Institutional Report - Standard 6: Unit Governance and Resources
Last Update: 1/15/04 *

The College of Education (COE) serves as the unit and exercises its authority for identifying, developing, and using appropriate resources for professional education through: a) the Teacher Education Council, b) the entire faculty of the unit serving as a legislative body rather than a senate, c) the standing committees of the unit, and d) the departmental faculties and their respective committee structures.  The COE is responsible for all academic and administrative functions related to professional education and as such, it provides the leadership for all programs at the institution designed to prepare education professionals to work in P-12 schools.

The COE provides leadership through exemplary teaching, research that develops and refines theory and improves practice, and outreach to schools and communities.  The School is dedicated to the development of education professionals who are intellectual leaders; who are prepared to participate in professional, social, and technological change; who are committed to lifelong learning and continuing professional development through inquiry and reflection on practice; who bring a multicultural perspective to their professional practice; and who exercise the responsibilities of citizenship in a global society that is interconnected and interdependent.

Along with its three undergraduate majors--elementary education, social studies education, and special education, the COE is responsible for providing the professional core courses for secondary majors across campus, as well as some service courses for those majoring in early childhood education in the School of Consumer and Family Sciences.  Secondary candidates major in the disciplines they will teach and receive bachelor's degrees from the academic schools that house their disciplinary majors (i.e., School of Agriculture, School of Consumer and Family Sciences, School of Liberal Arts, School of Science, and School of Technology).  This model, characterized by strong collaborative preparation both in content and in pedagogy, is valued highly throughout Purdue and by employers in the teaching field (see Structure of Teacher Education Program and Teacher Education Program Organization Chart).  Complete listings of the Initial Teacher Preparation Programs and Advanced Preparation Programs are posted on the Teacher Education at Purdue Accreditation Site.

Since the last accreditation visit there have been a number of leadership changes at the university and unit levels.  Dr. Martin C. Jischke, Purdue's 10th president, (Meet our president) assumed the responsibilities of his office on August 14, 2000.  He succeeded Dr. Steven C. Beering, who stepped down after 17 years as Purdue's president.  At the November 2001 meeting of the Purdue University Board of Trustees, a new strategic plan was approved for the University.  The plan calls for data-driven decision making; a key focus for 2003-04 is the collection of the data essential to move ahead.  Purdue selected several data points for comparison with peer institutions.  One highlight of the strategic plan is the development of Discovery Park.  Discovery Park - a research and entrepreneurial cluster to be built on the south edge of campus - has made the planning and staffing of these facilities critical.  Its mission is to provide Purdue University with facilities, leadership and systems that transcend traditional academic boundaries, fostering an innovative interdisciplinary environment for learning, discovery and engagement that leads to intellectual excitement, scientific achievement, and economic growth and opportunities.  As part of Discovery Park, the Discovery Learning Center assists Deans and Department Heads with start-up costs for faculty whose research interests match areas targeted by the Learning Center.  For 2004, it will focus efforts on the support of start-up requests associated with hiring new faculty whose research interests are in education program evaluation and assessment, or the evaluation and assessment of learning.  The president continues to build alumni and donor support and create a number of educational partnerships within the State of Indiana.  Working cooperatively with state government to achieve better education for Indiana citizens is one of Jischke's highest priorities. 

On July 1, 2001 Dr. Sally Frost Mason became the Provost.  Provost Sally K. Frost Mason, Professor of Biological Sciences, succeeded Robert L. Ringel, who served as executive vice president for academic affairs since 1991.  The Office of the Provost coordinates and manages all academic programs and policies at Purdue University.  All university schools and academic offices of Purdue University report to the Office of the Provost.  Shortly after her arrival, Provost Mason made it very clear that she was strongly committed to teacher education.  She chaired a meeting with all of the deans of schools with teacher education programs and emphasized the importance of teacher education to the university.

Unit head and Dean Marilyn J. Haring stepped down from her administrative duties and returned to the classroom on June 30, 2001 after having served as dean of the school for ten years.  Dr. Jerry L. Peters was named as the interim dean at that time and continued to serve in that capacity until Dr. George W. Hynd, University of Georgia's associate dean for research and external affairs, was named the dean of the Purdue University College of Education effective July 1, 2003.  Since Dean Hynd arrived on campus a number of significant changes have occurred.  These changes include:  the approval of the COE Strategic Plan; the submission of the Strategic Plan to the Provost; the creation of a task force to recommend new programs aimed at faculty support and development; the creation and posting of several new faculty positions, including two new associate dean positions; increased support and reinvigoration of an expanded PDS model; and reaffirmation of the importance of the pursuit of external funding by faculty to support learning, discovery, and engagement activities.  Concurrently, and as articulated in the COE Strategic Plan, development initiatives have focused on increasing the number of scholarships and endowed professorships.  Despite these changes in administrative personnel, the teacher education programs have remained vibrant and continue to be recognized as preparing high quality educators.

