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Department of Teaching and LearningMission Statement and Goals

Vision and Mission

The Department of Teaching and Learning (T&L) adheres to the CoE’s vision of “developing educational leaders who create tomorrow’s opportunities.” This vision is based upon the premise that the students, whom T&L serves, deserve “opportunities to learn and opportunities to improve their lives, their communities, and their prospects for the future,” as stated in the Conceptual Framework of the Professional Unit of NAU’s College of Education.

Also stated within this framework is the mission of CoE and its respective departments: “…to prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools.” This mission is based upon deeply held beliefs in the dignity and inherent worth of people and in the central role of education in a democratic society. The preparation of education professionals is an interdisciplinary, university-wide enterprise that requires close collaboration among departments. A strong content background and professional competence are essential for the future educator and continuing professional. Learning to be a professional is a developmental process and spans the educator’s entire professional career.

Goals of the Department of Teaching and Learning

T&L continuously dialogs its place and role within the CoE community. Each faculty member brings a unique voice to the discussions played out as faculty scrutinize, analyze and discuss the directions to be taken as an instructional body. When new faculty members arrive, their voices add new perspective to the discussions at hand. The following key elements have been delineated by T&L faculty in relation to the vision and mission of programs within the department:

To meet the increasing need for more teachers and having premier undergraduate teacher preparation programs that emphasize the integral relationship between theory and practice without jeopardizing one for the other.

To provide meaningful public classroom experiences throughout a teacher-candidate’s coursework to enable education students to build understandings of content, contexts of schools, methods of teaching, theories of learning, and regard for social justice issues.

To meet the needs of educators around the state as they search for meaningful professional development coursework that challenges and provides for continuous opportunities for reflective growth as part of graduate programs and as stand-alone course offerings.

To provide quality educational programs that encourages the use of multiple media and technologies in locations throughout the state.

T&L Overview

To offer pre-service and in-service teacher education programs to meet the increased demand for more teachers and professional growth opportunities centered on increasing retention rates of practicing teachers.

To infuse coursework with a research/practice perspective on current ‘hot topics’ in education and politics on the state and national levels.

To develop a sense of community/citizenship responsibilities and leadership in education students, both undergraduate and graduate.

To provide a foundational understanding in all coursework of the intrinsic worth of and respect for all students and a dedication to the knowledge that all students can learn.

Brief Overview of the Department of Teaching and Learning

Since its start as a Northern Arizona Normal School in 1899, NAU has prepared many thousands of teachers to teach K-12 students not only in Arizona, but throughout the United States and overseas. The Department of Teaching and Learning (T&L) strives to meet the needs of Arizona’s educational system while providing NAU education majors with a comprehensive, student-centered curriculum. T&L supports CoE’s guiding image of “learning professionals committed to student success in changing environments.” Not only does the Department of Teaching and Learning recognize that NAU education graduates will head out into ‘changing environments,’ but that these graduates must be ready and equipped to help ‘change’ educational environments for the betterment of K-12 students.

Degree Programs

The Department of Teaching and Learning (T&L) is one of four departments within the College of Education (CoE). T&L offers three undergraduate teacher preparation and two undergraduate liberal studies programs. At the graduate level, T&L offers two certification related master’s degrees and three advanced training programs for continuing professionals. In addition, the department offers a doctoral program which is provided in collaboration with the other three departments (Educational Psychology, Educational Specialties, and Educational Leadership.)

T&L Overview

Bachelor’s Degrees Master’s Degree Programs Doctoral Degree ProgramsInitial certification bachelor’s degree programs

Initial certification master’s degree programs

Ed.D. in Curriculum & Instruction*

B.S. Ed. in Early Childhood Education

M.Ed. in Elementary Education with Certification

B.S. Ed. in Elementary Education M.Ed. in Secondary Education with Certification

B.S. Ed in Special and Elementary Education (shared with the Department of Educational Specialties

Non-certification bachelor’s degree programs

Advanced master’s degree programs

B.A. in Interdisciplinary Studies M.Ed. in Elementary Education (Continuing Professional)*

B.S. in Interdisciplinary Studies (BIS)

M.Ed. in Secondary Education (Continuing Professional)*

Bachelors of Applied Science (BAS)

M.Ed. in Early Childhood Education*

*Programs addressed in this ABOR Review

Within the last few years, T&L has gone through several substantial changes, which have affected the programming offered to students.

The College of Education embarked upon NCATE accreditation in the fall of 2005, and received that distinction in the spring of 2010. This accreditation encompasses the undergraduate elementary, early childhood, and the dual major in special and elementary education as well as the graduate initial certification programs in both elementary and secondary education. For the T&L, the NCATE/CAEP program review is considered equivalent to the ABOR program review process. Therefore, the current program review will focus only the advanced programs of continuing education within the T&L (M.Ed. in Elementary Education, M.Ed. in Early Childhood Education, M.Ed. in Secondary Education), and the Ed.D. in Curriculum and Instruction. As part of the NCATE/CAEP process of accreditation, faculty within T&L developed ‘signature’ assignments to be used by all faculty teaching specific classes. These ‘signature’ assignments sample candidate performances and are used to evaluate their knowledge and skills related to the national standards for that program specialized professional association.

In addition to becoming nationally recognized and accredited by the NCATE/CAEP organization, the T&L phased out of the secondary undergraduate certification classes and program. This

T&L Overview

change was in response to the various secondary education content areas efforts to align their degree programs to the specific SPA requirements for their discipline. Although the secondary program area within the College of Education worked diligently to keep the ECI pedagogy classes within the various content area undergraduate degrees, by the fall of 2010, all content area majors had or were in the process of revamping their programs and removed the T&L secondary methods classes. At the time of this report, the secondary emphasis of T&L will have two degree programs, M.Ed. in Secondary Education + Certification and the M.Ed. in Secondary Education for continuing professionals.

