Western Oregon University

Annual Report Summary

July 2002/July 2003




Dr. Hilda Rosselli serves as liaison for Western Oregon University.




The College of Education at Western Oregon University serves the children of Oregon through the preparation of teachers who are academically strong, competent in all aspects of teaching, and prepared to contribute to the continuously evolving state of education. In addition, the College of Education prepares rehabilitation counselors, sign language interpreters, and health and physical education professionals for a variety of increasingly diverse and complex roles in schools, service organizations, and businesses.




In 1996, Western Oregon University began a process to evaluate the University’s strengths, weaknesses, opportunities, and challenges, and to position the university to fulfill its mission effectively and creatively.  This strategic planning process, completed in 1999 resulted in six planning goals that were then revisited through an all faculty activity during the fall of 2000 and are still in effect under President Philip Conn who was appointed to Western Oregon University in 2002.  Plans are underway to begin a University-wide strategic planning process during the 2003-2004 academic year. Following is a summary of the University’s goals and corresponding activities undertaken this year by the College of Education to address these goals.


To improve academic quality

  • Increase the number of full-time faculty 

·         Improve academic advising

·         Increase student and faculty collaborative research

·         Support innovation in teaching


To recruit and retain a qualified, diverse student, faculty, and staff population

  • Non-traditional enrollment students (24+ years) will be at or above the national average for comparable institutions


Establish a Center for Teaching and Learning

·         Support innovation in teaching and learning through research, model development and dissemination.

  • Provide resources, technologies and expertise in teaching and learning to public and private organizations
  • Provide resources for improving teaching
  • Develop a mentoring program for faculty and students
  • Provide information about teaching and learning to students with special needs
  • Provide information about the uses of technology on teaching and learning


To increase community service, outreach and entrepreneurship

·         Encourage the development of new courses, degrees, collaborative research projects, internships, community outreach and connections with schools, agencies, and businesses in support of community/public service.

  • Encourage all students to complete an external service experience related to their field. 


To improve understanding and awareness of Western Oregon University

·         Support WOUs efforts to increase visibility in the state and region.

·         Promote interaction among faculty, staff, students and mid-Willamette valley communities.


Additional focus on strategic planning for WOUs teacher preparation program can be found on pages 29-32 of the 2002-2003 annual report and on pages 6-7 of the 2001-2002 annual report.





Admission:   Approximately 90% of the students who apply to the College of Education programs are admitted to the initial licensure program in regular and continuing education. 


Completion:  Of those admitted almost all completed the program (98-99%) to which they were admitted and met the standards described in the proficiency assessments.  All candidates recommended for licensure have completed teacher work samples, which meet the criteria established by the faculty.  These reports are documented by the Field Services Office and are stored in the College database.


Follow-up of Recent Graduates


During the fall of 2001, the Oregon University System (OUS) designed and distributed a survey to over 2,000 cooperating teachers in Oregon who worked with student teachers during the 2000-2001 academic year.  Of the 758 responses received (37% return rate), 51 surveys (7%) were from cooperating teachers who worked with Western Oregon students.  Although the data were not disaggregated by college/university, the results were shared with the Director of the Field Experiences and the faculty at Western Oregon University. 


Another survey distributed by the OUS to over 2,000 student teachers resulted in 1,199 responses for a response rate of 58%.  Of these respondents, 127 (XX%) completed their undergraduate majors at WOU and 115 (XX%) completed their teacher education program. A review of the disaggregated data helped us learn that 88% of those who completed the survey were graduates from our undergraduate program.  Eighty-seven percent were planning to seek an Oregon teaching license, 76% were seeking a fulltime teaching position in an Oregon public school, 13% were seeking a fulltime teaching position in another state, and 7% were seeking a fulltime teaching position in an Oregon private school.


During the spring of 2003, WOU replicated the survey with its exiting group of graduates which allowed us to make some interesting comparisons with the 2001 data collected at both state level and for WOU.  Respondents (N= 97) included both undergraduate students (N = 51 or 53%), students from the on campus MAT program (N = 23 or 24%), the online MAT program (N = 16 or 16%) and the post-baccalaureate non-graduate program (N = 7 or 7%). Although the original 2001 report is included in Appendix N and the 2003 report is in Appendix O, the charts below highlight some of the findings from this comparison.  (See Annual Report.)


