COE Overview

Overview of the College of Education

The University of Georgia, a land grant and sea grant university with statewide commitments and responsibilities, is the state's flagship institution of higher education. It is also the state's oldest, most comprehensive and most diversified institution of higher education. As the first state university in the country, chartered in 1785, the University of Georgia has a long and distinguished history in the development and dissemination of the state and national intellectual and cultural heritage. The university created a School of Education in 1908, expanding it into the College of Education in 1932. Always ranked nationally among peer research institutions, the college continues to set the pace in research, teaching and service projects of local, national and international interest.

The University of Georgia is located in Athens, a mid-size city in northeast Georgia, situated approximately 74 miles northeast of Atlanta, 121 miles northwest of Augusta, and just 86 miles southwest of Springer Mountain, the beginning of the Appalachian Trail in Georgia’s high country. Table 0.1 provides a demographic profile of the county and the state, the University of Georgia’s service area.

Table 0.1 County and State Demographic Profile

Selected Demographic Categories	Clarke County	Georgia
Population, 2006 estimate	112,787	9,363,941
Population, percent change, April 1, 2000-July, 2006	11.1%	14.4%
Female persons, 2005 percent	51.2%	50.5%
White persons, 2005 percent	69.1%	66.1%
Black or African-American persons, 2005 percent	26.0%	29.8%
American Indian or Alaskan Native, 2005 percent	0.3%	0.3%
Asian persons, 2005 percent	3.4%	2.7%
Native Hawaiian and other Pacific Islander, 2005 percent	0.1%	0.1%
Persons reporting some other race, 2005 percent	3.1%	2.4%
Persons reporting two or more races, 2005 percent	1.2%	1.0%
Persons of Hispanic or Latino origin, 2005 percent	8.3%	7.1%
Median household income, 2004	$29.751	$42,679
Per capita money income, 1999	$17,123	$21,154
Persons below poverty, 2004 percent	19.7%	13.7%

Athens is a vibrant university city of just over 100,000 residents that offers a unique blend of Southern heritage and contemporary entertainment. The city features a restored downtown, historic districts with antebellum, Victorian, and other period homes, as well as the state's official art collection at the Georgia Museum of Art. Athens is world-renowned for its music scene where bands such as The B-52's, Pylon, REM, and Widespread Panic began.

The mission of the University of Georgia is encapsulated in its motto: "to teach, to serve, and to inquire into the nature of things." The College of Education embeds its mission within that institution-wide commitment, pledging to "provide the highest level of leadership in furthering education and lifelong learning for all citizens. This mission must be pursued at local, state, and national levels, and it must permeate academic preparation programs, community collaborations and partnerships, and the domains of teaching, research, and service."

As a part of Georgia's flagship state university, the college's primary service area is the state of Georgia. In 2006, nearly 85 percent of the university’s undergraduate majors came from within the state. According to 2006 institutional research data,  the college's majors have a cumulative high school GPA of 3.35, only slightly below a university-wide high school GPA of 3.74, and total SAT scores of 1170 (university-wide, 1228); the college mean GPA for graduate candidates, across all college departments is 3.92. The preponderance of the candidates are female (over 72%). Graduate candidates account for approximately half of the student population in the college.

At the time of the 2000 PSC/NCATE visit, the College of Education was organized into 4 schools and 19 departments. As a result of a three-year college-wide reorganization, the college is now comprised of nine departments: (1) Communication Sciences and Special Education; (2) Counseling and Human Development Services; (3) Educational Psychology and Instructional Technology; (4) Elementary and Social Studies Education; (5) Kinesiology; (6) Language and Literacy Education; (7) Lifelong Education, Administration, and Policy; (8) Mathematics and Science Education; and (9) Workforce Education, Leadership, and Social Foundations.

