college of education handbook - texas tech web view“a conceptual framework establishes the...
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COLLEGE OF EDUCATION HANDBOOK2011-2012
MISSION STATEMENTApproved by the College of Education Faculty May 2004
The College of Education at Texas Tech University prepares professional educators and specialists for a diverse society. Our comprehensive programs integrate scholarship, research, and practice in collaboration with individuals, communities, educational institutions, and agencies.
VISION STATEMENT Approved by COE faculty/staff, 7/18/05
The vision of the College of Education is to strengthen the foundations of democracy and realize its benefits through excellence in research, teaching, and service. Our professional faculty and staff prepare lifelong learners to become competent, effective, and caring professionals who are able to address the educational challenges of a diverse society in a dynamically changing world.
STATEMENT OF PHILOSOPHY ON DIVERSITYAs a community of reflective practitioners and scholars, the faculty of the College of Education promotes understanding and respect for differences in professional and personal identity. Professional differences involve work situations, ideologies, or traditions including the tasks each individual accomplishes within the College of Education and the citizenship individuals manifest through their workload and community service. Personal differences include, but are not limited to, race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance. In essence, we believe that the unique individuals in this college have strengths and characteristics that are vital to our college and its growth, and the climate of diversity. As we celebrate our differences, we also recognize our similarities as we work toward educating ourselves and our students to nurture one another in this endeavor.
As a college faculty, we affirm the importance and necessity of providing equitable and needed opportunities to all members of our college and to the greater community to learn and be successful. We acknowledge that the educational opportunities of particular groups and individuals have been limited and sometimes denied as a result of restrictive policies and practices. This denial or limitation of educational opportunity and success has and continues to result in the loss of human potential and talent and, as a result, contributes to social injustice and economic inequality in our nation. As a faculty, we will consistently work to recognize and eliminate these inequities so as to achieve our mission to "provide leadership for educational excellence and equity in partnership with communities and educational agencies." ( College of Education Mission Statement)
In order to achieve our mission as a college and to create an environment of mutual respect where our professional diversity and strengths are nurtured and our personal differences respected, the following statements will guide us:
Affirming Unique Professional and Personal Identities• Differences in interest, knowledge, purpose, and discipline create our unique professional identities.
• Differences in race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance contribute to our unique individual as well as group identities.
Building an Inclusive Community• Community is built and sustained by a climate of equity, fairness, and trust and the recognition of and response to the individual needs of our faculty, staff, student body, and extended community.
• Community is strengthened by our mutual respect of the humanness and of the unique contributions to our mission of each member of our faculty, staff, and the student body.
Cultivating Leadership for a Pluralistic Society• Excellence in a pluralistic society requires that leaders and leadership be available to and be representative of our college and greater national and international community.
• Personal and social barriers that block or limit the opportunities of individuals and groups to provide leadership in our college and the greater community will be attenuated and replaced with our commitment to equal opportunity, support, and excellence.
Developing a Participatory Working Environment• A participatory working environment encourages and supports multiple perspectives and strengths.
• A participatory working environment invites and honors discussion, dialogue, and debate that respect the humanness of those involved.
Encouraging Policies and Practices that Reflect Social and Economic Justice• Social justice involves a commitment to the personal, academic, and social development of the faculty, staff, and students of the College of Education as well as to the larger community that we and our students serve.
• Educational policies and practices that provide all individuals with equal and needed access to education and success are indispensable for the achievement of social and economic justice.
• Social justice involves a commitment to excellence that incorporates the interests of individuals within a larger concern for the common good of humanity.
Commitment to this philosophy requires acceptance and acknowledgment that issues touch each of us in a different manner. Excellence can only be achieved by honoring individuality while at the same time working together to achieve our College's mission.
Approved 1/8/01, modified and reaffirmed (5/4/04) by the faculty of the College of Education , Texas Tech University
A Conceptual Framework for Educator Preparation: Professional Educators Opening Doors
to the Future“A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in pre-kindergarten through high school (P-12 schools). It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability” (NCATE Standards). The essence of the Texas Tech University (TTU) conceptual framework for educator preparation is captured by the theme, Professional Educators Opening Doors to the Future.
The term “professional educators,” refers to the professional education faculty and staff of the university as well as to our graduates who become professional educators in their own right. It is essential to use “opening doors to the future” in a concrete manner to guide educator preparation at TTU. One way to do so is to consider the knowledge, skills, and dispositions that enable the doors to be opened. We, as professional educators, share knowledge, develop skills, and model dispositions with our candidates enabling them to open doors to their futures. In turn, our graduates, as professional educators, share knowledge, develop skills, and model dispositions with their students and clients allowing those individuals to open doors to their futures.
Furthermore, our work is guided as the doors are metaphorically opened to a future where equity and diversity are commonplace and all individuals are respected and valued. TTU educators and graduates open doors by advocating academic excellence for all people, respecting and valuing all individuals, serving as change agents, and generally providing opportunities for all individuals to be successful.
Professional education programs at Texas Tech University are derived from a conceptual framework having two major data sources. First areknowledge bases, including research findings; sound professional practice; Texas educator proficiencies and content knowledge; and Texas Essential Knowledge and Skills. Second is a societal context including the needs of society, schools, and students; accreditation standards;certification requirements; government initiatives, and guidelines from specialized professional associations.Data from knowledge bases and the societal context are used to inform the development and continual revision of mission and vision statements. Conversely, knowledge bases are also measured against, and made consistent with, missions, visions, beliefs, ethics and values.Reflections and actions with respect to missions, visions, beliefs, ethics and values result in the formation of program purposes as specified inprogram assessment plans (click on “file” column to open a plan) and strategic goals and objectives, which in turn provide the foundation for programs that are focused on clinical experiences, issues of equity and diversity, development and infusion of technology, educator proficiencies, and content knowledge. Programs subsequently prepare graduates who are professional educators able to demonstrate appropriate knowledge, skills and dispositions; integrate theory and practice; respect and value all individuals; advocate academic excellence for all students; serve as change agents; and remain life-long learners.
The entire conceptual framework is supported by an assessment system, which as stated in the framework, fosters informed decision-making through inquiry, assessment, feedback, and follow up. Evidence gathered and analyzed for all standards is a result of the assessment system, which is informed by the conceptual framework. A visual representation of the conceptual framework follows. In addition, a graphic representation of the framework, with linkages to associated documents foknowledge, skills, and dispositions that enable the doors to be opened. We, as professional educators, share knowledge, develop skills, and model r clarification and elaboration, may be viewed online.
Texas Tech University Educator Preparation
Knowledge Base Statement In 1996 the National Commission on Teaching and America’s Future (NCTAF) published a report entitled What Matters Most: Teaching for America’s Future. After extensive study, the NCTAF
concluded that caring and competent teachers are what matters most to insure student success (NCTAF, 1996). The report also noted that other educators and school personnel contribute to student and teacher success. The faculty and staff of Texas Tech University’s College of Education responds to this report with a commitment to prepare lifelong learners with the capacity to develop into culturally competent (Gay, 2000; Sheets, 2005), caring professionals with the abilities needed to address the educational challenges of a diverse society in a dynamically changing world. (COE Vision Statement) The College of Education provides the major support for educator preparation at Texas Tech University. However, programs housed in units throughout the university are an integral part of educator preparation and thus their visions, missions and goals are an essential component of an educator preparation knowledge base. Review of such may be done at the following locations.
• Agricultural Sciences and Natural Resources http://www.depts.ttu.edu/agriculturalsciences/casnrinfo/strategicplan/default_files/frame.htm
• College of Arts and Sciences http://www.as.ttu.edu/Mission/Strategic_Plan/strategic_plan.html • College of Education http://www.educ.ttu.edu/docs/strategicplan/default.htm
• College of Human Sciences http://www.hs.ttu.edu/planning.htm • College of Mass Communication http://www.depts.ttu.edu/mcom/about/stratplan.html • College of Visual and Performing Arts http://www.vpa.ttu.edu/CGI/framesrv.cgi?
loc=mission_strat_plan.shtml • Graduate School http://www.depts.ttu.edu/gradschool/Images/Academics/strategic_plan/
StrategicPlan.htm
The theme of the Conceptual Framework, “Professional Educators Opening Doors to the Future,” focuses on the commitment to open doors for educator candidates by providing them with appropriate knowledge, skills, and dispositions (Munby, Russell, & Martin, 2001). In turn, candidates as future professionals, open doors for their students and clients by providing them the knowledge, skills, and dispositions needed to insure a greater access to actualize a successful future. Thus, both TTU faculty and candidates “open doors to the futures” of those they serve (Cochran-Smith, 2004). (The full conceptual framework may be viewed online.)
Theoretical scholarship and empirical findings of best practices in schooling constitute knowledge bases, forming the foundation of the conceptual framework, which in turn guides educator preparation programs. Professional educators must be knowledgeable and conversant in the current professional literature, and able to critically examine their own knowledge and practice. Professional decision-making is informed by research literature, professional practice, and reflective analysis (Britzman, 1991; Cochran-Smith & Lytle, 1993; Goodlad, 1994). Faculty members are expected to engage in scholarship, which contributes to, informs, and transforms educational practice. The COE accepts its responsibility to develop the skills and talents of its faculty as a community of scholars and to provide an environment that supports opportunities for growth and achievement of excellence in scholarship and/or creative activity (COE P&T Policy, and TTU P&T Policy). These conditions result in active, focused research agendas. Documentation of faculty scholarship is found in faculty vitae. Faculty members invite both initial and advanced program candidates to join the COE’s community of scholars. In so doing, candidates reflect, analyze, synthesize, propose, inquire, and test theoretical understandings and learn to adapt this new knowledge in their roles as future educations in new communities of educators (Gore & Zeichner, 1991). By the nature of the profession to which they aspire, educational candidates as future professionals accept the responsibility to challenge their beliefs, reflect critically upon their practices, and develop critical thinking skills. Guided by such a model, future educational professionals emerge with cultural and pedagogical competence, willing to take their places as reflective teacher-leaders, analytical teacher-learners, skilled teacher-researchers in their fields. Educator programs at TTU are grounded in research on teaching and learning (Richardson, 2001), teacher education (Cochran-Smith & Zeichner, 2005; Sikula. Buttery, & Guyton, 1996), and multicultural and bilingual education (Banks & Banks, 2003; Gay, 2000; Crawford, 2004; Ovando, Combs & Collier, 2006; Lessow-Hurley, 2005). A bibliography of the research compiled by each program, with the most important of those references assembled in a general educator preparation bibliography. Best practice informed by empirical research is an integral part of the knowledge base guiding educator preparation at Texas Tech. The Specialized Professional Associations (SPA) in the various disciplinary fields have developed standards for sound professional practice based on research findings and experiences of university faculty and practitioners in PK-12 schools. TTU faculty members associated with various SPAs have aligned courses and programs to meet these standards. Although the standards vary by content areas, there are common themes such as assessment of candidate content knowledge (Floden 2001; McDiarmid, 1990), pedagogical and professional knowledge (Doyle, 1990) and effects on PK-12 student learning (Sanders & Horn, 1998).
Educator standards for sound professional practice, which form the basis for candidate competencies, were developed by the Texas State Board for Educator Certification (SBEC). The SBEC gathered university and public school educators to create state standards for student learning and for educators at the beginning and advanced levels. For the initial programs for teachers, these standards emphasize content knowledge (Texas Essential Knowledge and Skills, TEKS) and learner-centered pedagogical and professional knowledge. Competencies, or proficiencies, for other professional educators in advanced programs are based on standards developed for such programs as the following:
Educational Diagnostician; Principal; School Counselor; and Master Reading Teacher
TTU programs are committed to field-based educator preparation. Faculty members have created strong partnerships with public school and agency personnel. Candidates are placed in a variety of clinical settings with diverse students and clients (Goodfellow & Sumison, 2000; Proctor, Wagstaff, & Ochoa, 1998; Xu, 2000. School faculty, administrators, and other school or agency personnel work in partnership with university faculty in the preparation of the next generation of educators. These collaborative efforts provide professional growth for school-based personnel (Grisham, Berg & Jacobs; 2002; Holmes Group, 1986; Kyle, Moore & Sanders, 1999), and strengthen knowledge and skills of university faculty (Clandinin & Connelly, 1998; Knowles, Cole, & Sumsion, 2000). Although educators, prepared for a future that cannot be fully predicted, it is known that technology affects education at all levels (Schwaller, 2000). The International Society for Technology in Education (ISTE) Standards maintains that university faculty, staff, and candidates need to develop the ability to use, manage, understand, and assess technology. Consequently, technology-related courses are required in some educator preparation programs, e.g. EDIT 3318 for the EC-4 Program. Where stand-alone courses are not required, many faculty infuse or thread the appropriate use of technology throughout their instruction—both to enhance undergraduate and graduate student learning opportunities as well as to model appropriate usage. As we strive to open doors to the future, we must consider the type of future we envision and the cultural pluralistic society in which we live. The PK-12 student population continues to become increasingly culturally and linguistically diverse; however, our teaching force does not reflect this diversity (Sleeter, 2001). Educators for the twenty-first century must be culturally competent to address the needs of the students they will serve (Irvine & Armento, 2001; Ladson-Billings, 1995; Sheets, 2005). The COE Diversity Statement envisions a future in which the college is committed to “the personal, academic, and social development of faculty, staff, and students…as well as to the larger community that we and our students serve.” The statement continues, educator preparation at Texas Tech University is committed to “educational policies and practices that provide all individuals with equal and needed access to education and success,” and a
commitment “to excellence that incorporates the interests of individuals within a larger concern for the common good of humanity.”
Bibliography Banks, J.A., & Banks, C.A.M. (Eds.). (2003). Handbook of research on multicultural education. San Francisco: Jossey-Bass. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press. Clandinin, J., & Connelly, F.M. (1988). Studying teachers’ knowledge of classrooms: Collaborative research, ethics, and the negotiation of narrative. Journal of Educational Thought, 22, 269-282. Cochran-Smith, M. (2004). Walking the road: Race, diversity and social justice in teacher education. New York: Teachers College Press. Cochran-Smith, M., & Lytle, S.(1993). Inside outside: Teacher research and knowledge. New York: Teachers College Press. Cochran-Smith, M., & Zeichner, K.M. (Eds.). (2005). Studying teacher education. Mahwah, NJ: Lawrence Erlbaum. Crawford, J. (2004). Educating English Learners: Language Diversity in the Classroom.
