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2015: THECB Program Review Report; DHH, SPED, VI
Program Review, 2015
Deaf and Hard of Hearing (DHH, Undergraduate)
Special Education (SPED; BSIS, M.Ed. Initial Certification and M.Ed. Diagnostician)
Visual Impairment (VI, M.Ed. in Special Education – Certification as Teacher of the Visually Impaired)
Program Review (Overview)
TABLE OF CONTENTS
1. Deaf and Hard of Hearing (DHH, Undergraduate)
2. Special Education (BSIS, M.Ed. Initial Certification, and M.Ed. Diagnostician)
3. Visual Impairment (VI, M.Ed in Special Education -Certification as Teacher of the Visually Impaired)
I. Deaf and Hard-of Hearing (DHH) Self-Study Review (Undergraduate) 4-21
Introduction 04
Faculty Qualifications 04
Full-time/Part-time (F/P) Faculty 04
Additional Faculty 07
Faculty Publications 07
Faculty External Grants 08
Faculty Teaching Load 08
Faculty/Student Ration 08
Student Demographics 09
Student Time-to-Degree 10
Student Publication and Awards 12
Student Retention, Graduation, Enrollment Rates, and Degrees Conferred 12
Graduate Licensure Rates & Placement 14
Alignment of Program with Stated Program and Institutional Goals & Purposes 15
Program Curriculum and Duration in Comparison to Peer Programs 15
Program Facilities and Equipment 19
Program Finance and Resources 20
Program Administration 20
Conclusion 20
II. THECB Special Education … (BSIS; M.Ed. initial certification; M.Ed. Diagnostician) 22-78
Faculty Qualifications 22
Faculty Publications 25
Faculty External Grants 26
Faculty Teaching Load 27
Faculty/Student Ratio 28
Student Information by Program 28
Program and Accreditation Standard Alignment 36
Principal Undergraduate Assessment Findings Based on CEC Standards 37
BSIS 37
M.Ed. in Special Education with Initial Teacher Certification 55
M.Ed. in Special Education with Certification as an Educational Diagnostician 70
Program Finance and Resources 78
Program Administration 78
III. Visual Impairment 79-123
Faculty Qualifications 79
Faculty Publications 83
Faculty External Grants 84
Faculty Teaching Load 85
Faculty/Student Ratio 86
Student Demographics 86
Personnel Prep Advisory Group (PPAG) 86
M.Ed. in Special Education – Certification as Teacher of the Visually Impaired 90
Student Publications and Awards 91
Student Enrollment and Retention Rates 92
Student Graduation Rates 94
Graduate Licensure Rates 96
Graduate Placement 96
Number of Degrees Conferred Annually 97
Program and Accreditation Standard Alignment 98
Assessment of Student Learning and Alignment with CEC 102
Program Curriculum and Duration in Comparison to Peer Programs 122
Program Facilities and Equipment 122
Program Finance and Resource 122
Program Administration 89
Deaf and Hard-of-Hearing (DHH) Self-Study Review
(Undergraduate)
Introduction
The following document serves as the program report for the Deaf and Hard of Hearing (DHH) program in the James I. Perkins College Education at Stephen F. Austin State University (SFASU). The SFASU DHH program is a four-year, undergraduate educator preparation program (EPP), offering educator preparation for students desiring to teach deaf and hard of hearing students in grade PK – 12. The DHH degree offers students opportunity to obtain highly-qualified status with a Texas educator certification in Deaf and Hard of Hearing (PK – 12). This report spans a seven year period (2008 – 2015) and was compiled for review by The Higher Education Coordinating Board.
Faculty Qualifications
The DDH program employs three full-time faculty. Additionally, adjunct faculty are utilized on a semester-by-semester basis according to program needs. The following table lists the qualifications (including education, courses taught, certifications, and/or licensures) of the current full-time faculty and part-time faculty (2014 - 2015 academic year). Also following is a description of the current full-time and part-time faculty.
Full-Time/Part-Time (F/P) Faculty:
Scott Whitney, Ed.D. Scott Whitney, Associate Professor, has three years’ teaching experience in a Deaf Education classroom. He has also been teaching American Sign Language I and II since 1997, beginning his career in teaching sign language at Lamar State College. Scott Whitney also has 8 years of experience supervising student teachers and practicum students. He has been employed in the teacher preparation program (Deaf and hard of hearing) at Stephen F. Austin since 2002. His experience includes applying for and receiving NCATE accreditation, with the collaboration of other faculty.
J. Lindsey Kennon, M.Ed. Lindsey Kennon has been teaching in the field of Deaf Education for eleven years. She has experience teaching in deaf education public school settings (five years) and at the university level (six years). Her public school experience includes teaching all levels of students (PK - 12) in self-contained settings, itinerant settings, co-teach settings, and teaching elective ASL courses. She has taught a diverse population of students with regard to hearing levels, communication modalities, use of amplification devices, literacy levels, grade levels, etc. During her time as a classroom teacher, she served as a mentor to new deaf education teachers and also served as a mentor to university preservice student teachers. Lindsey began her tenure at Stephen F. Austin in 2008, teaching adjunct courses in deaf education. Hired full-time in 2010 at SFA, Lindsey has taught upper-level deaf education courses as well as American Sign Language. She continues to work with student teachers and practicum students as a field supervisor. She is currently a tenure-track instructor with coursework completed in an Educational Doctoral program with Sam Houston State University (Ed.D. Developmental Education Administration). At the time of this report, she has a current status in her doctoral work of “ABD”, with an anticipated completion of her doctoral degree in August 2015.