Element 1: Unit Leadership and Authority

The primary responsibility and authority within the unit reside with the dean, associate deans and department heads for identifying, developing and using appropriate resources for professional education.  Authority and responsibility are aligned in these positions, and both the incumbent dean and his predecessor have made active, continuous adjustments to shifting conditions in identifying, developing, and using appropriate resources for professional education.  Each has supplied the associate deans and department heads and the faculty with crucial information about the acquisition and use of appropriate resources.  The Dean of the COE is the Unit Head and as such is responsible for the overall direction, coordination, and development of COE activities.  The Dean is responsible for all personnel and budget matters and oversees long range planning and academic program development.  The unit also recommends candidates to the Indiana Professional Standards Board (IPSB) for teacher licensure from all departments across the campus.

Since the last NCATE/IPSB accreditation visit the regional campuses, Purdue North Central (PNC) and Purdue University Calumet (PC) have been given academic autonomy.  The advanced programs at PC were granted full accreditation in 2000 by NCATE/IPSB and full accreditation by NCATE/IPSB for their initial programs in 2003.  PNC will seek first accreditation by NCATE/IPSB in 2006.  PNC's advanced program will continue to be accredited through the West Lafayette campus.  Representatives from PNC and PC serve on the Teacher Education Council.

The organization of the College of Education includes two academic departments: Curriculum and Instruction and Educational Studies.  Each department is chaired by a tenured faculty member who serves on the COE Leadership Team, an advisory committee to the Dean of the School.  Currently, a .25 FTE Associate Dean of Research and Development, a .25 Interim Associate Dean for Engagement, and a .50 FTE Interim Associate Dean of Academic Programs also are members of this leadership team.  Two new associate dean positions have been created and are currently being advertised.

The primary function of the Teacher Education Council (TEC) is to deal with curricular matters on behalf of the six Schools that have concern and programs for the preparation of teachers in the University (see TEC organization chart).  In an operational sense, the Council serves as "the faculty" for teacher education curricular recommendations.  The Council takes recommendations from departments and schools where majors in teacher preparation reside, examines those recommendations in light of institutional, state, and professional association standards, and makes recommendations to the Dean of the COE on behalf of all six Schools programs that lead toward licensure in the State of Indiana (see Operational Guidelines).

Each teacher preparation program has a convener who is responsible for meeting with program area faculty on a regular basis to discuss curricular and licensure issues.  They are responsible for developing and submitting to the Teacher Education Council changes in its programs.  The process used for changes to a program area can be found in the following diagram: Participation of the Teacher Education Council in Curricular Redesign of Teacher Education Programs.  If the Teacher Education Council finds problems with the proposed change, the usual procedure is to return the proposed change to the program area for re-examination and resubmission.

Minor changes are routinely handled by the Executive Committee of the Council and the TEC is informed.  If a Teacher Education Council member believes that the Executive Committee erred in approving a minor change, the question may be raised at the Teacher Education Council meeting and the action of the Executive Committee may be overturned.  The changes approved by the Executive Committee will be listed on the agenda and recorded in the minutes (see Meeting Minutes and Agendas).  Substantive changes are brought to the full Council for review and approval.

In addition to the governing policies of the University the system of governance for the College of Education is set forth in the Bylaws approved by the School faculty by ballot on March 10, 1989, with the last revision on October 7, 1999.  Linkages have been developed, and are being effectively maintained within the COE, among the School and other University offices and groups, and between the COE and schools and agencies external to the University.  The COE Bylaws identifies the Teacher Education Council (TEC) to serve as a link between the school and other schools that offer teacher education programs. 

Reflective of the historical commitment by Purdue as a land grant university to educate teachers in the content area subjects, the TEC is comprised of representatives from six different schools at Purdue University, two regional campuses, K-12 partners, and candidates preparing to become teachers.  The TEC, presided over by the Dean of the COE, has served as an effective conduit for coordinating the efforts, ideas, contributions of courses and other experiences provided by faculty engaged in teacher education programs in the various departments and Schools within the University.  Representatives from these departments and Schools are members of the TEC and therefore are engaged in discerning and influencing the development of policies, programs, and planning for the operation of teacher education.  Beyond this most formalized linking mechanism, the School's dean has lines of communication and reporting with the President, Provost, other School deans and administrative officers within the university to achieve the cooperation and coordination of resources necessary to maintain effective teacher education programs.

