ANNUAL REPORT

DEPARTMENT OF

LEADERSHIP AND EDUCATIONAL STUDIES

2002-2003

TABLE OF CONTENTS Page Introduction.....................................................................................................................3 I. Major Accomplishments and Strengths............................................................................3 II. Areas of Need, Opportunities, and External/Internal Considerations ................................6 III. Retention Activities.......................................................................................................10 IV. Student Outcomes and Self-Assessment ........................................................................10 APPENDIX A: Unit Mission and Vision Statement ........................................................14 APPENDIX B: Equal Opportunity and Diversity ............................................................16 APPENDIX C: Staff Activity..........................................................................................16 APPENDIX D: Faculty Activity......................................................................................17

1. Characteristics of Teaching Performance ...........................................................18 2. Student Advising ...............................................................................................18 3. Research Projects...............................................................................................19 4. Publications .......................................................................................................24 5. Papers/Talks and Presentations at Professional Meetings ...................................29 6. Attendance at Professional Meetings..................................................................36 7. Off Campus Scholarly Assignments...................................................................38 8. Released Time ...................................................................................................39 9. Proposals for External Funding ..........................................................................40 10. Instructional/Faculty Development Activities.....................................................40 11. Curricular/Departmental Activities.....................................................................43 12. Creative/Scholarly Activity................................................................................46 13. Student Activities...............................................................................................49 14. Cooperation With or Assistance to Public Schools .............................................50 15. Regional Service Activities................................................................................51 16. International Studies Activities ..........................................................................53 17. Leadership Roles ...............................................................................................54 18. Committees and Councils ..................................................................................56 19 Faculty Honors .................................................................................................62 20. Miscellaneous Professional Activities ................................................................63 21. Distinctions or Honors Received by Majors or Graduates...................................65

22. Publications / Presentations at Professional Meetings by Grads / Undergrads…. 66 23. Diversity-related efforts and activities................................................................68 24. Planning.............................................................................................................73 25. Summary of Faculty Activities ..........................................................................83

APPENDIX E: Institutional Effectiveness .....................................................................84

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DEPARTMENT OF LEADERSHIP AND EDUCATIONAL STUDIES Introduction The Department of Leadership and Educational Studies consists of five program area specialties: Educational Technology; Foundations; Higher Education; Library Science; and School Administration. These five program areas serve student populations both on and off campus through traditional models and cohorts. Relative to off campus course offerings we service adult student populations in the counties of Wilkes, Rowan, Burke, Cleveland, Catawba, Surry, Yadkin, Allegheny and Forsyth. The success of the department faculty with all student populations is a result of our focused high priority on the development of a diverse, professional, adult student who will graduate from our program areas with knowledge-base and leadership skills to permit them to excel in higher education, media specialists, educational technology and media projects, educational leadership, and teaching. The continued development and nurturing of both on and off campus students will be crucial to the continued success not only of our teaching and service but our scholarship as well. The department has experienced continuous enrollment increases in all area specialties with a current total enrollment of 476 graduate students. In fact, on April 5, 2003 the department had over 64 masters level students taking their comprehensive examinations. Paramount to the continued success of our program areas is a high priority related to the realistic discussion and determination of where does our future lie; with continued increases in FTE’s in off campus extension courses, stronger and more aggressive recruitment for on campus students, or a combination of both. Certainly resource allocations through extension and on campus budgets will play an important role in this discussion. Currently, as indicated in the annual report, the department has five program specialty areas that have representative faculty in each. During this reporting year, 2002-2003, the MSA program added a new assistant professor and successfully concluded a faculty search for another assistant professor position beginning 2003-2004. This was also true of the MLS program that completed its search for an assistant professor in Library Science for the 2003-2004 academic year. In addition, a full professor who will be returning to the department from an earlier leave of absence where he served in a statewide leadership role will re-join the MSA program faculty.

I. Major Accomplishments, Strengths, Areas of Need, Opportunities and External/Internal Considerations

A. Major Accomplishments

2002-2003 was again very productive and active, thanks to the hard work of our faculty and staff. We initiated a number of new projects, were highly visible at major academic conferences, and garnered a new grant. Specifically:

• Had two successful faculty searches, one in Library Science and one in the Masters of School Administration program.

• Continued the on-line LES Perspectives (http://www.lesn/perspectives ) with the

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guidance of Dr. Richard (Dick) Riedl and our graduate student, Myrla C. Gibbons-Doxey.

• Re-designed our department Web page through the expertise of Jenny Ware which added

significantly to its service friendly nature and state of the art format.

• Continued the Scholars Roundtable to bring together our department’s tenure track, non-tenured faculty to discuss scholarship and grant opportunities.

• Dr. Stephen White was awarded the RCOE Outstanding Scholarship Award for 2002-

2003.

• Dr. Barbara Bonham was awarded the RCOE Outstanding Mentor/Service Award for 2002-2003.

• Held three highly successful LES Colloquia that focused on a multicultural and diversity theme. Included sessions led by the MSA and Higher Education faculty (Drs. Bonham, Boylan, Olson, and Jenkins).

• The MSA program faculty initiated the programs’ first MSA Advisory Board and MSA

Student Advisory Board.

• The MSA program continued its association, as the only North Carolina higher education institution, with the Southern Regional Education Board (SREB).

• Dr. Linda Veltze received a Federal Republic of Germany’s Ministry of Foreign affairs

fellowship.

• The Library Science Program through Dr. Linda Veltze was the recepient of the 2003 prestigious IBBY Asahi Reading Promotion Award.

• Dr. Carol Truett was awarded a one-year scholarly leave beginning the 2004-2005

academic year to pursue research in the area of Library Science.

• Faculty presented at national conferences including papers given by Dr. Michael Dale and Dr. Gayle Turner of the Foundations area.

• Several faculty were in print in scholarly journals this semester including Drs:Boylan; Bronack; Claxton; Maycock; Olson; O’Neal; Safer; Sutton; Turner; Truett; Veltze; and White.

• Dr. Tom Jamison continued to review scholarly manuscripts for several nationally

recognized academic journals.

• Dr. Art Safer received a URC grant to examine decision-making processes of

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undergraduate and adult students.

• New extension cohort classes were begun in the MSA, Higher Education, and Instructional Technology programs.

• The Office of Extension approved new cohorts (Catawba, Forsyth, Hickory and Burke) beginning Fall 2003 in the MSA and Library Science programs.

• The Higher Education Program faculty successfully submitted their program review plan to the Graduate School.

• The MSA program successfully sustained its first MSA Report Card required this year by DPI.

• Dr. Michael Dale of the Foundations faculty received the prestigious Board of Governors

Teaching Excellence Award.

• Dr. Art Safer received a Hubbard Center for Faculty and Staff Development External Scholar’s Grant to host Suzette Speight, Ph.D. (African-American Female) Associate Professor, Counseling Psychology, Loyola University Chicago to present on Examining Privilege and Oppression. The Black Faculty and Staff Association, the Division of Academic Affairs, the Office of Multicultural Student Development, and the NAACP sponsored this presentation.

B. Strengths The strength of the department lies in its committed faculty and staff. Their strong involvement in scholarship, student mentoring, and service lends itself to fulfilling the mission and conceptual framework of the college. The dedication to teaching and student mentoring is reflected consistently in the number of faculty members who have been recognized with outstanding teacher and mentoring awards in 2002 by the College, University, and the Alumni association. Scholarship also remains a high priority for the faculty as evidenced by their publications in juried journals, national, regional, state, and international presentations, grants, and consultations and awards for scholarship in 2002. One does not have to go too far to hear the strong praises of our faculty by school personnel who acknowledge our exceptional and deep involvement in service activities and projects. In addition to service off campus our faculty serve with esteem on a wide variety of College and University committees. Because of the willingness and expertise of department members to seek cutting edge solutions, our faculty has assumed leadership roles in a number of activities and projects that challenge the norm not only on campus but external to it. The national and international reputation of the National Center for Developmental Education and the Kellogg Institute only solidifies this notion. The significant increase in extension courses, distance learning, and collaboration with other university departments and international agencies especially in educational technology

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techniques and library science has enhanced our reputation internally and externally as well. The Leadership and Educational Studies Department has rightfully earned the respect of its students who have graduated from these programs as well as those who employ our graduates. This reputation for quality preparation has attracted more and better students to our programs. The continued enrollment in each of our program areas attests to the value placed on them by the students. As of April 2003 the department has an enrollment of 476 graduate students including 176 in Higher Education, 101 in Library Science, 97 in Instructional Technology, 93 in School Administration, and 9 in the School Administration Specialist program.

Summary of Strengths In summary, the strengths of the Department include, but are not limited to:

• The expertise, experience, and background of the faculty and staff;

• A commitment to students and teaching on and off-campus;

• A strong involvement in scholarship and service;

• Collaboration with community colleges and K-12 partnerships; • A leadership role in emerging technology and innovation (Web-based and Web

assisted class support, and Distance Learning)

• The continued enrollment growth in all of the program areas with a focus on diverse populations;

• Increasing diversity in faculty and staff.

• Adherence to and continuity with the RCOE Conceptual Framework.

• Faculty development activities through LES colloquia.

• Student involvement in a variety of academic seminars and hosted colloquia.

C. Areas of Need

For the foreseeable future, it will be necessary to consider the addition of a faculty member in the Foundations program area. Our increasing enrollment not only in on campus teacher education courses but the need to provide faculty for extension courses in the elementary education and BK programs will necessitate a faculty search.

Careful and deliberate consideration should be given to creating programs in “assessment/testing” and “distance learning”. It is apparent that as accountability in student

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performance across the state is becoming a high priority there is an increasing need to provide school district personnel with assessment expertise. There is no doubt that distance learning/education continues to expand. For this reason, it may be wise to consider the development and implementation of a certificate program in this area. In addition, there is an important discussion that needs to culminate relative to the future trends for recruitment, enrollment, and retention of a diverse student population on-campus vs. off-campus. There is an increasing emphasis upon field based courses and student cohorts which may or may not draw away from our traditional on-campus presence.

Summary of Needs In summary, the needs of the Department include, but are not limited to: Considering a rationale for a new tenure track faculty position in Foundations The development of a certificate program in assessment/testing and distance education. A discussion relative to on campus and off campus focus D. Opportunities The opportunities presenting themselves to the Department are both exciting, and challenging. They impact on every program area housed in the Department. The following is a brief description of forces bearing on each of the program areas.

Foundations of Education

This program area has no majors but plays a vital role in the teacher education core with the course FDN 3800, which is taken by all seeking bachelor's level teacher certification. Two of the educational foundations courses are electives blocks in certain business education tracks (FDN 3800) and the Appalachian Studies master's degree (FDN 4810). The program also plays a major role in graduate education with its courses required in most MA/MS degrees leading to master's level certification. Foundation faculty are actively involved in extension courses in Forsyth and Cleveland counties including teaching FDN 3800 in the Birth to Kindergarten program. As the need for teachers grows, the program will be a major factor in meeting these needs.

Higher Education

Since the program’s establishment in 1965, the Higher Education Program has provided graduate preparation for faculty and administrators in the North Carolina community College System, many of who are now in key leadership roles. The program is very highly regarded. The

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Developmental Education track functions as an advocate voice for educational leadership in the nation’s community colleges, as well as for the North Carolina Community College System

Both the growth of the community college enrollments and accelerating retirements of the first group of community college faculty and administration has expanded the need for personnel with higher education degrees. The program faculty is currently designing an Ed.S. Program in Higher Education to service community college administrators who may wish to pursue an Ed.D. degree. The first cohort is projected for Fall 2004. The community college system was established in 1965 and expanded during the 1970s. Many of the personnel who were involved in the development of the system are now reaching retirement age and will be leaving the system in increasing numbers as we approach the turn of the century. All of these factors combine to present the faculty of the Higher Education program with expanding opportunities and challenges.

Instructional Technology Program

The explosion of the use of technology in schools as well as in teaching and learning has created an immediate need for personnel who can provide leadership in the effective application of this new science. This program area has played an aggressive leadership role in the development and application of technology in education. The demand for personnel to work in public schools to develop meaningful programs has exceeded the number of graduates from the program. The rapid growth in the number of students demonstrates the need for, and interest in, programs in this area. The recently developed distance learning systems expand the ability to bring quality instruction to students in centers far removed from campus. Other technologies, including the World Wide Web, offer exciting possibilities for expanding learning opportunities far beyond the campus. The future presents continuing opportunities for leadership in application of technology in the educational process. The expertise and experience of the program faculty will ensure active leadership in this area.

Library Science Program The growing need for media specialists with strong technology preparation has led to the rapid growth in the number of students enrolled in these programs. The growth in the number of students attending public schools coupled with the increased need for media and technology services have contributed to the importance of this preparation program. The current faculty in this program has refocused the program and has provided leadership at both the state and national levels. New cohorts are being implemented for Fall 2003-2004 in Hickory and Forsyth County. The program is a vital force in meeting the need for effective public school and public media specialists in North Carolina. The strength of the program, especially through extension cohorts, permitted the Library Science faculty to successfully hire a tenure track faculty member beginning the 2003-2004 academic year.

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School Administration Program The School Administration program continues to meet a rapidly growing need for entry-level school administrators. This has been particularly true with its expanded cohort model in Burke, Catawba, and Forsyth counties. and its initiation of an MSA Advisory Board and an MSA Student Advisory Board. This need is the result of the growing public school student population and the rapid turnover of current administrators due to retirement. As a result of the strong interest in the MSA program, the faculty successfully brought in to its ranks a new tenure track faculty member for 2003-2004. Estimates are that up to 50% of current public school administrators will retire by the year 2005 (American Association of School Administrators, North Carolina Association of School Administrators). The current faculty is committed to maintaining the reputation of preparing excellent school administrators for North Carolina Public Schools, which has characterized the program in the past. By its adherence to the DPI, NCATE and ISLLAC standards, the school administration program has established itself as a premier vehicle for insuring that its students are fully prepared to meet current leadership challenges. This year also marked the successful realignment of the MSA curriculum to meet the requirements of DPI and the MSA Report Card and its initiation of an MSA Advisory Board and an MSA Student Advisory Board.

E. External/Internal Considerations While the Department exhibits a number of strengths, not the least of which is a talented and experienced faculty and staff, although in the future some issues may need to be addressed:

Internal The department has been fortunate in receiving and utilizing funds allocated for faculty development and professional travel. These funds have been made possible thru our extension courses and the MSA annual budgetary allocations. It is important that future budgetary considerations be given to maintaining our current level of funding especially relative to the operating budget. The department will continue to allocate our financial resources to best focus on our strong faculty and staff.

Another consideration, and one that is currently under college wide discussion, is determining the appropriate classroom enrollment formula relative to the traditional model of teaching versus the growing trends in Web-based and Web-assisted courses

External

External threats include changing expectations for certification, demands placed upon the department relative to the new MSA Report Card required by DPI, additional mandates for service to schools in the area, and competing needs within the University which shift resources.

Another factor that has become evident as we move into the instructional technology cohort model off campus is the need to determine the availability of hardware and

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software at various sites within our alliance area. This has ramifications for the sophistication of how state of the art technology courses can be provided by an ever-growing adult population. Discussion is underway to ensure that this will not be a problem with future cohorts.

III. Retention Activities The Leadership and Educational Studies Department adheres to a strong advisement philosophy and practice within each of its program areas. The department has developed and initiated a data base program that is available to all faculty to identify and upgrade their particular advisees. This file is reviewed and kept current by the department staff. In addition to this computer generated process, each faculty member maintains regular office hours and provides e-mail access to themselves for student inquiries. This is especially true for our extension courses. Those students who are enrolled in the Internship sections are closely monitored and communicated with not only by their supervising faculty member but by the department as well. This past year the department has conducted a series of academic colloquia focusing upon diversity issues that have been open to all students. Public announcements are posted to ensure that students are aware of times, location, and subject matter. Many of these programs are scheduled in the later afternoon to afford our extension students time to attend. Through our monthly on-line LES Perspectives newsletter announcements are made relative to these colloquia and department based activities so students have an opportunity to know in advance what is planned.