Shelia Dyer, M.A. Shelia Dyer has extensive experience interpreting for the Deaf Community. She has also been instrumental in setting up workshops at Stephen F. Austin for the benefit of existing ASL students. She has been teaching ASL courses and Deaf culture at Stephen F. Austin State University since 2000. Her connections with the Deaf Community, expertise in American Sign Language, and contributions to the language-learning of our students are critical to the success of the program.
Maggie Hilton, M.A. Maggie currently works as the Coordinator of Deaf and Hard of Hearing Services and Senior Interpreter for the disability services office at Stephen F. Austin State University. Before her current position, she was employed by the same program from 2005-2009 as an American Sign Language Interpreter. Her skills as an interpreter and position as an interpreter coordinator give her valuable insight into the needs of a program which will train potential future interpreters. She has taught ASL I (SPH 172) as an adjunct faculty member since 2010.
Mandy Seybold, M.Ed. Mandy has served in the field of education for 13 years. She has experience in many roles: elementary classroom teacher, auditory impaired specialist, and adjunct faculty for Angelina Community College, University of Phoenix and Stephen F. Austin State University. She has also served as the Professional Development Trainer for Literacy for Coastal Region Adult Education and as the Professional Development Coordinator and ESL Assessment Trainer for Region V Adult Education.
Nancy Burleson, M.S. Nancy has 6.75 years of experience in teaching deaf and hard of hearing students in the Texas Regional Day School Program (RDSPD) for the Deaf system. She has taught grades K – 5 in self-contained and itinerant settings in various content areas. She has experience in writing Individualized Education Plans (IEP’s), attending Admission, Review, and Dismissal (ARD) meetings, and monitoring student progress. She served as deaf education team leader for one year during her teaching experience.
FACULTY QUALIFICATIONSFACULTY / COURSES TAUGHT / ACADEMIC DEGREES & COURSEWORK / OTHER QUALIFICATIONS & COMMENTS
Scott Whitney, Ed.D. (F) / SPH 172 - ASL I
SPH 272
SPH 414
SPH 274
SED 442
SPH 470
SPH 471
DHH 442 / Ed.D. Lamar University, Deaf Education/Deaf Studies
M.A. Illinois State University, Special Education
B.A. North Park College, Biology / Texas Certificates Held
- Deaf Education (EC – 12)
Passed the TASC-ASL Certification Exam
Lindsey Kennon, M.Ed. (F) / SPH 172
SPH 470
DHH 350
SPH 476
SPE 443
SPH 471
SPH 414
SPH 442 / Ed.D. (Aug 2015) Sam Houston State University (ABD), Developmental Education Administration
M. Ed. (2008) Stephen F. Austin State University, Educational Leadership
B.S. (2004)Stephen F. Austin State University, Hearing Impairment / Texas Certificates Held
- Hearing Impaired (EC-12)
- American Sign Language
- Generalist (EC-4)
- Generalist (4 – 8)
- English (8 – 12)
Passed the All-Level Principal Exam (2008)
Shelia Dyer, M.A. (F) / SPH 172
SPH 476
SPH 479
SPH 478
SPH 483
SPH 414 / M.A. Stephen F. Austin State University, Interdisciplinary Studies
B.A. East Central State University, Human Services Rehabilitation / Certificates Held
- BEI Level III American Sign Language Interpreting Certification
- DARS - Commission for the Deaf and Hard of Hearing Certificate Court Interpreter
Maggie Hilton, M.A.(P) / SPH 172
SPH 272 / M.A. (2009) Stephen F. Austin State University, Public Administration
B.S. (2008) Stephen F. Austin State University, Deaf and Hard of Hearing (Magna Cum Laude) / Texas Certificates Held
- Deaf and Hard of Hearing
(PK – 12)
Other Certificates
- BEI III American Sign Language Interpreting Certification
Burleson, Nancy E. (P) / SPH 272
SPH 172
SPH 274 / M.A. (2006) Lamar University, Deaf Education
B.A. (2004) Texas Woman’s University, Communication Sciences and Disorders / Texas Certificates Held
- Deaf and Hard of Hearing (PK – 12)
- English as a Second Language (EC – 12)
- Generalist (EC-4)
Other Certificates
- Texas BEI Certified Sign Language Interpreter
Seybold, Mandy (P) / SPH 172 / M.Ed. (2007) Stephen F. Austin State University, Professional Reading Specialist
M. Ed. (2005) Stephen F. Austin State University, Educational Leadership
B.S. (2002) Stephen F. Austin State University, Hearing Impaired / Texas Certificates Held
- Hearing Impaired (EC – 12)
- Generalist (EC – 4)
- English (4 – 8)
- Master Reading (EC – 12)
- Principal (EC – 12)
- Reading Specialist (EC – 12)
Additional faculty. Although the faculty members currently employed in the program are fully qualified to teach in the proposed degree program, the quality and quantity of the coursework for this degree are demanding and would stretch the current faculty members thinly. An addition of one, possibly two, new faculty positions are necessary in order to run a program of excellence and of the quality SFA demands. These faculty members will be highly qualified to teach the required course load and will allow all members of the faculty to fully focus on student learning and success for the program.