One of the most influential changes within the DTL has been the loss of faculty lines. Since the academic year of 2003-04 until the present, the DTL department has lost seven FTE’s. While some of the reduction in FTE can be attributed to recent declines in enrollment (this is true across the college), the enrollment had remained relatively stable (+/- approximately 96 students) until the most recent two academic years. This decrease in the number of full-time tenured/tenure-track faculty members has placed more of a burden on tenure-track, tenured, and the non-tenure track faculty members, not only in teaching additional classes, but also in meeting their advising responsibilities for graduate students, participating in or chairing dissertation committees, and meeting their service obligations by serving on various committees. Additionally, this has precipitated the need to hire multiple part-time faculty to teach our many upper division courses.

T&L Overview

Department of Teaching and Learning Enrollment Trends

Enrollments have decreased over the last several years. Multiple venues across the state may have impacted the numbers in Flagstaff in addition to the loss of the secondary programs. The economic downturn could also be a factor and the mirroring of trends across the US in regard to programs in education.

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 20110

500

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Enrollment Trend

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Previous Program Review

The Northern Arizona University College of Education was last reviewed in Fall 2002. This review encompassed the four departments in the College of Education: Educational Leadership, Educational Specialties, Teaching and Learning, and Educational Psychology. Since this last review, the Department of Educational Psychology has undergone a program review in 2010; and is not included in this review. This section will briefly describe the overall findings for the College of Education, and then focus on the findings for the targeted programs in the Department of Teaching and Learning relevant to the current review.

Findings and Recommendations for the College of Education Program Review in 2002:

Strengths of College of Education Dedicated faculty and staff Commitment to Statewide access Student-centered programs Sophistication of faculty and staff in using technology to teach in statewide programs Partnerships with schools, districts, community colleges, and other agencies

T&L Overview

Optimism for the future Facilities at the Mountain campus

2002 Recommendations Increase COE budget to recognize the administrative and faculty loads associated with

statewide programs. Initiate serious discussions about national accreditation Develop and implement a plan to define program standards for students and means by

which they are assessed. Consider methods by which the CoE and the Graduate College assure the quality of

doctoral programs. Examine and address the personnel needs of the College Clarify the institutional mission and commitment for statewide programs. Continue ongoing discussions in the College regarding strategic planning Continue discussions in the college about the location of the administrative leadership

program on the main mountain campus. Continue seeking creative means to reward faculty productivity regarding teaching and

scholarship.

Current Program Review

This Self Study was completed using data from the university’s Office of Planning and Institutional Research (PAIR). The standard report includes data for Program Personnel, Enrollment and Course Information, Main Class Size, Degrees Awarded-Unduplicated, and Degree Seeking Headcount. However, in completing this report, references to data maintained in Business Objects, T&L department records, CoE budget and faculty contract records, and other sources were needed to develop a complete review of the department and relevant programs.

Two full-time faculty members from the Department of Teaching and Learning assumed primary responsibility for compiling data from previous reports, records, full-time faculty, part-time instructors, current students, alumni, and employers. Dr. Gretchen McAllister oversaw the data collection and interpretation for the Ed.D. program in Curriculum and Instruction. Ms. Laura Blocher, a full-time non-tenure track faculty member in the department, compiled the information for the M.Ed. programs in early childhood education and the advanced M.Ed. programs in elementary and secondary education. All program faculty members contributed in discussions and analysis of the survey data.

Although the previous review’s findings were targeted to the CoE as a college, there were areas that directly affected the Department of Teaching and Learning. The following narrative discusses specific actions on these recommendations as they relate to the Department of Teaching and Learning.

T&L Overview

2002 Recommendations Increase CoE budget to recognize the administrative and faculty loads associated with

statewide programs. In 2007, NAU Extended Campuses funded Assistant Chair positions for each of the four COE departments. The Department of Teaching and Learning hired an Assistant Chair to manage course scheduling, signature assignment assessment, and other responsibilities supporting programs offered statewide. The duties of this position included holding faculty meetings for statewide personnel at locations in Phoenix and Tucson. Several meetings took place in the 2007-08 academic year where the department chair and assistant chair traveled to statewide sites to hold faculty meetings for the purpose of training and problem solving with statewide faculty. Since that time, more chances for statewide faculty to attend main campus meetings have been encouraged by the reimbursement of travel and lodging expenses. Statewide faculty has taken a more active role in T&L committees, as well as university-wide committees.Since the 2002 Review, T&L has hired five statewide full-time faculty members who coordinate and teach within the Extended Campus programs for CoE. For the past several years, these new faculty members had been given release time to start and coordinate their programs in the Phoenix and Tucson areas. Current budget concerns may eliminate all of the release time for these `faculty members in the coming academic years.

Initiate serious discussions about national accreditation. The College of Education initiated discussions about pursuing the National Council of Teacher Education (NCATE) accreditation. Individual programs within the department submitted program reports to specialized professional associations in elementary education (ACEI), secondary education (various, in conjunction with secondary education content areas), special education (CEC), and early childhood education (NAEYC). These program reports resulted in national recognition for each program. In addition, the Elementary Education programs assessment plans were cited as model plans by the ACEI. The B.S. Ed. in Elementary Education was awarded national recognition by ACEI and cited as having a model assessment plan. The B.S. Ed. in Early Childhood education was recognized by the NAEYC professional association. Both the elementary and secondary education master’s degrees with certification received national recognition by their respective specialized professional associations as did the B.S. Ed. in Special and Elementary Education. In the spring of 2009, the Professional Education Unit (which includes all teacher preparation programs at NAU) received conditional NCATE accreditation. Subsequent to the response to conditions submitted in 2010, the

T&L Overview

Professional Education Unit was awarded full accreditation. Each program is now accredited through NCATE.

