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. 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://education.umd.edu/collegeinfo/facultyoffices.html , and editorships of major journals are posted at http://education.umd.edu/collegeinfo/facultyeditorships.html . In summary, members of our faculty have received numerous honors the last few years. They serve in key leadership positions in their national professional organization and edit or co-edit major national professional journals in their disciplines. Members of our faculty currently edit the premiere journal in special education, Exceptional Children, and the two major journals in educational psychology, Journal of Educational Psychology and Contemporary Educational Psychology.
• 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, four 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.
• External grant and contract awards for the college have risen nearly 300% in 6 years --$6.5M (FY 96), $5.5M (97), $12M (98), $12.7M (99), $11.2M (00), $20.6M (01), and over $17.9M (FY 02). Currently, both number of submitted proposals and amount requested are ahead of last year. Putting this in perspective, the annual state budget for the college, which includes tuition revenue, is just under $13M. Major funding sources are the National Science Foundation (NSF), the Department of Education (DOE), and the National Institutes of Health (NIH).
• 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, directed by Dr. Martin Johnson, has received federally appropriated funds and continues to expand its activities to include school systems across the State of Maryland and the District of Columbia. The Institute continues to organize college faculty to help them implement research on critical school issues of leadership, curriculum, teaching and learning. The on-campus colloquia and the works of our affiliated faculty are beginning to influence academic programming and the culture of the College. The Institute’s efforts include the Bladensburg project in Prince George’s County and several affiliated projects.
  Last June, the Institute hosted its inaugural conference, "Achievement: A Shared Imperative" with corporate sponsorship from Hyundai Motors and Lockheed Martin, an impressive group of state and national speakers, and an audience of approximately 300. The conference was preceded by a reception on Capitol Hill featuring President Mote, Congressmen Hoyer and Harden, Congresswoman Morella, and Senators Mikulski and Sarbanes.
  See (http://education.umd.edu/institutesandcenters/MIMAUE/).
• The Maryland Literacy Research Center (MLRC) is continuing in its mission to serve the three functions of: (1) providing a forum for interchange among literacy faculty, (2) facilitating research literacy research among members, and (3) synthesizing empirical and theoretical research on central topics such as the conceptualization and measurement of reading comprehension. For the first function, the MLRC held a summer institute retreat in the Oaklands Conference Center in Columbia Maryland with an agenda of the research issues raised by the federal legislation of No Child Left Behind, as well as maintaining its bimonthly exchange of "in press" research among members. For the second function, the MLRC provided research infrastructure for new assistant professors, Min Wang, and Susan Parault to conduct research supported by the Spencer Foundation and the Graduate School grant program. For the third function, the MLRC has planned, outlined and obtained commitments from members for writing and publishing a volume on the topic of reading comprehension to be edited by Dr. Patricia Alexander. See (http://education.umd.edu/literacy/).
• The Maryland Assessment Research Center for Education Success (MARCES), directed by Dr. Robert W. Lissitz, is a self-support research Center within the nationally ranked Measurement, Statistics, and Evaluation Department of the College of Education, University of Maryland. In the three years it has been in existence, it has been a home to a number of large and nationally active projects. The first big project (almost two million dollars) to join the Center was the ERIC Clearinghouse on Assessment and Evaluation, directed by Dr. Larry Rudner. This is a long term Department of Education (DOE) funded unit that has been responsible for collecting all the known information on assessment and evaluation and serving a library function as an international resource for teachers, governmental officials, and researchers who need access to that information. ERIC/AE also develops innovative software and operates an electronic journal (Practical Assessment, Research and Evaluation). MARCES has had a continuing relationship with the State of Maryland, Department of Education, by engaging in a series of targeted projects that serve to answer questions that need careful, thoughtful research based answers. We draw on the expertise of the department faculty and students, as well as expertise held by the research staff members of MARCES. We also provide technical support to a number of research projects undertaken by the Educational Testing Service, The Chesapeake Bay Foundation, and Cisco Systems, to name just three organizations with whom we are working. Another MARCES project (about one million dollars from the National Science Foundation through its Interagency Educational Research Initiative) is a sub contract with the Stanford Research Institute, directed by Dr. Robert Mislevy to develop an elaborated conceptual framework for technology-based inquiry assessments in science education. The second large research center that is housed within the MARCES umbrella is the Center for the Study of Assessment Validity and Evaluation (C-SAVE), directed by Dr. Rebecca Kopriva. C-SAVE is also a national center devoted to encouraging the theoretical advancement of measurement theory, especially in the areas of validity and comparability, determining how the technical quality of assessments and evaluation methods can be improved, and addressing how to improve the accuracy of assessment and evaluation data for diverse populations, especially racial, cultural and language minorities and students with disabilities. C-SAVE, in its second year as part of MARCES, already has over four million dollars in funding. See (http://marces.org/).
• The College social-emotional interest group continues regular meetings. They are exploring possibilities of joint publications and symposia.
• We are continuing to explore the fiscal feasibility of expansion of the Center for Young Children.
4. Improve and maintain the excellence of the college as evidenced by national ratings thus increasing national recruitment, visibility, and impact.
• In July, 2002, the college was ranked 5^th most prolific in the nation in education scholarship according to its publications in ISI-indexed education journals from 1997-2001 (http://www.in-cites.com/research/2002/july_29_2002-1.html).
• As shown by the following tables, the college continues to do well in the U.S. News & World Report rankings and other quality indicators. The college now has 5 top 10 and 10 top 15 specialty rankings. We have more top 15 rankings than any peer and are continually improving in many areas.