Since the department is predominately comprised of adult graduate students the majority of faculty do not necessarily engage in sponsorship of student clubs or activities. We do however have some faculty who make themselves available extracurricularly such as Dr. Stephen Bronack and Dr. Gayle Turner.

IV. Student Outcomes and Self-Assessment To ascertain the success of our specialty areas upon the intellectual growth and development of our student base, it is important that we determine the growth curve of our students as they enter the programs and how do they change during their tenure with us. The idea of determining what our graduates should look like at the end of their experience here will require a new set of evaluative tools, surveys, etc to more accurately determine this. At present one avenue for judging this is to look to the Reich College of Education Conceptual Framework. The Department of Leadership and Educational Studies subscribes and adheres to the framework both in theory and in practice, especially in its course design, instruction, and evaluation. The faculty of the department view themselves as members of an academic community of practice-providers of theoretical and practical service. As a community of practice, faculty members view themselves and our students as a family of inquirers. Program areas adopt the constructivist philosophy in which schools are socially constructed entities and a clear understanding of the concept philosophically and culturally are essential to effective leadership and professional responsibilities.

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Emphasis is upon viewing the world through the self-created reality of a diverse school population. The Framework complements our diverse attitudes, beliefs, and actions. Faculty members attempt to honor the diverse learning styles and abilities of our students through our flexibility relative to individual concerns. Department faculty members subscribe to an equal balance of theory and practice; whereas practice is clearly socially created human activity, theory is an attempt to clearly define and improve upon this activity. Program areas build and expand on prior knowledge experiences that support learning as a result of our professional student base. Our students are experienced educators and technologists who come from a wide variety of educational experiences, backgrounds, expertise, and leadership models. The department faculty in discussing the challenges of leadership and application utilizes our students' exposure to their own professional environment. This openness develops a community of practice and learners. It models what a leader should do in an educational or professional setting.

More specifically, the department remains consistent with the RCOE Conceptual Framework in its course design, instruction, evaluation and student outcomes.

Course Design: Program course syllabi combine theory and practice and how individual students create an independent reality in relation to the course design. The use of seminar formats, Web based and Web assisted learning techniques rather than pure lecture lends itself well to a community of practice and family of learners especially the adult non-traditional student.

Instruction: Program area seminar formats and Web-based and Web-assisted discussion boards enhance an open dialogue on the social construction of meaning for our potential diverse leaders, technologists, librarians, teachers, and higher education administrators and developmental trainers. The critical aspects of this instruction are professor knowledge, experience, personal knowledge structures, and critical thinking/reflection.

Evaluation: Course evaluations are conducted at the end of the course each semester and contain both qualitative and quantitative measures to determine how well faculty have functioned within this idea of a community of practice and learners.

Student Outcomes: Each program syllabi contains a proposed rationale for the course that enumerates the expected student outcomes and expectations. (Smith, NCATE Report). Through the MSA Report Card process and the design and implementation of a new teacher/course evaluation instrument, more data are now available to assess these outcomes. Proposed Student Outcome Measures and Techniques Departmental and program area specialties will begin to develop and initiate instruments to ascertain the change in student learning through a discussion of current evaluative models. It appears that the existing body of standards already required for some of our programs can be extrapolated from to meet specific program assessment needs. At present, the Interstate School Leaders Licensure Consortium (ISLLAC) and the NCATE Standards, Procedures and Policies are research based documents for examining and building a universal set of student outcome measures for our purposes. By utilizing a series of indicators such as knowledge, skills, and professional perspectives our

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program areas have a means to establish, for their particular student, a range of pre and post test measurements. In addition to these techniques it is proposed that focus groups, oral exit interviews, and surveys be employed to seek qualitative data for determining a change in the student learning curve. Self-Assessment (Faculty and Student) One means of establishing future self-assessment measures and techniques for the department and program areas is to rely upon current methodologies, and standards such as ISLLC and NCATE and then expand from there. The MSA program currently uses the ISLLC Standards and the NC State Standards to measure and assess its graduate students; documentation which will now be incorporated in the MSA Report Card requirement. The program coordinator has recently remodeled these standards into a rubric of job competencies. The students should be gaining these job competency skills from their participation in the MSA program. Each student is required to build a portfolio of experiences that demonstrates his/her development along each of the standards. The resulting portfolios become the assessment tool to measure how well the program meets current standards. This type of rubric and portfolio combination could be implemented in other programs within the department as well. At present, student assessment procedures begin with meeting the designated entrance requirements established by the appropriate academic units. Throughout the various program areas students are assessed through course examinations, projects, and research papers. Students are also required to complete comprehensive examinations both written and oral. The reliance upon Internships/Practicum in each program area provides the department faculty with a solid and reliable tool to determine the success of the student in a working environment. This is a particularly important assessment tool since it also relies upon external evaluations by the students’ supervisor. The certification process especially in School Administration and Library Science through the State Licensure Examination and the Praxis Series is another level of assessment. Library Science is in the process of developing and piloting a series of assessment questions and research methodologies to accurately establish a base line for comparing students perceptions and success with other Library Science programs across North Carolina. From the faculty perspective, self-assessment includes several benchmarks that determine promotion, tenure, re-appointment, and continuing scholarship, teaching, and service. These include teacher course evaluations, the peer review process, post-tenure review, graduate faculty status, re-appointment evaluations, and annual faculty reviews As a part of the annual planning initiative, the department will examine these current models and seek a refinement of both student and faculty assessment and self-study techniques. An approach to future assessment strategies may be that proposed by Susan Imel in her article entitled Adult Literacy Learner Assessment (ERIC Digest No. 103). In this ERIC document she acknowledges four

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approaches to learner assessment and concludes with a reference to Nurss (1989) who proposes a series of questions, which are exceedingly relevant to implementing assessment procedures. A review of this thesis would be well considered as the department establishes its own direction for assessment. Through reliance upon other RCOE department tools and ASU as a whole, we will constantly re-evaluate and refine these methodologies. All in all, the department faculty will have an abundance of both quantitative and qualitative data to apply towards a working knowledge base for critical analysis. Appendix A.

Unit Mission and Vision Statements

Unit Mission Statement

Through active scholarship, reflection, and professional discourse within and among our respective disciplines, we seek to facilitate the learning of a diverse population of traditional and nontraditional students and their continued capacity to assume roles as leaders and educators in the settings of their choosing.

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Vision Statement

The Department of Leadership and Educational Studies is committed to continuing its development as an effective unit. As such, the Department strives to represent itself as an academic unit where all of its principal constituencies are, simultaneously, instructors and learners for each other. “For a university to be a good place for students to learn, it must also be a good place for teachers to learn. The recognized work of the university must be teaching and learning…” We do not regard the people we serve or the processes we promote as mutually exclusive. The Department, in its efforts to become such a community of learners, recognizes the power that constructive differences and the diversity of thoughtful viewpoints provide for continuous improvement. To those efforts, the Department of Leadership and Educational Studies is committed to:

● The important axioms and philosophy of the Reich College of Education Conceptual Framework;

● Continually assessing our climate relative to multicultural, diversity, and gender issues within our community of learners;

● Developing the ability and capacity for leadership for ourselves and all our students;

● Understanding and scanning trends to prepare faculty and students for state of the art issues and advancements;

● Developing increased capacity within the faculty to practice, with increasing effectiveness, our responsibilities as members of the professorate, in general, and as members of this learning community;

● Continuing its efforts to instill a deep understanding of the moral and ethical principles that guide a learning community and its effects;

● Instilling in ourselves and others an active acknowledgment that learning is lifework, and to be good at it is a chief source of personal/professional empowerment;

● Recognizing that students are colleagues in the learning endeavor as well as objects of the faculty’s expertise;

● Modeling what an effective unit does to become self-renewing and self- sustaining;

● Understanding and relating to new technology and learning models.

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Appendix B.

Equal Opportunity and Diversity The department continues to adhere to the University Affirmative Plan and Activities though its submission of the appropriate compliance reports relative to faculty and staff hiring. We make every effort to ensure that faculty and staff open positions are advertised in venues that will draw applicants from underrepresented areas. This is especially true with tenure track faculty positions; efforts are made to announce such opportunities in minority and majority house organs including a variety of new web sites and accessing the HBCU’s mailing lists. During this academic year the department sought to emphasis diversity and multicultural focus in its academic programming through our colloquia series. These colloquia topics included: An Alaskan Cultural Experience (Drs. Boylan and Bonham); What You Should Know About North Carolina’s ABC Test (Dr. Olson); and Revealing the Implications of No Child Left Behind Legislation for Schools (Dr. Ken Jenkins) External Scholars Grant ($1,324). One of four (4) awarded and funded by the Hubbard Center for Faculty and Staff Development to host Suzette Speight, Ph.D. (African-American Female) Associate Professor, Counseling Psychology, Loyola University Chicago to present on Examining, Privilege, and Oppression. Appendix C Staff Activity Karen Laws Campus Involvement Staff Council Representative, Edwin Duncan Hall Representative Quality of Life Committee Employee Relations Committee Co-Chair of Scholarship Committee Co-Chair of Membership Committee Chair of Fundraising Committee SEANC Member Career Development Accepted the position of Administrative Secretary in the LES Dept in October 2001. Attended numerous seminars, on campus during the year, pertaining to budgets, travel, and computers. Special Activities Enjoys spending time with family and friends; as well as being outside as much as possible. Takes pride in donating to the American Red Cross. Any extra time goes to being a Classroom Parent for her son’s daycare, Appalachian’s Child Development Center, and taking care of the

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family farm. Jenny Ware

Campus Involvement Staff Council, Vice President / Edwin Duncan Representative Library Committee

Chancellor’s Advisory Committee Scholarship Committee, Co-Chair Faculty Senate, Staff Council Representative

Membership Committee, Co-Chair SEANC Member

Community Involvement Special Olympics, Winter Games Volunteer Relay for Life, Team Co-Captain

Career Development Accepted the Office Assistant IV position in Leadership and Educational Studies in November 2001, replacing Karen Laws who accepted the position as Administrative Secretary in the LES. Appendix D Faculty Activity 1. Characteristics of Teaching Performance The Department of Leadership and Educational Studies has a long and treasured reputation for commitment to students. Teaching, mentoring, and advising students continue to be the most important activities of the department. Indicators of effectiveness, including peer observations and student evaluations, generally show very strong and effective instruction. However, the range of measures of performance varies among professors and frequently within various undergraduate and graduate courses. There is a continuous need for all instructors in LES to routinely review and revise course syllabi and content. Increasingly, the higher education, library science, instructional technology, and school administration programs are building off-campus, extension networks of students who typically enroll in graduate courses at remote locations such as Winston-Salem and Hickory. The off-campus enrollments in most programs now exceed on-campus enrollments. In addition to the need for off-campus courses in each of the degree areas, service courses in foundations and research are also delivered off-camps. Distance learning technology is an integral part of the delivery of most programs. Courses in multiple locations have also been taught in school administration.

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Advisement, mentoring, and providing for student needs at locations off-campus have presented new challenges and opportunities. For example, all of the students in a school administration cohort were administered oral exams on a Friday and Saturday off-campus. Students were very appreciative of the willingness of the LES department to come down the mountain and make the exams more convenient and closer to the environment in which they had studied. The results of the exams were outstanding. The reports were impressive. A number of the students presented power point presentations explaining their experiences for the year. Several projects were worthy of being shared with other schools seeking academic improvement.

2. Student Advising Student advisement loads in the department are still quite high and are increasing. The reduction in faculty positions coupled with the increase in off-campus enrollments are significant reasons for the increase. In two programs, Library Science and Instructional Technology, the average advisement load per professor is from 35 to 75 students. Adjunct professors provide the department with much needed instructors; however, adjunct instructors do not advise students. While the primary mission of the department remains focused on teaching, advising, and mentoring, the quantity of work is not even close to be equally distributed. Some advisors serve tens of students, other advisors serve none. Part of the reason for this inequity is that service area instructors do not advise students. However, another reason is that some faculty are willing and ask to advise more students, because they have recruited or they came to know them in some way that leads to serving as an advisor. A close examination of advising responsibilities within the department will be carried out in the next academic year. In addition to advising master’s and specialist degree students, some faculty members serve as major professors for doctoral students and/or on doctoral committees. These responsibilities are always in addition to departmental advisement responsibilities. Even with the overload conditions and the unequal distribution of responsibilities, students still report advisement and rapport with advisers as one of the major strengths of the department. Mrs. Jenny Ware is responsible in a large part for such responses. She is always willing and able to help every student who has a problem. All of the conditions cited above indicate the need for planning to advise in equitable and successful ways. A close of examination of advising responsibilities within the department will be carried out in the next academic year. 3. Research Projects Steve Bronack

I have spent the last two months investigating the NC Annual Media and Technology

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Reports from the Department of Public Instruction. In conjunction with a survey for technology directors developed with Dr. Riedl and Dr. Tashner, I am in the process of developing systemic profiles of area LEAs as they relate to their ability to support and sustain technology-rich teaching and learning activities. I intend to develop this initial work into a major line of inquiry for my research this coming year. Additionally, I have been working with a graduate student to review the role of technology to support mentoring relationships – primarily between teachers, but also between students and experts. This is reflected in my work with Virtual Explorers (http://www.virtualexplorers.org) and in a manuscript currently in development chronicling the theoretical development of mentoring within schools and other organizations over the last 10 years.

Formal and Funded

Roma Angel Metaphorical Images of Leaders of Change Significance of Comparative Self-Reported Technology Skills of Teachers and Student A Mythic Canon for School Leadership: Responding to Political and Spiritual Alienation An Examination of a Terminal Teaching Degree as a Retention Solution: Addressing Skills, Status Elevation, and Monetary Concerns

Barbara Bonham Project Advisory Board for the National Study of Learning Communities Invited and agreed to be on a board of nationally recognized experts in the field of higher

education. Dr. Vincent Tinto – Executive Director of the Project $956,000 grant funded project by LUMINA Foundation Syracuse University Syracuse, NY November, 2002-2005 Lansing Community College Invited & conducted review of the Mathematics Skills Department & developed technical report and staff projections. Lansing, MI December, 2002 Middlesex County College Invited & worked with a team to evaluate Mathematics/ESL Programs. Developed technical report and recommendations. Middlesex, N.J. October, 2002

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Center for Excellence in Undergraduate Education Invited & participated in “Think Tank” with 2 other Higher Ed. specialists. Evergreen State University Olympia, WA June, 2002 Caldwell Community College & Technical Institute Assisted in the development of a grant for training vocational/technical faculty. Perkins Grant awarded Fall, 2002 Invited and conducted 8 faculty development workshops Hudson, NC October, 2002 - May, 2003 Cape Fear Community College Invited & presented 2 faculty development workshops for mathematics faculty. Wilmington, NC August, 2002 Council for Opportunity in Education Invited Faculty Presenter TRIO Assessment National Workshops Fort Lauderdale, FL April, 2002 Hunter Boylan Bedford/St. Matins Press funded a project in which Norm Stahl of Northern Illinois University and I reviewed the literature on college reading and study skills and selected major articles on student characteristics, teaching reading, etc. We then edited them, provided introductory and supporting material. The resulting product was a book for adjunct developmental reading teachers entitled, “Teaching developmental reading: Historical, theoretical, and background readings” published by Bedfored/St. Martins. Steve Bronack This year marks the completion of my U.S. Dept. of Education-funded Preparing Teachers to Use Technology subcontract “Casenex: Web-based, Case-based Teacher Preparation.” George Maycock Compiling data for Appalachian Arts in Education Program to measure impact of providing arts programs in schools in Ashe, Avery, Watauga, & Wilkes counties. Richard Riedl The development of AppEdTech (still in progress) has been a major project beginning in the summer of 2002. I have developed a general layout for the world, a library (empty at

