STANDARD 6:  UNIT GOVERNANCE AND RESOURCES

UNIT LEADERSHIP AND AUTHORITY
UNIT BUDGET
PERSONNEL
UNIT FACILITIES
UNIT RESOURCES INCLUDING TECHNOLOGY

Unit Leadership and Authority
The Department of Education functions under a University system of shared governance. The President, Vice President for Academic Affairs, and other governance bodies within the University recognize the leadership and authority of the Department in the preparation of teachers and school counselors. The Department assumes responsibility for the effective coordination of all Teacher Education programs, including the design, delivery, and assessment of the preparation of candidates in their professional roles. The institution's organizational chart, evidenced in the “Overview of the Institution” section of this report, and the Department’s organizational chart illustrate the leadership and flow of authority within the University and the Department of Education.

Department of Education Organizational Chart

Five directors assume responsibility for program design within their areas: Directors of Elementary Education, Exceptional Needs (Exceptional Needs), Secondary Education, Student Teaching, and School Counseling. Directors are accountable for their programs and coordinate efforts in meetings with the Department Chair. Program and course changes are initiated at Departmental level and move through the following channels for approval: Department, Teacher Education Committee, Teacher Education Advisory Council, and Academic Council. Faculty Forum, whose membership includes full University faculty, approves all changes. Documentation is made from initial discussion through final approval in the Department’s History of Change document.

Two committees directly influencing and advising teacher and counselor education include the Teacher Education Committee (TEC) and the Teacher Education Advisory Council (TEAC). The membership of both committees includes P-12 faculty and administration, area professional leaders, and alumni all of whom bring diversity and expertise to the Department. The functions and responsibilities of these committees are described in Standard 2.

University and Departmental publications including catalogs, calendars, Faculty Resource and Orientation Guide, Graduate and Undergraduate handbooks, and Manual for Field Experiences and Student Teaching, A History of Change Within the Department of Education, and additional documents are on display in the Exhibit Room.
 

Quality of Student Support Services
The Department assures that candidates have access to quality advising, mentoring, and the appropriate services to support their attainment of University, state, and national standards. Support is offered through the Office of Student Services and includes tutoring referrals, program planning assistance, program completion validation, and support for candidates on academic probation, and career placement services. This Office has assumed the responsibility for the administration of the Learning Plus program, which assists candidates in the preparation and/or remediation of basic skills required on the Praxis I.

Within the Office of Student Services, there exists a Learning Center to support candidates with disabilities. The Director of the Learning Center works closely with the Department of Education in providing support for candidates with documented exceptionalities. Provisions are made through personnel and specialized, adaptive computer/equipment support for hearing or vision impaired candidates as well as those with learning disabilities and other conditions that impair optimal performance.
 

Quality of Sites for Field Placements
The Department has established a set of procedures to ensure quality field experiences for its candidates. All field placement sites are selected because of successful and established relationships with administrative personnel and faculty. As illustrated in Standard 3, clinical/supervisory faculty have been selected to supervise student teachers due to their demonstrated expertise and ability to effectively guide and assess candidates. A Manual for Field Experiences and Student Teaching is made available to candidates, University supervisors, P-12 administrators, and clinical/supervisory faculty. Supplemental to the Manual, a series of training sessions are held with Department and P-12 collaborating personnel.
 

Unit Budget
The University of Saint Francis receives it primary funding from student tuition. As in all independent institutions, tuition does not cover the total cost of operations. Therefore, the University seeks and receives annual charitable contributions from its alumni, its faculty/staff, friends, businesses/corporations, and foundations to support the operating budget. It also seeks charitable gifts of a capital nature to support special projects, construction/renovation and endowment needs. Presently, the University holds a 3.3 million dollar endowment and has recently received a 3.5 million dollar Challenge Grant from Lily Foundation Inc. that is aimed at increasing the charitable gifts from constituents closest to the University. Efforts are currently underway to increase our charitable giving from key constituencies. Of particular note is 75% the participation of the University’s faculty/staff; total giving has increased by over 200%.

The University operates a Development/Alumni Office comparable to other institutions its size. The Office is administered by the Vice President for University

Advancement and Director of Development.
The Department receives budgetary allocations based on student enrollment and generated credit hours. Facilities and equipment requirements are considered in allocations, thereby providing the Department with the resources to prepare candidates to meet University, State and national standards. The Departmental budgetary process begins with the development of a budget request by the Chair. The budget is then submitted to the Vice President for Academic Affairs who considers the request in light of Departmental needs and the overall University resources. The Department’s budget has increased steadily over the past two years for faculty appointments and salary, personnel support, and instructional resources. Specifically, the 2001 budget experienced an overall increase of 40% for instructional resources, 56% for instructional equipment, and 79% for instructional support. The Chair of the Department administers the budget and for the past two academic years has successfully pursued the resources and salary increments to deliver a high quality program in Teacher Education. Complete financial data on budgetary sources and allocations are available in the Office of Academic Affairs. Tables 6.2 illustrate proportional allocations to other similar departments on campus.

