Strategic Plan for the College of Education and Allied Professions
Plan Cycle: 2013-2020
Submitted by: C. Dale Carpenter, Interim Dean
Date: April 19, 2013
MISSION: (WHO WE ARE)
First, the college provides high-quality programs to our students in all of areas of study, with emphasis on professional education and related areas. Second, we prepare graduates who will positively impact the region as educators, administrators, and other professionals in human services, in schools and elsewhere, from birth through higher educational settings. Finally, we actively engage in our region as teacher-scholars through collaboration, consultation, direct services, and scholarly endeavors, in a variety of environments.
VISION: (WHO WE WANT TO BE)
To become the regional source of expertise and current information in professional education and allied professions. In these areas of expertise, our college should be recognized as the first choice for educational programs, collaboration and consultation, engaged scholarship, and leadership throughout western North Carolina.
CORE VALUES: (WHAT GUIDES AND INSPIRES US)
- Excellence in teaching and learning.
- Excellence in scholarship and productive research.
- Active, respectful engagement with our core communities, particularly the public schools of our region.
- Sensitivity, respect, and responsiveness to diversity.
Strategic Direction #1: Fulfill the educational needs for professional education and allied professions of our state and region.
The College of Education and Allied Professions remains committed to preparing educators and professionals who have the knowledge, skills and dispositions to engage in practice, research and other scholarly endeavors that will make a positive contribution and lead the way for improving their chosen fields.
Goal 1.1: Enhance the delivery of high-quality professional education programs (undergraduate, graduate, and other) designed to promote excellence in the future of teaching and research.
Initiative 1.1.1: Increase efforts to recruit, retain, and graduate high-quality teachers in high-needs areas (e.g., ELL, STEM, Middle Grades, Special Education) by developing and/or refining degree programs, concentrations, and courses in these areas.
Initiative 1.1.2: Enhance collaboration between CEAP faculty and STEM faculty in other colleges.
Initiative 1.1.3: Position the CEAP as the premier regional and state provider of B-12 educators who emerge as leaders in the field.
Goal 1.2: Continue to provide high-quality educational programs in the allied professions within the college.
Initiative 1.2.1: Plan, establish and implement a doctoral program in combined Clinical and School Psychology.
Initiative 1.2.2: Enhance faculty, staff, and material resources in the B.S. in Parks and Recreation Management Program, as this successful undergraduate major aligns closely with the university strategic plan and exhibits significant growth potential.
Initiative 1.2.3: Develop a planning committee with CEAP faculty members, community members, and stakeholders in order to refine and create new initiatives that meet the needs of the community and region.
Goal 1.3: In partnership with the Graduate School, allocate college resources to enhance WCU's prominence as the primary regional provider of graduate degrees in education, given an increasingly competitive environment.
Initiative 1.3.1: Develop a regionally focused marketing plan for our graduate programs in education, in general and with regard to specific programs.
Initiative 1.3.2: Allocate College and Graduate School resources for the development of a recruitment plan and related recruitment activities.
Initiative 1.3.3: Develop and resource a plan for following up marketing and recruiting with streamlined and effective admissions and advising for graduate students in education programs.
Initiative 1.3.4: Regularly assess market conditions in western North Carolina (e.g., new competition for students, new population changes in area counties) and aggressively position WCU graduate programs to best meet the needs of current and prospective students.
Goal 1.4: Make WCU (the Cullowhee campus and the off-campus site at Biltmore Park in the Asheville-Hendersonville area) a destination for short-term educationally based programs, activities, and events, including summer school, continuing education, camps, conferences, and personal enrichment opportunities.
Initiative 1.4.1: Expand significantly the number of resident and distance summer school and other summer educational events by 2020.
Initiative 1.4.2: Develop and implement marketing plans and efforts to promote CEAP's presence in Asheville at Biltmore Park, on campus and online.
Goal 1.5: Continue to extend CEAP's service area beyond the western region by increasing the number and quality of distance education courses and programs.
Initiative 1.5.1: Conduct and use the findings of a needs assessment to determine courses and programs that would be beneficial to deliver in online formats.
Initiative 1.5.2: Provide staff/faculty development opportunities and support to enhance the number and quality of distance education courses and programs, with specific attention to technology needs.