The unit is responsible for ensuring that programs for all teacher preparation at Purdue University meet the Indiana Professional Standards Board (IPSB) and the National Council for the Accreditation of Teacher Education (NCATE) standards.  Should the unit seek to add new program areas to its present offerings, this would be done internally with the approval of the appropriate department faculties, departmental and school curriculum committees, the Teacher Education Council, the Graduate Council, the Provost, the Senior Officers of the University and ultimately, the approval of the Board of Trustees.  External approvals would be necessary from the IPSB and in the case of any new degree programs, the State of Indiana Commission for Higher Education.

The admission and retention standards of the University are carried out through the Office of Admissions in the case of undergraduate students and the Graduate School in the case of graduate students and post-baccalaureate students, unless they are completing undergraduate coursework only.  Admission to the teacher education program is separate and distinct from admission to the University.  A detailed description of the admission and retention procedures for teacher education candidates passing through the performance-based gates can be found at the Office of Professional Preparation and Licensure (OPPL) web site.  OPPL handles teacher education program admission/retention and program completion functions.   OPPL develops and distributes materials describing programs and procedures and maintains a general information web section with program descriptions that are accessible to the public.  In addition, OPPL also maintains an academic advisor listserve that informs all teacher education academic advisors from across campus about teacher education issues and concerns.  They also meet with academic advisors from across campus on an annual basis to update them on issues related to teacher education and licensure (e.g., 8/2003 Agenda, Notes).

The COE Office of Advising and Recruiting provides guidance and direction to prospective students and undergraduates in Elementary, Special Education and Social Studies Education.  Other academic counselors/advisors advise candidates enrolled in the teacher education programs within their schools, i.e., advising occurs within other schools.  In the COE as in the other schools, the advising office staff is responsible for the recruitment of prospective students, Change of Degree Objective (CODOs), transfers, scholarships and Ambassadors.  College of Education Ambassadors serve as hosts, guides, helpers, greeters at College of Education activities-- School Honors Programs, Recruitment Day, Family Day, on- and off- campus receptions, Dean's meetings and the like.  A teacher education listserve has been developed so all teacher education candidates receive communication concerning teacher education updates.  Teacher education candidates housed outside the COE receive appropriate counseling from qualified counseling staff within their respective school.  Key elements of the academic advisor's role is to discuss with each candidate the content of the semester's course work, discuss future course work in terms of interests and aptitudes, to discuss ways to improve and enrich academic performance and to explain academic policies as needed.

The School dean has opened and developed lines of communication with the schools, alumni groups, Indiana Professional Standards Board, Indiana Department of Education, U.S. Department of Education, foundations, parent groups, legislative bodies and other key education stakeholders outside the institution.  All of these groups, units and offices have been encouraged to communicate and exchange ideas to improve teacher education at Purdue University and P-12 schools.  Advisory Groups such as the Dean's Advisory Council, College of Education Advisory Committee, Professional Development School Steering Committee, and College of Education Alumni Board are provided opportunities for input and feedback.

With the November 2001 approval, by the Board of Trustees, on a new University Strategic Plan each School was given the charge to develop a strategic plan that was in concert with the university's mission, goals, and priorities.  Because of the anticipation of the new Dean and change in COE leadership, the development of the COE's strategic plan was delayed.  The COE Strategic Plan was submitted to the Provost for approval on December 11, 2003.

In addition to the two academic departments, the School's scholarly mission is augmented by the presence of established centers and institutes.  The 2001-02 COE Annual Report, Centers of Excellence, focuses on the School's Centers and Institutes.

Element 2: Unit Budget

The budget trends for the unit, as well as the most recent budget for the 2003-04 fiscal year are available for review.  A comparison of the unit's budget to two other Purdue units also are available.  Included are the Schools of Consumer and Family Sciences and Management.  Despite variations in size, these units were selected as useful for comparison purposes because each is a professional school.

Each department within the School receives an annual allocation for its supply and expense needs.  Additional funds or special allocations also are sometimes made available from university resources outside the school and are organized within major expense categories.

Central administration has provided financial support and equitable salaries for decentralized university supervisors so they match the salary of local university supervisors.  The funds needed have increased the stipend paid to cooperating teachers (which had not been increased since 1975) and the travel for all university supervisors to visit student teachers and for instructors to visit and work at local schools with Purdue teacher education candidates in the different Blocks.