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this point), a student services building, and an alumni center. In addition I planned the major transportation component for students and faculty to be able to move quickly to the various course areas. The faculty in our program is currently developing a course together that will be taught in the summer and the following fall. As mentioned above, I have already developed 3 courses in this setting and helped program faculty develop one. This development of AppEdTech has let us to explore some very interesting questions about the development of online classes or online support mechanisms for classes and has led to the acceptance of a paper to be presented at the International Conference on New Educational Environments in May (“Virtual Campus Initiatives: Organizational Assumptions about Teaching and Learning” with Stephen Bronack and John Tashner). Through the ARTTA grant, I and others at ASU, UNCA, Warren Wilson, and WCU are exploring the manner in which to help college and university faculty develop clear ideas on the role of technology in their teaching, how to help their students develop good practices related to the use of technology, and how evidence of such practices can be collected and evaluated (funded). One product of this grant is a major faculty development initiative that engaged faculty in meetings to ask questions about the role of technology in teaching and learning settings. Participating faculty attended technology conferences together and worked together to “mine” the conference. As a part of this effort the faculty developed a symposium on these issues. I was the key organizer of this symposium which was presented at the Society for Information Technology in Teacher Education conference in Albuquerque. This symposium may become a part of the RCOE Faculty Development Committee effort for the 2003-04 academic year. This effort has also lead to a proposal to the Dean of the College of Education that hopes to sustain the kind of collegial dialog that has occurred and allow for more cohesive planning of off-campus programmatic efforts. Four other members of the faculty and I have developed a survey instrument that seeks to understand the kinds of decisions that school districts make regarding the control of computer and networking technology. We have piloted the survey with the ASU Public School Partnership and are now in the process of refining the instrument and exploring some of the key indicators that have emerged from this initial pool of school districts. We will match the realities of what teachers can expect to find in the schools (what they actually can and cannot do based on the way the technology is controlled) with the requirements of national and state standards of what they are supposed to be doing with the technology and indicate the discrepancies between them. Art Safer

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URC Grant funded November 1, 2002. Grant Award: $1,980. One of nineteen funded. Title: Investigating the Role of Obstacles and Options in the Decision-Making Process of College students and Adults John Tashner Using Casenex in Teacher Preparation Programs. This study was funded by the Dean’s office to determine the effectiveness of using web-based case studies for a part of field experiences for undergraduate teacher ed. programs. This study also explored the relevancy of using case studies in graduate in-service teacher programs. Carol Truett I signed a contract with Dr. Betty Morris, an editor and author with Linworth Publishers, and now a professor of library science in Georgia to write 2 chapters in the 4th edition of Administering the School Library Media Center, a school library management textbook that she is working on. I have complete Chapter 5: Budget and Chapter 10: Technology: The Crucial Link. Chapter 5 is complete; Chapter 10 will be finished by the end of April. Copies of each, along with the contract with Dr. Morris, appear in the accompanying portfolio. Gayle Turner Gayle M. Turner, “Identity, Relationship, and Justice in the Cyber-Classroom.” In Breaking The Classroom Wall: Resistance And Quest For Learning With Technology. Roberto Muffoletto, Ed. (Cresskill, NJ: Hampton Press), in press. Relational identity formation and its impact on schooling

(Note: This research topic provides the theoretical framework I employ to study race, class, and gender in relation to schooling.)

Moral dimensions of education Authority and postmodern conceptions of truth; implications for public school practice

and policy The relational self and feminist/postmodern understandings of race, class, gender

identity, and social justice Feminist analyses of power, authority, and relationship in the theory/practice dialectic Simone de Beauvoir and relational notions of the self Epistemological issues and research methodologies The mind-body problem in education Linda Veltze Second film on Mrs. Grinton (funded by Hubbard Center, Dept. and Dean’s Office) Panels on Barber Family to be lent to Public Libraries and Schools (Funded by Dean’s Office) Comparative Study of European Countries Multicultural Literature Programs...Italy, France, Spain (Funded by the German Government)

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Formal and Non-Funded Barbara Bonham Kellogg Institute Conduct one week Seminar on Instructional Design National Center for Developmental Education Hunter Boylan One of my major research projects was done in preparation for the International Conference on Lifelong Learning in Australia. At the request of the University of Central Queensland I did a review of the literature on college outcomes for U.S. students and the factors that lead to these outcomes. This resulted in my paper “Graduate attributes: What and how?” being read at the International Conference on Lifelong Learning. I have also been doing research on the impact of diversity on developmental classrooms. This resulted in a presentation at the National Association for Developmental Education “Developmental Education: A Research-Based Perspective” with E. Michael Sutton as a co-presenter. Dr. Sutton and I are also completing a manuscript on diversity in developmental education for the Journal of Developmental Education. Tom Jamison Pre-publication review and editing of draft manuscript:

Philosophical Foundations of Education – From Theory to Practice (Prentice-Hall)

Linda O’Neal Southern Regional Educational Board (SREB) peer reviewed proposal to become a member of the University Leadership Development Network. Accepted as one of twelve institutions out of a competition of seventy university proposals. The goal is to design, deliver and evaluate a school leaders program that emphasizes the critical success factors for comprehensive school improvement and higher student learning and achievement that can be adopted by other institutions of higher learning. The University Leadership Development Network started Fall 2001 and continues for three years. John Tashner A Comparison of State and National Teacher Technology Competency Requirements with the Current Policies and Procedures in Regional School Districts. This study superimposes what is required by state board mandate for teacher certification and what regional school districts allow students and teachers to actually do in schools. Carol Truett

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A Budget Survey of North Carolina School Librarians article that Karen Lowe and I conducted has been published in the refereed journal North Carolina Libraries. It may be viewed at: http://www.nclaonline.org/NCL/ncl/NCL_61_1_Spring2003.pdf A copy appears in the portfolio which accompanies this annual report. Gayle Turner With Justen Infinito, Ph.D., Ball State University: collection of essays on relational and ethical self-formation. Linda Veltze Pitts Stripling Research Model..Topic assigned by School Library Media Quarterly. Editor of Website on Bolivia from the Instructional Materials Center of Belk Library link Stephen White Extensive research has been conducted and submitted to publishers for peer review.

Informal and Non-Funded Roma Angel Candidate Perceptions of Mythic Metaphors for Leadership John Tashner A Virtual World Initiative: Exploring the Efficacy of Teaching and Learning in a 3D MUD Environment. Stephen White Extensive research has been conducted and submitted to publishers for peer review.

4. Publications

Roma Angel “Change, Stages of Concern, and Technology Integration: Rethinking Curriculum Planning and Delivery Models with Teachers.” Society for Information Technology and Teacher Education, Association for the Advancement of Computing in Education Proceedings. March 2003 (Paper and Electronic Versions).

Manuscripts submitted for juried review and potential publication: “A Mythic Canon for School Leadership: Responding to Political and Spiritual Alienation.” Submitted for review, Encounter: Education for Meaning and Social Justice.

Responding to Grief at School: An Administrator’s Workbook for Leading School Communities Through the Immediate and Long-Term Grief Following the Unexpected Death of a Teacher. Submitted for review, The Dougy Center: National Center for Grieving Children, Portland, Oregon.

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Barbara Bonham Bonham, B. & Liu, C. (2003). Annotated bibliographies for developmental mathematics. ARBIDE (Annotated Research Bibliographies). National Center for Developmental Education. Bonham, B. (2002). Educational mobility in the U.S. through the community college transfer function. In M. Osborne, J. Gallacher, & M. Murphy (Eds.) Research review of further education/higher education (FE/HE) Links. Published by the Centre for Lifelong Learning, University of Stirling. TECHNICAL RESEARCH-BASED REPORTS Bonham, B. (December, 2002). Mathematics Skills Department Program Review & Staffing Project Report. Lansing Community College, Lansing, MI. Bonham, B. (November, 2002). Developmental Education/ESL Program Evaluation Report. Middlesex County College, Middlesex, NJ. Boylan, H. & Bonham, B. (May, 2002). Review of Developmental Education & Research Based Recommendations. Kuskokwim College in Bethel, AK.

Bonham, B. (October, 2002). Evaluation of FIPSE Project Years 1-3. Tidewater Community College, Virginia Beach, VA. Hunter Boylan Stahl, N.A., & Boylan, H.R. (2003). Teaching developmental reading: Historical, theoretical, and background readings. New York, NY: Bedford/St. Martins. Saxon, D.P., & Boylan, H.R. (2003). Where do we go from here: An agenda for developmental education research, Part 1, Research in Developmental Education, 17(4), 1-4. Saxon, D.P., & Boylan, H.R. (2003). Where do we go from here: An agenda for developmental education research, Part 2, Research in Developmental Education, 18(1), 1-4. Manuscripts submitted for juried review and potential publication:

Boylan, H.R., & Sutton, E.M., (2003, in press). Diversity in developmental education: A research-based perspective. Journal of Developmental Education. Boylan, H.R. (2002). Graduate attributes: What and how? Proceedings of the International Conference on Lifelong Learning, Rockhampton, Australia, Central

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Queensland University. Boylan, H.R. (2002). A brief history of the American Council of developmental Education Associations. In D.B. Lundell & J. Higbee (Eds.). Histories of Developmental Education (11-14). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy.

Steve Bronack 2 manuscripts currently in development

Manuscripts submitted for juried review and potential publication: Bronack, S.C., Zimmerman, S.O., Greene, M.W., & Tashner, J.H. (in review). Using casenex in teacher preparation programs.” Teacher Education Quarterly

Chuck Claxton Claxton, C. S., & Jackson, K. L. (2002 August/September). Community College Journal, 42-44. Michael Dale “Tales in and Out Of School” in Teaching, Learning and Loving (Dan Liston and Jim Garrison, editors) New York: Routledge (forthcoming) Ralph Hall School Law Reporter- monthly publication of the Education Law Association. Served as the reporter for the Southeastern Reporter

George Maycock Miller, G., Jones, D., Wilson, T., & Maycock, G. (2002). Sexual Abuse Counseling: A Descriptive Study of Three Female Survivor Therapy Groups. (Report No. CG031915) Resources in Education. Referred.

Linda O'Neal O’Neal, L. (2002). If I could do one thing to improve education. Principals’ Executive

Program Web Seminar. October Posting.

O’Neal, L. (2002). Girdles, pumps, and purses. National Storytellers’ Journal. September Issue.

O’Neal, L. (2002). It Takes a Whole Village…. Leadership: The Official Publication of the North Carolina Association of School Administrators. Spring/Summer Issue, pp. 9-12.

Richard Riedl

“A Collaborative Faculty Technology Development Initiative” with Linda Pacifici, John Tashner, Nancy Mamlin, Sara Zimmerman, Pat McCarthy, John Spagnolo, Connie Ulmer, Gary Moorman, Bill Barber, and Cheryl Knight. Technology and Teacher

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Education Annual, 2002, pp. 696 - 700 (Refereed)

“No Child Left Behind? The implications of the new Education Act.” The Catalyst, Vol. 18, #3, Spring 2002, pp. 3-4. “The Failure of American Schools to Change: And why parents of children with special needs should be wary of inclusion.” The Catalyst, Vol. 19, #1, Fall 2002, pp. 3-5. “The Failure of American Schools to Change: The innovator’s dilemma.” The Catalyst, Vol. 19, #2, Winter 2002, pp. 3-5. “The Failure of American Schools to Change: How can we approach the problem?” The Catalyst, Vol. 19, #3, Spring 2003, pp. 3-6. Art Safer Harding, C.G. Safer, L. A. et al (2002) Ten years in the life of a community/university partnership: The case of the HOME family support program: 1990-2000. Submitted to the American Journal of Community Psychology.

Safer, L. A. (2003) (In press) Going off the mountain: Connecting the High Country with the piedmont. Teaching and Learning at Appalachian Volume 7

John Tashner

“An Analysis of Instructional Strategies Used in Synchronous learning Environments”. Melanie Greene, Sara Olin Zimmerman, John Tashner, and Linda Pacifici. Proceedings of E-Learn 2002.

“Using Casenex in Teacher Preparation Programs” ” Steve Bronack, Sara Olin Zimmerman, Melanie Greene, and John Tashner. Proceedings of Hawaii International Conference on Education, 2003.

“Connecting Theory to Practice: Web-based Cases in Non-traditional Pre-service Teacher Preparation”. Stephen Bronack, Melanie Greene, Sara Zimmerman, John Tashner, Proceedings of Society for Information and Teacher Education, 2003.

“A Virtual World Initiative: Assumptions about Teaching and Learning”. Richard Riedl, John Tashner, Stephen Bronack. Proceedings of the 5th International Conference on New Educational Environments, 2003.

Manuscripts submitted for juried review and potential publication: Using Casenex in Teacher Preparation Programs” ” Steve Bronack, Sara Olin Zimmerman, Melanie Greene, and John Tashner, Submitted to the Teacher Education Quarterly by request of the editor.

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Carol Truett Truett, Carol and Lowe, Karen. “The School Library Budget: A Study in Power and Politics of Selected North Carolina School Library Budgets.” North Carolina Libraries 61 (Spring 2003): 13-29.

Gayle Turner

Mary Timothy, Arthur Quickenton, and Gayle M. Turner, “Games and Re-Visioning Teaching with Preservice Teachers,” American Reading Forum Yearbook v23 2003, in press.

Gayle M. Turner, “Women’s Freedom in the Context of Equal Rights.” Oxford Round Table, St. Anthony’s College in the University of Oxford.

Linda Veltze Veltze, L.A., and Vallejo, Gaby, Sister Libraries Brochure for IBBY-Asahi Reading Promotion Award 2003 March, 2003

Veltze, LA.,Pitts Stripling Research Model for School Library Media Quarterly, Volume XIX Number 8 April 2003

Veltze,L.A. (ed.) Bolivia (website to be added to Belk Libraries Instructional Materials Center Webpage)

Editor, Translator, Producer of English Version of Video, “IBBY-ASAHI Reading Promotion Award 2003”, March, 2003

Howe,RD and Veltze, L.A. (2003) Salary-Trend Study of Faculty in Library and Archival Science for the Years 1998-1999 amd 2001-2002. Resources in Education, Washington, D.C. ERIC Higher Education Clearinghouse, Georgetown University. Stephen White Named Reich College of Education – Scholar of the Year (2002-2003)

“ The Doctor of Arts in American Higher Education: A History of Interdisciplinarity and Pedagogical Scholarship.” Education. (in-press) (Spring, 2003): Co-authored.

“Preparing Political Scientists as Scholar-Teachers.” Journal on Excellence in College Teaching (in-press) (Summer, 2003): Co-authored.

“Organization Model of a Constructivist Learning Community: A Teilhardian Metaphor.” Journal of Educational Thought, Volume 36, Number 2, August 2002.

“Reconstructionism and Global Education: Interdisciplinary Curricula Development in a Teilhardian Context.” International Education Journal, Volume 31, Number 1, Winter, 2001.

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Manuscripts submitted for juried review:

“Educating Toward the Future: A Pedagogical Myth for Social Reconstructionion and Consciousness Transformation. “ Submitted to Educational Foundations. (Summer, 2002).

“Adult Education and Teilhardian Thought: Contextualizing Socialization into Globalization.” Submitted to New Horizons in Adult Education (Fall, 2002).

“Doctoral Preparation of Teachers: A Survey of North Carolina’s School Superintendents.” Submitted to the North Carolina Association of School Administrators. (Fall, 2002): Co-authored.

5. Papers/Talks and Presentations at Professional Meetings Roma Angel “Challenges of Technology in Teacher Education: The North Carolina Experience.” Presentation with Riedl, Ulmer, Muffoletto, Bronack, Pacifici, Moorman, Horton, Barber, Clark. Society for Information Technology and Teacher Education: Fourteenth International Conference 2003, Albuquerque, New Mexico, March 29, 2003.

