The purpose of the annual assessment and strategic plan update is to foster continued positive progress and sharpen focus on critical priorities. This report is presented in the following sections:

1. Progress Towards the Goals of the College Strategic Plan
2. Contribution to the Goals of the Campus Strategic Plan
3. Lessons Learned from Current Progress
4. Notable Changes in Challenges and Opportunities
5. Recommended Changes to Initiatives or Goals

In this section, highlights are reported by goal. It should be noted that goal consolidation in recommended in Initiatives Two, Five, and Six. Progress has been reported according to the consolidated goals.

1. Increase the national and international recognition of our faculty and staff as leaders in their fields.
• Our stellar faculty members continue to be recognized for their accomplishments. Recent faculty honors are posted at http://www.education.umd.edu/collegeinfo/facultyhonors.html. Current offices of faculty members in professional organizations are posted at http://www.education.umd.edu/collegeinfo/officesproassoc.htmlcom, and editorships of major journals are posted at http://www.education.umd.edu/collegeinfo/currenteditorships.html. In summary, members of our faculty have received numerous honors the last 2 years. They serve in key leadership positions in their national professional organization and edit or co-edit major national professional journals in their disciplines.
• The college continues to recruit outstanding faculty members, who bring with them considerable recognition. During the past year, we hired four stellar faculty to tenured positions. Courtland Lee (Counseling and Personnel Services Department) is a national and international leader in the area of counseling with specialties in urban school counseling and African American manhood. Dr. Lee came to us from Hunter College where he was Dean of Education and University of Virginia where he was a professor. Dennis Kivlighan (Chair, Counseling and Personnel Services Department) and nationally renowned for his work in group counseling and counseling research joined us from University of Missouri —Columbia, where he was a department chair. Donna Wiseman (Associate Dean for Teacher Education, Professor, Curriculum and Instruction), a nationally renowned scholar in teacher education, joined us from Northern Illinois University, where she held an endowed chair, and Texas A&M University where she was professor, associate dean, and interim department head. Daniel Chazan (Associate Professor, Curriculum and Instruction) will join us this summer from Michigan State University. Dr. Chazan is considered by some as the brightest young mathematics educator in the US at this time.
• In Education Policy and Leadership, the college hired its first Professors of the Practice. Dr. Carol Parham just completed eight years as Superintendent of the 74,600 student Anne Arundel County School District and is recognized as one of the most effective superintendents in the state and nation. She was 1996 Maryland Superintendent of the Year and past president of the Public School Superintendents of Maryland. Dr. John Williams joined us from a position as Vice President and Senior Program Officer of the Spencer Foundation. Prior to that he was a Professor of Education at University of Alabama-Birmingham, associate professor at Harvard, and Founding Director of Harvard’s Urban Superintendent’s Program. Dr. Williams is nationally known for his scholarship in the area of civil rights enforcement in public higher education in the south.
• The joint College Senate and Deans Office Professional Development Committee continues to provide workshops to help assistant and associate professors work towards promotion.
• Our active Public Relations program helps make various stakeholders aware of the excellence of our faculty. We now have five new departmental brochures, three high end publications, a regular update to key stakeholders (This Just In), and an alumni newsletter.



2. Secure external funds to support research and scholarly excellence.
• The college has done extremely well in its external funding. During fiscal year 01, we received total award notices of $20.6M in grants and contracts of which $14,672,333 was cash-in-hand. This was a significant increase over our previous high of $12.7M. Because we got so many large grants last year and so many of our faculty already have grants, we do not expect to equal last year. However, we are already on our way to maintaining our overall forward momentum. Our total of formal grant awards to date in fiscal year 02 is $$13,190,005, and we have received word of another $2,449,333 of pending awards.
• Two of our faculty members won prestigious National Science Foundation (NSF) early career awards. Roger Azevedo (Human Development) received $615,000 for five years for his study: "The Role of Self-Regulated Learning in Students' Understanding of Science with Hypermedia". James Roberts (Measurement and Statistics) received $350,000 for five years for his study: "Expanding the Applicability, Utility, and Popularity of Item Response Theory Models for Unfolding".
• See http://www.education.umd.edu/dean/select_listing.html for a listing of college grants and contracts.



3. Expand strategically in areas of critical opportunity and location advantage.
• The Maryland Institute for Minority Achievement and Urban Education is moving forward rapidly. The Institute works in partnership with the Maryland State Department of Education to develop large-scale research and technical assistance partnerships with school districts to raise minority achievement and improve urban schools. Over 30 faculty across five departments have affiliated with the Institute. See www.education.umd.edu/MIMAUE for information and updates.
• The Maryland Literacy Research Center (MLRC) is moving forward with full force. Our recent publication, Leaders in Literacy, featured 14 faculty members discussing their literacy research. The MLRC includes 18 faculty across three departments. As a group, they are writing a special issue of a journal on "comprehension instruction", meeting regularly to discuss this research synthesis, and preparing a grant submission. In addition, members are working together in different research teams and have individual book contracts.
• The Maryland Assessment Center for Educational Success (MARCES), in the Department of Measurement, Statistics, and Evaluation, is finishing its second year of operation. MARCES provides support to the range of assessment activities in the State, the region and nation by conducting basic and applied research to enhance the quality of assessment practice and knowledge. A related unit, Center for Assessment Validity and Evaluation was started by the department during the past year. Between the two relatively new centers, they have received $7,086,911 in external funding last year and the first part of the current year.
• The Deans Office is supporting the College Senate, which is pulling together another cross-departmental interest group focusing on social and emotional development. This group has begun meeting, has co-chairs from different departments, and is planning a retreat. It includes faculty from five departments.



