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STEP SCHOLARSHIP

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Scholar Teacher Education Program STEP Scholarship What is the STEP Scholarship? The Scholar Teacher Education Program (STEP) is available to all qualifying Education Majors who are certified residents of the state of Delaware. To qualify for the scholarship, applicants must have a cumulative GPA of 3.25 or higher and must be enrolled full time at Delaware State University. Initial eligibility and selection for this scholarship will be determined by the STEP Scholarship Committee. Once an individual receives the scholarship, verification for continued eligibility will be completed by the STEP Scholarship Committee twice per semester. This scholarship covers all of the recipient’s tuition and fees (books, room, board, and meal plans not included). Recipient award amounts may vary by semester. Eligibility Requirements Accepted or enrolled at DSU as an Undergraduate in an identified Teacher Education Program, with a cumulative GPA of 3.25 or higher Certified resident of the State of Delaware. Students must be classified as “in-state” by the University. Students must apply to be considered for scholarship funding. Teacher Education Programs Art Education Early Childhood Education Elementary Education English Education French Education Mathematics Education Middle Level Education Music Education Physical Education Spanish Education Application Process Applications must be submitted to the STEP Scholarship Committee on or before: April 15th for Fall Semester November 15th for Spring Semester To be considered, the following must be completed: A completed STEP Application Packet Application 2 recommendation forms Persuasive Essay Incoming students ONLY: High School Transcript or an official transcript from previously attended institutions Praxis Core scores required by any student who has 30+credits Complete FAFSA by March 15th do not submit FAFSA documents to the Committee Please submit your STEP Application Packet to: Delaware State University Education Department ATTN: Scholar Teacher Education Program 1200 N. DuPont Highway Dover, DE 19901    
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Application Deadline:

April 15th for Fall Semester
November 15thfor Spring Semester

 

For more information contact:

Sabrina Bailey, MPA
STEP Scholarship Coordinator
sdbailey@desu.edu
302.857.6877
EH, Room 108

STEP Scholarship Committee

Ms. Sabrina Bailey (Chair)

Ms. Brandi Besecker
Education Department
bbesecker@desu.edu
302.857.6720

Ms. Danielle Hicks
Graduate Education
dshicks@desu.edu 
302.857-7170

Dr. Elaine Marker
Elementary Education Program Coordinator
emarker@desu.edu 
302.857.7176

Frequently Asked Questions (FAQ)

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What guidelines monitor this licensed Child Care Center? Our guidelines are governed by DELACARE: Rules for early care and education and school-age centers. Does this Center provide subsidies for Military? The DSU Early Childhood Laboratory School participates in Military Fee Assistance Program. What are the Lab School ADULT to CHILD ratios? Age Group DSU Lab School Delacare Laws Toddlers (12 months-36 months) 1: 5 1:6 Preschool 3’s 1:9 1:10 Preschool 4’s 1:10 1:12 Preschool 5’s 1:12 1:15                 What time do the children eat meals? Breakfast is served from 9:00 am-9:30 am Lunch is served from 11:30-12:30 pm Afternoon snack is served 3:00 pm-3:30 pm What should I do if my key fob does not open the front door entrance? Contact Ms. Williams 857-6731 to initiate reactivation by Public Safety.  If you have misplaced your key fob, there is a $15 replacement fee. What is my CDL? Child Development Lab. This assigned account number is used to pay your child’s tuition through the University Cashier with Cash or Money Order (Administration building 1st floor window) or through QuikPay (online) with credit card, bank card or internet check.  

Student Early Field Experiences and Student Notice

Description: 

Delaware State University
Early Childhood Laboratory School

Education & Humanities Center, Rm 116
7:30 am - 5:30 pm, Monday-Friday
302.857.6731