“Change, Stages of Concern, and Technology Integration: Rethinking Curriculum Planning and Delivery Models with Teachers.” Paper Presentation at Society for Information Technology and Teacher Education: Fourteenth International Conference 2003, Albuquerque, New Mexico, March 29, 2003.

“A Mythic Canon for School Leadership: Responding to Political and Spiritual Alienation.” Paper Presentation at Southeast Philosophy of Education Society, 2003 Annual Meeting, Univeristy of South Florida, St. Petersburg, January 31, 2003.

“Dealing with the Unexpected and Sudden Death of a Teacher: A Model for Safe, Orderly and Caring Schools.” Presentation with Superintendent Richard Jones of Watauga County Schools, Public Schools of North Carolina Summer Leadership Conference 2002: Leadership in Changing Times, Greensboro, North Carolina, July 8, 2002. Barbara Bonham Bonham, B. Adult Learner Characteristics & Implications for Teaching/Learning in Vocational/Technical Education Programs. Workshop for Vocational Technical Faculty & Support Service Personnel at Caldwell Community College and Technical Institute, Hudson, NC on May 1, 2003.

Bonham, B. Support Services in Community Colleges. Workshop for Vocational

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Technical Faculty & Support Service Personnel at Caldwell Community College and Technical Institute, Hudson, NC on April 22, 2003.

Bonham, B. Instructional Design for Community College Faculty (Pt.II). Workshop for Vocational Technical Faculty & Support Service Personnel at Caldwell Community College and Technical Institute, Hudson, NC on April 9, 2003.

Bonham, B. Instructional Design for Community College Faculty (Pt. I). Workshop for Vocational Technical Faculty & Support Service Personnel at Caldwell Community College and Technical Institute, Hudson, NC on March 5, 2003.

Bonham, B. Classroom Assessment Techniques for Community College Faculty. Workshop for Vocational Technical Faculty & Support Service Personnel at Caldwell Community College and Technical Institute, Hudson, NC on February 5, 2003.

Bonham, B. & Boylan, H. Planning A Course (Pt.II) & Introduction to BLACKBOARD. Workshop for Vocational/Technical faculty at Caldwell Community College and Technical Institute, Hudson, NC on January 22, 2003.

Bonham, B. & Boylan, H. Characteristics of Learners. Workshop for Vocational/Technical faculty at Caldwell Community College and Technical Institute, Hudson, NC on December 4, 2002.

Bonham, B. & Boylan, H. Planning A Course (Pt. I) & Teaching Tips. Workshop for Vocational/Technical faculty at Caldwell Community College and Technical Institute, Hudson, NC on November 20, 2002. Bonham, B. & Boylan, H. An Alaskan Cultural Experience. Colloquium presented for Dept. of Leadership and Educational Studies. Workshop for faculty, staff, and students at Appalachian State University, Boone, NC. on November, 6, 2002.

Bonham, B. Classroom Assessment for College Teachers. Workshop presented for Kuskokwim College using two-video (4 hour interactive workshop from Boone, NC to Bethel, AK). On October 30, 2002.

Bonham, B. Non-Cognitive Factors: A Link to College Students’ Success & Research-Based Tips on Improving Instruction in the College Classroom. Invited to present workshops to mathematics faculty at Cape Fear Community College in Wilmington, NC. August, 2002.

Bonham, B. Issues in Evaluation, The Framework for Evaluating Outcomes, Identifying and Solving Problems Through Evaluation, Preparing the Evaluation Report. Workshops presented at Assessment Conference sponsored by Council for Opportunity in Education at Ft. Lauderdale, FL, on April 26-27, 2002. Hunter Boylan

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Boylan, H.R. (2003, March). Developmental education: History and best practices. Presented at the FIPSE Conference on Historically Black Colleges/Developmental Education Project. Fayetteville, NC. Boylan, H.R. (:2003, February). Developmental education: Background and scope. Presented for the University of Puerto Rico System Conference on Developmental Education, Arecibo, PR. Boylan, H.R. & Sutton, E.M. (2003, February). Diversity in developmental Education: A research-based perspective. Presented at the National Association for Developmental Education Conference, Austin, TX. Boylan, H.R. (2002, November). Power to the program: Tools for empowering learning assistance programs. Presented at the College Reading and Learning Association Conference, Minneapolis, MN. Boylan, H.R. (2002, July). Evaluating outcomes in developmental education programs. Presented at the Kellogg Institute for the Training and Certification of Developmental Educators, Boone, NC. Boylan, H.R. (2002, October). Research-based best practices in the organization and delivery of developmental education. Presented at the Alabama College Association Conference, Mobile, AL. Boylan, H.R. (2003, June). Graduate attributes: What and how. Presented at the International Conference on Lifelong Learning, Rockhampton, Australia. (Note: This paper was read by a colleague. Injuries prevented me from attending the conference).

Steve Bronack Riedl, R.E., Tashner, J.H., & Bronack, S.C. (2003, May). A Virtual world initiative: Assumptions about teaching and learning. International Conference on New Educational Environments. Lucerne, Switzerland.

Bronack, S.C. (2003, April). Keeping the gate: Access to learning via technology in community colleges. New Directions Technology Conference. Flat Rock, North Carolina.

Bronack, S.C., Greene, M.W., Zimmerman, S.O., & Tashner, J.H. (2003, March). Connecting theory to practice: Web-based cases in non-traditional preservice teacher preparation. Society for Information Technology and Teacher Education. Albuquerque, N.M.

Riedl, R., Ulmer, C., Muffoletto, R., Angel, R., Bronack, S., Pacifici, L., Moorman, G., Horton, J., Barber, W., & Clark, H. (2003, March). Challenges of technology in teacher education: The North Carolina experience. Society for Information Technology and

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Teacher Education. Albuquerque, N.M.

Bronack, S.C., Imig, S.I., & Gartland, M. (2003, January). Assessing the effectiveness of teacher performance devices. American Association of Colleges for Teacher Education. New Orleans, L.A.

Greene, M.W., Bronack, S. C., Tashner, J.H., & Zimmerman, S.O. (2003, January). Using CaseNEX in teacher preparation programs: Grounding student learning for non-traditional preservice training. Hawaii International Conference on Education, Oahu, Hawaii.

Bronack, S.C. & Pastore, J.P. (2002, November). Using web-based mentoring to support meaningful teacher development: A case study. Mediterranean Association of International Schools. Rome, Italy.

George Maycock Maycock, G. (2003, March). Psychophysiological Efects Measured During a Single Initial Reading of a Silva Method Relaxation Training Script. Paper presented at the meeting of the Association for Applied Psychophysiology and Biofeedback, Jacksonville, Fl.

George Olson

I, along with two doctoral students, and other faculty, presented two papers at the annual meeting of the American Reading Forum, in December (unfortunately, I cannot locate these papers at this time). Linda O'Neal O’Neal, L. (July 2003) Professional Development for Aspiring School Administrators. High Schools that Work Conference, Nashville, Tenn.

O’Neal, L. (July 2003) Culture and Climate. South Carolina Principals. Center for Creative Leadership, Greensboro, NC.

O’Neal, L. (June 2003) Leading Change. South Carolina Principals. Center for Creative Leadership, Greensboro, NC. O’Neal, L. (June 2003). Celebration of Culture. Summerfield Elementary. Greensboro, NC. O’Neal, L. (March 2003). Learning Portfolio. Irving Park Elementary, Center for Creative Leadership, Greensboro, NC. O’Neal, L. (April 2003). Learning Portfolio. Summerfield Elementary, Center for Creative Leadership, Greensboro, NC.

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O’Neal, L. (October 2002). Closing the Gap. Irving Park Elementary, Center for Creative

Leadership, Greensboro, NC.

O’Neal, L. (October 2002). Closing the Gap. Summerfield Elementary, Center for Creative Creative Leadership, Greensboro, NC.

O’Neal, L. (September 2002). Facilitated two day retreat for Irving Park Elementary, Smith Mountain Lake, VA.

O’Neal, L. (September 2002). Facilitated two day retreat for Summerfield Elementary, Boone, NC. Richard Riedl “Challenges of Technology in Teacher Education: The North Carolina Experience.” A symposium presented at the Society for Information Technology in Teacher Education Conference, Albuquerque, March 2003. Art Safer A Descriptive Model for Supporting Adolescents’ Decision-Making about Risky Behaviors. American Psychological Association Annual Conference Toronto Canada August 2003 Co-Constructing Choices Across the Lifespan: A Developmental Model of Decision-Making. American Psychological Association Annual Conference Toronto Canada August 2003

A Developmental Model for Decision-Making Across the Lifespan. North Carolina Association for Research in Education (NCARE) Annual Meeting March 20, 2003 Wise Women Educating Wise Women (and Wise Men): Women as Leaders in Education. Women’s Leadership Conference 2003 March 2003 Appalachian State University

Michael Sutton

Panelist African American Male Summit, NASPA Conference St. Louis MO Case Study Faciliatator for Minority Undergraduate Program, NASPA Conference St. Louis , MO

John Tashner Paper presented to The 5th International Conference on New Educational Environments. “A Virtual World Initiative: Assumptions about Teaching and Learning. Richard Riedl, John Tashner, Stephen Bronack. Lucern, Switzerland, May, 2003.

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Paper presented to the Society for Information Technology and Teacher Education “Connecting Theory to Practice: Web-based Cases in Non-traditional Pre-service Teacher Preparation”, Steve Bronack, Sara Olin Zimmerman, Melanie Greene, and John Tashner. Albuquerque, New Mexico. March 2003. Paper presented at the Hawaii International Conference on Education, Honolulu, HI. “Using Casenex in Teacher Preparation Programs”. Steve Bronack, Sara Olin Zimmerman, Melanie Greene, and John Tashner. January, 2003. Paper presented to E-Learn 2002 World Conference on E-Learning in Corporate, Government,Healthcare, and Higher Education, Montreal, Canada. “An Analysis of Instructional Strategies Used in Synchronous Learning Environments”. Melanie Greene, Sara Olin Zimmerman, John Tashner, and Linda Pacifici, October, 2002

Carol Truett Panel Presentation: “Speaking the Unspeakable: The Role of Men’s Betrayal in Women’s Spiritual, Emotional, and Intellectual Growth.” Co-Presenters Karen Lowe and Katherine Truett. Fifth Biennial Women and Power Conference “Reclaiming Faith--Socially, Spiritually, Artistically” held Feb. 27-Mar. 1, 2003 at Middle Tennessee State University, Murfreesboro, Tenn. My presentation was: “Carol’s Story: A Search for My Own Identify.” Gayle Turner “Paley’s Paradox: Educating for Democratic Life.” Session Chair. Philosophy of Education Society Annual Meeting, Miami, Florida, March 2003. “Feminists Face War, Peace, and Militarism.” Committee on the Status of Women Panel, Philosophy of Education Society Annual Meeting, Miami, Florida, March 2003. “What Preservice Teachers Learn From Games,” American Reading Forum Annual Meeting, Sanibel Island, Florida, December 2002. Linda Veltze “I Go There in My Dreams: An International Look at an American Reality”

Instituto Boliviano-Americano, Cochabamba, Bolivia May, 2002 “Children’s Literature and the Holocaust”

Holocaust Workshops Panel Appalachian State University Boone, N.C. July, 2002 “Sister Libraries” Appalachian Middle School Association Appalachian State University, Boone, NC,

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“I Go There in my Dreams” Humanities Thematic Series Appalachian State University March, 2003 “Bolivia, Things you Need to Know” HPC Student Group RCOE College of Education March, 2003 “An Invitation to Appalachian’s Library Science Program” Caldwell Community College Hickory, NC March, 2003 “ Everything You Always Wanted to Know About Appalachian’s Library Science Program” Winston Salem Community College Winston Salem, NC March, 2003 “IBBY-ASAHI Reading Promotion Award Speech” Bologna, Italy April, 2003 Stephen White Scheduled presentation was cancelled due to National Security alert regarding air travel. Attended the North Carolina School Administration Degree Programs NCATE

Alignment Symposia (Hickory, NC – November, 2002). Appalachian Alliance Conference of Community College Presidents (April 2003).

6. Attendance at Professional Meetings Roma Angel Society for Information Technology and Teacher Education: Fourteenth International Conference 2003, Albuquerque, New Mexico, March 24-29,2003 Southeast Philosophy of Education Society, 2003 Annual Meeting, University of South Florida, St. Petersburg, January 31-February 1, 2003. Public Schools of North Carolina Summer Leadership Conference 2002: Leadership in Changing Times, Greensboro, North Carolina, July 7-9, 2002. Barbara Bonham Assessment Conference (Council for Opportunity in Education) National Association for Developmental Education (NADE)

Hunter Boylan Alabama College Association, Mobile, AL, October.

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National Association for Developmental Education Conference, Austin, TX, February.

College Reading and Learning Association Conference, Minneapolis, MN, November. Invitational Conference on Developmental Education sponsored by the Center for Research on Developmental Education and Urban Literacy, University of Minnesota, February.

Steve Bronack

I attended several professional meetings this year – and presented at each.

Ralph Hall Attended SSLASPA Annual Conference in Atlanta, Ga.- March, 2003 Tom Jamison

South Atlantic Philosophy of Education Society, October 4-5, 2002 University of North Carolina - Greensboro

George Maycock

Attended annual meeting of the Association for Applied Psychophysiology and Biofeedback, Jacksonville, FL March, 2003.

George Olson This year I attended the following national and regional meetings:

Annual meeting of the American Educational Research Association Annual meeting of the National Council on Measurement in Education Annual meeting of the National Association of Test Directors Annual meeting of the Directors of Research and Evaluation Annual meeting of the American Reading Forum Presented two papers. Annual meeting of the North Carolina Association of Educational Researchers

Chaired a paper session. Served on panel to discuss new federal “No Child Left Behind” legislation Linda O'Neal I attended two SREB meetings in Atlanta, the Star Learner Conference in Texas and have been asked to present at the High Schools that Work Conference in Nashville, Tenn. Richard Riedl Society for Information Technology in Teacher Education, March 2003 Art Safer North Carolina Association for Research in Education (NCARE), Annual Meeting Michael Sutton

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Southern Association of College Student Affairs Conference (Associate Editor of the Journal) National Association of Student Personnel Administrators (Appointed to the NASPA Region III Advisory Board and Reviewer for the national Journal. John Tashner

North Carolina Computer Instructors Conference E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare

and Higher Education, Montreal, Canada Hawaii International Conference on Education, Honolulu, HI Society for Information Technology and Teacher Education, Albuquerque, New Mexico

Carol Truett Attended the North Carolina School Library Media Association Annual Conference 2002 “Literacy Information” held in Winston-Salem, N.C. Sept. 18-20, 2002. Gayle Turner American Reading Forum, Dec. 2002 Philosophy of Education Society, April 2003 Linda Veltze IBBY Congress in Basel, Switzerland, Sept, October, 2002 National Storytelling Conference, Jonesborough, TN., October, 2002 Bologna, Children’s Book Fair, Bologna, Italy, April, 2003, Midwinter Conference of the American Library Association Conference, Philadelphia,

PA, January, 2003. Delegate to the American Association of School Libraries International Relations

Committee, ALA Midwinter Conference, Philadelphia, PA, January, 2003

7. Off-Campus Scholarly Activity Roma Angel Presentations on “Charter School Challenges” and “The Charter School Vision” for N. C. Children’s Homes Advance/Retreat, Asheville, NC, February 27-28, 2003. Barbara Bonham Project Advisory Board for the National Study of Learning Communities Invited to be on a board of nationally recognized experts in the field of higher education. Dr. Vincent Tinto – Executive Director of the Project $956,000 grant funded project by LUMINA Foundation Syracuse University Syracuse, NY November, 2002 - 2005

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Caldwell Community College & Technical Institute Assisted in the development of a grant for training vocational/technical faculty. Perkins Grant awarded Fall, 2002 Invited to conduct 8 faculty development workshops Hudson, NC October, 2002 - May, 2003 Lansing Community College Invited to conduct review of the Mathematics Skills Department & develop Technical report and staff projections. Lansing, MI December, 2002 Middlesex County College Invited to work with a team to evaluate Mathematics/ESL Programs. Developed technical report and recommendations. Middlesex, N.J. October, 2002 Center for Excellence in Undergraduate Education Invited to participate in “Think Tank” with 2 other Higher Ed. specialists. Evergreen State University Olympia, WA June, 2002 Cape Fear Community College Invited to present 2 faculty development workshops for mathematics faculty. Wilmington, NC August, 2002 Council for Opportunity in Education Invited Faculty Presenter TRIO Assessment National Workshops Fort Lauderdale, FL; Seattle, WA; Orlando, FL; New Orleans, LA November, 2000 - April, 2002 Linda Veltze Research at International Youth Library, Munich Germany, April-May Did research in Library of Congress and National Archives in DC, Summer ‘02

8. Released Time

Hunter Boylan Released three quarter time to direct the National Center for Developmental Education and coordinate curriculum for the Kellogg Institute.

Steve Bronack 3 hrs – research (Casenex)

George Maycock

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Reassigned time – 3SH. Service and research: Served as biofeedback consultant and therapist at ASU Wellness Center. Provided biofeedback therapy to students and compiled data for research project listed in item V. George Olson One-quarter scholarly leave during fall 2002 and spring 2003 semesters.

Linda O’Neal I have a release block for coordination. However, this fall I taught one course overload and this spring I taught two courses overload. Richard Riedl I had ½ release time to direct the Appalachian Rural Teacher Technology Alliance (ARTTA), a $1.2 million grant from the U.S. Department of Education. However, my teaching load in both semesters this year included an overload. Art Safer

Six hours for responsibilities related to serving as Department Chair John Tashner

Coordinate Ed Media Instructional Technology Computers, program. 3 sh 9. Proposals for External Funding

Roma Angel

Involved in new TAC/ARTTA initiative for faculty professional development.

Writing a proposal for funding of MSA/C&I/Technology collaborative faculty development to integrate technology into MSA program.

Art Safer URC Grant funded November 1, 2002. Grant Award: $1,980. One of nineteen funded. Title: Investigating the Role of Obstacles and Options in the Decision-Making Process of College students and Adults

External Scholars Grant ($1,324). One of four awarded and funded by the Hubbard Center for Faculty and Staff Development to host Suzette Speight, Ph.D.

Linda Veltze Am working on a grant to be submitted for Sister Libraries Project

10. Instructional or Faculty Development Activities

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Roma Angel Writing a proposal for funding of MSA/C&I/Technology collaborative faculty development to integrate technology into MSA program.

NC/NCATE Program Approval Training, Department of Public Instruction, November 20-22, 2002, Hickory, NC Barbara Bonham Meetings with John Spagnola for assistance with web site, editing tapes, and including film into PPT presentation. Meetings with Distance Learning Center staff for training in using interactive video, two-way TV broadcast, and IP for advising, etc.

Hunter Boylan Attended session on NADE self-evaluation guides at the National Association for

Developmental Education Conference.

Attended presentations on a framework for analyzing diversity, and on teaching critical thinking at the College Reading and Learning Association Conference.

Revised course syllabus for LHE 5890. Developed distance learning syllabus for LHE 5890. Steve Bronack

I was part of the ARTTA group that traveled to Albuquerque. I have also spent considerable time this semester working on programmatic design tasks. Finally, I have taken an active role in designing the proposed faculty/program extension development project.

Chuck Claxton

I continue enhancing my skills in the use of technology. In the spring 2003 I used Blackboard in teaching LHE 5970, Seminar in the Community College, at Surry Community College. The NC community college system uses that program, and the Surry’s lead technology person was in my class. She has been a mentor to me, helping me with a Discussion Board for the student’s reflections after each weekend class, a Discussion Board whereby small groups could work together on their reports and presentations, posting of chapter summaries and course announcements, and using Blackboard’s e-mail system. I attended a retreat for Formation Facilitators in the Dallas County Community College District October 11-13, 2002. It was a meeting of persons trained by the Center for Formation in the Community College to serve as facilitators in the seven community colleges of the Dallas District and in others throughout the nation. I was the only

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university person there. What I learned at the retreat has been helpful to me in m work as a teacher of courses dealing with administration, the community college, adult education, and institutional change. It was through my participation in Dallas that I decided to seek further preparation as a formation facilitator. I will attend a preparation program May 17-25, 2003, in Taos, NM. I attended a conference on “The Cultural Creatives” at Kanuga Conference Center in Hendersonville, NC, April 4-6, 2003. The consultants, Drs. Paul Wray and Sherry Anderson, presented their research on major attitudinal shifts in the US culture. I am able to draw on that information to strengthen my teaching in higher education courses.

George Olson

Worked with Drs. W. Trathen and R. Schlagal in analyzing data for a reading research project. Assisted Drs. S. Smith and L. O’Neal in analyzing data for a project they were conducting.

Linda O'Neal

Held 4 MSA meetings to realign our MSA program with new NCATE guidelines Richard Riedl

I am directing a faculty development activity, through ARTTA in which we are sending faculty teams to technology conferences, engaging in pre-and post-conference meetings and developing strategies for the continued development of faculty and their technology skills. I led in the development of a symposium that was delivered at a major conference and which may become part of the RCOE Faculty Development activities for the following year. I direct a summer academy through ARTTA for student teachers, cooperating teachers, and college faculty. Art Safer Nominated Michael Dale, Ph.D. for UNC Board of Governors Teaching Excellence Award (Received) Nominated Stephen White, for Reich College of Education Scholarship Award (Received) Nominated Barbara Bonham, Ph.D. for Reich College of Education Mentor Award (Received) Nominated Gayle Turner, Ph.D. for Reich College of Education Teaching Award

John Tashner Attended four technology conferences.

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Learned to develop and deliver courses in virtual world. Participated in ARATTA grant to develop meaningful technology in-service program for college. Resulted in collaborative plan accepted by Dean to begin in next academic year.

Gayle Turner Master Teacher Program (with Sally Atkins) Macromedia Dreamweaver MX, Web Site Design and Production (Note: Go to http://www.gayleturner.net for examples of use of this technology and others in the service of graduate and undergraduate teaching.) Macromedia Flash MX, Web Content Design Adobe Photoshop 7, Web Graphics Production PHP, Web Discussion Board (Note: Go to http://forums.gayleturner.net for examples of the use of this discussion board technology in the service of graduate and undergraduate teaching.)

Linda Veltze Visited over 300 national book exhibits at MidWinter Conference in Philadelphia,

January, 2003 Visited over 300 international book exhibits at Bologna Children’s Book Fair, Bologna,

Italy, April 2003 Visit to Municipal Children’s Library in Bologna, Italy, April, 2003 Attended entire Holocaust Literature Conference in July, 2003 Visited various public libraries in North Carolina during Fall and Spring Semester 2002-

2003 Attended the Hispanic Children’s Literature Award Ceremony at the Library of Congress,

Washington, D.C., May, 2003 Visited Library of Th’uruchapitas in Cochabamba, Bolivia, May, 2003 Attended the National Storytelling Conference, Jonesborough, TN, Oct. 2002 Stephen White Served on the RCOE Faculty Development Committee. Successfully passed the National Praxis Exam for Educational Administrator (0720). The

exam score far exceeded the State of North Carolina’s require bench mark score range for Curriculum Administrators/Supervisors and Instructional Leaders.

11. Curricular/Departmental Activities

Roma Angel Lead Facilitator, MSA Alignment Activities, January-May, 2003. (Aligning with new NC/NCATE Standards).

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Planner, MSA Faculty Retreat, Scheduled for August 29, 2003.

Sponsor, MSA Student Advisory Board (Initiated September 2002)

MSA Recruitment, Forsyth Cohort for 2003-2005

MSA Recruitment, Burke Cohort for 2003-2005 Barbara Bonham Recruited, developed scheduled, and implemented Ed.S. in Higher Education/Adult Education off-campus cohort at Surry Community College in Dobson, NC. Coordinated, developed agendas, minutes, etc. for weekly Higher Ed. Faculty meetings. Worked with Higher Education Faculty to develop a Program Review Plan. Meeting with Dr. Alice Naylor to develop articulation plans for Ed.S. and Ed.D. programs.

Hunter Boylan Served on Higher Education Faculty Planning Committee

Served on subcommittee to develop new course, LHE 6001 for higher education graduate program. Served on subcommittee to identify core courses for adult education concentration. Head subcommittee to develop core requirements for developmental education concentration.

Steve Bronack I have worked with my program colleagues developing on online virtual program.

Chuck Claxton

I joined with others on the Higher Education faculty (a) to prepare the self-study called for by the Graduate School, (b) to develop a response to the program review committee’s recommendations, and (c) to begin implementing what we said we would do. One of my contributions was to prepare materials for the faculty to consider for action steps. Samples are provided in the Documentation.

Michael Dale Served on Tenure and Promotion committee Ralph Hall

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Member, DPC

George Maycock Attended departmental meetings, search committee meetings and other activities related to the mission of the department. George Olson Contributed (heavily) to the curriculum structure of the doctoral program. Designed a fully web-based section of FDN 5000 (Research Methods). Designed (and secured departmental acceptance) a Faculty/Course Evaluation Form.

Linda O'Neal Coordinator of MSA and EdS programs On the Promotion and Tenure Committee…our proposal is before the DPC at this time MSA Search Committee RCOE International Committee Initiated and Chaired the MSA Advisory Board which met two times Recruit new Catawba MSA cohort Recruit new EdS cohort

Richard Riedl

I maintain a web server that is for faculty to use as part of their classes and support faculty in its use, including the discussion boards. I maintain and program the web pages for a web site that supports student teachers in the field. I maintain a web server for the Instructional Technology program on which students can work. I maintain and am the main builder in the virtual world environment that is being used by the Instructional Technology program as a major component. As chair of the LES Promotion and Tenure committee I helped develop a new set of guidelines for tenure and promotion decisions. Art Safer Established LES Colloquium Series John Tashner Developing collaborative relationship with MSA program faculty to integrate more technology into their students’ program.

Continuing to develop research activities with C& I department faculty to present at international conferences and to publish in international venues.

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Carol Truett

I posted requirements for the new Computer Competency Portfolio on the web site. Gayle Turner “Hegel, Dewey, Vygotsky, and Marx, in a Social Constructivist Context.” Appalachian State University, Doctoral Program in Educational Leadership, September 21, 2002. “Professional Research Seminar: Relational Identity Formation.” Appalachian State University, Doctoral Program in Educational Leadership, June 7, 2002. Linda Veltze Revised all the Library Science Checksheets for all the tracks, March, 2003 Attended all the Department Meetings 2002-2003 Developed multi-year Curriculum for Library Science Cohorts March, 2003 Presented overall view for attendees at Library Science Open House in Winston Salem

and in Hickory, March 2003 Library Science Coordinator Spring Semester, 2003 Project Director for Sister Libraries Project of the Library Science Program Accepted Award for Library Science Program, April, 2003, Bologna, Italy Developed Brochure for Library Science Program involvement in Sister Libraries,

March, 2003 Recruited for library science position at the ALA Conference in Philadelphia. Edited library science position description and made revised version available to ALISE

registrants whose resumes we had available, also to Higheredjobs.com Spoke with publishers about donations to Sister Libraries Conference at ALA Conference

in Philadelphia. Shared visits to campus hosting activities for library science candidates Corresponded with newcoming faculty member about teaching duties, ordering books,etc.

Stephen White During this period, I have served on the following committees:

RCOE Faculty Development Committee LES Curriculum Development Committee Faculty Member on Classroom Peer Review Teams MSA Program Representative at several AP&P committee hearings.

12. Creative / Scholarly Activities

Roma Angel

Continued research on effective technology professional development Continued research on metaphorical images of leadership

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Barbara Bonham Developed a videotape on Student Support Services for a workshop conducted at Caldwell Comm. College and Technical Institute. Developed a videotape for the LES colloquium on An Alaskan Cultural Experience.

Hunter Boylan Conducted pre-publication review of Rita Smilkstein’s book, (We’re born to learn) on

brain-based learning and offered suggestions for additional material and coverage.

Reviewed and provided critique of the Council for the Advancement of Adult Literacy’s work plan for studying adult education in the community colleges.

Reviewed and provided critique of the evaluation plan for the Minnesota State Colleges

and Universities assessment of developmental education programs. Reviewed and provided critique of Title III grant proposal developed by Raritan Valley Community College.

Steve Bronack I continue to develop new tools to use on my website for interacting with my students. This year, I introduced an online course evaluation form, a web-based messaging console, and a web-based note-taking tool for students to use in my courses.

Chuck Claxton

Workshop leader: Team Building in the Workplace. Probate Judges Spring Seminar, State of Georgia, April 17, 2003, Augusta, GA. Leadership, Work, and Learning: Implications for the Courts. Advanced Leadership Institute in Judicial Education, May 30, 2003, Memphis, TN. Speaker: “Learning communities, assumptions, and cathedrals.” Third Annual New Directions Conference on Learning Communities, Appalachian State University, Boone, NC, August 11, 2003. Keynote address. Resource person: Dr. Jay Wentworth, Chair of Interdisciplinary Studies at Appalachian, asked if I would meet with the IDS committee charged with helping the faculty develop learning outcomes. I prepared an informal presentation to the group, shared materials, and highlighted the leading-edge work of Alverno College. The preparation involved a conversation with Dr. Tim Brian, Associate Dean of Academic Affairs, at Alverno. Dr. Wentworth later indicated the conversations were helpful to IDS.

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Guest Lecturer: I served as guest lecturer in an online course in Grambling State’s doctoral program entitled Administering Developmental Education Programs. At the request of the professor, Dr. William White, I provided to the students readings and questions for discussion. Over a period of one week I then led the students in a discussion via Discussion Board. Informal Dissertation Advisor: I provided guidance to Nancy Bottom, Assistant Professor, Gardner-Webb University, in her doctoral work at The Union for Experimenting Colleges and University, Dayton, OH. George Olson Conducted preliminary evaluation of 21st Century after-school programs in Alexander, Alleghany, and Caldwell Co. schools.

Art Safer

Established Scholars Roundtable for non-tenured tenure track faculty to discuss and share their scholarship

John Tashner Collaboratively developing virtual world courses with faculty in IT program area.

Carol Truett

Revised the MLS Student Handbook and all the checksheets dealing with our program. Gayle Turner

Macromedia Dreamweaver MX, Web Site Design and Production Macromedia Flash MX, Web Content Design Adobe Photoshop 7, Web Graphics Production PHP, Web Discussion Board

Linda Veltze

Working to develop a large Appalachian contingency of Sister Libraries has been a creative endeavor that resulted in a brochure, video, speech, presentation and very integrated work with Belk Library’s Instructional Material’s Center and the ASU Partnership. It also involved working with many North Carolina Schools and helping them with their part in the Sister Libraries Project. Setting the goals and objectives based on Appalachian’s capabilities and opportunities to interact with a Bolivian counterpart has been the most creative endeavor of my career. Stephen White Awarded the Reich College of Education Creative Achievement Award for 2002-2003

13. Student Activities

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Roma Angel

Advisor to MSA Student Authors of MSA Resources Website, Fall 2002 Creator and Sponsor, MSA Student Advisory Board, September and April, 2003. Student Seminars: Writing Effective Resumes; Preparing for Administrative Interviews

Barbara Bonham Graduation Party for Higher Education Students (May, 2002) Collaboratively worked with HPC faculty to provide and review nominations for

candidates for graduate assistants in Residence Life. Attended reception for graduate student candidates on 2/28/02

Tom Jamison

Participation in University’s OPEN DOOR program George Maycock

Advised students on research projects, thesis proposals and data analysis. Member, doctoral student dissertation committees.

John Tashner Assisting students in developing changes in their schools and teaching practices.

