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College of Education and


									College of Education and
Professional Studies

1) Historical Perspective
  The School of Professional Studies was established in 1980 to coordinate a variety of
  professional training programs of the university. Included was its role as the
  organizing unit for professional preparation programs for the K-12 schools. In 1995, as
  the result of recommendations of a faculty task force, the college was renamed the
  College of Education and Professional Studies to emphasize the importance of teacher
  preparation at the university as well as within the college. At the same time, the
  Department of Education was divided into two departments: The Department of
  Teacher Education Programs (TEP) offered undergraduate majors in reading, bilingual
  education, early childhood education, elementary education, and special education and
  graduate programs in educational administration. The Department of Curriculum and
  Supervision coordinated the theoretical and pedagogical components for teacher
  preparation and provides master's level work for practicing teachers. At the request of
  the faculty, the two departments were reunited into the Department of Education in
  2003. The Department of Home Economics Department was renamed the Department
  of Family and Consumer Sciences better to reflect its programs which include family
  and consumer studies, fashion merchandising, and recreation and tourism. The
  Department of Business Education was renamed the Information Technology and
  Administrative Management Department its programs in information technology,
  administrative management, and retail management. The Department of Industrial
  Engineering and Technology offers programs in electrical engineering technology,
  mechanical engineering technology, manufacturing technology, vocational-technical
  trades, industrial education, electronics, construction management, flight technology,
  technology education, occupational education, loss control management, and safety
  education (driver education). The Department of Physical Education, Health, and
  Leisure Services was renamed the Department of Health, Human Performance, and
  Nutrition to better identify the focus on programs in physical education, exercise
  science, fitness and sports management, paramedics, athletic training, school and
  community health education, food service management, and nutrition. The
  Departments of Military Sciences (AROTC) and Aerospace Studies (AFROTC) offer
  courses in military science and in aerospace studies respectively.
2) Current Situation
  The College of Education and Professional Studies offers a wide variety of programs
  to meet the needs of students interested in professions ranging from teaching to
  leadership in the military. The quality of program offerings is reflected in the number
  of programs that have achieved specialized accreditation (located at Of approximately 10.000
  students attending CWU, almost 30% are enrolled in programs offered by the College
  of Education and Professional Studies.
       Departments. The College of Education and Professional Studies is comprised of
  eight departments

                                                                       CEPS, 8/28/12, p. 1
Aerospace Studies and Military Science. Aerospace Studies is the Air Force
ROTC program with three cadre and Military Science is the Army ROTC
program with six cadre. Both programs are housed in Peterson Hall on north
campus. Along with cadre and cadets, both programs offer two, three, and four-
year scholarships for candidates interested in pursuing a career in the military.
Aviation. The Department of Aviation includes Airway Science includes
Aviation Management, Aviation Maintenance Management, Commercial Pilot,
and Flight Officer programs. There are three tenure and tenure-track faculty and
four full-time non-tenure track faculty. In addition to programs offered on the
Ellensburg campus, Aviation also has an off-campus program located at the CWU
Moses Lake center.
Education. The Department of Education houses programs in elementary
education, special education, early childhood education, reading, Bilingual
Education, and Teaching English as a Second Language(TESL) as well as the
Professional Core courses all pre-service teachers are required to take. Graduate
programs include Education Administration, Reading, Special Education, and
Master Teacher. There are thirty-five tenure and tenure-track faculty and sixteen
full-time non-tenure track faculty. In addition to programs offered on the
Ellensburg campus, Education has off-campus programs located at the CWU Des
Moines, Lynnwood, Pierce, Wenatchee, and Yakima centers.
Family and Consumer Sciences. The Department of Family and Consumer
Sciences includes programs in family studies, fashion merchandising, interior
design, recreation and tourism management, teaching family and consumer
science, business, and marketing subjects in secondary school. The graduate
program is a Masters in Family and Consumer Sciences. There are a total of ten
tenured, tenure-track faculty, and full-time non-tenure track faculty in the
Health, Human Performance, and Nutrition. The Department of Health, Human
Performance, and Nutrition includes programs in public health, exercise science,
coaching, fitness, paramedic training, personal training, nutrition, dietetics, food
service management, dance, Physical Education and Health Education. Graduate
programs include Exercise Science, Nutrition, and Physical Education. There are
seventeen tenure and tenure-track faculty and seven full-time non-tenure track
faculty. In addition to programs offered on the Ellensburg campus, the Masters in
Physical Education is an online program.
Industrial and Engineering Technology. The Department of Industrial and
Engineering Technology includes programs in construction management,
electronics engineering, mechanical engineering, industrial technology, safety &
health management, and teaching business education, marketing education, and
industrial and engineering technology subjects in secondary schools. Graduate
programs include Engineering Technology. There are thirteen tenure and tenure-
track faculty and five full-time non-tenure track faculty. In addition to programs
offered on the Ellensburg campus, the Masters in Engineering Technology is also
offered at the CWU-Des Moines center.

