Student Supports Task Force
College of Education
I. What types of student supports are currently in place?
To answer this question, the task force decided the term needed to be operationalized. We determined the definition as:
Student support serves as a foundation that provides positive direction for a student to succeed in their educational pursuits.
Each academic department, Office of Student Services, Greenwood, and the Child Development Center were asked to complete a survey of the activities/events that provide student support in their area. The data were analyzed and categories of “supports” emerged. Table 1 reflects the self-reported student supports by area. Descriptions of the data by category appear below.
Mandatory/Compensatory Supports
Academic programs that can/should be accredited by DESE have achieved such accreditation. Various departments and affiliate areas offer training in mandated reporting. Each academic department provides training in the ePortfolio system, if being utilized. The Office of Student Services provides oversight for necessary clearances (e.g., Family Care Safety Registry, TB test, liability insurance, fingerprinting).
Advising
Undergraduate advising for teacher education programs is provided by the Professional Education Advisement Center. The three advisors (2 FT, 1 3/4 time) advise over 1,200 students averaging 406 students each (Student Services Annual Report, 2012). Undergraduate advising by CFD faculty is divided by emphasis area. In addition, one faculty member has taken on the responsibility of advising all the West Plains students in the BS completion program (approx. 40 students). Two faculty members are advising 60+ students each and a third faculty member has 30+ advisees. The remaining faculty have between 10-20 advisees each. Additional advising duties exist for the 82 minors the CFD program currently has. There is no workload adjustment for the advising duties.
In most graduate programs the Graduate Director advises their own students.
Post-baccalaureate advising is primarily done at the program level. Previously this advising was housed in the Teacher Certification Office. Two FT advisors are employed in the TCO. Data is not available regarding the number of advising appointments recorded by the advisors (Student Services Annual Report, 2012).
Off-Site/Satellites
The undergraduate ELE program has a substantial outreach program with “remote” sites for BS completion in West Plains, Neosho, Lebanon, Nevada, and Cassville. The MAT program has satellite sites in West Plains and Joplin.
Although not a close alignment, we have also sorted the use of Greenwood classrooms/facilities into this section. Greenwood provides numerous opportunities for classes (e.g., ELE science methods, eMints, EEM, EAD) and allows access to their facility for program events (e.g., ECE graduation reception).
Clinical/Field Experiences
Each academic program provides clinical or field experiences. The Child Development Center and Greenwood are used for many of these experiences. In addition, SPS, and other local school districts meet the needs of teacher certification programs. The University Child Care Center, local Head Start Centers, Cox & Mercy Hospitals, along with numerous local social service agencies provide experiences for non-certification programs.
Practicum and student teaching placements are completed by the Field Experiences Office. There were 963 students in practicum settings and 455 student teachers placed in FA11, SP12, SU12 (Student Services Annual Report, 2012).
Exam Support
Exam support primarily is offered through the Professional Education Advisement Office. Study materials and information, test dates, and CBASE workshop information is provided by this office. Support for both C-BASE and PRAXIS exams are handled by this office.
Technical Support
Most programs provide training for ePortfolios. The Student Services Office troubleshoots for students for ePortfolios. The ePortfolio labs and staff prove helpful to the departments and individual programs.
Most programs use Blackboard in their course delivery. The Professional Advisement Center uses Blackboard to post announcements and disseminate information.
Facebook and other social networking sites are utilized by some programs and the Professional Advisement Office.
Financial/Scholarship
Graduate Assistants, many from COE graduate programs, and undergraduate student workers (and work study) are hired by departments and offices in the College. The CDC hires numerous student workers from the CFD and ECE programs.
In addition, scholarships are available through the college for a variety of students.
Research Opportunities
The College is uniquely positioned with TWO laboratory facilities that provide research opportunities for students and faculty – Child Development Center and Greenwood Lab School.
All graduate programs have a research requirement for students. Faculty supervise the students’ research.
Some undergraduate research is also facilitated by a few programs. ELE has a required Action Research course of its undergraduates. However, there is little financial or or workload support for this endeavor.
