Annotated with President
Sethna’s Bread and Butter (BB) and Visionary Goals (VG)
Goal
1: Update curriculum for M.Ed. and Ed.S. in Media programs in order to prepare
progressive, innovative, academically grounded school library media specialists.
Rationale:
If students are to be well prepared for current demands of positions as school
library media professionals, course content should make it clear that our
graduates have addressed and met these demands.
|
Objectives |
Action
Plans |
Measures |
|
-Students
demonstrate ability to develop learning environments that meet learning
needs of students from diverse cultures and from groups with special
needs. (BB 3,5) |
-Continue
to review and adapt our courses to ensure that they enhance our
students’ cultural awareness skills and prepare them to address the
learning needs of physically and mentally challenged students.
|
-Chair’s
review of faculty members documents that this requirement has been
addressed during annual review. |
|
-Students
can select and use appropriate technology resources to meet both
administrative and instructional needs in the media center. (BB 9; VG 4) |
-Students
take MEDT 6401 (Instructional Technology) and MEDT 6467 (Technology for
Media Services) -Develop
description of ways in which use of technologies are required in oral
exams and student portfolios. |
-List
and cross-list of skills with courses has been developed. -Chair’s
review of faculty members documents that this requirement has been
addressed. -Handbook
reflects technology requirement. -Faculty
committee members document that student’ oral exams and portfolios
reflect appropriate technology usage. |
|
-Students
exhibit creative and problem solving behaviors that relate to their work
as media specialists. (BB
3) |
-Incorporate
problem-solving activities into course projects, exams, and the exit
oral exams. |
-Sample
products are available in the department. |
|
-Students
demonstrate ability to use appropriate mechanisms to continue their
professional growth after graduation. (BB
3) |
-Require
the use of professional journals and listservs, attendance at
conferences and workshops, and discussion of current faculty development
activities. |
-List
and cross-list of skills with courses has been developed. List of
graduates attending conferences and workshops. -Listservs
have been developed and are being used. -Promote
attendance at conferences and workshops. |
|
-Students
demonstrate an understanding and acknowledgement regarding appropriate
ethical behavior for media specialists. (BB
3,5) |
-Integrate
ethical issues information into courses (MEDT 6401 – Instructional
Technology, 6461 – Administration of the School Library Media Program,
6467 – Technology for Media Services) |
-Chair
reviews course syllabi to ensure information is listed and covered. |
|
-Increase
the percentage of students who pass the Praxis II on the first try after
completing the program. (BB 3) |
-Solicit
feedback from students concerning their weak areas on the PRAXIS II
test. -Emphasize
areas covered in the test objectives in various courses. -Have
faculty representatives obtain test specifications list from the PSC
website and review the topics to insure all test objectives are included
in our curricula. -Encourage
faculty to take the test to learn at first hand what is covered. |
-Data
on passing rates for the Praxis II test. |
|
-Encourage
students to obtain NBPTS certification in School Library Media. (BB
3) |
-Align
the EdS in Media program content, assignments and required student
products to creation of a NBPTS portfolio. |
-Data
on student success rate in obtaining NBPTS certification. |
Goal
2: Update curriculum for M.Ed. and Ed.S. In Instructional Technology programs in
order to prepare progressive, innovative, academically grounded Instructional
Technology trainers and coordinators and technology-using teacher-leaders.
Rationale:
If students are to be well prepared for current demands of positions as
instructional technology professionals and leaders, course content and titles
should reflect that our programs have kept pace with the advances in technology
so that students have been able to address and meet these demands.
