In this section of the Institutional Report (IR) is a brief sketch of Indiana University, a description of the core campus administrative structure, and a description of the School of Education at Bloomington and at Indianapolis. Further, brief descriptions of the respective school's mission statement are included as well.

Indiana University provides an academic community internationally known for the excellence and diversity of its programs. With over 340 degree programs, the university attracts candidates from all 50 states and from around the world. The full-time faculty numbers more than 4,000 and includes members of many academic societies (see IU Fact Book).

The university was founded at Bloomington in 1820 and is one of the oldest and largest institutions of higher education in the Midwest. It serves close to 100,000 students on eight campuses. The residential campus at Bloomington and the urban center at Indianapolis form the core of the University. Campuses in Gary, Fort Wayne, Kokomo, New Albany, Richmond, and South Bend join Bloomington and Indianapolis in bringing an education of high quality within reach of all Indiana citizens.

Approximately six years ago President Myles Brand and the Trustees released a long-range plan that was developed by a team of over 250 faculty members, staff, candidates and friends of the university. The Strategic Directions Charter notes that for research universities, and the academic units that comprise them, excellence is always in a dynamic state. The document provided the mission and vision that has shaped Indiana University during the past six years. The charter explains that Indiana University is one university, consisting of multiple campuses with each having distinctive but complementary missions. The charter further conveys that it is only together that the distinctive missions of the varied campuses enable the university to serve the state and the nation effectively. The mission statement indicates that "Indiana University is Becoming America's New Public University."

The charter stresses that undergraduate education continues to be the single highest priority of the university. The charter reaffirms the university as a total learning community in which candidates learn through instruction, mentoring and collaboration, and faculty learn through research, creative work and teaching.

The Strategic Directions Charter also clearly states that we must attract and retain a diverse student body and develop a more diverse work force. It directs us to renew our commitment to graduate and professional education, to focus on international education and research, and to provide technological support and library access to information for faculty, staff and students which are comprehensive and state of the art.

The foci of the charter include three distinct themes. These have been taken from the document and briefly described in the following paragraphs.

A Community of Learning: Learning and teaching are the heart of Indiana University. In the community of learning, all candidates engage in the opportunities and resources of the campus and the university as a whole. Interaction among candidates and faculty make great public universities communities of learning where all participate in the excitement of discovery.

The Responsibilities of Excellence: Indiana University has a tradition of excellence in fulfilling the responsibilities of a public university that include providing an education of high quality to a wide spectrum of citizens, advancing knowledge and understanding in diverse fields, and bringing that knowledge and understanding to the benefit of society. If we build on our traditions, we will meet Indiana University's responsibilities of excellence with still greater vitality for the future.

Accountability and Best Practice: In meeting the obligations as America's New Public University we will organize and manage the university in ways that ensure we are responsible stewards of the resources and ambitions invested in us. We will continue the excellence of Indiana University by sustaining a culture distinguished by high achievement and personal commitment to demanding standards of performance. We will create flexible organizational structures that facilitate innovation, local decision making, and responsiveness to new conditions, challenges and opportunities. We will become resourceful and forthright in addressing calls for accountability, meeting the challenges of budgetary constraint, and managing the university in its interactions with external publics.

Before discussing the mission, goals and activities of the core campus (the unit), it is important that the reader understands the unique organizational context for the School of Education. Within the organizational structure of the eight campuses of Indiana University, the School of Education is a core campus school. The core campus refers to the two main campuses of the University - Bloomington and Indianapolis. When our faculty meets for deliberative purposes, the meetings include individuals from both campuses. Organizationally, there is one University Dean for the School of Education and one executive associate dean for each of the Bloomington (IUB) and Indianapolis (IUPUI) campuses.

Additionally, because Indiana University has such a large campus, it is easy to be confused about the dynamic relationship between IUB and IUPUI. The Bloomington campus of the School of Education is part of the original flagship campus of the University. The traditional graduate programs associated with the arts and sciences are located in Bloomington. The city of Bloomington is much smaller and less diverse in comparison to the major metropolitan city of Indianapolis. The IUPUI campus, consistent with its urban location and adjacent to the government offices of the state capital, includes more programs with a strong professional emphasis. Indeed, the Indianapolis campus includes programs in engineering and technology affiliated with Purdue University and offered at Indianapolis. The campus, however, is administered by Indiana University. Both campuses are large, complex research institutions, and together they enroll close to 60,000 students.