clwilliams@desu.edu
 

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DSU Student Early Field Experiences: The Early Field Experience (EFE) is a vital and integral part of pre-service teacher preparation. First hand experience exposes students to the realities of the classroom. In general, student experiences fall into one of the two categories below: 1) Observation that requires the students to quietly observe or participate in a teacher’s aide capacity (10 hours). 2) Practicum enables the student to actively participate as directed and guided by the classroom teacher. The student is involved in teaching activities in a variety of group settings. The student’s college instructor visits the classroom during this experience (20-30 hours). It is the responsibility of the DSU student to meet with the classroom teacher prior to the start of their early field experience. This meeting provides the opportunity to set a schedule that is convenient for the teacher. Classroom teachers are not expected to alter their teaching styles, curriculum, classroom routine or daily plans for the student. It is our hope that this experience will be beneficial to the student, the cooperating teacher and the school. Student Notice:   Expectations for Observing/Participating in the DSU Early Early Childhood Lab School If students select or are selected to complete their Early Field Experience hours in the DSU Early Childhood Lab School:   Please remember to sign in and out for verification of your visit. Obtain an EFE badge upon entering if you will be in classrooms. (Badge not needed if in the observation room) Have assigned Teacher, Ms. Mitchell or Mrs. Williams sign your verification form after each visit.   EFE Students are considered volunteers. Volunteers will be present less than seven (7) hours a week, are not counted toward staff/child ratios and must be under the supervision of at least an Early Childhood Teacher, and under the direct observation of at least an Early Childhood Assistant Teacher, at all times and not be alone with the children at any time.   Observation Students will complete structured observations of the classrooms and children from the Observation Room. Follow your course guidelines for completing your observation.    Practical Experience Students will pre arrange assessments and lesson plans with the classroom teacher prior to interacting with the children. Follow your course guidelines for completing your assignments.    If you are required to complete multiple hours for different courses, contact your Instructors to determine if multiple cites are required.   Remember to dress appropriately to work with children and their parents. No open toed shoes, low-cut blouses, or short skirts. Please refer to the guidelines distributed by the Office of Clinical and Field Experiences.   No more than (4) four adults permitted per classroom. Please use observation room until the ratio of adults to children decreases.    

Community Service

Description: 

Delaware State University
Early Childhood Laboratory School

Education & Humanities Center, Rm 116
7:30 am - 5:30 pm, Monday-Friday
302.857.6731

clwilliams@desu.edu
 

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Volunteers: General: Childcare Volunteers offer educational support to toddlers- preschool children.  Volunteers assist classroom teachers in meeting children’s basic needs, providing children with positive and nurturing play experiences, and building trust and rapport with children. Commitment: Childcare Volunteers work 7 hours or less per week between 7:30 am-12:30 pm or 3:30 pm-5:30 pm Monday-Friday. Stop by the Lab School to register. EH 116 Responsibilities: 1. Volunteers play with, care for, and read to children. 2. Volunteers assist classroom teachers with clean-up and general maintenance of the childcare area. 3. Volunteers maintain the strict confidentiality of the families. 4. Volunteers are mandated reporters and are required to report any suspicions of child abuse or neglect to the Director. You may be asked to write your observations or concerns on an incident report.

Work Study

Description: 

Delaware State University
Early Childhood Laboratory School

Education & Humanities Center, Rm 116
7:30 am - 5:30 pm, Monday-Friday
302.857.6731

clwilliams@desu.edu
 

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The Student Employment Office (SEO) was created to provide a “one stop resource” for Delaware State University students concerning all matters of student employment.  We are dedicated to helping students locate jobs on campus and ensuring that students maximize the value of their employment experiences. We believe that having an on campus job helps students become more involved with DSU community, provides valuable work experience, and helps build transferable skills and habits that will benefit future career options.  The Student Employment Office, an integral part of the Office of Career Services, is based on a philosophy of providing valuable work experience for degree-seeking students through the performance of jobs on or off campus and providing employment venues that assist with financial support to the student’s academic studies. Student employment on or off campus gives students the opportunity for practical experience in the world of work comparable to emerging occupations. Practical work offers knowledge, skills, and abilities attractive to future employers and complements their academic credentials. Financial assistance in the form of on and off campus work should be responsive to the student’s class hours and schedule. However, a student’s financial need should not override relative merit and qualifications when departments make hiring decisions. If you have any questions or need further information, please stop by the Student Employment Office located on the third floor of the Martin Luther King, Jr. Student Center (suite 353) or contact us at (302) 857-6138. You can also email us at studentemployment@desu.edu or check out our website www.desu.edu/studentemployment.

Internships Experiences

Description: 

Delaware State University
Early Childhood Laboratory School

Education & Humanities Center, Rm 116
7:30 am - 5:30 pm, Monday-Friday
302.857.6731

 
clwilliams@desu.edu

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Internship experiences are a culminating experience, that provide extensive, as well as intensive, hands-on work experience opportunities.  The intern, while still a student, is expected to assume a responsible and comprehensive role that is commensurate with that of a full-time professional.  Credit hours assigned to internships range from twenty to two hundred hours, depending on the requirements of various concentrations.  Contact Ms. Pogue 857-6731 to discuss placement.