|
Objectives |
Action
Plans |
Measures |
|
-Students
demonstrate ability to develop learning environments that use technology
and other resources to meet learning needs of students from diverse
cultures and from groups with special needs. (BB 3,5) |
-Continue
to review and adapt our courses to ensure that they enhance our
student’s cultural awareness skills and prepare them to address the
learning needs of physically and mentally challenged students. |
-Chair's
review of faculty members documents that this requirement has been
addressed. |
|
-Students
can select and use appropriate technology resources to meet both
administrative and instructional needs in the school or educational
setting. (BB
9; VG 4) |
-Students
take MEDT 6401 – Instructional Technology, 6462 - Administration of
Instructional Technology Programs, 7464 – Integrating Technology into
the Curriculum, 7467 – Advanced Computer Utilization, 7468 –
Introduction to Multimedia, and 7470 – Videotape Production and
Utilization. -Develop description of ways in which use of technologies are required in oral exams and student portfolios. -Require students to submit an electronic portfolio at the end of the program. |
-List
and cross-list of skills with courses has been developed. -Chair's
review of faculty members documents that this requirement has been
addressed. -Handbook
reflects technology requirement. -Faculty
committee members document that students' oral exams and portfolios
reflect appropriate technology usage. -Student Electronic Portfolio |
|
-Students
exhibit creative and problem solving behaviors that relate to their work
as instructional technology leaders. (BB 3) |
-Incorporate
problem-solving activities into course projects, exams, and the exit
oral exams. |
-Sample
products are available in the department. |
|
-Students
demonstrate ability to use appropriate mechanisms to continue their
professional growth after graduation. (BB
3) |
-Require
the use of professional journals and listservs, attendance at
conferences and workshops, and discussion of current faculty development
activities. |
-List
and cross-list of skills with courses has been developed. List of
graduates attending conferences and workshops. -Listservs
have been developed and are being used. -Promote
attendance at conferences and workshops. |
|
-Students
demonstrate grasp of and agreement with ethical behaviors for IT
professionals and leaders. (BB 3) |
-Integrate
ethical issues information into courses (MEDT 6401 – Instructional
Technology, 6462 – Administration of Instructional Technology
Programs, 7461 – Instructional Design, 7464 – Integrating Technology
into the Curriculum) |
-Chair
reviews course syllabi to ensure information is listed and covered. |
Goal
3: Increase the role of research in MIT programs by enhancing COE faculty
member’s skills in research and statistics and including requirements for
students to analyze existing research critically and conduct classroom-based
research.
Rationale:
MIT faculty members have indicated a need for increased research skills for
themselves and their students. Faculty
members feel they should be better able to read, understand, and assess research
in their fields to keep up with changes that are taking place.
|
Objectives |
Action
Plans |
Measures |
|
-Faculties
develop additional skills in using and teaching research and statistics. (BB
3,6; VG 1,5) |
-The
MIT Chair identifies and distributes information on workshops, staff
development opportunities, and on-line resources to enhance faculty
research/statistical skills. |
-MIT
faculty participates in formal and/or informal professional development
activities in research and staff development. |
|
-Obtain
software and print resources required to use basic and advanced
statistical techniques. (BB
3,6; VG 1,5) |
-Develop
a list of materials and needed upgrades to computer labs and faculty
computers to include up-to-date versions of statistical packages such as
SPSS, NUDIST, and LISREL. -Obtain
and implement the software. -Make
available the print materials. |
-Requested
materials and software are in place. -MIT Faculty use statistical techniques for data analysis as needed. |
|
-Students
demonstrate ability to be informed consumers of research in their fields. (BB
3) |
-Review
courses in each program and prepare a chart that indicates where each
issue/concern should be addressed. -Suggest
and outline strategies for addressing these issues/concerns in each
course. -Conduct
meetings to resolve problem areas. -Identify
and obtain materials that help teach research analysis skills. |
-Cross-list
of courses/skills is in place. -Materials
are in place. -Minutes
from meetings. -Student
projects, in-class activities, and final papers reflect required skills. |
|
-Students
demonstrate ability to use appropriate strategies to design school-based
research studies. (BB 3; VG 1,5) |
-Identify
research design methods and quantitative and qualitative research skills
needed by media specialists and IT professionals. -Develop
a cross-list of research skills with courses and final paper activities. |
-Cross-list
of courses/skills is in place. -Materials
are in place. -Student
projects, in-class activities, and final papers reflect required skills. |
|
-Ed.S.
students use appropriate quantitative and qualitative data analysis
techniques for use in school-based research studies. (BB
3; VG 1,5) |
-Continue
required two courses and final project research requirement for Ed.S.
degree. |
-Courses
are in place. -Student
projects, in-class activities, and final papers reflect required skills. -Student
papers are available in the department. |
|
-Include
students in collaborative research with faculty. (BB 3; VG 5) |
-Encourage
faculty to do collaborative research with students when possible. -Encourage
students to apply for student travel money to provide financial support
when traveling and making presentations. -Faculty
members list their research interests on the department’s web page. -Include
documentation of faculty/student collaboration in MIT annual report. |
-Documentation
of faculty presentations and increased number of faculty/student
collaborations. |
Goal
4: Provide learning environments that support “best practices” in
instruction, maximize student learning, and increase student access to
instruction.