Budgetary Allocation Education

Table 6.2

Budgetary Allocation Art

Budgetary Allocation Business Administration

Personnel
Over the past five academic years, the Department has successfully maintained, a faculty/student ratio comparable with that of the University’s 11 to 1 ratio, and has been able to provide quality support and instruction to teacher and school counselor education candidates. Tables indicating the number, qualifications, rank, and status of faculty are available in the “Overview” section and in Standard 2 of this report. Currently, the Department’s employment of full, half and part-time, adjunct, and clinical/supervisory faculty has been successful in meeting program and student needs. The employment of an Administrative Assistant, Office Assistant, and the UAS Coordinator/Licensing Advisor has allowed faculty more time for instruction, as well as mentoring and advising teacher candidates. The Department supports professional development that engages faculty in skill development with respect to advances in theory and practice.
 

Workload
The Department follows University policies and guidelines with regard to course load and advising responsibilities. Full-time assignments require faculty to teach 12 semester hours at the undergraduate level; half-time constitutes 6 semester hours, and adjunct are employed on an as-needed basis to teach one or two courses per semester. Graduate level faculty teach 9 semester hours. In addition, faculty both full and half-time are expected to serve on Department and University committees. Program directors are given a one-course reduction for their administrative responsibilities as well as a 10-month contract. The Chair of the Department teaches one class per semester and meets administrative responsibilities under a 12-month contract.

At the present time, the Department employs six full-time, three half–time, 11 adjunct faculty in Fall 2002, and 7 adjunct faculty in Spring 2003 (Table 5.3 for Faculty Course loads).  Adjunct faculty members who are also practicing educators in P-12 environments are vital in delivering the Department’s programs. These professionals who have a long established commitment to the Department bring a current and essential perspective to the Department’s constituents. Allocation was made in the 2001 Departmental budget to establish the position of resource lecturer to address issues of diversity. The Department hired this individual during the 2002 academic year. At this time, a search is underway for the employment of two full-time faculty members to meet the Department’s teaching and advising needs attributed to curriculum changes and increased enrollment.
 

Professional Development
The University presents a detailed description of sabbatical leave procedures in its Faculty Handbook (section 2.15). All full-time faculty are eligible to apply for a one-year sabbatical leave following seven years of employment. Faculty members may request funding from the University’s Faculty Development Committee. Guaranteed funding is available to all first year and third year tenured faculty for the purpose of professional growth. Departmental funding permits faculty members to affiliate with learned societies or to attend professional development conferences. Additionally, the University reimburses faculty for mileage.

Faculty members receive numerous opportunities for both formal and informal professional development. The University hosts two development days during the academic year.  Individuals are brought on campus to present emerging practices in higher education. The University of Saint Francis collaborates with Indiana University-Purdue University (IPFW), Indiana Vocational and Technical College (IVY Tech), Taylor University, and other area institutions in an annual Dean’s Conference. Department faculty members have both attended and presented at these conferences. On an informal level, Faculty Forum hosts an after-forum meeting at which time faculty can present accomplishments, discuss topics of mutual interest, and share expertise in content or pedagogy appropriate to the University community. All faculty members, part-time and adjunct, are encouraged to attend these events.
 

Unit Facilities
The Department of Education is housed in Bonaventure Hall that provides for two office complexes and one work area. Classroom facilities are adequate to meet instructional needs both in Bonaventure and in the adjacent Doermer building. An Exceptional Needs class is held at John D. Irwin Elementary School and other schools where Teacher Education candidates are guests, observers, and participants in area P-12 environments.

For faculty to model the use of technology, and for candidates to practice its application, facilities have been expanded with additional hardware, software, and support services. Such expansions include a security firewall, an updated registration module for advising, and updated technology. Plans are in place for the complete renovation of Bonaventure Hall. This renovation will include a state-of-the-art technology center, multiple instructional settings, a professional library, an education curriculum lab, expanded student services facilities, and food services. The Chair of the Department, in consultation with Department faculty, has been instrumental in contributing to the requirements and priorities for this renovation scheduled to begin in 2005.
 

Technology is available to enhance student learning experience by providing state of the art computer, up-to-date programming, and the Internet. University computer labs are equipped with Intel Pentium/Windows-based computers. Through this connection, candidates have access to unlimited research and communications tools including electronic mail, WWW, and the PALNI network. University Academic Computer labs located in Bonaventure Hall 204/205/213 are equipped with scanners and printers. Public access computers are located throughout the campus with full-service labs located in Bonaventure Hall, Bass Library, Health Services Library, Achatz Hall and Bonzel Hall. Full-service labs are on a 3-year replacement cycle ensuring the latest technology for University candidates. A complete list of public access computers is available at www.sf.edu/acc/information.shtml.
 

