6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators?

The College of Education and Human Development (CEHD) provides the leadership for effectively coordinating all programs at the institution designed to prepare education professionals to work in PK-12 schools, as is evident throughout the policies and procedures published in the CEHD Faculty Handbook (Exhibit 5c1.2 CEHD Faculty Handbook), and highlighted in this discussion. The organization structure outline (Exhibit 6a1.1 CEHD Organization Chart) shows the Dean as the unit authority supported by the Associate Dean, Assistant Dean, and four department heads. The Dean is a member of the university Academic Affairs structure and reports to the Provost and Vice President for Academic Affairs (Exhibit 6a1.2 University Organizational Chart). The unit has a governance structure in place that compels it to function in an effective and efficient manner with regard to policies and procedures pertaining to teacher education programs. Several committees demonstrate the unit’s governance structure (Exhibit 6a1.3 CEHD Committees) and a select few described hereafter.

The CEHD Administrative Council, comprised of the Dean, Associate Dean, Assistant Dean, Director of Field Experiences, Director of Graduate Studies, Director of Grants and External Funding, and four department heads, advises the Dean on administrative matters and provides ideas and suggestions for improvement of the college and its programs.

The ULM Council for Teacher Education (CTE) includes undergraduate teacher education faculty and candidates as well as representatives from all academic areas of the university involved in preparing teachers. The Council reviews and approves such matters as curriculum development and changes, program admission requirements, program structure and other matters pertaining to the quality of teachers and other school personnel (Exhibit 6a1.4 Council for Teacher Education).

The unit has a strong collaborative relationship with the faculty in the College of Arts (A&S) and Science. During the process of redesigning all teacher education programs, faculty from Arts and Science and Teacher Education worked very closely to align courses taught by the faculty in Arts and Science to meet state standards, NCATE and the different certification boards as required by the State Board of Education. This collaboration has continued with minor changes that have served to strengthen the secondary programs.

Program or course changes are initially identified by program advisors in Curriculum and Instruction (C&I), Educational Leadership and Counseling (EDLC), Kinesiology, Psychology or by department heads. Department heads from both colleges discuss possible changes and solutions with input from advisors and candidates. Before any changes are implemented, alignment with NCATE, program, and state standards are ascertained. Once alignment is accomplished the proposed changes are sent forward to the College of Education Human Development Undergraduate or Graduate Curriculum Committee. Changes are then presented to the Council for Teacher Education for approval prior to submission to the Undergraduate or Graduate Curriculum Committee for official approval and entry into the catalog. 

The Dean of Arts and Science is very supportive of the CEHD mission and has a close working relationship with the Dean of CEHD. The Dean and faculty of A&S participate in NCATE meetings and share responsibility for writing SPA reports. Faculty from A&S are members of the Council for Teacher Education and the PK-16+ Council and work closely to assure that education candidates in all areas are advised appropriately.  (Exhibit 6a5.1 PK-16+ Advisory Council Members)

6a.2. What are the unit's recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues?

Unit recruiting and admission practices are described clearly and consistently in such documents as brochures, catalogs, appropriate committee reports, and the Strategic Plan. Each department in the CEHD has its own website, which is constantly up-dated for accurate and current information pertaining to degree requirements, advising, university catalog, and additional information specific to the candidate’s major. In the Fall and Spring semesters each year, Browse on the Bayou and Career Fair are two recruiting events which attract thousands of high school candidates to the ULM campus.  Hard copy and web based academic calendars, catalogs, publications, grading policies, and advertising are checked yearly for current and accurate information. For example, the ULM Catalog includes admissions and program requirements and grading polices and is updated yearly and edited for accuracy. Department heads work with Administrative Assistants in the Register’s Office and Coordinator of Advising Support to make sure any hard copy or web based information is current and accurate. Any changes to programs and policies, such as those that occurred during 2008-2009 in the establishment of two on-line degrees M.Ed in Curriculum and Instruction and Educational Leadership, typically become effective when published in the catalog (e.g. 2008-2009 for the M.Ed in C & I and M.Ed in Educational Leadership). (Exhibit 6a2.1 Recruiting and Admission Policies; Publications and Related Materials, Exhibit 6a3.1 Examples of How the Unit Ensures Accuracy of Academic Calendars, Catalogs and Other Publication)

6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?

Hard copy and web based academic calendars, catalogs, publications, grading policies, and advertising are checked yearly for current and accurate information. For example, the ULM Catalog includes admissions and program requirements and grading polices and is updated yearly and edited for accuracy (Exhibit 6a3.1 Examples of How the Unit Ensures Accuracy of Academic Calendars, Catalogs and Other Publication). Department heads work with Administrative Assistant in the Register’s Office and Coordinator of Advising Support to make sure any hard copy or web based information is current and accurate. Any changes to programs and policies, such as those that occurred during, 2008-2009 in the establishment of two on-line degrees M.Ed in Curriculum and Instruction and Educational Leadership, typically become effective when published in the catalog (e.g. 2008-2009 for the M.Ed in C & I and M.Ed. in Educational Leadership).