 

Table 1.1: College of Education and its Departments: Continued Excellence

Department	Program	U.S. News & World Report Rankings				Other External Evidence of Quality
		2001	2002	2003	2004
College	Entire College	23	22	21	21	Between 1997 and 2002, external funding award amounts have tripled from approximately $6 million to almost $18 million per year.
Counseling and Personnel Services (EDCP)	Entire Department	1	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.
	Rehabilitation Counseling (ranked under allied health in 2001 issue)	15*	15*	15*	9	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
Special Education (EDSP)	Entire Department	10	10	5	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. The Department has been awarded federal funding for five major research centers and institutes.
Curriculum and Instruction (EDCI)	Entire Department	21	17	19	11	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	11	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	14
Human Development (EDHD)	Entire Department Currently, U.S. News does not rank HD depts.					Nathan Fox won a career award from NIH, and Roger Azevedo won an NSF early career award. Judith Torney-Purta won the Nevitt Sanford Award from the International Society for Political Psychology and was elected Honorary General Assembly Member of the International Association for the Evaluation of Educational Achievement.
	Educational Psychology	13	13	11	10	An article in Contemporary Educational Psychology, ranks the college’s faculty as top in the nation in productivity. Several faculty hold divisional offices in APA and AERA and serve as editors for Ed.Psych. journals.
Measurement, Statistics, and Evaluation (EDMS)	Entire Department Currently, U.S. News does not rank MS depts.					An external review recently ranked the department as one of the two best in the nation. Robert Mislevy, a recent high profile hire, is considered to be the top statistics and measurement person in the nation. The Center for the Study of Assessment Validity and Evaluaton (C-SAVE) has received in excess of two million dollars to study the assessment process when it is applied to students who need special accommodations, including students with limited English proficiency. Jim Roberts recently won an NSF early career award.
Policy and Leadership (EDPL)	Entire Department Currently, U.S. News does not rank PL depts.					Many of the faculty members are internationally and nationally reputed in their fields.
	Educational Policy	16 in 98	9	11	11
	Administration and Supervision	17	13	11	12
	Higher Education Administration	17	14	9	10
	Social Foundations Ranking actually done in 2001 issue but reported in 2002 as well. However, the specialty was no longer ranked in 2003	19*	19*	19*	19*

 

Table 1.2: Comparison with University’s Peers

For this analysis, the comparison base is the University of Maryland, College Park’s stated peers, which are the University of California, Berkeley (UCB); the University of California, Los Angeles (UCLA); the University of Illinois at Urbana-Champaign (UIUC); the University of Michigan (UM); and the University of North Carolina at Chapel Hill (UNC). Only those rankings newly reported in 2003 were included.

	UMCP	UCB	UCLA	UIUC	UM	UNC
Number of Top 10 Specialty Rankings in Education	4 (5) (Note that we actually have 5 top 10 rankings. Rehabilitation Counseling is ranked in health rather than education specialties.)	2	3	7	6	0
Number of Top 15 Rankings in Education	9 (10)	3	5	7	7	0
Number of Top 20 Rankings in Education	9 (10)	6	8	10	7	2

 

College or Specialty	UMCP	UCB	UCLA	UIUC	UM	UNC
College of Education	21	11	3	24	8	31
Counseling and Personnel Services	1	NR	NR	18	NR	NR
Special Education	5	NR	NR	5	NR	17
Higher Education Administration	10	NR	3	17	1	NR
Administration/ Supervision	12	20	18	16	9	20
Education Policy	11	4	7	10	4	NR
Education Psychology	10	7	9	4	4	22
Elementary Education	11	14	16	6	10	NR
Secondary Education	14	18	14	5	13	NR
Curriculum and Instruction	11	16	16	4	7	16
Vocational Education	NR	NR	NR	6	NR	NR
Rehabilitation Counseling	9	NR	NR	27	NR	48

1. Continually review and improve as necessary all departments and units. Maintain accreditation of all currently accredited programs.
• The departmental review of Measurement, Statistics, and Evaluation has been completed. This very strong department is examining ways to expand through entrepreneurial ventures that capitalize on its leadership in educational assessment.
• Both the Education Policy and Leadership Department and the Human Development Department are in the process of planning their departmental reviews.
• Extensive effort has gone into the preparation for the NCATE review, which has been deferred to Spring 2005. The individual program self-studies in all teacher education, leadership, and school related counseling and psychology areas have been completed and submitted.
• The School Psychology program has not only completed its self study and been recognized for excellence, but its self study was recognized as a model of excellence.
• The current budget decline, coupled with the significantly decreased spending power in the 90s and the impact of current state unfunded mandates has presented some challenges.
• In their annual assessment reports, departments are now expected to provide explicit description of what data has been gathered on student performance, interpretation of the data, and description of how the data is used for program improvement. (For NCATE programs, this should explicitly follow NCATE guidelines). The initial reports are due in the fall and the full report is posted with the departmental assessments in April.
• Graduate and undergraduate exit surveys have been updated. A new survey will start this year to follow teacher education graduates at one, three, and five years post graduation. Data from all of these sources will be summarized and provided to departments for use in program improvement.
• Performance based assessment protocols are now in development for teacher education and for educational leadership.
• We have received a report from a special commission that studied the feasibility and advisability of expanding the Center for Young Children to include first through third grade. It has been determined that it would be advisable to expand if resources were found. To that end, further committee work has been initiated to determine if a budget neutral expansion is possible.
2. Provide 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) have revised doctoral programs. Curriculum and Instruction has added a new master’s and doctoral level concentration in urban education, and Policy and Leadership has completely revised its leadership doctoral program.

• 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), and $210,076 (2002).

• 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. As can be seen at http://education.umd.edu/collegeinfo/docgradfaculty.html our students continue to be in great demand.

• Doctoral Student Honors

Another indicator of the quality of doctoral programs is the number of students recognized for their achievements. As is evident at (http://www.education.umd.edu/collegeinfo/docstudenthonors.html), our students are well recognized for their achievements. We are particularly proud of the fact that two of our doctoral students received dissertation awards from two different national/international professional associations in reading.

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

• Increased Production of Secondary Teachers

Recently, the College 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. It is still early, since the new programs just began in Fall 2001, however, we already have a slight increase in projected secondary education graduates for this year.

• 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. The K-16 faculty collaboration committee meets quarterly.

• Professional Development Schools

During the past year, we completed the reorganization of the clinical component of teacher education in order to reintegrate the academic, clinical, and research aspects of teacher education. Through this reorganization, the functions previously addressed by the Office of Laboratory Experiences were integrated into the academic departments.
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%. In addition, we have worked continually with schools and the Maryland State Department of Education to improve the quality of our PDS in accordance with state and NCATE standards. We are also working with the Provost’s Commission on the Role of the Research University in Teacher Education to develop a viable funding stream for PDS. The clinical component of our teacher education program, which includes the PDS experience, now costs us $3,451 per graduate over and above regular classroom instruction.