4. Improve and maintain the excellence of the college as evidenced by national ratings thus increasing national recruitment, visibility, and impact.

Our national rankings by U.S. News & World Report have continued to rise over the last three years.

• The College of Education is ranked 21, up from 22 last year and 23 the previous year.
• Maryland is listed in the top 20 in all nine ranked educational specialties in which it has programs.
• The Counseling and Personnel Services Department has been ranked 1^st in the nation for the third consecutive year.
• The Special Education Department was ranked 5^th this year, up from 10 last year.
• The Curriculum and Instruction Department is itself ranked 19. Elementary Education is ranked 13 and Secondary Education is ranked 16.
• In Education Policy and Leadership, Education Policy is ranked 11; Higher Education Administration is ranked 9; and Administration and Supervision is ranked 13.
• In Human Development, Educational Psychology is ranked 11.
• Five of our six departments have at least one program ranked in the top 20 in the nation by U.S. News & World Report. (U.S. News does not rank programs in the sixth department.)
• Out of 10 U.S. News & World Report Rankings this year, the college has risen in 7, and remained at number 1 in another.
• We fare extremely well in comparisons with the university’s peers (UC-Berkley, UCLA, U Illinois, U Michigan, and U North Carolina).
• None of those peers have more educational specialties ranked in the top 20 in the nation than UMCP.
• Only one peer has more specialties or departments listed in the top 15, and only 3 have more in the top 10.
• No other peers have a number 1 ranked department.
• The college itself is ranked ahead of one of the peers.

 

• U.S. News & World Report is not the only indicator of program quality. The following table shows both the U.S. News Rankings and other quality indicators for the six departments that comprise the College of Education.

Department	Program	U.S. News Rankings					Other External Evidence of Quality
		2001		2002		2003
Counseling and Personnel Services (EDCP)	Entire Department	1		1		1	Five different refereed journal articles list the department and faculty as top contributors to major journals in counseling, counseling psychology, and rehabilitation counseling. Six faculty hold the rank of fellow in the American Psychological Association.
		Note that the 2003 rankings are published in 2002.
	Rehabilitation Counseling (ranked under allied health)	15*		15*		15*	Two of the articles listed above place 1 CAPS faculty member and the dean among the most productive in the nation in rehabilitation counseling. Another CAPS faculty member is currently president of the American Rehabilitation Counseling Association
		Note that the ranking was actually first reported in the 2001 ranking, which was published in 2000. It has not been ranked since, but has been continuously reported.
Special Education (EDSP)	Entire Department	10		10		5	This is an extremely strong department. Every faculty member has external funding, and all senior faculty have strong national visibility. The department is nationally preeminent across most special education specialties.
Curriculum and Instruction (EDCI)	Entire Department	21		17		19	External funding has increased dramatically in the last two years. Examples include the $9.2M NSF Math Education grant, recent word of an NSF $4.5M grant on early reading and math, and a $.45M Spencer Foundation reading grant.
	Elementary Education	19		15		13	The department has a number of strengths in elementary and secondary education, including the Math Ed. Center and faculty participation in the cross departmental Maryland Literacy Research Center and Maryland Institute for Minority Achievement and Urban Education.
	Secondary Education	>23		18		16
Human Development (EDHD)	Entire Department	U.S. News does not rank HD depts.					An article by Byrnes and McNamara (2001) in Developmental Review, lists the department’s doctoral program in developmental science among the top in the nation. The department has a strong funding history, including $3.5M from NSF for a reading experiment. Nathan Fox won a career award from NIH, and Roger Azevedo won an NSF early career award.
	Education-al Psychology	13		13		11	Pat Alexander is past-President of the Educational Psychology division of APA, and two Ed. Psych. Journals are edited in the college.
Measurement, Statistics, and Evaluation (EDMS)	Entire Department	U.S. News does not rank MS depts.					A data based conference presentation rated the department’s doctoral program among the top 10 in the nation. Robert Mislevy, a recent high profile hire, is considered to be the top statistics and measurement person in the nation. Within the last year, the department has gone from less than $.1M to$3M of external awards amounts. Jim Roberts just won an NSF early career award.
Policy and Leadership (EDPL)	Entire Department	U.S. News does not rank PL depts.					The relatively new department chair, Ken Strike, is a member of the National Academy of Education. Many of the faculty members are internationally and nationally reputed in their fields.
	Educational Policy	16 in 98		9		11
	Administration and Supervision	17		13		11
	Higher Education Administration	17		14		9
	Social Foundations	19*		19*
		Ranking actually done in 2001 issue but reported in 2002 as well. However, the specialty was no longer ranked in 2003

 

Initiative Two

Elevate the quality of graduate and undergraduate education and of the student experience.

Initiative Two of our strategic plan has 13 specific goals. For the purpose of this update, I am recommending that the 13 goals be consolidated into the following five more general goals. To that end, I will first report according to the generic goals and then propose the refinement in Section V of this document.

1. Continually review and improve as necessary all departments and units. Maintain accreditation of all currently accredited programs.