Local school personnel who are involved with providing early field experiences for teacher education candidates earn tuition credit vouchers for their school corporations.  These vouchers allow school personnel to attend Purdue and take a credit course for free. 

Element 3: Personnel

Purdue has the best university work environment in the country, according to a survey of researchers in the October 20, 2003, issue of The Scientist magazine. According to the responses of approximately 2,200 tenured faculty at U.S. institutions, Purdue offers its faculty the best combination of research support, infrastructure and other benefits. Among 130 institutions ranked, only the Fox Chase Cancer Center in Philadelphia exceeded the university's merits, making Purdue the top-ranked academic work environment at any U.S. university.

The unit has sufficient numbers of faculty and staff, including cooperating teachers and other field-based supervisors, with the appropriate knowledge, skills, and dispositions to provide quality curriculum for professional educators and other school personnel.  The unit also provides sufficient administrative, clerical, and technical staff to support unit programs.  The Unit also has a strong pool of adjunct and clinical faculty to support their work.  Care is taken to ensure that the limited term lecturers and graduate teaching assistants are aware of the conceptual framework in the development and implementation of their teaching.  In addition, they are evaluated by candidates using the same evaluation forms as that used by tenure-line faculty.

Attaining and preserving excellence in learning is one of the major goals of the Purdue University Strategic Plan. The University has established a Strategic Faculty Reserve to fund new faculty lines to enhance learning outcomes. Allocations for these "strategic faculty hires" are made to units to: a) reduce reliance on teaching assistants; b) diversify the faculty; c) increase opportunities for interdisciplinary work; and d) enhance program quality.

The Provost allocated funds for the unit to make its first strategic hire, a tenure-track assistant professor in the Educational Technology program in the Department of Curriculum and Instruction. Second, the Provost has allocated funds for the unit to make three additional strategic hires for the 2004-05 academic year: a distinguished professor in social studies education, a tenure-track assistant professor in elementary math, and a tenure-track assistant/associate professor to teach the Block V classroom management course.  Faculty size will increase by 4.0 FTE from the end of the 2002-03 academic year to the beginning of the 2004-05 academic year.

These strategic hires represent a significant improvement in faculty resources in two ways. First, all of the new strategic faculty hires this year will teach in the undergraduate teacher education program. Therefore, there will be a reduction on reliance of teaching assistants. Second, we already have been successful in increasing faculty diversity with recent hirings and have the opportunity to further enhance this dimension of faculty quality. We anticipate making 8-12 additional strategic faculty hires over the next five years. Subsequent hires will enable us to expand our collaboration with other academic departments, particularly in science and math. The additional hires also will enable the unit to further diversify the faculty and reduce reliance on teaching assistants. When the strategic hiring process is completed, we believe we will have transformed a good faculty into a superior faculty with corresponding improvements in the performance of our candidates.

Work load assignments accommodate faculty involvement in learning, discovery, and engagement, including curriculum development, institutional committee work and other internal service responsibilities.  Purdue University is the Indiana land grant university with a learning, discovery, and engagement mission.  All tenure-track faculty are expected to be actively involved in learning, discovery, and engagement to the university, the state, and the profession including international activities.  Their work load assignments are based upon that expectation.  Faculty work load assignments are the responsibility of the department heads.  They work to ensure that all faculty are involved in institutional committee work and other internal service responsibilities found at a major research university.  This is reflected in the faculty vitae and faculty advising load reports.

Most faculty members teach both graduate and undergraduate courses.  The load of 6-credit hours per semester on the West Lafayette campus is made on the assumption that approximately half of the faculty member's time will be devoted to teaching and half will be devoted to scholarship and service.  Courses are offered in the traditional classroom setting as well as via the use of distance education (e.g., Polycom video conferencing and WebCT).  Appropriate technical assistance by COE Technical Support Staff is provided to those faculty and staff who utilize alternative modes of instruction.  Teaching loads are reduced further when faculty secure external grants. 

Other reductions in teaching assignments are provided upon assumption of responsibility for internal services.  It is COE policy at the West Lafayette campus that teaching loads are increased for tenured faculty members whose productivity related to scholarship has declined.  This policy is still within NCATE guidelines.

As active scholars and researchers, faculty are not only informed, but serve as leaders in the developing work and debates in their specialties and general education.  Examination of recent publications and presentations at national, regional, and state meetings demonstrates clearly their active involvement.

