Chapter Two Appendices Academic Program Profiles
Download 3.94 Mb.
|
School of Education 
Department Chair: Gordon Jolley Contact Information: jolly@dixie.edu Browning Learning Resource Center Room 112C 435-652-7647 Description, Mission and Values:The mission statement of the Developmental Studies Department at Dixie State College of Utah is to facilitate and intercede on behalf of students who may be academically underprepared. The program empowers students to succeed in subsequent college-level coursework and to obtain their academic, career, and personal goals. As stated in the Dixie State College’s mission statement, “DSC is committed to open enrollment and developing students learning capabilities.” Developmental education is a vital component of DSC’s being an open admission institution. Placement scores determine which, if any, developmental courses a student must take to proceed to subsequent college-level students. Students are encouraged to take Developmental Studies classes early in their academic careers to help them succeed in other courses. The Developmental Studies Department offers preparatory courses in composition, math, reading, spelling, and study skills; also, the department offers First year Experience classes for students who have not declared majors. First Year Experience is an exciting program that provides incoming freshmen and transfer students with fewer than 24 credits the opportunity to explore Dixie State College and potential career choices, as well as develop the skills and knowledge that will help them be successful in college and beyond. In order to examine the Developmental Studies Department at DSC, it is important to see the larger picture of developmental education. The National Association for Developmental Education (NADE), of which the Dixie State College of Utah Developmental Studies Department is affiliated, lists as it motto the following: Helping underprepared students prepare, prepared students advance, and advanced students excel. NADE defines developmental education as “a comprehensive process that focuses on the intellectual, social, and emotional growth of all students. Developmental education includes, but is not limited to, tutoring, personal/career counseling, academic advisement, and coursework” (NADE website, fact sheet). Within that definition, NADE offers the following goals of developmental education. To provide educational opportunity for all individuals, appropriate to their needs, goals, and abilities To enhance the retention of students To ensure proper placement by assessing levels of academic preparedness To develop skills and attitudes necessary for the attainment of academic, career, and life goals To maintain academic standards while helping learners to acquire competencies needed for success in academic coursework To promote the development and application of cognitive and affective learning theory To facilitate partnerships between educators, employers, and the community at large (NADE website, fact sheet). Developmental Education at DSC facilitates and intercedes on behalf of students who may be underprepared by offering courses in composition, math, reading, spelling, ESL, and study skills. The department comprises five full- time faculty, one of whom is chair, six .74 contract faculty, and numerous trained adjuncts as demand requires. Developmental students are typical of the student body at large at Dixie State. We have returning adult students, returning veterans, workforce services students who are being retrained, single parents, young adults fresh out of high school. All of these students share a common characteristic: they are underprepared for college-level work and will typically take at least one, maybe two or three developmental courses in their early college career. Research indicates that students who take two or more developmental courses are at greater risk of not persisting in college. Mission and GoalsThe mission of the Developmental Studies Department at Dixie State College of Utah is to facilitate and intercede on behalf of students who may be academically underprepared. The program empowers students to succeed in subsequent college-level coursework and obtain their academic, career, and personal goals. Dixie State College of Utah helps students achieve their academic, career, and life goals. The college will provide Developmental Education that forms a foundation for success in either a work setting or lower-division coursework. After completing developmental courses and programs, students will: Persist to a second year (remain enrolled) at a level that is equal to or greater than the college’s general student population Demonstrate college-level competency in composition Demonstrate college-level competency in reading Demonstrate college-level competency in math Succeed in subsequent related college-level coursework. Short-Term Program GoalsDesign programs so that students have the opportunity to complete developmental coursework within one semester where possible Design programs so that students ideally have the opportunity to complete developmental coursework within one year Promote successful completion of first college-level credit course Assist students in adapting to college life and rigors Assist students in taking on the characteristics of successful students, i.e., study skills, time management, planning for a degree, etc. Short-Term Student GoalsComplete developmental work within one semester Complete developmental work within one year of enrollment Successful completion of first college-level credit course Adapt to college life and rigors Take on characteristics of successful students, i.e., study skills, time management, planning for a degree, etc. Course Syllabi Learning ObjectivesDevelopmental Education forms a foundation for success in either a work setting or lower-division coursework. Our common objective is to provide programs and coursework to help students achieve their academic, career, and life goals. The objectives for each course articulate with the departmental and college missions statements. See syllabi. Course syllabi are standard among the different sections of math, reading, and English courses. Adjunct and full-time faculty use common syllabi and adhere to the common learning objectives therein for consistency among sections of courses Possible Ways to Measure Students SuccessSuccessful completion of the sequential course at the college level with a C or better. A ten-percent increase in graduation rates for developmental students. Fewer revolving-door students and more who consistently – semester after semester – continue to work on academic credits (fall to fall retention). Minimal interference of developmental coursework with completion of an associate degree with three years and/or completion of a bachelor degree within six years. Student satisfaction surveys which indicate student has achieved a career or personal goal as a result of successful completion of developmental coursework. Unit Governance, Leadership, and Faculty:
Faculty Credentials:
Courses and Programs Offered: Placement and Progression in Developmental Courses
Assessment and Effectiveness: The math and English courses in the Developmental Studies department use pre- and post- tests to determine course effectiveness and student readiness. Faculty collect data and analyze the results to determine any changes that may need to be made to the curriculum. Also, the college’s Institutional Research Office collects data on student success in subsequent college-level courses where the developmental course is the prerequisite.Links Department Resources, Strengths, and Limiting Factors:Personnel: The Developmental Studies Department has an increased over-reliance on adjunct faculty (see the chart below). The last full-time English or math faculty member was hired in 1999, even though the college has seen exponential growth, especially in its underprepared students who enroll in developmental courses (see chart below). It is difficult to hire, train, and retain adjunct faculty in the program. There is a high burnout rate among adjuncts because the students are so underprepared and demanding. Also, programs like developmental math and developmental English are highly structured and require common testing and coordinated calendars among the faculty. This is a quality control issue, yet many adjuncts balk at the common course requirements and scrutiny. Also, a key factor to the success of a developmental program is a commitment on the part of the faculty to teach developmental students, and it is difficult to maintain a high level of commitment with the high turnover of adjunct faculty and the burnout of the full-time faculty. Also, the department is an aging department, and the faculty have discussed the need for recruiting new faculty with drive, ambition, and youth to help move the department into the future. Additionally, the department secretary is part-time, working only four to six hours a day, five days a week. With increased demands from the size of the department, the secretary position should be full time to help faculty work more efficiently.
