August 22, 2003August 22, 2003

School of EducationSchool of Education

Faculty/Staff MeetingFaculty/Staff Meeting

Introduction of New FacultyIntroduction of New FacultyJim Lehman – Curriculum & InstructionJim Lehman – Curriculum & InstructionKevin Kelly – Educational StudiesKevin Kelly – Educational StudiesBob Evans – Information Technology ServicesBob Evans – Information Technology Services

NCATE UpdateNCATE UpdateE-Portfolio DemonstrationE-Portfolio DemonstrationStrategic Plan UpdateStrategic Plan UpdateState of the School of EducationState of the School of Education

‘Building a Vision for the Future’‘Building a Vision for the Future’

AgendaAgenda

Department ofDepartment of

Curriculum & InstructionCurriculum & Instruction

Lecretia Buckley Who’s New? Who Knew?

Assistant Professor ofMathematics Education

Department of Curriculum and Instruction

Profile:

• Bachelor of Science, summa cum laude in Mathematics, Tougaloo College

• Master of Science in The Teaching of Mathematics, University of Illinois at Urbana-Champaign

• Ph.D. in Curriculum and Instruction, University of Illinois at Urbana-Champaign

• Areas of interest: equity; influence of mathematics teachers' beliefs and expectations on students' learning; secondary mathematics curriculum redesign

Krista Glazewski Who’s New? Who Knew?

Assistant Professor ofEducational Technology

Department of Curriculum and Instruction

Profile:

• Bachelor of Arts, Magna Cum Laude in Education, University of New Mexico, Albuquerque

• Master of Arts, Secondary Education, University of New Mexico, Albuquerque

• Ph.D. in Learning and Instructional Technology, Arizona State University

• Areas of interest: problem-based learning environments using technology; technology integration in pre-service teacher education

Roberto Joseph Who’s New? Who Knew?

Assistant Professor ofEducational Technology

Department of Curriculum and Instruction

Profile:

• Bachelor of Arts in Mathematics Education, City University of New York, Brooklyn College

• Master of Science in Instructional Technology, New York Institute of Technology

• Ph.D. in Instructional Systems Technology, Indiana University, Bloomington

• Areas of interest: systemic change in public schools; integrating culture in instructional systems technology

Megan Staples Who’s New? Who Knew?

Assistant Professor ofMathematics Education

Department of Curriculum and Instruction

Profile:

• Bachelor of Arts in Mathematics, Brown University

• Master of Arts in Curriculum and Teacher Education, Stanford University

• Ph.D. Candidate in Mathematics Education, Stanford University

• Areas of interest: development of collaborative secondary mathematics classrooms; impact of mathematics curricula on student learning and attitudes

Erik Malewski Who’s New? Who Knew?

Visiting Assistant Professor ofCurriculum Studies

Department of Curriculum and Instruction

Profile:

• Bachelor of Arts, Interpersonal, Organizational and Public Communication, The Loyola University, Chicago

• Masters in Education, Higher Education Administration, The Pennsylvania State University

• Ph.D. Curriculum and Instruction, The Pennsylvania State University

• Areas of interest: leadership and organizational change; perceptions of work, roles, and responsibilities of chief diversity officers in higher education institutions

Department ofDepartment of

Educational StudiesEducational Studies

Dong-Gwi Lee Who’s New? Who Knew?

Assistant Professor of Counseling and Development

Department of Educational Studies

Profile:

• Research Interests:Problem-solving/coping and psychological adjustment, procrastination, cross-cultural validation of the coping construct, and process-outcome in career counseling.

• A Recent Publication:Heppner, M. J., Lee, D-G., Heppner, P. P., McKinnon, L., Multon, K. D., & Gysbers, N. C. (In press). Examining the role of personal problem solving in the process and outcome of career counseling. Journal of Vocational Behavior.

• Teaching Interests:Research designs and methodology, multicultural issues in counseling, counseling theories and application.

•Leisure Interests:Playing the guitar

Richard Frisbie Who’s New? Who Knew?

Clinical Assistant Professor of Educational Leadership and

Cultural Foundations Department of Educational Studies

Profile:

• Research Interests:Valued change through self-assessment and evaluation for community building, strategic transformation and continuous improvement.

