Annuall Report Of Instiitutiionall Progress
Annua Report Of Inst tut ona Progress
Collllege of Educatiion
Co ege of Educat on
Kent Layton, Dean
Since 2000, the College of Education has experienced moderate growth in
credit hour production. At the lower level, upper level, and graduate level, credit
hour production has increased 25 percent, 10.5 percent, and 7.9 percent
respectively, for an overall increase of 11.7 percent [See Appendix A]. In addition,
EFT has increased 11.2 percent and FTE has increased 24.8 percent since 2000-01
academic year [See Appendix B].
With regard to degrees conferred, the College has awarded 2,080 bachelors,
masters, and specialists degrees since 2000. Although credit hour production has
experienced moderate growth, the total number of degrees awarded each year in
the College of Education has decreased about 3 percent each year since 2000 with
333 bachelors degrees, 206 masters degrees, and 135 specialists degrees being
conferred in 2002. This slow downward trend is most likely explained by the
significant increase in students seeking post-baccalaureate certification as well as
the increase in standards, which would also account for our moderate growth in
student credit hours [See Appendix C]. In addition, the College's bachelor of
science in education degree ranks second in number of graduates in comparison to
the bachelor of arts, the bachelor of business administration, and the bachelor of
science degrees [See Appendix D].
Across programs at the bachelor's level, early childhood degrees account for
roughly 45-53 percent of the total degrees conferred while middle grades, special
education, speech language pathology, physical education, and sport management
account for 7-11 percent of the total degrees conferred annually [See Appendix E].
At the master's level, educational leadership and early childhood degrees lead the
way, representing 16 and 14 percent respectively of the total master's degrees
awarded annually. Special education, secondary education, speech-language
pathology, middle grades, school counseling, and media all average between 24
and 35 master's degrees or roughly 10 percent of the degrees conferred annually
[See Appendix F]. At the specialist level, early childhood and middle grades
programs have experienced significant growth since 2000. Overall, the number of
specialist degrees awarded has risen 6.2 percent since 2000 [See Appendix G].
Commitment to University and Department Goals
All departmental reports can be found on their respective departmental web
sites. Each annual report reflects the university mission and goals, the department
mission and goals along with assessment results, student and curriculum learning
outcomes, and department strengths and weaknesses. All learning outcomes are
aligned with the UWG Bread-and-Butter Goals as well as the Visionary Goals.
Specifically, the College has continued to examine enrollment management
at the undergraduate and graduate levels. With student credit hour production on
the rise, our concern now has centered on understanding how degree completion
and post-baccalaureate certificate completion are affecting our overall program
completion rates. Clearly with degree completion on a slow trend down and
student credit hour production rising moderately, the question of how to best meet
the needs of students who are returning to school for certification along with
meeting the needs of traditional undergraduate students must be studied.
In the area of academic programs, late afternoon/evening offerings at
Newnan are full. One possible avenue for continued growth at Newnan is to
consider offering two instructional periods each evening instead of one. In
addition, we anticipate increasing our offerings when the new Graduate Center is
completed. Georgia Responds continues to ride a strong wave with the post-
baccalaureate middle grades and non-degree special education certification
programs. Second cohorts began in Summer, 2003, showing no sign of decreasing
enrollments. Early childhood has also developed a cohort plan, but the
predominantly night and summer course rotation has yet to be implemented due
to staffing and advising challenges that are still under development and discussion.
At Dalton College, our undergraduate program in early childhood education
continues to attract a full cohort of approximately 40 students annually. Likewise,
our Floyd College collaborative initiative has also bloomed nicely beginning its
second year this Fall. With nearly 30 students in the second cohort, the program
appears to have the potential for reaching similar enrollment numbers as the
Dalton early childhood program within the next two years. Now in its first year, the
Fellows Program was approved this past winter by the Board of Regents' and
began the first cohort this summer with six students placed across two local school
districts. In the area of school and community counseling, the Department of
Counseling and Educational Psychology was recently recognized as a pioneer and
national leader in school counseling reform by the Education Trust. Adding to this
notation, the department was only one of six university programs honored at the
Education Trust's recent national conference.