(5th ed.). Los Angeles, CA: Bilingual Educational Services INC. Doyle, W. (1990). Case methods in the education of teachers. Teacher Education Quarterly, 17(1), 7-15. Floden, R. (2001). Research on effects of teaching: A continuing model for research on teaching. In
V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington DC: U.S. Office of Education. Gay, G. (2002). Culturally Responsive teaching: Theory, research, and practice. New York: Teachers College Press. Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Josey-Bass. Goodfellow, J., & Sumsion, J. (2000). Transformative pathways: Field-based teacher educators’ perceptions. Journal of Education for Teaching, 26, 245-257. Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in pre-service teacher education: a case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
Grisham. D.L., Berg, M., Jacobs, V.R., & Mathison, C. (2002). Can a professional development school have a lasting impact on teachers’ beliefs and practices? Teacher Education Quarterly, 29(3), 7-24. Holmes Group. (1986). Teachers for tomorrow’s schools. East Lansing, MI: Author. Irvine, J.J., & Armetto, B. (Eds.). (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw Hill. Knowles, J.G., Cole, A.L., Sumsion, J. (2000). Modifying conditions of researching in teacher education institutions. Teacher Education Quarterly, 27(2), 7-13. Kyle, D.W., Moore, G.H., & Sanders, J.L. (1999). The role of the mentor teacher: Insights, challenges, and implications. Peabody Journal of Education, 74(3&4), 109-122. Ladson- Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lessow-Hurley, J. (2005). The foundations of dual language instruction. (4th ed.). Boston, MA: Allyn and Bacon. McDiarmid, G.W. (1990). The liberal arts: Will more result in better subject matter understanding? Theory into Practice, 29(1), 21-29. Munby, H., Russell, T., & Martin, A.K. (2001). Teachers’ knowledge and how it develops. In V.
Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: American Educational Research Association. National Commission on Teaching & America’s Future. (1996). What matters most: Teaching for America’s future. New York: Teachers College, Columbia University. Ovando, C.J., Combs, M.C., & Collier, V.P. (2006). Bilingual & ESL classrooms: Teaching in
multicultural contexts (4th Ed). Boston, MA: McGraw-Hill. Proctor, T.J., Wagstaff, M.E., Ochoa, B. (1998). An urban professional development school. Teaching and Change, 6, 35-52. Richardson, V. (Ed.) (2001). Fourth handbook of research on teaching. Washington, DC: American Educational Research Association. Sanders, W. & Horn, S. (1998). Research findings from the Tennessee value-added assessment system (TVAAS) database: Implications for educational evaluation and research. Journal of personnel in education, 12, 247-256.
Schwaller, A. E. (2000). Knowing Where You Are Going, Assessment Guides the Future of Technology Education. Peoria, IL: McGraw-Hill, Sheets, R.H. Diversity Pedagogy Examining the role of culture in the teaching-learning process. Boston: Allyn & Bacon.
Sikula, J., Buttery, T., & Guyton, E. (Eds.). (1996). Handbook of research on teacher education (2nd
ed.). New York: Macmillan. Sleeter, C. (2001). Culture, difference, and power. New York Teachers College Press. Xu, H. (2000). Preservice teachers integrate understandings of diversity into literacy instruction: An adaptation of the ABC model. Journal of Teacher Education, 51, 135-142.
THE EDUCATOR PREPARATION ASSESSMENT SYSTEM
The conceptual framework serves as an umbrella over all educator preparation programs. In the same sense an assessment system, the Educator Preparation Assessment System (EPAS), serves as a foundation for those programs.The Educator Preparation Assessment System is based on the following:
*the needs of candidates, faculty, staff, and administrators;
*the conceptual framework for educator preparation;*accreditation standards, specialized professional association (SPA) guidelines, and State of Texas educator proficiencies and content knowledge; and*strategic and program goals.
EPAS assessments are aligned with the State of Texas Pedagogy and Professional Responsibilities (PPR) competencies and content knowledge. These competencies are similar in intent and design to other state and national standards such as those from the Interstate New Teacher Assessment and Support Consortium (INTASC).
The goals of the Educator Preparation Assessment System are to:
*support data-informed decision making throughout all aspects of the educator preparation enterprise, including monitoring candidate performance, *managing and improving operations and programs, and acquiring and allocating resources;
*support scholarship, teaching, and service endeavors;
*support external relations efforts;
*support development efforts; and
*support the generation of reports and statistics.
EPAS is organized around key assessments of candidates at program transition points, as illustrated by the following example from undergraduate initial teaching programs. (Associated assessment instruments are also noted and are available for online review.)
Admission to program
GPA overall and in content field(s)Evidence of basic skills
Completion of specified general education (core curriculum) coursework
If not admitted, candidate may work to correct deficiencies and reapply or may petition the Admission Review Committee based on extenuating circumstances.
o Admission to Clinical Experience
Overall GPA, GPA in content field(s), and GPA in education courses as established by assessments of candidate learning outcomes specified in program assessment plans (click on the “file” column to open a plan)Successful completion of specified education coursework (including field experiences)
If not admitted, candidate may work to correct deficiencies and reapply
o Exit of Clinical Experience (student teaching)
Successful completion of student teaching as assessed against the 13 competencies, which permeate the programs and as measured by the following:
student teaching daily observation form; student teaching mid-term assessment form; and final student teaching evaluation form and rubric.
If not successful in a given placement, under special circumstances may be placed in another setting or may be asked to leave the program without certification.
o Exit of Program
Successful completion of the Capstone Course including the professional portfolioPass the appropriate certification (TExES) examinations, based on specified standardsIf not successful, candidates may repeat the Capstone Course and/or the TExES examinations.
o Follow-up
Candidate End-of-Program surveyAlumni surveyEmployer survey
Assessments and transition points are similar for the other categories of programs, namely post-baccalaureate initial teaching programs and advanced programs such as for counselors and principals. In addition to candidate evaluations, the assessment system also considers unit operations as follows:
Unit OperationsFaculty
Annual report (example by a faculty member) and annual review (between faculty and department chairperson)Instructor and Course Evaluation (by candidates)Clinical Supervisors and clinical sites (by student teachers)
Administrators
Annual review by faculty and staffAnnual review by the Dean
Staff
Annual performance review by supervisors Candidate Advisement Programs
Candidate feedback cardsAnnual review by supervisor (Certification Officer)
o College, Departments, Programs, and Centers
Annual Assessment Reports of Strategic Plans
NCATE/AACTE Annual ReportsAccountability System for Educator Preparation (ASEP) from the StateProgram assessment reports (evolving from Program Assessment Plans)
Program reviews from Specialized Professional Associations (SPAs)
o Initial teaching programs’ curriculum and associated assessments have an internal consistency because they are based on the State of Texas 13 competencies. These competencies are assessed with the following multiple measures, the use of which adds to the validity of the measurements.
*student teaching/internship
daily observation form,mid-term assessment form,student teaching evaluation form, andstudent teaching evaluation rubric;
*electronic portfolio and rubric;*state certification examinations (Texas Examinations of Educator Standards);
*candidate end-of-program assessment; and*follow-up alumni and employer surveys.
COLLEGE OF EDUCATION GOVERNANCE
Individual faculty and staff may express concerns, raise issues, or initiate discussions about policy changes at all governance levels. Typically, these changes originate in programs, departments, committees, and Dean's Executive/Faculty/Staff Council meetings. Proposed policy changes, after Dean's Executive/Faculty/Staff Council review, are then voted upon by the faculty/staff and forwarded to the appropriate council (Dean's Executive Council/Faculty Council/Staff Council) who then presents the recommendation to the dean. She/he will make final decisions about policies related to budget, personnel and/or administrative matters, and will communicate final decisions and supporting rationale, if pertinent, to the originating entity.
Policy decisions related to curricula and programs reside with the faculty in their respective committees, councils, programs and/or departments.
Student input is sought formally by standing committees. Informally, students can express concerns or raise questions to individual faculty or administrators. Students may also give input through the Joint Education Council, which consists of presidents of all student organizations within the College of Education.
OLLEGE OF EDUCATION ORGANIZATION AND ADMINISTRATION
The College's present organizational structure was implemented in the fall of 2004. This organizational structure was designed to efficiently and effectively facilitate the work of the faculty. Responsibility is equally shared between the faculty and the administrative officers of the College of Education. Governance of academic programs lies with the faculty who make recommendations to the Texas Tech University Teacher Education Council. The Council is advisory to the Dean of the College and the Executive Vice President and Provost.
ACADEMIC AND ADMINISTRATIVE OFFICES
Dean's OfficeDean,Dale Scott Ridley, Room 110D, DutiesDevelopment Officer, Karen Jacobsen, Room 106B, DutiesAssistant Academic Dean for Finance and Business Services, Andrea Knapp, Room 110E, DutiesVice Dean, Peggy Johnson, Room 110B, Duties
Office of Communications, PR, Outreach, and OperationsAssistant Academic Dean for Operations, Outreach, and Public Relations, Judy Simpson, Room 113, Duties
Unit Coordinator, Learning Resources and Technology, Jan Ward, Room 253A, Duties
Instructional Technology Support Services Office (ITSS), Room 250, Ext 312, Duties
Office of Academics and DataAssociate Dean for Academics and Data, Hansel Burley , Room 110AA , Duties
Office of Program Evaluation/Research SupportDirector, Vacant, Room 107AUnit Assistant Director, Louise Nelson, Room 108
Office of Teacher Education ProgramsDirector of Teacher Education Programs, Doug Hamman, Room 107, DutiesCertification Officer, Pam Tipton, Room 106AA, DutiesCoordinator of Clinical Experiences, Donna Brasher, Room 106A, DutiesCoordinator, Accreditation and Assessment, Larry Hovey, Room 102, Duties
DepartmentsDepartment Chairpersons, Duties
Curriculum & Instruction Department Peggie Price, Chair, Room 104AEducational Psychology and Leadership Department William Lan, Chair, Room 103A
ProgramsProgram Coordinators, Duties
Programs in the Curriculum & Instruction DepartmentBilingual & Diversity Studies
Zenaida Aguirre-Munoz, Coord, Room 356
Curriculum Studies
Peggie Price, Coord, Room 104A
Middle Level
Gale Stocks, Coord, Room 365
Elementary Education
Reese Todd, Coord, Room 218
Language/Literacy
Katie Button, Coord, Room 324
Secondary Education
Doug Hamman, Coord, Room 107
Math/Science
David Lamp, Coord, Room 269
Programs in the Educational Psychology and Leadership DepartmentCounselor Education
Loretta Bradley, Coord, Room 210
Educational Leadership
JoAnn Klinker, Coord, Room 313
Educational Psychology
Kamau Siwatu, Coord, Room 371
Higher Education
Stephanie Jones/Colette Taylor, Coord, Room 315/304
Instructional Technology
Steven Crooks, Coord, Room 264
Special Education
Roseanna Davidson, Coord, Room 221
COLLEGE OF EDUCATION FACULTY VOTING ROSTER
2011-2012
Although the College voting roster is restricted to full-time faculty, part-time personnel are encouraged to fully participate in all levels of decision making by attending meetings, engaging in discussions, and generally advancing the College's mission.