• 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 69.5% for 1997 Freshman, and remains above the campus average of 65.6%. Our one and two year retention rates are still artificially lowered reflecting the recent transfer of the Music Education program to Arts and Humanities.

4. Provide students with positive learning experiences.

Graduate Students

• This year, we formed a college graduate student group to advise the dean and the college senate on issues related to graduate students. Comprised of full- and part-time representatives from each of the graduate departments, the Graduate Student Advisory Board counsels the Dean on the academic and social facets of graduate student life. The Graduate Advisory Board serves as the communication hub between students, their programs, and the Dean.
• The College held its first College Graduate Research Day last Spring. This inaugural program was highly successful, and we hope to make it an annual event. The 2^nd College Graduate Research Day program is scheduled for April 11, 2003.
• In Fall 2002, the graduate portion of the Student Services website went through a major overhaul. Comprehensive advising information is now available on the web, and the site provides links to other web resources that are useful for graduate students (e.g., the newly developed campus website on Graduate Student Involvement).
• The College utilizes its listserv to notify graduate students about important advising updates and deadlines, upcoming professional development opportunities, student organization meetings and events, and scholarship information.
• The College of Education Graduate Education Committee revised the Graduate Exit Survey during Fall 2002 and pilot tested this instrument with a group of graduate students. The committee used the feedback from these students to further modify the survey. The instrument is now in its final form, and we hope to begin using it in Summer 2003. The information obtained from the surveys will be used to inform program planning and development.
• The College of Education, in conjunction with representatives from the Career Center, hosted its first-ever Graduate Recruitment Fair for current UMCP students. The program was designed to introduce undergraduate education majors and students in the Arts and Sciences to the range of graduate offerings and scholarship opportunities in the College of Education. We intend to repeat this event later this Spring and again in Fall 2003.

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. (3 courses were taught Fall 2002; 5 are tentatively scheduled for Fall 2003.)
• 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. (2 clusters were taught Fall 2002; 3 are scheduled for Fall 2003, including one for science education majors that is being offered through the College of Life Sciences.)
• 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 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. The Terp Pals Mentoring Program plans to sponsor a number of events this semester that will bring together all of the program participants. These social functions are intended to help new students get better connected to the College.
• Peer Advising Internship Program: Over the last year, the Office of Student 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. Peer advisors will continue to play a prominent role in the College of Education’s advising and recruitment initiatives.
• The Department of Special Education also sponsors a peer advising program. In addition to providing walk-in advising for special education majors, the special education peer advisors complete a service project each semester. Examples include a job and volunteer bank, a financial aid resource file, and a returning students program that is open to all students in the College of Education.
• Professional Development Workshops: The Office of Student Services continues to offer a variety of professional development workshops. Workshop topics include: 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.

A more in-depth version of the Praxis II workshop has been developed for seniors

who are preparing to take the MD teacher certification exams. The Office of Student Services has purchased an entire set of the ETS Praxis II test preparation materials for this workshop and has placed these resources on reserve for student use.

• College of Education Office of Student Services Website: The undergraduate portion of the Student Services website, which was revamped last year, continues to represent one of the primary vehicles for communicating with students in the College of Education.
• 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 has a web page that is linked to the Student Services site.
• 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. The student organizations, under the leadership of the Undergraduate Student Assembly, have developed closer ties with the Maryland Institute for Minority Achievement and Urban Education and Bladensburg projects and are expected to play a more prominent role in the College’s outreach efforts, including programming events for the annual Maryland Day program.
• 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. Last Fall, this organization co-hosted the annual College of Education Alumni Association Awards Dinner. Early this Spring, it co-sponsored the first-ever College of Education Senior Appreciation Day program.
• TEAMS will take on the coordination of pairing College of Education students with parents who need tutors. In addition, TEAMS members 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. TEAMS also will continue working to develop a stronger tie with the Maryland State Teachers Association in an effort to promote professional development opportunities for its student members.
• Mary McLeod Bethune has initiated a variety of activities that are intended to promote a better sense of community within the College. This group plans to host an educational movie series that will enable students to discuss various issues and ideas related to diversity/multiculturalism. Mary McLeod Bethune also has been developing focus groups for the various students of color in the College to develop more unity within groups. Finally, this student organization is working to get current teachers and administrators to come in and discuss new programs and initiatives that currently are being used in their respective counties and schools.
• The Student Council for Exceptional Children (SCEC) has been collaborating with the other College student organizations to promote a variety of professional development opportunities. These events are designed to increase student understanding of issues related to special education and to better integrate special education majors with other education majors in the College community.
• 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 student organization newsletter. Working collaboratively, the student organizations will play a key role in helping to arrange the May 2003 College of Education graduation reception.
• Under the leadership of the Undergraduate Student Assembly, representatives from the various student groups meet with the Dean at least once a semester to discuss College issues and potential problems/concerns. Last Fall, the Student Assembly assisted in planning the first-ever College Town meetings to provide a forum for students to express concerns and praises for the College. Another forum is scheduled for April 2003.
• Senior Year Experience

The College created a Senior Council for Education majors to help plan the graduation ceremony/reception and Senior class events. Senior class events encompass a variety of activities including in-depth Praxis II workshops for students enrolled in the yearlong internship and the first-ever Senior Appreciation Day Program for students completing the final semester of their program. This day-long event included a number of sessions that were designed to help students prepare for student teaching, graduation, teacher certification, and the first year of teaching. Past student teachers, current teachers (alumni), and representatives from graduate programs and the Education Alumni Association shared their insights with graduating seniors. A principal and MSDE certification specialist were on hand to answer student questions about interviewing techniques and procedures for obtaining MD teacher certification. This event received glowing remarks from the students, and we intend to make it a regular offering for each graduating class.

• Career Center Initiatives

The Program Director from the Career Center has initiated a variety of outreach initiatives intended for students who are in the internship portion of their program. She has conducted more than a dozen Career Center Orientations for the student teacher interns. Conducting these workshops gives her the opportunity to answer questions and to connect with students so that they are kept informed about upcoming events as well as Career Center resources.