Strategic Direction #2: Enhance our external partnerships.
Partnerships with regional schools and agencies are an integral part of the mission of the College of Education and Allied Professions. The College's continued emphasis on field placements, service learning, internships, and other educational endeavors demonstrate and reinforce our commitment to enhancing engagement with our external partners.
Goal 2.1: Strengthen the reciprocal relationships between the college and our external partners.
Initiative 2.1.1: Increase on-campus involvements in Cullowhee and Biltmore Park with constituent schools, educators, etc.
Initiative 2.1.2: Increase the number of transfers from community colleges to CEAP by coordinating endeavors with Birth – Grade 12 (B-12) and community college partners in order to make effective and efficient transitions to CEAP programs.
Goal 2.2: Increase the number of schools and agencies involved in field placements, service learning activities, internships, and other educational endeavors.
Initiative 2.2.1: Actively identify and initiate relationships with schools and agencies within our broad region where increased activity seems achievable.
Initiative 2.2.2: Encourage other faculty and staff to be alert to opportunities to develop and enhance our connections and active relationships with regional schools and agencies.
Goal 2.3: Enhance deep collaborative relationships between our teacher-scholar faculty and professionals in our region.
Initiative 2.3.1: Formally publicize the areas of expertise within the college and the teacher-scholar faculty members who are available for consultation and collaboration in these areas.
Initiative 2.3.2: Actively seek out, identify, and engage with external partners with areas of expertise who can contribute to the teacher-scholar capital in the region.
Initiative 2.3.3: Encourage faculty members to seek out and be alert to opportunities to contribute to popular media and other non-academic outlets with regard to their areas of expertise.
Initiative 2.3.4: Collaborate deeply with public schools and additional external partners to enhance Science-Technology-Education-Math (STEM) education in our region.
Initiative 2.3.5: Collaborate deeply with public schools and additional external partners to enhance opportunities for at-risk populations in our region (e.g., Project Discovery).
Strategic Direction #3: Enhance Scholarship and Professional Development.
Excellent faculty and staff are prerequisites for the fulfillment of the College's mission. The College of Education and Allied Professions must therefore enhance support for professional development, leadership development, and succession and stability, all of which will enhance the recruitment, development, and retention of qualified and satisfied faculty and staff.
Goal 3.1: Ensure professional development opportunities for all faculty and staff.
Initiative 3.1.1: Make support (including time) available for professional development for all faculty and staff in the College of Education and Allied Professions through external and internal training experiences.
Initiative 3.1.2: Include in each supervisor's performance evaluation an assessment of his/her support for and his/her unit's progress in professional development.
Initiative 3.1.3: Provide appropriate orientation and updates for all staff and faculty, as appropriate, with regard to job-related skills and tools, performance and promotion criteria and processes, and related issues.
Goal 3.2: Enhance support for scholarship, research, and securing external grant funding.
Initiative 3.2.1: Increase support for scholarship and research, including funding for reassigned time, library support, graduate research assistantships, summer research grants, seed funding, start-up support where appropriate, equipment, and travel for conference presentations.
Initiative 3.2.2: Provide enhanced support for external grant proposal generation and submission, within the college as well as within other university-wide units such as the Graduate School, in order to increase the college activity level and success in this area.
Initiative 3.2.3: Develop and implement a process for increasing awareness within the college of research and grant-related activities, to facilitate collaboration and cooperation.
Goal 3.3: Recognize and value the primary role of teacher-scholars.
Initiative 3.3.1: Implement differentiated and flexible workload policies to accommodate significant contributions for such out-of-classroom responsibilities as advising, scholarship and research, grant acquisition, and supervision and mentoring of undergraduate and graduate students to facilitate exemplary teaching, research, scholarship, and public service.
Initiative 3.3.2: Optimize CEAP committee and service structures and eliminate redundant and ineffective service obligations and CEAP committees.
Strategic Direction #4: Foster and maintain a diverse, welcoming community that supports the development of culturally competent and globally minded professionals
The College of Education and Allied Professions strives to cultivate and sustain a community that values open dialogue, cooperation, shared responsibility, mutual respect, and cultural competence.