Departmental Reviews

• A full review of the Special Education Department was completed in 2001. The reviewers reported that the department was very strong and made recommendations for continual improvement. The department has implemented the recommendations.
• A full review of the Counseling and Personnel Services Department was completed in early 2002. The review committee was very impressed with the strength of the department and made recommendations to help them to continue to exceed. The department has already implemented many of the recommendations.
• A full review of the Measurement, Statistics, and Evaluation Department is underway.

Early Childhood Curricular Revision

The early childhood program has completed revising its curriculum.

Center for Young Children Commission

We have charged a special commission to study the feasibility and advisability of expanding the Center for Young Children to include first through third grade.

Accreditation Reviews

• The college is currently preparing for a 2004 accreditation review by the National Council for Accreditation of Teacher Education (NCATE). As part of this preparation, it has participated in a voluntary Professional Development School site visit by the Maryland State Department of Education.
• The Counseling and Personnel Services Department is in the midst of an accreditation review of its master’s degree rehabilitation counseling program by the Council on Rehabilitation Education.

2. Provide the top quality master’s and doctoral programs.

Revisions of Doctoral Programs

Four departments (Special Education, Counseling and Personnel Services, Curriculum and Instruction, and Policy and Leadership) are involved in major revisions of one or more aspects of their doctoral programs.

Increased Fellowship Support

Evidence of the continuous and rapid improvement in doctoral programs is reflected in significant increases in Graduate School block grant fellowship support. College total awards were $15,000 (1997), $51,650 (1998), $66,200 (1999), $91,903 (2000), and $186,562 (2001).

Placement of Doctoral Students

A primary indicator of the quality of doctoral programs is placement of doctoral graduates in tenure track positions at major universities. We have had a significant increase in the number of graduates interviewing for and accepting tenure-track positions with many at research universities. This year’s graduates have accepted positions at many fine universities, including University of Illinois at Urbana-Champaign, Rutgers, Michigan State University, and SUNY Albany. See www.education.umd.edu/collegeinfo/docgradunivpos.html.

Doctoral Student Honors

Another indicator of the quality of doctoral programs is the number of students recognized for their achievements. (www.education.umd.edu/collegeinfo/docstudenthonors.html)

3. Provide top quality programs in undergraduate and teacher education. Note that some teacher education programs are at the master’s level.

Teacher Education Programs: Increased Secondary Enrollment

The college has rearranged its portfolio of teacher education programs to increase output of secondary teachers, with special focus on critical shortage areas. We developed a multiple pathways approach to secondary certification that accommodates freshman, upper class undergraduates, and career changers through dual majors (arts & science and education), citation/certificate, fast track bachelor’s/master’s, and master’s certification options. As part of this effort, we have worked with the Arts and Sciences colleges on campus on intensive recruitment. The new programs began in Fall 2001 and have resulted in an increase of 56 undergraduate students in secondary education. Most of these are freshmen or transfer students enrolled in the dual major options. Sixteen of these students are planning to teach math, an area of critical shortage.

Arts and Sciences Collaboration

Our effective K-16 collaboration with the four Arts and Sciences colleges has continued. We are working on collaborative recruitment, coordinated advising, and continuous program improvement. In October, Deans Szymanski and Halperin were invited to make a presentation on this collaboration to a special AAU-AAAS meeting. Deans Harris and Szymanski presented on the collaboration at a state site visit by the State Higher Education Executives Organization, and Dean Harris was asked to address the Education Commission of the States on the topic.

Student Teaching

We have disbanded our Office of Laboratory Experiences, which had overseen student teaching, and reintegrated the academic, clinical, and research aspects of teacher education. This process is overseen by the Teacher Education Continuous Quality Improvement Committee, which meets regularly to work towards the highest quality in teacher education. The committee, which is chaired by the Associate Dean for Teacher Education, includes the chairs of three departments, coordinators of all teacher education programs, clinical faculty, school representatives, and representatives from the Maryland State Department of Education.

Professional Development Schools

We have expanded and improved our Professional Development Schools Network. Professional Development Schools (PDS) provide clinical preparation for future teachers and professional development for current teachers. In PDS sites, research, clinical preparation, and professional development relate to school improvement plans and improved achievement of all students. The college has significantly increased the percentage of teacher education students who receive their clinical education in PDS to approximately 75% scheduled for 2002-2003 with an anticipated 100% in 2003-2004. In addition, we have worked continually with schools and the state department of education to improve the quality of our PDSs in accordance with state and NCATE standards.

Undergraduate Retention

The five-year retention rate of the college (i.e., students who entered as freshmen and graduated at UMCP) has risen from 66.7% for 1995 Freshmen to 68.8% for 1996 Freshman, and remains above the campus average of 63.7%. However, the first year retention rate decreased from 96.5% for 1999 Freshmen to 88.7% for 2000 Freshmen.

If Music Education majors, now housed in Arts and Humanities, are excluded from the college data, the College of Education’s first-year retention rate would be 91.6%, which is greater than the campus rate of 91.2%. As noted in Goal 5, we just completed the transfer of 58 Music Education students from Education to Arts and Humanities.

4. Provide students with positive learning experiences.

Graduate Students

• We are in the process of developing a college graduate student group that will advise the dean and the college senate on issues related to graduate students. Of particular interest is working to create a better sense of community for both full and part time students.
• The College is held its first College Graduate Research Day and both the Policy and Leadership Departments and the Curriculum and Instruction Departments are holding Graduate Research Days.

