Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
5.1 Qualified Faculty. Dedicated to fostering its students’ growth intellectually, socially, spiritually, and vocationally, Huntington University has as a primary expectation for faculty that they be strong teachers and mentors. Faculty members are expected to serve on committees, offer academic advising each semester, and participate in the life of the University. The University also encourages the faculty to engage in scholarly activities, grow professionally, and participate in various types of service in the community.
The Education Department is made up of five full-time, tenure track faculty, one part-time professional clinical faculty, and several highly qualified adjunct faculty who teach in the areas of their expertise. With their varied backgrounds, the department’s faculty members bring to their teaching and advising a wealth of experiences with different age groups, subject areas, city sizes, geographic areas, ethnic groups, and special needs populations. All faculty members have P-12 teaching experience, ranging in level from Kindergarten to high school A.P. courses, and extending geographically from Texas to Florida and throughout the Midwest. All five full time tenure track faculty have earned doctorates and adjunct faculty have at least a Masters degree. All cooperating teachers who serve as clinical faculty are licensed in their teaching areas and levels. They are exemplary teachers agreed upon by the unit and the school corporations and have adequate teaching experience to serve both as good models and helpful judges for the various field experiences. The unit’s Director of Clinical Experiences came to Huntington University after retiring as a high school English teacher with over thirty years of experience. Department faculty members are engaged in a variety of scholarly pursuits, including conference presentations, publications, and cooperative efforts with the local schools. Regularly scheduled course evaluations indicate that unit faculty members are effective instructors (unit faculty results available on site). The University requires all teaching faculty to give their students an opportunity to evaluate courses and teaching. Faculty members in their first two years at the University are asked to use course evaluations every semester. After their first two years, faculty members give course evaluations less frequently, but on a regularly scheduled rotation. Non-tenured faculty meet annually with the Academic Dean and their division chair for a year-end review, and tenured faculty members meet for five-year reviews. All faculty members submit year-end reports of their professional activities, including teaching, scholarship, memberships, conferences attended, professional growth, and professional plans such as summer activities. Tenure and promotions are recommended to the administration and the Board of Trustees by the Faculty Appointments and Tenure Committee (FATC), made up of the Academic Dean and one elected senior member of the teaching faculty from each Academic Division. Tenure and promotion decisions by FATC are based on evidence of scholarly activity, teaching expertise, and service to the institution. These are evaluated using a rubric and scoring system for fairness and objectivity. Full-time faculty members at Huntington University are expected to teach 12 credit hours each semester. Summer school is a small operation, is optional for all faculty, and it is compensated separately, as is teaching a class during the January Term. Unit faculty members receive 2/3 of a credit hour for each student teacher that they supervise as part of the regular faculty work load. This formula is derived from the NCATE guideline indicating that supervision of 18 student teachers is equivalent to a full load (or 12 credit hours). Load credit is given for administrative duties such as division chair, assistant dean, and special projects. In the Education Department, the Director of Teacher Education (DTE) receives six administrative credits per semester, one half of the expected work load. The chair of Academic Division Five is a unit faculty member and receives 2 administrative credit hours per semester.
5.2.b Teaching. Instructors have both a thorough knowledge of the content which they teach and model effectiveness in theirmethods. Teaching in the education program reflects both recent research and current practice. Faculty members read educational journals, attend conferences, and seek constantly to integrate new knowledge into their teaching so that candidates will in turn be able to do the same. Because all unit faculty supervise field experiences and student teaching in addition to their university teaching, they are well aware of the current P-12 classroom practices and concerns. This experience provides an excellent opportunity for the unit to act quickly and proactively to meet the needs of the candidates for relevant methods and materials. Department members believe that all students can learn and should have equal access to learning opportunities and model this in their own teaching. All faculty members in the unit are familiar with state, national, and relevant professional standards. Syllabi show links to relevant standards, and the standards are integrated regularly into course discussions and assignments. Instructors provide frequent opportunities for candidates to work collaboratively and to engage in self-reflective activities. Instructors pay careful attention to critical issues such as diversity, technology, and assessment in their courses, using a variety of activities requiring candidates to grapple with these issues and to address them in their lesson planning. Evaluation forms and lesson plan rubrics ensure that candidates adequately address these issues. Unit faculty model a variety of assessments throughout their courses, model ways to make assessment more authentic, and require candidates to include a variety of assessments in their own instructional planning. Regular assessment also allows instructors to model flexibility in teaching as they adjust their teaching in response to candidate learning.