MAT Self Study, Reorganization, and Follow Up Study


As part of the restructuring of WOUs Master of Arts in Teaching Program, an extensive self-study was conducted during the past academic year.  The study included both the full-time on-campus program and the part-time Web-based program.  The programs were reviewed by cohort identifying the numbers of applicants, candidates admitted, candidates recommended for Initial Licensure and the percent of students admitted who completed the program. Extensive survey information and results can be found in Appendix Q of  WOUs 2002-2003 annual report.


Updated NCATE Report - Western Extended Report


In correspondence dated July 12, 2002 from Linda Samek as Coordinator of Teacher Education to Meredith Brodsky as Dean of the College of Education, it was determined that the next full TSPC site visit for Western Oregon University is scheduled to synchronize with WOUs next NCATE site visit in 2005.  Since our program approval expires in August 2003, the College was requested to submit an extended annual report that addresses: 

  • Significant collection and analysis of program quality data, including attention to program completer satisfaction data and
  • Significant attention to strategic planning, goal setting, and report of progress on the plan.


Appendices A through X., in the 2002-2003 annual report, cover the above-mentioned information. 





No deviations from approved programs reported for either 2001-2002 or 2002-2003 academic years.





A number of minor course changes were made within the Health and Physical Education Division consisting of title changes, credit increases and revisions to the non-teach majors.  For example in the Health Teaching major HE 481 Mind/Body Health, HE 420 Healthy Relationships, HE 421 AIDs and STDs, and HE 419 Health and Social Services changed from electives to required courses to meet the expectation of Health teachers in the High School to teach these timely topics. Computer Applications was taken out as a requirement due to the increased infusion of technology emphasis within all of the required coursework. Elements of Microbiology was removed as a requirement for Health majors due to the redundancy of topics in courses such as Diseases and Epidemiology. Health and Social Services replaced Community and Public Health because the former has more of a school-based component.  Introduction to PE and Health was eliminated as a requirement for Health teachers and revised to address the career needs of those entering other health professions.


Changes in the Physical Education Teaching Major included clustering the courses into three cores:  science, professional education and professional activity to reflect current changes in the field.  Added a Sociology/Psychology of Physical Activity course, increased the credit hour for biophysical movement science courses from 3 to 4 credits, added a coaching/administration course, added a stronger emphasis on pedagogy in the professional activity courses, provided a focused major for middle/high school authorizations as well as a early childhood/elementary option, and increased the total number of hours to degree from 63 to 66. 


During the 2001-2002 School Year:

Teacher Education:  There were minor modifications from the approved program in the undergraduate teacher preparation program.  The total number of credit hours did not change nor did the entire field practicum component.  The major changes resulted from breaking up two five-credit courses into smaller more identifiable classes with specific focuses on literacy and diversity.  Appendix B reflects changes made with an emphasis on literature.  Course titles and numbers were changed to provide logical sequences and more accurate descriptions of course content.  Changes approved by the Division of Teacher Education Curriculum, the University Curriculum Committee, the College of Education Consortium and the Office of the Provost.


Special Education:  Division of Special Education met with Program Advisory Committee, 15 completing students and cooperating teachers to review program. Modifications  include renumbering of courses, renaming of courses, modifying of prerequisite courses, formalizing a policy regarding incomplete grades, and reducing credit hour requirements for program completion.




The Division of Extended Programs, under the direction of the new director, Dr. Don Olcott (May 2002) continues to work in close partnership with the College of Education.  Coordinated activities provide services to school districts and ESDs throughout Oregon.  Current programs include Bilingual/ESOL, Special Education, MAT – transitionally licensed teachers, core courses for the Master of Science degree in Education and Continuing Licensure.


Pages 14-19 of  2001-2002 annual report provide in-depth information on off-campus programs/courses.




During the 2002-2003 academic year, the WOU College of Education Consortium membership was updated (Appendix J) and two meetings were held (Appendix K).  One of the only changes that was presented to the consortium was a review of the CREADE proposal which was accepted by consortium members and a letter of support was provided (Appendix L).


Written response to consortium recommendations reported not applicable for this year, only reference to consortium member roster mentioned in the 2001-2002 annual report.