Enrollment Numbers:
All numbers are based on end of term cohorts (summer included) and credit courses. FYE courses are included. AY11/12 data is not available at this moment. The following subjects and course numbers are used to compute headcount, SCH, and student FTE:
Percentage of Courses Taught by Full-time (FT) and Part-Time (PT) Faculty
Student Support: Students in the Developmental Studies department receive the same support provided to the general student population. They have access to the Disability Resources Center, the Tutoring Center, the Writing Center, the Wellness Center, and advising. The department hired a .74 lecturer/advisor in August 2011 to assist with developmental students and their transition into college life. Facilities and Equipment: The majority of English 0990 and 0995 courses are taught in the Browning Learning Resource Center. The classrooms have a maximum capacity of 22 and are quite small. The English 0470 and 1470 courses are taught exclusively in the Browning Learning Resource Center in a small classroom with a capacity of 20. These classrooms are claustrophobic for many students and faculty, and the heating and air issues cause the classrooms to bake in the late afternoon and early evening. However, the limit of 22 and 20 students in these courses falls within researched guidelines for best practices in developmental education, insuring a better student-to-faculty ratio for increased student success. The developmental math courses are taught in classrooms all over campus and have varying capacity. The seat limit in the developmental math classes is usually determined by the classrooms the courses meet in. Typically, the seat limit is 45. The department purchased new chairs and tables for the Browning Learning Resource Center classrooms on the first floor within the last five years, and this has greatly helped the look and feel of the classrooms.
Plans for the Future:The Developmental Studies Department continues to work on improving curriculum to meet students’ needs and to help students succeed in subsequent college-level courses. It is important for faculty, both full- and part-time to work toward common curricular goals and to help developmental students meet their academic, life, and personal goals. In order to help students succeed, the department does require additional full-time faculty who are committed to teaching developmental students. When the Tutoring Center and the Writing Center move from the Browning Learning Resource Center to the new Centennial Commons, the Developmental Studies Department would like to remodel the large open space and have a more functional computer lab for its developmental reading and writing courses. Curriculum reviews in the department should lead to new methodologies and new uses of technology in the developmental courses. Continued budget increases would help our department meet students’ needs more effectively. Attached is a chart indicating revenues and expenditures for the latest budget year.
Total Expenditures 2011-2012: $25,121.57
Department Chair: Brenda Sabey, Ph.D. Contact Information: 140 EDFAM, 435-652-7841, sabey@dixie.edu Description, Mission and Values: Description of DSC Bachelor’s of Science in Elementary Education Program The Elementary Education Program of Dixie State College of Utah is located within the Department of Education administered by the School of Education. This four-year program prepares students to teach in Grades K-6 in elementary schools in the State of Utah and results in a bachelor’s of science degree and a Utah State Office of Education teaching certificate. Additionally, the program provides an in-depth examination of the pedagogy of teaching ESL students. This unique component of the program allows graduates to earn the additional ESL endorsement from the Utah State Office of Education. The faculty in the Elementary Education program is responsible for creating and maintaining a high quality, research- based, practicum-rich, curriculum that meets institutional goals, as well as the demands of Washington County School District. The program received national accreditation with the Teacher Education Accreditation Council (TEAC) in September 2010. The Elementary Education program serves a student population that represents diverse educational, ethnic, national and economic backgrounds. The students are required to apply for the program and go through a rigorous admissions process. The students are required to have completed a series of prerequisite courses, participate in a small group interview, complete a basic skills test, earn a 2.75 overall GPA and a 3.0 GPA in the pre-requisite courses, write an essay, and provide three recommendation. The program admits a new cohort of up to 35 students each semester. When they are accepted, they must pay a non-refundable fee to pay for administrative costs, mentor teacher stipends, mileage for supervision, nametags, etc. Description of DSC Secondary Education Teaching (SET) Licensure ProgramThe Secondary Education Teaching (SET) Licensure Program of Dixie State College of Utah is located within the Department of Education administered by the School of Education. This program prepares students to teach in Grades 7-12 in middle, intermediate, junior, and secondary schools in the State of Utah and results in a Utah State Office of Education teaching license. The faculty in the SET program is also responsible for creating and maintaining a high quality, research-based, practicum-rich, curriculum that meets institutional goals, as well as the demands of Washington County School District. The SET program received national accreditation with the Teacher Education Accreditation Council (TEAC) in September 2010. The SET program serves a student population that represents diverse educational, ethnic, national and economic backgrounds. As with the elementary applicants, the SET students are required to apply for the program and go through a rigorous admissions process. The students are required to have completed a series of prerequisite courses, participate in a small group interview, complete a writing test, earn a 2.75 overall GPA and a 3.0 GPA in the pre-requisite courses, write an autobiographical essay, and provide three letters of recommendation. The program admits a new cohort of up to 30 students each Fall semester. When they are accepted, they must pay a non- refundable fee to pay for administrative costs, mentor teacher stipends, mileage for supervision, nametags, etc. Mission of DSC Education ProgramsThe mission of the Education Department is the development of competent, caring, and qualified educators by ensuring that candidates demonstrate professional abilities in academic and pedagogical knowledge and the skills and dispositions of reflective practitioners. In order to develop these qualities, the DSC Education degrees and programs include: (a) a competitive selection process to identify highly-qualified candidates; (b) academic rigor through curriculum and assessments; (c) technology tools to enhance teacher work and student learning; and (d) multiple practicum and student teaching experiences in the local school district monitored by experienced teachers and college supervisors, thus addressing the DSC core themes of developing cultures of learning, values and community. For more information, the DSC Department of Education website can be accessed at http://www.dixie.edu/education/. ValuesThe three core themes, Culture of Learning, Culture of Values, and Culture of Community, in essence, describe the values embraced by the faculty in the Department of Education. Culture of Learning: The DSC Department of Education faculty value life-long learning. Multiple professors are working towards doctorates and others are staying current in their fields through conference presentations and professional organization service. In regards to students, faculty members are committed to providing instruction that supports all program students’ needs. Many hours are spent meeting with students, refining instruction, revising curriculum, reviewing research – focusing on what’s best for the students and their success in learning the art of teaching. Culture of Values: The DSC Department of Education values the DESERT teaching standards