Develop and implement a plan to define program standards for students and the means by which they are assessed. As part of the State Board of Education program review of 2006, programs leading to Arizona Department of Education certifications were revised to include signature assignments in several identified courses throughout the curriculum sequence. These assignments served as the basis for later NCATE/CAEP assessment systems. At present, all methods classes contain signature assignments that students must complete. These assignments are directly related to the past Professional Teaching Standards from the Arizona Department of Education and now the Interstate New Teacher Assessment Support Consortium Standards (InTASC). Each assignment has a standardized rubric that is used to assess student proficiency on the standards and to assess students’ knowledge, skills, and dispositions as they advance towards capstone experiences. All full-time and part-time faculty members are required to evaluate signature assignments and provide feedback to students about their performance related to state and national teaching standards. Students must pass signature assignments before being eligible to register for their capstone student teaching or internship experience. All signature assessments are managed through the TaskStream data management system.

Clarify and address the personnel needs in the College. In the academic year of 2004-05, CoE created and instituted an on-line Statement of Expectations (SOE) document where faculty can go and create this document. This standardized the process of how faculty reported their teaching load, their scholarship expectation, and their service and advising load. In December of 2006, the faculty passed “Procedures and Criteria for Performance Review.” This document outlines expectations for promotion and tenure of tenure-track faculty for CoE. In August, 2008, the faculty passed “Promotion Criteria for Non-Tenure Track Ranks.” This document outlines the expectations for promotion of non-tenured faculty members.

Since the 2002 Review, T&L has hired five statewide full-time faculty members who coordinate and teach within the Extended Campus programs for CoE. For the past several years, these new faculty members had been given release time to start and coordinate their programs in the Phoenix and Tucson areas. Current budget concerns may eliminate all of the release time for these `faculty members in the coming academic years.

T&L Overview

Consider the methods by which the CoE and the Graduate College assure the quality of doctoral programs. The Departments of Teaching and Learning and Educational Specialties co-administer the doctoral program in Curriculum and Instruction. To assure quality in the C&I doctoral program, the faculty instituted two advisory committees. The Doctoral Steering Committee (DSC) is composed of representatives from Teaching and Learning, Educational Leadership, Educational Psychology, and Educational Specialties. The DSC is responsible for reviewing policies, procedures, and program data to assure the quality of all curriculum and course offerings, admissions and retention policies, faculty members instructing doctoral courses, and admissions policies. The second committee, the Doctoral Admissions Committee, was formed to assure the quality of candidates being admitted to the C&I doctoral program. The Dissertation Chair Prerequisite Knowledge, Skills, Roles, and Functions Guide was developed, and training to faculty was provided. The NAU Graduate College provides on-going monitoring and support for faculty and students. Policies are reviewed and revised regularly by the University Graduate Committee (UGC). The Department of Teaching and Learning faculty, along with faculty from the other three departments, meet to review and revise the curriculum, policies, and procedures throughout the academic year, as needed.

Curriculum Areas, Programs, and Courses

Curriculum Areas

The Department of Teaching and learning houses multiple programs. The BSED Elementary, BSED Early Childhood, M.Ed. Elementary, M.Ed. Early Childhood and the Curriculum and Instruction Doctoral Program all have footprints in the T&L. Additionally, endorsements can be affiliated with the BSED Elementary, such as an early childhood certificate which leads to endorsement, a popular option with undergrads.

At the master’s level, many students in the past have also enjoyed working toward a reading endorsement embedded in their master’s programs. The reading endorsement qualifications, have recently increased, therefore, our students are now unable to embed this in our master’s programs.

Our programs are offered in multiple venues and in various delivery systems across the state. Often, we have online students in our programs of study across the nation and the world. It is not uncommon to have a student taking our classes in Germany, Belgium, or Australia.

In 2009 and 2010, the departments of Teaching and Learning and Educational Specialties initiated two B.S.Ed. dual major (elementary and special education) programs in statewide locations, each program with a newly funded non-tenure track faculty member paid for through

T&L Overview

the Extended Campuses. In Tucson, the department worked with the Flowing Wells Unified School district to launch a program on the campus of a local elementary school. The second program was launched the following year situated on the campus of Central Arizona Community College in Signal Peak.

During the current review period, new faculty members were hired in both the M.Ed. in Early Childhood Education and the M.Ed. in Secondary Education (Continuing Professional) programs. These new faculty hires were initiated to offset faculty retirements and enable the degree programs to be offered both on the Flagstaff campus and in locations throughout the state through the Extended Campus system. Funding for these positions was provided from the state allocation and from Extended Campuses.

The M.Ed. programs in Early Childhood Education, Elementary Education (Continuing Professional) and Secondary Education (Continuing Professional) have been revised to strategically reduce the number of credit hours required for degree completion from 36 hours to 30 hours (. Both revisions were completed recently and are intended to make the programs more attractive to candidates seeking advanced degrees while maintaining employment in education or education-related fields.

Courses

With the current budget constraints, the department is depending more on non-tenure track, full-time faculty. Mirroring the overall pattern of tenure and non-tenure track faculty members in the department, the percentage of classes taught by full-time tenured, tenure-track faculty has remained relatively stable across the last seven years, varying slightly by the academic year. However, the proportion of courses taught by full-time non-tenure track faculty members has doubled during this review period from just over 15% to a current level of 32%. This has coincided with an overall 17% decrease in the proportion of classes taught by part-time, contingent faculty members. On the mountain campus during the 2011-2012 academic year, graduate course breakdown included:Percentage of Courses Taught By Faculty Type:

Faculty type FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11 FY 12Number of Classes

632 772 815 793 815 797 656 850 696

Tenure/Tenure-track

22.6% 23.2% 19.9% 20.8% 20.5% 17.3% 19% 23% 24%

Non-tenure track

15.5% 18.2% 19% 20.5% 23% 24.8% 29.8% 33% 32%

Part-time faculty

61.9% 58.6% 61.1% 58.7% 56.5% 57.9% 51.2% 44% 44%

T&L Overview

Class Sizes

Class sizes remain somewhat stable and relatively small. This class size enables the kind of attention to students which is a hallmark of NAU. Whether online, hybridized, or face to face, NAU offers the personal attention to detail in classes and to students in programs in the T&L.