Early Field Experiences

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DSU Student Early Field Experiences (EFE) The Early Field Experience (EFE) is a vital and integral part of pre-service teacher preparation.  First hand experience exposes students to the realities of the classroom.  In general, student experiences fall into one of the two categories below: 1) Observation that requires the students to quietly observe or participate in a teacher’s aide capacity. (10 hours) 2) Practicum enables the student to actively participate as directed and guided by the classroom teacher.  The student is involved in teaching activities in a variety of group settings.  The student’s college instructor visits the classroom during this experience.  (20-30 hours) It is the responsibility of the DSU student to meet with the classroom teacher prior to the start of their early field experience.  This meeting provides the opportunity to set a schedule that is convenient for the teacher.  Classroom teachers are not expected to alter their teaching styles, curriculum, classroom routine, or daily plans for the student.  It is our hope that this experience will be beneficial to the student, the cooperating teacher and the school. EFE Student Notice: Expectations for Observing/Participating in the DSU Early Childhood Lab School If students select or are selected to complete their Early Field Experience hours in the DSU Early Childhood Lab School: Please remember to sign in and out for verification of your visit. Obtain an EFE badge upon entering if you will be in classrooms. (Badge not needed if in the observation room) Have assigned Teacher, Ms. Mitchell or Mrs.Williams sign your verification form after each visit.   EFE Students are considered volunteers.  Volunteers will be present less than seven (7) hours a week, are not counted toward staff/child ratios and must be under the supervision of at least an Early Childhood Teacher, and under the direct observation of at least an Early Childhood Assistant Teacher, at all times and not be alone with the children at any time.   Observation Students will complete structured observations of the classrooms and children from the Observation Room.  Follow your course guidelines for completing your observation.   Practical Experience Students will pre arrange assessments and lesson plans with the classroom teacher prior to interacting with the children.  Follow your course guidelines for completing your assignments.    If you are required to complete multiple hours for different courses, contact your Instructors to determine if multiple sites are required.   Remember to dress appropriately to work with children and their parents. No open toed shoes, low-cut blouses, or short skirts. Please refer to the guidelines distributed by the Office of Clinical and Field Experiences.   No more than (4) four adults permitted per classroom. Please use observation room until the ratio of adults to children decreases.

Meet our Team

Description: 

Delaware State University
Early Childhood Laboratory School

Education & Humanities Center, Rm 116
7:30 am - 5:30 pm, Monday-Friday
302.857.6731
clwilliams@desu.edu

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Mrs. Sands-Johnson Education: Bachelor of Arts in Psychology. Experience: Early Childhood Education; I have worked with children over the last 5 years at the Lab School as well as recreational summer camps. My areas of expertise are lesson planning and developing open communication with parents. About me:  “I am a very happy and outgoing person. I love to make everyone comfortable while making things fun and comical. I love to teach and learn from others every chance I get”. Ms. Sheila Sudler Education: Associates Degree Early Care and Education Experience:  Early Childhood Education:  15+ years; worked in many facets of Early Education including Military and Christian-based learning About me:  “I enjoy being with the children and seeing the growth process”. Ms. Connie Williams Education: Bachelor of Arts in Sociology minor in Psychology, Master of Education with a concentration in Early Childhood Education, ABD (Doctor of Philosophy in Education, concentration in Early Childhood Education) Experience:  Early Childhood Education: 20+ years serving children birth -5 years of age and their families.  My area of expertise is in early intervention as a child life/child development specialist.  I also serve as an instructor in Higher Education over the past 10 years. About me:  “I love photography, sports and teaching others the joys of working with young children.  I stay motivated through reading poetry and quotations”. Mrs. Doreen Scott-Baker Education:  I’ve received both my Bachelor of Science degree, (Early Childhood/Exceptional Education) and Master of Education Degree (Curriculum & Instruction concentration) from Delaware State University (DSU).  Prior to the current assignment, I taught in the Virginia Public School system for 3 years.  I also serve as an adjunct English Instructor for DSU’s Department of English & Foreign Languages. Experience:  Early Childhood Education: I have been the kindergarten/ pre-kindergarten teacher at the EC Lab School for ten years. About me:  “My hobbies include spending time with family, traveling, and running.  I also enjoy attending church, and providing outreach and missionary assignments to my community.  I am also a Mentor for the Capital School District.   I’ve been happily married for 15 years and have two wonderful sons!” Ms. Erin Mitchell Education: Bachelors in Elem. Education; Masters in Special Education and Early Childhood. Experience:  Started in Lab School as a volunteer in 2004, then later went on to be a student intern, graduate assistant and now a full time employee. Personal Information: “By learning you will teach, by teaching you will learn” (Quote Unknown). Ms. Denise L. Henry Education: Bachelor of Science in Early Childhood Education from Delaware State College Experience: 32 years of experience in the field of Early Childhood Education.  Almost 24 years serving the Delaware State University Lab School. Personal Information: I love spending time with my family, reading, listening to Gospel music and doing crafts.  My favorite color is purple and I love sunflowers. Favorite Quote: "Be nice to your friends and they will be nice to you."  " I can do all things through Christ who strengthens me" Ms. Jane Harris Education: High School College Prep Diploma and credit bearing courses in nutrition and health promotion Experiences: 27 years at the Early Childhood Lab School, 20 years at the City of Dover after-school program and 10 years for Head Start Favorite quote: “I can do all things through Christ who strengthens me.”              