Agnello, Mary Frances Associate ProfessorAguirre Munoz, Zenaida Associate ProfessorAkrofi, Amma Associate ProfessorAnderson, Connie Associate Professor
Banda, Devender Associate ProfessorBarnard-Brak, Lucy Assistant ProfessorBenavides, Alfredo ProfessorBlodget, Teresa InstructorBosch, Amanda Visiting Assistant Professor
Bradley, Loretta ProfessorBrown, Dee Assistant ProfessorBurley, Hansel ProfessorButton, Kathryn Associate Professor
Cain, David Assistant Professor
Carpenter, Clint Assistant ProfessorCarter, Stacy Associate ProfessorCheon, Jongpil Assistant ProfessorClaudet, Joe Associate ProfessorCoward, Fanni Assistant Professor
Craig, Dana Instructor
Crews, Charles Assistant Professor
Crooks, Steven Associate Professor
Davidson, Roseanna Associate ProfessorDennis, Jody InstructorDotson, Wesley, Assistant Professor
Duemer, Lee ProfessorDuke, Lynn Instructor
Elkins, Leann Assistant ProfessorFehr, Mary Assistant ProfessorFox, Kelly Assistant Professor
Froeschle, Janet Associate ProfessorGriffin-Shirley, Nora ProfessorHalsey, Pam InstructorHamman, Douglas Associate ProfessorHendricks, Bret Associate ProfessorInan, Fethi Assistant ProfessorJackson, Dimitra Assistant ProfessorJacob, Stacy Assistant ProfessorJanisch, Carole Associate ProfessorJohnson, Margaret (Peggy) Associate Professor, Associate Dean
Jones, Stephanie Assistant Professor
Klinker, JoAnn Associate ProfessorLan, William Professor, Department ChairLechtenberger, DeAnn Research Assistant ProfessorLesley, Mellinee Associate ProfessorLock, Robin Professor
Lupton, Jan InstructorMarbley, Aretha ProfessorMatteson, Shirley Assistant ProfessorMatthews, Kimberly Instructor
Maushak, Nancy Associate ProfessorMcLaren, Andra InstructorMcMillan, Sally Associate Professor
Mendez-Morse, Sylvia Associate Professor
Midobuche, Eva ProfessorMitchell, Alyson Instructor
Morgan-Feming, Barbara Associate ProfessorMunoz, Juan Associate ProfessorMyers, Susan Associate Professor
Narayan, Ratna Assistant ProfessorOrtiz, Rebecca Assistant Professor
Parker, Amy Research Assistant Professor
Parr, Gerald Professor
Pogrund, Rona Associate ProfessorPratt, Bobbi Instructor
Pratt, Comfort Associate Professor
Price, Margaret (Peggie) Associate ProfessorRidley, Scott Professor, Dean
Richman, David Professor, Endowed Chair of the Burkhart Center for Autism Education and ResearchSalazar, Dora Assistant Professor
Saldana, Rene Assistant ProfessorSheets, Rosa Hernandez Associate Professor
Simpson, Douglas Professor
Siwatu, Kamau Oginga Associate ProfessorSmith, Walter Professor, Department Chair
Spears, Karen Instructor
Stevens, Tara Associate Professor
Stocks, Gale Instructor
Taylor, Colette Assistant Professor
Todd, Reese Associate Professor
Torres, Ana Instructor
Valle, Fernando Assistant Professor
Walker, Trenia Associate ProfessorWang, Eugene Assistant Professor
White, David Instructor
Williams, Amanda Instructor
COLLEGE OF EDUCATION COMMITTEES AND COUNCILS
DEAN'S EXECUTIVE COUNCIL (DEC)The Dean’s Executive Council (DEC) provides a forum for the discussions and advise on matters related to the conduct of the College of Education. The Council provides council to the dean, serves as a clearinghouse for the development and approval of College level policies, and is an interactive communication vehicle. The DEC coordinates the development of faculty meeting agendas. Membership is by virtue of office and includes:
Dean
Vice Dean
Associate Dean for Academics and Data
Director of Teacher Education Programs
Curriculum & Instruction Department Chair
Educational Psychology & Leadership Department Chair
Assistant Dean for Finance
Assistant Dean for Operations, Outreach & Public Relations
Faculty Council Chair
Faculty Council Chair-Elect
Promotion & Tenure Representative
Staff Council Representative
Development Officer
Certification Officer
Assessment & Accreditation Coordinator
Technology Unit Manager
Dean’s Executive Associate
Technology Committee Representative
Members:
Dean Scott Ridley
Vice Dean Peggy Johnson
Associate Dean for Academics and Data Hansel Burley
Director of Teacher Education Programs Doug Hamman
Curriculum & Instruction Department Chair Walter Smith
Educational Psychology & Leadership Department Chair
William Lan
Assistant Dean for Finance & Business Services Andrea Knapp
Assistant Dean for Operations, Outreach & Public Relations
Judy Simpson
Faculty Council Chair Robin Lock
Faculty Council Chair Elect Trenia Waller
Staff Council Representative Teresa Neal
Promotion & Tenure Representative Tara Stevens
Development Officer Karen Jacobsen
Certification Officer Pam Tipton
Assessment & Accreditation Coordinator Larry Hovey
Technology Unit Manager Shane Hammontree
Dean's Executive Associate Kay Gleghorn
Technology Committee Representative Trenia Walker
FACULTY COUNCILThe Faculty Council is a nine-member elected body of the faculty. Eight of the members are tenure-track faculty including: a chair, a chair-elect, and three faculty members from each of the two departments in the College. The final faculty member is elected from the non-tenure track faculty for a one-year term of appointment. The chair elect is elected by the voting members of the faculty in their respective department for a two-year term, one as chair-elect and the other as chair. The position of chair-elect will rotate each year between departments. If the Chair-elect position is vacated, then someone from the same department to which the former chair-elect is/was assigned will fill the position. If the Chair position is vacated, then that position will be filled by the current Chair-elect and, in turn, a new Chair-elect will be selected from among the faculty in the former Chair's department. Department representatives are elected by the voting members of their respective departments for staggered three-year terms. The College's Faculty Senators elect a representative to serve as an ex-officio member, and all Faculty Senators receive notification of meetings and information distributed at meetings. The Faculty Council usually meets once a month. The chair and chair-elect attend monthly Leadership Council meetings.
The Faculty Council is a vehicle for faculty governance, the empowerment of faculty to recommend policy directly related to the conduct and quality of faculty life in the College of Education. The Faculty Council facilitates processes by which faculty may be fully involved in deliberation and recommendation.
In response to faculty concerns or requests from the Dean and Leadership Council, the Faculty Council:
* Encourages faculty involvement in College issues.
* Works as a clearinghouse for issues and concerns of the faculty at large.
* Facilitates faculty review of existing or proposed organizational structures, guidelines, and procedures to determine their impact on the conduct and quality of faculty life in the College of Education.
* Makes guideline recommendations to the Dean and Leadership Council and the faculty at large.
* Calls and conducts faculty meetings, either jointly with the Dean or independently.
* Keeps records, copies, and minutes relative to council actions, including the circulation of those minutes to the faculty (via the web site posting), and to the members of the Leadership Council.
Faculty Council Members
Alfredo Benavides , C&I 20112014
Robin Lock , EP&L, Chair 2010-2012
Loretta Bradley, EP&L 2011-2014
Trenia Walker , C&I, Chair-Elect 2010-2013
Zenaida Aguirre-Munoz , C&I 2011-2013
Reese Todd , C&I 2009-2012
Roseanna Davidson , EP&L 2009-2012
Brett Hendricks , EP&L 2010-2013
Shirley Webb , Non-tenure track 2011-2012
STAFF COUNCILThe Staff Council is made up of six voting staff members, a chair, a chair-elect, a secretary and three staff members, with each member being a representative from one of the six areas of service: the Departments, Administration, Centers and Institutes, Certification, Community Liaison, and Technology/Resources. If an area cannot be represented, the COE staff will elect a member at large from the entire staff. The COE staff elects each member for a staggered two-year term. The Staff Council chair is a member of the Dean's Executive Council. A Staff Council officer will serve on the COE Human Resources Committee.
The Staff Council is a vehicle to promote programs, policies and activities that validate the importance of the College of Education staff and promote teamwork. With the support of the Dean and the Dean's Executive Council, the Staff Council's purpose is to:
Have a voice in the formation and implementation of policies at Texas Tech and the College of Education.
Make suggestions and present ideas to implement the Service Plus philosophy.
Recognize the COE staff as an integral part of the college.
Promote and support professional development for the COE staff.
In response to staff concerns or requests from the Dean and the Dean's Executive Council, the Staff Council:
Encourages staff involvement in college issues.
Works as a clearinghouse for issues and concerns of the staff at large.
Annually reviews the staff by-laws that communicates the Staff Council mission, goals and membership.
Develops and implements a new staff orientation.
Recommends policies to the Dean, theDean's Executive Council, and the staff at large.
Schedules and conducts meetings, either jointly with the Dean, independently, or with the entire staff.
Keeps minutes and records of all Staff Council discussions and actions and circulates these to the Dean and all staff.
Facilitate the selection of staff awards.
Staff Council Members
Judy Simpson 2010-2012
Benita Charles 2010-2011
Robin Rekieta 2009-2011
Teresa Neal 2008-2011
Joni Sanders 2009-2011
Stephenie McDaniel 2010-2011
Toni Sim 2010-2011
PROMOTION AND TENURE AND POSTTENUREREVIEW COMMITTEE
This committee is composed of six, tenured, faculty members holding the rank of associate or full. In consultation with the department chairs, from the two academic departments, with the Associate Dean for Graduate Education, Research and Administration serving as an ex officio member, the committee reviews all applications for promotion and tenure within the
College of Education and makes recommendations to the Dean. Efforts will be made to insure that the committee includes individuals who represent multiple diversity factors.
The members of the P&T Committee will meet during the spring semester, elect a chair, establish the procedures governing their deliberations, and plan their activities for the coming year. All proceedings by this committee are strictly confidential in nature. All members of the committee will independently review the candidates' dossiers. Following the review, the committee will meet to deliberate and vote. After recording the vote, the Chair of the P&T Committee will give the marked, signed ballots to the Associate Dean, who will retain custody of the ballots.
Each year two of the members will rotate off the committee since all are in staggered three-year terms. The election of faculty members to theP&T Committee will occur on or before the third Monday in March, during the spring semester . The chair of the Faculty Council, or the chair's designate will ask the faculty to make nominations or self-nominations for the open P&T committee slots. These names will be reviewed and considered by both the Faculty Council and the college administrators (e.g., Dean, Associate Dean, two Department Chairs). They will complete a slate for the election with two persons per open slot unless this is not possible as in the case of a slot for a full professor with only one person eligible. After the election is held, the Dean and the Faculty Council Chair will count the votes and inform the faculty of the results by April 1 st .
The committee will act in accordance with written procedures as specified in the College of Education Handbook as developed by the College in agreement with University policies as stated in OP 32.01. This committee's responsibilities include:Reviewing and voting on all applicants for promotion and tenure and posttenure reviews, and submitting to the Dean a statement of committee recommendations on each applicant.
Promotion & Tenure & Posttenure Review Committee Members
Nora Griffin-Shirley, EP&L 2011
Doug Simpson , C&I 2009-2012
Tara Stevens , EP&L 2011
Loretta Bradley , EP&L 2011
Peggie Price, C&I 2010-2013
Steven Crooks, EP&L 2011
Zenaida Aguirre Munoz, C&I 2011
Hansel Burley ex-officio
STANDING COMMITTEES
Procedures for COE Standing CommitteesDuring March or April, faculty members are requested to identify committee assignments of interest and submit this information to the Chair of the Faculty Council. The Faculty Council considers all submissions and appoints faculty to membership on committees in early May. Membership is for three-year terms and begins on the first day faculty are back on duty in the Fall semester. Appointments for vacated positions are sought within one month after the vacancy occurs. Faculty appointed to the vacated position, take membership immediately and serve out the term of the original position.
Each standing committee includes three representatives from each department, ex-officio member(s), COE student representatives, and other members as appropriate. Terms are staggered to allow for a rotation in membership. Each newly empanelled committee holds its initial meeting within ten days after the beginning of the Fall semester. Administrators are not eligible for standing committees, but do serve in ex-officio positions.
Unless otherwise specified, the chairperson of the committee is elected by the committee and serves for one year in that role. The chairperson sets the committee agenda, chairs meetings, reports committee actions to the faculty, provides minutes of each meeting to the Dean, and represents the committee to the Dean and Dean's Executive Council in matters of mutual concern.
All actions and decisions of College committees and College faculty are advisory to the Dean. Recommendations from committees or general meetings of the faculty, including the Graduate Faculty, submitted to the Dean, are taken under advisement and careful deliberation is given before any actions or decisions are made. Program faculty will be consulted first before any actions or decisions that directly affect the program(s) are made. Minutes of College committees and faculty meetings are posted for the faculty.
COE Standing Committees include Graduate Academic Affairs, Undergraduate Academic Affairs, Research, and Faculty, Staff, and Student Human Resources.
Students Serving on Standing Committees of the College of Education In an effort to promote representation of students on the Standing Committees of the College of Education, the following are proposed guidelines for choosing students for committee assignments.
Undergraduate Students : The College of Education student membership of Texas State Teachers Association -Student Program (TSTA-SP) will solicit a group of students who wish to serve on the standing committees. Then the student TSTA-SP membership will vote on those for each committee each year.
Graduate Students : The College of Education's Graduate Student Association will solicit a group of students who wish to be on the committees. Then the graduate students will vote on those for each committee each year.
In the case that there are students who are not members of either of these organizations, they can submit their names to the chair of the Faculty Council who will forward them to the appropriate organization for consideration.
Note 1: Some additional student members may be added to the committees.
Note 2: The ex-officio is the convener of the first meeting. Chairs to be elected at the first meeting.
GRADUATE ACADEMIC AFFAIRS COMMITTEE
This committee is composed of three members of the faculty from each of the two academic departments with the Associate Dean for Graduate Education, Research and Administration serving as an ex officio member, and one graduate student member. The committee has the responsibility of maintaining oversight of all matters related to the quality of graduate education, in both masters and doctoral programs and in advanced certification programs. The committee shall recommend to the Dean guidelines and procedures necessary to strengthen all areas of graduate education. Committee responsibilities include the following:
Monitoring all policies governing graduate education and considering any student appeals for exceptions to those policies, e.g. admissions, residency, program structure, grievances, and grade appeals.
Reviewing criteria for Graduate Faculty membership and procedures for implementing and recommending needed changes.
Reviewing elements of graduate programs to ensure that they reflect standards of best practice among comparable research institutions and recommending specific actions to improve any identified deficiencies.
Serving in an advisory capacity to the Associate Dean for Graduate Education, Research and Administration.
Maintaining the course approval process for all graduate courses (see OP36.01).
Developing procedures and activities that enhance administration/student/faculty relationships within the College.
Keeping records, copies, and minutes relative to committee actions, including the circulation of those minutes to the faculty (via the web site posting), and to the members of Dean's Executive Council.
Graduate Academic Affairs Committee
Mary Frances Agnello, C&I 2011-2014
Fred Hartmeister, EP&L 2011-2014
Stacy Jacob, EP&L 2010-2013
Nora Griffin-Shirley, EP&L 2010-2013
Carole Janisch, C&I, Co-Chair 2010-2012
Mellinee Lesley, C&I, Co-Chair 2010-2013
Vacant, Student Rep (GR) 2011-2012
Hansel Burley ex-officio
FACULTY, STAFF, AND STUDENT HUMAN RESOURCES COMMITTEE
This committee is composed of three faculty members from each of the two academic departments, a representative of the Staff Council, and two student members, with the Director of Public Relations and the Associate Dean for Graduate Education, Research, and Administration serving as ex-officio members. Specific responsibilities of the committee include:
* Recommending guidelines and procedures and organizing events that directly affect faculty, staff, and student welfare in the College of Education.
* Coordinating the process of announcing, nominating, selecting, and recommending faculty and students for College and, as appropriate, University awards.
* Designing and implementing an annual process of planning faculty and staff professional development.* Developing procedures and activities that enhance relationships among administrators, faculty, and students within the College.
* Keeping records, copies, and minutes relative to all committee actions, including the circulation of those minutes to the faculty (via the web site posting), and to members of the Dean's Executive Council.
Faculty, Staff & Student Human Resources Committee Members
Vacant (finishing Rosa's term), C&I2011-2012
Fannie Coward (finishing Sally McMillan's term),C&I
2011-2013
Loretta Bradley, EP&L2011-2012
Jerry Parr, EP&L2010-2013
Aretha Marbley, EP&L, Chair2011-2014
Craig McCarron, C&I2011-2014
Benita Charles, Staff2011-2012
Vacant, Student Rep (Grad)2011-2012
Vacant, Student Rep (Undergrad)2011-2012
Hansel Burley ex-officio
Karen Jacobsen ex-officio
RESEARCH COMMITTEE
This committee is composed of three faculty members from each of the two academic departments with the Associate Dean for Graduate Education, Research and Administration serving as an ex-officio member, and one student member. The Research Committee recommends guidelines and procedures necessary to strengthen all research endeavors in the College of Education including, but not limited to, the following:
Promoting and supporting research and scholarly activities in the College.