Because of the shared mission and goals of the two campuses of the School of Education, there are many commonalities between our initial and advanced programs. However, as a result of being located in different settings and having different histories, there are also many differences. It will become evident in this document that each campus has, in consultation with the other, developed diverse programs for preparing first license teachers. Both campuses have developed and continue to refine innovative, standards based, performance driven teacher education programs. The foci of these programs are intentionally independent with the intent of capitalizing on the unique strengths of the two programs' faculty, candidates, access to schools, and facilities. At the advanced level, our programs tend to be seamless, with advanced programs in educational leadership and school counseling being identical. Graduate program faculty may choose to use distance technologies or drive between classes to provide high quality advanced programs on both campuses.

Mission: Planning in the unit is based upon the mission, goals and priorities of Indiana University and the five strategic goals of the school. Additionally, the conceptual framework forms the foundation for programmatic structure and updates, the unit assessment system, and faculty evaluation. Planning is an ongoing, iterative process in the unit and includes formal institutionalized planning documents such as the long-range plan which is regularly updated by a standing committee of the Policy Council. The core campus often has committees functioning to address important new concerns and policy issues that may influence the academic programs or fiscal health of the unit. Any recommendations that have important long term policy implications must be discussed and approved by relevant faculty governance mechanisms and ultimately by the school's Policy Council.

During the past year, the Long Range Planning Committee (LRPC) reviewed the mission of the unit and, based on changes that have occurred during the past five years, revised the unit's mission statement as follows:

"The mission of the Indiana University School of Education (the unit) is to improve teaching, learning, and human development in a diverse, rapidly changing, and increasingly technological society. We prepare reflective, caring, and highly skilled educational practitioners and scholars who lead in their chosen professions; inform educational theory and practice through research; and work in partnership with a range of constituents to effect change from the local to national levels and throughout the world."

In 2000-01, a core campus retreat was held with faculty, staff, and candidates in attendance. During the retreat the University Dean of Education, Gerardo Gonzalez, presented the group with five goals which he had shared with the selection committee, members of the faculty and university administrators during the time he was being considered for the Dean's position. After his presentation, small groups were identified to discuss in detail each of the goals, modify them if desired, and then report back in a plenary session of participants. The participants embraced the five goals by consensus as those that should guide the core campus School of Education during the coming years. The goals were subsequently approved by the Policy Council, the governance structure of the unit.

Various committees were charged with identifying tasks by which each goal could be addressed. During 2000-01 the LRPC was charged with assembling all the goals and tasks into a Strategic Plan. At the 2001 retreat the tasks were discussed by faculty, students and staff.  Comments were then forwarded to the 2001-02 LRPC to make revisions to the tasks and integrate them into a consistent document.

The goals approved by the Policy Council include:

The LRPC completed its work on the unit's Strategic Plan during the Spring 2002 semester. In its deliberations, the committee considered all five goals equally important and therefore indicated that one goal did not and could not take priority over another. The committee noted that the goals are interdependent and that all of the goals together reflect best the future direction of the school. Additionally, rather than prioritizing the tasks under each goal, the members focused on removing duplication of tasks and reorganizing tasks to fit each goal.

Campus: Indiana University at Bloomington (IUB) is a residential campus of some 37,963 undergraduate and graduate students. Woods and streams interlace the 2,000 acre campus and make it one of the most picturesque in the country (see Bloomington Campus Tour). The university features a wide array of superior cultural offerings, including over 1,000 concerts and performances each year from its world-renowned School of Music.

Located in the rolling, wooded hills of southern Indiana, the city of Bloomington has been ranked by the New York Times as one of the "Big 10 of College Towns" (see Bloomington Chamber of Commerce). IU students enjoy the excellent recreational facilities and the excitement generated by IU's top-ranked athletic teams. Nearby, there are several national forests, state parks, and lakes. Indianapolis, the state capital, is 50 miles away, Louisville and Cincinnati are both about 100 miles from the campus.

The Bloomington campus offers 343 authorized degree programs with 211 at the graduate level. Of its total 37,963 students, 30,157 are undergraduate while 7,806 are pursuing graduate level education, 32,764 are full-time students while 5,199 are part-time (see IU Fact Book).