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. (Most of the audits already are available; the remaining programs are scheduled to be completed this Spring.)
• Expansion of programming events and activities for the Senior Year Experience, including institutionalizing the Senior Appreciation Day Program for graduating candidates.
• Increased opportunities for education majors to experience a learning-community type experience (as a result of the increased use of UNIV100/101 course offerings through other campus units that house double majors and a proposed bridge program for incoming freshmen who are waitlisted for Fall and subsequently granted Spring admission to the university.)
• The process for awarding College Scholarship Funds is being revised to target more incoming freshmen, Maryland Community College transfer students, and prospective graduate students.

5. Increase enrollment and selectivity in both graduate and undergraduate programs. (This goal includes the following 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.
• Increase and maintain fall and spring total credit production at 36,100 (Note, this does not count EDCP undergraduate courses).
• Increase SAT of entering first year undergraduate students and GPA of transfer students.
• Increase GREs of graduate students.
• Increase the number of secondary education teacher graduates to 150 by 2004, with special attention on shortage areas.
• Maintain or increase the numbers of certified teachers produced.
• Move towards 100% pass rates for the Praxis I and Praxis II teacher licensure examinations.

Progress on this goal is described in the following tables and narratives.

Table 2.1 Enrollment and Selectivity Trends

	FY 2001	FY 2002	FY 2003
New First Time Students	116	123	81*
Fall New Transfer and Other Students	93	82	85*
New Majors	209	206	193*
Total Undergraduate Majors	1,260	1,209	1,138
Total Undergraduate Enrollment *	1,157	1,116	1,009
Fall First Time Student SAT for Majors (75th/25th percentile)	1,280 1,110	1,270 1,130	1,300 1,170
Fall First Time Student GPA	3.66	3.79	3.84
Fall Transfer GPA	3.15	3.25	3.23
New Master’s Students	143	128	169
New Doctoral Students	61	71	102
Combined GRE Scores of Graduate Students	1710	1732	1758
Total Graduate Enrollment	930	1091	1056
Total Majors	2,190	2,300	2,194

Source: OIRP Profiles Website

* Note that the difference between undergraduate enrollment and majors results from the new secondary degree options, in which students often have a major in both an arts and sciences discipline and education.

As demonstrated in the table, undergraduate enrollment dropped significantly while selectivity increased.

• In looking at undergraduate totals, it is important to note that we transferred the Music Education Program and majors to the College of Arts and Humanities in Fall 2001. That accounted for 58 students.
• New undergraduate enrollment decreased, because the campus decreased undergraduate admissions by 5% for Fall 2002, and, predictably the SATs of new freshman rose. This affected us disproportionately since our SAT average is normally somewhat below campus. Our Student Services office has records of a good number of potential education students who came to campus for recruitment visits but were either not admitted or offered late admission. Many of those offered late admission had already committed to other campuses.
• Transfers also dropped because we are at the beginning of a limited enrollment effort to increase production in secondary education shortage areas and decrease in elementary education.
• Both the numbers of new first time students and new transfers are lower than new majors because of secondary education students with primary majors in the arts and sciences disciplines.
• We anticipate an increase in transfer students to make up for the decrease in new admits.
• SAT and GPA for our incoming students did rise, due in part, to the decreased numbers.

Graduate enrollment dipped as well. However, much of that dip is an artifact of reporting. Specifically, last year, we had an error with the registrar in which students registering for a distance education institute were incorrectly classified as special students. We also had 18 late registrations of graduate students. As a result, last years’ actual number of graduate students was 1061 rather than the reported 1091. In addition, part of the drop in master’s students can be explained by Special Education’s overseas master’s program. This is a cohort program, and one cohort finished before the next one started.

Table 2.2 Credit Production Trends

	FY 2000	FY 2001	FY 2002	FY 2003
Undergraduate Credit Production (adjusted to exclude non-college EDCP courses)	?	26,700	27,859	27,767
Graduate Credit Production	10,503	10,564	11,083	12,436
Total Fiscal Year Credit Production	?	37,264	38,942	40,203

Note that 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. Graduate credit production shows the results of our continued recruitment efforts with an increase of 12.2%.

Table 2.3 Teacher Education Trends

	2001	2002	2003*
Certified teachers	364	394	341
Master’s Level Certification	41	64	51
Bachelor’s Level Certification	323	330	290
Non Degree Certificates			1
Secondary teachers	101	89	107
Praxis Pass Rate		89%?	91%
Per Teacher Cost of the Clinical Component of Teacher Education	$2,046	$2,651	$3,451
College Budget Deficit for Clinical Component of Teacher Education	$42,022	$223,279	$303,178

Note that 2003 totals are projected and that this table does not include teachers prepared through HHLP or ARHU.

First, it is important to note that we seem to be moving along in our goal to increase secondary teachers. Nonetheless, there was a significant decrease in teacher production this year due to three factors.

1. Music Education, which produces an average of 10 teachers per year, is now in the College of Arts and Humanities.
2. Undergraduate elementary education decreased from 164 to 125, which is part of a planned decrease that will, eventually, be accompanied by increases in undergraduate secondary majors and master’s degree certifications. We are now in the phase in part of this effort.
3. Recruitment efforts for our master’s certification programs have just begun.

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

Last year was an excellent hiring year. In Fall 02, we welcomed nine new assistant professors and one new associate professor. The assistants included two African American, one Hispanic, and one Asian faculty members. Due to the budget crunch, we only searched for three positions in FY03, and the searches are still in progress.

Unfortunately, we have lost one tenured African American faculty member to another position. On the plus side, however, one African American assistant professor was promoted to associate professor with tenure, and one African American visiting professor will move to a tenure track assistant professor position in the Fall semester. Currently, we have 7 African American assistant, one associate, one full, and 2 professors of the practice along with one African American full professor serving as associate dean. We have 2 Hispanic assistant and one full professors, one Asian assistant and one associate professors, and one American Indian associate professor.

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

The following table depicts the racial composition of the College’s student body. As is evident, we had some loss of diversity in the Fall 2002. We are confident that this was due to the campus decrease in the size of the entering class. Nonetheless, we are working with the Dean of Undergraduate Studies to address the situation.