Lab School Closing

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Weather Alerts In the event of inclement weather the following radio stations (WDOV 1410 AM, WDSD 92.9 FM) and television station WBOC channel 47 will advise of delayed openings, closings and early dismissals for Capital School District http://schoolclosings.delaware.gov/  and Delaware State University. You may also call 857-SNOW.  

NCATE STANDARD 6

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  STANDARD 6. UNIT GOVERNANCE AND RESOURCES   The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.  [In this section the unit must include (1) initial and advanced programs for teachers, (2) programs for other school professionals, and (3) off-campus, distance learning, and alternate route programs, noting differences when they exist.] 6a. Unit Leadership and Authority  6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators? Governance of the Unit is guided by a vision derived from a theme, shared by all members from across academic departments, which is: “Effective Teachers and Leaders within Diverse Populations for the Twenty-first Century.” The Unit manages and coordinates the planning, delivery, and operation of all programs for the preparation of educators. Policy is formulated and reviewed by the Council for Professional Education (CPE), a standing committee of the University Faculty Senate, and then forwarded to the Provost and Vice President for Academic Affairs via the Faculty Senate (Professional Education Unit Administrative Chart 1 and Chart 2). According to the By-laws of the CPE, the Chair of the Education Department chairs the CPE. The Vice Chairperson is selected by the Unit members and must be a member of a department outside of the Education Department. This organization structure enables the PEU to manage and coordinate all programs involved with the preparation of educators.    The CPE has jurisdiction over all polices and procedures related to teacher education; these include: (A) Approval of criteria for admission, readmission, and transfers relating to the Teacher Education Program (TEP); (B) Approval of all candidates for admission to the TEP; (C) Approval of criteria for admission of candidates to Student Teaching; (D) Approval of all candidates for admission to Student Teaching; (E) Forwarding of Administrative recommendations and actions to the vice-president of Academic Affairs through Faculty Senate; (F) Transmission of policy changes affecting teacher education curriculum and/or programs for approval of Faculty Senate; (G) Transmission of policy changes affecting Graduate teacher education curriculum and/or programs to the Graduate Council for approval.   6a.2. What are the unit's recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues? The University assumes the responsibility for recruitment of students.  The Unit has the capacity to interact with the Admissions Office (which does recruitment) to participate in recruitment efforts. Admission to the University is determined by University policy. However, the Unit sets policies for preparation, retention, and admission into the Teacher Education Program (TEP).   The TEP requirements and student teaching guidelines are clearly and consistently laid out in the University Catalogue and PEU publications - Student Information Handbook 2008-2009. The handbooks address questions that prospective Education majors have regarding students' responsibilities, General Education prerequisites, PRAXIS, GPA, and the interview process. These publications are approved and maintained by the Dean of the College, Counsel and Dean of Graduate Studies, and the Professional Education Unit. The following activities are conducted by the office of student services in the College of Education Health and Public Policy: 1.)   Participate in university Open House and Hornet Day's activities, (2.)  Host an annual Future Educators of America (FEA) Day each spring FEA chapters from the state of Delaware are invited to campus for a briefing, q & a on campus tour, (3.) Building partnerships with various school districts – Graduates from our programs are employed across the state and region. These teachers assist the Unit in recruiting new teacher education students, (4.)  Praxis Prep Classes, Plato Web online tutorial, and workshops presented by ETS representatives each year for Praxis prep, (5.)  STEP Scholarships for Delaware residents-covers full tuition, 6. Majors Fair-March ((recruit from within), (7.)  JROTC Day-March, (8.)  Data bases of student emails are updated regularly to send information about activities and opportunities for students. The unit ensures that recruiting and admissions policies are clearly and consistently described in publications and catalogues.   6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?  The Unit ensures that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current through the work of several committees and administrative departments. These documents and procedures are university wide. The Unit provides input on changes or additions after they have been approved by the CPE.   The Academic Calendar Committee is comprised of Administrators, faculty and staff members from across the university. They interact with all components across the University to ensure that all events impacting academics are published in the university calendar. The Undergraduate University Catalog is developed based on submissions from the Unit. The Graduate University Catalog  is developed in the same manner. This process enables the university to have better quality control over its general information provided to the public.   6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling? The Unit ensures that all students have access to student services such as advising and counseling. To ensure that support services are tailored to the needs of individual students, the Unit assigns an academic advisor to each student. A comprehensive list of advisors and advisees is posted in the Education and Humanities Building. In addition, the Unit has its own Office of Student Services which has an open door policy to all students at all times. Several clubs and professional organizations also act as resources for workshops, updates, and networking opportunities. The university also has a disabilities service office to support students with learning disabilities in accessing curricular. The university also has a full service counseling office that addresses relational and other issues students may have. This office is situated in the same location as the Unit.  