Undergraduate –

Average Time to Bachelors Degree FY 03-04 FY 04-05 FY 05-06 FY 06-07 FY 07-08 FY 08-09 FY 09-10 FY 10-11Bachelors 4.2 4.13 4.26 4.33 4.46 4.53 4.25 4.5

Average Class Size by Campus and Class Level

Fall 200

3Fall

2004

Fall 200

5

Fall 200

6Fall

2007

Fall 200

8Fall

2009

Fall 201

0Flagstaff-100 LevelFlagstaff-300 Level 26 24 19 18 17 17 25 22Flagstaff-400 Level 20 22 17 18 18 16 22 22Community Campuses-300 Level 17 15 14 15 15 16 17 17Community Campuses--400 Level 7 15Yuma-300 Level 22 25 23 16 15 10 19 26Yuma-400 Level 9 12 13 9 10 8 5 6Flagstaff 24 23 18 18 17 17 24 22Community Campuses- 16 15 14 15 15 16 17 17Yuma 18 21 20 13 13 9 14 16

Graduate –

Average Time to Degree FY 03-04 FY 04-05 FY 05-06 FY 06-07 FY 07-08 FY 08-09 FY 09-10 FY 10-11 Master 2.53 2.32 2.24 2.21 2.25 2.25 2.18 2.25 Doctoral 6.17 6.03 6.13 6.85 5.66 5.11 8.2

Average Class Size by Campus and Class Level

Fall 2003

Fall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Flagstaff-500 Level 17 11 11 11 22 13 11 12Flagstaff-600 Level 12 8 4 5 13 10Community Campuses--500 Level

1413 14 14 12 13 14 13

Community Campuses--600 12 11 9 9 10 13 12 11

T&L Overview

LevelYuma-500 Level 4 16 8 21 9 10 4 7Yuma-600 LevelFlagstaff 16 10 10 8 22 13 12 10Community Campuses 13 13 12 12 11 13 13 13Yuma 4 16 8 21 9 10 4 7

On campus, the Department of Teaching and Learning’s average class size for FY 06-07 dropped to half of our class size in FY 03-04. T&L had an increase to 22 during FY 07-08 and then the last two years have averaged around 12. The average graduate level classes sizes for T&L courses over the past seven years at the community campuses has remained at an average of 12.

Faculty and Staff Members

Department Faculty and Staff

At the time of the last program review in 2002, the Department of Teaching and Learning included a total of 40 full-time instructional faculty members. Of this total, 27 were full-time, tenure-track faculty members (this included one faculty member serving in Yuma and one serving as interim dean of the College of Education). The department also employed thirteen non-tenure track faculty positions (this included two serving in Yuma, and four serving in the Phoenix and Tucson areas). Since the last comprehensive program review, the number of instructional faculty members in the department has decreased slightly to 37 full-time instructional faculty members. In the most recent academic year, the Department of Teaching and Learning included a total of 19 full-time, tenure-track faculty, and 15 non-tenure track, full-time faculty with 2 half-time lecturers for a total of 16 non-tenure track, full-time positions (Yuma is not included). Most significantly, the overall number of faculty members in the department has been reduced significantly over the past four academic years, from a total of 45 faculty members in the 2007-8 academic year to the level of 37 instructional faculty. This reduction of 8 faculty members across these recent academic years has significantly restricted the flexibility of the department to respond to new initiatives or program areas.

Currently, 37% of the faculty members in T&L are Full Professors, 47% are Associate Professors, and 16% are Assistant Professors. Fifty-four percent (54%) of the faculty members of the department are tenured or on a tenure track appointment as compared to 59% in 2003. The loss of tenured faculty is of serious concern for the department as new tenure-track faculty can advance the critical teaching, scholarship, and service roles within the department and college in the future. The following tables describe the Department of Teaching and Learning faculty from the last program review until the present.

T&L Overview

Department Faculty and Staff: by Headcount

FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11 FY 12Tenure-Track Faculty

22 23 23 23 22 21 21 20 20

Clinical Faculty 15 16 20 23 25 27 21 21 18

Temporary Faculty**

350 261 287 267 260 239 245 220 160

Total Faculty 37 39 43 46 47 48 42 41 38

**Temporary Faculty includes part-time temporary, non-benefit eligible faculty. Individuals who are employed full-time in a staff/service professional/administrative position, but who are only teaching part-time are also included in this category.

Department Faculty and Staff: by FTE

Fall 2003

Fall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Total Faculty FTE 32 27.7 29 26.9 28.5 26.5 26.6 26 25Total Staff FTE 1 1 1 3 3.3 3.5 2.5 1.5 1.5Total Faculty FTE/Total Staff FTE

32 27.7 29 9 8.6 7.6 10.6 17.3 16.7

Total Faculty Tenured/Tenure-Track FTE

19 19 18 17.1 19.5 18 18.6 18 18

Total Faculty Non-TT 13 8.7 11 9.8 9 8.5 8 8 7

Total Staff FTE 1 1 1 3 3.3 3.5 2.5 1.5 1.5Total Faculty Tenured/Tenure-Track FTE/Total Staff FTE

19 19 18 5.7 5.9 5.2 7.4 12 12

Full-time Faculty by Gender and Ethnicity

Gender representation within faculty has fluctuated during the last eight years. In 2003, 31% of the faculty was male and 69% was female. The percent of male faculty declined until the lowest percent in 2007-2008 year with only 23% of the faculty male and 77% was female. In the most recent academic year 2010, 71% of the faculty is female and 29% is male.

Gender Fall 03 Fall 04 Fall 05 Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Fall 11Female 25 27 32 35 36 36 32 29 27Male 12 12 11 11 11 12 10 12 11TOTAL 37 39 43 46 47 48 42 41 38

T&L Overview

During the last eight years, the faculty of T&L has been predominately white with percentages ranging from 89% (2003) to 90% (2007) to 84% (2010). At the present time, minority representation on the T&L faculty consists of one African-American, four Hispanic/Latinos, and one person of non-specified ethnicity. Recruitment of faculty from diverse backgrounds is still an area of need for the department.