Making recommendations regarding the need for research equipment, materials, and funds.
Reviewing faculty access to adequate library and computing resources; expert consultants in research design, statistical analysis, and teaching effectiveness; and sufficient travel and support funds to conduct research and to present the findings at professional meetings.
Developing guidelines for faculty research proposals supported by private and/or state organized research funds and reviewing those proposals and making recommendations to the Dean for their funding.
Keeping records, copies, and minutes relative to all committee actions, including the circulation of those minutes to the faculty (via the web site posting), and to members of the Dean's Executive Council.
Research Committee
Alternate (Roseanna Davidson), EP&L 2011-2014
Doug Simpson, C&I 2011-2014
Stacy Carter, EP&L 2009-2012
David Richman, EP&L 2010-2013
Barbara Morgan-Fleming, C&I, Chair 2010-2013
Shirley Matteson, C&I 2009-2012
Vacant, Graduate Student 2011-2012
Vacant, Graduate Student 2011-2012
Hansel Burley ex-officio
Judy Simpson Standing member
TEACHER CERTIFICATION AND UNDERGRADUATE ACADEMIC AFFAIRS
COMMITTEE
This committee is composed of three members from each of the two academic departments and one undergraduate student with the Associate Dean for Teacher Education and the Certification Officer for the College of Education serving as ex officio members. The committee has the responsibility of maintaining oversight of all matters related to the quality of teacher certification and undergraduate education, including certification, courses, and programs. The committee shall recommend to the Dean guidelines and procedures necessary to strengthen all areas of teacher certification and undergraduate education. Committee responsibilities include the following:
Monitoring all policies governing teacher certification and undergraduate education and considering any student appeals for exceptions to those policies, e.g. admissions, program structure, grievances, and grade appeals.
Conducting a continuous review of the curricula and courses that comprise the academic programs in the College with a view to strengthening content and continuity, reducing redundancy, and maintain currency throughout.
Maintaining the course approval process for all undergraduate courses.
Developing a plan and procedures for support activities relative to issues in teacher certification and undergraduate education.
Serving in an advisory capacity to the Associate Dean for Teacher Education and the Certification Officer.
Keeping records, copies, and minutes relative to all committee actions, including circulation of those minutes to the faculty (via the web site posting) and to members of the Dean's Executive Council.
Teacher Certification and Undergraduate Academic Affairs Committee
Susan Myers , C&I 2008-2011
Leann Elkins , EP&L 2009-2012
Rebecca Ortiz, C&I 2009-2012
Devender Banda, EP&L 2010-2013
Trenia Walker, C&I 2010-2013
DeAnn Lechtenberger , EP&L 2008-2011
Erin Tidwell, Student Rep (Undergrad) 2010-2011
Kari Kennedy, Student Rep (Undergrad) 2010-2011
Peggy Johnson ex-officio
Pam Tipton ex-officio
COLLEGE OF EDUCATION CENTERS
THE BURKHART CENTER FOR AUTISM EDUCATION AND RESEARCH
The Burkhart Center for Autism Education and Research promotes systemic change in the manner in which professional and families interact and plan for people with disabilities. Nationwide, dissemination of research findings, activities, and projects of the Burkhart Center for Autism Education and Research provide an impetus for creating this transformation. Engaging professionals and families of students with Autism Spectrum Disorders promises far-reaching effects for collaboration, preparation, and implementation of instructional and transitional programming to provide a higher quality of life for individuals with Autism Spectrum Disorders.
The Burkhart Center for Autism Education and Research focuses on four avenues for advancing society's view of students with Autism Spectrum Disorders. First, the Center provides preparation for selected educators on the South Plains through the Burkhart Teaching Academy . The Burkhart Teaching Academy supplies outstanding teachers working with students with Autism Spectrum Disorders with mentoring, training, and materials to improve their performance in the classroom. Second, Resources and Solutions offer area families and professionals books,DVDs, small group workshops, and individual consultation concerning issues for students with Autism Spectrum Disorders. Resources and Solutions also exhibit a variety of Sensory Integration materials for parents to try with their students prior to purchasing the equipment. Third, the Center continues to work with the South Plains Autism Network (SPAN) to provide families and professionals with current information on a monthly basis. During the SPAN meetings, Sibshops engage siblings of students with Autism Spectrum Disorders in problem-solving and group-support activities. Finally, The Collin Burkhart Transition Collaborative brings families, educators, and community partners together to determine strength-based blueprints to aid students with transition from school to work. The blueprints map the student and family's desires and aid them in determining practical placements and decisions for adulthood. This Collaborative identifies community partners to provide comprehensive services and postsecondary opportunities for adults with Autism Spectrum Disorders.
THE CENTER FOR DIVERSITY LEADERSHIP IN EDUCATION
The Center for Diversity Leadership in Education is an embedded center whose mission/vision, critical success factors, goals, objectives, strategies, and assessment processes will be consistent with those of the TTU College of Education. The Center for Diversity Leadership in Education will seek to engage in collaborative research and practical application partnerships with multiple entities across the University. The proposed Center will generate nuanced and comprehensive understandings of the role diversity leadership can play in the elimination of persistent inequities in public education (nationally and internationally) and in the development of a more just and caring global society.
The Center for Diversity Leadership will serve as a nexus through which individual researchers and academic units can gather to share and discuss multiple educational, intellectual, and societal views and perspectives and research proposals related to the provision of equitable educational opportunities in a global society; develop and maintain multiple partnerships with internal and external university entities (including international partnerships with other universities and organizational
entities) to conduct relevant theory-into-practice research on how to creatively address persistent inequities in public education and in society (both nationally and internationally); serve as an administrative hub for the solicitation and distribution of funded research for individuals and partner agencies associated with the Center; serve as a clearinghouse for research on diversity, equity, and leadership; function as a place that sponsors training by experts in the development and successful procurement of long-term federal and corporate funding opportunities related to diversity, equity, and leadership; offer leadership development opportunities for those interested in diversity and equity leadership in a global society
THE CENTER FOR INTEGRATION OF SCIENCE EDUCATION AND RESEARCH
As a university-wide center, the Center for the Integration of Science Education and Research is committed to the concept that research and education in the sciences are inseparable and complementary and is committed to removal of barriers: between education and research, between organizations, between academic units, between disciplines, between scientists and non-scientists, between the university and the schools.
The vision of CISER is to be a national leader in the integration of research and education in the sciences. The Center will provide a mechanism for assuring that the increasing research activity at Texas Tech will impact positively the educational experiences in the sciences of students at Texas Tech and in the regional and local K-12 schools.
CISER seeks to develop innovative programs to involve students and teachers at all levels in the research enterprise, create a seamless community of science educators from K-16, serve as a mechanism for recruiting more students and teachers into the sciences, and contribute positively to Texas Tech's reputation by developing nationally recognized programs in the integration of research and education.
As a university-wide center, the Center for the Integration of Science Education and Research will encourage and enable the integration of science education and research at all educational levels and explore innovative mechanisms for doing so, expand educational opportunities for undergraduate science students by promoting and supporting undergraduate research, and enhancing the recruitment and retention of pre-college science teachers.
VIRGINIA MURRAY SOWELL CENTER FOR RESEARCH & EDUCATION IN VISUAL
IMPAIRMENTThe Virginia Murray Sowell Center for Research and Education in Visual Impairment at Texas Tech University in Lubbock, Texas, prepares specialists in visual impairment, orientation and mobility, and deafblindness. It promotes quality research to address the academic and social needs of school-age students with visual impairments and provides public service to assist local, national, and international constituencies. The Center offers degree and certification programs in visual impairment (VI), orientation and mobility (O&M), and deafblindness (DB). Scholarships are offered for students in both degree and certification programs. The students in the program are often found throughout Texas and the bordering counties, as most of the programs are available through distance education. The center also offers an Annual Distinguished Lecturer Series in
which the finest and most highly qualified in their field come to Lubbock, Texas to offer valuable learning opportunities through the occurrence of lectures.
Dr. Virginia Murray Sowell developed the program at Texas Tech University which is recognized internationally. Dr. Sowell began teaching students with visual impairments in 1955 at the San Antonio Independent School District and received her Ph.D. in special education at theUniversity of Texas at Austin. She started a personnel preparation program in visual impairment at Texas Tech University in 1977. This position along with her many years of teaching provided the background necessary to begin the Orientation and Mobility Program in 1982. In 1989, another program was established that prepared teachers of students with deafblindness. The Virginia Sowell Center employees nine people. It operates as a federal and state funded grant program. Students with either a Bachelor's or a Master's degree can receive certification as an O&M Specialist, training students how to travel independently, safely, and efficiently in their homes, schools, and communities. O&M Specialists work with individuals with visual impairments - birth through adulthood in both educational and rehabilitation settings.
Students can receive their Teacher of Visually Impaired Certificate if they have or will receive their teaching certificate before completing their VI coursework. This will provide the student with the background necessary for assisting visually impaired children - birth to 22 years, to achieve their educational goals. Students who are prepared to teach children with deafblindness usually have a bachelor's degree and are teachers. They are employed by public schools, residential schools for the blind and agencies serving children and youth with deafblindness. Vision specialists also work with children, parents, other educators, O&M specialists and other community agencies. They teach children the compensatory skills needed to function independently within society.
The Virginia Sowell Center's program offers face to face instruction at a distance, where the faculty will travel to a central site in a region to teach classes, Internet classes, on-campus instruction, for which students move to Lubbock to attend classes on campus, and/or a combination of the above.
Faculty Hiring PolicyThe College of Education will recruit the best-qualified candidates to fill faculty positions. These individuals should have academic and scholarly records, experiences, attitudes, and goals that will advance the mission and goals of the university, college, and program. Candidates who earn their advanced degree(s) from the College of Education at TexasTech University will not be discriminated against in our faculty searches.
FacultyThe faculty of the College consists of all personnel with the rank of instructor, assistant professor, associate professor, or professor with an appointment to a department of the College. The role of each faculty member shall be defined by the department chairperson in consultation with the faculty member.
Voting privileges in the College are reserved for those full-time members of the College Faculty, who are in tenured, tenure track, or non-tenure positions, and who are fully employed within the University. Temporary and part-time adjunct faculty members shall not be voting members of the faculty nor shall they accrue tenure in the College.
Upon the recommendation of one member, seconded by another member, and by a 3/4 vote by a ballot at a regular meeting, any person not meeting these requirements may be added to the voting roster for a prescribed term and purpose (e.g., to vote on (1) programmatic issues; (2) graduate issues; or (3) governance issues.
All duly elected regular members of the Graduate Faculty within the College of Education including those holding adjunct appointments, shall be eligible to vote on all matters related to the graduate programs, including elections to the Graduate Faculty. Individuals with special, one-time appointments to the Graduate Faculty for the purpose of serving on doctoral committees are not eligible to vote.
Appointments may be made jointly with another unit of the University; such joint appointments shall specify the status of the appointee with respect to voting, tenure, and promotion.
Adjunct FacultyOP32.17According to OP 32.17:
1.c. "The terms adjunct and visiting are used with the appropriate faculty rank for non-continuing, non-tenure acquiring appointments. Part-time is used with the appropriate faculty rank for less than full-time academic appointments."2.i. "The term adjunct is used to indicate that appointees, because of their expertise, will be called upon by Texas Tech University for their opinions on matters of importance. The rank at which the appointment is made is determined by an evaluation of the previous achievements of the appointee. Individuals who already hold a faculty appointment in one academic unit of the university are typically not eligible for an adjunct appointment in another academic unit; rather, adjunct appointments recognize persons with appropriate expertise from outside the University, including those associated with TTUHSC."
1) All persons who wish to teach, serve on dissertation committees, or assume other teaching roles must apply for adjunct status in the College. This would include all University administrators. Any person who anticipates being involved in the graduate program must be elected to membership on the Graduate Faculty in the College of Education.
2) Persons holding adjunct status may not chair dissertation committees.
3) The rank of an adjunct appointment will be commensurate with the applicant’s academic background, scholarship, credentials, and achievements.
4) An adjunct appointment will be for the period of one term at a time-Fall, Spring, or Summer (September 1 - August 31) and may be reappointed each fiscal year.
5) To apply for an adjunct appointment:
a) After consulting with program faculty, the chair of the program in which the person will work submits the applicant’s vita and a letter of support to the Department Chair;
b) After reviewing the vita, the Department Chair would attach a letter indicating whether or not there is support for the application within the department and forward all the material to the College of Education's Office of Graduate Education and Research.
6) With the Dean’s approval, a Personnel Action Form (PAF) will be prepared and placed on file with the University.
For reappointment, the same procedure will be followed.
Criteria for Graduate Faculty Membership 1. Terminal Degree. An earned doctorate in an appropriate discipline from an accredited doctoral-degree granting institution.2. Scholarly Productivity. A minimum of five publications during the six years immediately preceding review. These publications must include some articles in fully refereed nationally recognized journal outlets.
The College of Education recognizes that scholarship may be manifested in the field as well as through journals, so in cases where publications may be marginal, work in school and community organizations/agencies may be weighed as a modifier. The impact of such work must be documented and will not compensate for a total lack of publications. Additional factors that may be considered in scholarly productivity include: presentations of papers at national conferences or meetings; the scope of a publication (e.g., a monograph or book would be weighted heavier than an article); obtaining external grants; service as a reviewing editor for journals or a text publisher; and supervision of theses and dissertations, especially if they lead to publications in refereed journals.
3. Teaching Effectiveness. Evidence, by measures such as student evaluations, peer evaluations, or other measures of successful experience in teaching, advisement, counseling, and/or direction of students at the graduate level.4. Service. Evidence of participation in university, college, and program committee work; evidence of professional involvement in local, state, and/or national professional organizations.
Criteria for Graduate Faculty Membership1. Terminal Degree. An earned doctorate in an appropriate discipline from an accredited doctoral-degree granting institution.