as the necessary skills and knowledge that all program participants much achieve. They are based upon the INTASC teacher standards and the Utah Teaching Standards, as well as the TEAC (national accreditation for teacher education programs) principles. They are: Teaching Standards D-Diversity (DM1):Teacher candidates understand that diversity differences (e.g., race, gender, ethnicity, culture, exceptionalities, sexual and/or religious differences) affect learning. Teacher candidates use culturally responsive curricula and teaching that meet the needs of all students. ffective Pedagogy (DM2):Teacher candidates create effective and meaningful instruction for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology. Teacher candidates create effective and meaningful assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology. Teacher candidates use the instruction they have designed to successfully provide instruction. Teacher candidates assess whether students can demonstrate the intended outcomes. ubject Matter (DM3):Teacher candidates exhibit a strong knowledge of the subject matter they will teach. Teacher candidates facilitate the acquisition of that subject matter knowledge in their students through appropriate instruction. nvironment (DM4):Teacher candidates create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students. eflective (DM5):Teacher candidates are active learners and reflective practitioners, individually and with their colleagues. eaching Dispositions (DM6):Teacher candidates foster and demonstrate caring and professional relationships with students that focus on acceptance and attention to their educational needs. Teacher candidates foster relationships with colleagues, families and the community at large to support student success. Culture of Community: The DSC Department of Education faculty value the partnership they have with Washington County School District. The district has supported DSC in multiple ways and is valued highly by the faculty in the department. The DSC students are welcomed into the schools to learn from the faculty, staff and administrators. Mentor teachers spend much time with DSC students, coaching and providing feedback. Additionally, principals and teachers are encouraged to provide input regarding program effectiveness. Before changes are made, the insights of the people from WCSD are sought and considered. This is a critical relationship for the program and every effort is made to maintain the strength of this partnership. Unit Governance, Leadership, and Faculty:The faculty members of the Department of Education are committed, highly qualified individuals. They come from an array of K-12 public school backgrounds including elementary and secondary teachers, school and district level administrators, and counselors. The faculty members are committed to lifelong learning and they demonstrate this commitment by continuing their own learning. Three faculty members are currently working on finishing their doctorates. Several professors have made presentations at state and national conferences, including presentations at AERA, one of the most prestigious research conferences in the field. In addition to their own learning and teaching, the faculty members are good campus community members. They serve on the faculty senate, chair and serve on numerous campus committees, as well as helping to maintain the quality of the teacher education programs. Two of the faculty members planned and presented the New Faculty workshops for a period of time. Another two faculty members from the education department are serving on the Accreditation Steering Committee for Dixie State College. They recognize their roles in contributing to the success of the institution and the department. Above all else, they stay focused on what is best for students.
Courses and Programs Offered:Bachelor’s of Science in Elementary Education The Elementary Education program is an upper division application-only program within an open-door institution. It provides a series of courses, both content and pedagogical in nature, which meet the state requirements for teacher certification and ESL endorsement and the national standards for teachers. In 2008, the program was adjusted to accommodate a K-6 focus for certification in response to a new licensure option by the Utah State Office of Education (USOE). There were multiple reasons for this licensing change that included: (a) approval of the new SET program with 7-12 grades licensure in specific content areas which eliminated the need for 7-8 grade elementary certification; (b) the local school district was experiencing a shortage of certified kindergarten teachers; and (c) provided DSC elementary education students with early childhood (Kindergarten) certification and future job opportunities in this grade level. The program consists of 125 credit hours (63 general education and 62 program). The following outline shows the sequence of courses for the Elementary Education Program (K-6) at Dixie State College of Utah:
The Praxis II Content Test for Elementary Teachers must be taken and passed before students will be recommended for licensure. Website: http://www.dixie.edu/education/elementary_education.php DSC Secondary Education Teaching (SET) Licensure ProgramThe SET program is an upper division application-only program within an open-door institution. It provides a series of courses, both content and pedagogical in nature, which meet the state requirements for teacher certification. The SET program consists of 39 credit hours and must be paired with a USOE-approved content bachelor’s degree. Currently, a student at DSC can earn a secondary teaching license within the following content areas: Biology, Integrated Science, Physical Science Composite, English, Math, Music, and Theater. Additionally, the SET program is available to students who have earned a bachelor’s degree in an approved content area previously, and would like to earn a teaching license in order to teach the content in the public schools. The following outline shows the sequence of courses for the SET Program at Dixie State College of Utah:
Note: Content Methods Courses may have different course numbers in content areas. PROFESSIONAL SET SEMESTER I (12 credit hours) SCED 4900 Secondary Student Teaching (10) SCED 4989 Student Teaching Seminar (2) The Praxis II content test must be passed and all coursework must be completed prior to the student teaching semester. Website: http://www.dixie.edu/education/secondary_education.php. Assessment and Effectiveness:Assessment is an integral and essential component of both the elementary education program and the SET program and impacts decisions throughout the entire program. Assessment begins in the selection process as GPA (both overall and pre-requisite), basic skills competencies, and dispositions are all evaluated. It continues with course-level assessments that vary from traditional testing to performance-based assessments, utilizing both quantitative and qualitative data. As students are nearing the completion of their programs, they must provide solid evidence that they have met the DESERT teaching standards (learning outcomes). They accomplish this through successfully passing the state-required Content Praxis II test, as well as preparing a Teacher Work Sample (TWS) and an e-portfolio, both of which are based on the DESERT standards. Finally, a student teaching final evaluation was completed. These program level assessments provide multiple lines of evidence that the students are able to teach effectively so that children will learn. Both programs recently completed the process of becoming nationally accredited and were successful in their efforts. Through the process of attaining national accreditation, the faculty comprehensively reviewed the data collected across the years to determine if any program changes were necessary. In addition, one finding from the accreditation team was the assessments needed some revision to more closely align them with the DESERT standards (learning outcomes) and to be more sensitive to differences in performance. We contracted with a program evaluation specialist and over the past year and a half, have revised all program level assessments. We are currently piloting them.