Table 3.1

	Undergraduate			Graduate
	Fall 2000	Fall 2001	Fall 2002	Fall 2000	Fall 2001	Fall 2002
White	71.9	71.6	74.3	67.6	63.6	63.6
African American	11.1	10.8	8.2	14.7	15.1	13.7
Asian	8.1	8.2	6.6	4.5	5.3	6.6
Hispanic	4.7	5.0	5.6	3.1	3.8	3.8
American Indian	0.5	0.2	0.5	0.5	0.7	0.7

3. Promote inclusion of diversity issues in both curricula and research.
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 reporting the progress on these two goals, it became quite evident that they are intertwined. Thus, they are reported together. A number of departments in the college have significant diversity efforts underway. Highlights are listed in this section.

Curriculum and Instruction (EDCI)

• This year the EDCI Department developed a new masters and doctoral program in Urban and Minority Education. This program will enhance faculty opportunity to further research issues of diversity.
• Dr. Marvin Lynn continues his research on African American male teachers.
• Additionally, Dr. Sheryl Cozart and Dr. Randy McGinnis continue to study issues related to minority teachers and minority student achievement.
• The Department has committed resources to support site visits for the purpose of recruiting minority students. They have been successful in recruiting Mr. A. Dee Williams, an African American teacher, as a full-time student in our Ph.D. program.
• This year the EDCI Graduate Student Association is sponsoring a conference focusing upon gender in the curriculum.
• The department’s professional development schools, which provide the clinical portion of teacher preparation, are all diverse.

Counseling and Personnel Services (CAPS)

• A major revision of the School Counseling masters program was approved by the university. The revised School Counseling program explicitly focuses on preparing school counseling professionals to work in racially/ethnically diverse urban environments.
• Recently the American Psychological Association adopted the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. These guidelines assure that diversity and multicultural issues are prominent in the training of counseling and school psychologists.
• CAPS continues to be a national leader in diversity/multicultural research. 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.
• The College Student Personnel program continues to be a national leader in addressing diversity issues in the education of student personnel professionals and in graduating student personnel professionals from diverse backgrounds.
• Issues of diversity are infused throughout the curriculum in all CAPS programs.
• CAPS programs have developed several new practica settings over the past academic year. For example, CAPS students are working in schools in Prince George's County and Montgomery County that are "majority minority" settings.

Special Education (EDSP)

• Special Education addresses diversity specifically in the philosophical statements underlying their curricula.
• Many of their practica and internship settings offer very diverse populations. The sites they use for internships for elementary programs range from 11.3% to 68% Caucasian, with half being 50% or less.
• A number of faculty in EDSP do research relating to diverse populations, including Dr. Peter Leone, director of the National Center on Education, Disability, and Juvenile Justice.

Policy and Leadership (EDPL)

• Diversity is a specialty in both curricula and research for the Higher Education program. For example, Dr. Sharon Fries-Britt has an ongoing research program studying the college experience of higher achieving African American students in higher education and teaches EDPL 662, Research on Ethnic Minorities and Demographic Trends in Higher Education. Dr. Jeffrey Milem is a research partner with the Harvard Civil Rights Project and Campus Coordinator and Principal Investigator for the Diverse Democracy Project – A ten campus study which examines the ways in which students’ experiences with diversity while they are in college prepare them to participate as citizens in a diverse democracy.

Human Development (EDHD)

• During the past year EDHD hosted two diversity forums designed to help students understand methodologies to research populations with diverse members.
• The newly developed Early Childhood program has specific courses dealing with issues of diversity in early childhood learning and growing, and the Professional Development Sites for clinical preparation were specifically selected for diversity.
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 recruiting African American faculty, modeling respect for diversity, and diversifying the associate deans and dean’s office graduate assistants. We still have much to do.

6. Facilitate a sense of community among faculty, staff, and students through planning and implementation of activities, events, and opportunities for meaningful collaboration.
• This has been a challenging year due to budget cuts. A senate assembly and a town meeting were held to discuss the budget issues. Further, budget related material was posted on the college website in the reports to the senate and town meetings at http://education.umd.edu/dean/deansreports.html.
• Nonetheless, we have continued to support and promote activities that bring faculty and staff together across departments and disciplines. Examples include the colloquia series cosponsored by the Maryland Institute for Minority Achievement and Urban Education and the Department of Education Policy and Leadership, the brown bag series of the Maryland Literacy Research Center, and the meetings of the Social and Emotional Development Interest Group.
7. Provide regular opportunities to involve retired faculty and staff in the life of the college.

The College of Education Retirees Association continues to communicate with and plan events for retirees. The College continues to host a fall and spring retirees’ luncheon. Retirees are invited to the fall alumni awards dinner and to other college events. In addition, they are included on key college mailings.

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

The dean’s office and senate are collaborating to get a college awards program activated.

1. Obtain adequate space to support the programmatic needs of the College of Education.
• We continue our efforts 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, which remains a major focus of our development efforts.
• We continue to occupy approximately 8,000 square feet of temporary space in the Tawes Building.
• We have acquired 17,595 square feet of space in the Cole Building. This space is in the process of renovation and will house funded research and outreach along with units moving from other buildings.
• The environmental assessment of the Benjamin Building has been completed, and mold abatement is underway. However, fiscal challenges have slowed the pace.
• Special Education’s trailers are receiving needed repairs, and renovations have been made in Counseling and Personnel Services.
2. Assure an adequate fiscal and personnel infrastructure.
• Budget cuts have meant that we no longer have an adequate fiscal infrastructure. Departments absorbed cuts from open positions and from graduate assistant funds. As a result, class sizes will be larger and fewer graduate students will be supported. A very large part of the cut was absorbed from the college infrastructure. This included technology support positions, funding for student services, one associate dean position, the state portion of the funding for the Maryland Institute for Minority Achievement and Urban Education, and flexible project funding.
• The lack of an adequate fiscal infrastructure is further complicated by a structural budget deficit in teacher education. From 1998 to 2002, expenditures for the college to produce an average of around 375 teachers a year have increased $557,512 — a 74% increase. Last year, the college incurred a structural budget deficit of $303,178 in order to produce 394 certified teachers. A similar deficit is expected this year for production of 341 teachers. Only through year to year campus assistance have we been able to maintain production in the face of deficit.
• Fortunately, we now have a good fiscal administrative infrastructure in place, led by our Assistant Dean for Finance and Administration, Mary Kivlighan. The work of the budget office has really helped us to proactively manage the budget crisis.
3. Develop an expanded research infrastructure that will support strategic acquisition and management of grants and contracts.
• Our Research Director, Elizabeth Lintz, continues to expand her efforts in connecting faculty with viable grant opportunities.
• We are aggressively working with faculty and departments to increase grants activity. Results, to date, have been excellent. Both proposals submitted and amounts requested are ahead of last year.
4. Develop an external relations infrastructure to support relationship building and development.