Ethnicity Fall 03 Fall 04 Fall 05 Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Fall 11White 32 33 36 39 40 39 35 35 32African-American

0 1 1 0 0 1 1 1 1

Hispanic/Latinos 4 4 4 4 5 6 5 4 4Native American 1 1 1 2 1 1 1 1 1Not-Specified 0 1 1 1 1 0 0 0TOTAL 37 39 43 46 47 48 42 41 38

Full-time Tenure/Tenure Track Faculty

In FY 2004, T&L on the Mountain campus and Statewide (Yuma not included) had 23 tenured or tenure-track faculty including the department chair, Dr. Sherry Markel. T&L had 14 non-tenure-track faculty members. While the total number of faculty members is roughly equivalent when comparing 2003-2004 with 2011-12, this has changed significantly over the past 4 years. Beginning in the 2007-2008 academic year, when the department had 47 faculty members, there has been a sharp decline to the current level of 37 faculty members. In addition, a second pattern occurred during this time. Whereas the majority of the department faculty members were tenure track professors in 2003-2004 (60%), after the 2007-2009 academic years where the department was staffed with a majority of non-tenure track faculty members (a 45%/55% tenure track to non-tenure track pattern), the ration has gradually decreased over the past three years to an approximate a 50%/50% division. The table below portrays the relative distribution of tenure track faculty members in FY 2004 compared to FY 12 by curriculum area within the department.

FY 04 FY 12Curriculum Area Tenure-

Track FTE

Percentage of Overall TT FTE

Curriculum Area

Tenure Track FTE

Percentage of Overall TT FTE

Early Childhood 1 5% Early Childhood 2 10%Elementary 16 73% Elementary 13 65%Secondary 5 23% Secondary 4 20%Curriculum & Instruction

0 0% Curriculum & Instruction

1 5%

The following table describes the Department of Teaching and Learning full-time Tenured/Tenure Track and Non-Tenure Track faculty from the last program review until the present:

