Seven-Year Program Review
Utah Valley University
School of Education
May 24, 2012
Reviewers:
Internal Reviewers:
Briant J. Farnsworth, Dean, School of Education
Linda E. Pierce, Associate Dean, School of Education
Stan V. Harward, Department Chair – Elementary Education
Talitha Hudgins, Department Chair – Secondary Education
Mary Sowder, Program Coordinator – Master of Education
Susan Simmerman, Accreditation Coordinator, School of Education
External Reviewers:
Dennis Butterfield, Ed.D. Brigham Young University (retired)
National 2008 PROGRAM Review and accreditation:
Mark LaCelle-Peterson, Teacher Education Accreditation Council (TEAC), President
Diana Rigden, TEAC Executive Vice President
Rebecca Pelton, TEAC
Program Description:
The School of Education, a school within the university, is organized under the Office of Academic Affairs and administered by a dean, associate dean, and the chairs of the Departments of Elementary and Secondary Education, and the director of the Master of Education Program. In 1996 Elementary Education was established as a baccalaureate degree program and was given permission by the Utah State Board of Regents to begin the professional teacher education program. The Department of Secondary Education was approved by the Regents in 2001 with degrees in biology education, English education, and earth science education and was expanded in 2002 to include history education, mathematics education, chemistry/physics education, and business/marketing education. Also in 2002, the Departments of Elementary and Secondary Education, previously located in the School of Humanities, Arts, and Social Sciences (HASS), were removed from HASS to form the new School of Education. Secondary Education continued to expand with theatre education, music education and deaf studies education approved in 2006, and art education in 2010 bringing the total secondary education licensure programs at the university to 15. The Master of Education program began offering a M.Ed. degree in 2008 when the institution became a university.
The School of Education (SOE) curriculum, leading to a baccalaureate degree and initial professional teaching license in elementary education and an initial professional teaching license in secondary education, meets university graduation requirements and the State of Utah licensure requirements. The baccalaureate degree in Elementary Education requires 121 credit hours for graduation and degrees in content area Secondary Education fields range from 120 to 125 credit hours. Teacher candidates seeking a secondary license earn a baccalaureate degree in an education major from the content area department. The School of Education is in compliance with credit hour policies of the university and the Utah State Board of Regents when setting the credit hour requirements for all baccalaureate programs. (UVU Policy # 522, Undergraduate Credit and Transcripts, and Regents Policy # R401, Approval of New Programs, Program Changes, Discontinued Programs, and Program Reports.) The programs are designed to meet guidelines generally accepted in the field and by specialty professional associations. Figure 1 lists the degrees and credit hours required for completion.
Figure 1:
Degree Title Information
Degree Title / Required Number of HoursElementary Education BS degree and Level I Professional Teaching License (K-6) / 121 credits
Secondary Education Level I Professional Teaching License (6-12) / 120-125 credits (content baccalaureate degree and licensure course requirements)
Early Care and Education / 30 credits
Master of Education / 30-36 credits
Each baccalaureate degree meets the Utah State Office of Education requirement for approved educator preparation programs and all degree and certificate programs have received regional accreditation through the Northwest Commission on Colleges and Universities. The School offers a Bachelor of Science degree in Elementary Education which also qualifies a student for a Level I (K-6) Professional Teaching License; licensure courses leading to a secondary education degree in a content area and a Level I (6-12) Professional Teaching License; a one-year certificate in Early Care and Education; associate degrees in Early Childhood Education and Pre-Elementary Education; and a Master of Education degree which does not lead to licensure.