Scholarship. The University encourages scholarly activities by providing professional development funds of $750 for each faculty member to use for professional conferences and memberships. Additional support is available from the University for unit faculty to use for specific opportunities that are beneficial to the unit or to the University. For example, the Academic Dean fully underwrites the cost for the Director of Teacher Education to attend the American Association of Teacher Education (AACTE) Annual Meeting each year as the institutional representative. The Education Department budget also has additional funds designated for travel and conferences, allowing unit faculty members to hold memberships in a variety of professional organizations and to attend several professional meetings per year. Scholarship is one of the three major factors considered in faculty promotion decisions and is evaluated by a scholarship rubric which takes into consideration several avenues for demonstrating scholarly activity, such as publication, presentations, and performances.
Service. Education Department faculty members are active in professional associations, in the world of P-12 education and they serve the local schools and community in various capacities. Faculty members regularly work with local teachers, administrators, and public school students on collaborative projects. The close relationship fostered between the Huntington County Community School Corporation (HCCSC) and the Huntington University Education Department means that both entities take an interest in the other’s programs and have a professional interest in collaborative service to each other. Some examples of this type of service to the local educational community are:
- Book Jam: Dr. Cindy Steury works with this collaborative project between Huntington University and HCCSC. Book Jam supports quality conversation based on literature. Using a literature circle format, pre-service teachers serve as discussion facilitators for the 4th, 5th, and 6th graders that are selected as part of Project Challenge. Book Jam sessions are geared to challenge youth through processes of acceleration that promote higher levels of thinking.
- Science Discovery Day: Dr. Susie Boyer leads this collaborative project in which the Education Department, Department of Science and Mathematics, University Athletic Department, and others on the campus work together to provide an on campus learning experience for local elementary students. Invited classes participate in hands-on science learning centers led by elementary education majors that focus on core content and state academic standards; they experience chemistry and physics demonstrations presented by university faculty and students; they tour the campus and learn about careers in science; and they learn how they can begin working now to make college an option for themselves. Low-income and diverse student populations are targeted to receive invitations for the event to introduce the possibility of a college education and to provide opportunities for Huntington University teacher candidates to work with low-income and diverse student populations.
- Forks of the Wabash Traveling Trunk: In the Fall of 2009, Dr. Evelyn Priddy led the students from ED382 (Social Studies Methods and Materials) to create a curriculum unit to accompany a traveling trunk of artifacts provided by a local museum. The trunk and curriculum have been placed in the Instructional Media Center for Huntington County Community Schools for local teachers to use.
- HCCSC Project Challenge Planning Committee: This is a broad based planning committee created to review and evaluate decisions that related to the Gifted and Talented programs at all levels of the HCCSC schools. Dr. Evelyn Priddy has served as a member of the committee for twelve years.
- New Tech High School: Dr. Terrell Peace has served several times as part of a panel of community leaders who are invited to evaluate presentations by Huntington North New Tech High School students. Also, Dr. Evelyn Priddy has begun taking candidates in ED 377 (Integration of Technology in the Classroom) to New Tech High School where they edit projects created by the New Tech students.
Unit Faculty also serve on University committees and task forces as a part of the expected service to the institution. In addition, unit faculty take on additional service opportunities that benefit the students, the University, or the teaching profession. For example: Dr. Joni Schmalzried, the newest member of the Education Department faculty is serving on the search committee for the Senior Vice President for Academic Affairs and Dean of the Faculty and Dr. Terrell Peace and Dr. Susie Boyer serve as counselors for Huntington University’s Omega Psi Chapter of Kappa Delta Pi, International Honor Society in Education. Unit faculty have also served as officers and committee members for professional associations in recent years. Additional service to local, state, and national organizations may be found in the faculty vita and individual Annual Report of Activities.