Student Organizations
Student organizations provide opportunities for networking, community engagement, and socialization for participating students. These types of organizations are seen as an important retention strategy in addition to meeting individual student needs.
Some programs sponsor student organizations (e.g., Child Life Student Association, Family Studies Association, Special Education).
Course Delivery System
Today’s students are looking for increasingly more technology-driven course options. Most undergraduate programs offer combinations of face-to-face (f2f), blended (seated & online), and online coursework. Several graduate programs (e.g., Literacy, ELE, ECFD, Blind & Low Vision, Orientation & Mobility) have moved to fully online course delivery. Systems to support these online students seem inadequate.
II. Which student supports currently in place are MOST critical to the mission of the department, college, and university? Which are most successful? Why?
From the data received, the student supports reported appear to align with departmental, college, and university mission statements (refer to Table). A qualitative assessment of the student supports was not undertaken due to time restrictions.
III. What types of student supports not currently in place should be considered? Why? Expected outcomes?
A. Online student supports – Many students receive their education strictly through online course delivery (e.g., Blind and Low Vision, Orientation & Mobility, Elementary Education, Early Childhood & Family Development) may need additional supports not currently offered. For example, these students do not receive a Missouri State ID, which impedes access to academic libraries. Other areas of concern are advisement and computer training for online students.
B. Non-certification program supports – Although the over-arching mission of the College of Education is to support and facilitate teacher education, there are programs within our college that either support teacher education programs (e.g., Child & Family Development) or are closely associated to the field (e.g., Student Affairs, Educational Technology). These programs are often over-shadowed by the TE components. For example, undergraduate advising is provided to TE students through the Professional Education Advisement Center. However, undergraduate students in the CFD program are advised by the program faculty with no impact on workload. Other areas of concern are the transfer process and omission at the COE graduation reception of non-teacher education graduates.
C. Transfer student policies/procedures – With ever increasing numbers of students transferring from two-year institutions, clearly defined policies and procedures are needed to address all areas within the college.
IV. What recommendations regarding specific student supports should be considered by the COE Leadership Council, Budget Committee, academic departments, and support units?
A. Increase support for online students
In recent years, there has been an increase in the number of highly motivated parents of blind children and retired teachers throughout the country who are seeking certification to teach P-12 students with visual impairments. Often, these candidates do not have access to specialized equipment and instructional paraphernalia required to succeed in an online program. Therefore, we recommend establishing within the Special Education Program an Equipment Center that will loan braille machines, slates and styluses, math and science devices, assessment kits, etc. to these online candidates. Missouri State identification cards should be made available to the online students to facilitate use of facilities, including the academic libraries. Further, an on-campus “technology orientation” should be offered to provide instruction and support with hardware and software used by online students.
B. Investigate advising for non-certification programs
The Task Force would like to recommend an in-depth investigation into the possibility of providing support for non-certification programs in the area of advising. Perhaps utilizing advisors currently in the Teacher Certification Office would be a more effective and efficient means of providing students with the advising they require, as well as justify their full time employment. It appears that the advisement loads of the two FT advisors in the TCO is substantially lower than advisors in the Professional Education Advisement Center, with the Advisement Center advisors seeing over 50% more than the Teacher Certification advisors (Student Services Annual Report, 2012).
C. Consolidation of mandated reporting training
Many programs/entities are providing mandatory reporter training. Perhaps consolidating these trainings would be a more efficient use of time and resources. An orientation or training at the beginning of each semester could provide the necessary training to all students and faculty. Missouri Child Care Licensing requires an annual training for all who work in a child care facility. Students going entering any type of field experience, whether schools or agencies, should have this training. Penny Groves, MSU legal counsel, has offered to provide this training.
D. Transfer student support –
The Task Force recommends that a committee or new Task Force be formed to work on the support system, including policies and procedures, for transfer students. This should include but not be limited to, helping student acclimate to university, introduce the Public Affairs mission statement, and support to meet requirements for admit Teacher Education.