• A Recent Publication:Frisbie, R. (2003). K-16 transition partnership: Purdue’s integrated electronic portfolio assessment system. Final report to the Indiana Professional Standards Board.

• Teaching Interests:Educational evaluation, strategic planning, standards-based professional growth planning and assessment.

• Leisure Interest:Gardening

Brian French Who’s New? Who Knew?

Assistant Professor of Educational Psychology and

Research Methodology Department of Educational Studies

Profile:

• Research Interests:Applied educational and psychological measurement issues including: Measurement invariance, differential item functioning, structural equation modeling, item response theory, classical test theory, factor analysis, Monte Carlo studies, and computerized adaptive testing.

• A Recent Publication:French, B. F., & Oakes, W. (In press). Reliability and validity evidence for the Institutional Integration Scale. Educational and Psychological Measurement.

• Teaching Interests:Research methodology, psychometric and quantitative methods.

• Leisure Interests:Running and cycling.

Office of Information TechnologyOffice of Information Technology

Christian Mattix Who’s New? Who Knew?

Database System Administrator /e-Portfolio CoordinatorOffice of Information Technology

Profile:

• B.S. Computer Science, Purdue University, 2000

• Worked for startup companies in Purdue Research Park for several years.

• Married, wife a CDFS grad and pending licensed teacher

• Enjoys: movies, music, and computers, active in his church, has 2 cats

• Backpacked @ Mt. Rainier in upstate Washington by himself for 6 days

Wesley Shoop Who’s New? Who Knew?

Network / Hardware AssistantOffice of Information Technology

Profile:

• B.S. Electrical Engineering Technology, Purdue University, 2003

• Worked for Physics Computer Network for several years as a student

• Married, no kids, new house

• Enjoys: reading, memorizing movies

• Watched every full length Godfather movie in one marathon 503 minute (8.38 hour) viewing

National Council for Accreditation of National Council for Accreditation of Teacher Education (NCATE) and Teacher Education (NCATE) and

Indiana Professional Standards Board Indiana Professional Standards Board (IPSB)(IPSB)

Accreditation Visit - March 6-10, 2004Accreditation Visit - March 6-10, 2004

• Performance-based Standards and AssessmentsPerformance-based Standards and Assessments• Professional, State, and Institutional StandardsProfessional, State, and Institutional Standards

E – Portfolio DemonstrationE – Portfolio Demonstration

Strategic Plan UpdateStrategic Plan Update

GOAL: Develop a draft strategic plan for the School of GOAL: Develop a draft strategic plan for the School of Education by December, 2002Education by December, 2002

INPUTS:INPUTS: Purdue Strategic Plan (2001-2006)Purdue Strategic Plan (2001-2006) Data collected by the Strategic Planning Data collected by the Strategic Planning

Committee (2001-2002)Committee (2001-2002) Current SOE Strategic Plan (2000)Current SOE Strategic Plan (2000) SOE External Review Report (2002)SOE External Review Report (2002) Ideas generated at 2002 departmental retreatsIdeas generated at 2002 departmental retreats TBA (2002-2003)TBA (2002-2003)

STRATEGIC PLANNING TASK FORCESTRATEGIC PLANNING TASK FORCE

1. First Drafts of Goals/Strategies1. First Drafts of Goals/Strategies1.1. Discovery – Completed1.1. Discovery – Completed1.2. Learning – Completed1.2. Learning – Completed1.3. Engagement – Completed1.3. Engagement – Completed1.4. Overarching – Completed1.4. Overarching – Completed

2. Second Drafts of Goals/Strategies2. Second Drafts of Goals/Strategies2.1. Discovery – Completed2.1. Discovery – Completed2.2. Learning – Completed2.2. Learning – Completed2.3. Engagement – Completed2.3. Engagement – Completed2.4. Overarching – Completed2.4. Overarching – Completed

3. Drafts of Preamble, Values and Culture, Vision, Mission3. Drafts of Preamble, Values and Culture, Vision, Mission3.1. Preamble – Input Needed3.1. Preamble – Input Needed3.2. Values and Culture – Input Needed3.2. Values and Culture – Input Needed3.3. Vision – Completed3.3. Vision – Completed3.4. Mission – Completed3.4. Mission – Completed

