Standard VI. Element 1: Unit Leadership and Authority
(The University's organizational structure is displayed at http://wwwnew.towson.edu/main/images/orgchart3.pdf. Also see the Faculty Handbook (pp. 2-5~2-9), for more detail. The organization of the Academic Affairs Division, in which the Professional Education Unit resides, is displayed at http://wwwnew.towson.edu/provost/provost/orgchart-0407.pdf.)
At Towson University, the preparation of teachers and education specialists is an all-university responsibility. Based on that fundamental belief, the dedicated organizational unit responsible for professional education unit is the Teacher Education Executive Board (TEEB; Exhibit 4). A long-established standing committee of the University Senate, the TEEB is changed with University-wide coordination of policies, procedures, and assessment associated with professional education programs, its decisions are recognized as official policy for all professional education programs at Towson. (The University Senate Constitution and By-Laws, By-Law Q-11, identifies the specific roles and functions of the TEEB.)
Chaired by the Dean of the COE, the TEEB includes representatives from all undergraduate and graduate education programs at the University in the oversight of development, delivery, and assessment of unit programs. As a Senate Standing Committee, it meets monthly to fulfill its roles and functions. As a governance structure which provides a supportive and inclusive system within, the unit has been able to fulfill its approved mission. (The TEEB membership for 2006-2007 may be found in Exhibit 4.)
As chair of the TEEB, the Dean of the COE is the unit head with responsibility for the overall coordination of preparation programs and for facilitating the communication and collaborative decision-making among academic units, programs, and faculty in the University who contribute to the total array of the institution's professional education programs. The Dean of the COE is supported in these efforts by the Associate Dean, the Assistant Dean, the Coordinator of Assessment and Accreditation, and the Director of the Center for Professional Practice.
In addition to the multiple academic departments, the unit relies heavily on the contributions of key support committees and committees:
Recruitment and admissions practices, academic calendars, grading policies, identification of and access to student services are clearly described in the Towson University 2007-2008 Undergraduate Catalog and the Towson University 2007-2008 Graduate Catalog. These publications are updated and checked for accuracy on an annual basis; copies may be found on Bookcase 1, Shelf 2.
Standard VI. Element 2: Unit Budget
Table 83. Towson University’s Total Operating Budget
Unit budgetary allocations are sufficient to ensure faculty teaching, scholarship, and service that extend beyond the unit to P-12 education and to support unit faculty in the development of collaborative, high quality, unit-wide programs. The budget for curriculum, instruction, faculty, clinical work, scholarship, etc., supports high-quality work within the unit and in collaboration with its school partners.
Budgetary decisions supporting the unit are made at multiple levels and reflect various sources. Salaries for all personnel in the Academic Affairs Division are set annually by the Provost in consultation with Deans, Chairs, Program Directors and other Administrators. Other budgetary allocations are allocated to the various colleges by the Provost reflecting priorities such as enrollment growth and needs such as start-up programming; college-specific unit programs are funded within the overall college-specific budget. Table 84 identifies budget (salary and operating) by college for the six colleges with faculty for FY 05-07, documenting that funding for the academic colleges has increased between 14-21% in the last three fiscal years. Candidate enrollment numbers (FTE) at the undergraduate and graduate levels are also provided for comparison. As noted in the Overview, there has been only a 2% increase in unit enrollments in the last three years.
Table 84. Academic Affairs Budget and Professional Education Enrollments
However, Table 84 does not provide a complete picture of unit funding. Given the nature of the TEEB as the campus-wide unit, determining all resources allocated to professional education is challenging. As noted above, college-specific unit programs and courses are funded within the overall college-specific budget, and individual departments and colleges contribute resources differently as enrollments fluctuate and priorities emerge; for example,
Moreover, in addition to the funds reported in Table 84, University budget policy provides additional unit resources. For example:
Finally, unit fiscal resources from the University to support programs preparing candidates to meet standards and support professional development opportunities for faculty are supplemented with additional revenues from several sources:
In combination, the aforementioned sources clearly provide sufficient funds to support and enhance the quality of unit programs.
Standard VI. Element 3: Personnel
In the unit's programs, no course stands alone. The experiences and expectations in each course connect and build on experiences in other courses. For that reason, part-time instructors have special responsibilities to plan and deliver courses in the context of program expectations. Accordingly, participation by part-time colleagues in orientation sessions is required (e.g., the Conceptual Framework is introduced and explained; program standards and assessments are addressed; core, standards-based syllabi are shared; and professional expectations for teaching effectiveness are identified. Chairpersons and/or program directors assist and support part-time faculty in this process (Exhibit 119). (Vitae for fall 2006 part-time faculty can be found Bookcase 1, Shelf 2).
