty. After the first year of full-time teaching, all faculty members take on advisees. In fall 1999, a part time Education Advisor administrative staff position was added to the Education Department to reduce the size of the advising load for the faculty. Currently, the Education Department considers 20-30 advisees to be an appropriate load for each full-time faculty member who has completed the first year of teaching.
Work in schools. Education Department faculty who teach pedagogy courses typically work collaboratively with P-12 practitioners in schools, especially in the design, implementation and assessment of practicum field experiences for candidates in the courses. A number of faculty members have also taken on additional noteworthy projects in schools over the past three years:
Professional Service. All members of the Education Department also contribute professional service within the department, the colleges, as well as beyond. All Education Department faculty and administrative staff serve as members of the Teacher Education Committee (TEC) and the Teacher Education Advisory Committee (TEAC). As such, they serve on the various standing subcommittees including the Admissions Committee, the Hearing Committee, and the Reading Committee. And, they also serve on various ad hoc subcommittees (e.g., the block schedule committee) and search committees for the hiring of new faculty and staff.
Education Department faculty members also serve the broader colleges through their work as members of the Joint Faculty Assembly. Over the past three years, individual members of the Education Department faculty have served on various faculty governance committees:
Additional service to the colleges by members of the Education Department faculty over the past three years includes:
Education Department faculty members also contribute professional service beyond the colleges on community, state, regional or national levels:
All members of the Education Department faculty also contribute professional service through their individual professional affiliations among which are:
Adult Aging and Development Association / Alpha Chapter of Alpha Upsilon Alpha / American Association of Colleges for Teacher Education (AACTE) / American Association of University Professors (AAUP) / American College Counseling Association (ACCA) /American Counseling Association / American Educational Research Association / American Evaluation Association / American Mental Health Counselors Association / Association for Supervision and Curriculum Development / Association for the Education of Teachers of Science / Association of College and University Housing Officers / Central Minnesota Reading Council / Education Minnesota / International Reading Association (IRA) / International Reading Council (IRC) / Midwest Human Relations Association / Minneapolis Institute of Art / Minnesota Human Relations Association / Minnesota Minority Education Partnership / Minnesota Science Teachers Association / National Association for Multicultural Education / National Education Association (NEA) / National Association for the Advancement of Colored People (NAACP) / National Association for the Education of Young Children (NAEYC) / National Association of Research in Science Teaching / National Council for the Social Studies (NCSS) / National Council of Teachers of English (NCTE) / National Council of Teachers of Mathematics (NCTM) / National Council on Family Relations / National Science Teachers Association / Organization of Teacher Educators in Reading (OTER) / Phi Delta Kappa (PDK) / St. Cloud Community Arts Council / Speech Communication and Theater Association / Stearns County Historical Society.
Faculty members are encouraged to use on-line resources and formats as appropriate to support their instruction and student learning. However, because both colleges identify themselves as residential in nature, on-line course delivery is inconsistent with their respective missions. For this reason, no formal policies or procedures have been established to include on-line course delivery in determining faculty load.
The Education Department has 15 part-time faculty members. Three of those (Dr. Shobha Deshmuhk, Associate Professor of Mathematics; Dr. Elizabeth Guzman, Assistant Professor of Modern and Classical Languages; and S. Lois Wedl, Residential Life Director) are full-time employees of one of the colleges, but teach less than 7/7 in the Education Department. These faculty members have training in Education, but have doctorates in specific content areas. Each of these faculty members provides added content strength and perspective to the teacher education courses they teach. Ten part-time adjunct faculty members of the Education Department have their primary employment outside the colleges (many in P-12 schools) but teach a limited number of Education courses each year. These faculty members bring additional community and school connections to the teacher education courses they teach.
The Education Department has two full-time clinical education faculty members, the Director of Elementary Student Teaching and the Director of Secondary/K-12 Teacher Training. Both of these colleagues are valued members of the department, as they serve on the Teacher Education Committee, various subcommittees, and the Teacher Education Advisory Committee.
The Education Department provides outstanding support personnel with one full-time administrative assistant (Ms. Maryjean Opitz) and one full-time secretary/receptionist (Ms. Connie Schiff). These two support staff people, along with their pool of student workers, effectively manage and coordinate office procedures and carry out secretarial details in order to enhance the effectiveness of the faculty in their teaching and mentoring of candidates.
The Education Department supports professional development activities of faculty members both through departmental in-service programs and through the allotment of travel funds for each faculty member. Professional development activities engage faculty in dialogue and skill development related to emerging theories and practices in teaching. Departmental in-service programs over the past three years have addressed the Minnesota Graduation Standards, Diversity issues, and Technology Education. Each full-time faculty member is also allocated $500 in travel funds each year for professional development activities. Some faculty members use these funds to attend state and regional conferences/workshops each year; others have allowed the funds to accumulate over 2-3 years in order to attend national conferences/workshops.