Major Changes and Significant Trends:The last five years have brought major changes to the Department of Education. The SET program was approved in 2008. Also, in 2008, the Utah State Office of Education created an additional elementary licensure area that would cover kindergarten through sixth grade. As the need for certified kindergarten teachers was high in Washington County, and the Secondary program (grades 7-12) had just been approved, the decision was made to revise the curriculum to prepare teachers for a K-6 license, instead of the 1-8 license. This required the addition of some early childhood coursework within the program. Over the last three years, some pre-requisite courses have been revised to be taught online or as a hybrid/blended course. This effort is increasing as faculty members are seeing the possibilities for an additional mode of instruction. The focus will initially stay on the pre-requisite courses (non-practicum courses). A significant change in organizational structure also occurred over the last five years. The Division of Education, located in the School of Arts and Letters, was made into the School of Education in Fall of 2010. The School included the Department of Education, Department of Developmental Studies Department of Integrated Studies, and Department of Family and Consumer Science (including Physical Education, Health and Recreation). Also, some significant trends have been noted. The elementary education program has very high completion rates. The cohort model of the program is a large part of this success. Students become their own learning community and support one another. The reasons for non-completion are generally financial, change in residence, or choice of another major. Only one student has been dismissed from the program for lack of academic effort and success. The secondary program rate of completion is somewhat lower. This could be attributed to the quasi-cohort model (not bound to a cohort) or growing pains of a new program. Students in both teacher education programs have maintained high GPA’s. This is in large part a result of the Department policy that students must maintain a 3.0 GPA each semester they are in the program. If they fall below that, they are put on academic probation for one semester, and given a chance to refocus and improve their academic performance. This academic standard has resulted in two (2) teacher education students being selected as DSC valedictorian over the last 10 years. A less than positive trend that has become apparent is the reverse in ratio of full-time faculty to adjunct/part-time faculty. As the economy improves and funding increases, this will be an area of focus for the department administration. Department Resources, Strengths, and Limiting Factors:Some of the accomplishments/strengths of the Department of Education are: The greatest source of pride for the Department of Education is the stellar students! Anecdotal feedback from principals indicates DSC teacher education graduates are highly sought after and there is great satisfaction in their performance. Another source of pride is achieving national accreditation with the Teacher Education Accreditation Council (TEAC). It was an arduous process, with much debate and discussion and hard work, but in the end, the faculty agree the program is stronger. The Department of Education has excellent advising and practicum/student teaching placement and support. The faculty who are responsible for supporting our students are excellent and committed to meeting the needs of the students. From the beginning, teacher education programs have enjoyed a great deal of support from the main administration. They have indicated they value the Department of Education and what it contributes to the College overall. On the other hand, there are some challenges. The Department has run out of space. Faculty members are sharing offices and there is no space for students to gather for study or socializing. Additionally, faculty members do not have a space available to meet together and discuss confidential issues, research, program data, etc. There have been plans for moving the department to a larger location. However, finding funding for remodeling or even refreshing is up in the air. It’s always a challenge to keep up with technology. There is a constant expectation that teacher education students are being prepared to teach their students about technology. It’s a constant concern. A goal of the department is to hire enough full-time faculty so all faculty can play a more involved role in supervising student teachers instead of hiring clinical adjuncts. And finally, the faculty would like to have the resources to arrange for international and urban student teaching experiences. Plans for the Future:The overall goal for the future is to maintain a high quality teacher preparation program in order to meet the needs of the community and region, and therefore the students. Attention to maintaining national accreditation will be at the forefront. Refining the program assessment plans will provide more confidence in the data, analysis and conclusions. Regular review of curriculum will help maintain currency and relevancy for the field. Keeping the partnership with Washington County School District strong is imperative. And finally, the Department of Education at Dixie State College is committed to doing whatever is necessary to provide students with a superior preparation in becoming a teacher.