Unit Resources Including Technology

Technological Resources
Over the past five years, the Department has continued to incorporate technology into teacher and counselor education programs. The Chair of the Department has sought the procurement of funds for hardware and software in support of pre-service and in-service initiatives. Technological acquisitions within the Department include the multi-media Destination Unit, digital camera, projector, upgraded desktop computers, and four laptop computers for faculty use.
Technology support services are provided to candidates by a centralized Help Desk located in Bonaventure 206. Student assistance is provided on all campus supported software and is available during open lab hours. All candidates and faculty can purchase Microsoft software as permitted by the Campus Agreement through the Campus Shoppe.

The Teaching, Learning and Technology Center (http://www.sf.edu/tltl) provides centralized leadership, operational and creative support for the effective use of technology, and instructional design consultation. The Center also facilitates the use of online courseware to increase communication between faculty and candidates outside of the traditional classroom setting, and trains faculty, staff, and candidates in basic computing skills and the effective application of information technology in teaching and learning environments.

The TLTL is a division of the Teaching & Learning Technology Center (TLTC).  This Center assists the University of Saint Francis community in the selection and utilization of all media materials and equipment. A detailed list of services and resources provided by the TLTC is available at http://www.sf.edu/tltc/about.htm.  The University has permanently equipped classrooms throughout the campus to handle presentations. The University now has eighteen projection classrooms (4 in Achatz, 3 in Bonaventure, 2 in Rolland, and 9 in Doermer). In addition, four other classrooms that typically serve smaller classes are equipped with a computer attached to a large monitor. The University plans to upgrade at least one basic classroom per year to a projection classroom. The University also has two state-of-the art computer classrooms located in Doermer 007 and Doermer 164 that are designed to accommodate candidates’ differing learning styles. Five classrooms in Bonaventure are equipped to use the mobile wireless computer units. These allow candidates to work individually or in small groups in the classroom.
A comprehensive list of rooms can be accessed at http://usfweb/tltc/TLTC%20Intranet%20Pages/PresentationRooms.htm .

The Department collaborated with the former Education Technology Learning Center for P-12 candidates (now the Oaks and Willows Center) and Campus Computing Center to purchase a wireless/portable computer laboratory. This lab includes 16 computers, hub, printer, zip drive, and Internet access. The portable laboratory will service education courses and the Oaks and Willows Center in the support of technological skills of candidates and facilitating the instruction P-12 students.

In an innovative web-based system of delivery entitled, “Teachers in Hardhats”  Department of Education partnered with other institutions of higher education in Indiana and Kentucky to address the critical shortage of exceptional needs teachers. The original design and delivery were extended through a new partnership with the Indiana Department of Education, Division of Exceptional Needs and the University, now referred to as “Indiana Designs Equitable Access to Learning” (IDEAL) http://ideal.sf.edu.  Faculty throughout the state and nation develop topical modules to bring content, available anytime, anywhere to both undergraduate and graduate candidates, and in-service teachers.

Faculty members have received training in the use of BLACKBOARD. This application provides both online and web-supported instructional delivery. BLACKBOARD is implemented in several of the professional education courses. Applications used include on-line syllabi, discussion groups, and online reference materials. The Technology Learning and Teaching Center (TLTC) provides training sessions for faculty.
 

Assessment Resources
During the past two academic years, the Department reviewed its assessment procedures and subsequently developed and designed an electronic Unit Assessment System (UAS). This system is the vehicle that collects and organizes the data on programs and candidates. The compilation of this data is instrumental for the assessment of candidate progression and program effectiveness in consideration of both instruction and candidate quality. Personnel actions in support of this endeavor included the Chair of the Department of Education, University Network Engineer/Database Programmer, Department Administrative Assistant, and UAS Coordinator. Complete information on the UAS can be found in Standard 2.
 

Library Resources
The library of the University (http://www.sf.edu/library/index.shtml), presently located in the Bass Mansion, is a significant resource for candidates and faculty. Holdings include over 60,000 volumes, more than 400 subscriptions, and an ample collection of microfiche. A separate section of the Library is set-aside for children and youth. Resources for health care professionals are housed in the Health Sciences Library. In addition to hard copies of tomes and materials, the library subscribes to virtual resources available to the campus and community. Of particular interest to educators is the education page (http://www.sf.edu/library/links/education.shtml), which references databases, journals and related websites. The University Library is part of a consortium with 26 colleges and universities known as the Private Academic Library Network of Indiana (PALNI). Library allocation for educational resources in 2001 was as follows:
 

Item	Number	Budget
Books		$4,607.66
Journals		$9,456.80
Database Journals ERIC/EDRS Digest	350 2,200
Videos	92