Delta State University

College of Education

Annual Report

Executive Summary

2003-2004

Mission of the College of Education

The College of Education supports the mission of the University to serve the broader

community of the Delta region and strives to aid in accomplishing the guiding principles

established by DSU. It operates collaboratively with the other colleges/schools of the

university, the university staff, and outside agencies to produce professional graduates

who will be effective in the field of human learning and services. The College of

Education offers a stimulating, positive environment and provides its students with

professional faculty who model the competencies, skills, and dispositions expected of

Delta State University graduates.

Quality of instruction and professional service are critical to the mission of both the

college and university. Scholarly works and publications are strongly encouraged as

professional outcomes for the entire university faculty and administration. Through

program evaluation processes, the effectiveness of degree programs within the college is

reviewed and refined as needed.

Primary importance is given to the academic and scholarly development of students.

Equally important are the necessary professional skills for career success. The work ethic

of graduates and their demonstrated empathy and human relations skills are traditions

associated with graduates of the College of Education.

Within the College of Education, the numerous degree programs train professionals to

address societal needs, educational needs, and personal needs. All degree programs are

created to prepare individuals to function in professional service careers. At all levels and

in all areas, graduates are intended to impact societal needs through their particular

professional areas.

Goals of the College of Education

The goals of the College of Education are to: 1. Impact societal needs through graduates in the areas of human learning and services. 2. Establish a collaborative network of colleagues whose efforts address professional education needs of students. 3. Provide faculty and students with a positive, stimulating, learning environment.

4. Ensure quality instruction, professional service, and scholarly works from College of Education faculty.

5. Engage students in high quality instruction, sound learning experiences, professional ethics training, human relations training, and appropriate field experiences. 6. Provide educational and cultural experiences designed to enhance and fulfill the potential of all persons without regard to race, religion, national origin, sex, or age. 7. Assess the effectiveness of professional education degree programs.

Planning and Assessment Process

The College of Education (COE) at Delta State University is composed of four divisions: Counselor Education and Psychology; Curriculum, Instruction, Leadership, and Research; Family and Consumer Sciences; and Health, Physical Education, and Recreation with approximately 45 faculty members serving within the College. Additionally, the Office of Field Experiences is housed in the College of Education and functions as a support office for the divisions. The planning and assessment process for each of the divisions is basically the same: A Planning and Assessment Committee composed of representative faculty meet regularly to discuss issues surrounding programmatic improvement, assessment/evaluation strategies, curricular changes, and accreditation needs. Recommendations from these committees are forwarded to the College of Education Administrative Council (CEAC) for review and approval at one of its monthly meetings. The members of CEAC include the four chairs of the COE divisions, the Director of Field Experiences, the Director of Recreational Facilities and Aquatics, the Executive Director of the Delta Area Association for the Improvement of Schools (DAAIS), and the Dean. DAAIS is a 34 member consortium of Delta school districts that works closely with the COE.

If any questions or concerns that cannot be resolved arise during the CEAC approval process, the proposed recommendation is returned to the division Planning and Assessment Committee for further discussion. The proposed recommendation is then returned to CEAC for approval with further explanations. Any recommendations that impact teacher education programs are also taken to the Teacher Education Council (TEC) for approval. The TEC is composed of faculty representatives of all teacher education programs within the Colleges of Education, Arts and Sciences, and Business as well as practitioners representing teachers and administrators, and DSU student representatives. After approval by CEAC and TEC, if applicable, the COE recommendations are then forwarded to Academic Council for approval where appropriate. The planning and assessment process regularly produces changes in course configuration, student requirements, assessment strategy, course offerings, and instructional practices. Additionally, modifications to meet changing accreditation requirements are made as needed. Programs in the College of Education are fully accredited by the appropriate accrediting body including SACS, National Council for Accreditation of Teacher Education (NCATE), American Association of Family and Consumer Sciences (AAFCS), Council for Accreditation of Counseling and Related Educational Programs (CACREP), Association of Childhood Education International (ACEI), Council for Exceptional Children (CEC), Educational Leadership Constituents Council (ELCC), and the National Association for Sport and Physical Education (NASPE). Candidate status has been granted to the Athletic Training Program by the Commission on Accreditation of Allied Health Programs (CAAHEP) and to the Nutrition/Dietetics Program by the American Dietetics Association (ADA) with visits leading to full accreditation for both programs planned for the 2004-2005 school year.

Program Outcomes

All programs within the College of Education have established outcomes for student program participants. Program graduates have demonstrated proficiency through internships, standardized test results, portfolio presentations, and other means. The results for each program are provided in the attached division annual reports. It should be noted that a wide-range of assessment strategies are used throughout the college including standardized tests such as the PRAXIS, observation during internships, and portfolios utilized for both formative and summative purposes. After pilot use by selected students during the spring semester of 2003-04, electronic assessment and data collection processes will be piloted as a program component during the fall of the 2004-05 school year.

Evaluation of Program Success

Program success is predicated on student success as measured by multiple assessment techniques. Annual course/faculty evaluations provide information on student satisfaction and course goal attainment including level of engagement with faculty and peers. Dialogue with students during advisement and program meetings also identifies the degree of program satisfaction. Grades given for courses and the success of students in earning required grades also provides helpful information when reviewing program success. Additionally, results of standardized tests required for licensure, analysis of surveys of graduates and employers, and reviews by accrediting agencies provides information used for program evaluation. Specific program assessment strategies are outlined in the annual reports for each division/office

General Education

All majors within the College of Education must accrue a minimum of 44 general education hours with most majors requiring a minimum GPA of 2.0 or above for general education courses. Additionally, all students in a teacher education program must pass PRAXIS I and have a 2.5 GPA in general education courses, while all university students must demonstrate writing proficiency. The College of Education works collaboratively with the College of Arts and Sciences to ensure a liberal arts foundation for all students at Delta State.

Professional Development

On-going professional development is an important component for faculty, staff, and administration within the College of Education. The Faculty/Adjunct Development Task Force, the College of Education Administrative Council (CEAC), and committees working on various accreditation processes assist in determining which professional development activities are most needed. Additionally, individual faculty and staff members identify specific activities to assist in furthering their professional development. Activities for the 2003-04 year are noted in the accomplishments of the Faculty/Adjunct Task Force segment.

Budget Requests

Budget requests are tied to program improvement, accreditation requirements, student achievement needs, and faculty efficiency. Each division/office is requested to prioritize its respective budget requests to ensure that limited funds are used effectively. Technology upgrades, safety needs, and curriculum issues receive primary consideration for allocating financial resources during budget hearings each spring.

Evaluation Calendar

Student assessment and faculty evaluation processes are vital program components for the College of Education. The evaluation of each program’s success, as well as division and college success, determines budget priorities and target goals for the college. Detailed information on use of specific student assessment tools and processes is provided in each division’s annual report information.

Faculty evaluation in the college is multi-faceted and complies with the university policy on evaluation of faculty. End-of-course evaluations by students and faculty goal attainment focused on teaching, service, and scholarly activity form the foundation of the evaluation process. Course evaluation occurs each semester with the faculty evaluation process commencing when a faculty member is hired. All faculty establish annual goals in dialogue with division chairs; those goals then become the basis for faculty evaluation in the spring of each year.

Evaluation of program components occurs through multiple means: regular dialogue sessions in committees and full faculty meetings, review of course evaluations each semester, analysis of portfolio assessment each semester, and end of year review of other data. Analysis of all evaluation/assessment information drives the determination of goals for individuals, divisions, and the college for the following year. This process enables the college to utilize a continuous improvement cycle to positively impact all aspects of operation.

College of Education

Specific Accomplishments

2003-2004

Task force teams established within the college developed plans to address specific areas of improvement identified during division meetings in Spring 2003. The teams focused on faculty/adjunct development, research/scholarly activity, accreditation processes, technology/website development, recruitment/outreach, facilities, and grants development/implementation. Accomplishments of each task force are noted below.

Adjunct/Faculty Development • Developed an Adjunct Handbook for use at both the main campus and auxiliary

sites • Planned and held adjunct orientation sessions in Greenville and Cleveland • Developed and utilized an objective process for screening adjunct candidates • Held faculty development sessions on COE initiatives, the NCATE conceptual

framework, performance assessment, and other accreditation processes

Research/Scholarly Activity • Established a process for implementing a “teaming” approach to research activities • Provided financial support for faculty members and students to make presentations at regional and national conferences • Refined a proposed reward/recognition structure for faculty involved in scholarly activity • Held the initial monthly faculty forum (COE Eat and Meet) to discuss ways to more clearly define and support scholarly activity • 2003-2004 Productivity: 57 State/Regional/National Presentations

19 Publications 22 Professional/Editorial Boards

Accreditation • Surveyed divisions regarding accreditation status of each program • Developed a timeline for each program accreditation process • Financially supported faculty in attending training/information sessions on

accreditation standards • Successful CACREP and SACS process • Successful MDE Process Review • Successful candidacy submission for CAAHEP • Submission of portfolios – AAFCS and ADA

Technology/Website Development

• Conducted needs assessments and provided divisions with suggestions for improvement of each website

• Partnered with ITS in developing a technology suite for faculty use • Reconfigured the Center for Teaching and Learning to include a faculty

development area • Secured an I CAN Learn web master • Developed a doctoral program website • Partnered with ITS in funding a comprehensive assessment of technology use and

processes • Improved use of technology through upgrades implemented by the COE Center

for Teaching and Learning. Recruitment/Outreach

• Developed initial marketing materials for each division and the COE • Established procedures for support of inactive graduate students • Purchased professional marketing display boards, table covers, and other

recruiting materials for each division • Participated in the IHL recruitment program, all campus recruitment activities,

and the MDE Teacher Fair • Collaborated with Graduate/Continuing Studies in the development of outreach

programs in Greenville, Tunica, and Clarksdale • Published/distributed the first two issues of the Delta Education Journal • Partnered with DAAIS on various initiatives (District Reading Fair, Teach

Mississippi Institute, Regional School Board meetings, Superintendents Symposium, Superintendents Academy, and district professional development sessions)

• Worked with other entities in a variety of collaborative activities: MDE, Delta Council, MDA, MASA, MASS, MPSA, MAMLE, Whole Schools Institute, Helping Professions Conference, Viking Corp., Teach for America, & Presbyterian Day School

Facilities Beautification/Utilization • Compiled and prioritized facilities survey results • Finalized a comprehensive plan for improving COE facilities • Implemented initial components of the plan including: discard of unused

furniture/equipment, replacement of selected window blinds, reconfiguration of office/classroom/ public use space, procurement and display of student/faculty artwork, assessment of immediate needs in each office/classroom, cleaning of stairs, painting, wall repair, carpeting, etc.

Grants Development/Implementation

• Conducted a survey to determine grant interests of faculty and needs of divisions

• Presented information to faculty on grant/research opportunities • Conducted grant development round table discussions with faculty • Provided assistance and support to faculty members engaged in writing grants • Identified a grants manager for DEI • COE 2003-04 Grants Awarded = $3,282,101

Other Accomplishments

• Strengthened relationships with Colleges of Arts and Sciences & Business through professional development, dialogue sessions, and the STEP initiative

• Developed a Master of Arts in Teaching degree program • Began process for development of a counselor education track in the EdD

program • Established improved procedures for documenting processes such as

advisement and graduation clearance • Began exploration of the feasibility of an e-learning program • Strengthened the evaluation of program outcomes for the Delta Education

Initiative • Refined faculty and chair evaluation processes • Initiated development of service-learning, capstone experiences,

comprehensive performance assessment, and other curriculum improvements for each program

• Began planning process for hosting the first Mississippi Academic Chairs Leadership Conference

• Formed the new Div. of Counselor Education and Psychology (merger of Behavioral Sciences and Psychology)

• Moved Special Education to the Division of Curriculum, Instruction, Leadership and Research.

Projected Goals

2004-2005

• Provide additional professional development/program improvement opportunities • for faculty and division chairs • Restore positions/employ additional faculty members • structures to promote/reward scholarly activity of faculty and chairs • Establish more formalized and usable assessment of graduate success in the

workplace • Address facilities concerns • Provide additional professional development/program improvement opportunities

for faculty and division chairs • Restore positions/employ additional faculty members • Strengthen structures to promote/reward scholarly activity of faculty and chairs • Establish more formalized and usable assessment of graduate success in the

workplace • Address additional facilities concerns • Develop comprehensive high-quality marketing materials for each division and

the COE • Improve the COE website to include additional appropriate “links” and greater

ease • Complete furnishing of the technology suite • Successfully clear all accreditation standards on upcoming CADE, AAFCS, and

CAAHEP visits • Fully address performance assessment processes, student engagements, and other

identified needs tied to SACS and NCATE accreditation.

DELTA STATE UNIVERSITY

ANNUAL REPORT

College of Education Division of Counselor Education and Psychology

2003-2004

Table of Contents

I. Unit Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Unit Data and Information Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

III. Academic Personnel . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

IV. Unit mission statement . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

V. Division Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

VI. Quality Enhancement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

VII. Budget Requests . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

VIII. Evaluation Calendar . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Appendix A: Course Enrollments by Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Appendix B: Program Majors by Gender and Minority – Spring, 2004 . . . . . . . . . 17 Appendix C: Student Credit Hours Summary by Level – Spring, 2004 . . . . . . . . . 17

DELTA STATE UNIVERSITY College of Education ANNUAL REPORT

2003-2004

I. Unit Information

Unit Title: Division of Counselor Education and Psychology Programs Comprising Division: Counselor Education (graduate) Psychology (undergraduate) College: Education Unit Administrator: Matthew R. Buckley, EdD

II. Unit Data and Information Summary The data summary for the division includes credit hour production by program, total number of graduates by major, and total student enrollment by major Credit Hours Produced 1999 2000 2001 2002 2003

(Fall semester)

Undergraduate Psychology 1635 1578 1488 1590 1423

Educational Psychology 351 324 327 327 282

Graduate Counseling 417 457 382 357 520

Total for Division 2592 2521 2317 2406 2354

Refer to Appendix A for Course Enrollments

Number of Graduates 1999 2000 2001 2002 2003

B.A. Psychology 21 14 17 22 16

Ed. Psych. (N/A) -- -- -- -- --

M.Ed. Counselor Ed. 25 10 18 15 9

Total Number of Graduates 46 24 35 37 25

Enrollment by Major Spring 03 Summer 03 Fall 03

Psychology (undergrad) 85 19 77

Counseling (grad) 65 45 91

TOTAL 150 64 168

Introduction The Division of Counselor Education and Psychology was newly formed in the summer of 2003 and housed in the College of Education. The previous “Division of Behavioral Sciences,” was reconfigured in the following ways:

• Psychology (3 faculty) moved from the College of Arts and Sciences as a department to the newly formed division as a program

• Special Education (2 faculty) was moved from Behavioral Sciences to the Division of Curriculum, Instruction, Leadership and Research

• Educational Psychology (1 faculty) was moved from the Division of Curriculum, Instruction, Leadership and Research to the newly formed division

• Counselor Education (4 faculty) remained

III. Academic Personnel The Division currently operates with eight full-time faculty members, three in Psychology (plus one unfilled position), one in Educational Psychology, four in Counselor Education (including Division Chair), a full-time lab supervisor, several adjunct faculty, and a secretary.

Current full-time faculty: Dr. Susan Adams, Counselor Education

Dr. Camille Branton, Educational Psychology Dr. Matthew R. Buckley, Counselor Education Dr. Darlene Crone-Todd, Psychology Dr. Scott Hutchens, Psychology Dr. Reid Jones, Psychology Dr. Scott Rasmus, Counselor Education Dr. Karan Romaine, Counselor Education

Current full-time staff: Ms. Donna Starkey, Counseling Lab Director Betty Mixon, Division Secretary

Newly hired full-time faculty and staff to start in Fall, 2004:

Dr. Shelly Sheperis to Replace Dr. Romaine, Counselor Education (started: Summer 2004) Ms. Heidi Eyre to fill unfilled position, Psychology (start: Fall, 2004) Ms. Donna Starkey to replace Dr. Adams, Counselor Education (start: Fall, 2004) Ms. Kashanta Murphy to replace Ms. Starkey, Lab Director (start: Fall, 2004)

A. New Positions Needed with Justification In preparation for the track in counselor education in the EdD program, one additional faculty position in counselor education is requested. This faculty request is made to be in compliance with CACREP accreditation. The request is targeted for a start date for Fall, 2005.