Undergraduate Students

• Personalized Orientation for Incoming Students: Orientation is mandatory for all incoming students (freshmen & transfer). The College limits these sessions to 20 students/program so that the staff can provide personalized advising that leads to the development of an educational plan tailored to the needs of the individual student. Transfer students receive a complete evaluation of transfer course work and a list of remaining degree requirements. Freshmen receive an advising program sheet and four-year degree plan.
• Safety-Net for First-Time Freshmen: Freshmen are encouraged to enroll in a safety net course(s) that provides a small class setting & the opportunity for frequent interactions with a University faculty/staff member. The College offers two safety-net experiences: UNIV 101, Education Version & Education Course Clusters:
• UNIV 101: Two-credit course intended to help first-year students make the transition to college life, meet faculty & staff in the College of Education, gather detailed information regarding the teaching field, and develop academic skills designed to help students succeed in college. The program advisors that teach these courses serve as the students’ academic advisor for the entire freshman year. (2 courses were taught Fall 2001; 3 are scheduled for Fall 2002.)
• Education Course Clusters: A combination of two or more classes that share a common theme focusing on education. The formation of student cohorts is a central component of the course clusters. (1 cluster was taught Fall 2001; 3 are scheduled for Fall 2002.)
• Intrusive Academic Advising: The College has mandatory advising and utilizes a variety of intrusive advising approaches to enhance freshman student success. Numerous academic progress checks occur throughout the first two academic years, including mid-semester grade reviews and end-of-semester progress reports. This level of contact continues until the student successfully completes the 45-credit LEP review. At that point, students are assigned a faculty advisor. Students are encouraged to have an academic audit done upon full admission to teacher education and are instructed to bring the audit to subsequent advising sessions with faculty.
• The College uses contract advising with students who are not making satisfactory progress on the College’s selective admission standards. These students see the Senior Advisor in Student Services, who helps the student develop an individualized plan for meeting the requirements for continuation in the College of Education.
• Students who change of majors into the College are required to attend a workshop that provides an overview of the program requirements and selective admission standards. After the general workshop, students sign up for an individualized session. They may meet with a program advisor or peer advisor, depending upon their unique needs.
• Freshmen Mentoring Program: This program pairs incoming freshmen with upper-class education majors. Mentors meet periodically with freshmen throughout the academic semester and assist students in making the transition to UMCP. Mentors provide general advice to help freshmen learn strategies for negotiating the university environment.
• Peer Advising Internship Program: Last year, the Office of Student Services took over the advising responsibility for prospective students in the College of Education. To meet the additional demand for advising services, peer advisors have assumed a greater role in advising (e.g., assisting with group workshops, preparing advising records for staff advisors, etc.). Peer advisors also have become more active participants in the College’s recruitment and professional development activities.
• Professional Development Workshops: Last year, the Office of Student Services began offering a variety of professional development workshops. The feedback from the College’s student organizations and from participants in the College of Education Diversity Forum was used to identify the workshop topics: Relating Your Education Courses to the Praxis II, Scholarship Opportunities, How to Go About Getting Teaching Experience, Obtaining Certification after Graduation, Preparing for the Praxis II, etc. These workshops occur during the academic semester and are widely advertised on the College of Education Web Site and Listserv.
• Revamped College of Education Office of Student Services Website: Early last Fall, the Student Services website went through a major overhaul. The entire section pertaining to undergraduate studies was revised. Plans are underway to revise the graduate portion of the web site this Spring.
• Comprehensive advising information is available on the web, and students may submit advising questions via e-mail and receive a response typically within a 24 to 48-hour period. This site also provides links to academic advisors in the Arts and Sciences departments affiliated with the secondary education majors.
• The College utilizes its listserv to send notifications to students regarding scholarship opportunities and other important advising updates. Student organizational meetings also are announced over the listserv. Each student organization is listed on the web site, and each group is expected to have its own web page available by the end of the Spring/Summer 2002.
• Extensive Student Involvement Opportunities: The College utilizes its student organizations to support freshman and sophomore Education majors as they progress through the CORE program requirements and as they explore different roles in Education. Most of the student organizations assist students to locate opportunities for getting experience in the education field.
• Kappa Delta Pi, which received the 2001 ACE Award for chapter excellence, will continue to bring in speakers to assist students in their transition to becoming a first-year teacher. TEAMS will take on the coordination of pairing College of Education students with parents who need tutors. TEAMS members also will assist with the College of Education professional development workshops, including bringing back first- and second-year teachers to talk about their transition to the work world.
• The College is increasing the number of events that are being co-sponsored between student organizations to promote unity. These functions are coordinated out of the Office of Student Services and advertised through a newly created student organization newsletter.
• Finally, representatives from the various student groups meet with the Dean at least once a semester to discuss College issues and potential problems/concerns.

Anticipated Program Enhancements Designed to Enhance the Learning Experience for Education Majors

• Greater outreach to first-year students through increased use of web-based advising and the campus Degree Navigator Program Audits (scheduled to be available for Education majors at the end of Spring 2002).
• Creation of a Senior Council for Education majors to help plan graduation ceremony and Senior class events.
• Increased opportunities for education majors to experience a learning-community type experience (as a result of proposed CAPS learning community and the increase use of UNIV100/101 course offerings through other campus units that house double majors).