Carol Truett I nominated one of our MLS students for the Graduate School honorary Alpha Epsilon Lambda. She accepted this nomination and joined the organization. Gayle Turner “Hegel, Dewey, Vygotsky, and Marx, in a Social Constructivist Context.” Appalachian State University, Doctoral Program in Educational Leadership, September 21, 2002. “Professional Research Seminar: Relational Identity Formation.” Appalachian State University, Doctoral Program in Educational Leadership, June 7, 2002. Linda Veltze Got students involved in meeting candidates for Library Science Position Nominated Library Science student for Graduate Award Program. Made all the arrangements for Library Science Student, Sheila Harrell to attend the

Bologna Children’s Book Fair 2003, Bologna, Italy Spoke to Middle School Students Association in December, 2002 Worked with library science students in public schools to get photos and materials to

represent in the Sister Libraries Brochure. Wrote many recommendations for student employment applications

Worked with Jeana Cox to produce Sister Libraries Bulletin Board

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Worked with library science studednts to produce photo exhibit in Bologna, Italy at the IBBY Booth at the Bologna Book Fair

Stephen White Postsecondary Education Student Association Master of School Administration Student Advisory Board Doctor of Education Student Advisory Board

14. Cooperation With or Assistance to Public Schools

Roma Angel Developing a unit of budgeting and finance for principals at request of local superintendents and practicing principals.

Member, Board of Directors, Grandfather Academy, Banner Elk, NC

Hunter Boylan I work with community colleges and universities. See regional service below. Steve Bronack I serve as an external advisor for technology for Marymount International School in Rome, Italy. I will continue to advise MMI this summer. Ralph Hall Each year, I contact a public school system and offer my services to conduct workshops, seminars, and other consultation. Consult regularly by telephone with school personnel regarding school law issues. Tom Jamison Presentation: Flags in History – A Discussion of the Origins, Symbolism, and Use (Focus on Europe). 2 Sessions, for all 6th Grade Social Studies Classes (@120 students), Clyde Campbell Elementary School, Hickory, North Carolina, May 19, 2003. George Olson I serve as an advisor to Watauga County School District's Technology Advisory Committee. Also I provided advice and consultation to Watauga County Schools, in the areas of evaluation, and measurement.

I serve, in an on-going capacity, as a member of Watauga County School District's Research Committee.

Linda O'Neal

Summerfield Elementary, Guilford County Schools

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* two three day workshops for leadership team (total six days) * one two day retreat for the entire faculty (two days) * two seminars for the entire faculty (one day) Irving Park Elementary, Guilford County Schools * two three day workshops for the leadership team (total six days) * one two day retreat for the entire faculty ( two days)

Richard Riedl I consult regularly with technology directors in several districts in the state.

John Tashner Assisting regional school personnel to integrate technology into their classes and schools. Gayle Turner Ongoing collaboration with principals and teachers. Linda Veltze Sister Libraries Project is being designed around the ASU Partnership and will result in a new international program available to North Carolina Schools. Before this involvement and after, I will continue to make this international program (Sister Libraries) available to other North Carolina schools not in the partnership Stephen White Field-based intern supervisor in the educational leadership graduate programs.

15. Regional Service Activities

Roma Angel Member, Board of Directors, Grandfather Academy (Charter School), Banner Elk, NC Consultant, Local Charter School Initiative, Boone, NC Barbara Bonham Caldwell Community College & Technical Institute Assisted in the development of a grant for training vocational/technical faculty. Perkins Grant awarded Fall, 2002 Invited to conduct 8 faculty development workshops Hudson, NC October, 2002 - May, 2003 Hunter Boylan

Provided advice to Guilford Community and Technical College in developing proposal for FIPSE grant.

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Assisted North Carolina Community College system in developing a certification process for NC community college developmental programs.

Help to train Caldwell Community College vocational/technical faculty in effective teaching techniques.

Chuck Claxton In this past year I made one of the most important contributions to the immediate region I've had the opportunity to make since I came to Appalachian. It was a retreat based on Parker Palmer’s model of formation and was entitled The Courage to Lead. The event was the culmination of two years of work on the part of Karen Jackson, formation facilitator and educator, Hendersonville, NC, and John Fenner, Director, The Center for Dialogue, Brevard, NC, and was co-sponsored by LES, The Center for Formation in the Community College, and the Center for Dialogue. This retreat was held April 11-12, 2003, in Montreat, NC, and in attendance were 28 persons from community colleges, senior colleges, and non-profit agencies. The evaluations were uniformly very positive.

During this year I continued my service this year as a member of the advisory committee for Caldwell Community College & Technical Institute (Watauga Branch).

George Olson Member, Board of Directors, North Carolina Association for Research in Education. Member, Board of Directors, National Association of Test Directors Member, Policy and planning committee for Division H (Evaluation) of the American

Educational Research Association

Linda O'Neal Presentation for HIGH SCHOOLS THAT WORK for a sixteen state region…sponsored by Southern Regional Education Board

Gayle Turner Commissioner, Town Of Boone Planning Board, 2002-06 Member, Partnership For Watauga’s Future, Watauga County, NC, 2000-Present Stephen White Various activities with the Appalachian Learning Alliance

16. International Studies Activities

Roma Angel Presider, two sessions, SITE Conference of AACE, Albuquerque, NM, March 24, 2003 Barbara Bonham

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I had weekly meetings with Dr. Singhe Asada from Satima University, Japan who was a visiting scholar at ASU in the fall, 2002 term. We met to discuss and compare higher educational systems, educational requirements, faculty development, and instructional design and technology. Hunter Boylan Am writing a book chapter on the topic of access for U.S. students to appear in a publication of the European Access Network Wrote paper for the International Lifelong Learning Conference on the cognitive and affective skills of U.S. college graduates. Collaborate with Stirling University (Scotland) Center for Lifelong Learning on various research projects. Negotiating shared courses for graduate programs at Appalachian State and Stirling University (Scotland).

Steve Bronack I presented a paper this year at the Mediterranean Association of International Schools in Rome, Italy and the International Conference on New Educational Environments in Lucerne, Switzerland. I remain actively engaged in the American International school community.

Linda O’Neal

On the RCOE International Committee John Tashner

Exploring with Steve Bronack possibilities of offering web-based degrees in American Independent Schools in Europe. Working with Dean McCarthy to provide assistance in instructional technology to schools in Mexico.

Gayle Turner

“Feminists Face War, Peace, and Militarism.” Committee on the Status of Women Panel, Philosophy of Education Society Annual Meeting, Miami, Florida, March 2003.

Linda Veltze Applied for a Foreign Travel Allowance Award---did not receive it. Applied for a overseas assignment in Angers, France...did not receive it. Made brochure available to International Studies Office (Sister Libraries) Worked on an international production of a video re Sister Libraries Award. Worked on an international production of a brochure regarding Sister Libraries. Did international consulting (unpaid) at the Library of Th’uruchapitas in Cochabamba,

Bolivia

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Attended presentation of representative of German Pedagogical School at Office of International Programs, March, 2003.

Received a fellowship from the German Government to study for three months at the International Youth Library in Munich, Germany.

Serve as member of the International Relations Committee for the American Association of School Librarians.

Spent two weeks in Bolivia in May 2003 and served as consultant and translator for the group of 10 professors who also traveled.

Co-produced Sister Libraries Bulletin Board Produced Photo Exhibit in Bologna Italy for Children's Book Fair (IBBY Exhibit)

Stephen White I published a paper in the Journal of International Education

17. Leadership Roles

Roma Angel Creator and Sponsor, MSA Student Advisory Board Lead Facilitator, MSA Program Alignment/NC/NCATE Standards

Member, MSA Advisory Board Barbara Bonham Coordinator of Higher Education Graduate Program Serve on the Editorial Board for the National College Learning Association Serve on the Certification Board for the National Association for Developmental

Education. Serve on the Advisory Council for Wilkes Community College Member of the Think Tank for Washington Center for Excellence in Undergraduate

Education, Evergreen State College in Olympia, WA. Member of the Advisory Board for National Study of Learning Communities under a

grant from the Lumina foundation to Dr. Vincent Tinto at Syracuse University. Advisory Panel for National Competencies/Standards in Developmental Education. Lead faculty member for Assessment Training Seminars for Council for Opportunity in

Education Hunter Boylan

Serve as Chairperson of the American Council of Developmental Education Associations.

Served as Editor of Research in Developmental Education. Set up committee to study possible bias in the selection procedure for Fellowship in the

American Council of Developmental Education Associations.

Chuck Claxton

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I served as a member of the SACS re-accreditation team that visited Brookhaven Community College, Dallas, TX, April 22-25, 2003. I was the only university representative and was chosen because of my expertise in systemic institutional change.

I served as a member of the Post-tenure Review Committee for Dr. Donna Breitenstein, Department of Curriculum and Instruction

Tom Jamison

Assistant Chair, Faculty Development Committee, R.C.O.E. George Olson

Board member, North Carolina Association for Research in Education. Board member, National Association of Test Directors.

Member, Policy and planning committee for Division H (Evaluation) of the American Educational Research Association

Linda O'Neal MSA and EdS Coordinator Chaired the MSA Advisory Board which met two times

Art Safer Chair of Leadership and Educational Studies John Tashner Coordinate IT- Computers program

Gayle Turner Chairperson, Subcommittee On Arts And Science Proposals, Teacher Education Council Chairperson, Committee On The Status Of Women, Philosophy of Education Society,

2002-04, member since 2001. Program planning, graduate student support and recruitment

American Reading Forum, Call to Forum Committee, 2003-04 Linda Veltze

Project Director, Sister Libraries Project Library Science Coordinator, Spring Semester 2003 Appointed member of the International Relations Committee for the American Association of School Librarians, 2002-2005 Director of Appalachian House-DC, First Summer Session, 2002

18. Committee and Councils

A. Departmental

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Roma Angel Departmental Personal Committee, First Alternate MSA Search Committee MLS Search Committee Member, MSA Advisory Council Sponsor, MSA Student Advisory Council Barbara Bonham

Nominated and served on the Dept. Personnel Committee Spring, 2002 MSA Search Committee Spring, 2002 Serve as the Dept. Equal Opportunity Associate Dept. Belk library representative Hunter Boylan

Served on two LHE search committees. Serve on LHE Departmental Personnel Committee.

Steve Bronack

Media Governance Departmental Personnel Committee Search Committee – Library Science Search Committee – MSA Michael Dale Departmental Personnel Committee

Ralph Hall

Departmental LES-Member of DPC Departmental-Health Physical Education and Leisure Search Committee- MSA Tom Jamison

Foundations of Education Committee Curriculum Committee George Maycock

Member, departmental personnel committee and search committee. George Olson Curriculum Committee Departmental Evaluation Committee Departmental Personnel Committee MSA Program Area

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FDN Program Area Coordinator of Research Courses Various Ad Hoc Committees Linda O'Neal Promotion and Tenure/ MSA Search Committee

Richard Riedl Department Personnel Committee Promotion and Tenure Guidelines Committee, Chair Art Safer Committee memberships related to department chair responsibilities. Michael Sutton Departmental Personnel Committee Member of the Promotion and Tenure Committee Gayle Turner Department Personnel Committee, Leadership And Educational Studies,1999-2001,

2002- Present Search Committees, Leadership And Educational Studies

Masters In School Administration, 2002-03 Program In Library Science, 2003

American Reading Forum, Call to Forum Committee, 2003-04 Linda Veltze DPC Alternate Co-Chaired Library Search Committee

Stephen White Faculty Instructional Assessment Committee, Department of Leadership and Educational Studies, Appalachian State University, 2001 – Present. Curriculum Development Committee, Department of Leadership and Educational Studies, Appalachian State University, 2001 – Present. Postsecondary Education Graduate Program Review Committee, Department of Leadership and Educational Studies, Appalachian State University, 2002 – Present. MSA Graduate Program Alignment to ISLLC/NCATE Standards Committee, Department of Leadership and Educational Studies, Appalachian State University, 2002 – Present. Scholars Roundtable, Department of Leadership and Educational Studies, Appalachian

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State University, 2001 – Present. Departmental Personal Committee (DPC) Department of Leadership and Educational Studies, Appalachian State University, 2000 – 2002. B. College/University

Roma Angel Presenter, “Bad Girls Panel: A Public School Principal’s Perspective,” Sponsored by Women’s Studies Program, November 12, 2002 Barbara Bonham Member of the ASU Admissions Committee for the last 3 years Member of the ASU University Appeals Committee for the last 3 years. Member of MASS (Master in Social Science Degree) Advisory Council (5 yrs). Member of the Cultural Advisory Board (1 yr.) Member of the Library Services Committee and dept. Library representative Kellogg Curriculum Committee (National Center for Dev.Ed.) Graduate Coordinator’s Meetings with Associate Dean Attended SACS meetings with visiting representative (April, 2002)

Hunter Boylan Serve on COE Diversity Committee Serve on Doctoral Program Policy Committee

Sub-committee on grants Sub-committee on distance learning

Steve Bronack

Athletics Council Gender Equity Committee Improving Appalachian’s Attractiveness Faculty Advisor, Sigma Nu Fraternity

Chuck Claxton RCOE Diversity Committee Michael Dale Conceptual Framework committee Ralph Hall Member-Extension Instruction Committee Tom Jamison

Faculty Development Committee (College)

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Conceptual Framework Committee (College) Teaching Enhancement Committee (University)

George Maycock

RCOE scholarship committee member George Olson Technology Advisory Committee

RCOE Research Committee Doctoral Program Policy Committee Graduate Council Faculty Senate Linda O'Neal RCOE International Committee Richard Riedl

RCOE Technology Advisory Committee Information Technology Advisory Committee (university-wide) Technology Transfer Committee (university-wide) Extension Program/Technology Issues Committee

Carol Truett

Program Coordinator Extension Advisory Committee Faculty Senate Co-Chair of Senate Ad-hoc Committee to Increase Appalachian’s

Attractiveness to New Faculty and Staff Member Senate Committee on Committees Member Senate Agenda Committee RCOE International Activities Committee

Gayle Turner

Admissions Committee, Appalachian State University, 2000-Present Cratis D. Williams Graduate School 2003 Outstanding Thesis Competition Awards

Committee Diversity Committee, Reich College Of Education,1999-Pesent Freshman Orientation, Faculty Leader, Summer Book Discussion Program, Appalachian

State University 2000-2003 Humanities Council, Appalachian State University 2002-Present Teacher Education Council, Reich College Of Education, 2000-Present Chairperson, Subcommittee On Arts And Science Proposals, Teacher Education Council Undergraduate Studies Committee, Reich College Of Education, 2001-Present Committee member, doctoral students

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Mark Evans, Bill Vinson Hank Weddington

Committee member, masters students, external to RCOE Kelley Dickerson

Linda Veltze

Sister Libraries Committee: Library Science, ASU Partnership, Instructional Materials, Belk Library

Holocaust Committee - university Stephen White

Faculty Senate Appalachian State University, 2002- Present Faculty Senate – Committee on Committees Appalachian State University, 2002 –

Present. Graduate Council Appalachian State University, 2002 – Present. Doctor of Education Program Development and Planning Committee, Reich College of

Education, Appalachian State University, 2002 – Present Doctor of Education Conceptual Framework Committee, Reich College of Education,

Appalachian State University, 2002 – Present Doctor of Education Grants Committee, Reich College of Education, Appalachian State

University, 2000 – Present. North Carolina Principal Fellows Program Coordinator, Appalachian State University,

2000 – 2003. Reich College of Education Faculty Development Committee, Appalachian State

University, 2001 - Present Kellogg Institute – National Center for Developmental Education – Advisor, Appalachian

State University, 1998 – Present C. Off-Campus (state or national)

Roma Angel

Member, Southeast Philosophy of Education Society Member, North Carolina Association of School Administrators Member, Association for the Advancement of Computing Education

Barbara Bonham Serve on the Certification Board for the National Association for Developmental

Education. Serve on the Advisory Council for Wilkes Community College Member of the Think Tank for Washington Center for Excellence in Undergraduate

Education, Evergreen State College in Olympia, WA. Member of the Advisory Board for National Study of Learning Communities under a grant from the Lumina foundation to Dr. Vincent Tinto at Syracuse University.