B. Recruitment of Minority Faculty In an effort to facilitate diversity within the faculty and staff, Kashanta Murphy was hired (start date: Fall, 2004) with the intention to support her in a doctoral program and development as a faculty member in counselor education. In all other recruitment efforts, the division strives to recruit and retain minority faculty that reflects the diversity of the student body. C. Division Faculty and Staff Accomplishments for 2003 In the area of teaching the division has made significant progress in strengthening existing pedagogy and developing innovative approaches. Both the counselor education and psychology programs have actively addressed quality teaching through reviewing all course syllabi, the creation and/or revision of 9 new courses, the integration of technology into 7 courses, with plans for an additional 3 (through the use of PowerPoint, WebCT, and greater online and email interface), and an infusion of research orientation and methodology with students, particularly in the undergraduate psychology program. Following is a summary of accomplishments by program in Counselor Education and Psychology: Counselor Education: (4 faculty) Total faculty presentations at professional conferences: 15 Total faculty submissions for publications (articles, text chapters, books): 4 Accepted for publication: 2 Total editorial board positions held: 3 Total number of professional organization memberships: 18 Total number of professional appointed/elected board positions held: 4

Other notable program accomplishments: June, 2003 – May 2004: CACREP Reaccredidation Process (development of self study [seven volumes with over 1000 pages of self study materials]; Board approval for site visit with minor addendum items; site visit and exit report with extremely positive program affirmation; submission of on-site visit response to Board for final reaccredidation decision and the final Board decision to reaccredit the community and school counseling tracks until June, 2012)

August, 2003: Initiation of Saturday Program / Internship Orientation (over 60 graduates and three potentials in attendance with the division providing lunch)

August, 2003 – May, 2004: Initiation of Survival Skills workshops (Program faculty created supplemental workshops to assist students in their academic and professional development; these workshops were positively received and will continue next year) September – October, 2003: Development of a framework for a doctoral track in counselor education (faculty worked to develop outline, competencies and suggested coursework for this track; faculty have conducted informal surveys of graduates and have received a very favorable response to development of this track; faculty representatives have met with existing doctoral committee members ) October, 2003: Chi Sigma Iota initiation (9 new members inducted into counseling honors society)

December, 2003: Chi Sigma Iota Yearly Service Project (solicitation of over $300 in cash and gifts for providing Christmas gifts and food for two Delta families experiencing tragedies and economic hardship)

Psychology: (4 faculty) Total faculty presentations at professional conferences: 25 Total faculty submissions for publications (articles, text chapters, books): 7 Accepted for publication: 4 Total editorial board positions held: 2 Total number of professional organization memberships: 11 Total number of professional appointed/elected board positions held: 5

Other notable accomplishments: Fall 2003 – Spring, 2004: Appointment of Dr. Scott Hutchens as a Technology Champion from the College of Education (Scott has also provided workshops for university faculty on converting course lectures into PowerPoint and WebCT formats) Fall, 2003 – Spring, 2004: Faculty / Student Research (program faculty involved 26 students in research projects that resulted in 13 student presentations including first and third place honors and honorable mentions at the Mid-South Psychology Undergraduate Conference in Memphis, TN; this research activity has engendered a love of and an appreciation for research within these students)

Fall, 2003 – Spring, 2004: Service projects and fundraisers for Psi Chi (these included a bake sale and raffle, garage sale, and a T-shirt sale)

Fall, 2003 – Spring, 2004: Dr. Reid Jones continuing as IRB Chair and Research Committee Chair for the university October, 2003: Psi Chi Induction ceremony (8 new student members inducted)

Other Division Accomplishments:

• Fall, 2003: Update and revision of division webpage • Fall, 2003 – Spring, 2004: Establishment and maintenance of student bulletin

boards for psychology and counselor education related to Psi Chi (psychology) and Chi Sigma Iota (counselor education)

• Establishment of research labs for Psychology faculty: Learning and Cognition

(Hutchens), Behavioral Analysis (Crone-Todd), and Biofeedback (Jones)

• Ms. Betty Mixon appointed as American Association of University Women (AAUW) student representative

IV. Unit mission statement

The Division of Counselor Education and Psychology will work to develop a mission statement with key objectives during the 2004-2005 academic year. Because of the transition of the division (the formation of Counselor Education and Psychology as a division) during the year 2003-2004, faculty and staff are in a better position to develop a cohesive mission statement that represents the excellent work conducted in the division. We also plan to align the division mission statement with the university mission statement.

V. Division Goals The former Division of Behavioral Sciences adopted a five year plan and below is an assessment of each of the goals set. The attainment of these goals also pertained to the formulation of the new Division of Counselor Education and Psychology. Evaluation of each goal is italicized for reviewer convenience.

Division of Behavioral Sciences Five-Year Plan: Goals for 2000 - 2004 1. Improve the quality of instruction and learning as measured by course evaluations and program evaluations.

Faculty course evaluations remain high for division faculty. The Counselor Education Program has graduates evaluate the program and then meets early in the fall semester to analyze the data and discuss changes in the program. This process has been reviewed and approved by CACREP.

2. Revise programs and add new programs of study in order to meet the changing

needs of students and of society, and to meet accreditation standards for learned societies. Add doctoral degree program in Counseling.

This goal has been met as the counselor education program has moved

through the reaccredidation process and is establishing standards and a framework for the doctoral track in counselor education. The Psychology program continues to revise and update its curriculum based on the course changes it made this year and the assessment of the Psychology minor.

3. Provide updated computer hardware, software, and training for every faculty

member to facilitate faculty research, student advisement, and use of Instructional technology.

This goal has been met through work with the Center for Teaching and Learning. Several courses have been converted to WebCT and all faculty have consulted with Larry Lambert about converting all or portions of the courses to an electronic medium. Also, Susan Lee has been instrumental in maintaining current software on all faculty computers.

4. Support student learning through increased funding for supplies, instructional

materials, audio-visual aids, equipment, and other necessary resources.

This year the division was well-funded for supplies, instructional materials, and other resources in the following ways: From the general budget we have purchased adequate supplies and instructional materials for the counseling lab and as a beginning to renew the educational and psychological testing supplies.

5. Support faculty professional development and research through increased funding for research and professional travel.

An increase in the travel budget has facilitated attendance at professional

conferences and presentation of research and professional papers (see Division Faculty and Staff Accomplishments for 2003, p. 5). Faculty have requested funding for presentations of student research and have established student fundraisers to augment student travel. Faculty remain active in promoting research and scholarship among students.

6. Provide facilities and equipment to support programs.

With the reconfiguration of the division faculty have access to laboratories to assist them with research activities. The counseling lab remains intact and three other labs exist for psychology to assist in the following research: Hutchens—cognition and memory; Crone-Todd—Behavioral Analysis with drug addicts; and Jones—Biofeedback. Faculty also have equipment and technology to meet their instructional, research and advising needs.

7. Improve recruiting activities for division degree programs.

Faculty have been active in recruiting for both counselor education and psychology. The division chair and secretary were instrumental in facilitating the purchase of marketing materials and display boards for the division and College of Education and division faculty actively participated in all university recruitment days during the year. Division faculty were also very active in improving advising functioning to ensure retention of students and participated in the Annual Spring Conference for the Helping Professions to highlight division programs.

8. Encourage and support faculty participation in scholarly research resulting in

publications and presentations at professional conferences.

Faculty have been active in producing scholarly research and in presenting at professional conferences. (see Division Faculty and Staff Accomplishments for 2003: Scolarship, p. 5).

9. Continue to expand services to the public, such as community service activities,

staff development activities for public and private schools and other organizations, play therapy, and counseling services.

Faculty have also been very active in service to the professional and

public community. (see Division Faculty and Staff Accomplishments for 2003: Service, p. 5).

10. Increase faculty salaries to attract and retain highly qualified faculty.

The university administration is committed to finding funding for faculty salary. The starting salary has been raised and faculty are promised a 3% raise at the start of the 2004-2005 academic year.

The Division of Counselor Education and Psychology also have outlined goals for the division and for each program. A. Division Goals for 2004-2005

Faculty will meet early in the fall semester to discuss the following tentative goals for the division and the specific programs. Goals may be modified based on that discussion: Goal 1: Successfully mentor new division faculty members into their teaching, scholarship and service functioning within the university Outcomes: Strengthen division, COE and university functioning; improve program development and functioning; enhance creative potential; prevent isolation and burnout Goal 2: Division faculty members will develop electronic or online components of every course taught in the division Outcomes: Cut copying costs by 25%; help students develop expertise in using learning technologies; help faculty develop expertise in developing and using learning technologies; stay current with trends in higher education Goal 3: Division faculty will develop a division mission statement with specific objectives Outcomes: Solidify identity and purpose; meet SACS and NCATE accreditation standards Goal 4: Division faculty will develop a comprehensive recruitment program and schedule of recruitment opportunities Outcomes: More intentional, organized, and targeted use of resources for recruitment; increase student numbers in programs Goal 5: Division faculty will improve in their research and scholarship activities Outcomes: More collaborative research opportunities; increase in professional presentations and publications; more active and knowledgeable faculty Goal 6: Division faculty will incorporate “student engagement” strategies in their respective teaching styles Outcomes: Increase in student engagement; improvement in student academic performance; enhance retention of program students; better prepare students for professional functioning

B. Counselor Education Program Goals for 2004-2005 Goal 1: Finalize development of a doctoral track in Counselor Education Outcomes: Strengthen counselor education, mental health supervision and administration within the Mississippi Delta; offer advanced graduate study opportunities; strengthen existing doctoral program Goal 2: Develop Specialist track in School Counseling Outcomes: Offer advanced training for school counseling graduates; improve school counselor salaries Goal 3: Change “Community Counseling” Program to “Mental Health Counseling” Outcomes: Improve credibility for program graduates; stay current with direction of profession Goal 4: Develop alternate course scheduling for graduate courses Outcomes: Improve scheduling flexibility and course accessibility for students; increase ability to offer essential courses; prepare for increase teaching load in doctoral program Goal 5: Initiate research component in the Practicum course Outcomes: Improve training and counseling outcomes in the counseling lab; increase faculty expertise in the use of the OQ-45 and orientation to assessment; increase faculty scholarship C. Psychology Program Goals for 2004-2005

Goal 1: Increase Number of Majors Outcomes: Stronger, more competitive, productive, and visible program Goal 2: Psychology Curriculum Development Outcomes: Capitalize on the strength of the faculty to become a stronger program; increase flexibility of program electives; improve education of students; improve student graduate school preparation; improve student career preparation; align curriculum with program mission

Goal 3: Create PSY 101 Research Participant Pool Outcomes: Create consistent availability of participants that will increase the ease and the amount of faculty/student research; increase ability for better random sampling (more precise approximation to population)

Goal 4: Develop Student Advising Organization Outcomes: Faculty will have equal number of advisees, the advisement process will be more organized, and advisement errors will be reduced, increased organization Goal 5: Strengthen Program Organization Outcomes: Increased organization, increased availability of essential material, more efficient and productive program

Goal 6: Strengthen Student Organizations Outcomes: Interpersonal experience in program, increased student interaction, more cohesive student body, increased student activity, increased student service, and stronger, more competitive, visible program

Goal 7: Develop Psychology Faculty (and other COE Faculty) Research Collaboration (Long-Term Goal) Outcomes: Increased research activities, publications, presentations, collaboration, productivity, and stronger program

Goal 8: Create Fund Raising Program (Alumni) & Research Grants (Long-Term Goal) Outcomes: Increased funds to strengthen research endeavors, participate in important conferences, and enhance teaching

Goal 9: Develop Annual Undergraduate Research Conference (Long-Term Goal) Outcomes: Good outlet for student research, great experience for students, increased communication with community colleges/universities, increased recruitment, and stronger, more competitive, and visible program

D. Expected outcomes for each program

1. Assessment data indicating whether expected outcomes are achieved As division faculty meet, they will determine reasonable and specific assessment data indicating how well goals and outcomes will be met. The goal of this determination will be to review existing assessment processes, determine their workability and revise where needed for developing a reasonable working process that is targeted to essential program functioning. This process will include multiple assessment techniques.

2. Evidence of multiple assessment techniques, including list of programs evaluated by external accrediting agencies To date the division uses multiple assessment techniques. Specifically, each program’s faculty are evaluated on their teaching effectiveness by a specific teacher/course evaluation instrument. Faculty meet with the chair once a year to review performance in the areas of teaching, scholarship, and service. Assessing student outcomes in division programs will be the focus of faculty attention this coming year. While many outcomes are course related (e.g., content acquisition), assimilation and use of course content will be assessed through the following culminating experiences:

Psychology: • A newly developed course in service learning: PSY 425 • A newly developed process of a psychology undergraduate

participant research pool • Students and faculty engaged in collaborative research projects,

scholarship and attendance at and participation in professional conferences

• Increased student to student interaction within professional societies (e.g., Psi Chi and Psychology Club)

• Tracking graduates in their job and/or graduate school placement

Counselor Education: Because the Counselor Education program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the following specific assessment requirements are in place:

• Evaluation of student acquisition of basic interviewing skills and counselor dispositions at the start of the program (this includes faculty collaboration and viewing of taped portions of counseling work)

• Evaluation of internships (including intern self-evaluation, evaluation of the site and supervisor, and the supervisor evaluation of the intern)

• Program evaluations by students • Program evaluations by site supervisors • Program evaluations by employers of program graduates • Comprehensive examinations • Rate of successfully passing the National Counselor Examination

(NCE) • Tracking graduates in their job and/or graduate school placement

3. Evidence that the following factors are considered when evaluating the degree of

success of student achievement: a. Course completion

Student completion of coursework with the appropriate GPA is an indicator of program success and a topic of faculty discussion.

b. State licensing examinations Students in the community counseling track are eligible to take the National Counselor Examination (NCE) which serves as the state licensing examination. Students in the school counseling track are required to take the Praxis I and II (Specialty area in school counseling) to be eligible for licensing as an educator in the state.

c. Job placement rates Students are informally tracked as to their job placement. Faculty will work to determine more stringent processes to more formally and accurately track job placement in program graduates.

4. Evidence that assessment results are analyzed and that this analysis leads to improvement (proof of follow-up on last year’s goals) This is yet to be determined as the division is newly formed and continues to develop the basis from which to operate. However, programmatically, faculty meeting minutes indicate discussion of program evaluation and changes made to more effectively meet student needs.

5. Evidence of continuing improvement Evidence that programs continue to improve includes:

• Increased enrollment (recruitment efforts) • More stringent standards that faculty adhere to and expect

students to meet (accreditation standards) • Site supervisor and employer survey data (quality of program

graduates)

6. Evidence that DSU is effectively accomplishing its mission This will continue to occur as division administration interface with university administration in their goals and objectives (i.e., accreditation processes).

7. Evidence that students are achieving identified general education competencies Student GPA is an indicator that students have met specific course requirements. Other specific assessment procedures will be developed this next year.

8. Evidence of ongoing professional development of faculty as teachers, scholars,

and practitioners See Division Faculty and Staff Accomplishments for 2003, p. 5 VI. Quality Enhancement Plan

The University Quality Enhancement Plan focuses on student engagement. With this in mind, the college and division have targeted several specific items to address improvement in this area:

1. Evidence that QEP initiatives are being implemented Division faculty will plan and begin to implement a process of QEP initiatives related to program functioning to report in next year’s annual report. a. Evidence of increased use of technology and web-based communication in

classroom activities and assignments Evidence already exists to substantiate that technology and web-based applications are implemented in division coursework. The following courses have implemented these procedures into delivery and assimilation of the course curriculum: Counselor Education: CED 600,601,602,604,605,606,611,615,616,617,618, 670 Psychology: PSY 101, 102, 200, 201, 307, 308, 315, 402, 420 and 492 Educational Psychology: EPY 341

b. Evidence of increased student-student and student-faculty interaction

Faculty will assess an increase in student-student and student-faculty interaction through student engagement measures and processes.

c. Evidence of improvements in students’ communication skills There are multiple means for students to increase in communication skills within division programs. Faculty are committed to providing opportunities for students to enhance skills through the following:

• Written assignments • Classroom presentations (with incorporated technologies like

PowerPoint) • Interactions between students and role-plays • Service learning, practicum and internships • Out of class activities and socials • Division sponsored conferences (i.e., Spring Conference)

d. Evidence of increased feedback from students and of increased use of

departmental review boards The Counselor Education Program has implemented student representation in programmatic and policy change and implementation. This representation comes largely through Chi Sigma Iota. The division will work toward developing and implementing student involvement and committee work toward collaborative learning.

2. Executive summaries of college/school reports for review by Academic Council

In conjunction with division year-end reports, the college dean provides an executive summary for review by Academic Council.

VII. Budget Requests Budgetary concerns are always important in support of vital academic programs and it is so with the Counselor Education and Psychology Programs. Budgetary requests are connected to division and program goals and address the following needs:

• Release time for faculty to develop research activities, including the use of sabbaticals for faculty to implement collaborative research with others at other institutions

• Resources available to hire at least one more faculty (at a minimum) for

establishment of the doctoral track in Counselor Education.

• Resources for replacement of counseling lab equipment which quickly has become outdated with newer recording and supervision technologies. Connected with this are equipping the psychology labs with updated computer equipment and associated software.

• Resources for development of smart classrooms to keep current with learning

technologies.

• Resources for increased an increased travel budget consummate with the increased expectation that division faculty become more prolific in research and scholarship, presentations at professional meetings and remaining active in governing councils and committees of professional organizations.

• Resources for establishing a travel budget for student research presentation in

both Psychology and Counselor Education programs.

• Resources for reaccredidation processes connected to changes in the counselor education programs (i.e., doctoral track, “mental health” counseling, Ed.S. in school counseling and change in credit hours for M.Ed. program in school counseling).

VIII. Evaluation Calendar Division faculty will convene as program components early in the fall 2004 semester and develop a time-line for program evaluation. This timeline will be established and tested as to the feasibility of its implementation and be refined for long-term use. Faculty evaluation adheres to established college and university timelines.

