Response 6

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6.5 Evidence for the Onsite BOE Team to validate during the onsite visit

(1) Mechanisms to ensure consistent and systematic inclusion of P-12 practitioners and faculty from other colleges in the design, implementation, and evaluation of the unit’s programs. How are school faculty and other unit faculty involved in the design, implementation, and evaluation of the unit’s programs?

Unit’s Response

The design, implementation and evaluation of field experiences require ongoing collaborative practices between the University and the school districts. Program directors and Director of Field Experiences and Clinical Practice work with district level personnel and school principals in the selection of schools in which candidates are placed and select the individuals who will best serve as cooperating teachers and supervisors. The unit engages school faculty and Unit faculty in the design, implementation, and evaluation of the Unit’s programs including field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Cooperating teachers evaluate field experiences including the role and support of the University clinical faculty (See Exhibit 6.5.1.1). University clinical supervisors also evaluate the role and support of cooperating teachers. Another example of faculty (Unit faculty and clinical faculty) involvement in the review of field experience is evident in Exhibit 6.5.1.2 and Exhibit 6.5.1.3. The NCATE/State jointed team will gain insight in faculty involvement in the design, implementation, and evaluation of programs.

(2) Professional development for part-time faculty. What professional development on using technology resources is provided faculty?

Unit’s Response

The unit has a designated faculty member, Teri Schoone, who serves as the Unit’s technology and LiveText coordinator. Prof. Schoone has a varied background and training in computer science and information systems. With support from the Office of the Dean, Prof. Schoone provides ongoing training to faculty (full-time, part-time and adjuncts), staff, and candidates in accessing and using the technology including the LiveText system. A schedule the fall 2011 series of professional development sessions are included in Exhibit 6.5.2.1.

(3) Adequacy of unit facilities. How adequate are the facilities used by the unit and its programs? What space and opportunities (scheduling) to use technologically enriched classrooms and labs are available?

Unit’s Response

The Unit facilities are quite adequate to support teaching and learning. While there are no designated classroom for any program on campus the University’s Registrar assigns classroom space to courses. However, faculty across campus have opportunities, prior to course scheduling, to place a formal request for a technologically enhanced classroom. The College of Education which is housed in the Mansion Building, offers many of its courses on the second and third floors of Mansion West. Several classrooms in Mansion West are technologically enriched and offer overhead projectors, a desktop computer unit running on the Windows 7 platform. A state of the art computer laboratory/classroom is located in Mansion Room 307. While it is not owned by the College of Education, the unit has exclusive use of the space. The laboratory offers candidates opportunities to observe faculty modeling the use of the state of art SmartBoard with overhead High Fidelity sound system. Other courses are offered in other buildings across campus which are equally spacious, well lighted and are adequate to support the preparation of the Educator as Leader model. Faculty offices are modern and equipped with computers, shared high speed printers and Internet access photocopiers are available within the Unit. In addition, the University offers duplication service to faculty at the center located on the garden floor of the Mansion West building.

(4) Adequacy of technology resources in P-12 schools. Do the P-12 schools used for clinical practice have adequate technology resources for candidates to use technology in their teaching? What are candidates’ perceptions of the available technology in schools?

Unit’s Response

Data from Student Teaching Evaluations aggregated over the last three years indicate candidates have a strong understanding in the use of technology and information technology while completing the student teaching semester. Candidates are required to integrate the use of technology in their lesson planning and the ePortfolio, which is completed during the clinical semester for both initial and advanced programs. Data generated from the perception survey administered by the Unit is located under Exhibit 6.5.4.1.

(5) Evidence of access to AIKCU resources and identification of electronic resources. How are these resources being used by faculty and candidates? How accessible are they?

Unit’s Response

The Spalding University Library is the heart of the campus community and displays its 89 hours per week of operation online on its Webpage. Centrally located, this resource center merges information and technology resources with a focus on educational outcomes to provide an adequate library collection, access to collections, and sufficient resources to support educational research and public service. Spalding University provides and supports student and faculty access and user privileges to adequate library collections through both ownership and formal agreements with The Kentuckiana Metroversity, Inc., which includes the University of Louisville (ranked among the top 100 in the nation of university research libraries), and the Association of Independent Kentucky Colleges and Universities. Spalding University is a member of the Southern Library Network (SoliNET), the largest regional library network in the United State. In addition, the nationwide standard Online Computer Library Center (OCLC) cataloging utility is the library’s backbone for the creation of the online catalog, interlibrary loan activities, technical services support, and staff training opportunities as well as additional discounted electronic resource licenses.