Goal 4.1: Integrate content into curricular and co-curricular experiences in order to promote students' knowledge, skills, and dispositions related to diversity and cultural competence.
Initiative 4.1.1: Offer wide-ranging, diversity-promoting activities, such as "diversity dialogues," "intergroup dialogues," a "Diversity Portfolio," and other mechanisms, that strengthen knowledge and skills and refine dispositions that are characteristic of culturally competent and globally minded professionals.
Initiative 4.1.2: Expand efforts in teacher preparation to assess student dispositions and cultural competencies with respect to diversity.
Initiative 4.1.3: Increase the number of education students participating in study and internship experiences externally and abroad, such as the Rural-Urban Exchange with NCA&TSU, and secure resources to support the increase.
Goal 4.2: Increase recruitment and retention of a diverse student body.
Initiative 4.2.1: Coordinate efforts with WCU's Office of Admissions in order to expand our recruitment from community colleges in NC with significant percentages of students who are underrepresented minorities, and recruit from high schools in NC with significant percentages of students who are underrepresented minorities.
Initiative 4.2.2: Strengthen the CEAP's relationship with the Cherokee Central Schools.
Goal 4.3: Provide professional development and engagement opportunities for faculty and staff to strengthen their abilities as culturally competent teachers, researchers, and representatives of the college.
Initiative 4.3.1: Offer faculty development workshops emphasizing how diversity can be infused into course and program content.
Initiative 4.3.2: Establish a faculty exchange with NCA&TSU and other historically black colleges and universities (HBCUs).
Goal 4.4: Recruit and retain diverse and culturally competent faculty and staff.
Initiative 4.4.1: Establish a college policy that members of the Recruitment and Retention subcommittee of the College's Diversity Committee shall meet with all candidates for faculty and staff positions in the College.
Initiative 4.4.2: Continue to post announcements of faculty and staff positions on diversity-oriented websites and in publications and seek additional outlets in this regard.
Strategic Direction #5: Enhance fund-raising activities of the College to enable achievement of our strategic vision.
The College of Education and Allied Professions will need to increase fund raising activities to provide scholarships to attract and retain the best and brightest students into our College and to provide financial support to attract and retain highly qualified faculty and staff.
Goal 5.1: Develop a sustainable, long-term plan for building and growing college fundraising and endowments.
Initiative 5.1.1: Ensure that there is always an assistant to the dean for development within the CEAP faculty to serve as the liaison between the College and the Office of Development and that the assistant to the dean receives a sufficient course release to allow him/her to serve effectively.
Initiative 5.1.2: Establish goals for College fundraising, identifying specific needs that the College recognizes as important for its growth and that make clear to potential donors the specific needs of the College.
Initiative 5.1.3: Keep the goals for College fundraising in front of potential donors through inclusion in CEAP newsletters, personal relationship building and links to the CEAP website.
Initiative 5.1.4: Annually identify a scholarship or a project to receive the attention of the Assistant to the Dean and the Office of Development.
Goal 5.2: Develop a plan to establish and encourage ongoing contributions from alumni.
Initiative 5.2.1: Ensure that alumni have an easy way to contribute. Specifically make sure that links from the CEAP website are functioning properly and that potential donors can easily make contributions to the specific scholarships, department, programs, or initiatives that have been identified as parts of the CEAP strategic plan.
Initiative 5.2.2: Continue to participate in Development Office "phone-a-thons" in which students working for the Office of Development make direct calls to our alumni.
Initiative 5.2.3: Establish and maintain advisory groups, where feasible, for programs that include internal and external members, some of whom may be alumni, who can provide guidance to programs regarding operations, including developing resources to support program activities.
Initiative 5.2.4: Invite donors to functions, such as the scholarship luncheon and the CEAP Awards Ceremony, allowing them to see the positive results of their past donations.
Initiative 5.2.5: Continue relationship building through discovery and cultivation visits. Continue strengthening existing relationships by systematically visiting or contacting each donor to the College annually. Continue to focus on donor retention while also expanding donor base.