5. Increase enrollment and selectivity in both graduate and undergraduate programs. (This goal includes campus driven enrollment and credit production targets.)

• By 2004, increase and maintain total enrollment at or above 2350 with graduate enrollment at or above 1100 while also increasing selectivity and diversity.

Graduate enrollment increased from 930 in Fall 2000 to 1,091 in Fall 2001. Undergraduate enrollment decreased from 1,251 to 1,190. It should be noted however, that this decrease includes a transfer of 58 Music Education majors to the College of Arts and Humanities. Thus, undergraduate enrollment remained relatively stable. Total enrollment increased from 2087 in Fall 2000 to 2207 in Fall 2001, for a net gain of 120.

• Increase the number of secondary education teacher graduates to 150 by 2004, with special attention on shortage areas.

We have increased from 96 secondary education graduates in 2000 to 101 in 2001. Due to increased recruitment, we have had an increase of 56 secondary education majors. This increase will not be reflected in graduations for a few more years.

• Maintain or increase the numbers of certified teachers produced.

We have maintained the number of certified teachers produced by the college at 364. It should be noted that, due to some initial reshaping of our programs, this includes the above increase in secondary programs. This year, we anticipate graduating 426 students, due to a cohort bubble. We expect to average around 375.

• Increase and maintain fall and spring total credit production at 36,100 (Note, this does not count EDCP undergraduate courses).

Credit production is not a simple computation for education because various advising and counseling personnel throughout campus use the EDCP prefix for courses they offer. We compute credit production by subtracting the EDCP undergraduate credit production reported from the college total and adding back the actual EDCP undergraduate credit production from our own records. In 2000, the college produced 35,214 credit hours, adjusted to exclude undergraduate EDCP credits. EDCP actually produced 255 undergraduate credits that year. Thus, the 2000 college total was 35,469. For 2001, the college produced 36,682 adjusted credit hours and 753 actual EDCP undergraduate credit hours for a total of 37,435. Thus, the college produced 1,966 more credit hours this year.

• Increase SAT of entering first year undergraduate students and GPA of transfer students.

Freshman SAT scores remained roughly the same with a 25^th percentile of 1130 and a 75^th percentile of 1270. However, we experienced a significant increase in the GPA of transfer students, which has risen steadily from 3.09 in 99, to 3.15 in 00 to 3.25 in 01.

• Increase GREs of graduate students.

Our major interest is the GRE scores for PhD students. Overall college scores increased from 1742 in 1999 to 1854 in 2000 and then decreased to 1814 in 2001.

• Move towards 100% pass rates for the Praxis I and Praxis II teacher licensure examinations.

Praxis results reported in this year’s Title 2 report indicate a pass rate of 89% compared with a state average of 88%. .

Initiative Three

Promote diversity, community, and respect.

1. Work to increase the diversity of our faculty while also increasing excellence.

As part of our effort to diversify the faculty, we hired several African American faculty since last Spring. Last year, we hired one full professor, two professors of practice, and one assistant professor. This Spring, we have hired two more assistant professors. The senior faculty are nationally and internationally known, and the assistant professors have great promise.

2. Increase both the excellence and the diversity of our undergraduate and graduate student bodies through significantly expanded recruitment efforts.

As excellence has continued (see Initiative 2, Goal 5) diversity has continued to increase as noted in the following tables

Total Student Body

Total Percent	Undergraduate		Graduate
	Fall 2000	Fall 2001	Fall 2000	Fall 2001
White	71.9	71.6	67.6	63.6
African American	11.1	10.8	14.7	15.1
Asian	8.1	8.2	4.5	5.3
Hispanic	4.7	5.0	3.1	3.8
American Indian	0.5	0.2	0.5	0.7

3. Promote inclusion of diversity issues in both curricula and research.
• The Associate Dean for Urban and Minority Education is developing a working group of faculty and graduate students to assess the current course offerings in our college in the area of diversity. From this effort, we expect to develop a listing of courses from within and outside the college that are available for graduate students as they build competency in this area.
• Counseling and Personnel Services (CAPS) appointed an ad hoc committee to develop a proposal for an undergraduate citation which will focus on diversity in human relations (exact title of this citation has not been determined). All of the courses in this citation will have a large diversity component. The committee is scheduled to present their proposal to the department in April and we anticipate that some of the initial courses that will make up this citation will be offered this fall. Depending on curriculum approval processes, we hope to implement the full complement of classes that will support this citation in Fall 2003.
• CAPS has for a number of years been a national leader in diversity research. For example, the University of Maryland was ranked the #2 institutional contributor to the Journal of Counseling Psychology for publishing racial and ethnic minority research (1988-1997). Dr. Ruth Fassinger ranked as the 6th most productive publisher on racial and ethnic issues during this time period.
4. Assure that all of our graduates are competent to work with diverse populations. Where appropriate, work to assure exposure to diversity in field experience.
• In the undergraduate curriculum in Curriculum and Instruction, diversity and inclusion are emphasized across the teacher education curriculum. EDCI 280 begins to address this question through the study of teaching and how teachers interact with students within their classrooms. EDCI 441, Children's Literature , focuses on literature that covers a diversity of racial/ethnic groups who are authors and a diversity of subjects. Students are placed in very diverse field settings and both professors and professional development school coordinators help to keep the diversity of the classroom and appropriate ways of utilizing this diversity to promote high achievement on the agenda.
• All CAPS students take at least one class that specifically focuses on diversity issues. In addition, diversity issues are integrated into courses offered across the CAPS curriculum. CAPS is also working to increase the number of practica where students can work with diverse client populations. Dr. Courtland Lee is working with Prince George’s and Montgomery County Schools Directors of Guidance to establish Professional Development Schools, focused on counselor training, in each of these counties. As a preliminary step in developing these Professional Development School relationships, CAPS has placed two doctoral students at Bladensburg High School who will run counseling groups and also provided a "drop in counselor" for the Bladensburg High School Twilight Academy.
5. Promote a college environment for all students, faculty, and staff that respects and values differences.