Systematic and regular faculty development activities are provided to faculty.  For example, tenured faculty are eligible for sabbatical leave to update and strengthen their professional skills and viewpoints.  Sabbatical leave policy is that after 12 semesters of employment, faculty are eligible for one semester of leave at full salary or for the academic year at half-pay for the purpose of advancing their professional growth, acquire new skills, or renew their intellectual development through study, research, and writing.

Another example of the faculty development program is the availability of Purdue Research Foundation grants awarded each year to faculty members of research projects that support graduate candidates engaged in Ph.D. thesis research.  These are one-year (12 month) grants and may be renewed for one additional year upon request.  Moreover, the Purdue Research Foundation provides Summer Faculty Grants to enable full-time, tenure-track, academic year faculty to continue full-time scholarly work during the summer.  Also, the Purdue Research Foundation provides grants for international travel.  These $2500 grants enable faculty members to contribute to international meetings in their special area of endeavor.

To improve college teaching, the Center for Instructional Excellence regularly offers a series of workshops for Purdue faculty.  The Basics of College Teaching workshops consist of ten 90-minute group meetings and graduate credit can be awarded.  Additional workshops on advanced topics also are offered.  The Office of the Provost, in cooperation with the Teaching Academy, also offers a series of lectures on teaching called Conversations on Teaching each year.  These lectures are presented by faculty members recognized for their teaching on campus.

The Sponsored Program Services (SPS) office conducts external grant orientation seminars for faculty each fall semester.  This program is designed to enhance faculty members' competitiveness in obtaining funding for research and training programs.  The three-hour workshop focuses upon successful proposal writing and the resources and services available to faculty members from SPS.  Other workshops are conducted each year for faculty to help them acquire competencies relevant to the development of grant proposals.  Simulation-based approaches are often used in these workshops with a focus on the application of concepts and procedures to the participant's project idea.

The International Programs Office provided International Department Grants in a continuing effort to enlarge Purdue's Study Abroad opportunities including faculty exchange and collaborative research.  Funding was provided for the development of two study abroad programs for the College of Education that began the summer of 2003.

Research seminars and colloquia represent yet another component to facilitate faculty development.  The research seminars organized by the career and technical education program area of the Department of Curriculum and Instruction, provide a forum for faculty members and graduate candidates to present their research.  Another purpose of the seminar is to encourage faculty collaboration in research endeavors.

Another component of the faculty development program consists of retreats.  Faculty in the Department of Curriculum and Instruction and in the Department of Educational Studies attend a retreat in the fall of each year.  Each of these retreats was designed to review the Conceptual Framework, discuss long range planning and departmental/school goals.

The Office of Field Experiences (OFE) is responsible for all of the field experience placements.  OFE regularly provides orientation programs for cooperating teachers and university supervisors.  The Division of Educational Leadership and Cultural Foundations offers a graduate course in supervision.  Orientations also are provided for graduate teaching assistants. 

The ITaP Research Computing Services group (RCS) offers a series of free non-credit short courses designed to help Purdue candidates, faculty, and staff take advantage of the services and resources it provides. This series is offered three times a year during the fall, spring and summer sessions.

The Purdue University Libraries also offer research assistance and grant opportunities for faculty to support research expenditures in their area of expertise.  Furthermore, whenever possible, departments and the university provide funds to assist faculty in attending conferences, short courses, and workshops throughout the world.

Feedback from initial and advanced candidates, professionals in the field, and alumni is solicited in order to improve instruction and to assist in faculty development activities.  For example, each year the Purdue Student Education Association (2003 Student Organizations Brochure, 2004 Student Organizations Brochure) sponsors a forum in which candidates discuss concerns with faculty and administrators.  In addition, a COE Advisory Committee provides feedback on academic issues and programs.  Members include teachers, administrators, and other education professionals.  The Purdue Education Alumni Association assists with special events like Homecoming and Gala Weekend and helps keep the alumni informed about changes in teacher education.  The Dean's Advisory Council focuses more broadly on philanthropic support for the long-term needs of the School.  It engages in development activities and discusses possible roles for Purdue's COE.

As a doctoral-granting institution, however, Purdue University relies to some extent on advanced graduate candidates to fulfill part of its instructional mission.  Those who earn advanced graduate degrees in Education can benefit from the postsecondary teaching experience, as well as contribute their expertise based on their relatively recent (in most cases) K-12 experiences.  Thus, these candidates are selected as teaching assistants both for their qualifications and for the contribution such experiences will make to their degree programs.  In all cases, teaching assistants participate in orientation, are supervised by regular faculty members, and must teach their sections and courses according to the approved descriptions and syllabi which were developed by the professional education faculty.  Faculty responsible for multiple section courses meet with their instructors on a weekly basis to discuss lesson topics and issues/concerns.