The college administration is comprised of a dean and three associate deans, an Administrative Cabinet, a Faculty Senate, and a Staff Representative Group (see Standard 6). Currently, there are 222 full-time faculty in the college: 185 tenured/tenure track; 34 academic professionals, research scientists, public service associates, lecturers, or instructors; 3 temporary full-time faculty; and 116 part-time faculty. Thirty-seven  tenured/tenure track or 20% of faculty members are people of color. In addition to the faculty, there are 358 graduate assistants and 109 staff who serve a student body of over 2,200 undergraduates and over 2,500 graduate candidates. In fiscal year 2007, the college awarded 607 bachelors, 445 masters, 93 educational specialist, and 102 doctoral degrees.

With 18 undergraduate majors, 13 master of arts degrees, 22 master of education degrees, 19 specialist of education degrees, 12 doctor of education degrees, and 23 doctor of philosophy degrees, the College of Education is among the largest and most comprehensive colleges in the nation. Within its degree programs, candidates can earn teaching certifications at the initial level in 14 undergraduate and 9 graduate fields and at the advanced level in 13 fields (Table 0.2). In addition, there are seven endorsement certifications in the unit. University of Georgia candidates can also pursue teaching certification in five additional fields through campus partners in the Department of Agriculture Leadership, Education and Communication, the Department of Art Education, the Department of Dance Education, the Department of Family and Consumer Science Education, and the School of Music Education. There are a total of 36 teacher certification fields that fall within the responsibility of the College of Education. Since the 2000 PSC/NCATE visit, the School of Social Work certification was terminated.