T&L Overview

Faculty Name Current Rank

Area Location Current Position

AppointDate

End Date

Ahearn, Christopher

Assistant Clinical Professor

Teacher Education/Field Experience

Tucson Part-time Instructor-budget cut back

2008 2008

Alcoze, Sally Professor Teacher Education – Secondary/ Reading

Flagstaff Retired 1995 2010

Ardisana, Vicki Associate Clinical Professor

Teacher Education/Field Experience

Yuma Faculty 2001 N/A

Austin, Barbara Assistant Professor

Teacher Education - Secondary

Flagstaff Faculty in College of Forestry and Natural Sciences

2006 2009

Batchelder, Ann Associate Professor


Flagstaff Moved 1994 2003

Blocher, Laura Senior Lecturer


Flagstaff Accepted a K-12 teaching position

2003 2011

Bloom, Jeffrey Professor Teacher Education – Elementary Science

Flagstaff Faculty 1999 N/A

Boloz, Sig Senior Lecturer

Teacher Education – Elementary Literacy


Brady, Martha Emeritus, Assistant Professor

Teacher Education – Elementary Social Studies


Buckreis, Bill Assistant Professor

Teacher Education – Elementary Math

Flagstaff Moved 2000 2004

Cardenas, Sharon



Flagstaff Administration in College of Forestry and Natural Sciences

2003 2009

Mary Christen Assistant Clinical Professor

Teacher Education –Early Childhood

Flagstaff Left this position

2006 2008

Cockrum, Ward Professor Teacher Education – Elementary, Reading


Davis, Jim Associate Teacher Education Phoenix Faculty/ 1976 2013

T&L Overview

Professor – Elem. & Second. Education

Program CoordinatorRetired

Dustman, Jeanne


Teacher Education – Elementary


Foley, JeanAnn Associate Professor

Teacher Education – Secondary


Geiselhofer, Melissa

AssistantClinical Professor

Teacher Education - Elementary

Phoenix Moved 2005 2009

Greene, Paula Associate Professor


Prescott Faculty/Program CoordinatorRetired

1995 2013

Hays, Patricia Professor Teacher Education – Secondary


Hookstra, Glenn Associate Professor

Teacher Education Yuma Faculty 1989 N/A

Horn, Patty Professor Continuing Teacher Education

Phoenix TIP Program Director

1998 N/A

Jacobs, Don Associate Professor


Flagstaff Took position with Fielding Graduate University

2001 2007

Johnson, Gae Professor Teacher Education – Elementary Math


Kain, Daniel Professor Teacher Education –Secondary

Flagstaff Faculty, Dean, moved to Vice Provost office

1993 2010

Kastre, Norma Assistant Clinical Professor

Teacher Education-Elementary

Phoenix Left to spend time with family

2006 2009

Kelty, Robert Visiting Assistant Professor


Flagstaff Returned to public school teaching

2008 2009

Kinnerup, Linda Assistant Clinical Professor

M.Ed. Elementary w/ Cert

Flagstaff Faculty/ Program CoordinatorRetired

2002 2012

Lemley, Christine

Assistant Professor


Flagstaff FacultyMoved to adjacent department

2007 2013

T&L Overview

Macias-Brown, Armandina


Teacher Education – Early Childhood

Phoenix Faculty/Program CoordinatorMoved

2007 2012

Manley, James Lecturer Teacher Education – Elementary


Markel, Sherry Associate Professor



McAllister, Gretchen

Associate Professor


Flagstaff Faculty/Director of C&I Doctoral Program

1999 N/A

Middleton, Valerie

Assistant Professor


Flagstaff Took a position with Univ. of No. Colorado

2004 2006

Moreillon, Judith

Clinical Instructor

Teacher Education –Elementary

Tucson Moved 2004 2006

Nunez, Daniel Assistant Clinical Professor


Phoenix Faculty 2002 N/A

Ory, Mary Assistant Clinical Professor



Petersen, Maureen



Tucson Faculty 2006 2011

Powell, Pamela Assistant Professor

Teacher Education – Elementary & Early Childhood Literacy

Flagstaff Faculty,Department Chair

2003 N/A

Prior, Jennifer Associate Professor

Teacher Education – Early Childhood

Flagstaff Moved to Administrative position

2003 2011

Quartaroli, MaryLynn

Visiting Assistant Professor

Teacher Education Flagstaff Position ended -moved to grant position

2005 2007

Quinnan, Mary Assistant Clinical Professor

Teacher Education-Elementary

Tucson Resigned to take a principal position

2006 2008

Ragonese-Barwell, Julie



Tucson Faculty 2005 N/A

Raines, Peggy Professor Teacher Education Flagstaff Retired 1991 2008

T&L Overview

– SecondaryRiley-Taylor, Elaine

Assistant Professor

Teacher Education – Elementary Literacy

Flagstaff Moved to EDL 2000 2005

Roberts, Marilee Instructor


Flagstaff Moved to staff position

2002 2008

Rodger, Emilie Associate Professor


Flagstaff Faculty & Partnership Coordinator

1993 N/A

Ross, Vicki Associate Professor



Santo, Beverly Assistant Clinical Professor


Apache Junction

Retired 2000 2007

Schonaerts, Claire



Phoenix Faculty/Program Coordinator

2006 N/A

Settle, Melissa Lecturer Teacher Education – Elementary & Early Childhood Literacy


Stackhouse, Nancy

Associate Clinical Professor


Phoenix Faculty/Program Coordinator

2004 N/A

Showalter, Stephen

Lecturer Teacher Education Flagstaff Returned to part-time-budget cut

2008 2009

Stone, Brian Lecturer Teacher Education - Elementary


Stone, Sandra Professor Teacher Education – Literacy

Flagstaff Faculty, Department Chair

1993 N/A

Stone, William Lecturer Teacher Education – Elementary Science


Taylor, Elizabeth Lecturer Teacher Education – Early Childhood

Flagstaff Moved to half-time in 2008-budget cut

2007 N/A

Taylor, Garry Associate Professor


Flagstaff FacultyRetired

1978 2012

Taylor, Susan Lecturer Teacher Education - Elementary

Flagstaff Moved to half-time in 2008-budget cut

2007 N/A

T&L Overview

Thomas, Shawn Assistant Clinical Professor


Flagstaff Faculty 2008 2011

Torres, Monica Assistant Clinical Professor


Phoenix Returned to caring for family

2008 2010

Townsend, Susan



Tucson Faculty 2001 N/A

Uyder, Diana Associate Clinical Professor

M.Ed. Secondary w/ Cert.


Veltri, Barbara Assistant Professor

Teacher Education – Elementary Social Studies

Flagstaff & Phoenix

Faculty 2007 N/A

Wall, Patricia Associate Professor

Teacher Education-Elementary/math


Wegwert, Joseph

Assistant Professor



Ziegler, Tom Lecturer Teacher Education –Elementary


In FY 2005, one tenure-track assistant professor, Dr. Bill Buckreis, moved to another state, and one tenure-track assistant professor, Dr. Elaine Riley-Taylor, transferred to Educational Leadership. T&L added four non-tenure eligible elementary/early childhood instructors: Melissa Geiselhofer (Phoenix-Assistant Clinical Professor), Julia Ragonese-Barwell (Tucson-Assistant Clinical Professor), and Melissa Settle (Flagstaff-Lecturer). T&L also hired MaryLynn Quartaroli as a visiting professor. In FY 2005, T&L had 21 tenured or tenure-track faculty and 18 non-tenure-track instructors.

In FY 2006, T&L faculty consisted of 23 tenured or tenure-track professors and 22 non-tenure track instructors. T&L hired Dr. Vicki Ross as an assistant professor with a focus in mathematics. T&L also hired Dr. Barbara Austin as an assistant professor for secondary teacher education in the area of science. T&L added 4 non-tenure track elementary instructors: Norma Kastre (Phoenix – Assistant Clinical Professor), Mary Quinnan (Tucson – Assistant Clinical Professor), Dr. Mary Christen (Tucson – Early Childhood), and Maureen Petersen (Tucson – Assistant Clinical Professor).

In FY 2007, T&L had 25 tenured/tenure-track professors and 24 non-tenure track instructors. T&L hired Dr. Christine Lemley, assistant professor, to work with our secondary education program, and Dr. Joseph Wegwert (one year as instructor and then the following year he went to assistant professor tenure track). Dr. Wegwert was hired to work with our secondary education program. T&L hired Dr. Barbara Veltri, assistant professor, to teach in our elementary education program, mainly social studies. Dr. Valerie Middleton, secondary

T&L Overview

education faculty, left for University of North Carolina. T&L also lost Judith Moreillon (assistant clinical professor – Tucson) who moved. T&L hired Elizabeth Taylor and Susan Taylor as lecturers (Flagstaff) for the early childhood programs as it expanded to offering a BSED in early childhood degree. T&L also hired Armandina Macias-Brown to work with the early childhood and elementary programs in Phoenix. Dr. Sandra Stone replaced Dr. Sherry Markel as chair of T&L.