Other university-wide support services are available from the Office of Mentoring and Advising as well as the Division of Academic Enrichment. These offices provide assistance through individual tutoring, group study sessions, academic success and study skill classes, workshops programs and courses, as well as assistance to students with learning disabilities. (On-line description of Academic Support Center and Office of Mentoring and Advising) and (Counseling Services)  6a.5. Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate? The by-laws of the CPE clearly state the purpose, authority, membership, description and duties of officers, the meeting days of the Council, and the sub-committees (Vide: Council for Professional Education Bylaws). The CPE involves all faculty representing professional education programs as well as teacher candidates in the process of preparing “effective teachers and leaders within diverse populations for the twenty-first century.”  Partners who participate in the design, implementation and evaluation are Community Advisory Board, School Partners, teacher candidates, and alumni. Through regular meetings, all PEU members are involved in policy, program design, implementation, and evaluation.   Policy and program changes are directed by the “shared” vision and the DIRECT standards. Program design and modification is channeled through the curriculum committee of each respective department. The department then gets approval from CPE and from Faculty Senate. Implementation is managed by the department. In addition, each program conducts its own review and evaluation according to the standards set forth by the state Department of Education, NCATE, and respective professional bodies. Policy and program changes are documented in the CPE minutes which are maintained by the Chair of the Education Department. (Council for Professional Education minutes, located in room EH 109).   All proposed changes by department are shared with members of the Community Advisory Board, school partners, and alumni for their input. Their input is taken into consideration by the Unit in program design implementation and evaluation.  6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators? The collaboration with academic units involved in the preparation of professional educators is facilitated through CPE which has representation of all the program coordinators, department chairs and deans. Issues relating to curriculum revision and changes, clinical and early field experiences, exit criteria and other pertinent issues concerning teacher preparation in the specialty areas are discussed and resolved through collaboration of the CPE members.   6a.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit leadership and authority may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]  6b. Unit Budget  6b.1. What is the budget available to support programs preparing candidates to meet standards? How does the unit's budget compare to the budgets of other units with clinical components on campus or similar units at other institutions?   Unit Budget For a vision to be realized, financial support is vital. The University’s commitment to financially supporting the Unit is demonstrated in the dramatic increase of dollars spent per education major since 2007/8.  In 2007/8, 205 undergraduate and 87 graduate education students in the College of Education received $4,325.59 per student. In 2008/9, 159 undergraduate and 91 graduate education students in the College of Education received $7, 737.86 per student. In 2009/10, 205 undergraduate and 111 graduate education students in the College of Education received $6055.27 per student. The $1682.59 per student difference from academic year 2008/9 to academic year 2009/10 reflects a significant increase in education students (66) during a difficult economic year which resulted in budgets being decreased. However, it must be noted that there is still an increase of $1729.68 per student since the academic year 2007/8, so the quality of the programs has been positively affected.   The Unit budget for fiscal year 2010 is as follows: Operating budget $214, 225.00 Salary budget $1, 699, 239.97 STEP Scholar $200,000.00 Total budget amount $2, 113, 464.97     The Unit receives additional financial support for faculty enrichment from the Professional Development Fund, Academic Enrichment fund and Title III grants. Awards for the 2008/9 and 2009/10Academic Years are as follows:  2008/2009: Professional Development STEP Scholarship Academic Enrichment Title III Grants $5695.79 $200,000.00 $6557.88 $310,000.00    2009/2010:  Professional Development STEP Scholar Academic Enrichment Title III Grants $5175.50 $200,000.00 $2346.62 310,000.00     While the university provides base-level funding to support the quality of all its programs, some programs are better positioned than others. For example, Education had state STEP scholarship to support its students. On the other hand, Nursing Department receives specialized money from the State and the federal government to support curriculum, faculty and students relative their professional programs. Therefore, the total amount of resources available to such programs is contingent upon a number of variables.   6b.2. How adequately does the budget support all programs for the preparation of educators? What changes to the budget over the past few years have affected the quality of the programs offered? There are two types of budgets: basic institutional and specialized. The basic budget has assured a minimal level of functioning that supports a quality program with no frills. Over the past few years the Unit has been able to secure specialized funding. These consist of Title III and State Scholar Teacher Education Program (STEP) funds. With the specialized finding the Unit has been able to give more scholarships and to support equipment and technology upgrades. In addition to specialized funds the Unit has been able to augment development for faculty through Professional Development Academic Enrichment funds.   6b.