Annual Report Summary
July 2002/July 2003
Dr. Hilda Rosselli serves as
To improve academic quality
· 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
Establish a Center for Teaching and Learning
· Support innovation in teaching and learning through research, model development and dissemination.
To increase community service, outreach and entrepreneurship
90% of the students who apply to the
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
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
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
Appendices A through X., in the 2002-2003 annual report, cover the above-mentioned information.
DEVIATIONS FROM APPROVED PROGRAMS
No deviations from approved programs reported for either 2001-2002 or 2002-2003 academic years.
MODIFICATIONS OF APPROVED PROGRAMS
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,
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.
OFF-CAMPUS PROGRAMS OR COURSES
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
Pages 14-19 of 2001-2002 annual report provide in-depth information on off-campus programs/courses.
CONSORTIUM REVIEW AND RESPONSE
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.