2. Scholarly Productivity. A minimum of five publications during the six years immediately preceding review. These publications must include some articles in fully refereed nationally recognized journal outlets.
The College of Education recognizes that scholarship may be manifested in the field as well as through journals, so in cases where publications may be marginal, work in school and community organizations/agencies may be weighed as a modifier. The impact of such work must be documented and will not compensate for a total lack of publications. Additional factors that may be considered in scholarly productivity include: presentations of papers at national conferences or meetings; the scope of a publication (e.g., a monograph or book would be weighted heavier than an article); obtaining external grants;
service as a reviewing editor for journals or a text publisher; and supervision of theses and dissertations, especially if they lead to publications in refereed journals.
3. Teaching Effectiveness. Evidence, by measures such as student evaluations, peer evaluations, or other measures of successful experience in teaching, advisement, counseling, and/or direction of students at the graduate level.
4. Service. Evidence of participation in university, college, and program committee work; evidence of professional involvement in local, state, and/or national professional organizations.
Summer Session EmploymentSummer appointments are based upon summer instructional needs. Summer employment is considered a supplemental appointment and is not guaranteed. Employment of faculty during the summer sessions is contingent on department and program needs. Budgetary conditions control the number of courses that can be offered during the summer sessions. Under normal budgetary conditions, faculty will have an opportunity for appointment for one of two summer sessions provided that student enrollment justifies the courses scheduled and the individual faculty member is qualified to teach the assigned courses. The department chair is responsible for making faculty appointments. Those individuals appointed for summer teaching will be given a contingency contract that stipulates the conditions for summer appointment.
Summer Appointments
1. The department chairs, in consultation with program coordinators, determine the schedule.
2. The College of Education first offers existing courses needed by students.
3. Presuming budget availability, the College of Education attempts to provide a two-course load or its equivalent (e.g., a one-course load to improve teaching) for all College of Education tenure/tenure track faculty who wish to teach.4. The College of Education only offers courses to adjuncts when College of Education faculty who wish to teach the courses are not available.
Faculty Office HoursIt is important for every faculty member to post a definite schedule on his/her office door, providing information about classes and where they meet, office hours, and anything else that will help a visitor to find him/her when necessary. A template document will be made available for faculty members to prepare this form for the office doors. Faculty members are expected to schedule a minimum of five (5) hours per week in offices during the academic year and to follow this schedule as closely as possible. During a summer session in which a faculty member is teaching, the expectation is 2.5 hours per week.
Faculty members and administrators are to: a. keep office hours; b. keep appointments; and
c. notify the department office when location of class is changed for the day. Faculty members are urged to: a. let staff know where you will be and anticipated time of return to office so that callers can be informed; and b. place a note on the office door to let students and others know if office hours cannot be kept.
Support for Scholarly Activities The College of Education is committed to supporting faculty who are engaged in scholarly activities. To this end the College provides the following support:
1. Manuscript Preparation. A typist(s) will be available to type manuscripts for books, articles, papers, research proposals, or other scholarly works. 2. Technical Writing Assistance. A technical writing expert will be available to proofread manuscripts and provide advice on writing, grammar, format, and APA style. 3. Travel. Each department is allocated operating funds to support travel by faculty to professional meetings for the purpose of presenting the results of research and other scholarly activities. The amount of financial support depends upon the amount of the allocation and the number of faculty requesting support. 4. INTERNET. The global network, which serves the worldwide academic community, may be accessed through the campus Academic Computing Services system. 5. Research funds in the College of Education are awarded to faculty members on a competitive basis during the fall semester by the College's Research Committee. The guidelines for the competition are announced early in the fall semester by the Research Committee. 6. Seminars and Research Symposia. The College of Education Research Committee sponsors the College of Education Research Conference, dealing with research topics.
7. College of Education Research Lab. The College of Education Research Lab was founded to facilitate faculty members' and graduate students' scholarly activities and promote the productivity. The Lab is equipped with computers with software needed for quantitative and qualitative research and other peripheral equipment. Under the leadership of the Director of the Research Lab appointed by the Dean of the College of Education, two Graduate Assistants operate the lab during the regular working hours, from 8 am to 5 pm, Monday through Friday. The Director of the Lab also serves as the methodology consultant of the college who answers questions faculty members have in research design, instrument development, research procedure, and data analysis. Services provided by the lab include, but not limited to, data collection, data preparation, and data analysis. To obtain the assistance provided by the Lab, faculty members need contact the Director of the Lab who then will assign the tasks to the GA's.
Texas Tech University through its libraries, TLTC, ATLC, and other offices provides a variety of support and assistance for scholarly activities.
Vacation/Sick Leave
OP32.11Faculty and staff members who wish to take personal leave, i.e., vacation (for 12 month faculty members and all staff members) or sick leave (for all faculty and staff members), must submit their leave hours through their eRaider link. Non-Exempt staff will submit online their "My Timesheet" located under their eRaider/TTU Employee tab. Exempt employees will submit online their "My Leave Report" under the same tab. In the circumstance of an illness, the leave hours must be submitted immediately after the employee returns to work. After the hours are submitted your supervisor will approve the leave online.
Faculty Development LeavesOP32.29Procedures
As approved by the College of Education Leadership Council on September 7, 2007
1. Applicant for development leave send a letter of interest in a leave request to their Program Coordinators and Department Chairs no less than a month before the application deadline (deadline is usually around the 3rd week in October).
2. Program Coordinator and applicant discuss how courses and other duties will be covered.3. Program Coordinator gives to the Department Chair a recommendation about how courses and other duties in the
program will be covered.4. During the annual review meeting with faculty, the Department Chairs will address the possibility of a developmental
leave for the coming year when appropriate.5. After the development leave is concluded, the applicant(s) will send a report of their outcomes/accomplishments to the
Department Chair and the Dean and in a public forum, such as a brown bag lunch, report on the outcomes of their leave.
Faculty WorkloadOP32.18Note: The new university Academic Workload Calculation Policy (OP 32.18) went into effect September 1, 2000. At that time the Provost's Office circulated a memo informing both administrators and faculty that the implementation of this policy (on actual change in teaching loads for faculty would not necessarily be changed due to resource constraints). Therefore, there is no plan for wholesale changes in College of Education faculty teaching loads over the next few years.
In the 2000-01 academic year, the College of Education Workload Committee developed a proposal for pilot implementation of teaching workload changes over a two to three year period. This proposal was accepted by the dean and Administrative Council. During the 2001-02, 2002-03 and 2003-04 academic years, the dean and department chairs will initiate discussions with faculty about pilot activities in scholarship (including grant development), service, professional development, and alternative teaching which will be substituted for regular teaching. Assessment will be done to determine the effectiveness of these activities, including the resources needed, before a full scale change in the teaching workload described later in this section of the handbook will be modified.
The College's goal is to offer high quality undergraduate and graduate programs that are nationally competitive. Related to this goal is the need to optimize the productivity of the faculty in carrying out their responsibilities. Workload assignments
are influenced by program needs and student demand. Faculty resources are limited, and it is imperative that student enrollment be managed as we drive our programs to new levels of excellence.
Each faculty member is assigned a minimum of a 12-credit-hour equivalent teaching workload. Non-graduate faculty, teaching undergraduate courses are assigned the equivalent of four 3-credit-hour courses per semester. Graduate faculty teaching either undergraduate, graduate, or a combination of graduate and undergraduate courses are assigned one semester of three 3-credit-hour courses, one semester of two 3-credit hour-courses, and the equivalent of 3-6 credit hours released time for scholarship for one semester and a reduction to two 3 credit-hour courses and 6 research hours for the other semester. Faculty who teach undergraduate, graduate, or a combination of undergraduate and graduate courses and who are directing at least three doctoral dissertations may be assigned the equivalent of two 3-credit-hour courses and 3 credit hours for dissertation research during the semester in which students complete their dissertations.
Workloads of individual faculty members may vary based on qualifications and the needs of the departments. Department chairs assign individual faculty workloads. Faculty workloads will be monitored in relation to student demand while simultaneously maintaining a high level of faculty productivity. Faculty workloads may be adjusted for specified periods of time, based on department and individual faculty needs, for carrying out their teaching and research responsibilities.
Appointment Of New Faculty Prior To Completion Of Doctoral Degree RequirementsFollowing the guidelines established in Texas Tech’s operating procedures manual, (OP 32.28), the College of Education has established a policy for those applicants who are appointed prior to completing all requirements for the doctoral degree. According to this policy, individuals in this category will be appointed with the title of assistant professor. This appointment will be temporary and contingent on the successful completion of the doctoral degree by August 1 of the first year of appointment. If the degree is not completed by April 1 of the first appointment year, the faculty member will not be eligible for a summer school teaching assignment and will be asked to use the summer months to complete degree requirements. If degree requirements are not completed by August 1, the appointment will be reviewed and be subject to termination. If unusual circumstances prevent the completion of all degree requirements by August 1, an individual may request an extension to June 30th of the second year. If degree requirements are not completed by this date, the appointment will be reviewed and be subject to termination.
Faculty Teaching ResponsibilitiesOP32.06
There is a clear expectation across the College of Education that all tenure track faculty will discharge their respective teaching duties fully over the course of an academic year. In most cases this is a 3/2 regular course load. When classes do not have suitable enrollment, faculty will be reassigned alternative teaching responsibilities. In order to maintain equitable teaching loads across the entire college, faculty reassignment will be done in the following priority order:
1) within their regular yearly assignment, adjusting 3/2 to 2/3, replacing adjuncts tentatively contracted to teach in their program and/or team teaching in cases where enrollment is unusually high 2) within their respective program area for courses they are qualified to teach 3) outside the program area for courses they are qualified to teach 4) across the college where a "generalist" preparation qualifies faculty to supervise student teachers, interns, or other generalist teaching responsibilities
Guidelines for Preparing Course Templates and Course Syllabi
Guidelines Link
Guidelines for Preparing New Course ProposalsGuidelines Link
Distance Education GuidelinesClick Link to Guidelines document.
Evaluation Of Teaching EffectivenessOP32.32
The College of Education is committed to high 'quality teaching by all faculty members and teaching assistants. As one means of assessing teaching effectiveness, the University provides a standardized student evaluation form. The evaluation is administered under the direction of the Office of Accreditation and Assessment in the College of Education.
Each faculty member, adjunct professor, and graduate part-time instructor who has teaching responsibilities is required to use the University student evaluations in every class each fall and spring semester. Summer evaluations are optional and faculty may choose not to have evaluations done at that time. Faculty evaluations by students should typically be conducted during the last two weeks of class. Personnel in the Office of Accreditation and Assessment will come to every on-campus or field-based class at a predetermined and mutually agreed to time and date to facilitate the collection of course evaluation data from students. The instructor will leave the room while the students complete the forms. The evaluation sheets will be collected by the appointed personnel and taken directly to the Office of Accreditation and Assessment, Terri Beard, (room 101 Ed bldg.). Faculty evaluations conducted in other venues should be mailed to the College of Education , Office of Accreditation and Assessment, Attn: Terri Beard, PO Box 41071 , Lubbock , TX 79409 , by a pre-selected student in the class. The results of the evaluation (numerical and/or any additional comments) must not be known by the instructor of the course until final grades have been turned in to the Registrar.
After the evaluation data are collected, the Office of Accreditation and Assessment, with assistance from the Institutional Research and Computing Services, is responsible to process the quantitative data collected with the evaluation forms and provides a detailed summary to the individual instructor. Summaries of evaluations and copies of narrative comments submitted by students for the faculty in each department are provided to the respective department chair and to the Dean.
Institutional Research and Computing Services will assume responsibility for collecting course evaluation data for all web-based and off-campus sections of two-way interactive or video-conferencing classes and share the results of the evaluation with course instructors through the Office of Accreditation and Assessment.
Faculty members and teaching assistants are encouraged to use other methods as well to evaluate their teaching effectiveness.
Annual Faculty ReviewOP32.32
Annual ReportAt the conclusion of each calendar year, each faculty member prepares an annual report listing all activities for that calendar year in the areas of teaching, research, and service. This report is required by University policy and becomes a part of the faculty member's official record. It is considered in decisions regarding merit pay, tenure and promotion, and other personnel matters.
Annual ReviewThe annual report and a current resume are submitted to the department chairperson in January (as per OP 32.32). The chairperson reviews the report and prepares written evaluation of the faculty member's performance. The chairperson is also expected to consider performance for the three previous years. The evaluation is attached to the annual report and copies are distributed to the faculty member, department chairperson, Dean, and Provost. Specific guidelines in OP 32.32 govern provisions for faculty performance that is deemed by the chairperson and dean to unsatisfactory.
Annual Review ConferencePrior to submitting the evaluation to the Dean, the department chairperson meets with faculty members individually to discuss the annual report, chairperson's evaluation, and overall performance for the year. The faculty member initials the chairperson's evaluation.
Annual Review Hearing CommitteeJustification: OP 32.32 Performance Evaluation of Faculty
Purpose: The purpose of this Operating Policy/Procedure (OP) is to establish uniform guidelines and procedures for performance evaluations of members of the faculty.
Paragraph F states: All units should have a procedure established whereby a committee of peers will be available to mediate disagreement between an individual faculty member and the chairperson/coordinator regarding an annual review at the faculty member's request. If the mediation is not successful, a copy of the committee's recommendation shall become part of the annual evaluation. This procedure and/or the possibility of filing a grievance provide the non-binding alternative dispute-resolution processes described in Chapter 154 of the Civil Practice and Remedies Code.
1. To establish the Annual Review Committee the Faculty Council will develop a list of tenured faculty from the College of Education . The faculty member and administrator will have the option to omit three names each from the group. In order to avoid conflict of interest, these individuals may not be members of the Annual Review Committee from the faculty member's department, or members of the Promotion and Tenure Committee. The Faculty Council Chair (with the Chair-Elect as witness) will randomly draw five names from the remaining list, and these five names shall constitute the Mediation Committee.
2. Upon receipt of a request from the dean, the Hearing Committee will schedule a hearing. This hearing must be held within 21 calendar days after receipt of the request from the dean. The Hearing Committee will elect its own chairperson. The chairperson's notice scheduling a time and place for the hearing must be delivered to the parties involved seven calendar days prior to the hearing. These time limits are a guide and may be changed for university holidays and by mutual written agreement of the Hearing Committee and the parties involved.
