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Standard 6: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. |
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Dean Frances C. Welch is the unit head. She shares responsibility operations and policy development through several governing bodies (see SOE Organizational Chart). The primary governing body for the School of Education is the Administrative Council that meets every second and fourth Thursday of the month. The Dean of the School of Education, the chairs of each department, Associate Deans, Director of Certification and Clinical Practice, and the Director of the Office of Professional Development comprise the Administrative Council. All issues affecting the SOE are discussed by the Council. Those issues related to the SOE in general are voted on by all members of the Council. All issues affecting curriculum and educational policies are voted on only by persons on the committee who represent faculty (this excludes the Director of the Office for Professional Development and the Director of Certification and Clinical Practice). All issues voted on and passed by the Council are taken to the SOE faculty as a whole for final approval. The SOE faculty as a whole meets monthly. Minutes of the Administrative Council and minutes of the SOE faculty meetings are available electronically and in hard copy. While the unit is the School of Education, teacher education represents a college-wide collaborative effort involving three schools and 13 departments. Most initial teacher education candidates are majors in the School of Education. For undergraduates this includes majors in early childhood, elementary, middle grades, special education, or physical education; for M.A.T candidates this includes majors in early childhood, elementary, or special education. Candidates seeking secondary education certification major in another school while taking secondary teaching minors in the School of Education. At the advanced level, M.Ed. coursework in elementary, early childhood, and special education is offered through the School of Education, while the M.Ed. programs in science and mathematics for teachers and languages combine coursework in arts and sciences and education (the same will be true for the M.Ed. in middle level education beginning fall 2005).candidates pursue either a Master of Arts in Teaching (M.A.T.) or a Master of Education (M.Ed.) degree. All professional education programs are offered through the School of Education and the Dean of the School, the unit head, serves as the chief certification officer for the College of Charleston who approves candidates for institutional recommendation for initial certification. Two M.Ed. programs (Languages and Science and Mathematics for Teachers) are the responsibility of the School of Education and another school (School of Humanities and Social Sciences for the Languages program and School of Sciences and Mathematics for the Science and Mathematics for Teachers program). The School of Education provides the leadership for all initial and advanced education programs in the College of Charleston including coordination of accreditation and state program approval activities and oversight of curriculum and policies. Collaboration between the School of Education and other units in the College is ensured through the Teacher Education Council, a standing committee of the School of Education. Chaired by an appointee of the Dean of the School of Education, the Committee is comprised of candidates, P-12 district representatives, faculty and department chairs from the School of Education, School of Science and Mathematics, the School of Humanities and Social Sciences, Graduate Studies, and Undergraduate Studies. The Speaker of the Faculty Senate also sits on this committee. The purpose of the Teacher Education Council is to communicate the School of Education conceptual framework to all groups across campus, develop and maintain a College-wide perspective on the preparation of education professionals, deal with questions related to certification and accreditation, make recommendations about procedures and policies that affect teacher education candidates, review courses and programs as needed, discuss operation of the unit assessment system as related to admission and continuation of candidates into the SOE teacher education program, keep abreast of developments at NCATE, the State Department of Education and the Commission on Higher Education, and explore potential joint ventures. Recruitment into initial and advanced preparation programs is the responsibility of everyone in the School of Education. The dean, the Director of Certification and Clinical Practice, and the department chairs provide the primary leadership by serving as presenters at orientation sessions on campus and at recruitment fairs both on and off campus. The dean and the Director of Certification and Clinical Practice serve as the primary liaisons between others on campus responsible for recruitment such as the Vice President for Admissions, the Director of Adult Student Services, and the Director of Academic Advising. The Candidate Recruitment and Retention Committee is responsible for developing and monitoring plans for recruitment and retention of candidates, with special emphasis on the recruitment and retention of candidates from groups under-represented in the School of Education. The Student Services Coordinator works with the Director of Certification and Clinical Practice to provide all services related to admission, retention, and placement of undergraduate