Appendix A: Course Enrollments by Major Course Enrollment Counselor Education, Psychology, and Educational Psychology

Spr 2003 Sum 2003 Fall 2003 Spr 2003 Sum 2003 Fall 2003

CED 600 20 28 PSY 101 38 15 35

CED 601 16 4 17 PSY 102 26 7 29

CED 602 10 9 PSY 200 24 17

CED 603 11 PSY 201 7 12

CED 604 9 12 PSY 302 38 35

CED 605 13 9 PSY 305 10

CED 606 12 PSY 307 35 20

CED 607 12 PSY 308 11

CED 609 10 2 4 PSY 310 7

CED 610 6 12 PSY 315 15

CED 611 13 PSY 320

CED 612 19 PSY 390 11

CED 615 8 PSY 402

CED 616 22 PSY 403 22

CED 617 11 PSY 405 30 16 29

CED 618 17 5 20 PSY 409 16

CED 619 2 14 PSY 425

CED 620 13 PSY 490 8 9

CED 621 7 PSY 492 1 1

CED 622 PSY 503 1

CED 670 8 PSY 592 6

CED 705

CED 725

CED 758

CED 480 1 11

CSP 616 19 1 CED 580 5

CED 608 12

CUR 608 34 17 37 CED 689 1

CED 759 1

EPY 341 26 12 30

EPY 601 28 17 37 EPY 853 6

EPY 851 8

EPY 856 5 PSY 202 11 5

PSY 404 8

ELR 605 26 29 24 PSY 415 8

Appendix B

Program Majors by Gender and Minority – Spring, 2004

Major Male # %

Female # %

Total #

Minorities # %

Psychology

14 19.7 57 80.3 71 29 40.8

Counselor Education

23 25.0 69 75.0 92 65 70.7

Appendix C Student Credit Hours Summary by Level – Spring, 2004

Major Lower

# % Upper

# % Graduate

# % COE Total

# % Counselor Education and Psychology

1,008 41.8 750 31.1 651 27.0 2409 22.1

Course Designations: Lower: 100 and 200 Upper: 300 and 400

Graduate 500 and up

Delta State University

College of Education

Division of Curriculum, Instruction, Leadership, And Research

Annual Report

2003-2004

Table of Contents Page

I. Unit Title 3 II. Data and Information for the Division 4 - 7

A. Enrollment by Major 4 B. Credit Hour Production by Discipline 4 C. Credit Hour Production by Division 5 D. Comparison of Enrollment by Major, 2003 5

III. Personnel 6

A. Full-time, and Part-time Faculty 6 B. Adjunct Faculty 6 C. Recommended Change of Status 6 D. Retirees 6

IV. Degree Program Additions and Deletions 7 V. Division Goals 9 VI. Additional Information 12 VII. Unit Budget Rationale 13

I. Unit Title: Division of Curriculum, Instruction, Leadership, and Research

Unit Administrator: Sue Jolly

This annual report is a summary based on activities of the division during Spring, Summer, and Fall of 2003, and Spring 2004. The report reflects the unit title, data and information by degree program, information about personnel, degree program additions/deletions, goals, and the unit budget plan.

II. Data and Information for the Division:

• Enrollment by Major – Table 1

• Credit Hour Production by Discipline – Table 2

• Credit Hour Production by Division – Table 3

• Enrollment by Major, Comparison of 2003 – Table 4

Table 1

ENROLLMENT BY MAJOR*

Spring 2003 Summer 2003 Fall 2003

UG GR UG GR UG GR

Elementary Education 299 69 105 59 306 87 Ed. Administration &

Supervision 0 40 0 55 0 42

Professional Studies 0 48 0 38 0 52 Special Education 21 19 11 14 19 23

Subtotal 320 176 116 166 325 204 Total 496 282 529

*Data not yet available for Spring 2004

Table 2

CREDIT HOUR PRODUCTION BY DISCIPLINE*

Spring 2003 Summer 2003 Fall 2003 Discipline UG GR UG GR UG GR

AED 0 141 0 195 0 234 CAD 0 0 0 42 0 0 CEL 1548 186 183 372 1663 330 CML 81 0 72 27 111 9 CRD 123 57 144 42 273 0 CSD 63 0 0 0 54 0 CSP 714 87 318 111 602 123 CUR 556 165 15 336 660 291 EDL 0 0 0 231 0 130 ELR 0 243 0 249 0 273 SUP 0 144 0 15 0 24

Total 3085 1023 732 1620 3363 1414

Table 3

CREDIT HOUR PRODUCTION BY DIVISION*

Spring, 2003

Summer, 2003

Fall, 2003

TOTAL

UG

GR

UG

GR

UG

GR

UG

GR

3085

1023

732

1620

3363

1414

7180

4057

4108 2352 4777 11237 *Data not yet available for Spring 2004

Table 4

A COMPARISON OF 2002 AND 2003 ENROLLMENT BY MAJOR

Spring

Summer Fall

‘02 ‘03 ‘02 ‘03 ‘02 ‘03

Elem. Ed. (UG)

300 299 115 105 335 306

Elem. Ed. (GR)

51 69 54 59 63 87

Adm. & Sup. 41 40 52 55 44 42

Prof. Studies 32 48 20 38 46 52

Special Education

21 19 11 14 19 23

Totals 424 475 241 271 488 510

III. Personnel

• Faculty for the Division, 2003 -- 2004: Dr. Janie Allen-Bradley Dr. Frank McArthur Dr. Cheryl Cummins Dr. Levenia Maxwell-Barnes Dr. Joe Garrison Dr. Sandy Rakes Dr. Leslie Griffin Ms. Corlis Snow Dr. Vicki Hartley Dr. Lynn Varner Dr. Les Johnson Dr. Jenetta Waddell Dr. Sue Jolly Dr. Jennifer Wilson Ms. Elaine Lambert Dr. Jerry Young

Ms. Maureen Long

12 Full-time faculty (Including 1 DEI funded) 1 Part-time (1/2 time) Program Coordinator 2 Part-time faculty 1 administrator, (1/4 teaching) 1 Position, Barksdale Reading Initiative ____________________________________ 17 Positions (Based on Fall, 2003)

• Adjunct Faculty for 2003 – 2004

Spring 2003 Fall 2003 Spring 2004 Jane Barr Leigh Ann Carley Jane Barr Debra Fioranelli Debra Fioranelli Kathleen Jenkins Jerry Kitchings Kathleen Jenkins Harriet Myers Harriet Myers Suzanne Hawley Jim Nicholson Jim Nicholson Jerry Kitchings Dot Prestwich Cassie Pennington Karen Mayers Susan Rucker Gerry Sultan Jim Nicholson Keith Shaffer Amy Tarver Susan Rucker Gerry Sultan Linda Russell Sonya Swafford

Keith Shaffer Brad Teague Gerry Sultan

Dianne Thomas Minadene Waldrop

During the spring and fall semesters, 2003, adjunct staff members were employed to cover class loads:

Spring, 2003 -------------------------- 10 class sections Fall, 2003 ----------------------------- 15 class sections

Spring, 2004 -------------------------- 12 class sections

Recommended change of status (promotion/tenure) Dr. Cheryl Cummins is recommended for tenure this year. Dr. Leslie Griffin is recommended for tenure this year. Dr. Levenia Maxwell-Barnes completed a pretenure review. Dr. Jennifer Wilson completed a pretenure review.

• Retirees

Dr. Jerry Young retired at the end of the 2003-2004 academic year and was bestowed emeritus status.

IV. Degree Program Additions/Deletions

The SAFE Program in Elementary Education was begun in Fall 2003 at the Greenville Higher Education Center.

A proposal for a Master’s of Arts in Teaching was submitted.

V. Accomplishments for 2003-2004

• Curriculum, Program Review & Development, Program Support:

o Successful reorganization of the division with the move of Special Education into the division;

o Major review, realignment, and strengthening of the Special Education curriculum;

o Major review, realignment, and strengthening of the Doctoral program curriculum;

o Review of current assessment practices for all programs; o Review and realignment of the Elementary Education Curriculum in

relation to licensure changes and state initiatives; o Ongoing curriculum revision for all programs; o Initiation of the STEP process; o Collaborated with COE in the submission of the MAT proposal; o Collaborated with the Graduate School in submission of the proposal for

reinstatement of the EdS program in secondary education; o Development of the technology enhanced classroom suite; o Continued 100% passing rate on the SLLA licensure examination for

administrators;

o Awarded 6 doctoral degrees in academic year (December and May graduations);

• Service and Collaboration with K-12 Initiatives, School Districts, professional

Organizations, Other Universities & Other Entities

o Hosted the Whole Schools Institute in July and awarded credit: o Hosted the Mississippi Association for Middle Level Educators in

February; o Collaborated with the Barksdale Initiative in Reading; o Continued implementation of the Whole Schools grant for integrating the

arts across the curriculum; o Hosted the Celebration of Leadership during Inaugural week; o Hosted the Superintendents Academy; o Co directed the MDE Beginning Principals Mentoring Project for this

region; o Continued to work with school districts using the Mississippi

Administrator Sabbatical Leave Program, with 2 additional new districts participating this year;

o Continued to provide leadership for the MS Educational Leadership Program Council;

o Continued to receive national inquiries about the Educational Leadership Program, including phone interviews with Stanford University and Westlab for consideration in national profiles;

o Continued collaboration with Mississippi Private School Association to provide coursework leading to their administrative certification.

o Began investigation of the E-Learning collaboration; o Worked with Dr. Nicholson to provide coursework needed by Teach

Mississippi Institute participants; o Continued placement of students in field experiences, student teaching

and internships; o Continued to participate in Cooperating Teachers Conferences; o Continued to provide ongoing service and technical assistance to

regional school districts;

• Outreach & Growth o Significant growth in graduate programs; o Establishment and implementation of the initial year of the SAFE

(Seamless Articulation for Elementary Education) Program at the GHEC; o Second year of implementation for outreach in Jackson area, with first

students completing Education Specialist degrees in December and transitioning into doctoral level work in January;

o Increased offerings/enrollment in courses in Clarksdale; o Visited Tunica to speak with leadership there about expanding program

offerings, worked with Dr. Starkey to survey school districts in that area;

• Professional Growth and Development of Faculty

o Hired and mentored one new faculty member; o Hired and mentored a part-time coordinator of the SAFE program; o Nominated two faculty members for tenure; o Received and provided feed back for two pre-tenure reviews; o Announced / advertised four positions for the 2004-2005 academic year; o Increased dialog with adjunct faculty and participated in the COE

orientation for adjunct faculty; o Supported faculty to participate in significant number of professional

meetings; o Participated in COE professional development sessions;

• Presentations and Publications

o 3 regional presentations; o 3 national presentations; o 1 international presentation; o 4 publications; o Involvement and faculty leadership in the initial publication of the Delta

Education Journal; o Other presentations on the state level;

• Recruitment and student development

o Participated in all DSU recruitment opportunities; o For all programs, met with prospective students on campus,

communicated through email and letters, created the doctoral website, & strengthened the data management for prospective students;

o Conducted semester meetings with all elementary education majors; o Accompanied / supported student representatives to the national conclave

of Kappa Delta Pi; o Supported participation in student organizations – Student Advisor

Committee for Elementary Education, Association for Elementary Education, MS Early Childhood Association, Mississippi Association for Middle Level Education; Council for Exceptional Children, MS Professional Educators, & Kappa Delta Pi;

o Created charter and bylaws, and met with state level officials to establish a student chapter of Mississippi Association of Educators;

o Accompanied educational Leadership students to Galena Park Independent School District, Texas.

VI. Proposed Division/Department Goals for 2004-2005 • Curriculum, Program Review & Development, Program Support:

o Complete the Whole Schools Grant by December 2004, with a developed

syllabus for integrating the arts across the curriculum; o Using the recommendations of the MDE Process Review, Spring 2004,

evaluate and update teacher education programs, providing evidences of changes/implementations;

o Review the procedures for SPA folio preparations, begin collecting evidence and documentation for 2005 submission;

o As a part of the COE, participate in NCATE conceptual frameworks review and revisions;

o Evaluate the level of student engagement in classes and programs, make recommendations, and implement changes;

o Establish a “Teachers Talk” seminar for undergraduate students to meet with the division chair on an ongoing basis;

o Continue to develop the assessment procedures for all programs and refine/develop procedures for data collection and analysis;

o Complete and submit for approval the recommendations for curriculum changes in the doctoral program;

o Refine the use of faculty evaluation to inform curriculum & program revisions;

o Pilot the use of electronic assessment portfolios; o Continue participation in the STEP project.

• Outreach

o Provide the final classes for the first group of doctoral students in the

Jackson area; o Celebrate the graduation of the first cohort of the SAFE program in

Greenville in May 2005; o Continue offerings in Clarksdale; o Offer classes in Tunica; o Increase involvement of clinical faculty – teachers and school

administrators in program delivery of teacher education and leadership preparation;

• Professional Growth and Development of Faculty, Presentations and Publications

o Opportunities will focus on: • Integrating the arts across the curriculum; • Assessment; • Electronic Portfolios; • Developing Standards Based Curricula; • Student Engagement; • Research.

• Recruitment, retention, and student development

o Increase technology and web-based communication in class activities and assignments

o Establish a “Teachers Talk” seminar for undergraduate students to meet with the division chair on an ongoing basis;

o Refine use of databases for both recruitment and student involvement; o Strengthen the faculty committee for student recruitment; o Host a meeting of community college counselors; o Strengthen the faculty committee for scholarship awards, more widely

publicize the awards application process, encourage application, and publicize the awarding;

o Increase awards recognition for undergraduates within the division.

Division of Curriculum, Instruction, Leadership, and Research Five Year Plan

1. To encourage the development of faculty, teaching, and research expertise. 2. To maintain a high level of faculty participation in the area of service to

school districts.

3. To continue the emphasis on improving written communication skills of students in the various programs.

4. To recruit students for the various programs.

5. To refine and implement entrance requirements for admission into the various

graduate academic programs.

6. To develop and refine technology and computer skills of faculty and students.

7. To continue a collaborative process with DAAIS, related agencies, and professional organizations to develop ways to strengthen the educational programs within the division and practicing professionals.

8. To refine the evaluation processes for students including portfolio and other

avenues for assessing student progress.

VII. Additional Information

The division supports the regional mission of the university both through preparation of teachers and administrators for Delta area schools and through service to the region. Student outcomes and assessment practices are reviewed during program faculty meetings and decisions regarding adjustments to curriculum are made. These are implemented by faculty teaching the appropriate courses. Curriculum decisions are recommended by faculty, and then submitted to the curriculum committee of the division before submission to College of Education Administrative Council and Teacher Education Council. The expected outcomes for teachers are measured each year by successful performance on the STAI evaluation for completion of student teaching. The expected outcomes for administrators are measured on the SLLA licensure examination. Teacher education graduates 2003 maintained a 100% passing rate on the Praxis II. Educational Leadership candidates maintained a 100% passing rate on the SLLA licensure assessment in 2003. Students in graduate programs complete comprehensive examinations. Assessment results and goals achievement are reviewed during faculty meetings within programs. Exit portfolios are required of Elementary, SPED, and Educational Leadership graduates. The completion of general education competencies is measured through required GPAs of 2.5 on general education coursework.

VIII. Evaluation Calendar

Feedback from students on course evaluations was collected in the fall 2003 for review in the spring 2004. Faculty evaluation conferences were conducted between the faculty members and the division chair during the spring semester 2003 and 2004.

IX. Budget rationale Narrative summary of needs with rationale: Contractual Services, Commodities, and Equipment The only change needed in these categories involves an increase in local phone service to restore extensions for filling faculty positions that were unfilled this year. We have covered this minor amount by reallocations as noted on budget sheet. Travel $550.81 has been spent over the budgeted amount this year on travel, but actually more has been spent because the Dean’s account and grants have covered a significant amount of the travel. More travel was used because of increased costs, increased dialog with MDE, and increased faculty involvement in professional organizations. We would like to continue involvement with MDE and would also like to encourage faculty to be more productive by presenting. Request an increase to $8000 for travel, +$2200.00 Increases to positions 1. Shari Hospodor’s 2003 salary included a $1280 increase over the budgeted amount. 2. Vicki Hartley served as coordinator of SPED this year on a conditional basis. She was paid $1500 from unused adjunct funds. It is preferred that this amount become part of the coordinator’s salary. Request an additional +$2780 to make these adjustments Additional clerical assistance Eight degree programs are housed in this division already, in addition to service courses provided, with the MAT program to be added this next year. Funding through grants could pay ½ of a position. Request an additional +$8500 for this position for this year. This amount can be covered from amounts in unfilled positions.

Additional adjustments, requests, and concerns As noted on the budget worksheet, we are making requests for reinstatement of positions and for adjunct faculty. Anticipated needs include:

o Filling of 4 advertised positions; o Approximately $80.000 was spent hiring adjunct faculty this year. We will

need additional continued funding for adjunct, with spending dependent upon filling of positions. However, even with all positions filled, we will still need adjunct because of growth.

o Creation of a position for the SAFE coordinator. The original plan was to create a position for this role. An unfilled position was used last year to fill this role ½ time. The $25,000 allocated to this position could fund adjunct needs.

o Not reflected in the budget are the positions that Delta Education Initiative currently funds. Because these are integral positions within the unit, they need to be transitioned to budget at the earliest point in time possible. Collectively, these positions or parts of positions fund approximately $155,000 plus fringe for the following: Lynn Varner, Frank McArthur (1/2 position); Leslie Johnson; Sue Jolly (25%).

o During the last three years, a faculty position has been funded by the Barksdale Reading Initiative. Next year, Barksdale will not be providing the IHL positions. This faculty member has been covering critical reading courses. One of the unfilled positions has been advertised to fill this position. Filling this position will result in no additional faculty when compared with 2003-2004.

o Faculty has been encouraged to use the videoconferencing capabilities. This resource has been used in the past, however, use of this resource requires paying a facilitator $10 per hour at each distant site. Currently, no line item exists for this. In the past, DEI funds have been used to cover this, a budgeted amount is needed to support expansion.