Rationale:
MIT offers a wide variety of courses to students from many different
environments and locations. Courses should be provided in formats that best
support optimal teaching and learning, regardless of time or student location.
|
Objectives |
Action
Plans |
Measures |
|
-Optimal
instructional strategies and delivery systems are in place for all MIT
courses. This includes
positioning UWG to meet the current demands for access to MIT department
programs by prospective students throughout the state and in contiguous
areas. (BB 3,4,8,9; VG 4,5) |
-Review
current instructional strategies and delivery systems for all current
courses. -Identify
and document needed changes based on multiple evaluative measures. -Develop
and implement an appropriate schedule for making needed revisions. -Obtain
official recognition of programs offered in distance format (i.e.,
publications, presentations). -Market
programs and recruit additional students based on increased accessibility
to programs. -Obtain
funding for and recruit additional faculty to assist with distance
delivery efforts. -Seek
financial support for innovative distance offerings (i.e., grants) -Identify
technology, scheduling or other resources needed to support optimal
strategies. |
-Identifying
needed changes and creating a schedule for implementation. -Documenting
an increase in distance-delivered course offerings. -Documenting
an increase in the number of distance students served. -Documenting
secured funding -Recruiting
strategies are available in the department. |
|
-Additional
technology resources (e. g., WebCT-like systems, videoconferencing
technologies) are identified and recommendations are made to the Distance
and Distributed Education Office. (BB
3,4,8,9,10; VG 4,5) |
-Research
and identify new and emerging technologies that could be used to improve
current course activities and delivery systems and communications with
students during and after their programs. |
-New
technologies are documented. |
|
-Additional
technology resources are implemented and evaluated according to their
ability to help faculty meet student-learning needs. (BB
3,9; VG 4,5) |
-Identify
funding sources and obtain identified resources. -Identify
and implement required training for faculty and students in new resources. -Evaluate
and revise. |
-New
technologies are in place. -Training
materials and activities are in place. -Required
changes identified through evaluation are documented. |
|
-Online
communication system in place to facilitate contact with students and
graduates. (BB
3,4,8,9; VG 4,5) |
-Develop
listserv for current students and alumni. Enter all required student
information. |
-Listserv
membership printout is documented. |
Goal
5: Cultivate diversity of ideas, values, and human resources responsive to the
changing needs and technologies.
Rationale:
Information-age skills include being able to work in and contribute to a
multicultural, global, and technological society.
|
Objectives |
Action
Plans |
Measures |
|
Increase
students’ awareness of issues related to diversity. (BB 3) |
-Analyze
courses to determine appropriate emphasis on diversity issues. -Invite
guest speakers to talk on diversity issues to MIT students. -Require
students to develop instructional products that reflect strategies
addressing diverse needs. |
-Chair
reviews course syllabi to ensure diversity is addressed in degree
programs. -Documentation
of activities in course syllabi. -List
of guest speakers is documented. -Students’
projects and portfolios document that these needs have been addressed.
|
|
Recruit
faculty and students from diverse backgrounds. (BB
2,3,5) |
-Develop
recruiting materials that reflect diversity. -Review
and document pool of faculty and students applying for MIT positions. |
-Recruiting
materials in place include pictures of and references to people from
diverse cultures. -MIT
employment record reflects diversity of races/cultures when conducting job
searches by sending information to private and public institutions with
predominantly minority students. |
Goal
6: Employ scholarship and service to promote the advancement of learning.
Rationale:
University standards of excellence include faculty participating in scholarly
work and service.
|
Objectives |
Action
Plans |
Measures |
|
Produce
scholarly work in the areas of Media and Instructional Technology. (BB
6, VG 1) |
-Faculties
discuss and brainstorm research interests during department meetings,
especially at the beginning of the year. -Faculty
document and communicate their research interests via the all-COE
listserv. -Faculty
identify and participate in research projects and studies with colleagues
in the department, COE, UWG and out-of-state; and teachers, media
specialists, technologists and administrators in the region. |
-Faculty
end-of-year reports reflect and increase in the number of publications,
presentations, and collaborative research projects. |
|
External
funding for media and technology projects is obtained. (BB
1,3,9,10; VG 4,5) |
-The
MIT Chair identifies grant writing workshops and sends e-mails encouraging
faculty attendance at these. -The
MIT Chair identifies federal grant opportunities campus and sends e-mails
encouraging faculty responses to them. -MIT
faculties identify and communicate to each other collaborative grant
writing opportunities with department and COE faculty. |
-Faculty
end-of-year reports reflect status of the number of grant workshops
attended by faculty and staff. -Faculty
end-of-year reports reflect status of the number of grants submitted to
external sources. -Faculty
end-of-year reports reflect status of the number of collaborative grant
writing activities with department and COE faculty |
Goal
7: Develop and sustain a community of learners focused on issues related to
integrating technology into school curricula that includes members of
educational institutions and the community at-large.