Limited term lecturers with advanced degrees are hired to teach classes and supervise practicum and student teaching experiences.  When limited term lecturers are hired, careful scrutiny is given to their qualifications in a faculty review process in each department.  Typically, these part-time instructors are practicing professionals who have distinguished records in their school settings.  As with graduate teaching assistants, limited term lecturers follow approved course descriptions and syllabi, which are developed by the professional education faculty and collaborate with faculty on curricular issues.  Assignments vary depending upon, the qualifications and experiences of the limited term lecturers and graduate assistants, the level of the degree being sought, and the programmatic needs.  Professional development by faculty and workshops is provided to the graduate assistants to ensure their success as well as maintaining the integrity of our programs.

Every faculty member is responsible for identifying, developing, and using appropriate resources for professional education.  They have done so by responding to opportunities for intramural and extramural research and training funds.  Program chairs and their faculty have done so by identifying potential human resources, i.e., strong candidates for faculty positions in their fields.  Faculty members have been alert to innovations in resource materials, including diversity issues, that are available and some have developed computer and other technological applications for their classrooms.

Since the last visit, funding was provided by the administration to hire a Teacher Education Assessment Coordinator and a Database System Administrator to coordinate and ensure the successful implementation of the performance-based teacher education program.

Element 4: Unit Facilities

The COE is located in the Steven C. Beering Hall of Liberal Arts and Education (BRNG).  The building opened in May, 1993 while Beering was president of the University.  The building, which houses the Schools of Liberal Arts and Education, houses 53 classrooms and teaching labs as well as conference rooms and faculty and staff offices.  Classrooms are all equipped with standard overhead projection devices and have internet and campus computing connectivity.  Most classrooms are equipped with ceiling projection devices that are linked directly to computers and to VCRs.  Further details will be noted on the following pages.

The COE Deans office complex is located on the sixth floor of Beering Hall with faculty offices for the Department of Educational Studies on the fifth floor and faculty offices on the fourth floor for the Department of Curriculum and Instruction.  Offices for Academic Services which include undergraduate counseling offices, Office of Field Experiences, and the Office of Professional Preparation and Licensure are on the third floor along with faculty offices for Agriculture, Consumer and Family Sciences, and Educational Technology, a designated classroom for science and math instruction, a Technology Resource Center, two computer classrooms and a multipurpose computer room.  A detailed plan for all seven floors in Beering Hall is available online.  The campus is wireless.  Faculty and candidates are increasingly using wireless computers for academic and personal use.

Faculty offices in BRNG are equipped with a computer work station and other technologies per the scholarly agenda of individual faculty members.  Computer workstations have been replaced on a three-year cycle.  However, with the quality of current hardware, this is being changed to a four-year cycle.  Faculty who hold courtesy or joint appointments have offices, in their specific disciplines, in other buildings on campus with similar types of work stations.

The Humanities, Social Science and Education (HSSE) Library has just completed a $4.6 million dollar renovation.  Improvements included tripling the number of computers in general study areas that have internet access.  The HSSE library contains the most extensive collections on the Purdue campus, featuring approximately 765,000 books and bound periodicals, 500,000 publications of the United States government, and one million microforms.  The HSSE Library has received an increase in its book funding. While funding for periodicals has not increased, the Library continues its efforts to acquire journals in electronic format. The Library also has launched a new Center for Scholarly Communication that may be of interest to faculty who do research involving textual analysis.  Services are available to university students, faculty and staff, as well as individual citizens, businesses, professional firms, and public agencies.  The libraries' holdings are accessed through a computer network linking the Purdue University libraries and an interlibrary loan system that supports the instructional, research, and scholarly activities of currently employed or enrolled West Lafayette faculty, staff, and students by obtaining research material not owned by the Purdue University Libraries.  A staff of highly-trained subject specialists helps guide candidates in locating materials and offers lectures on library information access in a number of classes taught in various schools.  The College of Education library liaison has an office in the HSSE library.  The education librarian manages the budget for education materials.  She purchases books, films, journal subscriptions and databases to support the programs of the College of Education.  She also provides orientations for new students and library instruction for education classes.  She keeps the faculty and graduate students informed about changes and improvements in library services and resources, and they consult her for assistance with their research. 