Delta State University

College of Education

Division of Family and Consumer Sciences

ANNUAL REPORT 2003-2004

TABLE OF CONTENTS UNIT TITLE........................................................................................................................1 DATA AND INFORMATION FOR DIVISION ................................................................1

Enrollment................................................................................................................1 Graduates: ...............................................................................................................1 Class Size ..............................................................................................................10 Faculty Advisement Ratio......................................................................................10 Grade Distribution .................................................................................................10 PRAXIS Information .............................................................................................10

Evidence that the following factors are considered when evaluating the degree of success of student achievement:

• Course completion • State licensing examinations • Job placement rates .......................................................................19

Follow-up of Graduates .........................................................................................19 PERSONNEL ....................................................................................................................20

Faculty - Number ...................................................................................................20 Evidence of ongoing professional development of faculty as teachers, scholars, and practitioners .......................................................................................20

Faculty - Productivity ............................................................................................20 Faculty - Accomplishments ...................................................................................23 New Position(s)......................................................................................................26 Change of Status ....................................................................................................26

DEGREE PROGRAM ADDITIONS/DELETIONS AND MAJOR CURRICULUM

CHANGES.............................................................................................................26 DIVISION GOALS ...........................................................................................................27

Unit Mission Statement..........................................................................................27 Goals 27

Evidence that assessment results are analyzed and that this analysis leads to improvement (proof of follow-up on last year's goals) ............................ 28 Evidence of continuing improvement....................................................................28 Evidence that DSU is effectively accomplishing its mission ................................28 STUDENT OUTCOMES ..................................................................................................37 Evidence that students are achieving identified general education Competencies ........................................................................................................42 Evidence of multiple assessment techniques .........................................................42 Justification of budget requests..............................................................................42

Evaluation calendar................................................................................................43

I. UNIT TITLE: Division of Family and Consumer Sciences COLLEGE: Education

UNIT ADMINISTRATOR: Janice B. Haynes, Ph.D.

II. DATA AND INFORMATION FOR DIVISION Enrollment of Majors: The number of majors in Family and Consumer Sciences has increased 52% from 75 majors in Spring, 2001 to 114 majors in Spring, 2004. (See Table1.) Comparison of Spring Semesters shows an increase from 75 in 2001 to 96 in Spring, 2002. Comparison of Fall data shows an increase from 94 in 2001 to 109 in Fall, 2002. The number increased to 113 in Fall, 2003. In addition, enrollment data by degree and concentration are given in Table 1. The number of majors in Family & Consumer Sciences Education and Consumer Relations has decreased because these two programs are being phased out as these current students graduate. The number of majors in both Child Development and Nutrition/Dietetics has increased. Child Development has increased 97% from 36 in Spring, 2001 to 71 in Spring, 2004. Nutrition/Dietetics has increased 300% from 5 to 20 in the same time period. The number majoring in Fashion Merchandising has increased from 20 in Spring, 2001 to 22 in Spring, 2004, a 10% increase. Enrollment of Non-Majors: The number of non-Family and Consumer Sciences majors enrolled in courses in Family and Consumer Sciences (FCS) has been significant. In Spring, 2003 a total of 103 non-majors were enrolled in 135 classes; the difference of 32 represents students enrolled in more than one FCS class. See Table 2 for a listing by majors of the number of non-majors enrolled in Family and Consumer Sciences in Spring, 2003. Credit Hour Production: A comparison of credit hours produced from Spring 2001 to Spring, 2004 is given in Table 3. Credit hours produced in Fall, 2001 were 1,114 compared to 1,233 recorded in Fall, 2003. The credit hours produced in Spring have increased from 796 in 2001 to 1,320 in Spring, 2003. Credit hour production by faculty member for each term in 2003 is shown in Tables 4 - 6. Totals for each faculty member and for the Division are given.

Graduates: The number of graduates in 2001 was 21. In 2003 the total increased to 26. Table 3 gives the number of graduates by degree and concentration. Two commencement exercises were held each year; these exercises were in December and May.

Table 1 Number of Majors by Year

2001-2003, Spring 2004

2001

2002

2003

2004 Enrollment Spring Fall Spring Fall Spring Fall Spring Family and Consumer Sciences

Child Development 36 51 52 72 68 73 71 Consumer Relations (phased out) 7 3 3 3 2 1 0 Family and Consumer Sciences Ed. (phased out)

7 5 4 2 2 2 1

Nutrition/Dietetics 5 14 19 16 19 19 20 Fashion Merchandising 20 21 18 16 17 18 22 Totals 75 94 96 109 108 113 114

Table 2

Number of Non-Family and Consumer Sciences Majors Enrolled Spring/Summer/Fall/Spring 2003-2004

Major

Spring 2003

Summer

2003

Fall 2003

Spring 2004

Major

Spring 2003

Summer 2003

Fall 2003

Spring 2004

Accounting 2(2) - 4(5) 7(10) Journalism 1(1) - - -

Art 4(5) - 5(6) 4(5) Management 2(2) - 4(4) 3(3)

Athletic Training 2(2) - 3(3) 1(1) Marketing 2(3) - 3(3) 3(5)

Audiology & Speech Path 4(10) - 7(10) 3(6) Math 2(2) - 1(1) -

Biology 1(1) - 5(6) 2(2) Mathematics Education 3(3) - - 1(1)

- - - - Music - - - 1(1)

Biology Ed. 2(2) - - 1(1) Nursing 3(3) - 8(9) -

Chemistry 1(1) - - - Office Administration 1(1) - - 1(2)

Counseling - - - - Physical Therapy - - 2(2) 1(1)

Computer Info. Systems 3(3) - - 3(3) Political Science - - 2(1) 1(2)

Criminal Justice 2(3) - - 1(1) Pre-Engineering - - 1(1) -

Dental Hygiene - - 1(1) - Pre-Medical 1(1) - 2(4) -

Elementary Education 4(6) - 4(12) 8(18) Pre-Nursing 7(9) - 12(13) 5(5)

English 1(1) - 2(2) - Pre-Pharmacy 2(2) - - -

English Education 1(4) - 2(2) 3(4) Pre-Veterinarian - - 2(2) -

Finance - - 1(1) 1(1) Psychology 7(9) 1(1) 9(13) 6(11)

Flight Operations 2(2) - 1(1) 1(1) Social Science - 1(1) 2(7) 2(2)

General Business Adm. 2(4) - 8(8) 6(12) Social Science Education 1(1) - 2(4) 3(10)

Health Info. Management - - - - Social Work 6(9) - 6(11) 10(20)

Health Physical Education 27(29) 4(4) 16(16) 24(27) Special Education 3(5) - 1(1) 1(1)

History - - - - Undeclared 4(9) - 4(6) 10(12)

Insurance & Real Estate - - - 2(3) Totals 103(135) 6(6) 119(156) 115(171) ( ) denotes the headcount of students; when this number exceeds the first, student(s) took more than one class

2

Table 3 Credit Hours Produced and Number of Graduates

2001- 2003, Spring 2004

2001 2002 2003 2004

Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring

Credit Hours Produced

796

51

1,096**

1,123+

99

1,067***+

1,320

94

1,233

1,404

Number of Graduates

Family and Consumer Sciences

Child Development 5 7 3 16 7 9 11

Consumer Relations 1 2 0 0 0 2 0

FCS Education 0 0 1 0 0 1 1

Nutrition/Dietetics - - 1 2 1 1 3

Fashion Merchandising 2 4 2 1 1 3 1

Total 8 13 7 19 9 16 16

**An additional 18 credit hours were generated by Dr. Haynes through cross-listing of ART 319 with FCS 310; this addition would result in a total of 1,114 credit hours produced. ***This includes the 39 credit hours generated by Dr. Haynes through cross-listing of ART 319 with FCS 310. + These totals were derived from the Grade Distribution by Faculty printout provided by Institutional Research. Students receiving a grade of “ W” were not included in determining credit hour production. These totals differ slightly from the totals provided in a memo by Institutional Research; the memo was dated March 17, 2003. Institutional Research could not provide a reason for the discrepancy.

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36.0

0 H

ayne

s, J

anic

e

FC

S

488

01

3.

00 o

r 6.0

0

12

42

.00*

Tot

al:

1

32.0

0

Jord

an, S

arah

FC

S

10

2

01

3.

00

9

27.0

0 Jo

rdan

, Sar

ah

FCS

38

0

01

1.

00

4

4.0

0

Jord

an, S

arah

FC

S

447

01

3.

00

13

39

.00

Jord

an, S

arah

FC

S

462

01

3.00

9

27

.00

Jord

an, S

arah

FC

S

492

01

3.00

5

15.0

0 T

otal

:

1

12.0

0

Mac

on, R

obin

FC

S

330

01

3.00

23

69.0

0 M

acon

, Rob

in

FCS

378

01

3.00

22

66.0

0 T

otal

:

1

35.0

0 Pa

ng, S

eng

FCS

34

3

01

3.

00

22

66

.00

Tot

al:

66.0

0 Sm

ith, L

aura

FC

S

444

01

3.00

32

96.0

0 T

otal

96.0

0 T

aylo

r, D

onna

FC

S

325

01

3.00

41

1

23.0

0 T

otal

:

1

23.0

0 T

aylo

r, T

omm

y

FC

S

21

5

01

3.

00

28

84

.00

T

aylo

r, T

omm

y

FC

S

270

01

3.00

42

1

26.0

0

Tay

lor,

Tom

my

FCS

326

01

3.00

29

87.0

0

Tay

lor,

Tom

my

FCS

32

8

01

3.

00

42

1

26.0

0 T

otal

:

4

23.0

0 *

FCS

– 48

8, T

wo

stud

ents

enr

olle

d fo

r 6 h

ours

cre

dit a

nd te

n en

rolle

d fo

r 3 h

ours

cre

dit.

4

T

able

4

Inst

ruct

or C

redi

t Hou

r T

otal

s - S

prin

g 20

03 (c

ontin

ued)

IN

STR

UC

TO

R

SU

BJ

C

RSE

SE

CT

HR

S

E

NR

L

C

R/H

RS

Wel

ch, A

nne

FCS

15

1

01

3.

00

38

114.

00

Wel

ch, A

nne

FCS

35

0

01

3.

00

8

24.0

0 W

elch

, Ann

e

FC

S

355

01

3.00

8

24

.00

Wel

ch, A

nne

FCS

36

0

01

3.

00

6

18.0

0 W

elch

, Ann

e

FC

S

477

01

5.00

1

5

.00*

* W

elch

, Ann

e

FC

S

47

9

01

6.

00

1

6.0

0***

T

otal

:

1

91.0

0

DIV

ISIO

N T

OT

AL

S

1,27

8.00

**

FC

S 47

7 –

Supe

rvis

ed P

ract

ice

I **

* FC

S 47

9 –

Supe

rvis

ed P

ract

ice

III

5 6

Table 5 Instructor Credit Hour Totals - Summer 2003 INSTRUCTOR SUBJ CRSE SECT HRS ENRL CR/HRS Jordan, Sarah FCS 476 11 3.0 6 8.00

Total: 18.00 Macon, Robin FCS 488 11 3.00-6.00 4 18.00* Macon, Robin FCS 488 21 3.00 3 9.00

Total 27.00 Taylor, Tommy FCS 325 21 3.00 9 27.00

Total 27.00 Welch, Anne FCS 477 11 3.00 5 15.00** Welch, Anne FCS 478 11 5.00 1 5.00*** Welch, Anne FCS 380 21 2.00 1 2.00

Total 22.00

DIVISION TOTALS 94.00

* Two students enrolled for 6 hours credit and two enrolled for 3 hours credit. ** FCS 477 – Supervised Practice I *** FCS 478 – Supervised Practice II

7

Table 6 Instructor Credit Hour Totals - Fall 2003

INSTRUCTOR SUBJ CRSE SECT HRS ENRL CR/HRS Haynes, Janice FCS 105 01 3.00 12 36.00 Haynes, Janice FCS 244 01 3.00 21 63.00 Haynes, Janice FCS 310 01 3.00 8 24.00 Haynes, Janice FCS 380 01 1 - 5.00 6 16.00* Haynes, Janice FCS 488 01 3 – 6.00 9 30.00**

Total: 169.00 McMillen, Cam FCS 306 01 3.00 10 30.00 McMillen, Cam FCS 312 01 3.00 11 33.00 McMillen, Cam FCS 312 02 3.00 19 57.00 McMillen, Cam FCS 447 01 3.00 38 114.00

Total: 234.00 Pinkerton, Lisa FCS 330 01 3.00 24 72.00 Pinkerton, Lisa FCS 377 01 3.00 23 69.00 Total: 141.00 Taylor, Tommy FCS 150 01 3.00 49 147.00 Taylor, Tommy FCS 215 01 3.00 25 75.00 Taylor, Tommy FCS 325 02 3.00 28 84.00 Taylor, Tommy FCS 326 01 3.00 36 108.00

Total: 414.00 Wack, Gina FCS 465 01 5.00 8 40.00 Wack, Gina FCS 477 01 5.00 3 15.00*** Total: 55.00 Welch, Anne FCS 345 01 3.00 40 120.00 Welch, Anne FCS 380 02 3.00 2 6.00 Welch, Anne FCS 460 01 3.00 9 27.00 Welch, Anne FCS 478 01 5.00 4 20.00*** Welch, Anne FCS 479 01 6.00 1 6.00*** Welch, Anne FCS 494 01 1.00 37 37.00 Welch, Anne FCS 494 02 1.00 4 4.00

Total: 220.00 DIVISION TOTALS 1233.00

* One student enrolled in this course for 5 hours credit, three students for 3 hours credit, and two students for 1 hour credit. FCS 380 - Independent Study ** Eight students enrolled in this course for 3 hours credit and one enrolled to 6 hours credit. FCS 488 – Internship *** FCS 477, 478, 479 are Supervised Practice I, II, III

8

Tab

le 7

In

stru

ctor

Cre

dit H

our

Tot

als –

Spr

ing

2004

IN

STR

UC

TO

R

SU

BJ

CR

SE

SE

CT

HR

S

EN

RL

CR

/HR

S H

ayne

s, J

anic

e

FC

S

31

1

01

3.

00

20

60.

00

Hay

nes,

Jan

ice

FCS

314

01

3.00

17

5

1.00

H

ayne

s, J

anic

e

FC

S

38

9

01

1.

00 to

3.0

0 2

4.0

0*

Hay

nes,

Jan

ice

FCS

488

01

3.00

to 6

.00

15

5

1.00

T

otal

:

166.

00

McM

illen

, Cam

FC

S

10

2

01

3.

00

10

30.

00

McM

illen

, Cam

FC

S

15

1

01

3.

00

60

180.

00

McM

illen

, Cam

FC

S

36

0

01

3.

00

4

1

2.00

M

cMill

en, C

am

FCS

447

01

3.00

16

4

8.00

T

otal

: 27

0.00

Pi

nker

ton,

Lis

a

FC

S

37

8

01

3.

00

40

120.

00

Pink

erto

n, L

isa

FCS

476

01

3.00

29

8

7.00

T

otal

: 20

7.00

T

aylo

r, T

omm

y

FC

S

21

5

01

3.

00

16

51.

00

Tay

lor,

Tom

my

FCS

215

C

02

3.

00

26

78.

00

Tay

lor,

Tom

my

FCS

270

01

3.00

34

10

2.00

T

aylo

r, T

omm

y

FC

S

32

5

01

3.

00

42

126.

00

Tay

lor,

Tom

my

FCS

326

01

3.00

19

5

7.00

T

aylo

r, T

omm

y

FC

S

32

8

01

3.

00

36

108.

00

Tot

al:

522.

00

Wac

k, G

ina

FCS

343

01

3.00

18

5

4.00

W

ack,

Gin

a

FC

S

44

4

01

3.

00

27

81.

00

Wac

k, G

ina

FCS

462

01

3.00

3

9

.00

Wac

k, G

ina

FCS

492

01

1.00

to 6

.00

6

6

.00*

*

T

otal

: 15

0.00

W

elch

, Ann

e

FC

S

35

0

01

3.

00

9

2

7.00

W

elch

, Ann

e

FC

S

35

5

01

3.

00

5

1

5.00

W

elch

, Ann

e

FC

S

46

8

01

2.

00 to

6.0

0 10

20.

00**

* W

elch

, Ann

e

FC

S

47

7

01

5.

00

1

5.0

0 W

elch

, Ann

e

FC

S

47

8

01

5.

00

2

1

0.00

W

elch

, Ann

e

FC

S

47

9

01

6.

00

2

1

2.00

T

otal

: 8

9.00

Div

isio

n T

otal

s: 1

404.