E. Support for diverse students
The Task Force acknowledges the importance of increasing student diversity within the college. We recommend this commitment be extended beyond the recruiting efforts. Perhaps the PEU Diversity Committee should be expanded to include, among other items, financial supports available, the student’s sense of belonging, and support for mandatory exams.
F. Non-certification programs
Given the unique nature of non-certification programs within the COE, the Task Force recommends a standing committee be formed to provide oversight and support for these programs.
V. Conclusion:
The Task Force believes this report is a fair representation for the charge it was given. It is my no means inclusive of all student supports currently being offered by the programs. The Task Force acknowledges the high quality and commitment of the COE faculty and staff. It was obvious through the collected survey data that the college in its entirety is dedicated to providing our students with the supports needed to be successful in their educational pursuits.
It should be noted that Greenwood Laboratory School and the Child Development Center have a primary mission to provide student supports for children birth through twelfth grade in addition to COE students. These supports were not investigated at this time.
Our findings are limited to the self-reporting completed and by the short time provided to complete this report.
MISSOURI STATE UNIVERSITY: A public, comprehensive metropolitan system with a statewide mission in public affairs, whose purpose is to develop educated persons. The University’s identity is distinguished by its public affairs mission, which entails a campus-wide commitment to foster expertise and responsibility in ethical leadership, cultural competence and community engagement. The academic experience is grounded in a general education curriculum which draws heavily from the liberal arts and sciences. This foundation provides the basis for mastery of disciplinary and professional studies. It also provides essential forums in which students develop the capacity to make well-informed, independent critical judgments about the cultures, values and institutions in society. |
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Childhood “Education & Family Studies: Through teaching, research, and service, the childhood education and family studies department is committed to be a model and resource for enhancing the quality of life and promoting the inherent rights of children and families.
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Mandatory/
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exp |
Exam Supports | Tech Support | Financial/
Scholarships |
Research Opps | Student Organization | Course Delivery Systems | ||
National recognition by SPA for ELE & ECE;
DESE accredited; seamless transfer form Comm. Col. AAT to MSU ELE program |
Graduate programs advise own students; ECE & ELE advised by Prof. Ed. Advisors; CFD advises students;
Accelerated MS in RDG, ECE, SPE, ELE; AAT transfer support |
ELE completion programs WP; Crowder; Cassville, Lebanon, Nevada.
CFD completion program WP. AAT transfer support
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ELE – Teaching Academies & TEA.
100 hrs in Title 1 school; emphasis on working with children from poverty; early and continuous FE—
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C-BASE and PRAXIS workshop offered periodically | Training for ePortfolio; Blackboard; ELE provides SMART Notebook 11, Beginner and Intermediate training for student teachers;
ECFD has Facebook; |
3 Gas; 4 student workers;
Scholarships specific to ECE & CFD |
ELE & ECFD graduate students have research requirement; ELE has Action Research course | Child Life Student Association; Family Studies Association; SNEA, SMSTA sponsored by ELE faculty | CFD has online, blended & f2f;
Blended/on-line for remote sites;
ECFD & ELE grad. Program predom. Online |
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Child Development Center: Guiding Principles
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Mandatory/
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exps |
Exam
Supports |
Techn Support | Financial/
Scholarships |
Research Opps | Student Organization | Course Delivery Systems | ||
Licensed & accredited | Clinical exp. For CFD, ECE, ELE students
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Opportunities for student workers, work study. | Faculty & student research facilitated | ||||||||
Counseling, Leadership, Special Ed:
Strives to develop culturally competent and ethical leaders and scholars in counseling and life-long education who are actively engaged in community, state, national, and global affairs. |
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Mandatory/
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exps |
Exam
Supports |
Tech Support | Financial/
Scholarships |
Research Ops | Student Organization | Course Delivery Systems | ||
COU faculty work in collaboration with Evangel University and local community trainer to provide this training to prepare COU school counseling students as Mandated Reporters This | Program faculty provide academic advisement to graduate students including information on needed Praxis exams for certification | Prospective Internship students meet as group prior to enrollment with Internship coordinator and program faculty to review internship placement options, paperwork requirements, and supervisor trainings | COU majors take a nationally normed, standardized comp. Faculty support study assistance/services through C.O.P.E. | Support professional development of SPE students by collaboratively developing, submitting and presenting research presentations (based on data from applied research projects) at national and state conference | Student organization plans activities for study groups, social gatherings, and fundraisers for community nee | COU faculty provide this training to prepare COU school counseling students as leaders in the school setting for Crisis Response. This is done through School Counseling Internship class and School Counseling Foundations | |||||
Greenwood:
Our mission is to support Missouri State University as a laboratory of best practices in teaching and to prepare students who are knowledgeable, creative, caring and engaged citizens.