In FY 2008, T&L lost 4 tenured faculties, which gave us 21 tenured or tenure-track faculty and T&L filled those tenured lines with 3 non-tenure faculties for a total of 27 non-tenure track faculties. For the first time in our history, T&L had more non-tenured faculty than tenured or tenure-track faculty. Lack of a sufficient budget was moving us away from filling our tenure-track lines. Martha Brady, assistant professor, retired from elementary teacher education, Dr. Patricia Hays, professor, retired from secondary teacher education, Dr. Peggy Raines, professor, retired from secondary teacher education, and Dr. Don Jacobs, associate professor, took a position at another university. T&L lost one full-time lecture position due to budget difficulties. Elizabeth Taylor and Susan Taylor were both moved to half time with benefits positions. Marilee Roberts, instructor, for alternative certification, moved to a staff position with student services. Beverly Santo, assistant clinical professor in Apache Junction retired. MaryLynn Quartaroli’s visiting assistant professor position was not continued and she left to work on grants. T&L hired Robert Kelty as a visiting assistant professor for one year as part of our commitment the Arizona Teacher of the Year program for which he was selected for that honor. T&L also hired Christopher Ahearn as an assistant clinical professor for Tucson, Dr. Mary Ory as an assistant clinical professor for Gilbert/Chandler, Dr. Stephen Showalter as a lecturer for on-line classes, and Shawn Thomas, assistant clinical professor to coordinate T&L’S 308 practicum experiences and teach in the elementary education program. Monica Torres was hired as an assistant clinical professor for the Phoenix area.

In FY 2009, T&L maintained our tenured and tenure-track faculty at 21, but lost 6 non-tenure track faculty due partly to budget constraints. T&L had a total of 21 non-tenure track instructors. Christopher Ahearn (Assistant Clinical Professor-Tucson) and Dr. Stephen Showalter (Lecturer-Flagstaff) did not have their contracts renewed because of the budget. Robert Kelty (Visiting Assistant Professor) returned to teach in the public school system in Flagstaff, and William Stone (Lecturer) retired. Mary Quinnan (Assistant Clinical Professor – Tucson) left to take a principal position and Mary Christen (Assistant Clinical Professor-Tucson). These last four positions were not filled. T&L had an equal number of tenured/tenure-track professors and non-tenure track faculty.

In FY 2010, T&L consisted of 18 tenured or tenure-track professors and 20 non-tenure-track instructors. Dr. Barb Austin (Assistant Professor) and Sharon Cardenas (Assistant Clinical Professor) moved to the College of Forestry and Natural Sciences. Melissa Geiselhofer (Assistant Clinical Professor-Phoenix) moved out of the country. Norma Kastre (Assistant Clinical Professor-Phoenix) left to spend more time with her family. T&L hired Brian Stone (Lecturer-Flagstaff) to fill Dr. Barbara Veltri’s social studies position as she moved to the Phoenix area to become lead faculty there. T&L also hired Tom Ziegler to fill Jim Manley’s position while he is on loan to the Department of Educational Leadership. Dean Dan Kain

T&L Overview

moved to an Associate Vice-Provost for Academic Affairs position. His position was not replaced. T&L, again, had less tenured/tenure track instructors than non-tenure-track instructors signifying a continued decline in our tenure-track lines.

In FY 2011, Shawn Thomas left to take a principalship in another state. Whitney Girdner was hired in a half-time position to teach courses formerly taught by Ms. Thomas.

Non-Tenure Track Full-Time Faculty

The percentage of non-tenure track full-time faculty has increased during the term of the program review period from 41% in 2003-04 to 46% in the 2010-11 academic year. Non-tenure track faculty members have been an integral part of T&L’s faculty makeup for quite some time, due to the budget problems of the last two years, new hires for the department have been addressed by hiring primarily non-tenure track faculty members. These non-tenure lines are contracted for one year only, but can be renewed. Currently, some non-tenure track faculty members are on multi-year contracts in T&L. The table below portrays the relative distribution of non-tenure track faculty members in FY 2004 compared to FY 12 by curriculum area within the department.

FY 04 FY 12Curriculum Area Non

Tenure Track FTE

Percentage of Overall non-TT FTE

Curriculum Area

Non-Tenure Track FTE

Percentage of Overall non-TT FTE

Early Childhood 1 3% Early Childhood

3 18%

Elementary 11 77% Elementary 13 76%Secondary 3 20% Secondary 1 6%Curriculum & Instruction

0 Curriculum & Instruction

0

Part-Time Faculty Teaching Online

Faculty Name Area- Masters Degrees Location Start DateArnold Adler Curriculum On-line 2006-2010Darlene Caldwell

Reading, Children’s Literature, Capstone

On-line 2003-2009

Mary Lou Gammon

Reading Endorsement On-line 2003

Melissa Geiselhofer

Early Childhood and Reading

On-line 2010

Rick McEnaney

Reading and Curriculum On-line 2004

Carol Moreng Curriculum, Math, Science/Social Studies,

On-line 2005-2009

T&L Overview

Problems/TeachersElizabeth Taylor Schmidt

Early Childhood On-line 2005-2007

Steve Showalter

Core Introductory Seminar, Student Teaching Reflection, Curriculum

On-line 2009

Martha Munoz

Early Childhood On-line 2012

Tom Zeigler Literacy On-line 2012

T&L uses tenure-track/tenured faculty and non-tenure track faculty to teach on-campus classes when available. However, more part-time faculty and graduate students have recently been employed to teach classes on the mountain campus. T&L does have regular part-time faculty who teach some of our on-line classes. Full-time faculties teach most of the on-line classes. T&L’s on-line classes are for BAS and master’s degree programs.

Other Part-Time Faculty

In addition to the continuing non-tenure track faculty members in the department, numerous part-time instructors contribute to the various degree programs by teaching sections of courses for students both on Flagstaff Mountain campus and at various Extended Campus sites.

FY 03 FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11Number of Part-time faculty

350 261 287 267 260 239 245 220 160

Graduate Assistants

The Department of Teaching and Learning is allotted funds through the Graduate College to employ graduate student assistants. These assistants work with our school site-based partnerships (DeMiguel/Mountain Professional Development School Program, Flagstaff Professional Partnership Program at Knoles, PRAXIS, ISTEP Secondary Education Program, and with our ECI 308 practicum supervision. The full-time equivalency has remained relatively stable over the past seven years. However, with the budget constraints T&L went from 7 graduate assistantships to 6 for the last two years, 2009 and 2010. T&L also help graduate students, both master’s and doctoral, with tuition waivers. Currently, the T&L is allotted 5.5 graduate assistants.