We have approached this goal in a number of ways, including the following: recruiting African American faculty, putting up a Black History Month display, modeling respect for diversity, and diversifying the associate deans.

6. Facilitate a sense of community among faculty, staff, and students through planning and implementation of activities, events, and opportunities for meaningful collaboration.

To address this goal, we have held a staff recognition luncheon, a faculty party, and a holiday open house. In addition, the dean has held lunch meetings with faculty, and the Committee on Community and Recognition has surveyed the faculty. In addition, we are continuing to pursue placing a Starbuck’s kiosk in the building.

7. Provide regular opportunities to involve retired faculty and staff in the life of the college.

The College of Education Retirees’ Association (http://www.education.umd.edu/COERA/) is continuing its activities. In addition, the dean’s office sponsors a luncheon each semester for retired faculty and staff. A number of retired faculty and staff are involved in college committees and activities.

8. Provide a structure that encourages recognition of faculty and staff accomplishment.

A new joint committee of the College Senate and the Dean’s Office is developing an awards program for the college.

Initiative Four

Ensure an administrative, operational, and fiscal infrastructure that supports a highly ranked college of education.

1. Obtain adequate space to support the programmatic needs of the College of Education.
• We are moving towards an addition to the Benjamin Building. The quiet phase of the capital campaign is underway. The building is included on the campus 10-year plan, and we have drawings of the outside. The economic downturn and budget cuts have slowed the pace of the campaign. However, it is still a major focus of our development efforts.
• We have occupied 8,000 square feet of temporary space in the Tawes Building, and are working to secure additional temporary space in the Cole Building.
• We are investigating rental space opportunities.
• The Benjamin Building has received some internal attention. We have placed new furniture (tables and chairs) in all of the classrooms, and painted major areas.
• A contract has been made for a major environmental assessment.
2. Assure an adequate fiscal and personnel infrastructure.
• Although we have had some personnel changes, we continue to refine our fiscal infrastructure.
• The college has absorbed a budget cut, and, due to current economic challenges, we continue to have uncertainty in the budget. The cut, which included all departments and the dean’s office, was based partially on consideration of credit, degree, and external fund production. The amounts of the cut, rationale, and principles were made public to departments, the college senate, and a meeting of the staff. Some searches are continuing on a day-by-day basis. However, it is important to note that the college remains strong and will come through this difficult period retaining its core of excellence due to the extra hard work of the faculty and staff.
3. Develop an expanded research infrastructure that will support strategic acquisition and management of grants and contracts.
• Our research coordinator continues to assist faculty in obtaining funding. We still need to provide budget support to faculty in some departments. However, the department with the largest need, Curriculum and Instruction, has agreed to build this support into their own plans.
4. Develop an external relations infrastructure to support relationship building and development.
• Within the next few months we will have our full infrastructure in place. The university contracts with Luce Creek Associates to provide support to us for corporate and major gift development. Deb Hudson continues her work as Director of Public Relations, and we are in the process of reorganizing to move Mary Kivlighan into the position of Director of Foundation and Alumni Giving.
• Our public relations efforts have had spectacular success. We have continued to increase our positive media coverage. Our publication program has continued to produce some excellent pieces. This past year, we produced Leaders in Literacy, conference materials, three department brochures, two issues of This Just In, and numerous other publications. Our first issue of our alumni newsletter, Endeavors, has been mailed, and we are planning at least three issues per year. In fact, we were asked to make a pre-conference presentation on promoting our college at the American Association of Colleges of Teacher Education.
5. Raise funds to support the colleges margin of excellence. State funds provide partial support for the basic programs of the college. They do not provide for the excellence in research and scholarship that make us a high quality college of education. This "margin of excellence" requires private funds.
• As noted in Initiative One, Goal 2, we have continued to bring in significant amounts of contracts and grants. Our total of formal grant awards to date in fiscal year 02 is $$13,190,005, and we have received word of another $2,449,333 of pending awards.
• Private and corporate donations have increase considerably. It should be noted that there is some variation due to the timing of annual fund activities. Nonetheless, the following figures show good progress.

Year	Number of Pledges/Gifts	Number of Pledges/Gifts over $1,000	Total
FY 1999	226	20	$1,289,241
FY 2000	353	18	$662,702
FY 2001	290	29	$2,104,547
FY 2002 (through 1/31/02)	285	29	$1,055,904

6. Develop an annual assessment to support continuous quality improvement, including continued refinement of the strategic plan.

This is the second year of the assessment process. The formal assessment is completed by departments and by the college. All department chairs and the dean present the assessments and strategic plan revisions at a special meeting of the Council of Chairs on the first Tuesday of March. This meeting includes members of the College Senate Planning Committee. Comments are provided to assist the chairs and the dean in refining the assessments and plans. The procedure and the assessments are put on the college web page (http://www.education.umd.edu/about.html).