00

* O

ne s

tude

nt to

ok th

e co

urse

for 1

hou

r cre

dit a

nd o

ne to

ok it

for 3

hou

rs c

redi

t. **

All

stud

ents

took

this

cou

rse

for 1

hou

r cre

dit.

9

II. DATA AND INFORMATION FOR DIVISION (Continued) Class Size: Class sizes for the period from Spring, 2003 through Spring, 2004 varied according to whether the class was an upper or lower level course, as well as to the major. A number of the classes in the Division were taken by students majoring in different areas within family and consumer sciences. The range of class size for upper level courses required or elected by fashion merchandising was 7 - 21. Upper level courses in child development ranged in size from 10 – 40, excluding internship (FCS 488). The new concentration, Nutrition/Dietetics, was initiated in Fall, 2000. During the 2003 calendar year the number of students in upper level courses in Nutrition/Dietetics ranged from 1- 4. Faculty Advisement Ratio: The number of advisees for each faculty member in 2002, 2003, and Spring, 2004 is shown in Table 7. The number of advisees per faculty member ranged from 9 in Spring 2002 to 27 in Spring, 2004 and from 16 in Fall, 2002 to 37 in Fall, 2003. Grade Distribution: The distribution of grades by faculty member and course for each term in 2003 is shown in Tables 8 - 10. Totals and percentages for each faculty member and for the Division are given. PRAXIS Information: In 2003 two students in Family and Consumer Sciences Education took two portions of the PRAXIS II: Principles of Learning and Teaching, and Family & Consumer Sciences. They passed both portions. With the availability of N-K certification for graduates concentrating in Child Development, students and graduates may take the PRAXIS I and specialty area exam in Early Childhood Education. Scores were sent to DSU for four individuals, three of whom were graduates. One of the graduates passed all sections that were taken. The other two graduates took various portions as noted below. The one current student took only the mathematics section of the exam, but failed to make an acceptable score. The “ X” means acceptable score attained; the “ O” means the score was below the acceptable minimum. See grid below.

2003 PRAXIS PRAXIS I PRAXIS II PPST

Reading PPST

Writing PPST

Mathematics Early

Childhood Education

Principles of Learning &

Teaching

Family & Consumer Sciences

Graduate X X Graduate X X Graduate X X X Graduate O Graduate O X X Current Student Major

O

10

Table 8 Number of Advisees for Each Faculty Member 2002 and 2003 and Spring, 2004

2002 2003 2004 Faculty Spring Fall Spring Fall Spring

Jan Haynes 18 16 17 21 23 Sarah Jordan 9 26 24 - - Robin Macon 23 24 24 - - Cam McMillen - - - 18 20 Lisa Pinkerton - - - 24 24 Tommy Taylor 25 25 24 31 27 Anne Welch 21 18 19 19 20

Totals 96 109 108 113 114

11

Table 9 Family and Consumer Sciences Grade Distribution - Spring 2003

INSTR CRS SEC CRS DESC A B C D F I W CR AU IP TOT Haynes 320 01 Historic Costume 3 4 0 0 2 0 0 0 0 0 9 389 01 Fashion Study Tour 0 0 0 0 0 0 0 0 0 7 7 422 01 Meth. & Mat. of Visual Pres. 14 2 0 0 0 0 1 0 0 0 17 485 01 Fashion Merchandising 6 6 0 0 0 0 0 0 0 0 12

488 01 Internship 4 1 1 0 0 1 0 0 0 5 12 Instructor Totals 27 13 1 0 2 1 1 0 0 12 57 Percentages 47.4 22.8 1.8 0 3.5 1.8 1.8 0 0 21.1

Jordan 102 01 Prin. Of Food Preparation 2 7 0 0 0 0 0 0 0 0 9 380 01 Ind. Study of Fam. & Cons. Sci. 4 0 0 0 0 0 0 0 0 0 4 447 01 Professional Development 9 4 0 0 0 0 0 0 0 0 13 462 01 Nutrition thru the Life Cycle 1 5 3 0 0 0 0 0 0 0 9 492 01 Special Topics in FCS 5 0 0 0 0 0 0 0 0 0 5

Instructor Totals 21 16 3 0 0 0 0 0 0 0 40 Percentages 52.5 40.0 7.5

Macon 330 01 Infant Development 10 7 3 2 1 0 0 0 0 0 23 378 01 Prin. & Proc for Preschl 8 10 1 2 1 0 0 0 0 0 22

Instructor Totals 18 17 4 4 2 0 0 0 0 0 45 Percentages 40.0 37.8 8.9 8.9 4.4

Pang 343 01 Nutrition & Phys. Fitness 5 13 3 1 0 0 0 0 0 0 22

Instructor Totals 5 13 3 1 0 0 0 0 0 0 22 Percentages 22.7 59.1 13.6 4.5

Smith 444 01 Child Nutrition 21 8 2 0 1 0 0 0 0 0 32 Instructor Totals 21 8 2 0 1 0 0 0 0 0 32 Percentages 65.6 25.0 6.3 0 3.1

12

Table 9 Family and Consumer Sciences Grade Distribution – Spring, 2003 (Continued) INSTR CRS SEC CRS DESC A B C D F I W CR AU IP TOT Taylor, Donna 325 01 Marriage, Fam & Sex 26 13 1 0 0 1 0 0 0 0 41

Instructor Totals 26 13 1 0 0 1 0 0 0 0 41 Percentages 63.4 31.7 2.4 0 0 2.4

Taylor, Tommy 215 01 Personal Finance 23 4 0 0 1 0 0 0 0 0 28

270 01 Individual & Fam. Dev. 19 18 4 0 1 0 0 0 0 0 42 326 01 Child Development 8 15 2 0 4 0 0 0 0 0 29 328 01 Education for Parenthood 10 26 4 0 2 0 1 0 0 0 43

Instructor Totals 60 63 10 0 8 0 1 0 0 0 142 Percentages 42.6 44.7 7.1 0 5.7 0 .7

Welch 151 01 Family Systems II 13 18 5 0 2 0 0 0 0 0 38 350 01 Intro. to Coord. Program 2 6 0 0 0 0 0 0 0 0 8

355 01 Community Nutrition 4 3 0 0 0 1 0 0 0 0 8 360 01 Quantity Food 5 1 0 0 0 0 0 0 0 0 6 477 01 Supervised Practice I 1 0 0 0 0 0 0 0 0 0 1 479 01 Supervised Practice III 0 1 0 0 0 0 0 0 0 0 1

Instructor Totals 25 29 5 0 2 1 0 0 0 0 62 Percentages 40.3 46.8 8.1 0 3.2 1.6

Division Totals 203 172 29 5 15 3 2 0 0 12 441

Division Percentage 46.1 39.1 6.6 1.1 3.4 .7 .5 0 0 2.7

13

Table 10

Family and Consumer Sciences Grade Distribution – Summer, 2003

INSTR CRS SEC CRS DESC A B C D F I W AU IP TOT Jordan 476 11 Practicum in Child Dev. Adm. 1 1 4 0 0 0 0 0 0 6

Instructor Totals 1 1 4 0 0 0 0 0 0 6 Percentages 16.7 16.7 66.7

Macon 488 11 Internship 2 0 0 0 0 2 0 0 0 4 488 21 Internship 2 0 0 0 0 1 0 0 0 3

Instructor Totals 4 0 0 0 0 3 0 0 0 7 Percentages 57.1 0 0 0 0 42.9

Taylor 325 21 Marriage, Fam & Sex 6 1 1 1 0 0 0 0 0 9

Instructor Totals 6 1 1 1 0 0 0 0 0 9 Percentages 66.7 11.1 11.1 11.1

Welch 380 21 Indepedent Study of FCS 0 0 0 0 0 0 0 0 1 1 477 11 Supervised Practice I 0 0 0 0 0 0 0 0 3 3

478 11 Supervised Practice II 0 0 0 0 0 0 0 0 1 1 Instructor Totals 0 0 0 0 0 0 0 0 5 5 Percentages 0 0 0 0 0 0 0 0 100.0

Division Totals 11 2 5 1 0 3 0 0 5 27 Division Percentage 40.7 7.4 18.5 3.7 0 11.1 0 0 18.5

14

Table 11 Family and Consumer Sciences Grade Distribution – Fall, 2003

INSTR CRS SEC CRS DESC A B C D F I W AU IP TOT Haynes 105 01 Clothing Construction 7 4 1 0 0 0 2 0 0 14 244 01 Dress & Identity 9 9 0 0 2 1 0 0 0 21

310 01 Textiles 2 3 2 1 0 0 0 0 0 8 380 01 Ind. Study of Family & Cons. Sci. 6 0 0 0 0 0 0 0 0 6 488 01 Internship 5 2 1 1 0 0 0 0 0 9

Instructor Totals 29 18 4 2 2 1 2 0 0 58 Percentages 50.0 31.0 6.9 3.4 3.4 1.7 3.4

McMillen 306 01 Experimental Foods 4 4 2 0 0 0 0 0 0 10 312 01 Meals for Modern Day Living 1 5 3 0 2 0 3 0 0 14 312 02 Meals for Modern Day Living 4 7 6 0 2 0 0 0 0 19

447 01 Professional Development 25 12 1 0 0 0 1 0 0 39 Instructor Totals 34 28 12 0 4 0 4 0 0 82 Percentages 41.5 34.1 14.6 0 4.9 0 4.9

Pinkerton 330 01 Infant Development 14 7 2 0 1 0 0 0 0 24 377 01 Methods & Mat for Pres Prog. 13 5 3 0 1 1 0 0 0 23

Instructor Totals 27 12 5 0 2 1 0 0 0 47 Percentages 57.4 25.5 10.6 0 4.3 2.1

Taylor 150 01 Con of Fam Sys I 26 18 4 0 1 0 2 0 0 51

215 01 Personal Finance 17 3 4 0 1 0 0 0 0 25 325 02 Marriage, Fam & Sex 14 9 5 0 0 0 2 0 0 30 326 01 Child Development 7 21 3 2 3 0 3 0 0 39

Instructor Totals 64 51 16 2 5 0 7 0 0 145 Percentages 43.8 34.9 11.0 1.4 3.4 0 4.8

15

Table 11 Family and Consumer Sciences Grade Distribution – Fall, 2003 (continued)

INSTR CRS SEC CRS DESC A B C D F I W AU IP TOT Wack 465 01 Medical Nutrition Therapy 3 5 0 0 0 0 0 0 0 8

477 01 Supervised Practice I 3 0 0 0 0 0 0 0 0 3 Instructor Totals 6 5 0 0 0 0 0 0 0 11 Percentages 54.5 45.5

Welch 345 02 General Nutrition 19 13 5 1 2 0 0 0 0 40 380 02 Independent Study of FCS 0 0 0 0 2 0 0 0 0 2 460 01 Food Systems Management 9 0 0 0 0 0 1 0 0 10

478 01 Supervised Practice II 1 0 0 0 0 0 0 0 3 4 479 01 Supervised Practice III 0 0 0 0 0 0 0 0 1 1 494 01 FCS Phil & Issues 20 15 2 0 0 0 0 0 0 37 494 02 FCS Phil & Issues 3 2 0 0 0 0 0 0 0 5

Instructor Totals 52 30 7 1 4 0 1 0 4 99 Percentages 53.1 30.6 7.1 1.0 4.1 0 1.0 0 4.1

Division Totals 212 144 44 5 17 2 14 0 4 442 Division Percentage 48.0 32.6 10.0 1.1 3.8 .5 3.2 0 .9

16

Tab

le 1

2 Fa

mily

and

Con

sum

er S

cien

ces G

rade

Dis

trib

utio

n –

Spri

ng, 2

004

INST

R

CR

SE

SEC

C

RS

DE

SC

A

B

C

D

F

I W

A

U

IP

TO

T

Hay

nes

31

1

01

App

arel

Ana

lysi

s

5 10

3

1 1

0 0

0 0

20

314

01

In

teri

or E

nv D

esig

n

5 8

1 0

2 1

0 0

0 17

38

9

01

Fash

ion

Stud

y T

our

1

1 0

0 0

0 0

0 0

2

48

8

01

Inte

rnsh

ip

8

1 0

0 0

0 0

0 6

15

In

stru

ctor

Tot

als

19

20

4

1 3

1 0

0 6

54

P

erce

ntag

es

35

.2

37.0

7.

4 1.

9 5.

6 1.

9

11

.1

McM

illen

10

2

01

Prin

. Of F

ood

Prep

.

5 2

2 0

1 0

0 0

0 10

15

1

01

Con

of F

am S

ys II

12

38

6 1

3 0

1 0

0 61

36

0

01

Qua

n Fo

od P

rocu

r & P

rod

1 2

0 0

0 1

0 0

0 4

447

01

Pr

of D

evel

opm

ent

10

4

2 0

0 0

0 0

0 16

Inst

ruct

or T

otal

s

28

46

10

1 4

1 1

0 0

91

P

erce

ntag

es

30

.8

50.5

11

.0

1.1

4.4

1.1

1.1

Pi

nker

ton

378

01

Pr

in &

Pro

c of

Pre

schl

19

16

3

1 1

0 1

0 0

41

476

01

Pr

act i

n C

hild

Dev

Adm

18

10

0

0 1

0 2

0 0

31

In

stru

ctor

Tot

als

37

26

3

1 2

0 3

0 0

72

P

erce

ntag

es

51

.4

36.1

4.

2 1.

4 2.

8 0

4.2

Tay

lor

21

5

01

Pers

onal

Fin

ance

12

1 1

1 2

0 0

0 0

17

215

C

0 Pe

rson

al F

inan

ce

9

8 2

1 6

0 1

0 0

27

270

01

In

d &

Fam

Dev

elop

men

t 8

20

4 1

0 1

2 0

0 36

32

5

01

Mar

riag

e, F

am &

Sex

9

18

10

1 4

0 2

0 0

44

326

01

C

hild

Dev

elop

men

t

8 3

4 3

1 0

1 0

0 20

32

8

01

Ed

for P

aren

thoo

d

10

21

3 2

0 0

0 0

0 36

Inst

ruct

or T

otal

s

56

71

24

9 13

1

6 0

0 18

0

Per

cent

ages

31.1

39

.4

13.3

5.

0 7.

2 .6

3.

3

17

Tab

le 1

2 Fa

mily

and

Con

sum

er S

cien

ces G

rade

Dis

trib

utio

n –

Spri

ng, 2

004

(con

tinue

d)

INST

R

CR

SE

SEC

C

RS

DE

SC

A

B

C

D

F

I W

A

U

IP

CR

T

OT

W

ack

34

3 01

Nut

ritio

n &

Phy

s Fi

tnes

s 12

5

0 0

1 0

0 0

0 0

18

444

01

C

hild

Nut

ritio

n

19

7 1

0 0

0 1

0 0

0 28

46

2 01

Nut

ritio

n th

ru L

ife C

ycle

2

0 1

0 0

0 0

0 0

0 3

492

01

Spec

ial T

opic

s in

FC

S 0

0 0

0 0

0 0

2 0

4 6

In

stru

ctor

Tot

als

33

12

2 0

1 0

1 2

0 4

55

P

erce

ntag

es

60

.0

21.8

3.

6 0

1.8

0 1.

8 3.

6 0

7.3

W

elch

350

01

In

tro

to C

oord

Pro

g 5

3 0

0 0

0 0

0 1

0 9

355

01

Com

mun

ity N

utri

tion

3 2

0 0

0 0

0 0

0 0

5

46

8 01

N

utri

tion

Res

earc

h 6

4 0

0 0

0 0

0 0

0 10

47

7 01

Su

perv

ised

Pra

ctic

e I

0 0

0 0

0 0

0 0

1 0

1

47

8 01

Su

perv

ised

Pra

ctic

e II

0

0 0

0 0

0 0

0 2

0 2

479

01

Supe

rvis

ed P

ract

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II. DATA AND INFORMATION FOR DIVISION (Continued) Evidence that the following factors are considered when evaluating the degree of success of student achievement:

• Course completion As indicated in tables 9, 10, 11, and 12, most students enrolled in family and consumer sciences classes complete the courses. • State licensing examinations Graduates of the child development program and graduates in family and consumer sciences education who seek teaching positions in the public schools must pass specified portions of the PRAXIS. These results are provided on page 10. Graduates of the Coordinated Undergraduate Program in Dietetics are required to pass the National Examination for Registration of Dietitians. Since the program’ s inception in fall 2000, five of the seven graduates have successfully completed the examination. • Job placement rates 100% of the graduates of the Coordinated Undergraduate Program in Dietetics have been employed within the field of dietetics. Other results of the surveys returned from alumni are presented below.

Follow-up of Graduates: In addition to the Graduating Student Survey administered by the University, the Division surveys two groups of alumni each year. Students who graduated one year ago and those graduating five years ago are surveyed each Spring.

In the Spring of 2002, the students who graduated in 1997 and 2001 were surveyed. A total of 37 were mailed surveys, 16 for 1997 and 21 for 2001. One 1997 graduate returned the survey; six graduates from 2001 returned surveys. Two commencement exercises were held in 2001; eight students graduated in May and thirteen in December. Five of the seven who returned surveys indicated that they would choose the same or a related major if they were starting over to attend college. Graduates were asked to indicate the degree to which they as students developed professional skills in the undergraduate program. Approximately eighty-eight percent of the responses on the Likert Scale indicated well prepared by checking either a four or a five on the five-point scale. Seventy-nine percent of the responses noted these skills were greatly needed in present position. All of the seven students indicated that Family & Consumer Sciences made them competitive in the job market. When asked to indicate courses or competencies that should be added to the program in which they received their degree, graduates of 2001 gave several suggestions. The Child Development major recommended medical terminology for students wanting to be a Child Life Specialist. The Consumer Relations major suggested the following additions:

� communication with former graduates to share professional experiences and to learn types of positions available

� course content/activities relating Consumer Relations to the community, involving projects and work with community leaders. This would show the roles that consumers play in their community.