In the area of public relations, all departments have reconstituted their
advisory committees which bring together community members, students, faculty,
and related state agency contacts to provide feedback on program improvement.
The College has also finalized a systematic plan for recognizing donors to the
College of Education on an annual basis. Plans are to hold the initial kick-off
reception about a month after A-Day begins. Donor levels of giving will be
recognized on a large tree of giving by apples with red, bronze, silver, and gold
plates engraved with donors' names. Donors who are not on recognized on the tree
will be listed on both sides of the tree in a framed setting with their names running
alphabetically down both sides of the tree. On the tree, is the following inscription:
Friends of Education
In recognition of distinguished friends whose generosity
to the College of Education demonstrates strong
commitment to our values and aspirations.
In our work to continue improving the university experience for our
students and faculty, the College has (1) replaced all tables and chairs in the Rooms
1-5 in the Education Center with new, modern, and more comfortable chairs and
tables, (2) created three group work rooms for students to study and collaborate in
small groups on class projects and assignments, (3) created a Internet Café in the
eating and break area of the Education Center, (4) in collaboration with Armark,
established a Java Coffee center for students at the east end of the Education
Center closest to the Education Annex, (5) continued to support our annual public
school art contest in collaboration with the Department of Art (35 schools invited
this year) from which the College will purchase 5-7 pieces of art that will be
permanently housed in the Education Center for students and faculty to enjoy, and
(5) removed partitions in the Dean's Office to make the office area completely
In the area of external relations, the new director for P-16 School
Collaboration, Myrna Gantner, has continued to develop more meaningful
relations with Carroll County Schools, Carrollton Schools, Coweta County Schools,
and Douglas County Schools. This work has included departmental and district
coordination of a reading endorsement series of courses, faculty working with local
schools as mentors and committee members in the area of technology and media,
and clinical services provided to schools through the reading clinic.
In addition to the Fellows Program mentioned previously, the Department
of Educational Leadership and Professional Studies continues to support the West
Georgia Leadership Academy. Under the directorship of Dr. Ronnie Williams, the
UWG Leadership Academy facilitates the development of local school leaders who
can effectively lead their campuses forward with improved student achievement.
The Academy supports local first-year principals through intense mentoring and
professional development using an executive coaching model. Presently, the West
Georgia RESA, NW Georgia RESA, the Georgia State Department of Education's
Leadership Academy, and twenty-three local school systems have joined the West
Georgia Leadership Academy in efforts to help schools with a second round of
funding from Georgia Power.
In collaboration with the P16 Initiative of the College, the West Georgia
ETTC was awarded a grant in the sum of $42,000 to develop classroom “Science
and Math Kits” for use in classrooms in schools. The funding from the P16
Initiative was matched by $2000 for equipment and $12,500 in personnel and
training costs by the West Georgia ETTC. This allowed a systematic program for
the integration of technology into the science and math curricular areas. The West
Georgia ETTC purchased seven classroom sets of hand-held computers, science
probes, keyboards, laptop computers, and projectors. Once the equipment was on
hand, the ETTC conducted a two-day workshop for classroom teachers and pre-
service teacher education students in the application of modern technologies to the
achieving of curricular standards in science and math. Working with geo-science
professor, Rebecca Dodge, UWG is one of three GLOBE partners in Georgia.
GLOBE is a cooperative effort of schools, led in the United States by a Federal
interagency program supported by NASA, NSF, EPA, and the US State
Department, in partnership with colleges and universities, state and local school
systems, and non-government organizations. The program is a world-wide (102
countries), hands-on, primary and secondary school-based education and science
program. GLOBE provides K-12 students the opportunity to learn by taking
scientifically valid measurements in the fields of atmosphere, land cover, soils, and
hydrology, as directed by their local school curricula.
The College of Education and College of Arts and Sciences fulfill their
commitment to the national GLOBE Program by recruiting teachers and schools
for the GLOBE partnership, training and certifying GLOBE teachers, and
mentoring GLOBE teachers through university support delivered to the PK-12
campus. In addition, UWG provides training/certification to preservice education
majors at the Early Childhood level through an undergraduate geoscience class.