Department Chair: Linda M. Wright, lwright@dixie.edu Contact Information: EDFAM #131 435-652-7866 Description, Mission and Values:The Family and Consumer Science (FCS) department at Dixie State College of Utah consists of two separate but interrelated curricular areas: Family and Consumer Science – Early Childhood Education; and Nutrition and Food Science Currently administered under the School of Education, these disciplinary areas of focus are unique in depth and breadth, providing comprehensive transfer of curricula to specific four year degree programs, general education experiences and critical skills development toward life, academic and career goals. The program includes lower division and community education courses. The Family and Consumer Science department provides an associate’s degree in Early Childhood Education (ECE). This program was designed in a ladder approach to prepare students with the knowledge and skills that are essential when working with young children in a variety of roles and settings. The program was approved in September 2007. Students were first admitted into the program fall, 2008. The ECE Degree prepares students for entry level work in the field of Early Childhood Education. The Associate’s Degree is not a professional degree, but it does qualify graduates to work in a variety of child care and educational settings. Graduates can become teachers in the federally funded Head Start programs. They can work in day care settings as lead teachers and even directors. They can start their own home private day care program or preschool. The can work in various agencies that provide services for young children, such as The Learning Center for Families, which provides intervention services for developmentally disabled infants and toddlers. The Washington County School District is now operating preschool classrooms within many of its elementary schools and graduates can find employment in these schools. The Family and Consumer Science department is growing and serving general education needs of an increasing number of students, consisting of a diverse population representing various age, educational, ethnic and economic backgrounds with equally diversified end goals. Human Development Across the Lifespan (FCS 1500) and Family Relationships (FCS 2400) meet general education requirements for Social Science. Scientific Foundations of Nutrition (NFS 1020) meet general education requirements for Life Science. The Family and Consumer Science courses help students to achieve their goals by: Providing students with real-life application of concepts and challenges in each of the FCS area of focus. Encouraging students to apply context relevant concepts of human growth and development to a variety of everyday social experiences in living and family interactions. Providing foundations for life skill development in crucial areas of Nutrition, Family Relationships, and Human Development. Application of skills and processes to achieve optimal well being and facilitate sustainable environments for human activities. Lower Division Education and General Goals: Provide course work that helps students prepare toward completion of an associate’s degree in Early Childhood Education. Welcome all students, regardless of age, ethnicity, educational or economic background. Help students complete lower division requirements and course work in preparation of transfer to baccalaureate programs. Provide general education classes in the social and life sciences that enable students to complete college- wide general education requirements. Maintain specific and consistent course objectives aimed at the expansion of the students’ understanding of human growth and development in a multi-cultural society. Equip students with practical skills designed to improve decision-making relevant to academic, career, and life challenges. Unit Governance, Leadership, and Faculty:The Early Childhood Education program is supported by one full time faculty member. Two additional full time faculty members teach half time in Early Childhood Education. The program is also currently supported by eight adjunct faculty members. One part time staff employee assists the program. All full time faculty members participate in institutional committees and councils as well as being involved in community education efforts.
Courses and programs offered:Courses offered in the Family and Consumer Science department support the Early Childhood Education associate’s program. These courses include the following: Human Development through the Lifespan, Family Relationships, Child Guidance Based on Developmental Theory, Planning Creative Experiences, Partnering with Parents, Introduction to Early Childhood Education, Child Development Birth to Eight, Practicum in ECE, and Early Intervention series. Partnerships with The Learning Center for Families and the Washington County School District Title 1 preschool program are being implemented. Other elective courses in the FCS department that continue to have full enrollment each semester include: Fashion Sewing, Self Protection for Women, Balancing Stress, Basic Food Preparation, Culinary Arts, and Introduction to Interior Design. The Fashion Sewing classes include instruction for beginning, intermediate, and advanced levels. A Fashion Sewing club meets weekly. These classes prepare students for further education in design and fashion school programs. Assessment and Effectiveness:In completion of the degree requirements and earning of the associate’s degree, the FCS Department verifies that students have both the academic background and the skill development to work successfully in the above mentioned settings. The FCS department emphasizes multiple measures of student competence in order to ensure adequate mastery of the conceptual knowledge, discipline practices, and vocational preparation. Students succeed in traditional academic activities such as tests, academic papers, oral presentations, and case studies. Students also participate in the DSC Preschool Lab to demonstrate proper technique in guiding young children, in curriculum design and implementation, in working with parents, and in ethical practices with colleagues and families. Students provide artifacts of these activities in each course. The capstone experience for the prospective graduate is the Practicum in Early Childhood Education, which requires 140 hours of placement in a supervised early childhood setting. The Practicum requires the student to demonstrate effectiveness as an early childhood educator. The student is evaluated by the supervising faculty member and the director of the preschool setting. A portfolio is completed by each student that provides examples of student success in the competencies required by the degree. The best measure of program effectiveness is the success of the graduates. At the time of this review the department has had only a handful of graduates. It has taken about three years for the degree to get some traction. The program graduated three students in the Fall of 2011. There are at least three more enrolling in the Practicum in the Spring of 2012, and the entry level classes all have pretty stable enrollment patterns. As there has not much history with placement of graduates, only the few graduating students can be tracked. One is enrolled in the Psychology BA at DSC. One is already working for The Learning Center for Families. Another intends to enroll in the ECE Bachelor’s at Utah State University. The Spring graduates include a director of a large licensed day care facility, another student that has already been offered a job in a day care, and two students who hope to open private preschool programs in their own homes. One Practicum