Strategic Planning Task Force Update Strategic Planning Task Force Update August 22, 2003August 22, 2003

Stage 1 (2001-2002)Stage 1 (2001-2002)Fact Finding CommitteeFact Finding CommitteeOpen DialogueOpen DialogueWeb-Based Surveys of Web-Based Surveys of StakeholdersStakeholders

Stage 2 (Fall-Winter 2003)Stage 2 (Fall-Winter 2003)Strategic Planning Task ForceStrategic Planning Task ForceWriting GroupsWriting GroupsCompletion of Draft PlanCompletion of Draft Plan

Strategic Planning ProcessStrategic Planning Process2001 - 20032001 - 2003

Stage 3 (Spring-Summer 2003)Stage 3 (Spring-Summer 2003)Stakeholder Feedback and InputStakeholder Feedback and InputRevision of PlanRevision of Plan

Stage 4 (Fall 2003)Stage 4 (Fall 2003)New Dean InputNew Dean InputRevision of Complete Plan DraftRevision of Complete Plan DraftFinal Faculty and Stakeholder InputFinal Faculty and Stakeholder InputPlan ApprovalPlan ApprovalSubmission to ProvostSubmission to Provost

State of the School of EducationState of the School of Education

------------------------------------‘‘Building a Vision for the Future’Building a Vision for the Future’

Engagement

Our Global CommunityOur Global Community

• LocalLocal• RegionalRegional• NationalNational• InternationalInternational

Learning

DiscoverySeamlessInteractiveTransformations

Our Global CommunityOur Global Community

• As the world economy becomes increasingly As the world economy becomes increasingly interwoven, it is essential that each interwoven, it is essential that each business, industry, and educational business, industry, and educational enterprise learns more about and interacts enterprise learns more about and interacts with colleagues and competitors across with colleagues and competitors across borders in order to remain viableborders in order to remain viable..

Our Global CommunityOur Global Community

• For every $1 billion in exports, 20,000 jobs For every $1 billion in exports, 20,000 jobs are created in the United Statesare created in the United States

• 85% of today’s college graduates will interact 85% of today’s college graduates will interact with the global economy during the course of with the global economy during the course of their careerstheir careers

• By the year 2020, knowledge in the world will By the year 2020, knowledge in the world will double every 73 daysdouble every 73 days

Some facts:Some facts:

Implications for Higher EducationImplications for Higher Education

• Respect diversity in programs & curriculumRespect diversity in programs & curriculum• Support cutting-edge, technologically based Support cutting-edge, technologically based

programmatic accessprogrammatic access• Support faculty in local-global involvementSupport faculty in local-global involvement• Support student service-learning experiencesSupport student service-learning experiences• Recognize importance of lifelong learningRecognize importance of lifelong learning

Purdue UniversityPurdue University

• National &National &International Reputation International Reputation

• New President &New President &Strong Leadership TeamStrong Leadership Team

• Strong FocusStrong Focuson Strategic Plan on Strategic Plan

• Participatory Vision - Participatory Vision - Opportunity Opportunity ENGAGEMENENGAGEMEN

TTLEARNINGLEARNING

DISCOVERYDISCOVERY

TheTheNext Level:Next Level:

PREEMINENCEPREEMINENCE

The Next Level: PreeminenceThe Next Level: PreeminencePurdue Strategic Plan 2001-2006Purdue Strategic Plan 2001-2006

• Types/categories and number of programs Types/categories and number of programs • Number of schools, school visits and students servedNumber of schools, school visits and students served

Key StrategiesKey StrategiesSpecific to Goal 3 (Engagement)Specific to Goal 3 (Engagement)

““Strengthen preparatory education through Strengthen preparatory education through enhanced, ongoing engagement with PK-12 enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, schools, with special emphasis on reading,

writing, math and science.”writing, math and science.”MetricMetricss

School of EducationSchool of Education

• National Reputation National Reputation • Cutting-edge Teacher Education ReformCutting-edge Teacher Education Reform• Opportunities for Engagement Opportunities for Engagement • Supportive Infrastructure Supportive Infrastructure • Poised for the "Next Level of Excellence"Poised for the "Next Level of Excellence"