Throughout the campus, other libraries and collections are available for candidate use.  These include the Biological Sciences Libraries (Life Sciences Library, Pharmacy, Nursing and Health Sciences Library), Physical Sciences Libraries (Earth and Atmospheric Sciences Library, Mathematical Sciences Library, Physics Library, etc.), Social Sciences and Humanities Library including the one listed above (Black Cultural Center Library, Consumer and Family Sciences Library, Psychological Sciences Library, etc.), Undergraduate Library, and Department Units.  A complete libraries listing is available online.  In addition, the Indiana Department of Education has established three Shared Information Services (SIS) resource centers as clearinghouses to provide administrators, teachers, college and university personnel, and parents in Indiana with resources and information regarding gifted/talented education.  One of these resource centers is at Purdue University on the West Lafayette campus.  The purpose of the library is to lend materials at no charge to all educators of Indiana.  Materials may be borrowed by any resident of Indiana, but are particularly geared for educators and parents of preschool through secondary students.  The majority of the SIS patrons are teachers, administrators, parents of gifted children, undergraduate and graduate students at Purdue.  Over 7,000 items are housed at the SIS Purdue Center library.  The SIS resources on loan are comprised primarily of books, units, simulations and periodicals.  Also available are some media, manipulatives, games and posters.  These range from grades P-12 and in all academic subject areas.  SIS resources include a strong emphasis of materials in gifted education and professional development.  The SIS library center is located in the Steven C. Beering Hall of Liberal Arts and Education, Room 3244.

The Purdue Counseling and Guidance Center (PCGC) is located on the third floor of Beering Hall. The PCGC has the following physical facilities: a reception area staffed by a secretary, a student work room equipped with storage files and two computers for use in case notes, a client waiting area, five individual counseling offices, three couple/family counseling offices, and a large group meeting room that can be subdivided into four group counseling rooms. There are observation decks with one-way mirrors located next to the counseling offices and the group rooms. The counseling and observation areas are equipped with electronic key pads to protect client confidentiality. The PCGC also has a Technical Room with five video monitors for use in observing counseling sessions, a control and switching panel for selecting video/audio signals for monitoring and taping with a battery of 14 VCRs, and a telephone for communicating with any of the individual/couple/family counseling offices. The Technical room also contains two portable VCRs with monitors and storage cabinets.  PCGC activities also can be monitored in faculty offices on the fifth floor. 

Element 5: Unit Resources including Technology

Integration of technology into the classroom by faculty and staff is now more the rule than the exception.  The COE received a major PT³ grant from the United States Department of Education.  Labeled P³T³ - Purdue Program for Preparing Tomorrow's Teachers to use Technology, the goal of the project was to prepare pre-service teachers to use technology for teaching and learning and to prepare teacher education faculty to teach in technology-rich environments, modeling approaches that future teachers should use with K-12 students.

As a result of this project, teacher education candidates develop electronic portfolios which provide: an assessment system for documenting their knowledge, dispositions, and performances needed for professional licensure; a dynamic self-assessment and reflection tool; opportunities for candidates to learn about and use technology as a recursive practice; and it provides them with the ability to document how their teaching is assisting K-12 students to meet the Indiana K-12 Academic Standards.

Central administration continues to support this effort with undergraduate instructional equipment funds and funds for instructional innovation.  Funding also was provided by the central administration to hire a Teacher Education Assessment Coordinator and a Database System Administrator to coordinate and ensure the successful implementation of the performance-based teacher education program.

Technical support and services are provided through the Office of Information Technology (COE IT).  COE IT is a team of information technology professionals dedicated to facilitating technology in education.  Their functions are diverse.  They are technical and creative consultants, facilitators, implementers, troubleshooters, presenters, and one-on-one trainers.  They support more than 500 computers, 20 servers, and all computer users in the COE at Purdue University.  The servers support various needs throughout the COE which include: academic, administrative, and research computing; networked databases; lab and departmental file and printer sharing; video conferencing, Web, and distance education needs.  They work closely with faculty and staff members as creative consultants to provide ideas and information about new technology opportunities in education.  They continually acquire and evaluate new computers, software, and handheld and videoconferencing devices that can be integrated into teaching and learning environments.  They also provide unique services to our new faculty.

