Eastern Michigan
University
Ypsilanti, Michigan 48197
Professional Education Faculty Qualifications
Initial and Advanced.
The vita for the full- and part-time EMU higher education
professional education faculty are found in Exhibit
III.A.1.1. An
inspection of these vita will show the formal advanced study and the
scholarly/creative activities of this group. According to the 1996
Faculty Profile, 80.4% of the College of Education faculty
held doctorates, typical of the university as a whole and
substantially unchanged since the 1992 NCATE visit. See Exhibit
III.A.1.2 for additional
information about degrees held and exceptional expertise.
Availability of computers and other technologies has expanded considerably since 1992 and, with the expansion of hardware and software, higher education faculty use of technology has increased as well. See Exhibit IV.B.3.1 and Exhibit IV.B.3.2. Only a relatively few and highly selected faculty members serve as dissertation chairs. Other graduate advisors are competent in research methodologies and content which candidates are researching. See Exhibit III.A.1.3. Those who supervise student teachers and other field experiences are well qualified for these roles. See Exhibit III.A.1.4.
School-based faculty are selected because they are fully credentialed, have extensive experience at the grade level or in the subject field, and model good professional practice, among other qualifications. See Exhibit III.A.1.5. Graduate students are not used in the professional education program as instructors of record, except in an emergency.
Most professional education faculty members maintain a good balance among teaching, scholarly/creative activities, and service--thus demonstrating that they are, indeed, teacher-scholars. See Exhibit III.A.2.1. Members of the professional education faculty, especially those who work largely/entirely at the advanced level, produce each year an appreciable amount of peer-reviewed work--books and chapters, journal articles, and presentations at international/national/regional/state conventions of professional organizations. See Exhibit III.A.2.2 and Exhibit III.D.3.3.
Virtually all of the higher education professional education faculty are experienced at the K-12 level and most maintain close contact with K-12 schools, children and youth, and educational agencies. The COE's Office of Collaborative Education, organized since the last NCATE visit, the long-standing Collaborative School Improvement Program (C-SIP), the Consociate schools, the Comer Schools and Family Initiative, and a number of recently-funded sponsored projects provide numerous outlets for faculty involvement with K-12 educators. The two Consociate schools and the Comer Project have been initiated since the last NCATE visit. See Exhibit III.A.3.1. Higher education faculty are considerably involved in the work of professional associations and in providing service to the profession. See Exhibit III.A.4.1.
Composition of Faculty
Initial and Advanced.
The plan for the College of Education (1995-96 Affirmative Action
Plan) calls for 60% female faculty. In 1995, this was 54%; in
1996, it was 56%; in 1997, the unofficial figure is 58%. The plan
also includes maintaining approximately the current level of minority
faculty members (15%), with the exception of increasing the Hispanic
representation in the College of Education faculty to 3% (currently
approximately 1%). The College of Education had the opportunity to
hire 14 faculty members for the Fall of 1997 (half of whom were
women, some of them replacing men, and three of whom were
African-American), and already has been authorized to hire at least
nine faculty members for the Fall of 1998. An offer was made to a
Hispanic male for Fall 1997, but it was not accepted. The unofficial
percentage of minority faculty members in the COE for 1997 is 15%, up
from 11.6% in 1992, including representatives of at least four ethnic
groups. The geographical diversity of the faculty continues to
increase as well. See Exhibit G-31,
Exhibit III.B.1.1, Exhibit
III.B.2.1, and Exhibit
III.B.3.1 for additional information
about faculty hiring and diversity.
Professional Assignments of Faculty
Initial and Advanced
The Contract between the University and the EMU AAUP,
renegotiated in 1996, provides that the professional responsibilities
of faculty members shall include "teaching. . .supported by active
participation in scholarly and/or creative activities (e.g. research)
and academic advising." Further, every faculty member is
"encourage[d]. . .to participate in professional activities beyond
the scope of those encompassed by the terms of this Collective
Bargaining Agreement." (Article X-A, paragraph 183; See Exhibit
III.C.1.1 )
The Contract further provides that "it is assumed that a twelve (12) credit hour load is the norm for the Fall and Winter Semesters and that a six (6) credit hour load is the norm for the Spring and Summer terms." Further, "equivalency credit [toward meeting the twelve (12) credit hour norm] may be considered, such as large sections. . .; supervision of special learning activities (e.g. . . .supervision of . . .thesis/final projects. . .); graduate courses. . .; supervision of field activities such as practice teaching. . . ." (Article X-D, paragraph 199; See Exhibit III.C.1.1 )
Those who supervise student teachers, with infrequent minor exceptions that are balanced the following term, are not assigned more than the equivalent of 18 full-time student teachers per semester. For information concerning actual loads of the faculty, see Exhibit G-5, Exhibit III.C.1.2, Exhibit III.C.2.1, and Exhibit III.C.2.2.
Professional Development of Faculty
Initial and Advanced
Each department receives an annual allocation of funds to support
faculty travel and other professional development funds. In addition,
the Provost's Travel Fund is available, on a competitive basis, to
support travel to present papers. At least 14 COE faculty members
received support, up to $600 each, from this source during
1996-97--24% of all such awards made. Other support is available, on
a competitive basis, from the university's sabbatical leave program,
the faculty research and creative project fellowships, the
spring-summer research awards, the Graduate School research support
funds, Office of Research Development (ORD) released time for
proposal development program, the ORD special projects fund, the
Provost's research support awards for new faculty, and the State of
Michigan Research Excellence Funds. In addition, the World College
provides support for international professional travel. Women faculty
members are eligible for support under the Josephine Nevins Keal
Development Fund Fellowships.
Professional development opportunities for faculty are provided through such university organizational entities as the Faculty Center for Instructional Excellence (FCIE) (workshops/seminars/programs, consulting on educational issues, new faculty orientation, computer conferences on teaching and learning, and resource materials), the Center for Research Support, the Center for Instructional Computing, and the Collegium for Advanced Studies. See Exhibit III.D.1.1. Supervisors of student teachers are engaged in specific professional development workshops each semester. Exhibit III.D.2.1 shows the extent to which higher education and school faculty associated with the College of Education participate in professional development opportunities.
Under the Contract, each department maintains an approved Department Evaluation Document (DED) which outlines the criteria and processes by which faculty are evaluated during the probationary period, for promotion and tenure, and for other purposes. Since the last NCATE visit, each of these has been reviewed and revised. See Exhibit III.D.3.1 and Exhibit III.D.3.2. Students have opportunities every semester to evaluate faculty members and courses. See Exhibit III.D.3.4.
See Exhibit III.D.3.3 for samples of faculty publications and other examples of scholarship. See Exhibit III.D.4.1 for examples of how evaluations are used to improve teaching, scholarship, and service.
For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.
 EMU |
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