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the unit's budget may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]  6c. Personnel  6c.1. What are the institution's and unit's workload policies? What is included in the workloads of faculty (e.g., hours of teaching, advising of candidates, supervising student teachers, work in P-12 schools, independent study, research, administrative duties, and dissertation advisement)? Full-time unit members, whose primary responsibility is teaching, are obligated over the Academic Year to carry a teaching load of twenty-four (24) credit hours, normally divided into two semesters of twelve (12) hours each.  Faculty members assigned to teach graduate courses receive 1.33 credit hours of teaching load for each credit hour of a graduate course.  Individual supervision (Independent Study, Student Teaching Observation, Internships and Field Placement) is calculated at two-third (0.67) hour of workload for each student supervised (CBA-12.2.1) Other supporting documents are located in room EH 109. By CBA faculty are obligated to provide a minimum of six clock hours across four day for advising, and office obligations.  The chair and the dean have the capacity to provide release-times and workload adjustments to support research and administrative assignments of faculty. In addition, workloads can be adjusted by the chair and the dean for relevant service with the mission and scope of the Unit and the college.  6c.2. What are the faculty workloads for teaching and the supervision of clinical practice? Unit members, whose primary responsibility is teaching, are obligated over the Academic Year to carry a teaching load of twenty-four (24) credit hours, normally divided into two semesters of twelve (12) hours each.  Faculty members assigned to teach graduate courses receive 1.33 credit hours of teaching load for each credit hour of a graduate course.  Individual supervision (Independent Study, Student Teaching Observation, Internships and Field Placement) is calculated at two-third (0.67) hour of workload for each student supervised (CBA-12.2.1)  For internships/clinical practice, the faculty workload rule is heighten in the proceeding discussion. More specifically, faculty members receive 0.67 credit for each student in clinical practice. Consequently if a full workload for faculty members for supervision of clinical practice would be six students (6 x .67 = 4.02). Related documents are located in room EH 109.  6c.3. To what extent do workloads and class size allow faculty to be engaged effectively in teaching, scholarship, and service (including time for such responsibilities as advisement, developing assessments, and online courses)? Workloads and class sizes typically allow faculty members to be engaged effectively in teaching, scholarship and service. Student faculty ration at the undergraduate level is approximately 14:1. When you take into consideration that the division of student services provides guidance and advisement to freshmen and sophomore students the advising loads on faculty is significantly reduced. This occurs because Unit faculty members are freed-up to provide guidance and advising to junior and senior students only. At the advanced level the ratio between faculty and students is much smaller than at the undergraduate level. With the exception of foundation courses, class sizes are usually capped at 25.   6c.4. How does the unit ensure that the use of part-time faculty contributes to the integrity, coherence, and quality of the unit and its programs? The Unit employs a strategy for ensuring that part-time faculty members contribute to maintaining the integrity, coherence, and quality of the Unit and its programs. Adjunct faculty members are screened by the personnel committee of the Department and Department Chair.  Adjunct faculty members participate in orientation sessions to prepare them to teach in the Unit. Courses syllabi are shared with adjuncts, and, students evaluate course delivery. If they are teaching two courses, they are encouraged to attend faculty meetings and professional development sessions.   6c.5. What personnel provide support for the unit? How does the unit ensure that it has an adequate number of support personnel? There are several personnel providing support for the Unit. First, there is a dedicated student services staff member for education majors. She is complimented by others in this Unit. Second there is a dedicated Technical Analyst staff member who is responsible to assist students with technology needs. Third, there is an office of Clinical and Field Experiences which is staffed with a Director, EFE Coordinator a secretary and a graduate assistant. Fourth, the Unit has three secretaries to support the chair, graduate programs and the faculty. Fifth, there are three additional graduate assistants who provide support to the Unit. Six, the Unit hired a Praxis Coordinator who is assisted by a student worker.  Outside the department the Director of Center for Teaching and Learning and the Center for Distance Learning personnel provide additional services. A list of support and other related documents are located in room EH 109. The Dean of the College of Education Health and Public Policy determines the need for support personnel and seeks funds from the university to fill the need.   6c.6. What financial support is available for professional development activities for faculty? There are several venues for financial support for faculty member’s professional development activities. The Unit has been fortunate in the past several years to secure competitive funding from Title III. As a result, funds have been available for professional development activities for faculty. As a result of the CBA, the Department provides $200 for professional development. The University also has Professional Development Funds (per CBA) that can be used for faculty development activities. In addition the University also has Academic Enrichment Funds from the Provost Office as per CBA. Faculty can apply for funds to enhance their academic growth. The table below indicated the funds that have been available to the Unit.  Professional Development Academic Enrichment Title III Grants $5695.79 $476.97 $310,000.00      6c.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to personnel may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]  6d. Unit facilities  6d.1. How adequate are unit--classrooms, faculty offices, library/media center, the technology infrastructure, and school facilities--to support teaching and learning? [Describe facilities on the main campus as well as the facilities at off-campus sites if they exist.]  