School of EducationSchool of EducationChallengesChallenges

• Shifting National AgendaShifting National Agenda• Need to Demonstrate Relevance & Need to Demonstrate Relevance &

ImpactImpact• AccountabilityAccountability• Competition (public & private)Competition (public & private)

School of Education School of Education OpportunitiesOpportunities

• Honor the Past – Imagine the FutureHonor the Past – Imagine the Future• Signature Area InitiativesSignature Area Initiatives• Student & Faculty Diversity Student & Faculty Diversity • Faculty Support & Development Faculty Support & Development • Expand the ResourcesExpand the Resources• Communication & OutreachCommunication & Outreach

School of Education School of Education Objectives for 2003 - 2004Objectives for 2003 - 2004• Finalize & Submit Strategic PlanFinalize & Submit Strategic Plan• Prepare for NCATE/IPSB VisitPrepare for NCATE/IPSB Visit• Develop Communications PlanDevelop Communications Plan• Initiate Discussions on Embedding International Education into Initiate Discussions on Embedding International Education into

the Curriculumthe Curriculum• Explore Ways to Enhance Lifelong Learning OpportunitiesExplore Ways to Enhance Lifelong Learning Opportunities• Support & Reward External Funding EffortsSupport & Reward External Funding Efforts• Establish Faculty Development & Support ProgramsEstablish Faculty Development & Support Programs

Grading the States Report CardGrading the States Report Card** National Center for Public Policy and Higher EducationNational Center for Public Policy and Higher Education

* The Chronicle of Higher Education, October 11, 2002. Grade rose since 2000 report card

Grade dropped since 2000 report card

StateState PreparationPreparation ParticipationParticipation AffordabilityAffordability CompletionCompletion BenefitsBenefits

ColoradoColorado BB BB C-C- C+C+ AA

GeorgiaGeorgia C- C- FF DD BB D+D+

IllinoisIllinois B+B+ AA BB B-B- B-B-

IndianaIndiana C-C- C+C+ D+D+ B-B- CC

New YorkNew York BB BB FF B+B+ C+C+

VermontVermont B-B- C+C+ FF AA B-B-

West VirginiaWest Virginia C+C+ C-C- FF C-C- FF

Grading the StatesGrading the States** National Center for Public Policy and Higher EducationNational Center for Public Policy and Higher Education

• PreparationPreparation:: Measured by percentage of 18- Measured by percentage of 18-24 year olds with a high school credential, 24 year olds with a high school credential, percentage of high school students taking percentage of high school students taking upper-level math and science courses, number upper-level math and science courses, number of scores in top 20% of SAT/ACT scores, etc.of scores in top 20% of SAT/ACT scores, etc.

• ParticipationParticipation:: Measured by percentage of Measured by percentage of high school freshmen who enroll in college high school freshmen who enroll in college within four years, percentage of 18-24 year olds within four years, percentage of 18-24 year olds in college, etc.in college, etc.

** The Chronicle of Higher Education, October 11, 2002.The Chronicle of Higher Education, October 11, 2002.

Grading the StatesGrading the States** National Center for Public Policy and Higher EducationNational Center for Public Policy and Higher Education

• AffordabilityAffordability:: Measured by the percentage of Measured by the percentage of a family’s income required to pay for college, a family’s income required to pay for college, minus financial aid, etc.minus financial aid, etc.

• CompletionCompletion:: Measured by percentage of first- Measured by percentage of first-year students who return the second year, year students who return the second year, percentage of first-time students graduating percentage of first-time students graduating within five yearswithin five years

** The Chronicle of Higher Education, October 11, 2002.The Chronicle of Higher Education, October 11, 2002.

Grading the StatesGrading the States** National Center for Public Policy and Higher EducationNational Center for Public Policy and Higher Education

• BenefitsBenefits:: Measured by percentage of 25-65 Measured by percentage of 25-65 year olds with B.A. degree, percentage year olds with B.A. degree, percentage difference in personal income between those difference in personal income between those with B.A. and those without college degree, etc.with B.A. and those without college degree, etc.

** The Chronicle of Higher Education, October 11, 2002.The Chronicle of Higher Education, October 11, 2002.