3. The hearing will be conducted in accordance with procedures established by the Annual Review Hearing Committee. The faculty member or the faculty member's representative(s) or counsel will present the faculty member's case. The faculty member has the right to present information, written or oral, considered relevant or material to the annual review, including the calling of witnesses. This information may be presented in written or oral form. After the presentation by the faculty member, the administrator's case will be presented under the same rules as those that were applied for the faculty member. The administrator may be represented in the process as well. The Hearing Committee may call witnesses, as it considers appropriate. The faculty member and the administrator may question all witnesses.
4. Evidence considered in the hearing must relate to the annual review. After all evidence is received, the Hearing Committee will meet and consider the case. The opinion held by the majority of the members will constitute the committee's recommendations. The committee must provide its recommendations in writing to the dean of the college, with copies to the faculty member and administrator(s), within 15 calendar days after the hearing is concluded. Minority opinions of the committee may also be submitted to the dean. Recommendations to the dean are advisory in nature.
5. The dean will send a written decision to the faculty member within 15 calendar days of receipt of the Hearing Committee's recommendations. If the dean's decision differs from that recommended by the Hearing Committee, the written reasons for such difference will be provided to the faculty member and the committee.
6. The parties may agree to a resolution at any time until the dean's decision.
Non-Tenured, Tenure Track Faculty ReviewOP32.01
Appointment to a tenure track position carries with it certain responsibilities related to teaching, research, and service. The initial six years of appointment serve as a probationary period, allowing time for individual faculty to demonstrate competency as a university professor.
Each non-tenured faculty member appointed to a tenure track position will be reviewed annually during the first through sixth years of appointment. A committee of tenured faculty is appointed by the appropriate department chair. This Annual Review Committee reviews the non-tenured faculty member's annual report. The committee schedules a conference with the individual and provides specific written feedback indicating progress made toward promotion and tenure during the calendar year under review. The committee forwards this written feedback to the appropriate department chair.
Each year the department chair reviews the committee's feedback. In the annual review conference, the department chair indicates to the individual his/her recommendation for continued employment or notification of a terminal appointment based upon the individual's performance during the calendar year under review and cumulative performance. The department chair forwards this recommendation to the Dean.
The third year review is also significant since it represents a mid-point in the six-year probation period. Typically, the Annual Review Committee's scrutiny of the non-tenured faculty member's demonstrated competency as a university professor is greater, and more materials may be requested by the chairperson (e.g., vita, course evaluations, past annual reviews, copies of publications or verification of other scholarly activity). The faculty will consult with the chairperson prior to compiling the third year review materials. The department chair, however, may recommend non-reappointment to the Dean at any time between the first and sixth years of appointment. Notification of individual faculty members receiving a terminal appointment will follow the time schedule specified in the University's promotion and tenure policy (OP 32.01).
College of Education Promotion and Tenure Policy and Procedures
OP32.01
Adopted by the faculty
and approved by Provost
March 31, 2006
COE Promotion and Tenure Policy and Procedures 2006
College of Education Post-Tenure Review PolicyAdopted by the faculty 11/1/99
CRITERIA FOR COMPREHENSIVE PERFORMANCE EVALUATIONS OF TENURED FACULTY MEMBERS
INTRODUCTIONThe College of Education's mission corresponds with the expectations of Texas Tech University as a research university; that is, to foster and support the creation, translation, and dissemination of knowledge through teaching, research and creative activities, and professional service. More specifically, the College of Education seeks to direct its efforts toward achieving national prominence as a research institution, and will build upon its current strong recognition in the state and region to achieve national and international distinction. All faculty members of the College of Education are expected to participate and be productive in support of the mission through teaching, research and creative activity, professional, and administration (as applicable) service. A faculty member should be fully cognizant of this threefold mission and most importantly of the fact that levels of performance in each of the three areas will be comprehensively evaluated on a periodic basis in accordance with OP32.31(Comprehensive Performance Evaluations of Tenured Faculty Members and Faculty Members Who Receive an Academic Promotion).
Because of the diversity of appointment status and time commitment in the College, it is virtually impossible to establish quantitative specifications that are applicable to each and every individual; rather the expectation is that each individual will clearly demonstrate competency in each of the evaluated areas in line with his or her specific appointment.
CRITERIACriteria for comprehensive performance evaluations of tenured faculty members are as follow:
Teaching
Demonstrated quality performance as an undergraduate and/or graduate instructor. Assessment will be based on the type, level and nature of courses taught, instructor-course evaluations, student academic advising, chairing or serving on graduate student committees, advising of student organizations, leadership and other contributions to teaching activities of the Program, College, and University.
Peer review and assistance may also be used as a part of evaluation of teaching effectiveness. This review may be initiated at the request of a faculty member seeking assistance, or by an administrator in response to a pattern of concerns about the teaching effectiveness of a faculty member. The Clinical Supervision Model (Goldhammer) is recommended for use in the process as it has been successfully utilized for many years in the college as a process for collegial collaboration in the
improvement of instruction. Further, faculty members are encouraged to use a combination of review processes (peer, self, administrator, and student) throughout their professional career as a means to improve teaching/learning.
Research and Creative Activity Demonstrated independent, collaborative, and interdisciplinary research and creative activities, which are documented by refereed publications, juried presentations, the development of published video, multi-media and computer software programs, or by way of other professionally prestigious outlets. Evidence of the individual's reputation and recognition for scholarly competence should be documented. Support and documentation may include evidence of invitations to contribute to national and/or international symposia, applying for and obtaining grants or external funding, participation in national professional societies, and continued professional development.
Professional ServiceDocumentation of service responsibilities to (1) the academic community, and (2) the professional community. Within the College of Education, expectations for service to the academic community - which includes committee assignments and participation in program-level, Department, College, and University activities - are differentiated by rank. Associate Professors are expected to demonstrate somewhat greater involvement in service than untenured faculty, whereas, Professors are expected to demonstrate significant participation in the governance and activities of the College and the University.
Expectations for service to the professional community are not differentiated by rank. Nevertheless, the College of Education faculty are expected to demonstrate continuing involvement in professional service. Leadership in the professional community may be evidenced through committee assignments, involvement with local schools, consulting activities, elected offices, national and international activities, and other appropriate service to the individual's professional societies.
Administration (as appropriate)Documentation of effective administrative functioning. Evidence of effective leadership may be demonstrated by evaluation procedures already in place that are specifically related to the relevant program, department, college, or university academic unit (e.g., OP30.15, Academic Administrator Evaluation).
PROCEDURESThe Promotion, Tenure and Post-Tenure Review Committee for the College of Education will constitute the peer review body for purposes of conducting the comprehensive performance evaluations required under O.P. 32.31.Comprehensive performance evaluations, for all tenured faculty members, will be conducted no less often than once every six years of service since the award of tenure or promotion, whichever event occurred most recently. Notice of the approaching comprehensive performance evaluation must be given to the faculty member involved by no later than September 1. The evaluation will begin no earlier than February 1, and end no later than May 1 of a given academic year. The Dean's Office maintains a list of all tenure/tenure-track faculty and the dates of their review.
The primary documentation for the post tenure comprehensive review process will consist of the faculty member's current complete vita and his/her six most recent annual performance reviews conducted pursuant to OP32.32 (Performance Evaluations of Faculty) for the period since the previous comprehensive performance evaluation or successful promotion/tenure decision. In the College of Education, the annual performance review regularly includes evaluations of teaching, documentation of research productivity and creative activities, and enumeration of service activities. Other items,
such as letters of recommendation from peers or former students, should not be routinely submitted unless specifically requested by the review committee.In cases where a member of the review committee is involved in the post-tenure evaluation process, either as the individual being evaluated or as an administrator involved with the individual being evaluated, that member will be excluded from discussion and voting participation in committee deliberations regarding his/her own review.
If a faculty member receives an unsatisfactory prosateur review, he/she will be subject to being reviewed again the following year. A faculty member who receives unsatisfactory reviews in two consecutive years will be subject to the procedural guidelines for developing a professional development plan as outlined in Section 5 of O.P. 32.32 (Performance Evaluations of Faculty). The Dean's Office maintains a list of all tenured/tenure-track faculty and the dates of their review.
TTU Promotion and Tenure Policy and ProceduresPlease refer to the TTU website: www.depts.ttu.edu/opmanual/OP32.01.pdf for a copy of the most recently updated version of The University Promotion and Tenure Standards and Procedures.
Grant Related ActivitiesClick LINK to view this document.
Pilot Grant PolicyPilot Policy-Addendum for Grant-Related Activity
(Spring, 2007 - Spring, 2009)
Approved by Faculty
February 23, 2007
Rationale:In order to increase research and refereed publication productivity in the College of Education, a sub-committee of the Leadership Council (LC) (LC no longer in effect-2010 decision of Dean's Executive Council) met to discuss changes to the existing policy for course buy-outs in the College of Education HANDBOOK. Currently, a course buy-out is available only for those external grants which buy- out 15% plus fringes of a faculty member's salary. Historically, very few faculty members have been able to seek a course reduction under the current policy. There is a need to find more avenues to encourage faculty research and writing. The sub-committee, after two substantive discussions, recommends the following to the LC for further consideration, before putting this pilot policy forward for a faculty vote:
Recommendation:In cases where the external granting agency does not fund the PI for the needed 15% buyout, plus fringes, it may be possible for the PI to request a one course load reduction under the following circumstances:
*The granting agency will pay $3,000 to cover the cost of a part-time instructor to teach the course normally taught by the PI;
* The PI presents a credible research plan leading to a refereed publication;
*The PI outlines how the project may be a precursor to seeking a more substantial grant in the future;
Granting of a course reduction under these special circumstances will depend upon the discretion of the department chair, in consultation with the program coordinator, to ensure that there will be no adverse effects on students' access to needed courses or advisement for program completion. Accountability to the letter and spirit of the criteria and successful implementation of the grant will determine future eligibility under this pilot policy. Evidence of having met the criteria, such as a status report or article in progress, will be due to the chairperson upon termination of the project or at the end of the pilot policy period.
Benefits of a pilot policy:The The sub-committee recognizes that unforeseen issues may arise implementing this policy-change and feels it is necessary to work through any glitches before changing the Handbook on a permanent basis. These issues can arise when:
Several faculty members are named in the grant, and only the PI is eligible under this pilot policy. Also, in cases where more than one faulty member from a program area or department are eligible at the same time for a course reduction according to this policy, it may not be feasible for all to receive the reduction at the same time due to adverse effects on the program, etc. Not knowing the effects on the college or on faculty morale of these issues, or how to solve them in the fairest way, we recommend a two- year pilot project to begin with spring, 2007 and end with spring, 2009. At that time, a sub-committee will evaluate the policy and revise it, as needed, before making it permanent.
Current policy status:The current policy will remain in force for buy-outs 15% and above. If a faculty member can obtain such grants, that is the optimal situation because they provide needed extra resources for the university, the college, and the faculty member.
Note:Faculty members who receive a course load reduction for other reasons will continue to do so. This policy is for the purpose of encouraging faculty research and publication.
Policy On Faculty Travel and Development FundsAPPROVED BY THE FACULTY 3/2/04
The College of Education is committed to supporting faculty members in their research and scholarly endeavors and in their continued professional development. To grow as a scholar and teacher, each faculty member needs support for presenting papers at professional conferences, attending scholarly meetings for professional growth, and defraying the cost of other professional development activities. One way in which the College supports such activities is providing funds for travel and professional development. Each year, 11-15% of the total college maintenance and operations (M&O) funds are set aside specifically to support travel and professional development. The total amount in this budget category is divided as follows:
(a) 90% for the Faculty Travel and Development Fund, and
(b) 10% for the Faculty Travel Discretionary Fund.
FACULTY TRAVEL AND DEVELOPMENT FUNDS
The total amount of money designated for faculty travel and development is divided each fall among the tenure-track, tenured, and permanent continuing contract faculty members [1] [2] on a per capita basis. This amount is then made available to each faculty member for his or her use for activities such as traveling to conferences to present papers, traveling to conferences or other meetings for professional development, purchasing scholarly books, paying for journal subscriptions, and so forth. Formal requests for travel funds will be made by completing the standard travel application and submitting it for approval to the Department Chairperson. Requests for purchasing items for professional development will be made by following established College procedures. Funds not used or encumbered will be reallocated at the end of each January to the Faculty Travel and Discretionary Fund.
FACULTY TRAVEL AND DISCRETIONARY FUNDS
These funds are used to support special travel requests by tenure-track, tenured, and permanent continuing contract faculty members throughout the year. Special requests may include, but are not limited to, travel to present at an international conference, to present an invited paper, or to present at a prominent conference or meeting. The intent of the discretionary funds is to provide full or partial travel to support faculty members at venues that will bring widespread recognition to the faculty members' scholarly work, to the College of Education, and/or to Texas Tech University. Other full-time faculty members in any status who have been employed for at least three years may also apply for Faculty Travel Discretionary Funds. [3]
To make request for funds, the faculty member should first submit a written request to the Department Chairperson stating the purpose of the request, the anticipated total amount, and the requested amount. Each Department will form a committee composed of representatives of the Department's faculty members. These committees will meet as needed to make decisions on discretionary travel funds. The recommendation of the committee will be forwarded to the Department Chairpersons, who will jointly make the final decision. Priority will be given to: (1) tenure-acquiring assistant or associate professors, and (2) all other faculty members.
[1] Faculty members who have been at Texas Tech University for five years, have applied for continuing status, and have been approved as a permanent continuing contact faculty member.[2] This assumes that future contracts for these faculty members will not contain travel or professional development funds.[3] This assumes that future contracts for these faculty members will not contain travel or professional development funds.