Currently, classrooms are equipped with standard chalkboards and a limited number of WIFI internet access. Plans are in place to upgrade several classrooms with multimedia capability. Meanwhile, faculty can reserve rooms with whiteboards, an AV central console, and computer wiring in nearby buildings. The University has a plan for total upgrading and enhancing the entire Education Humanities Building (EH) with cutting edge technological resources. A large, attractive room is available in the EH building for student seminars and special functions. In addition, most of the graduate courses are taught in a classroom with technology resources. The pre-school laboratory which is conveniently located in the EH building has adequate technology and space. There is a dedicated computer lab that is used to teach instructional technology to teacher candidates. The Center for Teaching and Learning, that offers professional development programs for faculty, is located in an adjacent building and is easily accessible by PEU members.  All faculty members serving the Unit have adequate office space equipped with computers and other accessories. Faculty members of the Unit have adequate offices in the Education and Humanities (EH) building and Memorial Hall with easy access to the dean and the department chair. Other PEU faculty members have adequate offices within their departmental locations. Every faculty member has a personal computer with access to the internet and Banner, the electronic source of student data.  The William C. Jason Library Learning Center is a modern building located in the center of campus. The Library has 4,551 AV, 3,169 Video Library, 240,084 printed volumes, 268,561 microfiche, 30,489 bound periodicals, 35,067 E-books, and 39,811 e-journals. In addition, the library offers many support services for all students and faculty. The library has a modern computer lab with 100 state of the art computers, having access to many databases.  A comfortably furnished writing center, with ten new computers, is located on the second floor and is open Monday through Thursday 10:00 am to 9:00 pm and on Sundays 6:00 pm to 9:00 pm for a total of 48 hours per week. The Comprehensive Learning Center, also located on the second floor, provides credit courses and support services, including services for students with disabilities. These convenient and central services support education students in their endeavors to become effective teachers. One hundred computers are available in the library every day of the week during specified hours. In addition, the agreement with the public schools clearly states that teacher candidates “be given the opportunity and benefits of using public school facilities” (School District Agreement). Therefore, teacher candidates have adequate access to technology on the DSU campus and within the public schools.   A Technological Assessment System (TK20) has been introduced in the Unit in order to facilitate collection and analyses of candidates’ performance data. Each PEU faculty can use this system for assessment of students’ performance and for improvement of instruction. Program coordinators can use the assessment data generated through this system for program evaluation and improvement.    The Center for Distance Education and Learning Technologies, housed in the EH building, is convenient for faculty members who offer web enhanced and on line courses. The Blackboard Learning Management system allows faculty to electronically provide their students with necessary information and with an avenue to communicate with the professor or peers online. The Blackboard Instructors Lab at the Center has seven computers, software and cameras for recording video-instructional modules. The Unit faculty members use the on-line course development training facilities at this Center. The Center also provides Blackboard training to the teacher candidates on request by the instructors. The campus has an adequate number of computer labs available for student use. 6d.2. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit facilities may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]  6e. Unit resources including technology   6e.1. How does the unit allocate resources across programs to ensure candidates meet standards in their field of study?  To ensure candidates meet standards in their respective fields of study, a wide variety of resources are available for the Unit members including teacher candidates. The William C. Jason Library Learning Center provides a variety of resources and support. Instructional technology tools are available to both faculty and students throughout the campus.  Faculty and students have access to ongoing training and support in the area of teacher education and distance learning using the Blackboard learning system. Also, CampusTools HigherEd (TK20) is a technological assessment system being used by the Unit. This system provides a standards-based form of assessment tracking for data management for the PEU. The department chair judiciously apportions resources across programs to ensure that candidates meet standards in their respective field of study.  6e.2. What information technology resources support faculty and candidates? What evidence shows that candidates and faculty use these resources? Faculty members in the Unit have access to the internet resources, LCD projectors, Laptop computers and televisions. All these resources are integrated in various lessons as evidenced in course syllabi and through peer and chair observations. In this case faculty members model the application of technology in the lessons for candidates. As a result, candidates develop lesson plans that have evidence of various types of technology. Candidates also integrate technology in their presentation in classroom, and capstones (internship practices, action research/multimedia presentations, thesis and dissertations).  The Center for Distance Education and Technologies uses The Blackboard Learning system in which faculty members conduct threaded and non-threaded discussion forums with candidates.  In this case student are actively engages in using technology.  6e.3. What resources are available for the development and implementation of the unit's assessment system?  