And, in-service teachers can earn GLOBE certification through enrollment in a
graduate Geography course or through a professional development workshop. As a
final culmination to our GLOBE work this year, the University of West Georgia
hosted its first “Train-the-Trainer Workshop” in Summer 2003. Participants
across colleges, representing Dalton and Carrollton campuses, earned GLOBE
Trainer Certification and were qualified to provide in-service training to teachers
in regional school districts.
Campus infrastructure goals were achieved by coordinating and
successfully moving all personnel from the Education Center this summer so that
the HVAC system could be replaced. The move and the construction all were
completed in under 90 days. A miracle by any standard! The College's continued
plan for computer upgrades for faculty and for student labs was successfully
implemented again this year as well as replacing decades old furniture in Rooms 1-
5 in the Education Center. In just two years, the Education Center has essentially
been updated to provide students a state-of-the-art equipped and aesthetically
pleasing teaching and learning environment.
Selected Student Accomplishments
A full description of student accomplishments can be found at each
department's website in the annual report. Below are selected highlights.
Twenty-four students received scholarships in the College of Education.
An additional forty-six students received departmental awards at the Sixth
Three media graduates were selected as Teachers of the Year.
Pam Nutt was named Georgia's Media Specialist of the Year and featured
on the cover of the May 2002 issue of the School Library Journal.
Two early childhood graduates published an article about action research
in elementary classrooms in ENC Focus.
Patricia Burgey, a Secondary Education English undergraduate student,
presented at the Georgia Poetry Association.
Eight Middle Grades Education students presented at the annual Georgia
Middle School Association conference.
Selected Faculty Accomplishments
Faculty in the College of Education contributed approximately 6 books, 14
book chapters, 102 peer reviewed articles, 31 funded grants and mini-grants, and
presented 237 papers at learned society conferences. A full description of faculty
accomplishments can be found at each department's website in their annual
report. Below are highlights from each department.
Dr. Betty Morris is in the revision stages of the 4th edition of her book on
administration of school library media centers.
Dr. Elizabeth Bennett authored the SACS Distance Learning Self Study for
Dr. Brent Hardin developed and ran the UWG Visual Impaired Sports
Camp during Summer, 2003 and directed the Second Annual
Wheel Chair Basketball Classic that was held in January, 2003.
Dr. Diane Boothe received the Professional Development Award from
Teachers of English to Speakers of Other Languages (TESOL)
Dr. Terrie Keilborn received the Presidential Award of Excellence for
Mathematics and Science Teacher in Georgia and a Special Citation
from the President of the United States at the National Level. She
also received the Altanta Journal Constitution Honor Teacher
Award for Middle School Teaching Excellence.
Dr. Robert Hilliard received the Phi Delta Kappa Distinguished Service
Dr. John vonEschenbach received the Phi Delta Kappa Pyramid Award in
Dr. Martha Larkin had a book accepted for publication.
Dr. Nancy Pollard received the Paul Harris Award from Rotary.
Dr. Ronnie Williams received additional funding from Georgia Power to
continue operation of the Leadership Academy.
Overall Health of the College of Education
In light of past and current budget constraints juxtaposed with alternative
certification challenges, the surge of competition from institutions with less
demanding programs, the logistics associated with incorporating significantly
more and meaningful field experiences, and the economic realities of providing
increased numbers of highly qualified beginning teachers, the College of Education
remains poised and diligent in its mission to serve the citizens and children of
Georgia to the best of its ability. We strive to continue providing a quality
education for our students in a supportive teaching and learning environment that
provides the region and state with teachers, leaders, counselors, media specialists,
and speech-language clinicians who will make a difference in our quest for school
Reflecting on our mission and theme, this year has marked significant
increases in our work and thoughts about the deeper meanings associated with
accreditation. With our PSC/NCATE visit just around the corner in March, 2004,
work on the conceptual framework, course syllabi, curricular analysis, unit and
program assessment, continued progress with unit governance, and moves toward
defining what performance-based assessment systems best serve to reveal what
our graduates know and are able to do, have challenged all faculty and chairs to
become more knowledgeable about programmatic issues and concerns within the
college and throughout the university.