6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling?

Candidates have ready access to advising and counseling at the university and unit levels.
All undergraduate candidates in initial prep programs are assigned an advisor their freshman year, and are required to meet each semester before being able to register for any academic courses. Each department sets aside specific times (candidates sign up) each semester, or by appointment throughout the semester, for candidates to see their advisor for consultation regarding degree requirements, course sequencing, tutoring services, transfer credit, and career opportunities. Alternative certification and ongoing individual advisement candidates meet with the designated CEHD advisor each semester regarding degree requirements, sequencing of courses and career opportunities. Advanced candidates are assigned a faculty advisor, based on the advisor’s area of expertise, for advisement each semester. The LEC Handbook states, doctoral candidates are assigned a curriculum advisor until they achieve candidacy status, when they select their major professor who provides continued guidance. (Exhibit 6a4.1 Academic Advising Letter and Student Advising Sheets)

Every student at ULM has access to the university Counseling Center located on University Avenue. Candidates learn about the counseling center in English 101, a required course for all ULM candidates. Candidates also have access to the Marriage and Family Therapy Counseling Center. Additional information regarding the center and its many services are disseminated throughout the year via flyers and the university electronic messenger service. Academic tutoring is another important student service at ULM and the university just opened the Student Success Center on campus where all candidates have access to: Supplemental Instruction, Probation Assessment and Student Success, The Writing Place, Discover/Career Planning, Success Series Workshop, Summer Reading, Learning Communities, etc. (Exhibit 6a4.2 ULM Student Counseling Center).

6a.5. Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate?

The CEHD has several advisory committees that provide significant input for program content, redesign, implementation, and evaluation. The CEHD Advisory Council, established by the Dean’s office to ensure collaboration with area stakeholders, includes representatives from local businesses and school districts and from the community. The council meets twice a year and provides guidance on college wide initiatives, governance and budget. The PK–16+ Advisory Council which focuses on teacher education programs, meets at least twice yearly and is comprised of representatives from P-12 schools, civic organizations, local businesses, faculty from the unit and the College of Arts and Science, parents, and candidates. Examples of council contribution include: 1) evaluation of how well the unit prepares teachers and identification of strengths and weaknesses of our completers, 2) identification of community education issues that can be addressed through the teacher preparation program, 3) keeping the community informed of accomplishments of unit candidates, faculty, and programs, and 4) input on the redesigned candidate disposition survey. The Physical Education Teacher Advisory Council is comprised of local P-12 parents, physical education teachers from three different school levels, school board member, Kinesiology faculty, and initial candidates. The committee meets twice a year and provides input.  Educational Leadership programs host the Region VIII school superintendent organizational meeting every other month during the school year. (Exhibit 6a5.1 PK-16+ Advisory Council Minutes)

Additional professional community input is achieved through the committee structures previously noted in discussion of governance as well as through the unit assessment system activities described in response to Standard 2.

6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators?

The Council for Teacher Education (CTE) includes undergraduate teacher education candidates and faculty, as well as representatives from all academic areas of the university involved in preparing teachers. The council reviews and approves curriculum development and changes, program admission requirements, program structure and other matters pertaining to the quality of future teachers and other school personnel.  

PK-16+ Advisory Council has contributed to the college: 1) evaluation on how well the CEHD prepares teachers, 2) focus groups identified strengths and weaknesses of our graduates who are presently teaching, 3) identification of community education issues that can be addressed through the teacher preparation program, 4) act as a liaison keeping the community informed of the accomplishments of teacher candidates, CEHD faculty and programs, and 5) input on the redesigned teacher candidate disposition survey.

Physical Education Teacher Advisory Council is another example of different academic units on campus working together by contributing to the Kinesiology program by: 1) degree content matching job requirements, 2) professional course content and field experiences, 3) community and school district issues that pertain to physical education and 4) evaluation on how well the department prepares teachers (Exhibit 6a5.1 PK-16+ Advisory Council Members)

Unit faculty worked closely with various faculty from Arts & Science on specialty program area (SPA) reports. This work was cited as a strength by the SPA reviewers. Secondary Education faculty members work with assigned Arts and Science faculty who serve as the second advisor to Secondary Education candidates.  These advisors also serve as content area supervisors for Secondary Education candidates during student teaching. Fifty six percent of unit faculty stated that they collaborated with other colleagues on campus on grants. (Exhibit 5b2.1 Standard 5 survey, questions 28)

6a.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to unit leadership and authority may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]