The Education Department has outstanding facilities to support candidates in meeting standards. The Education Department is housed on the ground level of the Henrietta Academic Building (HAB) on the CSB campus. The HAB is at the hub of campus life and is in close proximity to the services most used to support the work of the Education Department: the library, the campus center, the bookstore, and the student services building. Within the HAB, the Education Department manages its own up-to-date and well-organized curriculum library, including the special collection housed in the Roehl Room. The Education Department shares the HAB with (and, therefore, has ready access to) the Media Center, the Writing Center, the Multicultural Resource Center, and the largest student access computer center on campus. Each faculty member of the Education Department has a private office with a networked computer that is never more than three years old, as well as a telephone and a space to meet students. Education Department faculty and all students have access to all classrooms as well as the instructional support spaces and services of both campuses.
The Education Department also works with partner schools that are resource rich in facilities, teaching materials, and especially strong mentor teachers. These schools provide candidates exceptional learning opportunities in fieldwork and clinical experiences.
The facilities used by the Education Department support the most recent technological developments that allow faculty members to model the use of technology and candidates to practice using it for instructional purposes. All classrooms are wired for computer network accessibility through a computer-on-wheels (CoW) projection system. Faculty members and candidates using the CoW in a classroom have instant access to high speed Internet connections and all the networked software and data files that they can access from their offices or from the computer lab. In addition, all classrooms used by the Education Department have a television receiver with a VCR as well as an option for large screen projection for video.
The Education Department aggressively and successfully secures resources to support high quality and exemplary programs and projects to ensure that candidates meet standards. The Education Department has secured significant new resources over the past several years. Staffing resources are the most costly long-term commitments of the colleges, and are the most valuable of all institutional resources. In the past two years alone, the Education Department secured two new tenure-track positions and a full-time administrative staff position for a departmental advisor/Director of P-12 Partnerships. The Education Department just recently secured another administrative staff position for a Coordinator of First Year Field Experiences. Each of these positions involves long-term commitments of new monies allocated to the Education Department.
In addition to these long-term commitments of new resources, the Education Department has also secured significant one-time commitments of resources from the institution to support program development and assessment initiatives. Approximately $39,000 in new one-time funding resources was secured by the Education Department last year to support summer work on the following projects:
The Education Department has enjoyed the development and implementation of an assessment system that is well funded. The major role of the Director of Teacher Education is to work with the Education Department faculty and staff in coordinating the development and implementation of an effective, performance-based assessment system. Dr. David Leitzman is knowledgeable and well trained in instructional development and program assessment. He does an incredible job of guiding the Education Department (as well as other units of the institution and non-profit community organizations) through the complexities of establishing and using a first-rate model assessment system. He is an invaluable resource for the Education Department, the colleges, and the local community.
The Education Department serves as an information technology resource in education beyond education programs to assist the institution, community, and other institutions. Several Education Department faculty members, especially, have become sought-after leaders and mentors in uses of information technology.
Finally, Education Department faculty members and candidates have access to exemplary library, curricular, and electronic information resources that serve the unit as well as a broader constituency.The libraries of Saint Benedict's and Saint John's serve Education Department faculty members and candidates, the combined student body of both institutions, and the greater public with a joint staff and coordinated programs and services. Holdings of the joint libraries are 557,660 volumes; 1,798 active print periodical subscriptions; over 6,000 periodical titles available electronically; 261,381 government documents; and 112,976 microforms. These are housed in three separate spaces (Alcuin Library on the St. John's Campus, Clemens Library on the St. Benedict's campus, and the Music Library in the Benedicta Art Center at St. Benedict's). The joint libraries’ online catalog, PALS, allows students to search the collections of all the facilities from one location as well as 50 other libraries in Minnesota and many libraries in both North and South Dakota. The library has a full suite of electronic encyclopedias, dictionaries, indexes, abstracts, and full text databases. Twelve librarians and a support staff of 20 provide a full range of services for students, including reference and library use instruction. An Interlibrary Exchange program (MINITEX) provides physical access to the collections of the University of Minnesota and other Minnesota libraries as well as to libraries throughout the world. Both libraries feature Media Centers with extensive audio and video resources.
The Education Department also maintains its own highly used Curriculum Library with holdings of 3,404 commercial curricular resources. These materials, including student text books, teacher guides, ancillary resources, as well as an additional 112 education based CD ROMs, are available for use in the library, but may be checked out on a limited basis by Education Department faculty members, candidates, and practitioners from partner schools.
The ready access Education Department faculty members and candidates have to electronic information resources has been rated 12th in the nation by Yahoo Internet Life on its May 2000 list of the top 100 most wired undergraduate colleges. This was the third consecutive year that CSB/SJU received a top100 ranking. Conditions supporting this high level ranking include:
Education Department faculty members and candidates, as well as others on campus have access to Information Technology Services' Help Desk. The Help Desk is there to answer any questions and if necessary, forward that question to professional technical staff.