Special facilities supporting technology integration in the COE include

• Technology Resources Center (TRC)
• Macintosh/Windows Computer Learning Lab (BRNG 3292)
• Windows Lab (BRNG 3288)
• Multimedia Development Laboratory (BRNG 3295)

Technology Resources Center (BRNG 3287)

The Technology Resources Center (TRC), located in Room 3287 of BRNG, provides a wide variety of support facilities and services to the COE faculty, staff, and candidates, including:

• An up-to-date textbook and instructional materials evaluation collection
• Preview centers for video tape, computer software, CD-ROM, videodisc, and audio tape
• Up-to-date Windows workstations, donated by Intel Corp., for access to software and the World Wide Web
• Scanners for digital capture of images and text
• Checkout equipment such as S-VHS camcorders, Windows and Macintosh laptop computers, digital still image cameras, digital camcorders, tablet PCs and LCD projectors (Candidates must have faculty authorization to check out equipment).

The Technology Resources Center, in cooperation with the faculty and candidates of the Educational Technology program area, promotes the development of specialized learning materials and learning environments in all areas of education.

Macintosh/Windows Computer Learning Laboratory (BRNG 3292)

The Macintosh/Windows Computer Laboratory is based on a 100 Mbps Intranet with access to the Internet and the World Wide Web via the Purdue campus data network. Located in Room 3292 of BRNG, it is designed to provide a cutting-edge computer laboratory in support of the educational mission of the COE.

The laboratory consists of 20 student workstations that include both a Macintosh G4 (MacOS) computer and a Gateway (Windows) computer. The computers share a common keyboard, mouse, and video monitor through a KVM switch. Therefore, users can select the platform of choice by selecting the CPU unit with the KVM switch.  All of the workstations are equipped for digital video capture and editing.

In addition, the laboratory is equipped with a teacher workstation, laser printer, and a ceiling mounted projector.  This configuration facilitates the teaching and learning environment.

Windows Lab (BRNG 3288)

Each station features a Nova desk which contains a Gateway Windows workstation and video monitor mounted below the desk top. The monitor is viewed through a glass panel in the desk top, which leaves lines of sight open in the classroom.  Originally used as a distance learning classroom in addition to computer laboratory, the room is now mainly used as a computer laboratory because more flexible video conferencing technologies have meant that dedicated distance education facilities are not needed.  All computer workstations have access to the Internet and World Wide Web and to a shared laser printer through a 100Mbps network to the Purdue campus data network. A teacher's station connected to a ceiling mounted projector also is available.

Make a virtual visit to BRNG 3288 with QuickTime VR

Multimedia Development Laboratory (BRNG 3295)

The Multimedia Development Laboratory is based on a 100 Mbps Intranet with access to the Internet and the World Wide Web through the Purdue campus data network. The laboratory is designed to provide a cutting edge multimedia development laboratory in support of the educational mission of the COE.

The laboratory consists of both Macintosh and Windows workstations. Macintosh stations include an iMac as well as one G4 Macintosh computers.  The iMac and G4 feature digital video capture and editing capability. Windows workstations include Gateway computers, which are equipped for digital video capture and editing.  Pioneer LaserDisc players, VCRs, and combination S-VHS/miniDV video editing decks are available for video capture and editing work.  Two of the workstations are equipped for CD and DVD "burning" and the lab is equipped with a laser printer.  Cost-sharing funds from the P³T³ project are earmarked to perform some remodeling of the laboratory to increase the flexibility of the workspace.

In 2001, three existing groups - the Purdue University Computing Center (PUCC), Management Information (MI), and Telephone Services - were united under the direction of a newly created Office of the Vice President of Information Technology.  The organization, formally known as Information Technology at Purdue (ITaP), is responsible for planning and coordinating the central computing and telecommunications systems on the West Lafayette campus.  During 2002, some other programs have merged with the organization so that ITaP now also includes media production and distance learning services. Several ITaP presentations feature ways to enhance learning and teaching through technology.  Collaboration with users, among IT and COE IT professionals at Purdue, and with partners (public and private sector) is essential to successfully meet ITaP's mission.  Another example of university-wide technology-based support is the Online Writing Lab.  These collaborations allow Purdue's system-wide technology investment to be fully leveraged.

Evidence

* Please note, this site was prepared for the March 6-10, 2004, NCATE/IPSB Board of Examiners visit. The information posted here is available to the public and every attempt is being made to ensure its completeness and accuracy. If you have any updates or corrections, or have difficulty accessing or locating any documents, please contact T. J. Oakes, NCATE Coordinator, at oakest@purdue.edu or 765-494-5486, or contact Richard Frisbie, Assessment Coordinator and WebMaster at rfrisbie@purdue.edu or 765-494-2360.