It is noteworthy that last February Time magazine identified IUB as the Research University of the Year for providing support and assistance to new freshman students. Additionally, Indiana University has enjoyed a long and well-deserved reputation for technology infrastructure and use. Consistently ranked among the most "wired" campuses by Yahoo!, charter member of the Internet2 project, pioneer in the field of informatics, and home to the best web-based technological computer support resource (again, according to Yahoo!), Indiana University leads the way in planning for, implementing and supporting technology in higher education.

Mission: Chancellor Sharon Brehm has initiated a new strategic planning process for IUB. This two-stage process will be exciting, providing an opportunity for faculty to focus on a "Commitment to Excellence" in every program and activity sponsored by the university.

Stage One will include the formation of an Academic Priorities Task Force that will be established by the chancellor based on nominations received from various campus administrative, faculty, and student groups. This task force will be charged with developing a set of campus-wide priorities to be recommended to the chancellor by March 15, 2003. Following approval by the chancellor of the 2003 priorities, a meeting of all deans will be held. The deans will be charged to work with each other and their faculty to develop a set of proposals designed to address the 2003 priorities. These proposals will then guide the decisions about the initial investment of funds generated by the new Commitment to Excellence tuition program. A set of Review Committees will be constituted by the Academic Priorities Task Force in consultation with the chancellor. These review committees will make recommendations to the chancellor concerning which proposals should be funded and at what level of budgetary support (see Strategic Planning Document).

Stage Two of the Strategic Planning process will include the establishment of a Strategic Planning Committee (SPC) that will be established by the chancellor based on nominations received from alumni, faculty, administrative representatives, staff, students, and community members. The Plan developed by the SPC will be influenced by the academic priorities, reflecting the centrality of the academic mission to the life of the campus. However, the Plan will not be wholly determined by the academic priorities, thus recognizing the breadth and complexity of campus activities.

The SPC will be charged to develop the following reports by February 2004:

Furthermore, the SPC will develop processes to obtain and review proposals of projects designed to address non-academic priorities.

Finally, the SPC will recommend to the chancellor by May 2004:

The IU Board of Trustees approved the Commitment to Excellence Tuition Plan, to go into effect in Fall 2003. The IUB plan will feature four basic elements to guide the investment of funds.

Chancellor Sharon Brehm indicates in a planning document that "ultimately, the worth of a college education depends on having the critical mass of the very best faculty working with undergraduate and graduate students" and further notes that "every penny of tuition will be money well spent today and an excellent investment in every student's future."

The School of Education at IUB is located in the Wright Education Building, a facility built in 1992 that offers a wide range of technological facilities for instruction, training and research. All academic programs are housed in this facility. Additionally, the building houses a large Education Library that contains an impressive collection of books, periodicals, references and electronic databases for use by candidates. It is the largest of all departmental libraries on the IUB campus.

The school has 112 full time faculty members and offers undergraduate teacher licensing and graduate (M.S., Ed.S., Ed.D., and Ph.D.) programs in five academic departments: Counseling and Educational Psychology; Curriculum and Instruction; Educational Leadership and Policy Studies; Instructional Systems Technology; and Language Education. Over 2,183 undergraduate candidates and 938 graduate students are enrolled in degree programs offered by the IUB School of Education.

The School of Education is one of 11 primary academic units on the Bloomington campus and has the third largest operating budget of these units, over $20,000,000. The School also ranks third in the number of credit hours generated on the Bloomington campus, approximately 73,240 during 2001-02. During fiscal year 2002, 42 faculty members in the school generated proposals that resulted in the school receiving $18,047,097 in external funding awards.

Candidates beginning their teacher education programs effective on or after July 1, 2002 are admitted under newly adopted rules established by the Indiana Professional Standards Board (the Agency that governs teacher education in the state of Indiana). These rules are referred to as Rules 2002. Each license issued under Rules 2002 will include school setting(s) or levels and the content field(s) or subjects that the individual may teach. Each license must include at least one school setting and one content field.

The School of Education at Bloomington offers the following programs for initial licensure (see initial license program pages for more details).

Information about the new state licensing framework and standards for educational professionals may be found on the website of the Indiana Professional Standards Board.

All programs in the school are aligned with the goals of the University, the specific campus where located, and the goals of the core campus School of Education. Additionally, they are based upon a conceptual framework specific to each campus and are further aligned with national and state standards.

B= BA or BS degree

C= Certification only - graduate professional education option - Initial License

*= Transition to Teach - graduate professional education option - Initial License

C= Certification only - graduate professional education option

M= Masters

Ed.S. = specialist in education degree

PhD= 90 hour doctoral program, degree granted by the IU Graduate School

*= core campus enrollment

The School of Education at IUB operates a number of programs that are not within the IPSB/NCATE scope of review because they are not designed for the preparation of school based personnel. These programs include all Ph.D. and Ed.D. programs except those in educational leadership and school psychology. Also, all Ed.S. Degree programs, except for Educational Leadership, are excluded from the scope of the review. At the Master's level, all degree programs in Instructional Systems Technology, Educational Psychology, and non-school based programs in Curriculum and Instruction, Language Education, and Educational Leadership and Policy Studies are excluded from the review. However, the team is welcome to meet with faculty from these areas to discuss any area(s) of research interest or to seek general information about the program in interest. The current Graduate Bulletin describes these programs in depth. Even though these programs are not within the scope of the accreditation visit, they are housed in the school and administered by department chairs and the deans of the School of Education.

Campus: Indiana University-Purdue University Indianapolis (IUPUI) is an urban commuter campus located near the heart of downtown Indianapolis. The attractive, modern campus offers many cultural and intellectual opportunities and is the location of the internationally acclaimed IU School of Medicine.

Home of the Indianapolis 500, the Brickyard 400, the US Grand Prix automobile race, the Indianapolis Colts football team, the Indiana Pacers basketball team, the national headquarters for the National Collegiate Athletic Association (NCAA), the city has become a center for both amateur and professional athletics. The city also hosts the Indianapolis Symphony Orchestra, the Indianapolis Repertory Theater, the Fine Arts Museum, fascinating historical attractions, an excellent zoo, and the world's largest children's museum.

IUPUI is a research university created in 1969 as a partnership by and between Indiana and Purdue Universities, with IU having administrative responsibility. It is an urban, engaged and vibrant campus located in the downtown area of Indianapolis. With over 27,000 candidates from 46 states and 115 countries, IUPUI grants degrees in some 185 programs from both Indiana University and Purdue University. Candidates at IUPUI are more likely than their counterparts at IUB to be first generation college students, to be from diverse ethnic backgrounds, to be less affluent, and to attend part-time.

The Indiana University School of Education at Indianapolis is one of 18 academic units at IUPUI. During the spring semester 2002, the school had the largest student headcount of any school on campus and ranked fifth in total credit hours. The school ranks fourth in the production of new teachers for the state of Indiana and serves a large population of education professionals for license renewal and professional development.

Mission: Providing educational opportunity to Indianapolis and Central Indiana is at the core of IUPUI's mission. The diverse student body evidences the dedication to extending this opportunity to students of every race, age, income level, and background. The campus serves students' wide-ranging needs through innovative student life initiatives, resources and environments designed to support learning, faculty professional development, and ongoing assessment and improvement to ensure excellent teaching and learning. The wide array of undergraduate and graduate programs includes nationally recognized interdisciplinary programs that are among the best in their fields. IUPUI faculty, staff, and candidates work extensively with P-12 programs in Indianapolis to prepare students for college by offering the academic support they need to accomplish their educational goals.

The Mission of IUPUI is to provide for its constituents excellence in

Each of these core activities is characterized by

Degree programs in the academic divisions at IUPUI are regionally accredited by the North Central Association of Colleges and Secondary Schools (NCA), which oversees the processes of academic evaluation and approval for the campus as a separate unit and as a component of the Indiana University and Purdue University multi-campus systems. The NCA has accredited IUPUI degree programs at the associate and baccalaureate levels, in addition to certain master's degree programs. The North Central Association first accredited the IUPUI campus in 1972. The campus was subsequently accredited for ten-year periods in 1982-83 and 1992-93. The next visit is scheduled for Fall 2002

In 1991, a Task Force appointed to "create the best teacher education program possible" submitted its recommendations. Since that time the school has been constantly redesigning and improving its programs. Candidates entering the school's Learning to Teach/Teaching to Learn Programs during Fall 2002 will be completing programs that have many innovative components.

