G. 1. Narrative. Standard 6: Unit Governance and Resources

Unit Leadership And Authority

The Unit’s structure is designed to maximize collaboration among various constituencies directly affecting its programs. The leadership effectively coordinates all programs at the institution designed to prepare education professionals to work in P–12 schools. The responsibility for all programs leading to State of Colorado licensure falls under the purview of the CEBS Dean, the Head of the Professional Education Unit (Unit). The current Dean, Dr. Eugene Sheehan, is serving his 10th year as CEBS Dean and Head of the Unit. Working closely alongside the Dean is the CEBS Dean’s Leadership Council with representatives of all CEBS Programs and Schools and members of the Dean’s administrative staff. The Dean’s Leadership Council meets biweekly to provide a forum for advising the Dean. Directly assisting the Unit Head with operating a coherent system of planning, delivering, and operating programs are several standing governance entities. These governance entities include Professional Education Council, CEBS Curriculum Committee, Diversity and Equity Committee, Performance Assessment Committee, and NCATE Leadership Team.

The communication with TEF and candidates and is facilitated via listservs:

The Office of Academic Support and Advising provides academic and personal growth opportunities for a diverse student body through a variety of customized support services that meet individual needs. The Interdisciplinary Studies: Elementary Teaching Emphasis (ISET) Advising Center provides excellent service to the largest major on campus. The School of Teacher Education has designed advising policies and resources to support candidates. In addition to the UNC Counseling Center, the School of Applied Psychology and Counselor Education offers the Psychological Service Clinic to support candidates. The Disability Support Services provides support for students with disabilities.

Unit Budget

Unit budgetary allocations permit faculty teaching, scholarship, and service that extend beyond the Unit to P–12 education and other programs in the institution. The budget for curriculum, instruction, faculty, clinical work, and scholarship, etc., supports high-quality work within the Unit and its school partners. Over the past years, state-appropriated funds allocated to the CEBS have increased from $6,141,538 in FY 2003-2004 to $9,622,137 in FY 2008-2009. Increases in allocated funding provide the resources for the support of ongoing programs, program initiatives, assessment, technology, and outreach activities. In addition to growth in state-appropriated funding, the university has experienced significant increases in the revenue generated from development activities (e.g., donations from alumni and friends), grants and contracts procured by faculty, and delivery of outreach programs. Over the past two years, over $5 million was generated from grants and contracts. These funds have been used for program initiatives, preparation of new assessment methodologies, development of technology resources, program enhancement, and professional development initiatives.

In FY 2008-2009, the colleges typically budget portions of the overall budget for work study purposes or utilize unspent funds in other budgeted lines. Along with providing monetary assistance for candidate workers, these expenditures support the efforts of faculty and staff in numerous ways. During the same period, the CEBS received approximately 25% of the total funding allocated by the Graduate School to support the hiring of GA/TAs to support faculty and programs and to provide financial support for candidates in advanced programs. In comparison to other units, the Unit is adequately funded.

Personnel

Workload policies and practices permit and encourage faculty not only to be engaged in a wide range of professional activities, including teaching, scholarship, assessment, advisement, work in schools, and service, but also to professionally contribute on a community, state, regional, or national basis. The Unit’s use of part-time faculty and of graduate teaching assistants is purposeful and employed to strengthen programs, including the preparation of teaching assistants. Clinical faculty are included in the Unit as valued colleagues in preparing educators. Unit provision of support personnel significantly enhances the effectiveness of faculty in their teaching and mentoring of candidates. The Unit supports professional development activities that engage faculty in dialogue and skill development related to emerging theories and practices.

Consistent with our Unit Conceptual Framework and guidelines for promotion and tenure, CEBS workload policies and practices encourage faculty engagement in teaching, scholarship, service, and collaborations with P-12 schools. The typical semester workload for tenured and tenure-track faculty is comprised of 15 workload Unit-hours consisting of 9 credit hours of teaching, 3 credit hours of professional activities, and 3 credit hours or service. When determining workload Unit-hours, there is no differentiation between undergraduate and graduate courses. For “term” (non-tenure-track) faculty, the typical workload consists of 12 credit hours of teaching.