Travel OP 79 TRAVEL
Application for Official TravelUnder the provisions of the present law, institutions of higher education are required to maintain records of faculty members absent for official and personal reasons. The appropriate forms for notifying the University of an absence from campus can be obtained from your department's designated finance staff member and attached herein. Travel Application Form Link
The "Application for Official Travel" is to be used when faculty travel out of town for business or for personal reasons. The completed form should be submitted prior to departure even when the travel is not funded by the College. This is to insure that the traveler will be insured by University insurance. The application must describe the intended travel and delineate the provisions for teaching responsibilities and other University duties during the faculty member's absence from campus. When presenting a paper, the title of the paper must be stated on the application. Faculty are encouraged, as a professional courtesy, to list on the travel application the location of their travel and contact numbers where they can be reached in case of an emergency. The travel request should be submitted to the appropriate finance staff member. The department chairperson will be requested to sign the travel application. The application will then be submitted through TTU’s online travel system.
Travel Outside the United StatesIn accordance with the present law, faculty travel outside the United States, United States' possessions, Canada, and Mexico requires the approval of the Provost of the University or his designee. The travel application with appropriate signatures are required by the Provost Office 45 days prior to the travel date.
TTU Corporate Travel Credit CardTexas Tech University participates in the State of Texas Travel Management Program. As a result, faculty must apply for and receive a TTUcorporate travel credit card under the State of Texas Contract. State contracted rates for airfare can only be obtained with the use of this TTUcorporate travel credit card. Application forms for a corporate card can be obtained from your designated finance staff person. Only university-related purchases or expenses can be charged to this card. It is against state law to put any personal expenses on the state corporate credit card. This is a personal credit card in your name and requires timely payment.
Making ReservationsWhen making reservations for airline, hotel, and car rental the traveler may compare the State of Texas contracted rates with other rates. Rates shall not exceed the State of Texas contract rates. A list of state contracted rates can be found at the website: http:// www.window.state.tx.us /procurement/ prog / stmp / . When purchasing airfare, the traveler may choose to use his/her personal credit card, instead of the corporate credit card, if the airfares are lower in price than the state contracted rates. Please note, though, that the traveler must keep in mind that the state rates can only be obtained by using the corporate card. NOTE: “THE AMOUNT OF REIMBURSEMENT WILL BE LIMITED TO THE CONTRACTED RATES UNLESS A VALID EXEMPTION IS CLAIMED.”
Travel to Supervise Interns and Student TeachersFaculty members who supervise students inside and outside the city limits must submit an Application for Official Travel at the beginning of the semester to Student Teaching Office, Room 461. Reimbursement of expenditures for travel, either within the Lubbock city limits or outside the city limits, requires submission of a TTU Travel Verification Mileage Report and voucher at the conclusion of the travel period.
Rental CarsTexas Tech University has contracted rates with Advantage (1-800-777-5518), Avis Rent A Car (1-800-525-7521 x1144), and Enterprise Rent A Car (1-800-250-4501). These should be used unless a cheaper rate can be obtained. Further information can be obtained from the College of Education travel office, room 111, the TTU Travel Office, 742-3224, or via the above website.
State travel regulations do not permit payment for the various insurance coverage offered by the auto rental companies. If you agree to accept this coverage, you should be prepared to pay for it personally.
Travel in Non-Commercial Aircraft Texas Tech University does not have insurance coverage for faculty who fly on official business in non-commercial aircraft.
Texas Tech University Travel Verification Mileage Report
Link to Mileage Report Form
Travel VoucherFiling of Travel VoucherA Travel Voucher must be submitted and filed with the TTU Travel Office within 30 days after the conclusion of travel for which funding was pre-approved. No reimbursement will be allowed if receipts are turned in after 30 days unless there are extenuating circumstances. Upon completion of your voucher you should receive reimbursement within 10 working days provided everything is correct on your voucher.
The travel person in the College of Education travel office will prepare the travel vouchers. To prepare the voucher she/he must have original receipts for expenses for which reimbursement is being requested.
The following information will be helpful in computing in-state travel expenses:
1. If the employee's duties do not require an overnight stay, meals are not covered. If an employee's duties require an overnight stay, meals are covered not to exceed the daily per diem, at the following rate:
Breakfast (20% of daily per diem) if departure from city limits or airport is prior to 8:00 a.m. or return is after 10:00 a.m.
Lunch (30% of daily per diem) if departure from city limits or airport is before 12:00 noon or return is after 1:00 p.m.
Dinner (50% of daily per diem) if departure is before 5:00 p.m. or return is after 7:01 p.m.
Only those meals that are actually purchased can be claimed on the voucher. Please let your travel preparer know which meals you wish to be reimbursed for. Receipts are not required for meals within the United States. Out-of-the-country travel requires receipts for ALL expenses, meals included.
2. The rate for lodging and meals may not exceed daily per diem. Out-of-state per diem is locality based. Per diem schedules for key cities and counties in the United States can be viewed on http://www.gsa.gov/portal/category/21287.3. Receipts are required for hotel, airfare, bus, car rental, fuel for rental car, cab/taxi/shuttle fares, parking, and conference registration. (*Tips for meals, taxi’s, etc. are not reimbursable.) The Travel Office requires ORIGINAL receipts for reimbursement. All receipts must show a zero balance.
4. Mileage is reimbursed at the current state rate.
5. A hotel Tax Exemption Card should be given to "in-state" hotels at time of check-in. These cards can be picked up in room 111 or in the TTU Travel Office, Drane Hall Room 221, at any time during normal business hours. If you do not use this card and are charged state tax, the University will not reimburse state tax.
Policies On Support of Personal Devices and Software Installation
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State-Owned PropertyOP63.08The College maintains an inventory of all equipment, furniture, and software purchased with University funds. Items on this inventory are not to be removed from the building for any reason without prior approval from the Unit Supervisor Over Operations/LRC’s office (see OP63.08 , #7 Private Use Prohibited). A written record of any item that is removed from the building must be on file in the office of the Unit Supervisor Over Operations/LRC. Faculty are accountable for the items in their offices. Because state employees are precluded by law from making extensive personal use of state equipment and facilities, non-work-related business and personal affairs should be conducted away from the workplace. In other words and with reasonable limited exceptions, personal business should not be conducted in the workplace. Questions concerning state-owned property should be directed to the office of the Unit Supervisor Over Operations/LRC.
All equipment purchased with University money grants or with start up monies will be inventoried with TTU through the College of Education Inventory System.
This equipment is the property of the State of Texas. When borrowing equipment from the College of Education you will be required to sign a State of Texas loan form. This states you are financially responsible for this equipment. You are also required to bring this equipment back when Loan Form date is agreed on.
When equipment purchased for you specifically, or you have property of the College of Education, the State requires each year you renew your loan form in the College of Education. This is mandatory.
The policy of the College of Education personnel is to issue a computer (desktop, laptop, docking station) for the purpose of conducting their professional work.
Faculty may reserve additional laptops and peripherals through the LRC . Reservation is normally for 3 days. If you need it longer please contact the Unit Supervisor Over Operations/LRC. Please see TTU OP63.08 .
Resolution of Student Concerns/ComplaintsStudents occasionally approach faculty or staff members with concerns or complaints. As a faculty or staff member you should attempt to resolve such problems, but only if it is appropriate for you to do so, and if you can do so in a manner consistent with established procedures. We want all student concerns to be heard and if possible, resolved. Concerns should be settled in an efficient, consistent manner, making certain the rights of all individuals are preserved and due process is followed.
Student complaints in the College of Education are resolved in a manner consistent with university operating policies and procedures such as the following:
OP 34.03: Student Grade Appeal ;OP 34.04: Academic Regulations Concerning Student Performance ;OP 34.12: Grading Procedures ; andOP 77.04: Ombudsman for Students .
Student concerns are also considered based on guidelines such as those in the Student Teaching Handbook, which specify a " Code of Ethics ," " Responsibilities of the Student Teacher ," and " Withdrawal/Dismissal/Intervention " procedures. In addition, sections of the Undergraduate/Graduate Catalog (p.4), Code of Student Conduct , and Student Handbook (p.8) provide guidelines for student rights and responsibilities.
Furthermore, a "chain of communication" is to be followed as problems are addressed. Generally, this means the student should first discuss the concern with the faculty member most directly involved, e.g., the course instructor or clinical supervisor. If the problem is not resolved, an increasingly higher level of supervisors becomes involved as follows:
* faculty member(s) most directly involved;* department chairperson or specific office administrator (e.g. Coordinator of Student Teaching or Coordinator of Field Experiences);* appropriate Associate Dean or Certification Officer; and
* Dean of the appropriate college (often the dean of the College of Education, but for example with grade appeals, may be the dean of another college).
Student Advisement and RecruitmentIt is the responsibility of all faculty members to formally and informally advise students in their program, and to actively recruit students to the College.
Advisement activities are coordinated via the department offices, the Office of Graduate Education, Research and Administration, and the Office of Teacher Education and Student Services. Questions concerning degree and certification requirements (including post-baccalaureate work, professional certificates, and endorsements) should be directed to the Associate Dean for Teacher Education and the college advisors. Questions concerning the graduate program should be directed to the Associate Dean for Graduate Education, Research and Administration or the respective program coordinator or department chair.
Faculty members should actively seek out promising students from their classes, and discuss with them the advantages of master's and doctoral level work in the College of Education. Faculty should consider every possible opportunity to recruit quality students via professional contacts and attendance at professional meetings.
Student OrganizationsBILINGUAL EDUCATION STUDENT ORGANIZATION (BESO)BESO is an organization dedicated to keeping all students informed on issues concerning bilingual education. Activities of the organization include fund-raising, assisting in conferences on bilingual education, and monthly meetings.
CHI SIGMA IOTAChi Sigma Iota is the national honorary society for the counseling students and alumni. The society has branches across the United States and in sixteen countries providing networking opportunities, service and scholastic support for the counseling profession.
HIGHER EDUCATION STUDENT ASSOCIATIONThe Higher Education Student Organization is an organization whose purpose and aims are to enhance the education experience of graduate students in higher education; to provide a support system for students majoring or minoring in higher education; to act as a liaison between higher education faculty and students; and to foster program enhancement in higher education.
KAPPA DELTA PIKappa Delta Pi is an International Honor Society for professional educators. Membership is comprised to students who plan to teach, or who are teachers or professors in education. Eligibility requirements include a minimum 3.80 Grade Point Average for undergraduates and a minimum 3.80 Grade Point Average for graduates with at least 12 hours of professional education courses completed or enrolled. Kappa Delta Pi is a prestigious society whose goals stress knowledge, thought, effort, responsibility, and effective communication.
TEXAS STATE TEACHERS ASSOCIATION-STUDENT PROGRAM (TSTA-SP)TSTA-SP is an organization for all Texas Tech students who are interested in the profession of teaching as a career. Membership is open to all students, regardless of major or classification status. TSTA-SP participates in College of Education , Texas Tech University and community-wide service activities that emphasize teaching as a profession.
TEXAS STUDENT EDUCATION ASSOCIATION (TSEA)TSEA is a pre-professional organization that is available to any TTU student interested in education and issues concerning education. Members are encouraged to speak out on issues at local, regional and state meetings, and to vote on the issues at state conventions. As a member, a student is entitled to liability insurance coverage while observing, acting as an aide, or student teaching.
TEXAS TECH CHAPTER OF THE NATIONAL SCIENCE TEACHERS ASSOCIATION (NSTA)The purpose of this Texas Tech University Chapter of the National Science Teachers Association (NSTA) is to promote the mission of NSTA, to acquaint pre-service teachers of science with support resources available from NSTA, to provide additional professional development in science education to pre-service teachers, and to acquaint pre-service teachers of science with others like themselves at their universities or colleges across the United States and Canada.
STUDENT COUNCIL FOR EXCEPTIONAL CHILDREN (CEC)The Student Council for Exceptional Children is a student-based professional organization affiliated with the national Council for Exceptional Children. The organization is open to any student interested in the issues of people with disabilities. SCEC engages in educational seminars, service opportunities with persons with disabilities, advocacy training, and hands-on experiences with agencies and programs that provide services to persons with disabilities. SCEC membership provides the student with two national journals, a state and national conference, and an opportunity to meet professionals engaged in development of appropriate and effective service delivery to all persons with disabilities.
Graduate AssistantshipsEach year the College of Education provides teaching and research assistantships in the academic departments of the College as well as in other support areas. The Office of Graduate Education facilitates the recruitment and with the Department Chairs, selection of graduate assistants. The purpose of the graduate assistantship is to support doctoral programs in the College of Education. The number of assistantships awarded depends upon specific needs in the College and budget considerations. Graduate assistants may be involved in teaching, supervision of student teachers, or research support. A graduate assistant classified as .50 will be involved in 20 hours of work per week, and a .25 assistant must work 10 hours per week. A graduate assistant is appointed for the academic year (9 months). Opportunities for research assistantships during the first and second summer terms will be determined on the basis of funding availability and faculty research needs.
Pursuant to the assignment recommendations from the Department Chairs, the Dean of the College of Education has final authority in the selection, appointment, and assignment of all research assistants in the college. Graduate students employed as research assistants in the College of Education are subject to assignment college-wide without regard to their particular program or major advisor. Should a research assistantship become vacated during the academic year, the Dean of the College of Education will determine whether the vacancy should be filled. If the vacancy is filled, there is no assurance that the research assistant will be assigned to the same program or faculty for which the initial assignment had been made. The same selection process will be used to fill a vacancy that was used for the initial appointment.
Reappointment of Graduate Research Assistants
1. Each year prior to consideration of the reappointment of research assistants in the College of Education, the Associate Dean for Graduate Education and Research shall send to the supervisor(s) of each research assistant a memorandum requesting a performance assessment and the following information:
a. Did the research assistant assigned to you fulfill your expectations for the support of your research? Please provide a brief response.
b. Would you recommend the reappointment of the research assistant for another year? Please provide a brief response.
2. The applicant for the reappointment of a research assistant in the College of Education shall include a brief statement from the chair of the student's doctoral advisory committee or the student's advisor (in the case of a master's student) as to student's progress in his or her program of study.
Information on assistantships can be obtained from the department offices or the Office of the Graduate Education, ED110AA.
Annual Review of Graduate Students1. The chair of each doctoral advisory committee in the College of Education will conduct a review of the student's program at least once a year. Any student not making satisfactory progress may be placed on probation and given conditions to meet in order to stay in the program. Continued unsatisfactory progress in any area of a student's work will be cause for dismissal.