Data gleaned from the 2011 faculty survey, indicates that approximately 63 percent of the faculty who responded indicated that they never use monograph holdings in the University Library for their personal research use. The survey did not include other resources that faculty might use from the Spalding Library. It is not clear if the 63% meant to indicate that they use monographs from other Metroversity locations offered through Spalding University’s Library. However, only 13.04 percent of students/candidates who responded to library survey indicated that they “never” access Spalding University research databases. However, 60.87 percent of the student/candidate respondents indicated that they access Spalding University electronic research databases more than six (6) times per Session (6 weeks).

Library services and resources available to College of Education faculty, candidates, and alumni are exemplary in a number of ways:

  1. With special attention to Spalding’s educational programs, the library offers many Electronic resources with password access. Faculty and candidates have access to 180,000+ items, 50 electronic data-bases through the Spalding University Library, Metroversity and AIKU.
  2. As member the Metroversity and AIKCU, candidates and faculty have web access to additional scholarly journal articles. All resources are available remotely on a 24-hour basis, including on-line catalog databases.
  3. All electronic resources, books, journals, and databases are available to candidates from any location on or off-campus. Off-campus access to electronic resources is authenticated through a valid login with Spalding University user name and password.

The University librarians speak at various University meetings (including the bi-weekly Academic Affairs Committee – an academic affairs decision-making body) to ensure that faculty members have access to media, electronic journals and anything else they may need to enhance instruction.

(6) Results of Student Library Satisfaction Survey. Have these results been disaggregated for COE initial and advanced candidates? What has the library and unit learned from this survey?

Unit’s Response

The University Library routinely administered periodic surveys to both university students (including teacher candidates) and faculty. Since the last NCATE visit, the University made significant budgetary allocations expended to in enhancing Library physical and electronic resources needed to support the curriculum. This expansion includes collections that is of value to candidates in both initial and advanced programs. In a 2011 student survey administered electronically using QuestionPro and realized a 48 (91.3 percent being full-time students) indicates that indicate 60.82 percent access research databases more than six times per session (6 weeks).

From qualitative data generated from the Student Library Survey data, the unit has learned that:

  1. There is a need to consider computer units designated for group projects – Quote: “My program of study includes a lot of group projects that require using computers while on campus; however the groups always end up getting too loud. It would be helpful to have a designated computer area to work on group projects.” The unit also learned that some computers in the Library are slow.”
  2. “The computer startup process is lengthy. It would be helpful to cut out some of the steps. It seems this process can take anywhere from 3-5 minutes which in the scheme of things is not that long but would be helpful. Also, on the 2nd and 3rd floors, I have not been able to access the internet on the side of the building that faces the church. I have mentioned this to IT in the past and they checked on it but the problem was not resolved the last time I had checked.” This problem has since been resolved.
  3. There was a need to add more printers. “Printer use has been troublesome at times particularly when there are many students in the computing area. Is there some way to provide an additional computer? This is especially important because there have been times when the printer was not working and no backup printing is available.” In response to this need, the Library has provided a high speed printing kiosk in the Library in the summer 2011.
  4. Feedback from the survey indicates a need for expanding the electronic databases. “It is not a shock for me to say that the collection of journal articles held at the school is lacking considerably. While the Metroversity system is beneficial, it would be 100 times better if articles that are available through Metroversity but are not held at our school had information about what Metroversity location we could get them at. This would save us a ton of time going from library to library checking their holdings (if we don’t have the time to wait for an interlibrary loan) because the database would already tell us which schools have the article.” The Library has a catalog access to resource for Metroversity locations. This catalog is accessible to all students from Spalding University Library website (See website’s menu on the left). A lesson gleaned from this information indicates there are some students who lack adequate familiarity with the university Library website. The Library and the unit may need to provide more library orientation sessions with a specific component that includes navigating the Library website. A survey administered to faculty in 2011. 66.67% of the faculty responded indicated satisfaction on “the quality of research materials that students are using for your courses?”

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