Fall 03 Fall 04 Fall 05 Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Fall 11

T&L Overview

Graduate Assistants

8 8 6 7 6 6 7 6 6

Findings and Recommendations for Faculty and Instructional Resources

Personnel are needed to achieve other college and university goals. For example, although multiple grant opportunities exist, personnel to write such grants and teach in such grants are sparse. Partnerships with schools and districts, both foreign and domestic, need dedicated personnel in order to plan projects and achieve success. Likewise, interdisciplinary work with other colleges on campus and universities (tri-university efforts in AZ) need capacity –building efforts in order to initiate projects and achieve success. As an NCATE accredited college, maintenance of effort in relation to continuous improvement, programmatic review, and data analyses is imperative

Part-time faculty teaches a large percentage of our undergraduate programs across the state and on the mountain campus. It is possible for students to be granted a degree from Northern Arizona University in Elementary Education (with ancillary endorsements) in some locales without having a full time NAU instructor, clinical professor, or tenure track faculty member. Our NCATE accreditation, at this time, expands across extended campuses (though not the Yuma campus). In order for us to maintain integrity across these programs, more full time faculty are needed to teach and monitor programs in supervisory roles in extended campus locations with the close guidance of the mountain campus. Positions are needed both in early childhood and elementary education.

Part-time faculty comprises the workforce for many undergraduate and graduate courses in the College of Education at Northern Arizona University. It is imperative that we continue to have part-time faculty allocations, but the large percentage of courses being taught by part-time faculty raises concern. Full-time faculty is important in order to mentor needed and more cost-effective part-time personnel.

Graduate assistants have been important in the Department of Teaching and Learning in the assistance of partnership programs in the Flagstaff Unified School District. Additionally, they have been instrumental in the working of the Curriculum and Instruction Doctoral Program. They have assisted in field work and have taught courses as part of their graduate assistantship. The latter is an important part of their vitae and assists the department in staffing undergraduate and some graduate courses. If possible, more graduate assistants are needed to meet the growing needs of the department.

Department of Teaching and Learning Budget

T&L Overview

The operations budget allocated to T&L enables the program to sufficiently achieve its goals and objectives. The budget is supplemented by over attainment money earned during the summer. These funds are primarily used for faculty professional development. The budget continually increased from 2004 until 2009 then for the last two years, the budget has decreased. The current budget is back to a level slightly lower than that of 2005.

The NAU Graduate College allocates funding for graduate assistantships. The graduate assistantship positions include a 75% tuition waiver. The Graduate College has provided increased support to graduate assistants in recent years. The tuition waiver was raised to 50% in 2007, and to 75% in 2008 and to 100% in 2011. Master’s degree students receive an annual stipend of $9,174, and doctoral students receive $10,297, Department funding levels for the past seven years are depicted below. The highest funding was in FY 07 and the lowest funding was in FY 10. Funding for assistantships has remained relatively consistent over this time period with the exception of FY 10. Additionally, several in-state and out-of-state tuition waivers are provided through the Graduate College. Generally, three out-of state waivers are provided, and seven in-state waivers.

Teaching and Learning Department Budget

State Funds FY 04 FY 05 FY 06 FY 07 FY 08 FY 09Total State $1,225,777 $1,348,914 $1,378,578 $1,404,822 $1,465,314 $1,435,445

Total Wages $1,170,871 $1,292,821 $1,322,530 $1,347,456 $1,407,693 $1,386,774

Total Non-Personnel

$54,906 $56,093 $56,048 $57,366 $57,621 $48,671

Total Budget/Total TT FTE

$2,890 $2,952 $3,114 $3,355 $2,955 $2,704

Total Budget/Total Faculty FTE

$1,716 $2,025 $1,933 $2,133 $2,022 $1,837

State Funds FY 10 FY 11 FY 12Total State $1,327,452 $1,272,926 $1,406,645

Total Wages $1,306,424 $1,251,898 $1,385,617

Total Non-Personnel $21,028 $21,028 $21,028

Total Budget/Total TT FTE

$1,131 $1,168 $1,237

Total Budget/Total Faculty FTE

$791 $809 $843

Local Actuals FY 08 FY09 FY10 FY11Balance Forward $160,601 $179,309 $134,695 $147,443

T&L Overview

Revenue $19,175 $28,128 $27,325 $29,521Net Transfers $48,533 $12,300 $26,589 $22,529Expense / Enc $48,999 $85,042 $41,166 $50,612Ending Balance $179,309 $134,695 $147,443 $148,880

FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11Graduate Assistantships

$ 60,075 $ 61,075

$61,883 $72,705 $64,622 $64,622 $54,322 $54,322

Physical Facilities

Physical Facilities: In Flagstaff, full-time faculties are allocated individual, furnished office space in COE. Students with graduate assistantships share office space and are provided with computer access. Private conference space is available through reservation. Part-time faculties are provided with support from the faculty service center, and access to university support resources (e.g., Cline Library, e-learning).

Extended Campuses full-time faculties are also provided with individual, furnished office space at locations in Prescott, Phoenix (N. Valley), Phoenix (E. Valley), Phoenix (W. Valley), Signal Peak, Scottsdale, and Tucson. Part-time instructors teaching courses in Flagstaff or through Extended Campuses are provided with basic clerical support and shared office space as needed. Most part-time faculties teach only one or two courses per semester and tend to offer office hours immediately before or after classes.

While some classes at Extended Campuses sites are taught at NAU buildings (e.g., two buildings in Tucson, I-17 and Greenway in Phoenix), many classes are scheduled in high schools, elementary schools, community colleges, or other classroom accommodations in communities. The available equipment and resources in these classrooms varies greatly. Instructor and student access to technology is limited due to the reliance on community venues. While access to classes is a priority, needed technology suffers. Courses taught online are supported 24 hours per day, 7 days per week by the NAU e-learning office. Faculty and students can call for technical support.

The NAU Cline Library supports all Department of Teaching and Learning programs. See the Appendices file for a description of the library’s support to the three programs in this review.

T&L Overview

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