Table 0.2 Program Review Status 2006
Department	Program Name	Award Level	Program Level Initial/ Advanced/ Endorsement	# of Hours	# of Candidates Enrolled (AY 2007)	Agency or Association Reviewing Programs (e.g. State or National)	PSC State Recognition Status (2006)	National Recognition Status/Year
Counseling and Human Development Services	School Counseling	MED	I	48	37	CACREP	A	A (2001)
	School Counseling	EDS	A	33 hrs beyond masters	31	PSC	A	A(2007)
Communication Sciences and Special Education	SetWeb K-12 Interrelated Alternative Certification	Non-Degree	I	42	336	CEC	A	A (2006)
	Interrelated Special Education	BSED	I	121	130	CEC	A	A (2006)
	Behavior Disorders	MA/MED	A	30-36		CEC	A	A (2006)
	Interrelated Special Education (ECE)	MA/MED	I/A	33-36		CEC	A	A (2006)
	Learning Disabilities	MA/MED	A	33-36		CEC	A	A (2006)
	Mental Retardation	MA/MED	A	30-36		CEC	A	A (2006)
	Special Education	EDS	A	27	7	PSC	A	N/A
	Speech Language Pathology	MA/MED	I	30-36	74	ASHA	A	A (2000)
	Speech Language Pathology	EDS	A	30 hrs beyond masters	2	ASHA	A	A (2000)
	Speech Language Pathology	PHD	A	80 hrs beyond bachelors	4	ASHA	A	A (2000)
Educational Psychology and Instructional Technology	Gifted In-Field	Endorsement	E	12	15	PSC	A	N/A
	Gifted & Creative Education	MA/MED	A	30-36	12	PSC	A	N/A
	Gifted & Creative Education	EDS	A	30 hrs beyond masters	1	PSC	A	N/A
	Gifted & Creative Education	EDD	A	80 hrs beyond bachelors	3	N/A	A	N/A
	School Library Media Specialist	MED	I	33-36	33	ALA	A	A (2006)
	School Library Media Specialist	EDS	A	30 hrs beyond masters	26	PSC	A	N/A
	School Psychology	PHD	I	72	24	APA	A	A (2006)
Elementary and Social Studies Education	Early Childhood Education	BSED	I	129	276	PSC	A	N/A
	Early Childhood Education	MED	I/A	33-36	92	PSC	A	N/A
	Early Childhood Education	EDS	A	30 hrs beyond masters	7	PSC	A	N/A
	Middle Grades	BSED	I	129	83	NMSA	A	A (2006)
	Middle Grades	MED	I/A	33-36	37	NMSA	A	A (2006)
	Middle Grades	EDS	A	30 hrs beyond masters	5	PSC	A	N/A
	Middle Grades	PHD	A	80 hrs beyond bachelors	12	NMSA	A	A (2006)
	Social Studies Education (Broad Field Science, Economics, Geography, Political Science, History)	BSED	I	129	69	PSC	A	N/A
	Social Studies Education	MA/MED	I/A	30-36	31	NCSS/PSC	A	N/A
	Social Studies Education	EDS	A	30 hrs beyond masters	2	PSC	A	N/A
Kinesiology	Health and Physical Education	BSED	I	121	52	NASPE	A	A (2006)
	Physical Education & Sport Studies	MA/MED	A	30-36	43	PSC	A	N/A
	Physical Education & Sport Studies	EDS	A	30 hrs beyond masters	0	PSC	A	N/A
Language and Literacy Education	English	BSED	I	121	34	PSC	A	N/A
	English	MED	I/A	51	44	PSC	A	N/A
	English	EDS	A	30 hrs beyond masters	15	PSC	A	N/A
	English To Speakers of Other Languages (ESOL)	Endorsement	E	9	39	PSC	A	N/A
	Foreign Language	BSED	I	121	14	PSC	A	N/A
	Foreign Language	MED	I/A	72	30	PSC	A	N/A
	Foreign Language	EDS	A	30 hrs beyond masters	0	PSC	A	N/A
	Reading	MED	A	36	13	PSC	A	N/A
	Reading	EDS	A	30 hrs beyond masters	13	PSC	A	N/A
	Reading Endorsement	Endorsement	E	9	10	PSC	A	N/A
Lifelong Education, Administration, and Policy	Educational Administration & Policy	MED	A	33-36	53	ELCC	A	P (2007)
	Educational Administration & Policy	EDS	A	30 hrs beyond masters	29	ELCC	A	P (2007)
	Educational Administration & Policy	Non-degree, L-5	L-5	26	67	ELCC	A	P (2007)
Mathematics and Science Education	Mathematics Education	BSED	I	129	81	NCTM	A	A (2006)
	Mathematics Education	MA/MED	I/A	35-38	51	NCTM/PSC	A	A (2006)
	Mathematics Education	EDS	A	30 hrs beyond masters	29	PSC	A	N/A
	Elementary Math Education Endorsement	Endorsement	E	15	2	PSC	A	N/A
	Science Education (Biology, Broad Field Science, Chemistry, Earth/Space Science, Physics)	BSED	I	124	34	PSC	A	N/A
	Science Education (Biology, Broad Field Science, Chemistry, Earth/Space Science, Physics)	MED	I/A	35 hrs beyond bachelors	45	PSC	A	N/A
	Science Education	EDS	A	30 hrs beyond masters	6	PSC	A	N/A
Workforce Education, Leadership and Social Foundations	Career & Technical Education (Business Education, Family & Consumer Sciences, Health Occupations, Marketing Education, Technology Education, Trade & Industrial Education)	BSED/MAT	I	121	115	PSC	A	N/A
	Career & Technical Education	MED	A	33-36	36	PSC	A	N/A
	Career & Technical Education	EDS	A	30 hrs beyond masters	14	PSC	A	N/A
	Related Vocational Instruction	Endorsement	E	9	18	PSC	A	N/A
	Coordinator of Vocational Academic Education Endorsement	Endorsement	E	9		PSC	A	N/A
	Educational Leadership	L-5 Endorsement	E	21	93	PSC	A	N/A
UGA Partner Programs
Agricultural Leadership Education and Communication (College of Agricultural & Environmental Sciences)	Agricultural Education	BSAES	I	121	22	PSC	A	N/A
	Agricultural Education	MAL	A	33-36	39	PSC	A	N/A
Art (Franklin College of Arts & Sciences)	Art Education	BFA	I	127	51	PSC	A	N/A
	Art Education	MA.ED	A	33	17	PSC	A	N/A
	Art Education	EDS	A	30 hrs beyond masters	1	PSC	A	N/A
Dance (Franklin College of Arts & Sciences)	Dance Education	BSED	I	120	0	PSC	A	N/A
Music (Franklin College of Arts & Sciences)	Music Education	BMUS	I	128	37	NASM	A	A(2006)
	Music Education	MMEd	A	33-36	46	NASM	A	A(2006)
	Music Education	EDS	A	30 hrs beyond masters	6	NASM	A	A(2006)