The Learning to Teach/Teaching to Learn program is a teacher education program that prepares new teachers to meet the challenges of teaching in an urban context. Candidates apply to enter the program once they have the strong foundation of knowledge required to teach. If they are accepted into the program, their education is extended to include an understanding of teaching and learning in the contexts of professional standards and urban schools. IUPUI and Columbus candidates in the Learning to Teach/Teaching to Learn program develop the knowledge, skills, and dispositions to teach through authentic experiences in schools that work as partners with the units.

The professional education component of the initial programs at Indianapolis is not a collection of isolated courses but rather a carefully articulated program of study. Courses are taken in blocks and in a prescribed order. Many blocks are actually integrated courses designed and delivered by teams of instructors with integrated field experiences and joint assessments. Most classes are solely taught at Professional Development School sites in conjunction with the P-12 faculty. Student teaching is for 16 weeks with elementary candidates doing one 8-week experience during Block III and the other 8-week experience during Block IV at two different developmental levels (Grades 1-3 and Grades 4-6). Secondary/middle school candidates do two 8-week student teaching experiences during Block IV but one experience must be in a middle school and one experience in a high school. Candidates are required to complete Benchmark assessments as they move through the program.

The School of Education at Indianapolis offers the following initial programs leading to teacher licensure.

• Elementary License
  (Preparation to teach kindergarten through sixth grade)
  Developmental Standards: Early Childhood and Middle Childhood
  School Settings: Elementary: Primary and Elementary: Intermediate
  Content Standards: Generalist: Early & Middle Childhood
• Elementary/Middle School License (Starting Fall 2003)
  (Preparation to teach third grade through eighth grade)
  Developmental Standards: Middle Childhood and Early Adolescence
  School Settings: Elementary: Intermediate, and Middle School/Junior High School
  Content Standards: Generalist: Middle Childhood, Generalist: Early Adolescence, and two of the following: Language Arts, Social Studies, Science, Mathematics
• Middle School/High School License
  (Preparation to teach sixth through twelfth grades in a particular content area)
  Developmental Standards: Early Adolescence and Adolescence/Young Adult
  School Setting: Middle School/ Junior High School and High School
  Content Standards: Language Arts/English - Social Studies - Science - Mathematics
  Foreign Language - German, French and Spanish
• All-Grade License
  (Preparation to teach kindergarten through twelfth grades)
  Developmental Standards: Early Childhood, Middle Childhood, Early Adolescence, and Adolescence/Young Adult
  School Settings: Elementary: Primary, Elementary: Intermediate, Middle School/ Junior High School, and High School
  Content Standards: Visual Arts - Physical Education

The state of Indiana passed legislation in 2001 that mandates Schools of Education to offer Transition to Teaching Programs (T2T) for those holding baccalaureate degrees. These programs target "career changers" who wish to enter the teaching profession. Units must offer a 24-credit hour program leading to licensure in elementary education and 18-credit hour programs leading to licensure in secondary/middle school education. The unit at Indianapolis piloted a secondary/middle school program in science during the 2001-2002 academic year and has started a second cohort during summer 2002. Plans are in place to offer the other secondary/middle school programs and the elementary program starting second summer session 2003.

Columbus Post-Secondary Center: Indiana University Purdue University Columbus (IUPUC) is an off-campus post-secondary center that offers courses leading to the baccalaureate degree in elementary education. While the entire degree program cannot be completed at Columbus, candidates may complete coursework up to the point of student teaching (Block III). The IUPUI School of Education exercises administrative oversight regarding all professional education courses and faculty at the Columbus campus. There are three full-time faculty members based in Columbus who provide leadership and oversight of the curriculum and program delivery. Due to last minute and unexpected changes in faculty, searches are underway for two faculty positions.

The IUPUC program of studies follows the same conceptual framework and curriculum in place at IUPUI with only a few exceptions. The resident faculty is supported by a very talented and experienced pool of adjuncts. The Columbus faculty collaborates with the Indianapolis faculty to design and implement curriculum and assessments for the elementary program. The elementary program offerings at Columbus mirror those of the Indianapolis campus in that all curriculum and assessments are implemented on the Columbus campus the year following their implementation at Indianapolis.

B= BA or BS degree

C= Certification only - graduate professional education option

*= Transition to Teach - graduate professional education option