student has failed to complete the course requirements, so a degree was not awarded. Major Changes and Significant Trends:The Family and Consumer Science Department has made several significant changes in the past five years. The Early Childhood Education Associate’s Degrees were added in 2007, expanding offerings and renewing classes that had not been taught in years. In response to college growth, the department has tried to answer the call for more sections of the General Education offerings in the department by offering FCS 1500 Human Development, FCS 2400 Family Relationships, and NFS 1020 Scientific Foundations of Nutrition. While the ECE Associate’s Degree in Science/Arts and the ECE Applied Associate’s Degree were approved in the Fall of 2007, they were not implemented until credentialed faculty in the person of Dr. Cari Buckner was hired in the Fall of 2008 as a half-time faculty member in FCS to help deliver the ECE courses. Dr. Buckner reworked a course not offered for some years, FCS 2600-Introduction to Early Childhood Education. FCS 2620 Planning Creative Experiences for Young Children, another course not taught for years, was reopened and staffed with an adjunct faculty member. A course that had been approved years before but never taught for lack of a degree was finally developed and offered for the first time in the Spring of 2009 (FCS 2640 Partnering with Parents). So, finally, by late 2009 the program had offered all of the courses listed in the Associate’s Degrees. In addition, a strand of the Associate’s Degrees that had been proposed to the Curriculum Committee and approved, Early Intervention, was adopted by the Baby Watch Office, which certifies Early Intervention Specialists. The classes needed to fulfill the requirements for Baby Watch, were taught for the first time in Fall of 2010. In order to see a graphic representation of how the degree program has evolved over this time, see Table I, below:
Another very important development over the past five years relates to institutional enrollment increases. DSC has been the fastest growing institution of higher education in the state over the past five years, in large part due to the economic recession which began in the summer and fall of 2007. This is a predictable pattern; when the economy falters, people go back to school to upgrade employability, change careers, etc. The other piece of the predictable pattern is that new hires during a recession are minimized in response to the budget deficits at the state level. It’s a reality in higher education that when the economy is doing well, enrollment modifies or slows, so the state doesn’t want to release money to hire more faculty. And, during recession, enrollment goes up, but there isn’t money to hire more faculty. This pattern often results in inadequately staffed departments trying to offer enough classes to satisfy the demand. Yet the growth has been extraordinary, and the college advisement office has been clamoring for more and more of the department’s General Education Courses: FCS 1500-Human Development through the Lifespan, FCS 2400-Family Relationships, and NFS 1020-Scientific Foundations of Nutrition. As the FCS Department has barely over three full-time faculty members, there have been a growing number of adjunct faculty members employed to teach sections of these GE courses. We are discovering in our faculty observations and evaluations that the adjunct faculty members, while academically qualified to teach the courses, often lack the depth and training in teaching to provide the same high quality experience for college students as the full-time faculty members. This is a concern that needs to be addressed by the administration. Department Resources, Strengths, and Limiting Factors:In the fall of 2009 through spring of 2011, ECE received grant monies that made it possible to receive many valuable resources that could be used to improve the program. To improve classroom instruction, the program acquired a new computer and Elmo in 111 EdFam. It received financial support that provided the opportunity to send instructors to the NAEYC (National Association for Educators of Young Children) national convention in Anaheim, California. Monies were also used to purchase materials that assist in improving instruction in the Dixie State College Preschool as well as providing hands-on teaching experiences for Dixie College students. These additions included touchscreen computers, educational computer programs, Nooks, dramatic play prop boxes, and a variety of resources to improve literacy instruction. Strengths: The program has a knowledgeable faculty and staff who work well together in creating and sustaining the best possible experience. The program supports the development of knowledge and skills of college and preschool students in their educational experience. Tim Eicher is primarily responsible for the creation of Early Childhood Education. His knowledge and expertise has been instrumental in developing a program that effectively prepares students for early childhood careers. His efforts and guidance as well as other faculty and staff members continue to improve Early Childhood Education while establishing relationships with groups in the community such as The Learning Center for Families and Washington County School District preschool classrooms. Enrollment numbers of students in the Early Childhood Education program have increased over the past two years. A color brochure has been created and distributed to high schools across the state and preschools in the Washington County area to recruit students to the program. An interactive website has also been built to inform potential students about the ECE program. http://www.dixie.edu/fcs/ece_degrees.php Limiting Factors:Personnel: Discussions are ongoing regarding the possibility of having a teacher in the preschool that is actually an ECE faculty member. This teacher would model instructional strategies that are being taught in the college classroom. As the ECE program grows, we would need to add highly trained teachers in the preschool who would also instruct Dixie State College students. Facilities and equipment: As ECE enrollment numbers continue to grow, it will be necessary to add preschool classes for children ages three and four and ages two and three. This would require more building space as well as all of the resources necessary to create a state of the art preschool for these additional age groups. Technology: The program has acquired some new types of technology for children to use in the preschool such as touch screen computers and Nooks. Technology in education is always improving and advancing. In order to provide the best degree possible for ECE students, students need technology equipment that enable preschool students as well as college students to be prepared for their future. Institutional Support: Many potential students who would like a degree in Early Childhood Education don’t enroll because they elect to obtain a four year degree in elementary education, psychology, or other fields. Some students transfer to other universities where four-year degrees in ECE are offered. Program faculty believe they could retain more students in this degree if it were offered as a four-year degree. Plans for the Future:Plans for the future of ECE include: Creating and implementing a new course addressing the instruction of preschoolers with special needs. Creating and implementing a new course addressing the development of oral language and literacy skills. Recruiting more students to enroll in this degree. Creating an ECE bachelor degree. Adding more preschool classes. Having preschool teachers be ECE faculty members. Becoming an accredited ECE program.