Fashion Merchandising majors suggested adding the following to the curriculum in Fashion Merchandising:

� instruction on merchandise presentation and conflict management � computer classes

19

� business classes � instruction in retail ethics to help graduates who plan to be employed in management

positions

The one graduate from 1997 suggested having more hands on experiences incorporated into the Fashion Merchandising curriculum. Students also were asked to indicate courses or competencies that should be deleted from their program. Two graduates from 2001 in Fashion Merchandising made these suggestions: delete all art classes and the family systems classes. III. PERSONNEL Faculty - Number: The Division of Family and Consumer Sciences has five full-time faculty members and one part-time faculty member, each of whom has expertise in differing areas of family and consumer sciences, to provide the range of programs and courses offered by the Division. The names of the faculty with areas of expertise are noted below. Evidence of ongoing professional development of faculty as teachers, scholars, and practitioners is provided below.

Jan Haynes, Ph.D. Fashion Merchandising Edye Cameron McMillen Food Science Lisa Pinkerton Child Development Tommy Taylor, Ph.D. Marriage and Family Gina Wack, R.D. (Part-time) Nutrition Anne Welch, Ph.D., R.D., L.D. Nutrition

Faculty - Productivity: Grant Proposals Funded: Haynes, J., Welch, A., Wack, G. & McMillen, E. (2004). Viking Range

Corporation; pledge of equipment valued at approximately $85,000 for renovation of Foods Laboratory and Kitchen areas; to be matched by Delta State University funds for installation and remodeling of these two areas and new ventilation in Ewing Hall.

Pinkerton, L. (2003). Donation of labor from Art class to complete mural on Ewing wall, across from Child Development Center.

Pinkerton, L. (2003). Completion of major fundraising project which funded renovation of both playgrounds for the Child Development Center; value of project: $75,000.

Professional Association Leadership Roles National: Dietitians in General Practice, a practice group of the American Dietetic Association; Treasurer & Chair-elect, January 2003-May 2003. Welch Dietitians in General Practice, a practice group of the American Dietetic Association; Chair, June 2003-May 2004. Welch ADA’ s Leadership Institute, Tucson, AZ, February 2004 Welch State: Mississippi Association of Family & Consumer Sciences Chair-elect, Nominating Committee, 2004-05 Welch Professional Meetings Attended National: Academic Chairpersons Conference, Orlando, FL, February 4-6, 2004 Haynes American Association of Family & Consumer Sciences Annual Meeting, San Diego, CA, June 26-29, 2004 Haynes American Collegiate Retailing Association Meeting (as part of the University of Florida Retailing Symposium), Orlando, FL, June 24, 2004 Haynes Area 3 meeting of Dietetic Educators of Practitioners (DEP), Gulfport, MS, April 1, 2004 Welch Area 3 meeting of Dietetic Educators of Practitioners (DEP), “ Learning, Networking, & Celebrating in New Orleans” , New Orleans, LA March 7 & 8, 2003 Welch Executive Committee Meeting of the Dietitians in General Clinical Practice

group of American Dietetic Association, Nashville, TN, 2004 Welch Executive Committee Meeting of the Dietitians in General Clinical Practice

group of American Dietetic Association, Tunica, MS, 2003 Welch Food and Nutrition Conference and Exhibition of the American Dietetic Association,

San Antonio, TX, October 2003 Welch National Association for the Education of Young Children Annual Conference,

Chicago, IL, February 2004 Pinkerton State: Mississippi Association of Family & Consumer Sciences Annual Meeting, Biloxi, MS, February 19-20, 2004 Haynes Publications Alvarez, J.& Wack, G. (2004, Summer). The alarm sounds. Obesity on the rise in the Delta and across Mississippi. Delta Medical Digest. 7-8, 10, 11.

University Service/Public Service University Committees (2003-04): Academic Honors Committee McMillen Athletic Committee Taylor Health and Wellness Committee Welch Quality Enhancement Plan committee for SACS Accreditation Welch Presidential Inaugural Committee Haynes Service Learning Committee Haynes, Pinkerton, Welch Southern Foodways Committee McMillen, Welch Special Programs Committee McMillen Teaching Excellence Committee Welch Tenure and Promotion Committee Haynes Community Committees/Councils: Delta Aquatic Club Hospitality Committee Pinkerton First Baptist Church Pastor Search Committee Pinkerton First Baptist Church Children’ s Director Pinkerton First Baptist Church Leadership Committee Pinkerton First Baptist Church Vacation Bible School Preschool Director Pinkerton First Baptist Church Adult I Sunday School Social Chairman Pinkerton Parks Elementary School Parent Student Teacher Association Pinkerton Parks Elementary School Arts Advisory Council Pinkerton Parks Elementary School Parent Student Teacher Association Pinkerton Parks Elementary School Arts Advisory Council Pinkerton Students in FCS 377 presented storytelling projects to children at the Parent Place Volunteer Center Pinkerton Students in FCS 378 made “ storybooks on tape” to be donated to the Parent

Place Volunteer Center Pinkerton Habitat for Humanity Executive Board McMillen Viking Range Corporation Scholarship Dinner Haynes, McMillen, Wack

College of Education: College of Education Conceptual Framework Committee Pinkerton Technology Task Force Haynes

Division of Family and Consumer Sciences

Faculty Advisors to Student Organizations: Kappa Omicron Nu Welch, A. Student Association of Family and Haynes, J. Consumer Sciences

Faculty Senators Member Welch, A. Division�s Proxy Taylor, T.

Library Liaison Haynes, J.

Workshops Attended: Diabetes: Preventing the Complications. Cleveland, MS. Jointly sponsored by Welch Univ. of MS SCHS of Medicine and Nursing, Delta Health Initiative, Bolivar Medical Center, & AHEC March 26, 2004. Diabetes Symposium and Workshop, Jackson, MS. January 25, 2003 Welch Gulf South Summit on Service Learning and Student Engagement, Gulfport, MS, February 2003. Welch

Mississippi Dept. of Health Director’ s Training, September 2003. Pinkerton Mississippi Dept. of Health Playground Safety, September 2003. Pinkerton Mississippi Dept. of Health Rules and Regulations for Licensing, Pinkerton September 2003. Mississippi Early Childhood Academy (Greenville HEC), April 2004. Pinkerton

Mississippi Society for Parenteral and Enteral Nutrition Update, Jackson, Welch MS, January 30, 2004 Office of Nutrition Food Program Training, December 9, 2003.

Pinkerton

Courses Taken WebCT course: Putting a Course on Line Taylor, Welch Faculty – Accomplishments

Haynes, J. Submitted five student designs to Dallas Career Day, April 2004; Two designs were shown on the runway Haynes, J. Named one of the Delta’ s Top 50 Women in Business (February 2004).

Delta Business Journal vol. 6, #9, 51-63. Haynes, J. Submitted five student designs to Dallas Career Day, April 2003; Won 1st place, 2nd place, and 3rd place awards; One other design was shown on the runway. Haynes, J. Submitted three student designs to New Orleans Career Day, November 2003; Won 1st place evening wear with one design. Haynes, J. Submitted one original coat design to the Wearable Art Faculty

Competition, International Textiles and Apparel Association.

Haynes, J. Silver Alpha Award (second place) for Excellence in the Fashion Industry, Fashion Show Production, Specialty Stores Category, for campus-wide Fashion Show, The Boiler Room. This was a large undertaking by the students in the Fashion Promotion class and was designed to bolster visibility of the program, and promote the merchants who participated. A publicity board was designed and submitted as an entry for the 2003 Alpha Awards, sponsored the New Orleans Chapter of the Fashion Group International.

Pinkerton, L. Continued to implement use of computers in Child Development Center

classrooms.

Chaired Parent Advisory Board for Child Development Center; Organized cookie dough fund-raising effort that raised $3,700 for the Center. CDC cookbooks were created, ordered, and sales have begun with enough ads sold that the sale of the cookbooks will be all profit. Created and carried out summer program for children aged 6 weeks to 4 years at Child Development Center. Implemented child care for the two interim weeks in December and the two interim weeks in May at the Child Development Center. Rewrote lab student evaluations with the help of the Child Development Center teachers. Reviewed and rewrote internship requirements. Had an NAEYC audit done for the Center for recommendations on becoming accredited. Had students in FCS 377 present storytelling projects to children at the Parent Place Volunteer Center; students in FCS 378 made “ storybooks on tape” to be donated to the Parent Place Volunteer Center. Directed the Child Development Center in its 1st Annual Scholastic Book Fair as a Fundraiser. Approximately $1,200 was made to spend on classroom reading resources from Scholastic. “ A Child’ s Garden” project was begun at Ewing; Plans are to complete the garden projects at Ewing and Bailey by the end of summer 2004. The gardens are to serve aesthetic and educational purposes. The Child Development Center had many pictures run in the Bolivar Commercial. Organized and directed Halloween Carnival for Child Development Center children. Enlisted student helpers and volunteers.

Organized and directed St. Jude Trike-A-Thon for Child Development Center children. Involved university students and Tri-Delta sorority members in this project. Parents raised over $1,600.00 for St. Jude Children’ s Research Hospital. Large playground renovation project ($75,000) at Ewing and Bailey was completed in August 2003 (project initiated by Robin Macon).

Welch, A. Recruited preceptors for supervised practice sites and coordinated student

placement in those sites.

Revised materials and class schedules from the self study to reflect needs following evaluation of the process after implementation.

Evaluated transcripts of prospective students.

Developed new courses for the Coordinated Program curriculum. Scheduled times for classes that will meet the needs of all or most of the Coordinated Program students.

Advised current students on courses they will need to complete the Coordinated Program in a timely fashion.

Developed marketing plan to attract students.

Submitted reports to Committee on Dietetic Registration.

Coordinated the plans and specifications for the Renovation of the Foods Laboratory . These plans were submitted to the Viking Corporation resulting in a commitment for donation of state of the art equipment for the project. Coordinated the self-study submitted to the American Dietetic Association July 1, 2004, in application for initial accreditation of the Coordinated Program in Dietetics. Prepared the components of FCS 494 Philosophy and Issues in Family and Consumer Sciences to be placed on WebCT. It will be offered online for the first time in Summer II, 2004.

Maintained credentials as a Registered Dietitian with the Commission on Dietetic Registration of the American Dietetic Association and licensure as a dietitian in the state of Mississippi. Continued membership in the American Association of Family and Consumer Sciences, the Mississippi Association of Family and Consumer Sciences, the American Dietetic Association, the Mississippi Dietetic Association, and Kappa Omicron Nu.

Maintained membership in four specialty dietetic practice groups of ADA, which through publications and listservs provide extensive up-to-date information vital to managing the dietetics program. These are: Clinical Nutrition Managers; Dietetic Educators of Practitioners; Dietitians in General Clinical Practice; and Dietitians in Food Systems Management. Also served as Program Director for the Coordinated Program in Dietetics. This has involved: o preparing the self-study for application of initial accreditation o recruiting preceptors for supervised practice sites and coordinating

student placement in those sites o mentoring new faculty members o revision of materials and class schedules from the developmental

self-study to reflect needs following evaluation of the process after implementation

o evaluating transcripts of prospective students o developing new courses for the Coordinated Program curriculum o scheduling times for classes that will meet the needs of all or most

of the Coordinated Program students o advising current students on courses they will need to complete the

Coordinated Program in a timely fashion o submitting reports to Commission on Dietetic Registration o participating in Dietetic Educators of Practitioners meetings in the

spring and fall

New Position(s): The Division is not requesting any new positions. Change of Status: The Division Chair retired effective August 1, 2003. One of the current faculty members was named chair, effective with the 2003 – 2004 academic year. The 2003 – 2004 academic year is year six of the tenure process for two faculty members. By the end of the fall 2004 these faculty will submit portfolios for review by the Division Promotion and Tenure Committee. IV. DEGREE PROGRAM ADDITIONS/DELETIONS AND MAJOR CURRICULUM

CHANGES No new programs were added.

V. DIVISION GOALS Mission and Goals The family and consumer sciences unit has a mission statement and goals based on the philosophy of family and consumer sciences as a profession. The unit’ s mission and goals clearly delineate the foundation for decisions about the organization and administration of the unit, academic programs, faculty, students, and financial resources, learning resources and learning environments/physical facilities. The mission and goals provide a basis for short-term and long-range planning. The unit has mission and goals statements which reflect the mission and philosophy of the profession and are consistent with the mission and goals of the institution. The unit’ s mission statement identifies a distinct purpose for the unit within the host institution. Goals of the Division The Division’ s long and short-range goals are stated below. These are consistent with the stated missions of both Delta State University and the College of Education. Operational objectives have been developed to accomplish the long- and short-range goals. Through the self-study process, the FCS faculty revised the Division’ s long-range goals. Five goals were established and are included here:

Range The Division of Family and Consumer Sciences will maintain a strong Goal I faculty. These faculty will be able to effectively articulate the integrative

nature and “ body of knowledge” of the family and consumer sciences profession. The faculty will also have the necessary depth of professional knowledge in a specific area of specialization.

Achievement Faculty activity records will indicate credentials acquired, faculty Indicator development participation, and successful activities in the classroom, with

service, and research. Short-term goals Encourage instructors to obtain terminal degrees. Hire faculty with terminal degrees. Encourage faculty to participate in faculty development activities. Ensure that faculty have met all licensure or specialization requirements

for their particular area of specialization. Ensure that faculty understand and share the philosophy that forms the

“body of knowledge” of the family and consumer sciences profession. Achievement The Division will acquire more service/research grants/funds to enhance Indicator and/or service activities. Short-term goals Seek support from outside funding agencies. Seek support from the Delta State University Research Committee and

Administration. Achievement The Division will increase service to individuals and families, particularly Indicator within the Delta. Short-term goal Provide opportunities for strengthening individuals and families through

individual consultations, workshops, course offerings and continuing education classes and opportunities.

Institutional Goals: 2. Attract and retain qualified and diverse students, faculty, and staff.

3. Promote faculty development through a comprehensive program designed to strengthen the faculty in teaching, service, and research.

4. Support the faculty through increased funding for supplies, instructional materials, professional travel, and other necessary resources.

7. Encourage faculty to participate in scholarly research resulting in publications and presentations.

Expected Results: Faculty will participate in faculty development activities that will improve their knowledge of subject matter and develop and enhance skills to improve the quality of instruction. Assessment The goals of the faculty members will be used to determine first the Procedures: goals of that individual and, secondly, the degree to which the goals were met. Actual Results: Four of the five faculty have terminal degrees. The faculty attended a number of professional meetings at the state and national levels. Each semester students complete an evaluation of all classes in Family and Consumer Sciences. These assessments are used in faculty evaluations to establish goals when needed. Several faculty members submitted grant proposals; two were to outside agencies/companies in Mississippi and they were funded. The faculty provided service to the university and to the public through

presentations to a variety of groups on various topics. One full time faculty member is a licensed Marriage and Family Therapist. He provided consultations to the public. The two Registered Dietitians also provided consultations to various individuals, groups and agencies on food and nutrition topics. The Child Development faculty member served on many community committees. The Fashion Merchandising faculty member contributed information to local public information media and helped the Cooperative Extension 4-H Agent with the local modeling club.

Use of Results: Each individual faculty member benefits from the knowledge gained and skills acquired at each meeting. In turn, the Division benefits from the faculty member’ s knowledge and skill as demonstrated in the classroom and in various service activities around the state. The Division, also, will benefit from increased resources received from grants. Long Range Adequate breadth regarding the family and consumer sciences Goal II profession will be integrated into curricula, particularly in the core

courses, so that students clearly understand the integrative focus on individuals, families, consumers, and committees.

Achievement Curricular requirements specified in the catalog will reflect responses to Indicator student evaluations of courses, Advisory Council recommendations, alumni evaluations, and changing trends in the profession. Short-term Goals Evaluate and update syllabi in all family & consumer sciences course, particularly the core FCS classes, to assure the integrative nature of the family and consumer sciences profession is well represented. Continually assess laboratory and other student engagement activities to ensure that students are adequately involved in FCS classes, so that they begin to assimilate the Body of Knowledge.

Continue to assess and revise the Curriculum Matrix to relate expected student outcomes to student competencies, course objectives and methods of student evaluation. University Goal: 7. Strengthen the cooperative relationships with business, industry, community groups, government, and other educational institutions. Expected Results: Faculty will provide various types of service to individuals and families, as well as for professionals in the area. Assessment The faculty evaluation will provide data on service activities. Procedures: Actual Results: One faculty member served on numerous service related committees in the community. One faculty member held leadership roles at the State and National levels. Several faculty members attended national meetings. Use of Results: The results will be used in evaluation of faculty as goals are set for the next year and to evaluate the Division of Family and Consumer Sciences. Strategies noted for this goal will continue to be used. Long Range The Division of Family and Consumer Sciences will continue to Goal III provide current, viable curricula with necessary depth in all majors

and concentrations to prepare professionals to work in their specific areas of family and consumer sciences.