Finally, our infrastructure is in place as described in the following bullets.

• Darcelle Wilson, has returned to the college as our new Assistant Dean for Development. She had recently directed President Mote’s Baltimore Incentives Awards Program. She will continue to be funded by and report to the campus University Relations Office, thus, creating a vital link for this college.
• Patricia Costantino, who had served for many years as Director of the Office of Laboratory Experiences, which supported student teaching and related activities, is now Assistant to the Dean for Alumni Relations. This position provides a critical and needed link with our alumni and our new Alumni Chapter.
• As Assistant Dean for External Relations, Deborah Hudson manages publications, public relations, and coordinates with development and alumni activities.
• We are continuing our relationship with Luce Creek Associates and Jo Schram for the short term in order to jump start our development efforts.
• Our publication program includes one high end publication per year, three issues of Endeavors, our alumni newsletter, and periodic issues of This Just In, a brief stakeholder update.
• Our Board of Visitors continues to provide critical guidance to the college, and our newly reconstituted Alumni Chapter is rapidly increasing our connections with our alumni.
• During the past year, we have held very successful alumni events in Baltimore, Philadelphia, and Florida as well as the campus area.
5. Raise funds to support the college 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.
• The economy has made fundraising very difficult. We have a number of interested prospects who are waiting for the market to improve.
• Revenue from the campus annual fund is, however, ahead of this time last year.
6. Develop an annual assessment to support continuous quality improvement, including continued refinement of the strategic plan.
• This is the third year that we have completed the annual assessment. See (http://education.umd.edu/collegeinfo/infostratplans.html) for previous assessments. New this year in department assessments is explicit descriptions of what data has been gathered on student performance, interpretation of the data, and description of how the data is used for program improvement. (for NCATE programs, this should explicitly follow NCATE guidelines).
7. Develop a college committee infrastructure, including senate committees, to promote collaboration and shared responsibility in achieving the goals of this strategic plan.
• We have developed a stable college committee structure. See (http://education.umd.edu/collegeinfo/committeestructure.html).
• This year, two ad hoc committees, adjunct oversight and course evaluation, have done the groundwork for the development and updating of college policies and procedures.

1. Plan strategic outreach activities to serve the citizens of the state and nation.
• Led by Dr. James Greenberg, the K-16 Partnership Development Center, part of the Maryland Institute for Minority Achievement and Urban Education (MIMAUE), has developed strong and ongoing relationships with both Prince George’s County and Ann Arundel County School Systems. See (http://education.umd.edu/k-16/).
• Through MIMAUE’s Bladensburg project, Neil Davidson, Marilyn Chambliss, Wayne Slater, Elizabeth Marshall, and Donna Wiseman are involved in providing professional development and credit bearing courses to teachers in four Prince George’s County Schools as well as tutoring and counseling services to students. See (http://education.umd.edu/institutesandcenters/MIMAUE/projects/bladensburg/).
• Through the Mid-Atlantic Center for Mathematics Teaching and Learning, the Department of Curriculum and Instruction provides extensive professional development services to teachers in Prince George’s County Public Schools. See (http://education.umd.edu/mac-mtl/).
• Measurement, Statistics, and Evaluation provides an outreach certificate program for assessment coordinators.
• Through her Instructional Consultation Teams project, Dr. Sylvia Rosenfield provides extensive consultation services to school districts throughout the state and nation. See (http://www.icteams.umd.edu/).
• The Human Development Department continues to provide an outreach master’s degree for teachers in Montgomery County.
• The Department of Education Policy and Leadership is providing professional development programs for principals and has developed a new outreach Ed.D. program to be offered in St. Mary’s and Montgomery Counties beginning this summer and fall.
• Through the National Center for Education and Juvenile Justice as well as other centers, the Special Education program provides outreach programs throughout the nation.
• The Regional Rehabilitation Continuing Education Program, housed in the Department of Counseling and Personnel Services, provides extensive professional development opportunities for community rehabilitation providers.
• Through our Professional Development Schools, we provided over 6,000 contact hours of professional development to K-12 staff, just in the Fall semester.
2. Collaborate with the Maryland State Department of Education and County/City School Districts to improve achievement of all students.
• The Maryland Institute for Minority Achievement and Urban Education signed a memorandum of agreement with the Maryland State Department of Education and will continue to pursue collaboration with the state and county school districts as well as the District of Columbia.
• We have Professional Development School agreements with Prince George’s, Montgomery, and Howard counties.
• Associate Dean Martin Johnson participates as a regular member of the steering committee of Achievement Initiative for Maryland Minority Students.
3. Continue to serve the campus through the exemplary early childhood educational program at the Center for Young Children.
• The Center for Young Children continues to provide exemplary service.
• An appointed commission recently advised expansion to grades one to three if we can find a budget neutral solution. We are continuing exploration of this possibility.

It is important to note that we have been hampered significantly in this area by both limited fiscal resources and technology challenged space. In addition, while the college is meeting its goals and moving ahead in the area of technology and technology integration, the continual redefinition of the technology field continues to make it a fast moving target. The college has made significant improvements toward meeting its goals, but there are some areas where the redefining of technology has made it necessary to reorganize and refocus its resources. Therefore, an aggressive campaign to publicize both the college’s initiatives and accomplishments is being designed through upgrading the website; working across disciplines to ensure that technology is used in the classrooms to enhance the academic experience; and developing a college wide database that shares student and program information. Outlined below is a summary of many of the initiatives and accomplishments which fall under Initiative Six of the COE Strategic Plan.