The college continues to be recognized for excellence. Its graduate programs are ranked among the top in the country. U.S. News & World Report (2006) has again ranked our graduate programs in elementary and secondary education as 4th and 5th respectively, and counseling and human development services ranked as 9th, which is a significant increase from the 2001 ranking of 22nd. The program area of vocational/technical education is among the top 10 in the nation. Four of our programs (elementary education, secondary education, curriculum and instruction, and vocational education) have been ranked among the nation’s elite for 12 consecutive years – an outstanding record of achievement. In addition, our programs in special education, educational psychology and higher education administration were ranked again among the top 20. Overall, the college was ranked 26th among 249 schools granting doctoral degrees in education on indicators of reputation, faculty capacity, size of programs and research funding.

The university’s statewide network of off-campus offerings and its distance learning capacity carries the college’s reach throughout the state. However, as befits a college with a national standing, its actual service area extends far beyond the state and region. Through the faculty’s myriad activities in the creation and dissemination of knowledge, faculty and institutional collaborations, study abroad opportunities, and the international scope of its graduate student population, the college affects the nation and the world.
From 2003-2007, the faculty participating in the off-campus credit programs offered 2,398 courses in locations throughout Georgia, the United States and around the world. The courses attracted 28,307 enrollments, produced 72,659 credit hours of instruction, and generated $11,399,304.26 in tuition for the university. During the last academic year, the in-service/off-campus program attracted 6,998 enrollments. These enrollments represent 17,145 credit hours of instruction and involved over 130 college faculty.

For FY2007 the college received $26,934,170 in state support and had an additional $15 million in external supported expenditures for teaching, research and service programs. External funding came from such sources as the U.S. Department of Education, the National Institutes of Health, the Center for Disease Control and Prevention, the Spencer Foundation, the Annenberg Foundation, the Pew Charitable Trust, the National Science Foundation, and the Kellogg Foundation, among others.

The College of Education faculty is actively engaged in the areas of public service and outreach. As a component of its service efforts, the unit supports clinics affiliated with various academic programs that provide services to thousands of individuals in the local community and northeast Georgia. In 2006, 4,973 clients (2,406 K-12 students, 629 UGA students, and 1,938 adults) were served in the college’s clinics (Speech and Hearing Clinic, Fitness Center, Center for Counseling and Personal Evaluation, School Psychology Clinic, Pediatric Exercise Clinic, and Reading Clinic). At the university level, annual grants are awarded by the Vice President for Public Service and Outreach. Exemplars of these grants at the university level include the Scholarship of Engagement Grants for University Engagement (SEGUE) and International Development Education Awards (IDEAS) grants. In 2005, faculty members from the College of Education were awarded 4 of the 16 available grants, and 4 additional Poverty and the Economy grants. In 2006 and 2007, three faculty members were awarded Poverty and the Economy grants to support their service activities.

The unit faculty continue to be recognized with significant and competitive honors. For example, since 2000, three unit faculty members have received Fulbright Awards, and another three were identified as Distinguished Research Professors. One Creative Research Medal was awarded in addition to a Regents Professor award, two Senior Teaching Fellow Awards, two Sara Moss Fellowships and two Study in a Second Discipline distinctions. In the area of teaching, two Lilly Teaching Fellow Awards were presented to faculty members and nine Faculty Senate D. Keith Osborn Awards for Teaching Excellence. Additionally, faculty members within the unit were awarded with the American Educational Research Association Early Career Award, Academy of Human Resource Development Scholar of the Year Award, and the International Council of Special Educators Distinguished Service Award. Two faculty members have won the university's highest award for service, the Walter B. Hill Award.