Achievement Curricular requirements specified in the catalog will reflect responses to Indicator the Graduating Student Survey, Advisory Council recommendations, alumni evaluations, and changing trends in the profession. Short-term Goals Continually evaluate and update curricula in all family & consumer sciences programs. Continually assess laboratory and other student engagement activities and continue to improve facilities. Continue to assess and revise the Curriculum Matrix to relate expected student outcomes to student competencies, course objectives, and methods of student evaluation. Provide increased apparel design opportunities within the fashion merchandising curriculum. Continue to update computer software and hardware and increase availability for all students.

Institutional Goal: 1. Review and update undergraduate programs to adequately address basic skills, knowledge, and competencies necessary for students to be properly prepared in their chosen fields, to complete licensure requirements, enter the work force, and/or continue advanced study in graduate or professional school.

Expected Results: The curricular requirements for majors in family and consumer sciences

are assessed annually by a variety of groups. Such review insures updated curricula. Requirements of courses are also reviewed annually. A program in Nutrition/Dietetics has been developed.

Assessment Faculty will review the comments made by students, alumni, and members Procedures of the Family and Consumer Sciences Advisory Council to improve curricula in the Division. These will be reflected in the course syllabi and the Curriculum Matrix. Actual Results: Faculty initiate changes suggested by students in classes, alumni and members of the Family & Consumer Sciences Advisory Council. The course syllabi and the Curriculum Matrix demonstrate the approach of the courses in each curriculum. Use of Results: The concentrations in Consumer Relations and Family and Consumer Sciences Education have been deleted due to low enrollments and the need to provide sufficient resources for the remaining three areas: Child Development, Nutrition/Dietetics, and Fashion Merchandising. Students who have graduated from the new coordinated program in Dietetics have received job offers immediately. This confirms the need for this curriculum in the Delta. Long Range By the year 2010, the Division of Family & Consumer Sciences will Goal IV have increased visibility because of its curricula and its impact in

individuals, families, consumers, and the community. Achievement Students and employers will view family and consumer sciences as a Indicator source and voice for families regarding products, information, and programs. Short-term Goals Continue to increase media visibility. Continue to increase student enrollment. Continue to increase opportunities for internship and supervised practice experiences. Increase contacts with public policy decision makers. Encourage family and consumer sciences majors to seek campus leadership positions. Involve campus student leaders in activities promoting well-being of individuals and families.

Institutional Goal: 7. Strengthen the cooperative relationships with business, industry, community groups, government, and other educational institutions. Expected Results: Faculty and the Division will be known for the curricula provided and the impact on families. Assessment The faculty evaluations and the annual report will provide data. The Procedures number of FCS majors increased 12.5% from Spring 2002 to Spring 2003. An additional 5.5% increase occurred from Spring 2003 to Spring 2004.

(See Table 1). Contacts with prospective employers and opportunities for internships have increased. Students are encouraged through opportunities in the Student Association of Family and Consumer Sciences to become involved professionally, as well as with public policy decision makers. More effort needs to be made in initiating these various contacts and in increasing media visibility. Some students are quite active on campus. Several have held office in the Student Government Association and others have served as Orientation Leaders. More effort needs to be made to encourage roles of leadership and to involve other campus leaders in efforts to improve the quality of life for individuals and families.

Use of Results: The results will be used to continue to impact individuals and families in a positive way. Long Range By the year 2010, the Division of Family & Consumer Sciences will Goal V realize further increase in student enrollment by at least 10%. This includes both the number of students majoring in family and consumer sciences and the number electing courses in family and consumer sciences. Achievement Annual enrollment data will indicate increases. Indicator Short-term Goals Strengthen website. Continue to develop and improve brochures on all programs. Keep files on prospective students; write follow-up letters and make personal calls to prospective students. Identify courses to promote as electives. Strengthen on-line course offerings of FCS courses. Participate in campus recruiting events, such as Delta Discovery and Spring Preview Day. Maintain dialogue with DSU Recruiting Team. Create and maintain dialogue with area high school counselors.

Strengthen advisement procedures to encourage student retention. Encourage students majoring in family & consumer sciences to promote the major and FCS courses. Promote family & consumer sciences and fashion merchandising as minors. Encourage family & consumer sciences students to participate as University Orientation Leaders. Institutional Goal: 2. Attract and retain qualified and diverse students, faculty, and staff. 10. Increase student retention and graduation rates by providing a support program which includes, but is not limited to, the following attributes: a comprehensive support program of advising and other services to enhance student development; increased financial support to students through scholarships, assistantships, grants, and loans; a developmental studies program for under prepared students; and, opportunities to meet or communicate with prospective employers or admission personnel from graduate or professional schools. Expected Results: All of the short-term goals will be met. Enrollment will be increased. Assessment The number of majors will be compared to the number of the previous Procedures year. The number of non-majors taking courses in family and consumer sciences will be determined and compared to the previous year. Actual Results: Flyers and brochures developed for all three majors or concentrations have

been updated and reprinted as needed. A website was developed for the Division. This site provides information on programs to prospective students. The number of majors has increased over the period from 2002-2004. Enrollment has increased from 75 in Spring 2001 to 114 in Spring 2004 (Table 2). The number of non-majors taking family and consumer sciences classes in 2003 was 103 in the Spring. A number of these students were enrolled in more than one family and consumer sciences course with 103 students in 135 classes in the Spring of 2003 (Table 2).

Use of Results: Recruiting efforts need to continue. Effort will continue with strategies noted on the previous page. These results will be used in setting goals and improving recruitment efforts.

VI. STUDENT OUTCOMES Majors/ Child Development Degrees: B.S. Family and Consumer Concentrations: Family and Consumer Sciences Education Sciences

Nutrition/Dietetics

Fashion Merchandising B.S. Fashion Merchandising Student Outcome Assessments:

The expected outcomes of each major/concentration area are consistent with the mission and goals of Delta State University, the College of Education, and the Division of Family and Consumer Sciences. One set of outcomes is specified for students in Family and Consumer Sciences. These outcomes are assessed with reference to each major/concentration. The Curriculum Matrix contains the specific competencies and objectives separately for each major/ concentration. 1. Students in Family and Consumer Sciences will demonstrate their ability to organize and

express effectively their thoughts. Expected Results: Eighty percent of the senior-level students in FCS 494 Family and

Consumer Sciences: Philosophy & Issues will receive a grade of "C" or better on the research paper prepared on an issue of concern to the profession.

All Family and Consumer Sciences graduates will pass the Writing Proficiency Exam, the Communication Sub-test of the PRAXIS, or pass ENG 301.

Evaluation Procedures: The papers will be administered and graded by the Family and

Consumer Sciences faculty with results going to the research office. Actual Results: In the Fall of 2003 38 (93%) of the senior-level students in FCS 494

Family and Consumer Sciences: Philosophy & Issues received a grade of "C" or better on the research paper.

Of the 25 graduates in 2003, four students received credit on the Writing Proficiency Exam, 17 passed ENG 301 and four passed the communication sub-test of the PRAXIS.

Use of Results: These results are used in evaluating the effectiveness of the programs

in Family and Consumer Sciences and will be an on-going assessment. Majors/ Child Development Degrees: B.S. Family and Consumer Concentrations: Family and Consumer Sciences Education Sciences

Nutrition/Dietetics

Fashion Merchandising B.S. Fashion Merchandising

2. Students will acquire an acceptable level of knowledge and skills in Family and Consumer

Sciences and will express a professional attitude. Expected Results: Each senior will submit a portfolio of three assignments from three

upper-level courses; eighty percent of these seniors will receive a grade of "C" or better.

Evaluation Procedures: These portfolios will be judged by faculty. Each faculty member will

submit his/her portfolio evaluation to the Division Chair, who will then determine the percentages of seniors who made a "C" or better.

Actual Results: A total of 42 seniors in Family and Consumer Sciences were enrolled

in FCS 447 in the academic 2003-2004 year. Thirty-nine (93%) of these students made a "C" or better on the portfolio assignment.

Use of Results: These results are used in evaluating the effectiveness of the programs

in Family and Consumer Sciences and will be an on-going assessment.

Majors/ Child Development Degrees: B.S. Family and Consumer Concentrations: Family and Consumer Sciences Education Sciences

Nutrition/Dietetics

Fashion Merchandising B.S. Fashion Merchandising 3. Students in Family and Consumer Sciences will demonstrate a strong knowledge of

their discipline's theory and practice. Expected Results: Ninety percent of the students taking internship will earn a "B"

or better based on their knowledge, skill, and attitude. Ninety percent of the student teachers will pass that requirement.

Eighty percent of the graduates from the past five years will have earned a "C" or better in the identified capstone courses for that concentration/major.

Evaluation Procedures: The evaluations will be done by the Family and Consumer

Sciences faculty (with input from employers and supervisors) and results submitted to the Division Chair, who will then determine if the expected percentages were met.

Performance will be evaluated by Family and Consumer Sciences faculty, who will review student transcripts to determine if desired percentages were met and will report their results to the Division Chair.

Actual Results: In the Spring 2003 and Fall 2003 semesters, seventeen

students in Child Development and Fashion Merchandising were enrolled in Internship. Sixteen (92%) of the students earned a �B� or better. The remaining student made a “ C” .

The faculty reviewed the lists of graduates by major and year for the five year period, 1999 - 2003. The courses listed were those currently specified as capstone courses. All (100%) of the students concentrating in Family & Consumer Sciences Education, and Fashion Merchandising made a grade of "C" or better in the capstone courses. Of the eighty-seven Child Development majors graduating over the past five years, 7 students had a �D� in one of the three capstone courses; this represents 8% of the students who did not make a grade of "C" in all capstone courses. If all of the three courses of the seventy-seven graduates are used, then in only 3% of the courses did a graduate earn a �D�. No students graduated in Consumer Relations in 2003. In 2003 a total of four students in Nutrition/Dietetics were enrolled in one or more courses that comprise the supervised practice (internship) component

of that program. Thirteen (93%) of the students have earned a “ B” or better in those courses. In Spring 2004, five Nutrition/Dietetics students were enrolled in these courses and they all received an “ A” .

Use of Results: These results are used in evaluating the effectiveness of the

programs in family and consumer sciences and will be an on-going assessment.

Majors/ Child Development Degrees: B.S. Family and Consumer B.S. Fashion Merchandising Concentrations: Consumer Relations Family and Consumer Sciences Education

Nutrition/Dietetics Fashion Merchandising 4. Students in Family and Consumer Sciences will express confidence in their

education and preparation to enter the working environment. Expected Results: Seventy-five percent of the seniors will express in an exit

interview the level of confidence in their education and preparation to enter the working environment as "CONFIDENT" or "VERY CONFIDENT."

Eighty-five percent of the students completing the Graduating Student Survey will rate "GOOD" or "EXCELLENT" the statement: "Quality of courses in preparing me for employment and/or graduate school."

Evaluation Procedures: Each student in Family and Consumer Sciences will

participate in an exit interview administered by the Division; the Division will compile the results. The results of the Graduating Student Survey will be evaluated by the Division.

Actual Results: The format for the exit interview and a survey instrument were

developed during 1995. The exit interviews began in the Spring 1996. Thirteen students participated in the exit interviews in December 2003. Eight were in Child Development; one was in Fashion Merchandising; two were Nutrition/Dietetics; and one was in Family and Consumer Sciences Education. All except one indicated that they were �CONFIDENT� or �VERY CONFIDENT�. Sixteen students participated in an exit interview in May 2004. Eleven were graduating in Child Development, three were completing the Nutrition/Dietetics program, one was completing Fashion Merchandising, and one was completing Family and

Consumer Sciences Education. All indicated that they were "CONFIDENT" or "VERY CONFIDENT" in their education and preparation to enter the working environment.

Sixteen graduates in May 2004 completed the Graduating Student Survey administered by the Family and Consumer Science Division. Five indicated that the �Quality of courses in preparing me for employment and/or graduate school” was �EXCELLENT�. Seven responded “ GOOD” to this statement. Eleven graduates in December 2003 completed the survey administered by the Division. The average rating of these was 4.0. Excellent was 5.0 and Good was 4.0.

Use of Results: These results are used in evaluating the effectiveness of the

programs in Family and Consumer Sciences and will be an on-going assessment.

Evidence that students are achieving identified general education competencies:

All programs in family and consumer sciences end in a substantive culminating experience,

such as an internship or extensive supervised practice. Students are required to apply for

these experiences and the minimum overall grade point average is 2.5. It would be difficult

for students to attain this GPA without having achieved the general education competencies.

Evidence of multiple assessment techniques, including list of programs evaluated by

external accrediting agencies and justification of budget requests:

The Division of Family and Consumer Sciences is due for re-accreditation by two major

accrediting bodies within the 2004-05 academic year. The recently added Coordinated

Undergraduate Program in Dietetics has completed the self-study for accreditation by the

American Dietetic Association and is preparing for its site visit by the accrediting group

(CADE). The Division of Family and Consumer Sciences is completing its self-study for re-

accreditation by the American Association of Family and Consumer Sciences (AAFCS) and

expects a site visit later in the academic year. Additionally, the Director of the Child

Development Program has investigated the possibility of becoming accredited by the

National Association of the Education of Young Children (NAEYC). There is a need to

pursue this accreditation. These accreditations are important for maintenance of strong

programs at Delta State. The costs of pursuing these accreditations is substantive. Monies

are also needed to accommodate the increase in student enrollment in family and consumer

sciences, both in the number of majors and in the number of non-majors enrolled in FCS

classes. These increases are noted in the data within this Annual Report. Additionally, the

facilities in the Division need functional and aesthetic improvements. Several proposals for

improvements have been written during the year.

Evaluation calendar:

Completion of faculty course evaluations by students: end of each semester

Completion of faculty self-evaluations for academic year with goals for the next academic

year: to chair by May 1

Completion of faculty evaluations by chair: July 1

Completion of graduating student surveys and exit interviews of graduating seniors:

Completed by end of Exam week each semester.

Delta State University

College of Education

Division of Health, Physical Education, and Recreation Annual Report

2003-2004

TABLE OF CONTENTS UNIT MISSION STATEMENT ………………………… 3 EFFECTIVENESS ………………………… 3 GENERAL EDUCATION COMPETENCIES ………………………… 3 ACCREDITATION UPDATE ………………………… 4 MAJORS BY DEGREE PROGRAMS …………………………. 4 GENERAL REPORT …………………………. 5 ENROLLMENT DATA …………………………. 9 ENROLLMENT / GRADUATION DATA …………………………. 14 GOALS / OUTCOMES FOR ’04-’05 …………………………. 15 COURSE COMPLETION DATA …………………………. 16 STATE LICENSING EXAMS …………………………. 16 JOB PLACEMENT RATES …………………………. 16

3

Annual Report on Effectiveness July, 2003 – June, 2004

Division of HPER

UNIT MISSION STATEMENT

The mission of the Division of Health, Physical Education, and Recreation is to facilitate the development of physically educated people and to promote a healthy, physically active lifestyle. Examples of the division’s support of the regional mission include:

1. Graduates from degree programs in HPER are prepared to enter a professional career that will have a positive impact on the wellness of the regional community.

2. Field experiences that are a part of professional preparation involve and impact

community schools and other entities while engaging community resources.

3. Faculty members seek opportunities to disseminate information about health, wellness, and physical activity through consultations, presentations, and community service.

EFFECTIVENESS Observation indicates that the Division of HPER is striving toward its mission. Documentation of future efforts will improve.

GENERAL EDUCATION COMPETENCIES

A. Students in the Bachelor of Science in Education program must earn a GPA of 2.5 in General Education courses to be admitted to the Teacher Education Program and to Student Teaching.

B. Student in the Bachelor of Science in HPER programs must earn a GPA of 2.0 in

General Education courses to be eligible for graduation.