Evaluation. Huntington University uses the Individual Development and Educational Assessment (IDEA) course evaluation system. All Huntington University faculty members, including adjunct instructors, are evaluated with this system on a rotating schedule based on tenure and years of service. Department chairs, division chairs, and the Vice President for Academic Affairs receive copies of the results.( IDEA Evaluations for unit faculty available on site). Non-tenured faculty members meet annually with the Vice President for Academic Affairs to review their teaching and scholarly work and to set goals. Promotion and tenure reviews are conducted by the Faculty Appointments and Tenure Committee, and post-tenure five-year reviews with the Vice President for Academic Affairs provide evaluation checkpoints throughout a faculty member’s career. Teaching, scholarship, and service are all important components of a faculty member’s evaluations. Course evaluations, tenure review, and five-year reviews are designed to ascertain professional competence, to inform advancement decisions, and to allow for formative support. In addition to the institutional evaluations, Education Department faculty receive informative feedback from yearly exit surveys,graduate surveys, and meetings with stakeholders (TEPAC) allowing for continuous monitoring and improvement of the program. A number of the significant changes in the program listed in section I.3 of this report have come as a result from this feedback provided both by candidates and professional stakeholders. Among the changes most directly related to these data are:
- Addition of ENL Certification
- Stand alone assessment courses for elementary and secondary candidates
- Addition of the Teacher Work Sample as a requirement for all program completers
- Change in the Unit Assessment System from 4 to 3 checkpoints
Professional Development. All new faculty at Huntington University are involved in orientation and mentoring activities, facilitated for a number of years by Dr. Cindy Steury, Education faculty member who also served for several years as Assistant Dean for Faculty Development. That function is now carried out by the Director of Institutional Effectiveness. This new faculty orientation consist of regularly scheduled seminars that focus on developing new faculty as educational professionals, as well as pairing each new faculty member with a senior faculty mentor. As mentioned above, each faculty member receives $750 to be used for professional development activities, and the Education Department also has additional funds designated for encouraging professional growth. For example, each year the Education Department funds conference registration for any unit faculty who wish to attend the Indiana Association of Teacher Educators statewide conference, as well as paying annual membership dues. In addition to library resources, several professional journals are delivered directly to the Education Department, including:
- Journal of Teacher Education
- Action in Teacher Education
- The Educational Forum
- The New Educator
- The Teacher Educator
All full time unit faculty and one teaching adjunct are housed in a single office suite, with the Director of Field Experiences one floor below in the same building. The fact that we are a small faculty, have offices in close proximity, and meet weekly to discuss relevant issues allow for almost unlimited interaction on professional issues. Faculty members frequently share with each other about conference speakers, books, or journal articles that relate to new and developing research and practice in the field of teacher education. The level of professional activity of unit faculty, including their participation in scholarly activities outside of the institution serves as evidence of their commitment to understand and to participate in the research and practice that informs the profession.
Since all the M.Ed. courses are taught by Education Department faculty, the high quality instruction of the undergraduate teacher education program also pertains to the graduate program. This characteristic sets the M.Ed. apart from the university’s other graduate programs (youth ministry and counseling) in that the other programs employ a number of adjunct instructors to help cover their courses. Drs. Holtrop and Peace have each taught two of the M.Ed. courses since the program began. Drs. Boyer (formerly Burson), Priddy, and Steury also teach in the M.Ed. program. All of these M.Ed. faculty members have doctorates and school teaching experience (5.3.a, M.Ed. course projections).The exhibits for this standard also provide evidence that the faculty of the M.Ed. program are meaningfully engaged in scholarship and professional organizations, are successful teachers themselves, and exhibit competence in their fields (5.3.d). Further, they exhibit intellectual vitality and sensitivity to critical issues. For example, Dr. Boyer has recent doctoral research experience and brings that expertise to the research methods course. Dr. Holtrop recently co-edited a book on adult learning programs and models adult learning principles in his courses. Dr. Priddy stays actively engaged in reading strategies. Dr. Steury stays current in elementary methods, especially math methods and children’s literature. Drs. Holtrop and Peace have been in leadership positions in national professional associations. Holtrop, Burson, and Priddy regularly use the Smart Board and other technologies to enhance learning in the M.Ed. courses. All of the instructors use Moodle (learning management system) for the online portions of the M.Ed. courses (syllabi). This change in format demonstrates how the program faculty are adjusting their instruction appropriately for the needs of the students in the program and are actively engaged in the design and delivery of the instruction. All faculty collaborate regularly with P-12 practitioners and other university units. As part of the regular university faculty, all have been through the standard process of evaluation and professional review. With the exception of one instructor, all M.Ed. instructors are at the rank of full professor, an institutional recognition of teaching and scholarly excellence. All have served on a variety of university committees. Drs. Boyer, Holtrop, Peace, and Steury have held campus leadership roles such as department chair, division chair, diversity conference chair, assistant dean, associate dean, and dean of graduate and adult programs. As Assistant Dean for Faculty Development, Dr. Steury administered the campus-wide new faculty classes and set up mentoring programs. Dr. Holtrop has mentored a number of campus faculty in leadership roles pertaining to assessment, accreditation, diversity, and general education. He also regularly participates in adjunct hiring and training for the adult programs.
|5.3.a||5.3.a.1 Data table on qualifications of professional education faculty|
|5.3.b||5.3.b.1 Data table on qualifications of clinical faculty|
3.3.a.1 Affiliation Agreement
3.3.c.1 Sample letter requesting student teaching placements
5.3.d.1 Faculty Handbook – Policies and expectations
5.3.d.2 Sample of faculty scholarly activities
5.3.e.1 Full-time faculty vita
5.3.e.2 Summary of faculty service
5.3.e.3 New faculty syllabus 2011
5.3.f.1 Faculty handbook – policies, procedures, and practices for evaluations
5.3.f.2 Sample faculty evaluation form
5.3.f.3 Tenured faculty evaluation form
5.3.g.1 Summary of Unit Faculty Professional Development
5.3.g.2 Faculty Manual: Section 2.1.8 Professional Development (page 42)