Data Form:
R411 Data TableUtah Valley University: School of Education (All Departments)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Faculty
Headcount
With Doctoral Degrees
Full-time Tenured / 4 / 3 / 4 / 6 / 6
Full-time Non-Tenured / 7 / 13 / 14 / 13 / 15
Part-time / NA / NA / NA / NA / 3
With Master’s Degrees
Full-time Tenured / 1 / 1 / 0 / 0 / 0
Full-time Non-Tenured / 6 / 1 / 2 / 2 / 5
Part-time / NA / NA / NA / NA / 4
With Bachelor’s Degrees
Full-time Tenured / 0 / 0 / 0 / 0 / 0
Full-time Non-Tenured / 0 / 0 / 0 / 0 / 0
Part-time / NA / NA / NA / NA / 16
Other
Full-time Tenured / 4 / 4 / 4 / 6 / 6
Full-time Non-Tenured / 13 / 14 / 16 / 15 / 20
Part-time / NA / NA / NA / NA / 23
Total Headcount Faculty
Full-time Tenured / 9 / 8 / 8 / 12 / 12
Full-time Non-Tenured / 26 / 28 / 32 / 30 / 40
Part-time / NA / NA / NA / NA / 46
Utah Valley University: School of Education (Elementary Education)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
FTE (A-1/S-11/Cost Study Definition)
Full-time (Salaried) / 11.4 / 13.4 / 13.6 / 16.4 / 19.6
Teaching Assistants / NA / NA / NA / NA / NA
Part-time (May include TA’s) / 4.2 / 5.9 / 4.6 / 8.8 / 6.5
Total Faculty FTE / 15.6 / 19.3 / 18.2 / 25.2 / 26.1
Utah Valley University: School of Education (Secondary Education)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
FTE (A-1/S-11/Cost Study Definition)
Full-time (Salaried) / 5.4 / 5.5 / 5.1 / 4.6 / 4.6
Teaching Assistants / NA / NA / NA / NA / NA
Part-time (May include TA’s) / 0.8 / 0.7 / 0.7 / 5.1 / 1.5
Total Faculty FTE / 6.2 / 6.2 / 5.8 / 9.7 / 6.1
Utah Valley University: School of Education
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Number of Graduates
Certificates / 14 / 10 / 7 / 7 / 3
Associate Degrees / 29 / 32 / 53 / 33 / 34
Bachelor’s Degrees (Elementary only) / 144 / 149 / 146 / 142 / 164
Master’s Degrees / - / - / - / 11 / 18
Doctoral Degrees / NA / NA / NA / NA / NA
Utah Valley University: School of Education (Early Care and Education – 1 YR Certificate)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Number of Students—(Data Based on Fall Third Week)
Semester of Data:
Total # of Declared Majors / 24 / 23 / 21 / 20 / 22
Total Department FTE* / NA / NA / NA / NA / NA
Total Department SCH* / NA / NA / NA / NA / NA
Utah Valley University: School of Education (Early Childhood Education—AS)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Total # of Declared Majors / 116 / 103 / 115 / 150 / 123
Total Department FTE* / NA / NA / NA / NA / NA
Total Department SCH* / NA / NA / NA / NA / NA
Utah Valley University: School of Education (Pre-Elementary—AS)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Total # of Declared Majors / 66 / 15 / 5 / 9 / 12
Total Department FTE* / NA / NA / NA / NA / NA
Total Department SCH* / NA / NA / NA / NA / NA
Utah Valley University: School of Education (Pre-Secondary—AS)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Total # of Declared Majors / 30 / 7 / 3 / 1 / 1
Total Department FTE* / NA / NA / NA / NA / NA
Total Department SCH* / NA / NA / NA / NA / NA
Utah Valley University: School of Education (Elementary Education—BS)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Total # of Declared Majors / 818 / 851 / 953 / 1122 / 1151
Total Department FTE* / 15.6 / 19.3 / 18.2 / 25.2 / 26.1
Total Department SCH* / 6,048 / 5,922 / 6,741 / 7,780 / 8,577
Utah Valley University: School of Education (Master of Education)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Number of Students—(Data Based on Fall Third Week)
Semester of Data: ______, 20__
Total # of Declared Majors / NA / 20 / 42 / 49 / 57
Total Department FTE* / NA / 0.0 / 0.3 / 0.2 / 0.1
Total Department SCH* / NA / 60 / 255 / 218 / 262
Utah Valley University: School of Education (Secondary Education)
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Total # of Declared Majors*** / NA / NA / NA / NA / NA
Total Department FTE* / 6.2 / 6.2 / 5.8 / 9.7 / 6.1
Total Department SCH* / 1,720 / 1,744 / 1,850 / 3,166 / 2,915
***Secondary Education declared majors are counted in their respective content area majors not in the Department of Secondary Education
Utah Valley University: School of Education –Cost2007-2008 / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
Elementary Education
Direct Instructional Expenditures / $1,170,624 / $1,631,882 / $1,670,414 / $1,896,476 / NA
