University of Georgia
College of Education

Category I - Design of Professional Education (Standards I.A through I.I)

Evaluations and Changes, 1997-1998

The College provides programs of research-based teaching and learning and the environment to foster such programs. The College strives to provide a curriculum that offers a balance between academic excellence and practical skills, and one that prepares students for the diverse and contemporary work environments they will face. We are concerned with the advancement of understanding and with the application of principles of learning and teaching under optimal conditions. The College encourages learning through the acquisition of knowledge, skills, attitudes and values necessary for continued human development and as informed by the needs of society. Our mission also includes assisting prekindergarten - 12 schools in the improvement of teaching and learning in their setting, as well as assisting agencies and organizations in creating ongoing learning opportunities in their communities.

All departments and programs viewed the semester conversion process as an ideal opportunity to make substantial revisions to their offerings. Courses were deleted and added and, of those retained, many were substantially revised, strengthening existing programs.

Technology represented another area extensively incorporated into courses and offerings during the conversion process, with departments showing evidence of taking advantage of new technologies to improve the quality of teaching and learning. Distance technology, use of the WWW, and expanded use and access of the Internet all represent areas that were more significantly woven into the College's curricula. Several departments used the web and Internet for course instruction and conferencing with and advising students.

Weakness

(Initial) It is not clear that all programs have a model for curriculum design.

This weakness was addressed in the 1997 report. All programs in the College of Education have reviewed the conceptual frameworks under which they operate and have revised their instructional programs, both initial and advanced, as part of implementation of the semester system. As a result of the analyses by departments for conversion to the semester system, revised programs of study for each degree major, both undergraduate and graduate, have been approved by the College of Education's Curriculum Committee, the University's Curriculum Committee and Associate Vice-President for Academic Affairs. Each approved program of studies, undergraduate and graduate, met the guidelines specified by the Board of Regents of the University System of Georgia.

(Initial) There are no policies to assure that student teachers have opportunities to work with culturally diverse populations.

This weakness was addressed in the 1997 report and further elaboration on the University's Cultural Diversity Requirement is provided. In June 1997 the University Council of the University of Georgia adopted a Cultural Diversity Requirement. This requirement stated that all undergraduate students would be required to study cultural diversity within a domestic or global context before graduation. Each college was charged with determining what courses and/or experiences of domestic or global study fulfill the curricular option, and what activities fulfill the extra-curricular specified in the policy. The University did not mandate a cultural diversity requirement for students in post baccalaureate programs. However, each college was encouraged, using its own procedures, to evaluate the adequacy of those programs with respect to diversity content and issues and to make modifications where necessary.

College of Education's guidelines and procedures for complying with the letter and the spirit of the University of Georgia's Cultural Diversity Requirement was approved by the College of Education's Faculty Senate in July of 1998. In developing this plan, the faculty recognize the complexity and multiple perspectives of diversity issues. It is the faculty's intent to foster critical reflection and intellectual discourse appropriate to students' fields of study. Each department, therefore, will design its own implementation plan based on the guidelines from the University and the College.

1. Statement of Goals:

   The University of Georgia Cultural Diversity Requirement states that "in order to further enrich the educational experience of the University of Georgia and to ensure that our graduates acquire the understanding and respect for cultural differences necessary for an enlightened citizenry, all undergraduate students will be required to study cultural diversity within a domestic or global context before graduation." Further, it states that the requirement should be implemented in a way that enables students to develop their understanding of cultural diversity "not only with the cultures they are studying, but also as applied to their own cultures."

   The College of Education's mission statement, adopted by Faculty Senate on April 28, 1993, broadly defines "cultural diversity" to include, but not be limited to, issues related to race, ethnicity, age, gender, educational and socioeconomic status, language, religion, national origin, disability status, and sexual orientation. The College has established cultural diversity learning outcomes for students which reflect both conceptual knowledge and knowledge of application. The College of Education seeks this experience for their graduate as well as undergraduate students. The College of Education's cultural diversity learning outcomes are:

   Conceptual Knowledge

   1. Students will develop a critical awareness of the issues related to discrimination in society and in professional settings by
      1. learning how myths and stereotypes reflect cultural biases;
      2. learning how diverse groups have made major contributions to educational, social and cultural institutions;
      3. learning how to identify and discuss indicators of discrimination within specified institutions and/or groups and how these practices create barriers for some and opportunities for others;
      4. learning how to advocate for non-discriminatory policies and behaviors on behalf of their clients, students, colleagues, etc.
         
         

   2. Students will explore the different cultural perspectives that influence the construction of knowledge, practice and research.

   Knowledge of Application

   1. Students will increase competence and effectiveness in interacting with diverse groups of people by understanding the issues of cross-cultural and within-cultural interactions and communications.

   2. Students will be able to apply conceptual knowledge to achieve more just and equitable educational and interpersonal practices relative to culturally diverse settings in their fieldwork, internships, and school and clinical experiences.

2. Implementation

   Departments have responsibility for determining what course(s) and/or experiences fulfill the cultural diversity requirement. Units will design the requirement so that there is not an increase in hours beyond the approved limit. Because of the breadth of the College's learning outcomes, departments may develop multiple methods, requirements, and/or experiences to enable students to accomplish the learning outcomes. Departments are encouraged to incorporate and/or expand, as appropriate, their previously established curriculum action plans to create their departmental process and guidelines for meeting the College cultural diversity requirement. The cultural diversity requirement may be completed by curricular and/or extra-curricular experiences.