During the 2007-2008 academic year, the Unit Head has developed a differential staffing and workload plan for the College in order to increase flexibility in faculty workload assignments. This plan will: recognize the work done by faculty on, for example, dissertations, and provide faculty with work assignments that accommodate their interests and that reflect faculty performance evaluations. Under this plan, faculty could change their teaching, research, and service workload assignments. As is currently the case, faculty could be reassigned for grant or for administrative work. However, the policy also permits the development of a process to “compensate” for work on dissertations. The policy introduces the categories of a Teaching Professor, Research Professor or Service Professor in order to describe different workload assignments.

Efforts of the faculty to collaborate closely with P-12 colleagues and partners are recognized in workload practices. The workloads of faculty actively engaged in partnership activities, clinical supervision, and collaborative renewal activities are adjusted to accommodate the time-intensive nature of these important initiatives. Program Coordinators intimately involved in partnership development activities are typically accorded a one-course release each semester. Coordinators of programs with more extensive partnership involvement (e.g., Secondary Education and Elementary Education) often receive a stipend and the services of a GA or TA. A typical part-time faculty is assigned supervision of 3 candidates and a full-time faculty – 2 candidates per workload credit.

Unit Facilities

The Unit has adequate facilities on campus, on-line, and with partner schools to support candidates in meeting standards. Facilities support the most recent developments in technology that allow faculty to model the use of technology and candidates to practice its use for instructional purposes. McKee Hall, the location of the CEBS, houses several state-of-the-art technology facilities including the Interdisciplinary Center for Educational Technology (ICET Lab), 70 smart classrooms, and the Research Consulting Lab. Other University buildings housing Unit programs and courses are of the highest quality. In addition, across the Unit, all faculty members have computers in their offices that are no more than four years old. All UNC candidates have email accounts and have internet access in each of the 10 open technology labs throughout the campus.

Unit Resources Including Technology

The Unit aggressively and successfully secured resources to support high-quality and exemplary programs and projects to ensure that candidates meet standards. The development and implementation of the Unit’s assessment system is well funded. The Unit serves as an information technology resource in education beyond the education programs—to the institution, community, and other institutions. Faculty and candidates have access to exemplary library, curricular and electronic information resources that not only serve the Unit but also serve a broader constituency. Resources for distance learning programs provide exceptional reliability, speed, and confidentiality of connection in the delivery system.

Information Technology (IT) supports faculty, staff, students, and administrative departments in their use of information technology in successfully achieving their assigned missions. Candidates have Web access through their personal registration, grade reports, financial aid information, and more through URSA. Computer labs available to all candidates are strategically located throughout the campus. For candidate convenience, the flagship facility located in the University Center, is open extended hours. The IT strategic plan, new technologies, and trend analysis are provided in the 2008-2009 IT annual report. In addition, the Technical Support Center provides UNC candidates with computer and Blackboard technical support.

UNC Libraries have a physical presence in Michener Library and Skinner Music Library and a virtual presence through the library’s web site. Michener Library at UNC holds 1,064,517 bound volumes, 2,084,286 microforms, and 1089 print serial subscriptions. Seventy-five computers are available in the library’s first floor Information Commons and study rooms are available for groups to use, including rooms equipped with computers, wall-mounted LCD panels, video equipment, and whiteboards.

Furthermore, numerous distance education degree programs are offered through the Office of Extended Studies. The Office of Extended Studies also offers the online program development fund to faculty which serves as a catalyst to strengthen and expand the University’s outreach activity. The specific goals of the fund are to meet the educational needs of adult learners and the workforce, thereby increasing access to UNC through online programs. The description of resources for distance learning evidences adequate support for the new learning technologies.

UNC uses the Blackboard learning management system, Banner centralized database (Ursa Portal), iWebfolio, Tracdat, and other software tools. The Bear Logic store provides discounted hardware and software to the campus community.