Faculty Publications
A listing of SFASU DHH program faculty publications follows this report. Additional publications are projected for the 2014-2015 and 2015 – 2016 academic terms. Publication is a goal and requirement of all SFASU DHH program full-time faculty. Faculty are also frequently involved in presentations at the local, regional, state, and national levels.
Scott Whitney, Ed.D.
Peer Reviewed
Whitney, S. (2015). Intel App Challenge: Snapshot ASL Recorder and Handshape Recognizer. Competition results announced mid-April 2015. Retrieved March 9, 2015 from: http://faculty.sfasu.edu/whitneyscott/RealSenseAppChallenge/Submission/SnapShotASLDemo.mp4
Whitney, S. (2004). Mocap ASL for the Sciences. National Science Foundation RDE-DEI: award #HRD-0435679.
Whitney, S. (2007). Adventure Games as Teaching Tools for Deaf and Hard of Hearing students. Journal of Border Education Research. (In print, Journal discontinued before published).
Whitney, S. (2007). ASL for the Sciences: Needs, Resources, and Research. Retrieved October 19, 2007, from DeafEd.net Web site. Site has been revised. Original file: http://faculty.sfasu.edu/whitneyscott/StateWide/statewide06.ppt
Requested for Student Thesis
Whitney, S. (2007). Animal Signs 3D. Retrieved October 19, 2007, from Faculty Page - Scott Whitney Web site: http://www.faculty.sfasu.edu/whitneyscott/AnimalSigns/animalsigns3d.zip
Requested by Local Teachers
Whitney, S. (2007). TAKS Signs. Retrieved November 2, 2007, Faculty Page - Scott Whitney Web site: http://faculty.sfasu.edu/whitneyscott/TAKSSigns/TAKSSigns.htm
Self-Published
Whitney, S. (2012). Online Study tool. Retrieved October 10, 2013, from Faculty Page - Scott Whitney Web site: Migrating to new server
Whitney, S. (2005). Survey of Deaf Education Teacher Attrition in Texas. Retrieved November 2, 2007, from Faculty Page - Scott Whitney Web site: http://www.faculty.sfasu.edu/whitneyscott/DHHTeacherAttritionTX.htm
Whitney, S. (2007). Science Signs Quiz – 3D and QuickTime.
Faculty External Grants
SFASU’s DHH program has not been funded by any grants during the reporting period. There are plans to seek out existing grants as well as write new grants for the future. SFASU boasts outstanding resources for locating and writing grants, the Office of Research and Sponsored Projects. Utilizing the resources on campus will allow the DHH program to pursue external funding with greater fervor.
Faculty Teaching Load
All full-time faculty have a required teaching load of 24 teaching load credits (TLC’s) per academic year. Typically, this is allocated by 12 teaching hours per long semester (fall and spring), the equivalent of four, three-hour courses. There are occasions in which the TLC’s may be split differently between long semesters, depending upon the courses offered, student enrollment, and special circumstances. Part-time faculty, while not guaranteed teaching hours each semester, typically have a course load of three to six credit hours, depending upon the courses offered, student enrollment, and special circumstances. The following chart offers a summary of full-time faculty course loads during the reporting period.
SEMESTER / 2008 / 2009 / 2010 / 2011 / 2012 / 2013 / 2014Scott Whitney / SPRING
FALL / 4
4 / 4
4 / 4
4 / 4
4 / 4
4 / 4
4 / 4
4
Shelia Dyer / SPRING
FALL / 5
5 / 4
4 / 4
4 / 4
4 / 4
4 / 4
6 / 5
4
Lindsey Kennon / SPRING
FALL / 0
3 (Adj) / 4
4 / 4
4 / 4
4 / 4
4 / 4
4 / 4
4
Faculty/Student Ratio
American Sign Language (ASL) classes have been between 15 and 30 students. Within the past two years, we have moved to reduce class sizes in ASL classes to 15 students per section in order to allow better feedback on expressive performance. The senior level Deaf education pedagogy courses average 15 students while those courses available to deaf education and interpreting minors enroll an average of 25 students. The larger groups tend to be online courses in the program. This allows for positive student-instructor relationships to develop with each cohort. Even the largest classes (online and ASL) still offer the support of a low faculty-to-student ratio.
Student Demographics
Etnicity
Demographic data for the reporting period were requested by program faculty from various university offices. For the 2014-2015 Academic year, the DHH program student demographics are as follows:
Ethnicity
Demographic data for the reporting period were requested by program faculty from various university offices. For the 2014-2015 Academic year, the DHH program student demographics are as follows: