Category Archives: Dean’s 2012 Task Force

Task Force on Faculty Workload: Report to Dean David Hough

Faculty Workloads, Stipends, Special Projects, Mentorship,

and Support for Grant Writing  Task Force

  1. 1.     What faculty teaching, research, and service activities have been given stipends/reassigned by COE over the past 3 years?
  • We utilized information from Fall 2011 – Fall 2012

Teaching:

  • Faculty report percentage assignments for teaching ranging from 30-100% (data include instructors and tenured faculty).
  • Workload percentages allow for 30-80% teaching for tenured faculty (per Provost policy).
  • No written evidence of overload compensation, anecdotal evidence contradicted written evidence.
  • Comparison of written and anecdotal evidence revealed differences in teaching assignments.
  • No teaching workload was provided for teachers at Greenwood.
  • No workload policy was found for Greenwood.
  • Program Coordinators have the option of being paid a stipend or choosing reassigned time. $1,800 -$3600 per year, including summer.
    • Per course per semester for 3 credits would =$2700 per semester/$5400 for 2 semesters.
    • Anecdotal information indicates this is a perceived inequity for Program Coordinators.

Research:

  • Faculty report percentage assignments for research ranging from 0-40% (data include instructors and tenured faculty).
  • Workload percentages allow for 10-60% research for tenured faculty (per Provost policy).
  • Reports did not include information on whether or not faculty are research active or not based on TLE.
  • A few faculty are receiving stipends for grant work.

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Task Force on Student Support: Report to Dean David Hough

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.

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Task Force on Enrollment Management: Report to Dean David Hough

COE Enrollment Management Task Force

October 15, 2012

Summary of Responses to Guiding Questions:

I. Programs with greatest need:

A. ECFD Master of Science (CEFS). A new and growing program cited by Graduate College as one of the top 3 graduate programs in terms of growth rate.

1. Additional faculty needed to continue growth.

2. Need to offer 700 level electives (currently only offering one per year due to faculty loads).

 

B. Undergraduate ELE and ECE (CEFS). Maintenance needs due to current very large enrollments.

1. Several faculty nearing retirement.

2. Additional faculty needed to meet current program needs

 

C. EAD Master of Science and Education Specialist degrees (CLSE). Programs need support for growth and maintenance of enrollments.

1. Assistance with recruitment due to shortage of faculty; faculty too few to meet all marketing opportunities.

2. Additional faculty needed in near future – some are close to retirement.

3. Quality support for adjunct professors.

4. Marketing assistance to compete against “Storefront” graduate programs.

 

D. SPE (CLSE).

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Task Force on Ancillary Projects: Report to Dean David Hough

Task Force on Ancillary Projects:

Report to Dean David Hough

Task Force Members: Melanie Kleeschulte, Kristi Perryman, Diana Piccolo, W Roy Roworth, & Eric Sheffield, Chair.

The Task Force on Ancillary Projects was charged with generally investigating the current status and future outlook of those projects more or less loosely connected to the College of Education, but not directly connected to any academic department per se’.  As such, our initial task was determining which projects fit that description.   In this report you will first find a listing and very brief descriptions of those projects.  Following those descriptions are task force recommendations for furthering the work of these ancillary projects.

Academy for Educational Studies (AES)

“The mission of the Academy for Educational Studies is to foster a community of inquirers and provide a public space for debate and dialogue about important questions in education.”

AES activities include hosting an annual conference (8th this year); an on-campus spring event; an online, double-blind, peer reviewed national journal (Critical Questions in Education); and, developing potential degree programs for the Reading, Foundations, and Technology Department.  The academy is fiscally self-sustaining.

Assistive Technology Demonstration Project (ATDP)

 “As an integral part of its pre-service teacher education program, the Assistive Technology Program of Missouri State University provides students with training in the use and maintenance of equipment that would be used with students having special needs.”

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Dean’s Diary For October 23, 2012

Dean’s Diary

For

October 23, 2012

“BACK to the FUTURE”

Memorial:

MSU and COE lost a dear friend last Friday.  Jim Craig was a 1943 graduate of Missouri State Teachers College and manager of the Better Business Bureau for 35 years.

I first met Jim over three decades ago, and we immediately became friends – literally for life. When I needed a motivational speaker for a special event, Jim always accepted . . . and brought the house down. His combination of humor and literary references was enjoyed by thousands during our 2007 commencement when he delivered his Honorary Doctorate of Humane Letters acceptance speech.

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