Department Chair: Linda M. Wright Program Head: Kelly Smith Smith_k@dixie.edu Contact Information: Gym 201 435-652-7784 Description, Mission and Values:The Physical Education and Health Recreation (PEHR) area is part of the Family and Consumer Science department. PEHR is committed to educating the whole person. Dixie State College physical education classes teach students the benefits of life-long, wholesome physical activity. A wide variety of courses are offered to suit interests and needs of students. Lower division and community education courses are provided for students. Please see http://www.dixie.edu/pehr/index.php for further information. All PEHR courses have the following objectives; Enhance development of physical, mental, social, and emotional well-being through physical education; Be supported to develop personal, lifelong commitment to physical activity for the long range health benefits; Develop competencies in athletic activities that will bring greater satisfaction to participation in athletics; Demonstrate an understanding of physiology that promotes safety in physical exercise; Develop a fitness plan pertinent to the physical activity of the course, as applicable. Unit Governance, Leadership, and Faculty:The PEHR courses are supervised by Kelly Smith. Kelly is the only full time faculty member in the PEHR area. Kelly is a tenured faculty member with a Bachelor’s degree. He has served on many DSC committees such as professional development, workload, awards, and search committees. PEHR activity classes are also taught by 29 adjunct instructors. The adjunct instructors have a minimum of a Bachelor’s degree or activity certification. Courses and programs offered:The following activity courses are provided in PEHR: aerobics, yoga, triathlon training, weight training, tennis, racquetball, disc golf, golf, bowling, basketball, volleyball, soccer, water aerobics, Tai Chi, Kung Fu, climbing, backpacking, outdoor recreation survey, freshwater fishing, primitive survival skills, outdoor cooking, and mountain biking. In addition, lecture courses in PEHR include: first aid, athletic community engagement, exercise science, sports performance and behaviors, intro to recreation management, and sports marketing, game management, and promotions. Certificates are available in the following areas: first aid, CPR, scuba diving, and lifeguarding. Assessment and Effectiveness:Assessments are established through participation, skill development and testing. Testing is accomplished through skill demonstration and written tests. Pretests and posttests are given each semester for all activity courses. All PEHR courses have standard objectives in addition to course related objectives. Major Changes and Significant Trends:Significant changes over the last five years include increased number of courses offered and student enrollment. The following chart indicates these increases. Total Classes Offered Enrollment Numbers
Department Resources, Strengths, and Limiting Factors:Personnel: With one full time faculty member, it has been a challenge to accommodate the significant growth in PEHR. It is also a challenge to train and supervise approximately 29 adjunct faculty to meet our enrollment needs. More full time faculty members are also needed to provide student advising. Student Support: Without a PEHR degree program or GE related requirements, the increased student enrollment has been based on student interest in activity courses. An increased interest in DSC intramural sports has also correlated with an increase in activity courses. The increase of participation in intramural sports also enhances student sociability. Facilities and Equipment: In order to accommodate the increased number of classes and students more facilities and equipment are needed. Specifically, gym space, fitness space, racquetball courts and classroom space are needed. Technology: Continued updating with technology resources is vital to all classroom settings in PEHR. Institutional Support: Increasing full time faculty and available space are the greatest needs in the PEHR area. Plans for the Future:A PEHR Bachelor’s degree would be beneficial for students at DSC. Developing the program with various emphases to meet student interest and employment possibilities could include: health, exercise science, sports medicine, athletic training, recreation management, secondary licensure, and coaching.
Integrated Studies Department Chair / Program Director: Darl Biniaz Email: biniaz@dixie.edu Telephone: (435) 652-7813 Department website: http://www.dixie.edu/integrated/ PROGRAM DESCRIPTION, MISSION AND VALUESDescription: The Integrated Studies (IS) program at Dixie State College of Utah provides opportunities for students to earn a bachelor's degree different from traditional, discipline-specific programs. Initially developed in 2008 as a degree completion option for students with mounting credit numbers in a variety of disciplines, the IS degree has developed into a successful stand-alone program. During the last three years, the program has produced more than 150 graduates (as of Spring 2011), and the total number of declared majors has more than doubled. The IS degree offers students a unique path to gain skills and competencies necessary to succeed in their chosen careers. By combining coursework from different disciplines, students can determine and manage their educational growth in ways not available in traditional academic degrees. If, as studies suggest, the primary value of a baccalaureate degree is the degree itself, over and above the field of study, then the IS degree, with its flexibility in content-area learning, may provide a viable and practical option. The program offers students the flexibility of developing a major program of study that will uniquely suit their personal and professional goals. It presents the advantages of a liberal arts degree while allowing students to combine basic knowledge and explore relationships between two academic or professional fields. This approach enables students not only to assume greater responsibility and ownership of their major areas of study, but also to gain knowledge and skills tailored to a specific career or professional pursuit by expanding their training beyond a traditional, discipline- specific curriculum. Integrative, interdisciplinary study involves bridging traditional academic boundaries to examine the relationships between various disciplines. This approach challenges students to recognize the distinct methodologies and practices unique to different fields of knowledge and to appreciate the significant ways that knowledge results from interactions among these fields. A successful IS program will produce students who understand that learning, itself, is interdisciplinary and integrative in nature and who can identify significant connections between disciplines and incorporate them into their education, work, and life. Mission and Values: The mission of the Integrated Studies program is to foster the development of critical thinking skills, effective problem-solving skills, and an appreciation of academic pursuits. IS graduates will enter society and the work force with the ability to identify and resolve complex issues – a critical skill which is sought out by employers and graduate program admission committees. PROGRAM GOALS AND OUTCOMESProgram Goals: Upon successful completion of the Integrated Studies program, students will: Understand the nature and process of interdisciplinary integration. Appreciate the unique advantages of integrative research and learning. Recognize how interdisciplinary-based research provides important knowledge and insight into complex problems and issues. Understand the nature of disciplinary research and scholarship. Identify the distinct theories, epistemologies, methods, concepts, and assumptions of their two declared academic disciplines. Conduct scholarly research and writing in two academic disciplines. Demonstrate integrative understanding of a topic, problem, or phenomenon from at least two disciplinary perspectives. Program Outcomes: While pursuing an Integrated Studies degree, students are challenged to examine each of their two disciplines and learn to recognize the distinct perspectives, epistemologies, methods, assumptions, and contributions of their individual disciplines, then to use that understanding to pursue effective integration and interdisciplinary work. Students also learn to recognize the distinct characteristics and advantages of traditional academic disciplines in order to utilize those strengths in interdisciplinary work. Pursuant to the stated goals of the program, students conduct research in professional literature related to discipline-specific fields and synthesize that research into written work; collaborate on problem-solving projects in which they apply integrative approaches to common themes and issues; read and discuss academic and professional literature, employing critical thinking skills and a more integrated approach to learning than commonly found in academic disciplines; use independent and group research to complete assignments that illuminate the characteristics of individual disciplines and projects that focus on ideas generated at the intersections of integration; and produce an extensive archive of research and resources; produce a research project addressing an issue which represents the intersection of their two areas of emphasis. UNIT GOVERNANCE, LEADERSHIP AND FACULTYThe Integrated Studies department is housed in the College of Education and Family Studies, along with Elementary and Secondary Education, Early Childhood Development, and Developmental Studies. The IS department chair is one of the developers of the IS degree at Dixie, which lends to consistency in mission and strategic planning. He participates on the Curriculum Committee and Undergraduate Research Committee. He is the only IS employee who serves on committees, as he is the only full-time faculty member in the department. The IS unit is currently comprised of one full-time department chair, one instructor (.74 contract), two lecturer/advisors (.74 and .50 contracts), one adjunct, and one program advisor (.50 contract).