1. Model pedagogically driven use of technology to support high quality instruction.
• Provide effective training and support to enable all faculty to use technology effectively in instruction.
• Most course syllabi are now online on department websites.
• Resources to support faculty teaching and research include:
• In house training sessions (i.e., FileMaker Pro, HTML etc…).
• Self sustaining tutorials created from archived training sessions.
• Ongoing brown-bag discussions and presentations by technology support staff and Educational Technology Outreach (ETO), as well as collaborations with OIT Technology Training and Development http://www.helpdesk.umd.edu/training/.
• Personal one on one Learning Sessions and custom departmental training opportunities offered through technology support staff (by appointment);
• On going training available via OIT http://www.oit.umd.edu/as/iit/.
• Online tutorials and resources are available to all College of Education faculty and students through ETO http://www.edtechoutreach.umd.edu/.
• Database users group.
• Web developers group.
• Assure that at least half of all appropriate classes use state-of-the art instructional technology by 2002.
• First year data related to the Maryland Teacher Technology Standards (MTTS) is currently being collected through:
• The Technology in Teaching Survey, an electronic database used to indicate technology integration by faculty in courses.
• Identification of specific courses in each COE teacher education program where the Maryland Teacher Technology Standards (MTTS) can be addressed and a plan for when performance assessments will be completed by students. (A database for keeping track of student completion of the MTTS performance assessments will be developed.)
• Student course evaluations specific to technology integration and utilization.
• Additional MSDE technology standards are addressed in specific courses (EDCI 385 and EDHD 285).
• Syllabi matrix related to MTTS and ISTE/NETS*T (embedded in NCATE) has been created (http://www.edtechoutreach.umd.edu/standards.html):
• To help faculty address and keep track of specific indicators
• To help students keep a running record of how they have met standards
• In house technology support staff are assisting faculty as they integrate technology in instruction.
• Technology courses and online tutorials provide additional opportunities for students to learn technology skills and information necessary for developing electronic portfolios.
2. Improve the technology infrastructure and technical support throughout the college.
• Improve the availability of state-of-the-art hardware, software, and infrastructure so that all faculty can use technology in their courses without problems.
• Equipment available to faculty, staff and students include:
• Audio, photographic, video, and projector equipment (http://www.education.umd.edu/Depts/ETS/faq/morequip.html#audio)
• Laser disk player
• Multimedia carts (computer w/CD player, video projector)
• Laptops (Mac and PC) available for reserve
• Sony Mavica digital camera
• Computer Facilities and Equipment:
• Two mobile Technology in Motion (TIM) computer carts with LCD projector and base station for wireless networking and Internet
• TIM cart I contains 16 wireless enabled G-3 MAC laptops
• TIM cart II contains 10 wireless enabled iBooks
• Open Workstation Lab (OWL lab)
• Main lab: fifteen Macs and thirteen PC's
• Digital Video (DV) lab (linear and non-linear editing capabilities: 2 Digital video stations (Mac and PC) and 2 Graphic stations (Mac and PC)
• PC teaching lab: 20 PC's with instructor station (MAC and PC compatible), projector and display. (Audio and CD writing capability available.)
• State of the Art Service:
• Online reservations (http://www.education.umd.edu/ETS/info/reserve.html), as well as phone reservations, have been implemented.
• The computer resources library of both software and hardcopy resources (textbooks, manuals, etc…) has been expanded.
• There has been a steady increase in the number of faculty utilizing technology equipment (overheads, laptops and projectors, and portable TIM carts) and a steady increase in the use of computer labs for classroom instruction.
• Technology support staff
• Positions and responsibilities have been reorganized and hours of operation have been expanded to better serve the needs of the college.
• Monitor a college reflector set up to inform students, staff and faculty of current issues regarding viruses and hoaxes.
• Are developing a college wide relational database.
• Provide consultation related to equipment services, instructional training, and one on one departmental and faculty support.
• Educational Technology Outreach
• Assists faculty, graduate assistants and students with issues related to instructional technology
• Creates and assists in the development of online courses
• Advises on integration of technology in curriculum content
• Assists with the inclusion of IT in grants
• Technology staff and resources that reside in each of the departments provide additional support efforts in the areas of hardware needs, website development and database design
3. Expand or leverage resources to significantly enhance our utilization and delivery of distance education.
• Technology support services continues to develop in-house online tutorials specific to the COE needs.
• ETO provides an additional database of technology related online resources (http://www.edtechoutreach.umd.edu/resources.html) and is a member of the Maryland Distance Learning Association http://www.marylanddla.org/.
• Free online self-study tutorials are available on topics ranging from desktop productivity software (e.g., MS Office), to Database, Project Management, Web Development and Server Management and Programming for students, faculty and staff, through Element K http://www.oit.umd.edu/sc/online.html -scroll to bottom.
• ETO delivers online courses for graduate credit, CEU’s, and creates modules for professional growth through WebCT and local school system e-learning platforms.
• Modules have been created to address the seven MTTS.
• The college has seen a steady increase in faculty utilization of online environments to enhance and/or deliver instruction.
• The University’s WebCT environment has grown between four and five percent each semester over the past two years. Additionally, Local School System’s (LSS) support their own environment, and faculty working within LSS partnerships make use of these platforms.
4. By 2004, assure that all graduates are competent to use information technology effectively.
• Information above indicates the college’s strategies used to help meet this goal. In addition:
• A syllabi matrix related to MTTS and ISTE/NETS*T (embedded in NCATE) is made available for graduates to keep track of how they are meeting each standard (http://www.edtechoutreach.umd.edu/standards.html).
• An e-portfolio initiative, chaired by Pat Costantino, has begun with initial phase in being implemented through EDHD 285 and EDCI 385.
• Online performance-based assessments are currently used in Secondary Education Programs http://www.education.umd.edu/EDCI/info/Instrument.html and Elementary Education http://www.pba.umd.edu/.
• Modules/on-line tutorials have been created to help address the 7 MTTS.
• Technology Support Services, ETO and collaborative efforts with OIT provide on-going workshops, seminars, training sessions and conferences.
5. Increase research efforts focused on the role of information technology in teaching and learning.
• We continue to have research efforts which focus on technology and IT use for teaching and learning.
• Dr. Roger Azevedo received a NSF Career award for his work related to hypermedia and science instruction.
• High-Quality Teaching (HQT) Study, a four-year study of teaching quality that focuses on what teachers do to help struggling 4^th and 5^th grade students succeed in reading and mathematics, has teachers utilize personal digital assistant’s (PDA’s) to effectively and efficiently collect and analyze data.
• Dr. David Hammer’s (EDCI/Physics) research in science learning, focusing on physics, and the use of technology tools for science inquiry and developing new learning environments http://www.physics.umd.edu/perg/.
• Dr. Emily Van Zee’s work on using probeware and the Internet to enhance science learning: http://www.education.umd.edu/Depts/EDCI/info/vanzeehomepage/MotionDetector.html .
• Other College online initiatives include:
• The Building Learning with Technology project funded by the U. S. Department of Education has involved many COE faculty and students in developing and implementing technology-enhanced units that are being used in courses for future teachers. Sample units and the processes used to create these are available online http://www.education.umd.edu/blt/projects.html ;
• Baltimore Learning Community, a consortium led by the University of Maryland and the Baltimore City Public Schools, which focuses on collaborating with teachers and administrators to infuse technology into the curriculum, develop online resources to facilitate student learning, and provide professional development opportunities for participants http://www.cs.umd.edu/hcil/blc/;
• ETO is involved with the Mid-Atlantic Regional Technology in Education Consortium’s (MAR*TECH) new initiative in creating materials, resources and professional development for teachers on assistive technology (AT) for the general classroom. http://www.temple.edu/martec/inviconferenceagenda.html;
• The College continues to move ahead with NetTech, the Northeast Regional Technology in Education Consortium initiative. This is a partnership designed to provide the vision, experience, and expertise, needed to assist K-12 schools and other educational institutions in planning, implementing and continuously evaluating and refining effective educational uses of technology. http://www.geminfo.org/Consortium/Members/00320.html
• ETO continues work in the area of technology PD evaluation and best practices and is partnering on a number of research based grants.
6. Provide strategic technology outreach to improve education in the state and nation in conjunction with the college strategic plan.
• Technology courses, workshops and seminars are delivered in Queen Anne’s County Public Schools, Baltimore City Public School System, Frederick County Public Schools, Prince George’s County Public Schools, Montgomery County Public Schools and the District of Columbia Public Schools. Much of the traditional technology funding has disappeared, and ETO has pursued other funding opportunities to provide activities for local school systems that can no longer support technology training for teachers. Increased training in 21^st century technology literacy and technology for the STEM classroom is a focus.
• The online and tutorial based MTTS modules will be made available for practicing educators for MSDE credit for a fee.
• The Young Scholars Program: Learning Environments for the 21st Century: Students, Learning and Technology will allow rising juniors and seniors to explore the connection between the field of Education, STEM & 21^st century skills. http://summer.umd.edu/youngscholars/.
• The first Cyberethics Seminar was a great success and has been expanded this year to a larger statewide audience.
• COE faculty and staff stay abreast of current technology trends and serve on a number of state and national initiatives:
• Dr. William Holliday is a member of the Technology Research Advisory Committee (TRAC).
• Dr. James Greenberg serves as a member for the Center for Teaching Excellence and is a member of the campus classroom support pilot project (technology teaching theatres).
• Associate Dean Donna Wiseman, serves as a member of the Information Technology Advisory Council.
• Dr. Stanley Bennett, is Director of the MD Building Learning with Technology project. He has also been Project Manager for a grant with MSDE to develop the Maryland Teacher Technology Standards, the Elementary Education Online Performance-Based Assessment, and the electronic portfolio initiative (with Pat Costantino, Marie De Lorenzo and Sue O'Connell).
• Davina Pruitt-Mentle, serves as a member of the MD Business Roundtable Educational Technology Committee, MD State Technology Plan Committee, The National ISTE/NETS*A (TSSA) Standards Committee, Howard County Educational Technology Advisory Committee (Chair), Prince George’s County Chamber of Commerce Educational Subcommittee, UMD IT Collaborative, the MD online Teacher and Administrator Assessment Committee, the National MAR*TEC (AT) Committee, and serves as the Chair for Workforce/Education Committee for the Tech Council of Maryland.