2. The scope of the review shall include, among other relevant issues, consideration of grades, progress in all course work, qualifying examination, dissertation proposal, or dissertation research. The chair of the doctoral committee shall prepare a written statement for the student, with a copy to the student's file maintained in the Office of Graduate Education and Research in the College of Education of the results of the annual review.
3. For research assistants who are working on a Doctor of Education or Doctor of Philosophy degree a written statement of the student's progress in the program may be requested from the student's major advisor for use in the decision-making process related to the appointment or reappointment of research assistants in the College of Education.
Policy for Distributing Travel Funds for GRA1. With the exception noted below, College of Education graduate students who have received written verification of having been selected to present a scholarly paper at a professional conference and who secure a College of Education faculty member's endorsement (i.e., that, in the faculty member's professional opinion, it is in the College and the student's best interest for the College of Education to provide financial support for conference attendance) will be able to apply for travel support once per academic year. As in the past, requests must be submitted and approved in advance of the conference.
2. Funds will be allocated on the following basis:
a. Doctoral students who have been admitted to candidacy (i.e., have completed course work and have passed qualifying exams) will be eligible to receive up to $500 when presenting at a widely-recognized and professionally appropriate national or international conference.b. Doctoral students who have not yet been admitted to candidacy will be eligible to receive up to $300 when presenting at a widely-recognized and professionally appropriate national or international conference.c. Masters-level students will be eligible to receive up to $250 when presenting at a widely recognized and professionally appropriate national or international conference.d. Regardless of course work completion or degree sought (Ed.D., Ph.D. or M.Ed.), College of Education graduate students will be eligible to receive up to $150 when presenting at a professionally appropriate regional conferencee. After the First of January each year, doctoral students who have previously received travel support during the same academic calendar year and who have an opportunity to present at a second widely-recognized and professionally appropriate national or international conference during that same year may submit a second request for travel support. Under these exceptional circumstances, funding allocation decisions will be made collectively by the Associate Dean for Administration and Special Projects and the Associate Dean for Graduate Education and Research in consultation with the doctoral student's major advisor.
f. In all cases, costs associated with such factors as conference location, registration fees, and proximity to the Texas Tech campus in Lubbock will be weighed in consideration of final allocations.
Approved 8/7/02
ScholarshipsThe College of Education awards a number of general and program specific scholarships each year to undergraduate and graduate students. The awards, which are made once each year, are selected by the Scholarship Committee, which is composed of the Dean of the College of Education, the scholarship administrator and the development officer, as well as appropriate program coordinators and administrators. Criteria differ for the various scholarships. The number and amount of the scholarships vary depending upon the number of qualified applicants and the financial status of the scholarship funds. Applications should be completed online no later than February 1st for scholarship awards the next academic year. TTU scholarship office website and online application may be found through http://www.educ.ttu.edu. For more information, contact the college development office in Ed 254.
COE GUIDELINES FOR POSTING AND HANGING OBJECTSOperating Policies regarding postings and hanging objects on doors and on walls are to be developed by the individual colleges. It appears that the College of Education is in need of some guidance on how surfaces are to be treated. If the College has to have surfaces repaired, holes filled, or rooms painted, the Physical Plant charges the College. The rule on repainting surfaces is that there will be a cost to the College unless the room has not been painted in ten years.
* Physical Plant must hang all pictures, bulletin boards, white boards and other objects over 11”x14.” Send an e-mail to the [email protected] you are in need of this service. Since every time Physical Plant is called for this sort of thing, the College has to pay, the request will be filled when there are several jobs that can be completed at once.* Nothing is to be hung on any surface with scotch tape. It pulls the paint off and is very difficult to remove without marring surfaces.
* Blue tape, in limited quantity, is available from the mail room.
* Nothing is to be stuck to doors on either side. Attach notes, cartoons, etc., to the clip on the name plate. Use a bulletin board inside the office for these types of postings.
* Please obtain permission from Operations before posting on College bulletin boards. Only College-related materials may be posted.
* Permission for posting notices on the glass or bulletin boards in the entrance doors may be obtained from Operations/LRC Department in 253 and must be removed immediately, including the tape, at the conclusion of the event.
COE GUIDELINES FOR KEYS: ISSUING AND RETURNING KEYS
1. Generally, all building key requests will be ordered via e-mail. The Operations/LRC Department office (253) will fill out the key request forms and send them to the Lock Shop.
2. The The persons for whom keys are assigned will receive an e-mail from the Office telling them when their keys are ready to be picked up from the Lock Shop. The person assigned keys must pick them up from the Physical Plant Lock Shop, in person, with identification, and sign for the keys.
3. A few keys, such as Smart Room keys and podium keys, will be issued from and returned to the the IT Department (rm 259). You must have training from the IT Department to get a key.
4. According to OP 61.15, no keys are to be transferred from one person to another, regardless of the circumstances. Come to Operations for the keys to be reassigned.5. When faculty, staff, GA, instructor or graduate student leaves the College of Education, the assigned keys MUST be returned to the Operations/LRC Department office as part of one’s exit process. The keys will then be returned to the Lock Shop.6. The Operations/LRC Department will assign the graduate offices and carrels. Keys to graduate offices will be obtained according to Guidelines 1 & 2. Students will come to Office 253 both to obtain and return carrel keys.
7. Graduate students’ key requests for access to other areas other than their assigned offices must be made through email by faculty or staff for whom the student works.
8. Graduate students are employed semester-by-semester and should turn in their keys when a contract period has ended; however, faculty and staff who are willing to take responsibility for their students may submit requests for the students to retain keys over breaks.
9. The Dean’s Office is no longer responsible for opening offices unless the Operations/LRC Department is closed. In which case, the Office of the Dean will assume this task.
COE OFFICE SPACE ASSIGNMENT GUIDELINES
The ultimate responsibility for space allocation (and offices) rests with the
Office of the Dean or his designee.
Office space allocation guideline should consider the following:
* Priorities for space assignments must reflect the needs of the college.
* Individuals should not be asked to move from established offices or areas unless there is an overriding reason for their doing so.
* Allocation priorities should generally be based on seniority of rank and years of service in the College of Education at Texas Tech.
* Final assignments will occur with input from the Executive Committee. Such input could reveal “extenuating circumstances” which could alter the suggested priority listing.
The following is the priority listing for office assignments:
1. Tenure-track faculty
2. Staff members with administrative responsibilities requiring private office space necessary for the essential functioning of the COE3. Full-time non-tenure track faculty on continuing contracts, such as instructors who have been here five or more years
4. Visiting professors
5. Full-time non-tenure track faculty on continuing contracts, such as instructors who have been here five or more years
6. Office space dedicated to funded “projects,” and graduate assistants participating in active research/training projects (or essential college-related projects and functions)
7. Full-time staff with responsibilities that donot require private office space8. Part-time faculty and adjunct professors
9. Retired faculty members who are contributing to the COE10. Part-time staff members
11. Retired faculty members who are not contributing to the COE12. Office space dedicated to non-funded “projects,” and graduate assistants not participating in research/training projects (Such individuals will most likely be assigned to a carrel in the Graduate Offices, 217 & 261.)
13. Graduate students will be assigned to one space only, either in one of the graduate offices or in a pod, which is close to the professor for whom they work.
FACULTY AND STAFF SERVICESTo support faculty and staff productivity, staff are available to provide typing and word processing, duplication of materials, and mail service.
Typing and Word Processing
Typing and word processing is handled by the Secretarial Services Office located in Ed 205. Department personnel handle correspondence, memos, minutes, course syllabi and other course materials. The highest priority of the Secretarial Services Office is manuscript and grant preparation. When possible, office personnel will assist department personnel.
Travel
Applications for official travel and reimbursement of approved travel expenses are prepared and processed in Room 111 for all faculty members. More travel information can be found under the Travel Information of the College of Education Handbook.
Duplication of Materials
The College offers centralized duplicating services. Requests for duplicating should be submitted to the mail room located in Ed 114. This can be done by completing a form located in the mail room.
The College encourages faculty and staff to put as many documents online as possible to conserve paper and printing costs. Printing services are limited to course outlines, course syllabi, examinations, grant proposals, manuscripts, and single copies of journal articles for faculty research. Other materials, including course handouts, may be sent to printing services such as TTU Printing Center, The Copy Outlet, or other copy services in Lubbock.
Mail Service
Centralized mail distribution and pick up is available in Ed 114. Each faculty member has a mailbox in Ed 114. Incoming mail and duplicated materials are placed in the mailbox. Outgoing mail should be placed in the appropriately designated box (Campus Mail, Stamped Mail or Metered Mail) that is accessible in room 114. The University provides mail pick up and delivery at approximately 9:30 a.m. and 1:00 p.m. daily. If you need to send an overnight letter, please see Toni Sim in room 113 for assistance.
SAFETYFireFire Alarm: A fire alarm is located in each hallway of the Education Building , as well as several rooms throughout the building. When the alarm sounds, faculty, staff, and students are to leave the building immediately, regardless of whether evidence of a fire or other hazard is visible. Authorized University personnel will determine when it is safe to return to the building.
Fire Evacuation Routes: A map of fire evacuation routes is in each hallway. Faculty and staff should be familiar with at least two routes by which they could exit the building.
Handicapped Persons: Persons in wheelchairs and others who are unable to navigate the stairs should not use the elevator nor should they be carried down the stairs. They should be taken to the nearest stairwell and the fire department should be notified immediately of their location. Fire department personnel will take the responsibility for assisting them in vacating the building.
TornadoTornado Watch: Conditions are such that a tornado watch could develop. Monitor radio or television reports for changes in the weather. A weather radio is located in Room 106. In case of a tornado watch, you will be notified via email.
Tornado Warning: A tornado has been sighted either visually or by weather radar. On campus the tornado signal is a steady, high-pitched tone emitted by sirens strategically located around campus. In addition, when the campus is in immediate
danger, sirens on campus police cars will be activated. See OP 76.12 http://www.depts.ttu.edu/opmanual/OP76.12.pdf for appropriate actions to take in the event of a warning.
SecurityTo insure the security of the building, all offices, the administrative section of the first floor, east wing corridor, and the multimedia classrooms are locked at the conclusion of each workday. To facilitate faculty work, appropriate keys are issued to faculty on request. Key requests are processed in the office of the Operations/LRC office (rm. 253).
Do not leave individual offices unlocked when they are unattended. Office security cannot be guaranteed.
Tips for Safety1. Assign a student and a backup student that carry cellular phones to class to be the designated callers in case of an emergency.
2. Explain to them that they have to dial 911 and tell the person taking the call that they are on the Texas Tech Campus so they will be directed right to the TTU Police Dept.
3. If you make an emergency 9-911 call anywhere in the city, state, out of state, the call will go to the closest emergency center. You must tell them where you are. Be aware of your surroundings.
4. If there is an emergency and we need to clear everyone out of the building or we have some important information we need to relay quickly you will be notified by a member of the Emergency Action Committee.
5. The Safety Coordinator for the College of Education is the Unit Supervisor for Operations/LRC in room 253.
More information on security can be found in the TTU Operating Policies and Procedures, section 76-Security http://www.depts.ttu.edu/opmanual .
COE TELEPHONE/FAX MACHINE GUIDELINES
TELEPHONESThe telephone in each faculty office provides basic service with voice mail. Any questions or problems should be directed to the Operation's Office, extension 453. Both local and long distance phone calls may be placed from most offices. To make a local call, dial "9" and then the number. To make a long distance call, dial "88" + "1" + the area code and number. The cost of phone service for the College accounts for a large portion of the College's total operating expenses. It is imperative that long distance phone calls be kept to a minimum. Personal long distance calls must be charged to a personal credit card. It is illegal to charge personal calls to a state telephone. No out of country calls are permissible, unless first contacting Communication Services.
FAX MACHINEA FAX machine is available in ED 110F for faculty and staff to send using their personal Code Pen Number and receive University-related information . The COE fax number is (806) 742-2179. Because of the cost of FAX transmission, this service should be used only when necessary; if possible, use attachments to email by scanning the document on the fax/copier and emailing it to yourself. If personal faxes must be made, there will be a minimal charge. Information for
charges is located beside the fax machine. Payment for personal faxes are to be made to Executive Associate to the Dean, Ed 110C.
CELL PHONE ALLOWANCEOnly designated employees in the College, such as administrators, (and others as needed), may receive a monthly stipend for the use of personal cell phones for business purposes. See the Office of Operations, Outreach and Public Relations, room 113, for more information.
Access To Records PolicyOP01.04
Employee Records
Faculty and staff have the right to review and, if desired, to have a photocopy of any records or forms (e.g., PAF forms, applications for travel) that pertain specifically to them and that do not contain confidential information on other faculty or staff. For grant-funded projects, the Project Director(s) or Principal Investigator(s) with signature authority have access to all grant-related records and forms.
Education Service Center - Region 17The Education Service Center - Region 17, located at 1111 West Loop 289, offers several services that can be utilized by College of Education faculty and students. One of the most popular activities is the general orientation, multimedia presentation, which gives an overview of all the services teachers in Region 17 have available to them. The tour of the media department is also a very popular and worthwhile activity. The Education Service Center offers a wide variety of materials for use in elementary and secondary classrooms and may be visited by faculty and students.
Since Texas provides similar kinds of services through its twenty regional Education Service Centers, it is important for teacher education students in Texas to know something of the concept of service centers.
Many workshops and special summer sessions are offered by Education Service Center staff. A range of direct services are provided to the school districts in Region 17. The Education Service Center is an equal partner in the Professional Development School Collaborative jointly operated by the Lubbock Independent School District and the College of Education.
State Employee Charitable Campaign (S.E.C.C.)
The College of Education supports the local State Employees Charitable Campaign (S.E.C.C.) held in Lubbock each year. Interested and concerned TTU personnel are invited to contribute to this worthy cause. Each college is assigned a dollar goal amount to strive for based on the total salary base of faculty and staff. Two faculty members and one staff person known as SECC Coordinators, as well as numerous others, volunteer each year to coordinate the College's S.E.C.C. by distributing materials, contacting individual faculty and staff, and organizing special activities designed to assist the College in attaining its goal. The College can attain its goal if each faculty and staff member participates to their fullest.