COURSE AND PROGRAMS OFFEREDThe IS program offers Baccalaureate of Arts and Baccalaureate of Science degrees. Student complete 18-34 credits in each of two chosen areas of emphasis, while also completing IS core courses. Because students’ chosen combinations of emphases vary, students’ educational experiences will also vary. Students will often choose emphasis combinations based on career goals and/or personal interest. Many of DSC's current baccalaureate programs are represented in the array of emphases offered: Art, Biology, Business, Communication, Computer & Information Technology, Criminal Justice, English, Mathematics, Music, Psychology and Theater. In addition, the Integrated Studies program provides students the opportunity to pursue disciplines not currently available in bachelor's programs at DSC, including History, Management & Operations, Military Science, Sociology, and Spanish. ASSESSMENT AND EFFECTIVENESSIn the Fall of 2011, we surveyed IS students who graduated from the program between Fall 2009 and Spring 2011. The survey gathered data about graduate school application/acceptance rates, career information, and student opinions about the program. (Results are available upon request.) As a relatively new program on campus, we are submitting our first three-year program review this year. Our primary means of assessing program effectiveness and success is through an analysis of the proficiency of senior projects. Our core is structured so that students receive a rigorous immersion in interdisciplinary learning, practice, and scholarship; experience a semester-long interdisciplinary perspective on a suitable topic; research extensively on an approved senior thesis topic; and complete their senior thesis. We also consistently modify individual core courses in order to improve student outcomes in individual core courses. MAJOR CHANGES AND SIGNIFICANT TRENDSOver the past four years, the Integrated Studies program has grown significantly. When created in 2008, less than 15 students initially matriculated into the program. Enrollment in the IS program has since grown to over 700 students, which has become one of the most popular programs on campus. Many changes have been made to program to better serve the needs of the students and increase viable educational outcomes. These changes include the following: The core curriculum has been modified by changing the introductory Interdisciplinary Studies course to upper division credit and adding an Interdisciplinary Senior Research course (INTS 4900) that better prepares students for their senior project. There has been a modest increase in the number of faculty (part-time, non-tenure track) positions Individual emphasis areas have been reworked and streamlined, and new emphases have been added. A minimum grade restriction was placed on all core and emphasis courses. DEPARTMENT RESOURCES, STRENGTHS, AND LIMITING FACTORSStrengthsAccording to a 2011 survey of IS graduates, a large percentage of respondents (41%) are now attending or have been accepted into various types of graduate programs including medical (DO), physician’s assistant, physical therapy, law, counseling/therapy, school counseling, dental, MFA, sports management, and social work. The IS program continues to provide a strong academic foundation for students who wish to pursue graduate degrees. (Survey results available on request.) NeedsStudent/Staff & Faculty Ratio: The highly qualified and dedicated staff and faculty members in the IS department currently serve (in teaching and advisement capacities) nearly 700 declared INTS majors, and they are the main advisement contacts for over 400 Pre-INTS students (not yet matriculated into the major). As our department is staffed largely by part-time employees, it is a continuing challenge to ensure that the growing number of students has access to timely advisement information and course support. Also, contract stipulations for part-time faculty adversely affect the number of IS core courses we are able to offer each year. Organizational Hierarchy: Within the institutional organizational chart, the IS program is housed in the College of Education and Family Studies, which also includes Elementary and Secondary Education, Early Childhood Development, and Developmental Studies. The Dean of the College also serves as the department chair for Education. Although there has thus far been no abuse of this dual appointment, largely due to the personal character of the person now holding the position, it would be equitable for all departments in the College for the positions of Dean and Education Department Chair to be held by different people in the future. Professional Development: Funding for professional development opportunities (conferences, courses) is extremely limited.
** Note: SCH & FTE numbers reflect only the students who were enrolled in the IS core curriculum (courses with INTS prefix), and do not reflect the enrolled credit hours in the emphasis areas. Directory: wp-content -> uploads -> sites sites -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 sites -> Medical Radiography Program sites -> Background on the Haitian Earthquake sites -> Desk review yemen sites -> Safe Transitions for the Elderly Patient (step) sites -> District profile Haripur Introduction sites -> Germanie VanTrease and Tyler Tetzloff sites -> For more information sites -> To be completed by the cerf secretariat. Type of submission sites -> Sponsor Content Above the Clutter with Pete Krainik Download 3.94 Mb. Share with your friends:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||