candidates. They provide placement services to M.A.T. and M.Ed. candidates. There are five undergraduate programs (early childhood education, elementary education, middle grades education, physical education, secondary education and special education), three graduate initial programs (M.A.T.s in early childhood education, elementary education, and special education), and five graduate advanced programs (M.Ed.s in early childhood education, elementary education, languages, science and mathematics for teachers, and special education). An additional graduate advanced program in middle grades education will begin admitting candidates for fall 2005. All of the early childhood education, elementary education, and middle grades education programs are managed through the Elementary and Early Childhood Education department. The secondary education and special education programs are managed through the Foundations, Secondary, and Special Education department. The physical education program is managed through the Physical Education and Health department. The languages program is managed through the Schools of Humanities and Social Science and Education, and the science and mathematics for teachers program managed through the Schools of Science and Mathematics and Education. All graduate program curriculum decisions are made by the School of Education, are reviewed by the Continuing and Graduate Education Committee, and approved by the College of Charleston Graduate Council. Graduate program directors for the M.Ed. and M.A.T. in elementary, early childhood report to their department chair. Program directors for the M.Ed. in languages and science and mathematics for teachers report to the deans of both schools. Administrative decisions are made by the department, are approved by the School of Education, and are carried out by the Graduate School. For more information about policies and procedures in the Graduate School (see Graduate Catalog). A program director is responsible for each program in the School of Education. Department chairs serve as program directors for undergraduate programs, while faculty members serve as program directors for graduate programs (program directors receive $5,000 and a one course reduction per year and are on 10 months contracts). Program activities are coordinated through the Administrative Council and Teacher Education Council. In addition, School of Education program directors meet at least once each term. The College of Charleston Graduate Council, consisting of program directors from all graduate programs on campus, meets eight times a year. Consistent with our mission and conceptual framework, the School of Education has established a network of committees and advisory boards that ensures the collaborative involvement of our professional community in the functioning of the School of Education teacher education program. In addition, faculty members provide leadership to other units and to the local schools. The majority of these committees and advisory boards include P-12 educators, candidates, and faculty from other departments on campus as members. Suggestions made and questions raised concerning program design, courses of study, unit assessment, faculty recruitment, candidate recruitment, etc. are thoroughly discussed at the committee level. Resulting comments, concerns, motions, etc. are taken to the appropriate departmental meetings by faculty and discussed at the departmental level. Any motions resulting in changes to program design, curricular change, or School of Education procedures and policies then move to the process outlined in our governance processes document (the SOE Policies and Procedures Handbook). Created in spring of 2000, the School of Education Advisory Board, comprised of School and College administrators and faculty, candidates, practicing educators, state legislators, and representatives from business and industry, meets twice each academic year for discussion of policy issues impacting the status and quality of P-12 education and educator preparation in the state. Suggestions and/or concerns raised by this body work their way through the governance procedure the same as those from any other committee. Minutes of the SOE Education Advisory Board are available electronically and in hard copy. |
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State-appropriated funding for public colleges and universities has decreased considerably over the past five years in South Carolina. During this period, the College of Charleston, through sound fiscal management, has not only absorbed these cuts but has been able to maintain funding levels and in some instances increase funding to its academic programs. Over the past two and one half years, the College, under the direction of President Lee Higdon, has embarked on the Fourth Century Initiative. The purpose of this initiative is to move the College to the status of a preeminent public liberal arts and science institution. The goals, strategies, and performance indicators of the College's Strategic Plan were all developed with this directive in mind. Central to accomplishing this goal is the improvement of the physical facilities and the growth of the faculty. At a time when most public colleges and universities in the state are cutting or furloughing faculty, the College is in the midst of a program aimed at retaining faculty and adding fifty new faculty positions. Twenty-five new faculty lines were added for 2003-2004. An additional 25 new faculty lines will be added over the next two years. The School of Education has benefited from four of the new lines and will request additional new lines in the future. One of the new lines now being filled will be a joint appointment in the Department of Foundations, Secondary and Special Education and the Department of History. This collaborative effort strengthens the resources for both departments, especially in bringing in a faculty member with a specialized background for the secondary education minor. Despite reductions in state support for public institutions, the School of Education's budget has actually shown a modest increase over this five-year period. See Table 6.1 for budgets over the five-year period. Table 6.1
In addition, over this same period of time, external funding totaled $10,800,555. A five-year budget report for the School of Education is available for review (see Five Year Budget Report for the School of Education). A comparison of the SOE budget to budgets of other schools within the College of Charleston for 2002-2003 can be seen in the Budget Comparison Study submitted by the College's Office of Institutional Research in the spring of 2004. Data in this study are presented by department organized by school. The School of Education compares very favorably with the other schools. The average operating budget for the three departments within the SOE is the third highest of the three schools. The averages are as follows: (1st) School of Science and Math $127,659; (2nd) School of the Arts $68,285; (3rd) School of Education $66,160; (4th) School of Humanities and Social Science $53,064; and (5th) School of Business and Economics $24,448. In the area of funds available from research and public service per FTE tenure and tenure track faculty, the departmental averages places the School of Education in second place only behind the School of Science and Math. The averages are as follows: (1st) School of Science and Math $38,832; (2nd) School of Education $4,599; (3rd) School of the Arts $4,390; (4th) School of Business and Economics $2,676; and (5th) School of Humanities and Social Science $1,874. Expenditures per student credit hour and per FTE student can be found in the Budget Comparison Study as well. Only the departments in the School of Science and Mathematics rank ahead of the SOE departments of Early Childhood and Elementary Education and Foundations and Special Education in these categories. The President and the Provost for Academic Affairs have done everything within their power to insure that any cuts experienced by the educational programs in the various schools have been minimal. Where possible, discretionary funds have been used to insure that educational programs are not cut. Funds for faculty and student research across the campus have increased and the School of Education has received its share of these funds. Funds from the state educational lottery earmarked for improvement in technology in public colleges and universities have also been made available to the College of Charleston. For the 2004-2005 academic year, the College of Charleston will receive $1.3 million dollars from the educational lottery for improving technology. The addition of these funds to the overall budget for the School of Education for the past five years results in a steady increase in the budget during this period. This increase in allocated funding provides the resources for the support of continuing programs and program initiatives, especially in technology, assessment, and outreach activities. The School of Education has experienced increases in the revenue generated from development activities (e.g., donations from alumni and friends) and grants procured by faculty (see Office of Grants and Research Administration report). The Office of Professional Development also generates income but the amount of this income varies significantly from year to year based on initiatives within individual school districts and funds allocated at that level or professional development. Grant funds have been used for program initiatives in math and science and in the Accelerated Schools Project, development of technology resources in the School of Education, recruitment and retention of candidates in the Teaching Fellows and Teacher Cadet programs, school and departmental scholarships at the undergraduate and graduate levels, and in assisting faculty and candidates in travel and attendance at professional conferences. As stated above, the SOE budget has gradually grown over the past five years, even in the face of difficult economic times within the state. Departmental requests for increases to meet annual expenditures have been approved. In addition to the annual budgets, the SOE has been given over $32,000 in contingency funds from the administration over the past five years to meet specific needs during this period. In addition to these contingency funds, the SOE has also received $459,581 from other entities over this same period (i.e., summer school, library for books and journals, library for the computer liaison, and SC education lottery for smart classrooms). The per-year funds for books and journals have increased from $42,474 in 1998-99 to $64,850 in 2002-03, representing a 53% increase. Funds have been made available to construct a new School of Education building with improved spaces for faculty and students and to renovate existing classroom space to better meet the specific classroom needs of a teacher education program. Space is also being provided in the new library that opens in 2004-2005 for an education/curriculum reading room. This room, along with space in the new School of Education building, will provide a state of the art curriculum resource center for the School of Education. Both state-appropriated and grant funds have enabled the College of Charleston to provide state-of-the-art technology instruction and resources for our faculty and candidates (see technology funding in the Five-year SOE Budget Report). Through the Office of Academic Computing, the College of Charleston has provided workshops for continuing faculty, department chairs and school deans, and adjuncts. Faculty members from the School of Education have participated in each of these workshops. These workshops are a continuing part of the Academic Computing program and provide a valuable resource for all faculty members at the College of Charleston. Over the past five years, appropriated funds for equipment for the SOE have totaled $318,903. Internal and external research funding has provided for another $37,754 for equipment over this same period. Educational supplies are included in supplies in general and cannot be identified as a single category; nevertheless, it should be noted that supply budgets have fluctuated over the past five years with a total in appropriations of $570,291. Internal and external research and other funding have added another $1,895,432 in supplies with the majority of that being educational supplies as opposed to general supplies. The College of Charleston also sponsors an active research and development program for its faculty members. Funds are made available through several different avenues. Each department has a research and development budget derived from a preset figure per faculty. Departments have R and D committees that determine how these funds are to be allocated. The deans of each school are also allocated funds for research and development for each year. Faculty members submit competitive requests for these funds. The College of Charleston also allocates funds for research. The amount for the current year is approximately $100,000 and is distributed over three periods (fall, spring, and summer) with approximately one-half of the funds being distributed in the summer. New faculty members are given priority to these funds for the summer and all distributions are determined by the College's Research and Development Committee after judging competitive proposals from faculty members. The College also funds a separate summer research program in which faculty and students propose research programs that emphasize student research. $140,000 has been made available for this program for the summer of 2004. |
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Consistent with our conceptual framework and guidelines for promotion and tenure, the School of Education workload policies and practices encourage faculty involvement in teaching, scholarship, service, and collaborations with P-12 schools. Faculty workload has three components: teaching, service, and scholarly activity. Teaching is the central mission of the institution and faculty are also expected to engage in scholarly and service pursuits. Teaching workload is determined within the department in consultation and agreement with the dean. The dean is responsible for justifying departmental teaching workloads to the provost. In determining the teaching load for an individual faculty member, a department chair may elect to give special consideration to such factors as number of candidates in classes, the number and nature of course preparations required, the nature of instructional patterns (e.g. lecture, discussion, clinical, or field experience), and the extent of other necessary responsibilities such as informal administrative duties, scholarly activities, and/or service activities. Department chairs may also take into consideration the need to encourage innovation and the need to assist faculty in delivering the most up-to-date instruction that can be provided within the limits of the school’s resources. A full-time teaching load for faculty engaged in undergraduate instruction is typically 12 contact hours of group instruction per week. A full-time teaching load for faculty engaged in graduate instruction is typically nine contact hours of group instruction per week. Faculty teaching both graduate and undergraduate courses will typically be assigned nine hours of group instruction per week As documented in the summary of faculty teaching loads for AY 2003-2004, the School of Education has sufficient instructional personnel to insure a standard teaching load for all faculty. In some instances, the workload is slightly above or below the standard load. This is typically due to the nature of the courses being taught during any one semester. Loads for courses such as independent studies are determined on a per candidate basis and not all courses are three semester hour courses. In most cases a faculty member carrying a load that is above the standard load in one semester will have a load that is slightly below the standard load in the following semester, and vice versa. The College of Charleston is also implementing a faculty compensation plan during the spring of 2004 to bring faculty salaries up to the average of its peer institutions. Funds are being made available that will gradually increase salaries over the next several years. Distribution of these funds will be based on merit and salary deficiencies related to averages at peer institutions. All schools at the College of Charleston are being considered on equal footing and will receive funds based on their existing deficiencies. As mentioned earlier, this is part of the Fourth Century Initiative and is an example of the commitment of the administration to retain (and recruit) a strong faculty. Personnel resources in the College of Education have remained constant over the past five years. The primary change has been that temporary lines filled by visiting faculty in the past have been replaced by permanent lines. Only one of the forty-five instructional lines now in the School of Education is filled by a visiting professor. The faculty database includes the vita of each faculty member, including certifications and interest areas. The School of Education makes appropriate use of part-time faculty and graduate teaching assistants. Graduate assistants are selected through a competitive process; they are rated on characteristics and abilities associated with the assistantship for which they apply. Applicants are interviewed by the persons whom they will assist and final selections are made. Graduate assistants do not teach courses or supervise labs, field experiences, or clinical practice. They assist faculty with course preparation, research projects, and service initiatives. Part-time faculty members are typically selected from professional educators in the tri-county area who have the specific skills needed for the position to be filled. Many of the part-time faculty members are master teachers and/or public school administrators who are highly respected in the local school districts. All part-time faculty members teaching undergraduates have at least a Masters degree, and those teaching graduate courses have doctorates or exceptional expertise related to their teaching assignments. Part-time faculty members and their loads appear on the summary of faculty teaching loads (see SOE Faculty Workloads Fall 2003). The School of Education has experienced a similar situation in the number of support staff. The number of full-time staff in the school has increased by two in the past five years. Another addition has been the assignment of a technology liaison to the school from Academic Computing. In addition to the instructional personnel and their support staff, there are an additional twenty-six staff members in other programs and offices associated with the school. These include: eight staff in the main office and the Office of Clinical Practice and Certification, five staff in the Early Childhood Development Center, six staff in the South Carolina Accelerated Schools Project, three staff in the Office of Professional Development, and four staff in the Charleston Math and Science Hub. These staff members provide additional resources in meeting the mission of the School of Education by administration of the admissions program and placement of candidates in clinical practice, providing resources for candidates and faculty to be used in a variety of teaching settings, and serving as primary mechanisms of outreach to educational and business entities throughout the region. The School of Education is assigned two media specialists (one serving Elementary and Early Childhood and Foundations, Secondary, and Special Education, and the other serving Physical Education and Health). We are also assigned a library liaison for technology. The media specialists have master’s degrees in library science. |
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The College of Charleston has outstanding instructional facilities and resources to support our educator preparation programs. The College of Charleston is an urban institution and as such, its physical facilities are dispersed over the city and located in a variety of buildings, both old and new. The core campus where the majority of the School of Education is located covers approximately nine city blocks in the heart of historic downtown Charleston. Presently, the faculty offices for the School of Education are located in five different buildings. The main offices are housed in two historic homes in the heart of the campus. Other offices are housed in more modern office buildings nearby and in the Silcox Health and Physical Education Center located in the Physical Education and Athletic Complex several blocks away. All faculty members have their own private offices equipped with a personal computer with CD-ROM and ZIP drives, and Internet connectivity. All computers are replaced on an as needed basis and configured with the latest productivity software available for the type of computer used by the individual faculty member. Departmental budgets allow for the acquisition of curricular materials requested by individual faculty. Also, SOE faculty have access to the College's Office of College Relations and Media Communications that provide equipment loan services and access to over 3500 video titles in the media lab. Faculty members can also order and preview video materials through the lab and make recommendations for acquisition. Classroom facilities are housed in five buildings across the campus which include Maybank Hall and The Education Center (the two primary classroom buildings on campus) as well as the Silcox Health and Physical Education Center. Classroom capacity ranges from 24 to 45. Several other classes requiring specialized settings such as art and science labs are housed in other buildings in the core campus. The total number of classrooms available to the School of Education is 12. A total of 8 classrooms are equipped as "Smart Classrooms" with ceiling mounted projectors, VCRs, and console operated computers that are connected to the internet and a 21 seat computer classroom are designated for the School of Education. Four of the Smart Classrooms also have Elmo overhead projectors. All other classrooms have standard overhead projectors and VCR/TV carts. The School of Education also makes use of classrooms at the College's satellite campus located in North Charleston approximately six miles north of the core campus for presentation of courses that are part of the programs offered at the main campus. The north campus gives the School the opportunity to recruit and provide services to students who could not otherwise attend college classes at the downtown location. This location also provides a location central to the tri-county region for meetings and retreats involving faculty, public school educators, and local community leaders. The School of Education holds its year-opening retreat at this location and the School of Education Advisory Board's fall and spring meetings are held here as well. Other facilities located in the School of Education include the 21-station technology lab in the J.C. Long Building, the Miles Early Childhood Development Center, the Office of Professional Development in Education, the Charleston Math and Science Hub, and the Johnson Physical Education Center. The School of Education will benefit significantly from the improvement in physical facilities that are part of the President's Fourth Century Initiative. Since the School of Education is spread across several different locations on campus, we are very pleased to have approval for a new facility that will include the renovation of an existing Charleston single house and the building of an L-shaped addition that will adjoin it (see Classroom Renovations, SOE Building Plans). The cost of renovation and building is estimated at $5.5 million. With the opening of this new facility, anticipated in fall 2006, the teacher education program will be located in one easily accessible site. This site is one of high visibility along a main corridor of the city on the corner of Wentworth and St. Philip Streets. The new and renovated buildings will be across from classrooms in the Education Center. Through a separate project that is estimated to cost about $100,000 existing classrooms and office space will be configured and equipped for teacher preparation classrooms. Memminger Elementary School, which is scheduled to be our first professional development partner school, is located on the opposite corner, adjacent to our Miles Early Childhood Development Center. The new facilities will feature a curriculum lab where future teachers, faculty, and alumni can gather and use state-of-the-art equipment to create innovative lessons and units. Other new areas include a centralized meeting space for School of Education students and their organizations, as well as newly-equipped seminar classrooms. These offices and other meeting rooms will allow alumni and other local educators to collaborate with our faculty and current teacher education candidates and discuss the latest and best techniques for teaching so that all children learn. The large windows in the reception area that fronts Wentworth St. will offer an “education storefront” that will serve as a visible sign of the School’s impact and importance within the community. In addition to the new education office and support services complex as well as the renovated classroom area, resources for the physical education portion of the program will improve as well. The current athletic and physical education complex will be renovated and expanded beginning in January of 2005 with an expected completion date of October 2006. The renovation will provide two new 200-seat stadium-style classrooms, enlarged lab spaces for exercise physiology and biomechanics, and additional teaching stations for a variety of skills. The projected budget for the expansion and renovation project is $34 million. |
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| Unit Resources including Technology Over the last five years, we have successfully secured resources to ensure implementation of our program initiatives and to support innovative projects. Some of the activities supported by funding for projects include:
As mentioned above under the budget, the School of Education has also committed significant resources to the development of its assessment system. Funds were allocated to support research, development, and administrative activities associated with implementation of this system. A data technician was hired full time and an associate dean was assigned the responsibility of overseeing this most important project. This resource has been fully operational since spring 2004. Funds were also made available to review and preview systems for developing candidate electronic portfolios. LiveText was the system selected. This system has been interfaced with the candidate database system for the purpose of collecting artifacts of candidate objective performance. Technology resources from the library and other sources can be easily accessed by School of Education faculty members through the CofC Technology Webpage by clicking on the Faculty and Staff link and then clicking on Technology Resources. At this site, faculty can connect to the E-reserves and other library databases or they can ask questions of the librarians through a chat link. (If they prefer more conventional communication, a phone number is also provided.) Information and templates for developing syllabi and Web pages are also available. Other resources include information necessary for connecting to and developing WebCT for classes, locating classrooms with specific technology resources, media and equipment checkout links, and a direct link to the School of Education technology liaison. The College of Charleston has a wealth of technology and media resources and they are all literally right at the finger tips of each School of Education faculty member. The College of Charleston has also established the Technology Committee as a standing committee. The duties of this committee are to review annually the status of support for faculty and student use of educational technology, which includes the use of computers, audio-visual media, the Internet, and telecommunications; to consider and plan long-range academic use of educational technology for teaching and learning; to receive from the faculty, or from any school or department, recommendations or suggestions which may aid in the appropriate use of educational technology, promote efficient services, and encourage increased use of educational technology; to advise the Provost on basic policy for faculty use of educational technology; and to advise the Dean of Libraries on the allotment of funds for implementation of educational technology. This committee is currently chaired by a School of Education faculty member. Through state-appropriated funding, the School of Education has secured the information technology resources to ensure the integration of technology into all of our teacher education programs. Over the last five years, in addition to the annual budget for the School of Education, other departments (through the allotment of technology funds) have contributed expenditures for technology totaling $163,733.00. In addition to the eight smart classrooms mentioned above under facilities, the School of Education has established its own technology instruction lab. The lab is used primarily as a classroom for undergraduate and graduate technology courses. It is also used as a classroom for one section of the graduate research course (EDFS 635). The lab is open approximately sixteen hours per week for students to work on individual projects. A scanner and computer are available for students working on electronic portfolios. The computer has software for editing digital video and still photographs. This equipment is also used by graduate assistants working on projects for faculty members. Student computers also have installed software not available on computers in other student labs (e.g., Microsoft FrontPage). When classes are not being taught or when the lab is not open for individual student work, it is occasionally used for special purposes such as the M.Ed. comprehensive examination and thesis presentation. During “pod advising” the lab is used for advising and registration for teacher education candidates. The College of Charleston library resources are extensive. The library has 527,639 total volumes, 3,306 total periodicals, and 150 total electronic databases. The education resources are also more than sufficient, with 23,296 volumes, 240 periodicals, and seven electronic databases. In terms of library resources as mentioned above, College-allocated library funds to the School of Education have increased over the last five years (see SOE Five-Year Budget Review). Through the College of Charleston library liaisons (one faculty member per department serves as the library liaison), the library implements a systematic process for involving faculty in decisions regarding the acquisition of published materials. Each department on campus has a library liaison who keeps departmental members appraised of library funds available for each department and of initiatives within the library. The liaison also serves to convey departmental concerns to the library staff and to involve individual faculty in the processes of ordering and maintaining library holdings. All liaisons meet regularly with the library staff as a group. The Library Committee is a standing committee of the College and has a representative from each school. The purpose of the committee is to review annually the status of the library and statistics on the number of volumes, circulations, and expenditures; to receive from the faculty, or from any school or department, recommendations or suggestions which may aid in library development, promote efficient services, and encourage increased use of the library; to advise the Dean of Libraries on basic policy for the operation of the library insofar as such policy affects the use of the library; and to advise the Dean of Libraries on the allotment of funds for the acquisition of library materials. As mentioned above, technology resources from the library and other sources can be easily accessed by School of Education faculty members through the School of Education Web page by clicking on the Faculty and Staff link and then clicking on Technology Resources. One hundred fifty-five electronic databases are available through the library. These include ERIC, Education Full Text, Gateway to Educational Materials Access, Info Trac for Kids, and a variety of other education-associated and subject area databases. The library provides an interlibrary loan service. Students and faculty can gain access to this service through the link described above on the School of Education Web page or they can visit the library. The library web page provides the names of all librarians who handle interlibrary loans and provides the mechanism for making an interlibrary loan online. Providing for delivery of the loaned material is also arranged online. |
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| | Contact Us | Accreditation Home | School of Education | Departments | Updated: 07 September 2004 | | |||||||||||
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