Major Changes Since 2001

1. In 2004, the college completed a three-year comprehensive reorganization process that resulted in the reduction of the number of academic departments from 19 to 9. Prior to the reorganization, the college had a three-tier administrative structure (dean’s office, 4 schools, and 19 departments). As part of the administrative restructuring, the schools were eliminated. Six of the previous department heads and three new department heads (one selected as a result of a national search) provide leadership for the newly formed departments. Each of the new departments has devoted considerable time and effort to the development of new policies and is moving toward shared departmental cultures. A newly formed Administrative Council consisting of the dean, associate deans, assistant to the dean, senate president, and nine department heads provides administrative leadership for the college. With the resignation of one associate dean, the administrative duties of the three associate dean’s offices were studied and modified. A major change was to consolidate the curriculum, student affairs, and all assessment and accreditation efforts within one office. A national search was conducted for this position.
   
   
2. The Department of Health Promotion and Behavior was moved from the College of Education to the newly formed College of Public Health in 2004.
   
   
3. The university conducted the dean’s five-year review in 2004 resulting in a successful review and continued contract.
   
   
4. After a period of budget cuts in 2000-2004 in which few new faculty lines were available, the unit was able to search for and hire 14 full-time faculty in 2005, 17 in 2006, and 21 in 2007 for a total of 52.

5. As a result of reorganization, college financial management moved from the former schools to the Dean’s Office. Departments were given resources to support their programs and faculty. A common template for managing these resources was created and is accessible electronically to the department head, COE business office and associate deans. The business office is now able to generate quarterly reports on the college wide financial health. Theses data are used to plan projects and provide support to departments facing financial challenges. At the end of FY 07, data from these reports was used to adjust O&E allocations to each department.
   
   
6. New bylaws were developed for the Administrative Cabinet; the Senate revised its bylaws.
   
   
7. As a result of a committee to study educator preparation in the unit, the Professional Education Advisory Council (PEAC) was formed in fall 2005 to provide a forum for program coordinators across campus to collaborate on projects, policies, and issues relevant to educator preparation at the University of Georgia. The unit established a PEAC Professional Education Advisory Council made up of program coordinators in four colleges as well as a P-12 representative. This body meets 1-2 times per year in a large group with subgroups and committees meeting more regularly. The program coordinators of all certification programs meet regularly during the academic year. 
   
   
8. Under the leadership of a new PEAC Assessment Committee established in 2006, the Georgia Framework for Accomplished Teaching was revised to be inclusive of all educator preparation programs, becoming the Georgia Framework for Educators. It provides the basis for program and unit assessments (see standard 2 for more details).
   
   
9. The dean established a Student Advisory Council with undergraduate and graduate representatives from each of the nine departments.

10. The dean established a Superintendents’ Advisory Council with representatives from school districts in which we collaborate in our teaching, research, and service activities.
    
    
11. In summer 2007 the Administrative Cabinet was enlarged to include directors of the Office of Instructional Technology, Student Services, and a representative from the funded centers. This body meets every month and is charged with policy and decision-making for all administrative functions in the College (see draft bylaws). Department heads also meet monthly to discuss strategic issues related to curriculum, financial management, personnel, and development. 
    
    
12. The unit established a student database for all undergraduate and graduate students that is now being implemented to track candidates’ progress through our programs (see standard 2 for details). 

13. The unit completely revised its annual Faculty Activity Report moving from a descriptive system to a database system that can be queried on all inputs. As part of this revision, there is now an annual process for review and refinement of the system based on faculty feedback to the Faculty Senate and approval by the Administrative Cabinet. 

14. The COE Curriculum Committee moved to an online curricular approval process for greater effectiveness and efficiency. 

15. Faculty development activities were expanded and refined based on a survey of needs. We now have a calendar of workshops and retreats covering the academic year.

16. The flatter administrative structure has facilitated collaborative efforts across the COE. The development of the Educational Policy and Evaluation Center in 2005-06 is one example of that collaboration.