   Curricular experiences might include, but not be limited to, a course or series of courses, which could be integrated with guided field experiences; supported learning experiences in off-campus settings (including service learning projects, study abroad, internships, etc); program option certificates or specialities, such as gerontology, ESL, women's studies; and/or infusion of cultural diversity content across courses.

   If extra-curricular experiences are used, they should be systematically coordinated with departmental courses and programs in a way that allows students to make connections between their extra-curricular experiences, their academic coursework, and the cultural diversity learning outcomes. These experiences might include, but not be limited to, community service programs or related projects; supported learning experiences in off-campus settings (including service learning projects, study abroad, internships, etc); participation in campus and/or community lectures or workshops (e.g., Minority Student Services "Events & Programs" series), or attendance at COE Multicultural Education Task Force sponsored events (e.g., annual conference, monthly seminars). A faculty member should provide guided reflection throughout the experience and a product should result from the experience.

   Candidates for degrees in the College of Education, beginning with those students matriculating in the Fall 1998, must show that they have met the cultural diversity requirement. The advisor will note that the student satisfied the requirement on the appropriate graduation and/or program of study form.

   The College's Task Force for Multicultural Education will continue to promote learning in this area and will be a resource to departments in the development of their process and plans.

3. Impact

   Each department should complete their departmental guidelines for satisfying the College of Education's cultural diversity requirement and submit that plan to the Dean for review. The departmental guidelines should reflect how the department is meeting the College's cultural diversity requirement. These guidelines should include an evaluation component to assess how students believe their department has prepared them with regard to cultural diversity.

Category II - Candidates in Professional Education (Standards II.A through II.D)

Evaluations and Changes, 1997-1998

The Associate Dean's Office of the College, beginning the fall 1998 semester, now provides advisement for all students prior to their admission into a degree major. This advisement is usually for the first 60 hours of the student's program of study (120 hours total). Following this advisement period and upon acceptance of the student into a degree program, students are assigned an advisor in their teaching field

In addition to completing prescribed academic work, candidates in the College of Education must present passing scores on Praxis I academic skills test in reading, mathematics, and writing prior to admission to a degree program in the College of Education. Individuals are exempt from this requirement if they have earned qualifying scores on any of these tests: SAT total scores 1000 (with at least 480V and 520M); GRE total score 1030 (with at least 490V and 540Q); or ACT total score 22 (with at 21V and 22M). A candidate must also earn satisfactory scores on the Praxis II (Subject Assessments) in the appropriate subject areas before applying for initial teacher certification.

No weakness cited

Category III - Professional Education Faculty (Standards III.A through III.D)

Evaluations and Changes, 1997-1998

The College has achieved progress in beginning to build the structure for ensuring that the College and faculty members focus on shared goals related to success, productivity and professional recognition of each faculty member. The initial focus has been on new and untenured faculty, who now benefit from a multi-prong faculty development and mentoring program. The initiatives begun this past year for faculty over the career-span include the establishment of a Faculty Support Faculty development program designed to recognize associate professor level faculty for specific contributions, and an internal grant competition to encourage faculty collaboration across disciplines.

Weakness

(Initial) There is a lack of training in supervision for field supervisors.

This weakness was addressed in the 1997 report.

Category IV - The Unit for Professional Education

Evaluations and Changes, 1997-1998

The College of Education is currently undergoing a self-study under the guidance of "The Millennium Commission." The Millennium Commission, through its work during the past academic year, is establishing a framework and action plan for the future of the College of Education. The first phase report on the "vision" will be completed in January 1999 and the second phase of the report, containing specific plans of implementation, is expected in January 2000 which will become the priorities of the College.

Based on a preliminary report, the following are being considered:

• A new name reflective of the broad mission of the College (For example: The College of Learning or The College of Education and Life Long Learning).
• All students (undergraduate and graduate) would graduate through a culminating public performance that synthesis academic knowledge, technology, leadership, multi cultural understandings, and contributions to larger communities. We would be known for students who are "skilled idealists."
• Structures and resources would support student, faculty, and staff collaborations across academic disciplines and across College, University, and external community boundaries in teaching, research, and outreach.
• Our large College would have a small, familiar feel. Every student should be well known by at least one faculty member and faculty and staff should come to know each other across departments and schools.
• Our College should be a place of reflective study, data collection, examination, and evaluation of how we educate students, staff, and faculty and such study should determine further, ongoing changes and improvements.

• The education of classroom teachers, and at the same time, broadens its investment to all education professions dedicated to learning in all types of institutions. All graduates should have the skills to initiate and mobilize improvements for clients.
• Increase the numbers of students, staff, and faculty to more clearly reflect the sub populations of the state. This will add to the richness of learning through multiple cultures, experiences, and perspectives.
• Increase the capacity and use of new technology as liberating tools to allow for new conceptualizations of teaching, learning, courses, credit units, and programs that depart from traditional academic offerings. Charter status for the College may be pursued with the Board of Regents to allow for uniquely crafted programs.
• Further the land grant mission of the university in having students, staff, and faculty involved in collaborative academic endeavors with varying and diverse communities that help achieve democratic goals of economic, educational, and social justice for all.
• Increase the learning opportunities for students, staff, and faculty to participate in global, international settings.

No weakness cited.