Advisory Panel for National Competencies/Standards in Developmental Education.

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Serve on the Editorial Board for the National College Learning Association

Hunter Boylan Serve on the Council for the Advancement of Adult Literacy “Blue Ribbon” Task Force on the Community College.

Serve on Advisory Council of the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota.

Serve as voting member of the American Council of Developmental Education Associations.

Tom Jamison

University of North Carolina Faculty Assembly (Alternate Delegate)-

George Maycock Member, American Educational Research Association, North Carolina; Education Research Association; Association for Applied Psychophysiology and Biofeedback; & North Carolina Biofeedback Association.

George Olson Watauga Co. Schools Technology Advisory Committee Watauga Co. Schools Research Committee Linda O'Neal Southern Regional Educational Board National Staff Development Council Advanced Academy

Richard Riedl ARTTA Steering Committee, Chair Carol Truett American Library Association, Office for Accreditation, External Review Panel Member Gayle Turner Commissioner, Town Of Boone Planning Board, 2002-06 Member, Partnership For Watauga’s Future, Watauga County, NC, 2000-Present Chairperson, Committee On The Status Of Women, Philosophy of Education Society,

2002-04, member since 2001. Program planning, graduate student support and recruitment

American Reading Forum, Call to Forum Committee, 2003-04 Linda Veltze International Relations Committee, American Association of School Librarians, American Library Association

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Stephen White National Doctor of Arts Association Steering Committee, School of Graduate Studies, Idaho State University, 1994 –1997 & 2002 - Present

19. Faculty Honors

Barbara Bonham Nominated and received the RCOE 2002/2003 Outstanding Mentor/Service Award

Nominated but have not heard about the NC Governor’s Teaching Award Hunter Boylan Received the National Association for Developmental Education’s award for “Outstanding Journal Article” (February, 2003) for Journal of Developmental Education article entitled “The cost of remedial education in higher education.” (Co-authored with D. Patrick Saxon). Received “Honorary Texan” Award from the Governor of Texas for work with Texas colleges and universities.

Art Safer External Scholars Grant ($1,324). One of four awarded and funded by the Hubbard Center for Faculty and Staff Development to host Suzette Speight, Ph.D.

Carol Truett I was honored this past December by an MLS graduate Ms. Carla Renee Detter, media specialist at Catawba Springs Elementary School, who made a contribution in my name to the North Carolina Community Foundation to be directed toward the North Carolina Library Association Endowment. Ms. Detter was one was one of the first (if not THE first) graduates of the Rowan County Extension Cohort group. Gayle Turner Oxford Round Table on Human and Civil Rights 2003, Oxford University, England Luther Winbourne Self Medal Recipient 2003, University of North Carolina—

Greensboro Reich College of Education 2003 Outstanding Teacher Nominee, Appalachian State

University Commissioner, Town Of Boone Planning Board, 2002-06 (Appointed by Boone Town

Council and Watauga County Commissioners) Linda Veltze Co-recipient of the IBBY-ASAHI Reading Promotion Award 2003 Recipient of Fellowship from German Government for three month study at the International Youth Library in Munich, Germany

Stephen White

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Named Reich College of Education Scholar of the Year (2002-2003)

20. Miscellaneous Professional Activities

Roma Angel Member of Board, Grandfather Academy (Charter School), Banner Elk, NC Presider, SITE/AACE Conference, Albuquerque, NM, March 24-29, 2003 (two sessions)

Presenter, “Bad Girls Panel: A Public School Principal’s Perspective,” Sponsored by ASU Women’s Studies Program, November 12, 2002

Hunter Boylan

Serve on Editorial Board for the Journal of Developmental Education. Serve on Editorial Board for the Journal of Teaching and Learning.

Serve on Editorial Board for the Center for Research on Developmental Education and Urban Literacy Manuscript Series on Critical Issues in Developmental Education.

Steve Bronack Board of Directors, Virtual Explorers – a California-based, 501(c)(3) educational

organization Chuck Claxton

In its 2001 professional development planning document, Valencia Community College in Orlando used a lengthy quote from a presentation I made at a conference presentation. One of my students saw the document on the web and passed it along to me.

Ralph Hall

Taught overload- W/S MSA Cohort-Spring, 2003 George Olson

I served as a reviewer of paper proposals for the American Educational Research Association, the National Council for Measurement in Education, and North Carolina Association of Researchers in Education

Linda O’Neal Nominated for Texas Tech Outstanding Graduate

John Tashner

Serving as a research thesis committee member for David Lee, a science teacher in Alexander Co., who is completing a master’s degree in science education from Montana State University.

Carol Truett

Column Editor of “The Computing Librarian” in Learning and Leading with Technology journal published by the International Association for Technology in Education.

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NCATE/AASL folio reviewer for AASL accreditation of school library media programs in the United States.

Gayle Turner

“Social Constructivism, Chicanos, and Mexico-U.S. Relations.” Appalachian State University International Master’s Program, January 17, 2003.

Linda Veltze

Worked closely with Dr. Charles Duke to make sure there was meaningful contact with Ms. Grinton’s niece about donation to the Appalachian Cultural Museum. Devised a general plan for a museum exhibit that could incorporate specific items. These specific item information were requested by Jane Dula.

21. Distinctions or Honors Received by Majors or Graduates Kim Eagle – Accepted into Doctoral Program in Higher Education Administration at the University of VA. Michelle Wray – Accepted into the Doctoral Program in Curriculum and Teaching in Higher Education at the University of NC – Greensboro. David Bauman – Accepted into the Doctoral Program at NC State in Community College Administration

Jane McCabe (Ed.S. graduate in developmental education) named “Outstanding Professor” at Pima Community College.

Jane Neuburger (Ed.S. student in developmental education) named as Chair of the

National Association for Developmental Education Certification Board. Glenda Lowery (Ed.S. graduate in developmental education), served as President of the

Virginia Association for Developmental Education, 2002-2003. Kelly Sanchez (Kellogg Institute Alumni) served as President of the Ohio Association for

Developmental Education, 2002-2003. Leah Thompson (Kellogg Institute Alumni) served as President of the Washington

Association for Developmental Education, 2002-2003. Melodye Weins (Ed.S. student in developmental education) served as President of the

National Association for Developmental Education, 2002-2003. Kristie Huneycutt (Kellogg Institute Alumni and former Ed.S. student in developmental

education) was elected as President of the North Carolina Association for Developmental Education, 2002-2003.

Billie Hicklin, newly appointed principal at Parkway Elementary

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Ms. Gina Williams was selected to be inducted into the Graduate and Professional School student honorary Alpha Epsilon Lambda, which stresses professional service, and Phi Kappa Phi, which honors those with a high grade point average. Mrs. Candice Trexler, upon my recommendation, was awarded the ASU Bookstore Scholarship.

22. Publications or Presentations at Professional Meetings by Graduate or

Undergraduate Students in your department

Publications Nancy Carrioulo (Kellogg Institute Alumni) published “Valuing and building from

strengths of Hispanic students, An interview with James Garcia,” in the Journal of Developmental Educaiton.

Lizette Rodriguez (M.A. graduate in developmental education) published “Improving

services to developmental mathematics students by understanding the concept of self-efficacy” in Research in Developmental Education.

Rita Smilkstein (Kellogg Institute Alumni) published the textbook, “We’re born to learn: Using the brain’s natural process to create today’s curriculum,” with the Corwin Press, Thousand Oaks, CA.

Presentations Jan Norton (Kellogg Institute Alumni) presented “Collecting data for evaluation” at the

College Reading and Learning Association Conference, Minneapolis, MN, November, 2002.

Joe Milsap (Kellogg Institute Alumni and former Ed.S. student in developmental

education) along with Patricia Kowal and Carol Lynon presented “Training tutors: Research into action” at the College Reading and Learning Association Conference, Minneapolis, MN, November, 2002.

David Arendale (Kellogg Institute Alumni) presented “The history of developmental

education in American higher education” at the College Reading and Learning Association Conference, Minneapolis, MN, November, 2002.

Stacey Thompson (Kellogg Institute Alumni) along with Maggi Miller presented

“Connecting through community” at the College Reading and Learning Association Conference, Minneapolis, MN, November, 2002.

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Patricia Grega (Kellogg Institute Alumni) presented “Making connections: Service learning in a college reading course” at the College Reading and Learning Association Conference, Minneapolis, MN, November, 2002.

Chris Jennings and Sally Harrell (Kellogg Institute Alumni) presented “Dueling banjos: Creating harmony between institutions” and National Association for Developmental Education (NADE) Conference, Austin, TX, February, 2003.

William Johnson (Kellogg Institute Alumni) presented “A portable model for forecasting completion rates in developmental programs” at the NADE Conference, Austin, TX, February, 2003.

Hortencia Garcia and Voncille Wright (Kellogg Institute Alumni) presented “Using statistical data for improving counseling services” at the NADE Conference, Austin, TX, February, 2003.

Denise Pocta Wilkinson (Ed.S. graduate in developmental education) presented “Practices that promote educational intelligence in developmental mathematics courses” at the NADE Conference, Austin, TX, February, 2003.

David A. Otts (Kellogg Institute Alumni) presented “Effective teaching in a diverse classroom” at the NADE Conference, Austin, TX, February, 2003.

Andra Dorloc (Kellogg Institute Alumni) presented “Evolution of a developmental math program” at the NADE Conference, Austin, TX, February, 2003.

Robin Wright (Kellogg Institute Alumni) presented “Stinkin’ thinkin’ eggs: Creative classroom teaching and tutor training at the NADE Conference, Austin, TX, February, 2003. Marva Lucas (Kellogg Institute Alumni) presented “Best mathematics teaching methodologies” at the NADE Conference, Austin, TX, February, 2003.

Marian Alvarez Collins and Lourdes Torres Camacho (Kellogg Institute Alumni) presented Caribbean-Hispanic developmental education: Insights gathered from our experience” at the NADE Conference, Austin, TX, February, 2003.

Linda Spoelman (Ed.S. graduate in developmental education) presented “Creating champion students: Contextualizing counseling services with developmental English” at the NADE Conference, Austin, TX, February, 2003.

David Arendale (Kellogg Institute Alumni) presented “Exploring 19th century preparatory academies: Precursor to developmental education” at the NADE Conference, Austin, TX, February, 2003.

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Cynthia Craig (Kellogg Institute Alumni) presented “The connections: Brain physiology, theory, and the teaching learning process” at the NADE Conference, Austin, TX, February, 2003.

Rita Smilkstein (Kellogg Institute Alumni) presented “How the brain naturally learns: Research, theory, classroom application” at the NADE Conference, Austin, TX, February, 2003.

Dee Bost (Kellogg Institute Alumni) presented “ Using the NADE guide for program evaluation and improvement” at the NADE Conference, Austin, TX, February, 2003. Two papers at the annual meeting of the American Reading Forum

23. Diversity-Related Efforts and Activities

A. Personal Roma Angel To continue to form viable personal and professional relationships with minority faculty members and school personnel

Barbara Bonham Volunteering my time to research the Yu’pik (Alaskan native) culture and providing workshops for faculty at Bethel, AK to improve retention of Alaskan native students. Visited the Yu’pik village in April, 2002. Hunter Boylan Provided faculty development workshops (with Barbara Bonham) for the Kuskokwim Campus of the University of Alaska – Fairbanks. This is a predominantly Yup’ik Eskimo campus and our work was designed to help white faculty work more effectively with Eskimo students. Am learning Spanish to improve my communication with Hispanic students and professionals. Tom Jamison Off campus civic and faith-based activities, participant. Linda O’Neal Sent recruiting announcements to all minority institutions for our position Gayle Turner

Attended 25th reunion at Casa Zapata (Chicano Theme House), Stanford University

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Linda Veltze Worked to get faculty position advertised in historically black college registers. Worked with Harry Williams on several information issues. Stephen White Continue to explore diversity issues that impact K-12 schooling and higher education. I have worked very hard to incorporate relevant multicultural diversity and globalist issues and problems into the learning objectives of my courses. An example of this is the study of the influence of Islam on western higher education between the Medieval and Renaissance periods. Also, my students are study the effect and affect of cultural and ethnic dynamics on organizational and leadership behavior. B. Curriculum Roma Angel To continue to integrate diversity issues in authentic ways in all course work—data analysis, leadership styles and characteristics, instructional strategies, school programs, etc. To remain current on diversity research as it relates to the MSA program and curriculum. Barbara Bonham Co-presented a LES colloquium on An Alaskan Cultural Experience in Nov. 2002 for students, staff, and faculty. Hunter Boylan Developed curriculum for Advanced Kellogg Institute courses on Diversity in Developmental Education.

Chuck Claxton I make sure that issues of diversity, particularly concerning the under-representation of minority students and minority faculty in our in our community and senior colleges. During this year I have best been able to do this in LHE 5420, Community Colleges, and LHE 5430, Administration and Organization. Tom Jamison Foundations of Education course/s have significant topical Coverage of multicultural education. George Maycock Classes are designed to accommodate all diverse populations at ASU. Linda O’Neal Realign MSA curriculum to NO CHILD LEFT BEHIND diversity sub- populations

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John Tashner Added diversity issues to course curriculum Gayle Turner FDN 3800 Jean Anyon, “Social Class and the Hidden Curriculum of Work,” Lecture: Karl Marx and Adam Smith on social class and education. JoMills Braddock II, et al, “Ollie Taylor’s Story: How Tracking and Ability Grouping

Affects Our Children,” Bill Bigelow, “The Human Lives Behind the Labels: The Global Sweatshop, Nike, and

the Race to the Bottom,” Video: The American Dream at Groton. Martin Luther King, “Letter From Birmingham Jail,” Video: Eyes on the Prize. [VC6675] Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” Robert Lake, “An Indian Father’s Plea,” Michael T. Kaufman, “Of My Friend Hector and My Achilles Heel,” Video: Dangerous Mind Henry Giroux, “Race and Pedagogy in Dangerous Minds,” Marc Elrich, “The Stereotype Within,”

Video: A Class Divided FDN 5840 Leman, Nicholas. The Big Test: The Secret History of the American Meritocracy. Delpit, Lisa. Other People’s Children. Kozol, Jonathan. Savage Inequalities: Children in America's Schools. Rorty, Richard. "Solidarity or objectivity," and "Science as solidarity." In Objectivity,

Relativism, and Truth, by Richard Rorty. (See class web site). Kingsolver, Barbara. The Poisonwood Bible.

Quinn, Daniel. Ishmael. Ehrenreich, Barbara. Nickel & Dimed: On (NOT) Getting by in America. Linda Veltze Worked to infuse more Latino issues in my literature courses. Invited guest speakers...African American and Latino. Work on Multicultural issues through my scholarship study on Multicultural Children’s Literature. Stephen White In my History of Postsecondary Education course I have broaden the curriculum to include global education. That is, students are required to research and study the development and institutions of higher education globally. The purpose of this component is expose LES students to different cultural issues and international affairs regarding higher education. Also, in all of my courses we discuss emerging cultural, racial, and gender issues emerging in or influencing American education systems.

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C. Professional Activities Roma Angel Sought minority candidates for MSA and MLS searches (made calls to practicing minorities asking for nominations for the positions) Participated in presentation that included minority faculty member. To continue to remain current in research on diversity and leadership

Barbara Bonham

Working with Higher Education faculty to integrate diversity into our curriculum as well as develop a course on diversity for Higher Ed. Graduate students. Hunter Boylan Designed and delivered presentation on Diversity in Developmental Education for the Advanced Kellogg Institute, Summer, 2002.

Developed two presentations for conferences and workshops on the impact of diversity in developmental education.