                                                                 CEPS, 8/28/12, p. 2
    Information Technology and Administrative Management. In addition to
    Information Technology and Administrative Management, the department
    includes programs inn web & database administrative technology, network
    administration and management, and retail management & technology. There are
    five tenure and tenure-track faculty and four full-time non-tenure track faculty. In
    addition to programs offered on the Ellensburg campus, Bachelor of Applied
    Science in Information Technology and Administrative Management is offered
    simultaneously through the CWU Des Moines, Lynnwood, and Pierce centers.
An especially important function of the programs of the College of Education and
Professional Studies is to coordinate programs of preparation for K-12 school
personnel. Students complete training programs leading to state certification in three
of the university's colleges. The teacher preparation program is one of the largest in the
state and has been for the last forty years. To continue to be a major teacher training
institution in the region requires a strong faculty with a innovative spirit to explore
ways of improving the preparation of teachers. An example of such innovation is the
year-long student teaching experience that is offered in collaboration with the
Ellensburg School District.
   Center for Teaching and Learning (CTL). The center, previously the University
Professional Education Committee, was established in 1992 to serve as the university's
governance unit for the preparation of K-12 school professionals. The center was
developed to reflect the commitment of faculty across three academic units -- the
College of Arts and Humanities, the College of Education and Professional Studies,
and the College of the Sciences -- to the preparation of school personnel. It serves as
the umbrella organization for all school personnel programs and has as its primary
goal to facilitate communication, cooperation, and collaboration. The CTL recognizes
that it takes a whole university to prepare a teacher.
   Funding for the administrative functions of the Center for Teaching and Learning is
included in the budget of the College of Education and Professional Studies, although
the courses leading to the individual teacher and educational specialist degree
programs are funded in each of the three participating colleges of the CTL. The CTL
governance structure can be found at The Center of
Teaching and Learning is a university committee; this committee serves as the first
approval body for all curriculum related to preparation of K-12 school personnel and
provides advice to the center director on all policy matters related to personnel
   Certification of K-12 School Professionals. A major function of the College of
Education and Professional Studies is to recommend individuals for certification by
the Office of the Superintendent of Public Instruction of the state of Washington. The
dean of the College of Education and Professional Studies oversees the Office of
Certification where the staff processes applications for admission to the teacher
education program, monitors student compliance with state certification regulations,
clears students for student teaching through numerous checks including the WSP and
FBI fingerprint checks that are required by the Office of the Superintendent of Public
Instruction, processes applications for final certification and makes recommendation to
the state for the initial teaching and educational staff associate certificates.