Cost Per Student FTE / $2,867 / $3,907 / $3,562 / $3,843 / NA
Secondary Education
Direct Instructional Expenditures / $572,400 / $719,614 / $538,567 / $608,985 / NA
Cost Per Student FTE / $5,034 / $6,803 / $3,312 / $3,474 / NA
Master of Education
Direct Instructional Expenditures / $0 / $0 / $201,012 / $224,552 / NA
Cost Per Student FTE / NA / NA / $5,102 / $5,649 / NA
Program Assessment:
Recommendations/findings of Internal Reviewers:
a. Evidence indicates the initial licensure programs are strong and students who complete the programs are prepared at a very high level.
b. Evidence shows that students meet the Interstate Teacher Assessment and Support Consortium (INTASC) standards.
c. The Master of Education program appears to be a quality program with a great deal of emphasis on becoming a master teacher with increased understanding of the application of instructional strategies and their appropriate use.
d. Graduate level coursework also supports school districts to encourage and support obtaining endorsements in ESL and elementary math.
e. Maintain and continue to refine the level of data collection and program evaluation as has previously occurred.
f. Establish an electronic system for portfolio and data storage.
g. Based on information from student exit surveys, work with faculty to insure that directions for course assignments are given in a clear, consistent manner. Many students felt that they were not given adequate explanation for work and that faculty were not on the same page with regards to program expectations. This is probably due, in part, to so many new faculty that are employed each year as the program grows.
h. Based on enrollment data, there may need to be some attention given to the Early Care and Education program to evaluate the wisdom of continuing the program.
Recommendations/findings of External Reviewers:
1. In general, there is agreement with the findings of the internal reviewers with the following exceptions:
a. With obvious changes expected in education because of evolving social and educational demands from local, state, and federal levels, maintaining the current level of data collection and program evaluation that previously occurred may not be sufficient. It will be progressively incumbent on the School of Education to increase their level of research, date collection, and program evaluation in order to meet and satisfy the expected demands for accountability and expectations from local, state, and federal levels. This will further demand the opportunity for graduate students and faculty to be involved with research that will justify program and changes to be considered for future pressures for educational change and educator productivity and answerability, as well as liability.
b. Based on enrollment date, there may need to be some attention paid to evaluate the wisdom of continuing the Early Care and Education program, the key word in this recommendation is “evaluate.” Part of the evaluation process should include extensive research that determines:
1) Strengths and weaknesses of the present program to discover parts or all of the current program what could be changed that would strengthen what has been available in the past;
2) If there are new ideas, strategies and curricular implementation that would enhance student interest while more fully meeting the mission of the ECE program;
3) Contact with past students to obtain suggestions, ideas, and objective viewpoints outlining their attitudes toward needed changes.
c. Has there ever been a consideration to add writing skills as one of the requirements? The lack of writing skills is a concern expressed by a school district superintendent, graduate committee chair, and instructor.
2. Validation of Mission Statements:
a. The mission statements are attractive and certainly relevant to the intent of UVU mission goals. Has the question ever been asked, “What data validates how successful the school or university has been in meeting the following itemized mission goals?”
Mission – Utah Valley University
1. Provides opportunity, promotes student success and meets regional needs.
2. Builds on a foundation of substantive scholarly and creative work to foster engaged learning.
3. Prepares professional competent people of integrity.
4. Who, as lifelong learners and leaders, serve as steward of a globally interdependent community.