Served as presenter at FIPSE sponsored conference on developmental education for Historically Black Colleges. Worked with University of Puerto Rico to set up developmental education programs at UPR system institutions.

Art Safer

External Scholars Grant ($1,324). One of four awarded and funded by the Hubbard Center for Faculty and Staff Development to host Suzette Speight, Ph.D.

John Tashner

Continue to recruit minority students into our program Gayle Turner

“Social Constructivism, Chicanos, and Mexico-U.S. Relations.” Appalachian State University International Master’s Program, January 17, 2003. Linda Veltze International Relations Committee of AASL; All of my work on Sister Libraries is diversity related.. D. Formal or Informal Programs

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Roma Angel Presenter, “Bad Girls Panel: A Public School Principal’s Perspective,” Sponsored by Women’s Studies Program, November 12, 2002

Student Seminars: “ISLLC Standards and Solving the Issues of Practice” (Fall, 2002);

“Writing Effective Resumes” (Spring 2003); “Preparing for Administrative Interviews: Decoding Culture and Disaggregating Data” (Spring 2003). Hunter Boylan Participated in University of Minnesota colloquium on Diversity in Developmental Education (November, 2002). Chuck Claxton I attended the April 28, 2003, presentation by Dr. Suzette Speight, guest lecturer from Loyola University, on “Privilege, Oppression, and Social Justice.” I found it to be extremely helpful, and I shared my reactions at the next meeting of the College Diversity Committee. I said privilege and oppression were topics that are often not dealt with in conversations about diversity and recommended Dr. Speight be a speaker at a college-wide professional development activity. Art Safer Dr. Art Safer received a Hubbard Center for Faculty and Staff Development External Scholar’s Grant to host Suzette Speight, Ph.D. (African-American Female) Associate Professor, Counseling Psychology, Loyola University Chicago to present on Examining Privilege and Oppression. The Black Faculty and Staff Association, the Division of Academic Affairs, the Office of Multicultural Student Development, and the NAACP sponsored this presentation. Gayle Turner “Social Constructivism, Chicanos, and Mexico-U.S. Relations.” Appalachian State University International Master’s Program, January 17, 2003. Linda Veltze International Relations Committee of AASL; All of my work on Sister Libraries is diversity related. These are formal programs. Informal Programs: I am now involved in informal study of multicultural issues in Munich, Germany. Also my work with Grinton film and collection is diversity related and will benefit Appalachian’s diversity in the years to come.

24. Planning A. Major Concerns

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Roma Angel To continue to build collegial relationships with all members of the LES Department, to continue to build relationships with faculty who teach in the MSA program (technology, foundations, curriculum and instruction, etc.). To provide the best possible MSA program for our candidates through renewal and alignment initiatives. Barbara Bonham The development of courses for the Higher Education Program Review Plan. The development of a student orientation program, student organization, and improved sense of community for graduate students in the Higher Ed. Program. Hunter Boylan

Completing the Higher Education Graduate Program Review. Revising courses, requirements, and sequences for the Higher Education Graduate Program.

Chuck Claxton Finding more meaningful work in the Higher Education Program and thereby enhancing the contribution I can make to students.

Ralph Hall Beginning a process of an in-depth look at our philosophy of admitting evaluating our

graduate students. Tom Jamison

Evidence of poor background preparation on the part of many undergraduates in basic knowledge of the social sciences, contemporary events, and grammatical skills. Having to deal with these shortages prior to in-depth study of the school in society detracts from the time needed to study and deal with the foundations content.

George Maycock To assist in efforts carry out mission of department in the foundations area.

Richard Riedl LES delivers a high number of classes off campus. It is important for the faculty to begin wrestling with the issues of off campus delivery (whether driving to a site, using videoconferencing, using web pages, of using some combination of the above) and the role technology can play in supporting off campus students. We seem to be doing a lot without ever trying to address the what and why we are doing what we are doing or without having adequate opportunities to share our successes and failures so that we can all learn how to do it better.

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John Tashner To increase the collaboration in research and discussions of major issues between members of our department and college. Carol Truett My major concern is that there be equitable distribution of the workload for programs, especially Library Science, because this has not been the case in the past. One person has had to do basically all the program work for the past 4 or 5 years. Goals would include a strong extension presence throughout the Western North Carolina

area for all graduate LES programs. The so called North Carolina “budget crisis” is a special concern as it resulted in the

deferment of my Scholarly Leave. Gayle Turner Publication Linda Veltze Get my scholarship work into print: Work with Jane Dula on Grinton collection. Work to continue and develop new aspects to Sister Libraries. Work to help new faculty member make smooth transition. Work to develop Library Science Program through it’s new cohorts. B. Personal Goals

1. Teaching Roma Angel

To integrate technology in meaningful ways into all of my courses

To design a personal website that is informationally sound and relationally friendly to candidates and graduates To strengthen curriculum in categories of budget and finance, dealing with families and agencies, instructional leadership for diverse student populations, characteristics of leaders from diverse populations, metaphorical images of leaders To continue to include disparate metaphorical images to define leadership roles Barbara Bonham Continue to integrate technology into my courses.

Hunter Boylan

Revising course syllabus for LHE 6040

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Integrating more technology into my graduate courses

Steve Bronack Continue developing support tools and documents for students as we move more online with our courses.

Chuck Claxton

To be more helpful to students by finding increasing outlet for my expertise in three areas: dialogue (as defined in The Fifth Discipline by Peter Senge, 1990, and A Safe Place for Dangerous Truth by Annette Simmons, 1999); strengthening the academic work place (see Seven Languages for Transformation: How the Way We Talk Can Change the Way We Work by Robert Kegan and Lisa Lahey, 2001); and the role of individual development in organizational development (see Listening To Your Life by Parker Palmer, 2001).

Michael Dale

Continue to teach in the General Honors program, and will teach at least one more semester in the doctoral program. After that I am going to evaluate my involvement with the program. I am dissatisfied with the undergraduate foundations classes I taught this semester, but do not at the moment know what I am going to do about it.

Ralph Hall

Develop a web site for the courses I teach in the Departments of Leadership and Educational Studies.

Tom Jamison Given the fact that I now carry 12 semester hours devoted to classroom instruction (each semester totals varying from 70 to 100 students), this is the focus of my service to the university. I endeavor to maintain my knowledge of developments in the field and bring this knowledge into the activities within classroom.

George Maycock To continue to update and expand materials in my courses

George Olson

Continue course improvement by adding web-based enhancements. Linda O'Neal

Getting the Catawba and EdS cohort off to a fantastic start. I will be teaching the first courses to both groups.

Richard Riedl

To continue the high level of interaction that is part of my classes now and to continue to add opportunities for learning through the appropriate application of technology to the

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classes. To begin building a virtual world that will become the interface for the Instructional Technology program and the vehicle through which online courses are delivered

Art Safer To continue collecting data from my URC grant for publication in juried journals. To continue my graduate teaching in the MSA and Higher Education programs. Michael Sutton

My plans are to revise the College Finance and Personnel Course to be more comprehensive in addressing various aspects of funding, types of budgets with the addition of outside speakers. Similar plans are also in effect for the Instruction in Post-Secondary Institutions (LES 5440). In addition I plan to develop my personal web-page to list syllabi of all courses taught along with learning activities and course objectives. In essence I plan to relate the majority of the course content to contemporary issues in higher education to increase student’s understanding of theoretical paradigms discussed in class.

John Tashner To continue to explore teaching and learning issues with on-line courses.

To continue to develop collaborative tasks with colleagues.

Carol Truett Hopefully I will be sent to some of the technology conferences that my colleagues all appear to have gone to this year, and which I was not invited to participate in.

Gayle Turner

Continue to improve teaching Evaluate technology initiatives

Linda Veltze

Incorporate my new learning into my courses Stephen White

I will be developing a new course “Politics and Policy Analysis in Educational Leadership. 2. Scholarship Roma Angel To continue to write about metaphorical images of school leaders To continue to write about meaningful integration of computer and communication technology into administrative practice and classroom activity

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To continue to write about the politics of spirituality and leadership characteristics To continue to address the administrator’s role in meeting the needs of diverse populations, including students, parents, and other stakeholders Barbara Bonham Conduct at least 2 program reviews, technical reports, and one article. Hunter Boylan Write at least one grant proposal in 2003-2004.

Publish at least two articles or book chapters in 2003-2004.

Deliver at least three presentations at professional conferences in 2003-2004. Steve Bronack Submit the two manuscripts I have in progress for publication in journals.

Chuck Claxton

To co-author another article that extends the line of reasoning on organizational change begun in the article published in the journal, Community College Review, in August 2003 (see 4. Publications, above). Michael Dale

Have been invited along with Gayle Turner to lead the book discussion at the Call to Forum at next year’s American Reading Forum conference in December 2003. It is possible that short piece will be published in conference proceedings.

Ralph Hall Continue to serve as a national reporter for the School Law Reporter; Attended national, state and regional professional meetings and contribute by serving on committees, presiding over sessions.

Tom Jamison Given my teaching responsibilities my scholarship is of a personal nature (see # 1). Publishers know that I am available for assisting in editorial work. While some do not view pre-publication reviews as “scholarship”, their narrow definition of scholarship is more of a reflection of their narrow-minded than my so-called lack of scholarly activity.

George Maycock

To complete research projects undertaken

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George Olson Convert some of the paper presentations I made this year into publications in professional journals. Linda O'Neal To prepare my portfolio for tenure review! Finalize the paper on the DA and get it published. Richard Riedl To continue to learn what the leadership of our schools need to know and do in order to effectively support the use of technology in learning environments. To develop a clearer understanding of distance education and to help teachers and administrators make sound decisions about distance education efforts. To better understand professional development at the K-12 and post-secondary levels and the processes that help teachers effectively integrate technology into their instruction. Michael Sutton

During the summer, I plan to complete and submit three articles for publication. In addition the prospectus for the resource book relating to Offices of Minority Affairs should be submitted to the University Press by the end of the semester.

John Tashner

Continue the research begun this year Present a d publish as occasions arise

Carol Truett

I hope to have time this coming year to write articles for my “Computing Librarian” column.

Gayle Turner

Devote more time to the scholarly work I want to do, and less to service and teaching Linda Veltze

Get my new knowledge into print. Continue my scholarship activities in this same area. Begin my second film on Ms. Grinton.

Stephen White

I have three manuscripts in the developmental phase 3. Service Roma Angel To continue charter school board membership To continue DPC or other LES committees as appointed or elected

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To serve as Coordinator for MSA Program To continue MSA Student Advisory Board sponsorship To continue to lead in the MSA alignment process To institute discussion boards for program candidates and ASU in-service principal graduates To coordinate the Principal Fellows Program To participate in the Women’s Studies Program To continue membership on the MSA Advisory Board To work to create a diverse work place Barbara Bonham Conduct workshop for faculty development and/or colloquium. Hunter Boylan

Continue consultation with the University of Puerto Rico. Provide consulting services to at least three colleges or universities in 2003-2004. Continue serving on editorial boards, professional committees, and advisory groups Steve Bronack Continue advising VE and investigate opportunities for local K-12 service project Chuck Claxton To extend my service to the region through (a) my work in the Higher Education program

as well as (b) the work begun with the retreat, The Courage to Lead, April 11-12, 2003 (see 15, Regional Service Activities, 15., above)

Michael Dale I am not certain at this point what direction I want to take here. Ralph Hall Continue to work with the public schools and community colleges; Serve as a Hearing

Review Officer for the North Carolina Department of Public Instruction; Serve as a Case Manager under NCGS 115-325 for the State Department of Public Instruction.

Tom Jamison Continued service on committees as called upon. Service as a resource for public school social studies activities. George Maycock To continue membership on current committees and assist the Wellness Center with

ongoing research. George Olson Continue advising local school districts evaluation.

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Continue as a Board member of NCARE Continue as a Board member of the National Association of Test Directors Linda O'Neal Work with Ken Jenkins to establish new venues within our region.

Richard Riedl

Continue directing the ARTTA grant (through December, 2003) and, through it, enhance the ability of the four institutions involved in the grant to instruct future teachers on the effective uses of technology in their teaching.

Serve on committees in which I can provide sound advice on the direction the department, college, and university can take in moving toward the use of technology.

To continue supporting the Student Teacher web sites, the Instructional Technology server and the LES server.

To continue building the LES capacity to effectively use web sites and pages in instruction

Michael Sutton My activity in this area this summer will involve my participation as a faculty member

for the Minority Undergraduate Fellows Program at Duke University as well as Professional Standards Chair for NASPA Region III.

John Tashner Provide sevice to region as requested Carol Truett I hope to spend some more volunteer time next year at Valle Crucis School in the

library media center. I was unable to do that at all this year due to my heavy workload. Getting two new Extension cohorts up and running plus teaching should pretty well fill my time.

Gayle Turner Do more national and international service, and perhaps less university and department

service Linda Veltze

Continue my work with Sister Libraries and utilize the new publicity to gain publicity for our program. Work with the public schools to internationalize them through the Sister Library Project. Continue my work with the campus Holocaust Project.

Stephen White I intend to due more service out in the field (i.e., community colleges) C. Personal Emphasis:

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Roma Angel

Teaching: 35% Scholarship: 35% Service: 30%

Barbara Bonham Teaching: 80% Scholarship: 50% Service: 60% (Yes, I know that exceed 100)

Hunter Boylan

Teaching: 25% Scholarship: 45% Service: 30%

Steve Bronack Teaching: 50% Scholarship: 30% Service: 20% Chuck Claxton The percentages I assign are the same as the “official” workload arrangements: Teaching 75%; Scholarship, 25% and Service to be carried out in the context of my other responsibilities

Michael Dale Teaching: 65% Scholarship: 20% Service: 15% Ralph Hall

Teaching 1 Scholarship 2 Service 3 Tom Jamison Teaching: 80% Scholarship: 5% Service: 15% George Maycock

Teaching – high Scholarship – high Service - moderate George Olson

Teaching: 34% Scholarship: 33% Service: 33% Linda O'Neal

Teaching: 33% Scholarship: 34% Service: 34% Richard Riedl Teaching _____ Scholarship _____ Service ___X__ Michael Sutton Teaching ___X_ Scholarship _____ Service _______ John Tashner

Teaching: 70% Scholarship: 20% Service: 10%

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Carol Truett Teaching: 40% Scholarship: 40% Service: 20%

Gayle Turner

Teaching: 50% Scholarship: 25% Service: 25% Linda Veltze Teaching: one third Scholarship: one third Service: one third Stephen White

Teaching: 50% Scholarship: 30% Service: 20%

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Department: Leadership and Educational Studies Date: 2002-2003 Summary of Faculty Activities

Number of Projects, Activities, Papers, Honors, etc.

Number of Faculty Reporting Projects, Papers, etc.

3.*

Research Projects/Creative Activities

50 22

4.

Publications 46 20

5.

Papers/Talks 75 21

6.

Professional Meetings Attended 69 20

7.

Off-Campus Scholarly Assignments 9 3

8.

Release Time 10

9.

Proposals for External Funding 5 3

10.

Instructional or Faculty Development Activities

31 13

14.a

Cooperation with/assistance to public schools

16 12

14.b

Regional Service Activities 15 8

14.c

Internationally Related Activities 15 9

15.

Leadership Roles 29 11

16.

Committee/Council/Board/Faculty Senate Assignments

103 22

17.

Honors 12 7

Appendix E

81

Institutional Effectiveness

The Department of Leadership and Educational Studies is constantly reviewing and assessing its policies and procedures. The department also made a conscious effort to further our diversity and multicultural activities; this was accomplished thru the LES Colloquium, the External Grant, and inclusion diversity topic areas in course syllabi. This academic year also saw the design and approval of the department’s first consistent department wide Teacher Course Evaluation instruments and a formalized department promotion and tenure guidelines. An emphasis was also placed on improving scholarship productivity, especially for our tenure track non-tenured faculty. This was accomplished thru the monthly Scholars’ Roundtable format.