7. Develop a college committee infrastructure, including senate committees, to promote collaboration and shared responsibility in achieving the goals of this strategic plan.

We are continuing to make minor adjustments to the committee structure, which seems to be working effectively.

Initiative Five

Promote outreach and partnerships to increase Pre-K-16 collaboration, improve the lives of the citizens of the state and nation, and engage the community.

As in Initiative 2, we have consolidated the seven goals of the initial plan into the following three generic goals.

1. Provide strategic outreach programs to serve the citizens of the state and nation.
• The College is in the process of developing a college wide master’s program to be offered on an outreach basis.
• The Department of Human Development continues to offer a popular outreach master’s program for students in Montgomery County.
• Beginning this summer, the Department of Measurement, Statistics, and Evaluation will provide a certificate in assessment in collaboration with the National Center for Educational Statistics.
• The Department of Educational Policy and Leadership is involved in the Maryland Educational Leadership Collaborative with Morgan State and Bowie State Universities. They will begin offering an outreach Ed.D. in leadership in the Fall of 2002.
2. Collaborate with the Maryland State Department of Education (MSDE) and County School Districts to improve achievement of all students.
• The Maryland Institute for Minority Achievement and Urban Education
  continues a large number of activities designed to improve student achievement. Some are mentioned in this section. For a complete list see http://www.education.umd.edu/institutesandcenters/MIMAUE/.
• The EDMS department’s Maryland Assessment Research Center for Education Success (MARCES) has been working with MSDE on a number of research efforts to improve the state’s testing programs. These efforts have resulted in presentations at national meetings and publications in professional journals. This joint research effort will continue into the foreseeable future.
• The K-16 Partnership Development Center continues to serve Prince George’s and Anne Arundel Counties. Activities are detailed at
  www.education.umd.edu/k-16/.
• The Mathematics Applications and Reasoning Project (MARS) is in its fifth year with the Baltimore City Schools. (www.education.umd.edu/institutesandcenters/MIMAUE/projects/mars/marsproj.101801.html). Recently, Associate Professor Patricia Campbell received the Urban Impact Award from the Council of Great City Schools for her work in significantly raising mathematics achievement in Baltimore City Schools. (www.education.umd.edu/news/marshonored.wnr.html).
• Professor Sylvia Rosenfield’s Instructional Consultation Teams Project has worked with school districts in Maryland and throughout the nation to help schools identify and address learning problems. The project (www.icteams.umd.edu/) was recently cited for its success in helping Howard County Public Schools reduce over identification of minority students in special education.
• The Institute’s Bladensburg project has provided professional development in literacy and math to teachers in three Prince George’s County Schools. The project has also provided leadership support, instructional consultation, and after school programs. See (http://www.education.umd.edu/institutesandcenters/MIMAUE/projects/bladensburg/investorsreport.010202.html)
• Many members of the college faculty, chairs, the dean, and associate deans serve on committees with the Maryland State Department of Education and county school districts to assist in improving education for all children.
3. Continue to serve the campus through the exemplary early childhood educational program at the Center for Young Children.
• The Center, which serves university faculty, staff, student, and community families, currently has 110 children enrolled.
• The Center was damaged in the September 2001 tornado. Damage was repaired and the center reopened within weeks.
• The college has charged a commission to examine the feasibility and advisability of expanding the Center to include grades one through three.

Initiative Six

Provide leaderships in the use of technology as a tool to improve instructional quality, teacher preparedness, and access.

It is important to note that we have been hampered significantly in this area by both limited fiscal resources and technology challenged space. The recent acquisition of tables and chairs for classrooms makes it more feasible for students to use laptops in class. However, we still have far fewer technology resources for faculty than needed.

Note that Goal 8 (Engage in technology preparation partnerships with K-12 schools) has been consolidated with Goal 6.

1. Model pedagogically driven use of technology to support high quality instruction.
• We have almost all course syllabi on line. At this time, only one department is not online, and they should be by April 2002.
• Approximately 93 courses used technology provided by Education Technology Support during the past semester.
2. Improve the technology infrastructure and technical support throughout the college.
• With campus funding, we have filled the Campus Computing Associate (CCA) position. This position provides support to faculty in using technology in instruction. Since July, 2001, our CCA has provided support to over 40 faculty members.
• Expansion of the technology infrastructure in the college has been hindered by the current budget cuts.
3. Expand or leverage resources to significantly enhance our utilization and delivery of distance education.
• The College of Education is using distance learning technology in many of its research and outreach projects. For more information, see http://www.edtechoutreach.umd.edu/Outreach/.
• The Mid Atlantic Center for Mathematics Teaching and Learning uses distance learning technology for both meetings and collaborative course work with Penn State and University of Delaware.
4. By 2004, assure that all graduates are competent to use information technology effectively.
• With budget cuts and resultant limited technology resources, we have not been able to fully address this goal.
• However, we do have at least two online course sections.
• An increasing number of teacher education students complete electronic portfolios.
• All elementary education students take a computer technology course, and technology is infused throughout secondary education.
5. Increase research efforts focused on the role of information technology in teaching and learning.
• We continue to have a number of faculty whose research efforts focus on technology. For example, Dr. Roger Azevedo just received an NSF Career award for his research which involves hypermedia and science instruction.
6. Provide strategic technology outreach to improve education in the state and nation in conjunction with the college strategic plan.
• Currently, the college provides technology outreach courses in Baltimore City, Queen Anne, Frederick, and Prince George’s School Districts. Three technology outreach courses are now being offered online or as a supplement to face-to-face instruction. One technology outreach course is utilizing the distance learning laboratory.
• The Education Technology Outreach program is aiding in the design of two additional online reading courses for elementary teacher recertification.
• Education Technology Outreach program’s courses and workshops are being recognized by the Maryland State Department of Education and are soon to be added to the MD ONLINE website.
• It should be noted that all technology outreach is fully self-supporting.
7. Engage the business community in technology planning to assure workforce readiness.
• The Education Technology Outreach program is actively involved with the Maryland Business Roundtable and the Prince George’s County Technology Council’s Business Education Linkage Committee.