                                                                       CEPS, 8/28/12, p. 3
   Black Hall houses the Center for Teaching and Learning and the Department of
Education. Black Hall features state-of-the art instructional capability to the
departments and creates an environment in which students can develop sophisticated
technological skills.
i) Mission and Goals. The mission of the College of Education and Professional
   Studies is to prepare competent, enlightened citizens who will enhance their
   respective professions, commit themselves to socially responsible leadership, and
   help develop the global economy in a spirit of cooperation. In collaboration with
   college department chairs, the mission statement was streamlined and aligned more
   closely with the CWU mission statement. Faculty in CEPS aspire to create leaders
   who will contribute to and influence their respective professions and who will
   commit themselves to socially responsible citizenship in a global society. In
   collaboration with college department chairs, the mission statement was streamlined
   and aligned more closely with the CWU mission statement. Additionally, the goals
   of the College of Education and Professional Studies were modified to align with the
   CEPS mission statement. The goals are to:
 o Provide for an outstanding academic and professional growth experience for
   students at all CWU locations.
 o Prepare students to participate in an increasingly diverse economy and
 o Recruit and retain a diverse and highly qualified faculty to develop and sustain
   prominent programs.
 o Build mutually beneficial partnerships with alumni, industry, professional groups,
   institutions, and the communities surrounding our campus locations.
 o Provide professional, high-quality staffing, facilities, technologies, and
   appropriate resources to ensure the highest levels of academic and professional
 A more detailed review of objectives and strategies is contained on the CEPS
 website at The goals and objectives
 of each department are contained in the department self-studies found at
ii) Organizational Structure. The organizational structure of the college is described
   in Exhibit ____. The dean of the college is the chief academic, budgetary, and
   personnel officer. She is also the director for the Center for Teaching and learning.
   The dean's staff consists of two half-time associate deans (one for Education and one
   for Professional Studies), administrative assistant, supervising secretary for the CTL,
   and certification staff.
 There are four standing committees of the college:
 1 The CEPS executive committee, which includes the chairs of the eight
   departments, is the advisory group for the college dean.
 2 The Center for Teaching and Learning, which oversees programs related to school
   personnel preparation.

                                                                       CEPS, 8/28/12, p. 4
   3 The CEPS personnel committee, which is comprised of three professors who
     review faculty dossiers submitted for consideration for promotion and tenure. The
     committee provides written recommendations to the Dean.
   4 The Professional Education Advisory Boards: Four committees provide advice on
     teacher preparation, administrator preparation, school counselor preparation, and
     school psychologist preparation respectively. The first two of these report to the
     dean of CEPS. The other two report to the program directors of the school
     counselor and school psychology programs, which are housed in the Department
     of Psychology in the College of the Sciences.
     Departments maintain curriculum approval and personnel committees. The latter
   address policy and make recommendations related to reappointment, tenure, merit,
   and promotion. From time to time, ad hoc task forces are created to address
   emerging issues within the college, for example, accreditation or policy
iii) Planning and Effectiveness. During the past two years, the dean and the executive
    committee have overseen the development of department and unit strategic plans. At
    the department level, chairs facilitate the development of their respective plans via
    discussion with all faculty (in smaller departments) or via strategic planning
    committees (in larger departments). The CEPS Executive committee modified the
    college strategic plan goals during the fall quarter. The plan, particularly the goals of
    the college, was shared with college faculty, and their suggestions were considered
    in revisions of the plan.
      Based on the goals established in the annual planning process, department and
   college-wide objectives are identified and related activities are outlined. Throughout
   the academic year, progress is monitored. The CEPS program review process is
   designed to gather and analyze data relative to obtaining the objectives. (See Exhibit
      Each fall, the executive committee identifies department and college-wide
   activities that have occurred to address goals. Informal discussions with the faculty
   are employed to solicit input related to unmet goals; the college identifies courses of
   action to correct areas that have been identified for improvements. Five-year budget
   forecasting also addresses unmet goals.
     In the past few years, the college has taken the following specific actions based on
   feedback about program functioning and effectiveness.
   o Increased emphasis on accreditation activities, at both the university and
     programmatic levels
   o Increased the number of programs at university centers
   o Reviewed reallocation of resources
   o Strengthened recruitment efforts for specific programs
   o Redefined the expectations of faculty in teaching, research, and service
   o Increased emphasis on grant writing