Rationale:
Collaborative partnerships across schools, universities, and private
institutions are essential for the exchange of knowledge and expertise that
ensures the survival and growth of all organizations and their effective
contributions to the society at large.
|
Objectives |
Action
Plans |
Measures |
|
-Support
technology-training programs for college and university faculty, staff,
students, practitioners and administrators.
(BB
1,6) |
-At
beginning of year departmental meeting, faculty discuss and identify
in-service sessions in their area of expertise they would be willing to
share in the forms of workshops and other sessions for COE and other
faculty. -The
MIT chair encourages faculty to conduct training workshops on and off
campus to enhance the technology skills and knowledge of students,
teachers and administrators. -The
faculty member communicates these offerings via all-COE and/or All-UWG
listserv. |
-The
MIT annual report documents the number of sessions offered and conducted
and the attendance of each session. |
|
-Institute
a series of professional development activities to provide continued
growth opportunities for program graduates and feedback to MIT department
staff. (BB 1,3,4,6,7,8; VG 5) |
-MIT
Chair does periodic, on-going assessment of MIT graduates to determine
their staff development needs and those of their colleagues. -MIT
chair communicates faculty/staff development offerings to MIT graduates
through multiple channels. -Establish
a web site for sharing ideas among practicing school library media
specialists and IT specialists. -Identify
needs and provide in-services in school systems as well as at conferences
of state learned societies. |
-The
MIT annual report will summarize the status of the on-going professional
development activities. -Numbers
of hits on web site and number of in-service sessions and presentations
given. |
Goal
8: Address critical personnel issues related to successful administration and
delivery of all instructional programs.
Rationale:
A number of personnel issues are critically related to the Department’s
ability to deliver quality programs of study.
|
Objectives |
Action
Plans |
Measures |
|
Program
Expansion/Recruiting -In
order to meet student demand for our programs, it will be necessary to
recruit talented, new faculty who possess appropriate knowledge, skills
and dispositions. (BB 2,6,8,9; VG 4) |
-Monitor
student admissions and enrollments in an on-going fashion to determine
changes in enrollment patterns that might indicate the need to request
new faculty positions. -Monitor
current trends in the field to enable us to anticipate student demand
for our instructional programs. |
-On-going
review of student enrollment data. -State
and Nationwide surveys and assessments of projected need for media and
instructional technologists. |
|
Teaching
Load Expectations -MIT
was cited during our past NCATE/PSC review for exceeding workload
expectations for graduate-only faculty (3 courses per semester teaching
load). MIT needs to reduce
workloads for the members of its faculty who teach only graduate
courses. (BB
6,9; VG 4) |
-The
MIT department will attempt to address this deficiency through a
combination of revising the projected frequency of our course offerings,
increasing enrollments within sections, and seeking adjunct instructor
resources in order to split courses with large enrollments.
These strategies will begin with programming for the fall term,
2002. -MIT
will seek an additional tenure-line faculty position in the area of
Instructional Technology. -MIT will seek an additional tenure-line faculty position in the area of School Library Media. -MIT
will continue to seek continued support for our Instructor position. |
-Instructor
was retained for 2002-2003 year to address our need to deliver the MEDT
2401 course. -External
degree program request submitted to sanction distance delivery of
Program Plan A, media certification courses. -Continue
to collect data from relevant sources (Georgia DOE) to demonstrate need
for expansion in the area of Media. |
Department of
Media & Instructional Technology
University of West Georgia
Carrollton, Georgia 30118
Questions? Email - Barbara McKenzie:
bmckenzi@westga.edu
Questions or problems regarding this web site should be directed to ets@westga.edu.
Copyright (c) 1998 - 2006 College of Education - University of West Georgia. All rights reserved.
Last modified: 12/22/2006