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Mandatory/
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exps |
Exam
Supports |
Tech Support | Financial/
Scholarships |
Research Opps | Student Organization | Course Delivery Systems | ||
Multiple courses taught at Greenwood (ELE sci, eMINTS, EEM; EAD; etc)
Hispanic Initiative mtgs; Reading Academy;ECE grad. Recep.
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Pracicum = 1857 hrs per yr;
Observations = 1642 per yr; Student Teachers = 18 per yr; Remedial help for student teachers |
5th grade students used in SpEd testing course | |||||||||
Reading, Foundation & Technology:
Provide all students with the knowledge, skills, and dispositions to be successful professionals and to develop instructional leaders who use theory and research to inform and enhance their practice in a global, diverse, and technological society.
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Mandatory/
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exps |
Exam
Supports |
Tech Support | Financial/
Scholarships |
Research Opps | Student Organization | Course Delivery Systems | ||
1Portfolio training at technical & content levels.
2. . MAT students receive advisement in TWS procedure.
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1. Faculty provide personalized advising (outside of academic advising).
2. EDT non certification, MAT, and MSEd Lit. stds. receive advisement from program coordin |
1. MAT programs in West Plains and Joplin | Graduate programs provide field experiences (RDG 781 & 782;EDT 767; SEC 783 & 784) | MSED Literacy students must pass a comprehensive exam based on the coursework in their program. | SEC 302 and student teachers receive technical training for e- portfolio.
2. EDT non certification students receive Smart Board training to obtain Level I certification. 3. MAT students on every campus receive training in e-portfolio from Program Coordinators and course |
Students in the MSEd-Literacy Program, the
EDT non certification program, and MAT students are required to complete a thesis, seminar paper or research project to complete their degree. |
Rdg has online, blended, & f2f courses;
Rdg grad program entirely online. |
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Student Services:
A unit within the College of Education whose mission is to assist students in their academic progression through the Teacher Education Program. This office is responsible for administering the Office of Educational Field Experiences, the COE Advisement Center, and the Office of Teacher Certification/Compliance.
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Mandatory
Compensatory |
Advising | Off-Site/
Satellite |
Clinical/
Field Exps |
Exam
Supports |
Tech Supports | Financial/
Scholarships |
Research Opps | Student Organization | Course Delivery Systems | ||
BEARS-Beginning Teacher Assistance Program
FCSR (Family Background checks)
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Class scheduling-
Pre-registration
Monitor course prerequisites & process conditional overrides
Predict enrollment numbers/needs
Provide COE info to prospective stdts (OTC prestns, Visits to h.s. FEA’s
Process exception requests
Process scholastic Action appeals w/COE Dean
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Advise Lebanon ELE
completion program
Create admit lists for off campus stdts
Process exc. requests for off-campus stdts |
Practicum placement
Student Teaching placement
Oversee Tchr Aide Rule
Check & post trans.pts, |
CBASE
Regis info/ study guides
Provide test codes/post scores/ regis info –PRAXIS Ii
SchedulepromoteCBASE Wshop
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Troubleshoot-by help ing stdts post clinical logs, ckpts,
eportfolios |
Distribute
Info
Hire Grad Asst,stdt workers |
Post announcememts, meetings
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