School-Based Clinical Faculty
As noted, the Dean of the COE is the unit head with responsibility for overall unit administration; since the last accreditation visit, four new professional positions have been established in to support the unit, its faculty and programs:
Standard VI. Element 4: Unit Facilities
The unit's facilities are adequate to support the preparation of teachers and other professional educators. Programs are housed in college-specific locations.
Hawkins Hall houses the unit's administrative offices, the CPP, and the Educational Technology Center, the Reading Clinic, and the classrooms and administrative offices for all COE programs. The majority of the COE courses are offered in Hawkins Hall, which has twenty-four classrooms (including art and science classrooms), twenty three of which are technologically enhanced, and five computer labs. Additional unit space for TLN is provided in the Administration Building.
Classrooms, departmental and faculty offices, technology centers, specialized facilities (such as the Speech-Language-Hearing Clinic, the test library, and two-way mirror counseling rooms for in vivo observation in School Psychology) are well equipped to support professional preparation. The Department of Mathematics relocated in 05-06 to the recently renovated 7800 York Road building, in which every classroom is a "smart" classroom. In addition, there are three computer laboratory classrooms with individual computers for each student. The Art and Music education programs are located in the recently renovated Center for the Arts and have dedicated computer labs for education candidates. On-campus space resources are enhanced by appropriate office and classroom space in the off-campus settings in which programs are offered through numerous partnerships.
In response to the University System of Maryland's (USM) desire for Towson University to increase its enrollment, a new Campus Master Plan was developed for the university and approved by the USM Board of Regents in December 2003.
Standard VI. Element 5: Unit Resources including Technology
Faculty and candidates are provided with ample and accessible resources, including technology resources, and library and curricular resources, including electronic information. Led by a Chief Information Officer and guided by its strategic technology plan, the University provides a strong technology infrastructure with numerous computer labs for courses, portable laptops and computers on carts to bring into classrooms, as well as human support and robust faculty development opportunities (Exhibit 130). Reflecting the University's technology plan over 70% of the classrooms on-campus are "smart classrooms." These Technology Enhanced Classrooms are part of an on-going effort to make available a broad and flexible set of tools to support instruction. Additionally, in Fall 04, the entire campus became a wireless environment, increasing the convenience and flexibility of computer-based communication, learning, and research for faculty and candidates (Exhibit 131).
All full-time faculty members have recently updated computers in their offices with connection to the Internet and a common suite of software. The University plan provides for replacing one-third of computers each year. Faculty who teach off-campus are also offered a laptop and projection device to use throughout the term in the off-campus location. These same resources are available to part-time faculty in the form of a laptop for use in their teaching.
As detailed below, the technology needs of the unit are served through multiple University resources, including:
The technology needs of the unit are also served through unit-wide and college-specific support for the classroom computing and instructional media needs of faculty. Available to all professional education candidates in Hawkins Hall are:
Support for Assessment System
Library and Curricular Resources
The Albert S. Cook Library resources have grown over the past several years to meet increased demands, and especially for doctoral-level and technology-based applications. The Library contains (http://cooklibrary.towson.edu/collections.cfm) about 570,000 volumes and 17,800 non-book items, and subscribes to more than 1960 print journals, 2000 electronic journals, and 96 online databases (e.g., Naxos Music Library, ARTsor Charter Collection, Children's Literature Comprehensive Database). Additionally, Cook Library houses numerous curricular and instructional resources for faculty, staff, and candidates; these include curriculum guides (Cook has the Maryland State Depository collection of curriculum guides.)
Cook Library's faculty and staff offer a variety of instructional services (http://cooklibrary.towson.edu/facultyServices.cfm) that help unit faculty and candidates develop and refine their information literacy skills. The Library strives to develop and maintain an instructional program which enables candidates not only to locate needed information and resources-including campus as well as University System of Maryland and affiliated institutions (8/2/2007Each department has a departmental Library Representative to Cook Library who coordinates the department's selection of materials and submits orders to the library. Additionally, the Library Liaison Program promotes a partnership between the academic departments and the Cook Library to improve learning and teaching in the University. The liaison librarian also recommends new materials and informs faculty members about changes and additions in library services.
Off-campus and distance learning candidates and faculty are highly supported in their access to the library; specific distance learning support is provided for candidates and faculty. Interlibrary loan services are also available.
Candidates can also receive assistance through various means, including a direct telephone line and instant messaging. All books, reserve materials, journals, etc. available to on-campus students are available to off-campus students. Materials are conveyed to students by a variety of methods including (but not limited to) electronic transfer, fax, mail, and expedited delivery services.