4 ACCREDITATION UPDATE A. Self-study findings 1. Bachelor of Science in Education No self-study BSE program is accredited by the National Association for Sport and

Physical Education 2. Athletic Training Education Program Self study is in progress and due 9-15-04 to the Commission on the

Accreditation of Allied Health Education Programs (CAAHEP). Site visit is scheduled for spring, 2005 B. Recommendations from accreditation agencies 1. BSE 1. Course syllabi should be improved to demonstrate more breadth

and depth in the program. 2. The range of courses used to fulfill the standards is too narrow. 2. ATEP Expected after self study and site visit C. Improvements Implemented or Planned 1. BSE 1. Syllabi have been improved 2. Curriculum is being examined for possible restructure 2. ATEP 1. Courses have been added or modified to accommodate the

Competencies and Clinical Proficiencies established by the National Athletic Trainers Association Education Council. 2. New affiliated sites have been selected for clinical experiences

and will be implanted in fall, 2004. MAJORS BY DEGREE PROGRAMS A. Athletic Training 27 B. BSE – Physical Education 51 C. BSGS-HPER 1. H & PE 33 2. Recreation 1 3. Sports Information 1 4. Sports Management 10 5. Exercise Science 32

GENERAL REPORT A. Division Goals

Unit Goals for 2003-04 Undergraduate Programs

Short Term 2003-04

Department Goals Method of

Assessment Results of

Assessment Improvements

Made Planned Action

1. Get approval for and fill a new faculty position in Athletic Training

1. Documentation of work-hours performed by A.T. staff. 2. Documentation of majors in program

1. Records indicate an additional Athletic is needed 2. Number of majors continues to increase to near maximum

1. No funds are available for additional trainers.

1. Documentation of need will continue

2. Obtain funds to upgrade the Exercise Physiology lab and expand the laboratory experiences for HPER majors

1. Budget records 2. Inventory records

Some

improvement noted

1. Funds were obtained for two additional pieces of equipment

1. Improvements will be continued.

3. Upgrade the computer/technology equipment for student and faculty use

1. Maintenance records 2. Inventory records

No

Improvements

1. 4 used computers in WY 120 are available for student use

1 – Technology improvements are planned for classrooms and physiology lab

4. Increase use of technology in the classroom

1. Chair observations 2. Faculty evaluations

Some

improvement noted

More use of

PowerPoint and Web sources

On-line courses are

being developed

5. Establish a Division Recruiting Plan which is an integral part of a comprehensive university wide recruiting plan

Observation of

Recruiting efforts

Improvements

noted

1. New brochures for all programs 2. New display board purchased by the COE

1. Brochures will be updated 2. Recruiting efforts will continue

6. Increase faculty scholarly productivity

Faculty

evaluation

Faculty are consistently encouraged

3 articles 7 presentations University and

community service

Efforts will continue

7. Expand the Division’s Web site that is already established

Observation

Improvement

needed

Web site has been

improved

More improvements to follow

8. Establish a Division Task Force to study the BSGS concentrations and propose changes to a B.S. format

DSU Bulletin

Task force was

formed

BS-HPER takes effect Fall, 2004 for new students

More study

More improvements

6

Unit Goals for 2003-04 Undergraduate Programs

Long Term 2003-04

Department Goals

Method of Assessment

Results of Assessment

Improvements Made

Planned Action

1. Prepare documentation for accreditation of Athletic Training

Observation

Applied for and

received “candidacy status”

Self-study is underway

Site visit in Spring,

2005

2. Seek Funding for renovation and expansion of IM sports facilities and tennis courts

Budget records

No additional funding

available

None

Efforts will continue

3. Encourage increase in summer school salaries

Budget records

No additional funding

available

None

Efforts will continue

4. Increase commodities budget to allow long term planning

Budget records

Commodities budget reduced for ’04-‘05

None

Efforts will continue

5. Take better advantage of faculty development funds

Faculty evaluation

Faculty are more aware of development funds

Increase in use of funds

Efforts will continue

6. Continue involvement in community physical activities

Faculty evaluation

Consistent involvement

noted

Faculty seek opportunities

Efforts will continue

7. Assist local schools in improving the quality of physical education programs

Faculty evaluation

Consultation will

schools

Some schools are

interested in collaboration

Discussion with two school districts about

programs

Grant funds will be

sought to fund project

8. Develop a comprehensive faculty recruiting plan for minority faculty

No positions available

------------------

---------------

Plan will be

implemented when a position comes

available

9. Improve the pass/fail rate on the Praxis Exam

Praxis score reports

Some improvement

noted

Study sessions implemented

Study sessions will

continue

10. Identify schools, sports organizations, and fitness facilities for quality field experiences

Field experience

records

New sites were

identified

New sites are being used

Efforts will continue

7

Unit Goals for 2003-04 Graduate Program

Short Term 2003-04

Department Goals

Method of Assessment

Results of Assessment

Improvements Made

Planned Action

1. Establish M.S. in HPER

DSU Graduate

Bulletin

No progress made

None

Efforts will

continue 2. Improve writing skills of M.Ed. students

Faculty

Observation Written

assignments

Skills remain about

the same

More writing

projects implemented in classes

Efforts will

continue

3. Secure funding for Graduate Assistants

Budget records

Some funds are

available

4 GA positions in

03’04

Budget cut to

2 slots for ’04-‘05

Unit Goals for 2003-04 Graduate Program

Long Term 2003-04

Department Goals

Method of Assessment

Results of Assessment

Improvements Made

Planned Action

1. Establish M.Ed. in Athletic Training

No progress

----------------

----------------

Efforts will

continue 2. Establish M.S. degree program in Sports Administration

No progress

------------------

---------------------

Efforts will

continue

8

B. Student Learning Outcomes

Student Outcomes

Method of Assessment

Results of Assessment

Improvements Made

Planned Action

1 Improved performance on English Proficiency Exam

Exam score records

Success rate about the same

Increased number of writing assignments

Efforts will continue

2. Improved performance on Praxis Exam

Exam score reports

Some improvement noted

Study sessions were implemented to help students prepare for the exam

Study sessions will continue

3. Increased use of technology in assignments and presentations

Faculty evaluations

Some improvement noted

More use of computers in class assignments

Efforts will continue

4. Increased involvement in Professional development activities

Faculty evaluation Student evaluation

Students are not very active in professional activities

Faculty require professional activities in grading Student organization improved to include professional activities

Efforts will continue

9

ENROLLMENT DATA A. Summer II, 2003

COURSES HOURS ENROLLMENT CREDIT HOURS HSE 336 3 11 33 HSE 460 3 6 18 HSE 539 3 0 0 HSE 636 3 10 30 PER 101 1 17 17 PER 102 1 188 188 PER 130 1 4 4 PER 139 1 0 0 PER 171 1 14 14 PER 173 1 7 7 PER 179 1 0 0 PER 380 3 10 30 PER 382 3 15 45 PER 445 3 0 0 PER 450 2 11 22 PER 465 3 4 12 PER 475 3 1 3 PER 484 3 12 36 PER 492 3 4 12 PER 601 3 4 12 PER 684 3 6 18 PER 689 3 7 21

TOTAL

331

522

10

B. Fall, 2003

COURSES HOURS ENROLLMENT CREDIT HOURS HSE 140 3 49 147 HSE 144 1 52 52 HSE 244 3 33 99 HSE 253 3 28 84 HSE 254 3 12 36 HSE 336 3 25 75 HSE 352 1 3 3 HSE 355 3 3 9 HSE 358 3 0 0 HSE 439 3 14 42 HSE 456 3 3 9 HSE 492 3 0 0 HSE 539 3 0 0 HSE 626 3 8 24 HSE 636 3 12 36 HSE 740 3 0 0 PER 101 1 292 292 PER 102 1 307 307 PER 103 1 25 25 PER 121 1 18 18 PER 124 1 43 43 PER 125 1 4 4 PER 130 1 31 31 PER 134 1 0 0 PER 135 1 34 34 PER 136 1 11 11 PER 137 1 20 20 PER 139 1 4 4 PER 142 1 10 10 PER 171 1 17 17 PER 173 1 15 15 PER 175 1 18 18 PER 179 1 22 22 PER 186 1 21 21 PER 190 1 12 12 PER 217 2 15 30 PER 314 3 28 84 PER 321 3 0 0 PER 343 3 29 87 PER 349 3 15 45 PER 360 1 15 15

11

PER 382 3 52 156 PER 386 1 1 1 PER 391 3 41 123 PER 438 3 37 111 PER 442 3 27 81 PER 450 2 96 192 PER 455 3 33 99 PER 460 3 9 27 PER 461 3 8 24 PER 465 3 2 6 PER 470 3 10 30 PER 475 3 0 0 PER 484 3 32 96 PER 487 3 1 0 PER 492 1 20 20 PER 570 3 16 48 PER 601 3 20 60 PER 689 3 2 6

TOTAL

1831

3037

12

C. Spring, 2004

COURSES HOURS ENROLLMENT CREDIT HOURS HSE 140 3 48 144 HSE 144 1 73 73 HSE 151 1 11 11 HSE 244 3 50 150 HSE 250 1 9 9 HSE 251 1 8 8 HSE 253 3 33 99 HSE 258 3 11 33 HSE 336 3 29 87 HSE 352 1 1 1 HSE 354 3 0 0 HSE 355 3 9 27 HSE 357 3 0 0 HSE 439 3 17 51 HSE 445 3 19 57 HSE 458 3 0 0 HSE 460 3 22 66 HSE 539 3 0 0 HSE 560 3 8 24 PER 101 1 226 226 PER 102 1 293 293 PER 103 1 30 30 PER 121 1 31 31 PER 124 1 38 38 PER 125 1 10 10 PER 130 1 26 26 PER 134 1 1 1 PER 135 1 23 23 PER 136 1 20 20 PER 137 1 26 26 PER 139 1 10 10 PER 171 1 17 17 PER 173 1 16 16 PER 175 1 22 22 PER 179 1 8 8 PER 186 1 25 25 PER 190 1 21 21 PER 216 2 8 16 PER 217 2 12 24 PER 315 3 34 102 PER 346 3 29 87

13

PER 347 3 0 0 PER 351 1 131 131 PER 360 1 18 18 PER 380 3 61 183 PER 382 3 46 138 PER 383 1 30 30 PER 386 1 27 27 PER 435 3 15 45 PER 445 3 15 45 PER 450 2 6 12 PER 463 3 11 33 PER 465 3 7 21 PER 471 3 9 27 PER 475 3 1 3 PER 487 3 8 24 PER 492 1 4 4 PER 535 3 4 12 PER 545 3 2 6 PER 550 3 0 0 PER 570 3 0 0 PER 571 3 23 69 PER 611 3 15 45 PER 638 3 0 0 PER 680 3 22 66 PER 684 3 15 45 PER 689 3 0 0

TOTAL

1744

2896

14

D. Summer I, 2004

COURSES HOURS ENROLLMENT CREDIT HOURS HSE 253 3 1 3 HSE 336 3 17 51 HSE 539 3 0 0 HSE 636 3 9 27 PER 101 1 23 23 PER 102 1 148 148 PER 130 1 0 0 PER 139 1 0 0 PER 171 1 8 8 PER 173 1 2 2 PER 179 1 0 0 PER 360 1 0 0 PER 380 3 11 33 PER 382 3 12 36 PER 391 3 1 3 PER 445 3 0 0 PER 450 2 2 4 PER 465 3 1 3 PER 475 3 3 9 PER 484 3 18 54 PER 492 3 0 0 PER 601 3 4 12 PER 684 3 4 12 PER 689 3 0 0

TOTAL

264

428

ENROLLMENT / GRADUATION DATA Summer II, 2003 Fall, 2003 Spring, 2004 Summer I, 2004

Enrolled GRAD Enrolled GRAD Enrolled GRAD Enrolled GRAD M.Ed. 9 2 7 2 A.T. 3 0 30 2 28 1 8 0

B.S.E. 16 0 74 1 59 7 17 0 BSGS-HPE 16 0 100 24 131 19 35 0 BSGS-REC 1 0 1 1 1 0 1 0 BSGS-Spt Info 0 0 3 0 5 2 2 0 BSGS-Spt Mgt 2 0 14 1 20 0 5 0 BSGS-Ex Sci 3 0 36 6 40 7 9 0

15

GOALS / OUTCOMES FOR 2004 - 2005 A. Division Goals

GOALS METHOD OF ASSESSMENT 1. Each faculty member will engage in some form of scholarly activity.

Faculty evaluations

2. Faculty use of technology for classes and scholarly activity will increase.

Faculty evaluations

3. The HPER web site will be improved and expanded to include all HPER personnel, programs, and activities .

Observation and documentation

4. Collaboration projects with area schools and agencies will be continued.

Documentation of projects, grants, etc.

5. Recruiting efforts for HPER majors will be improved and expanded.

Documentation of activities

B. Student Outcomes

OUTCOMES METHOD OF ASSESSMENT 1. Scores on the PRAXIS Exam will improve for BSE students.

Praxis Score Reports

2. Writing skills of HPER students will improve.

Score reports from PRAXIS and Writing Proficiency Exams

3. HPER students will be more involved in professional activities.

Documentation of student involvement

4. HPER students will improve skills related to computers and technology.

Student evaluations on class activities

5. HPER student portfolios will be improved. Portfolio evaluation

C. Evidence of Ongoing Professional Development 1. Senior students have been active as an officer in the state HPERD

organization. One senior student was recognized at the American Alliance for HPERD Convention as an “Outstanding Student Professional.”

2. Faculty made presentations at professional meetings and to local civic organizations.

3. Faculty was active in professional organizations at state, regional, and national levels.

4. Faculty worked with the State Department of Education to implement more realistic cut-scores on the Praxis II Specialty Exam

16 D. Justification of Budget Requests

Budget request were justified through credit hour production (see ENROLLMENT DATA above) and program needs for student

engagement.

E. Evaluation Calendar Student performance is evaluated: 1. Upon entrance into their selected program of study, 2. At each registration date, 3. Upon the students’ application for graduation

(two semesters prior to graduation). Faculty performance is evaluated: 1. By students at the completion of each course, 2. By the Division Chair at the end of each academic year. COURSE COMPLETION DATA

Greater than 90% of HPER students are successful in their first enrollment in required courses.

STATE LICENSING EXAMINATIONS 100% of the students in the Bachelor of Education degree program pass the PRAXIS Exam before the capstone semester of the Student Teaching experience.

All students in the Bachelor of Science in Athletic Training program must

complete the required program in order to sit for the National Athletic Trainer Exam. Data is being compiled which will indicate the success rate. JOB PLACEMENT RATES Data is being compiled which will indicate the placement rates of graduates in all

HPER programs.

Delta State University

College of Education

Office of Field Experiences

Annual Report 2003-2004

C. Hines Cronin Director of Field Experiences

Coordinator of Teacher Education

OFFICE OF FIELD EXPERIENCES COLLEGE OF EDUCATION

I. UNIT TITLE

Office of Field Experiences, College of Education II. PERSONNEL

C. Hines Cronin, Ed.D., Director Marie Beckham, Senior Secretary A full-time position is recommended for Director of Field Experiences.

An upgrade with salary increase is recommended for the senior secretary’s position. Justification: Expanded duties of assigned responsibilities to the Office of Field Experiences. These responsibilities, beginning in 1996, include management of (1) technology for the College of Education, (2) project management for the Center for Teaching and Learning, with funding from U S Department of Education, and (3) licensure verification. The workload has more than doubled. No new positions are requested. Noteworthy activities and accomplishments include establishment of the Center for Teaching and Learning, increased test data management, and continued escalation of technology in the College of Education.

III. UNIT GOALS

Goal/Student Outcome 1

Establish a computer information system to process student applications for admission to the Teacher Education Program and student teaching, implement a monitoring procedure for student progress, and communicate student progress/failure to appropriate faculty members.

Expected Results Improved communication system for information dissemination to appropriate faculty members and Teacher Education Council. Improved monitoring procedures of student progress. Initiate IHL – Title II reporting through the state and USDOE. Assessment Procedures Feedback from the faculty and Teacher Education Council members. An audit of student records each year by a state assessment team. Report card published by the state. Goal/Student Outcome 2 Provide effective and early placement of student teachers who meet Teacher Education Council’s requirements for student teaching leading to licensure and job placement/ graduate school. Expected Results Extended on-the-job experiences with cooperating teachers for preparation to enter the workforce. Integration of classroom preparation for student teaching with specific placement conditions for each student. Program completers obtain Mississippi licensures and firm job offers or acceptance into graduate school. Assessment Procedures Surveys of student teachers immediately prior to graduation and after one year of service. State survey of educational graduates at the end of the first year of teaching.

Unit Goal/Student Outcome 3 Provide field experience opportunities for students in multiple educational environments in preparation for professional service after graduation.

Expected Results Students experience the school environment of professional educators by classroom visitation, interactions with educators, and teaching selected lessons. Students experience teaching and learning in the classroom through observation, performing routine tasks in schools, and actually teaching. Assessment Procedures The number of faculty members who request for field experiences for students. The percent of students who complete 30 hours of field experiences in introductory courses for admission to Teacher Education Program. Faculty members monitoring of field experiences provides qualitative information. Unit Goal/Student Outcome 4 Coordinate assessment of student performance on state mandated exams and first-year graduates through survey instruments to determine effectiveness of the teacher preparation program. Expected Results Improve curriculum by faculty use of information and data on student performance. Use of teacher licensure information by students and practicing educators to prepare for and obtain teacher licensure appropriate for first year placement. Assessment Procedures Annual survey of education graduates and employers during their first year of employment. Analysis of student performance on the standardized tests.

VI. UNIT BUDGET PLAN (2003-04 Budget and 2004-05 Budget Request)

Account 2003-04 Budget

2004-05 Budget Request

Director of Field Experiences

19,243 *60,000

Senior Secretary 17,034 *20,000 Fringe Benefits (26%) 9,613 20,800 7400 Travel 14,000 *15,000

75210 Postage 1,250 1,250

75220 Telephone LS 1,512 1,512

75230 Telephone LDS 1,500 1,200

75530 Rental of Office Equip.

2,975

2975

75660 Maintenance Cont. Equip. 625

625

75780 Consultant Expense

1,200

1,200 75790 Other Prof. Fees/Services

6,500

6,500 75820 Dues 160 160 7600 Commodities 3,000 3000 Total 77,312 134,222

*Increase Justification: Salary for Field Director increase to re-establish the full-time position Salary for Senior Secretary increase to create a competitive salary with other secretary positions in the College of Education. Travel increase to fund escalating cost of reimbursement for travel by student teacher and intern supervisors.