Technological Assessment System (TK20) was introduced to the Unit in order to effectively and efficiently capture, store, and analyze students’ and faculty data. A Technology Analyst was hired by the Unit to assist with the collection and analysis of candidates’ and faculty data. In addition, a Unit Assessment Committee was created to review the assessment tools for the Unit and its programs.  The integration of this technology assisted assessment plan has been very useful in monitoring teacher candidates’ progress through their professional preparation and coursework. An early alert system has recently been upgraded to help track the progress of all students and alerts advisors and instructors of potential shortfalls in academic success of students.  6e.4. What library and curricular resources exist at the institution? How does the unit ensure they are sufficient and current?  Faculty and teacher candidates have access to resources at the William C. Jason Library Learning Center. The library has aggressively pursued securing resources to support quality that are appropriate for methods courses. AV volumes have increased 15.3% since 1999. Printed volumes have increased 3.9% since 1999, microfiche by 87.5% and bound periodicals by 10.1% (Library Holdings Report). The library allocates budget funds specifically for departments (Library budget). In addition, the library maintains an upgraded computer lab. These computers have access to online databases. Librarians trained in technology are available to help students and faculty. The resources include inter-library loan and updated virtual references. The list below itemizes the resources: ·         AV                                   4,551 ·         video library                    3,169 ·         printed volumes              240,084 ·         microfiche                       268,561 ·         bound periodicals            30,489 ·         e-books                          35,067 ·         e-Journals                       39,811  6e.5. How does the unit ensure the accessibility of resources to candidates, including candidates in off-campus, distance learning, and alternate route programs, through electronic means? The Unit ensures accessibility of resources to candidates through several electronic means.  The Unit faculty and students have unencumbered access to online teaching and learning tools as well as resources at off campus locations such as Wilmington and Georgetown Sites, which both are equipped with instructional computing labs. To support these resources and off campus learning, the Center for Distance Education and Technologies provides tools and resources for online instruction and learning. This center controls and implements the Blackboard learning management system for both online and web-enhanced courses. The University has now mandated the use of University e-mail addresses for all faculty and students. This mandate significantly improves the ability of Unit faculty members and students in communicating via technology. 6e.6. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit resources, including technology, may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]  Optional   1. What does your unit do particularly well related to Standard 6? There are six practices that the Unit executes particularly well. Shared governance is established such that every member of the unit has an opportunity to participate in policies involving curricular changes. The Unit has put in place a system of orienting adjunct faculty members such that the integrity of the quality of the programs is maintained. The hiring of the Technology Analyst has tremendously enhanced the Unit’s ability to manage its assessment process. In addition, the office of student services within the Unit has improved the advisement and tracking of education majors during their early matriculation years (first two years). Finally, the addition of the Praxis Coordinator and the acquisition of the Title III grant have increased the number of students passing Praxis I and II. Passing of these exams make these students eligible for admission into Teacher Education and Internship experiences respectively. Descriptions of the unit governance structure, including organization charts Unit’s Administrative structure, are shown in Chart 1 and Chart 2 2. What research related to Standard 6 is being conducted by the unit or its faculty? Exhibits 1.      Policies on governance and operations of the unit polices and procedures related to teacher education 2.      Descriptions of the unit governance structure, including organization charts Professional Education Unit Administrative Chart 1 and Chart 2 3.      Minutes of meetings of unit governance committees (Located in EH 109) 4.      Unit policies on student services such as counseling and advising advising and counseling and On-line description of Academic Support Center and Office of Mentoring and Advising) and (Counseling Services) 5.      Recruiting and admission policies recruiting and admission policies 6.      Academic calendars, catalogues, unit publications, grading policies, and unit advertising Academic Calendar Committee, Undergraduate University Catalog and the Graduate University Catalog 7.      Unit budget, with provisions for assessment and technology See Table 6.b.1. 8.      Budgets of comparable units with clinical components on campus or similar units at other campuses See Table 6.b.1. 9.      Faculty workload policies CBA-12.2.1 10.  Summary of faculty workloads  (Located in EH 109) 11.  List of faculty by full-time and part-time status (Located in EH 109) 12.  List of support personnel in unit (Located in EH 109) 13.  Faculty development expenditures Professional Development Funds,   14.  List of facilities, including computer labs and curriculum resource centers computer labs, The Center for Distance Education and Technologies Center for Teaching and Learning William C. Jason Library Learning Center 15.  Description of resources related to the unit assessment system and the use of information technology by faculty and candidates Technological Assessment System (TK20)     16.  Description of library resources, including electronic resources William C. Jason Library Learning Center 17.  Description of resources for distance learning The Center for Distance Education and Technologies        

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