                                                                          CEPS, 8/28/12, p. 5
  o Created faculty incentives for research projects and faculty development
  o Emphasized that faculty evaluation begins at the departmental level
  o Converted course objectives to learner outcomes and identifying assessment
  o Completed performance benchmarks in teacher preparation programs and in
    administrator preparation programs and collected, summarized, and analyzed
    benchmark data
     Completed the NCATE specialized accreditation visit. The Center for
  Teaching and Learning was approved for continuing accreditation with conditions on
  Standard 2: Assessment at the undergraduate and graduate levels and Standard 4:
  Diversity at the graduate level. A visit focusing on the conditions will occur prior to
  Fall 2009. The team praised partnerships with K‧ 12 practitioners, unit resources,
  and faculty qualifications.
iv) Accomplishments and Disappointment. The accomplishments and
   disappointments of each department are found in its strategic plan/self-study.
   Common elements and highlights are described here.
  Accomplishments. During the past year, the college:
  o Reallocated vacant faculty positions to address "over capacity" programs.
  o Identified learner outcomes for 95% of CEPS programs.
  o Added education cohorts at the CWU-Lynnwood and CWU-Pierce Centers.
  o Increased the number of grant submissions.
  o Developed partnerships with Ellensburg, Wenatchee, and Ellensburg School
  o Sustained high enrollments in summer school offerings.
  o Established the Office of Research, Evaluation, and Assessment (OREA) to
    compile standards-based reports for CEPS programs; hired a data analyst to work
    with the director of OREA.
  o Modified and adopted college-wide policies.
  o Increased support for faculty development and conference attendance.
  o Increased diversity in the faculty of the college.
  Disappointments. During 2006-07, there were some disappointments. Specifically:
  o Some faculty searches were unsuccessful.
  o Lack of adequate funding to support equipment needs of faculty.
  o Unsuccessful efforts to obtain funding for requested capital projects.
v) Educational Degree Programs. Appendix ____ lists the number of declared
  majors and degrees granted in each of the undergraduate and graduate degree
  programs of the College of Education and Professional Studies for the past five

                                                                      CEPS, 8/28/12, p. 6
  years. As indicated above, Central Washington University is one of the institutions
  in the state that graduates the largest number of teachers. Trends from internal data
  as well as data provided by the state superintendent's office reveal that large numbers
  of aspiring teachers are being certified in the surplus areas (for example, elementary
  education and social studies). At the same time fewer students are entering the areas
  of teaching where there are existing shortages (for example, special education,
  bilingual education, the sciences, and mathematics).
vi) Statistical Picture of the College of Education and Professional Studies. The
  statistical picture of the College of Education and Professional Studies (Appendix
  ____) reflects a steady growth in enrollment over the past three years from 2003 to
  2007 FTES. The average class size in the college has held consistently between 22
  and 23 students for the last three academic years. Due to faculty retirement, the
  number of full professors has declined from 40% to 30% in the last three years. The
  number of bachelor's degrees awarded has held steady at between 650 and 700 per
  year. The master's degree has also been holding at an average of 50 per year. Most of
  the graduate degrees are earned in educational administration, the largest school
  administrator-training program in the State of Washington. Teaching certificates
  dropped off somewhat during the current year. Even so, Central Washington
  University boasts the largest teacher-training program in the state.
      The College of Education and Professional Studies has opportunities to broaden
  its program offerings in teacher education, school administration, instructional
  technology, industrial engineering, and chemical dependency. Alternative ways of
  delivering these courses need to be explored (e.g., video, web-based, weekends,
  etc.). Opportunities exist to increase enrollment. The challenge will be in facilitating
  the follow through in bringing the students and faculty together.
vii) Fiscal and Physical Resources. The College of Education and Professional
   Studies has been adequately funded during the past five years. Facilities in the
   College of Education and Professional Studies range from satisfactory in the
   Industrial Engineering and Technology areas (Hogue Hall) to fairly good for Family
   and Consumer Studies and Aviation (Michaelsen Hall) to good for Information
   Technology and Administrative Management and Health, Human Performance, and
   Nutrition (Shaw/Smyser and the PE Bldg) to "state of the art" for the Education
   (Black Hall). Funds have been allocated to improve facilities for Aviation (located at
   the county airport) and remodeling of the facilities for Industrial and Engineering
   Technology (located in Hogue).
viii) Library and Information Resources. The addition in 1998 of the Educational
   Technology Center in Black Hall greatly enhanced the information resources
   available for the preparation of K-12 professionals. The new equipment and
   materials is state-of-the-art and is accessible via the Internet to all students of the
   university regardless of where they are completing their degrees. The library staff
   has been responsive to the needs of students in the College of Education and
   Professional Studies. The challenge will be to maintain the currency of the materials
   in the Education Technology Center. A priority for the 2007-2008 year will be to
   establish a revolving fund to ensure current curriculum materials are available for
   students and K-12 practitioners.

                                                                        CEPS, 8/28/12, p. 7
ix) Curriculum Development. In this college as in all colleges of the university, the
   curriculum is viewed as the vehicle through which the university accomplishes its
   academic goals. Each department describes in its self-study the manner in which
   curriculum development proceeds within the department. Some larger departments
   have curriculum committees within the department. Generally, though, these
   committees assist in developing curriculum that eventually is approved by the entire
   department before moving through the curriculum process. The associate deans
   review curriculum changes to ensure their conformity with university policies and
     Because of the interdisciplinary nature of the K-12 school professional
  preparation programs, curriculum and policy modifications that involve these
  programs submit to an additional review through the Center for Teaching and
  Learning (CTL) curriculum committee whose membership is recommended by the
  CTL Executive Committee. Curriculum and policy modifications must be approved
  by CTL before proceeding either to the Graduate Council or to the Faculty Senate
  Curriculum Committee.
    Curriculum modifications can be proposed by any member of the university
  community, but typically originate with department faculty.
 (a) Major/Minor Curricula.
     o Available in the CWU Catalog
 (b) Interdisciplinary Curricula.
     o Department of Family and Consumer Sciences: The Family Studies
       specialization is an interdisciplinary study of interpersonal, and family
 (c) General Education Curriculum. There are four courses in the College of
     Education and Professional Studies that support the general education curriculum:
     o IT 101: Computer Applications
     o HED 101: Health Essentials
     o IET 101: Modern Technology
     o NUTR 245: Basic Nutrition
 (d) Teacher Preparation Curriculm
     o Located on the NCATE website at __________
x) Educational Program Goals and Objectives. Departments have been engaged
   actively in developing student learning goals and corresponding assessment
   strategies. Departments have identified both course and program outcomes for
   degree programs. Learner outcomes and assessment strategies are published on the
   Internet ( under "syllabi". Students also have print
   copies of learner outcomes and assessment strategies presented to them at the first
   meeting of the course. During the 2006-2007 academic year, all course syllabi

                                                                      CEPS, 8/28/12, p. 8
  related to educator preparation were redesigned and entered on the Internet at the
  following website
xi) End-of-mjor Results. Each program also includes some form of end-of-major
   assessment. During the 2006-07 academic year, along with publishing of learner
   outcomes for each course in the educator preparation program, departments
   developed program matrices that identify learner outcomes and strategies for
   assessment (located at the following website Program changes that have occurred as a
   result of assessments is located at: __________. For graduate students, the terminal
   thesis, comprehensive examination, or project serves as the universal end-of-
   program assessment method.
xii) Program Review. In 2007-2008, the college began the second cycle of the college-
  wide program review plan (see The
  process was designed to gather and analyze data relative to program quality. All
  CEPS programs, except for Education who participated in the NCATE accreditation
  process, have completed the self-study process. Outcomes for the program review
  process are guided by the feedback they received from student focus groups and by
  the requirements of various specialized accreditation bodies. Data collected relate to
  the number of majors, faculty load, student credit hour generation, and course
  enrollment patterns. The learner outcomes, benchmarks, and assessment strategies for
  each program in the college are included in self-study documents. Each unit within
  the college completes a strategic plan and self-study each year in which is described
  the goals, objectives, and accomplishments of the unit.
 Specialized Accreditation. Several programs of the college submit to specialized
 accreditation review. The professional preparation programs of the Center for
 Teaching and Learning, which includes the majority of programs in the College of
 Education and Professional Studies, submitted to a full-scale review by NCATE in
 2007. Washington State is an NCATE partnership state and folios submitted to
 national specialized organizations are no longer required.
     The following organizations also approve programs of the college. (See Exhibit
 o National Council for Accreditation of Teacher Education
 o American Council for Construction Education
 o Accreditation Board for Engineering and Technology
 o Foundry Educational Foundation
 o National Recreation and Parks Association
 o Committee on Allied Health Education and Accreditation
 o Committee on Accreditation of Educational Programs for the EMS Professions
 o National Kitchen and Bath Association
 o American Dietetics Association

                                                                      CEPS, 8/28/12, p. 9
      In addition, the department self-studies (strategic plans) that were developed to
   inform university-wide goal setting and in preparation for the NWCCU accreditation
   visit required departments to review and comment on their educational degree
3) Appraisal
    The College of Education and Professional Studies encompasses a diverse group of
programs designed to prepare baccalaureate graduates to perform such varied roles as
teaching preschool children, flying airplanes, managing construction projects, and
providing military leadership. The college's primary mission is to prepare students to be
leaders in such professions as health and family care, nutrition, business, manufacturing,
military and aerospace sciences, and education. Its mission also is to prepare students to
appreciate the uniqueness and contributions of the professions and the diversity of
individuals and groups.
    The College of Education and Professional Studies is in a transition phase. While the
eight departments are redesigning and rethinking innovative ways of delivering their
programs on campus and at the university centers, the college also is undergoing change.
The interim dean has the challenge and opportunity to facilitate the development of
programs and services to prepare students in a rapidly changing career environment.
   Particular opportunities and challenges facing the College of Education and
Professional Studies are grouped into five primary areas.
   1. The first area of opportunity and challenge is the recruitment of faculty and
      students. With a large number of retiring faculty, there is the opportunity to
      recruit faculty with diverse backgrounds and experiences. The challenge before
      the college is to attract highly qualified faculty that can compliment the already
      existing talents of the current faculty. Equally challenging is the necessity of
      attracting highly capable students to enter the teaching preparation programs here
      at Central Washington University.
   2. The second opportunity and challenge is in the area of service to students of the
      college. Strategies need to be developed to improve advising and mentoring of
      students. Ways to improve student access to advising needs to be explored.
      Strategies on how to increase the success rate of students in the programs of the
      college need to be considered. Finally, exemplary students and successful
      graduates of the college need to be recognized by their peers and the faculty.
   3. The third opportunity and challenge is the redesign of preparation programs for
      students about to enter a much more demanding market place that requires diverse
      skills in collaboration, flexibility in adapting to new job skills, and the ability to
      communicate ideas and solutions to complex problems. These new preparation
      programs will require college faculty to be innovative and collaborate with
      colleagues across campus and members in communities surrounding CWU
      campuses. Strategies will need to be put in place to collect data and assess results
      of these innovative efforts and to develop ways to replicate the successful

                                                                        CEPS, 8/28/12, p. 10
 4. The fourth opportunity and challenge for the faculty and administration will be to
    communicate the programs, services, and activities of the College of Education
    and Professional Studies. More effective ways will need to be found to
    communicate with current students and recent graduates about programs and
    services, with alumni about pilot programs and scholarly endeavors by faculty,
    with colleagues across campus about the achievements and issues of the college,
    and with policy makers about the impact of legislation on the college.
 5. The fifth opportunity and challenge is to improve the morale and well being of
    faculty of the college. Steps need to be taken to nurture new faculty into the
    culture and related demands associated with teaching, scholarship, and service.
    Finally, activities need to be planned where faculty members can be recognized
    for professional achievements.
  The recent NCATE accreditation visit validated the direction and achievements of the
College of Education and Professional Studies. While the NCATE accreditation visit
relates primarily to the preparation of common school personnel, the preliminary report
confirms what was intended to happen -- the creation of a positive environment for risk
takers involved in program change, strong ties to K-12 practitioners, faculty modeling
the use of technology to enhance instruction, and students prepared in the use of
technology to improve learning.
  The College of Education and Professional Studies has not reached all goals nor
fulfilled its mission, but through the efforts of an active faculty, it is moving closer and
reaching its targets along the journey.
     (December 2007)

                                                                        CEPS, 8/28/12, p. 11

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