 

7. Engage the business community in technology planning to assure workforce readiness.
• The college continues to serve and support the business community through a number of industry initiatives, this include: the MD Business Roundtable for Education: Technology Committee; the Prince George’s County Chamber Of Commerce Education-Business Linkage Committee (to help develop IT internship/externships for students and teachers); and Chairs the Tech Council of Maryland, Prince George’s Chapter — Workforce/Education Committee, to name just a few.

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.

• Our faculty are truly outstanding. Their accomplishments remain stellar.
• The budget cuts have severely limited our momentum.
• 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.

The College of Education faces challenging times. Opportunities are more plentiful than ever before; so, too, are challenges. Interestingly some phenomena are both challenges and opportunities.

• The Professional Development School Component of the Maryland Redesign for Teacher Education

• Unusual Budgetary Leanness

• Major Budget Challenge

• The State Teacher Shortage

• No Child Left Behind
  The Federal education legislation, No Child Left Behind, presents a major challenge and opportunity for the college. On the one hand, the legislation would seem to dictate changes in the elementary, early childhood, and special education curricula in order to assure content degrees. On the other hand, the legislation emphasizes the research base of educational practice. The outstanding researchers at the college are key to the growth of this research base.

• Assessment
  The current legislative focus on assessment in education can be seen as a major opportunity for the college. With Dr. Robert Mislevy and other faculty and staff, the Measurement, Statistics, and Evaluation department has some of the best scholars on educational assessment in the nation. They are investigating additional ways to capitalize on this opportunity beyond the outreach certificate program that they just initiated.
• Diversity
  Diversity if a strength and opportunity for our college. Our area is extremely diverse, and the college is addressing diversity in many ways, for example, through the Maryland Institute for Minority Achievement and Urban Education, the new Urban Education concentration in Curriculum and Instruction, and the diversity emphasis in many other departments. Further, Black Issues in Higher Education ranks University of Maryland, College Park 2^nd among traditionally white universities and 3^rd overall in the production of African American doctoral degrees and 4^th among traditionally white universities in the production of African American bachelor’s degrees.

No changes to the initiatives and goals of this plan are recommended at this time.