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Section II: Contributions to the Goals of the Campus Strategic Plan

First, it should be noted that the initiatives of the college strategic plan and those of the campus strategic plan are fully comparable and can be mapped into each other. To illustrate this comparability, they are presented side-by-side.



 

Thus, considering the compatibility of the initiatives, all of the progress on the college strategic plan contributes to the goals of the campus strategic plan.

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Section III: Lessons from Current Progress

From our current progress, we have learned a few lessons as noted in this section.

• Our faculty are truly outstanding. Their accomplishments remain stellar.
• Facilities have become a serious limitation. We have expanded the number and size of our grants and now have nowhere to put them. We must either acquire space in order to continue our expansion.

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Section IV: Notable Changes in Challenges and Opportunities

The economic downturn and budget cuts have limited our growth. This has caused the following challenges.

• Budget cuts have seriously limited the pace of strategic growth.
• There is a critical need for faculty in math and science education in Curriculum and Instruction. The department was cut to the bone in the last economic down turn and now must face increased regulations and increased press to address the teacher shortage.
• Competition has increased in educational leadership, and it will be important for us to develop a high quality niche.

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Section V: Recommended Changes to Initiatives or Goals

The current initiatives of the College of Education Strategic Plan remain important. No changes are recommended. However, it is recommended that some of the smaller goals be consolidated into larger goals in Initiatives Two, Five, and Six. Following are comparisons of the original goals with the recommended consolidated goals.

 

Initiative Two

Proposed New Goal

Original Goal (Coverage in Proposed New Goals Noted in Parentheses)

Continually review and improve as necessary all departments and units. Maintain accreditation of all currently accredited programs. 2. Provide the top quality master’s and doctoral programs. 3. Provide top quality programs in undergraduate and teacher education. Note that some teacher education programs are at the master’s level. 4. Provide students with positive learning experiences. 5. Increase enrollment and selectivity in both graduate and undergraduate programs. (This goal includes campus driven enrollment and credit production targets.)

Continually review and improve as necessary all of our academic programs. Assure that our programs are research-based, pedagogically sound, and serve as exemplary models. (1) Increase enrollment and selectivity in both graduate and undergraduate programs. (5) Provide high quality doctoral education. (2) Improve the quality of undergraduate education. (3) Expand bachelor's/master's in teacher certification and other majors. (3, 2) Increase master's degree enrollments. (5) Collaborate with Arts and Sciences faculty to expand pathways to teaching and improve programs at the undergraduate and graduate level. (3) Provide high quality clinical training for teachers in Professional Development Schools. (3) Provide high quality advising and student service experiences. (4) Promote collaborative programs. (2, 3) Maintain accreditation of all educational programs. Programs are currently accredited by the National Council for Accreditation for Teacher Education, the American Psychological Association, the Council on Rehabilitation Education, the Council on Accreditation of Counseling and Related Educational Professions, and the Council for Exceptional Children. (1) Maintain a high quality laboratory school at the Center for Young Children and expand the operation to better coordinate with the research and education programs of the college. (Initiative 5, Proposed Goal 3) Develop a comprehensive recruitment program to increase the enrollment of highly talented graduate and undergraduate students. (5)

 

 

Initiative Five

Proposed New Goal

Original Goal (Coverage in Proposed New Goals Noted in Parentheses)

Provide strategic outreach programs to serve the citizens of the state and nation. Collaborate with the Maryland State Department of Education and County/City School Districts to improve achievement of all students. Continue to serve the campus through the exemplary early childhood educational program at the Center for Young Children.

Plan strategic outreach activities. (1) Focus our state, national, and international service activities in ways that support areas of greatest state and national need and importance, inform policy development, and promote research-based practice. (1) Develop a Pre-K-16 Technical Assistance and Outreach Center that connects the expertise of this and other universities with the needs of Pre-K-12 schools. (2) Continue to serve the campus through the exemplary early childhood educational program at the Center for Young Children. (3) Assure high quality, customer friendly administration of all of our outreach activities. (1) Collaborate effectively with other colleges and campus units to enhance the quality of undergraduate and graduate education. (Initiative 2, Goals 2, 3) Expand the outreach capacity of the college through state-of-the-art technology. (Initiative 6, Goal 6))

 

 

Initiative 6

Goals 1 through 7 remain the same. However, Goal 8 (Engage in technology preparation partnerships with K-12 schools) is now consolidated under Goal 6 (Provide strategic technology outreach to improve education in the state and nation in conjunction with the college strategic plan.).

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