Addenda: People and Processes
CEAP Strategic Planning Committee:
Kia Asberg (PSY)
Lori Caudle (HS)
Renee Corbin (CEAP)
David McCord (PSY)
Heather Thompson Rainey (HS)
Terry Rose (STL)
Kelly Tracy (STL)
Brandon McMahan (Student)
David Claxton (Assistant to the Dean for Advancement)
John Habel (University Diversity Committee)
Kim Ruebel (Associate Dean)
Brett Woods (Advancement)
Henry Wong (University Diversity Committee)
Dean's Student Advisory Committee
Dean's Faculty Advisory Committee
Professional Education Council
Council of Deans
Patricia Bricker (STL)
Dale Brotherton (HS)
Mary Jean Herzog (STL)
Robert Houghton (STL)
Nancy Luke (STL)
Maurice Phipps (HS)
Petrovich-Mwaniki (International Programs)
Mickey Randolph (PSY)
Roya Scales (STL)
WCU 2020 Strategic Plan
NCATE Institutional Report (2008)
NCATE Annual Report (2012)
Title II Report (2013)
PEDS Report (2012)
CEAP Conceptual Framework
CEAP 2013 "Climate Survey"
CEAP 2013 Workspace Committee Report
CEAP Computer Refresh Report (2013)
CEAP Workload Policy (2013)
UNC Teacher Quality Research White Paper (2013)
(Teacher Preparation Program Effectiveness Report)
The Apprentice: Pathways to the Principalship and their Effects on Student Achievement (March, 2013)
The CEAP Strategic Planning Committee was formed in the fall semester of 2012 through a nomination and review process directed by the Dean and implemented by the college's Leadership Council. For efficiency, the decision was to establish a small working group that could efficiently develop a draft document that would be repeatedly reviewed by the entire college and modified iteratively.
This committee began in December of 2012 by reviewing the university's 2020 Plan and related documents, with the first formal face-to-face meeting on January 11, 2013. At that meeting, five main Strategic Directions were agreed upon, and committee members were assigned in pairs to write an initial first draft of their particular strategic direction. A full workday was scheduled on January 18, 2013.
At the meeting on January 18th, committee members worked on polishing and editing the rough draft pieces into a draft (1.0) that was intended to be launched for initial feedback from CEAP faculty at the planned "CEAP Assessment Day" event that was scheduled for January 25th but cancelled due to snow. The committee continued working on the draft until sending it out to CEAP faculty electronically for feedback (Draft 1.3) on 2/14/2013. Suggestions were received and incorporated into a Draft 1.4 from Dale Carpenter, Mary Jean Herzog, Patricia Bricker and Maurice Phipps.
On March 7th, Draft 1.4 was reviewed by the Dean's Student Advisory Group. Three graduate students from three different programs (Counseling, College Student Personnel, and Psychology) participated in this process, and were described by the Dean as very engaged and interested. Briefly, this group considered each proposed Strategic Direction at a time, and then considered the Mission, Vision, and Core Values. Their input was incorporated into Draft 2.0 along with new additions from faculty Maurice Phipps and John Habel.
Committee members continued to work on drafts, and on March 10, 2013, Draft 2.0 was sent electronically to faculty members in CEAP for feedback. The Draft 2.0 was also forwarded by Dale Carpenter to other members of the campus community outside of CEAP (e.g., Arts and Sciences, Graduate School, etc.) for feedback. Feedback was received on Draft 2.0 from Dale Carpenter, Bob Houghton, Mary Jean Herzog and Lois Petrovich-Mwaniki.
Input was solicited from several specific sources based on areas of expertise, including Associate Dean Kim Ruebel, David Claxton, Brett Woods, John Habel, Henry Wong, and others listed above.
The Dean's Faculty Advisory Council was also solicited for input and was distributed to the Professional Education Council as well as the Council of Deans.
The committee continued to work by email and by a GoTo Meeting on April 7, 2013 and Draft 3.0 was sent electronically to CEAP faculty on April 10, 2013. An Open Forum was conducted for April 12, 2013 for discussion and input on the Draft 3.1, and several changes were made by consensus of the group in attendance. Draft 3.2 was then distributed to the full college with recommendation for formal approval. The vote was scheduled for Friday, April 19th. On that date the full college met for a "State of the College" meeting. The first agenda item was a formal vote on the Strategic Plan, which passed with 96% support.