The School of Education at Indiana University operates as a core campus school. That is, the programs of the two main campuses of the University--Bloomington and Indianapolis--are treated in the university system as one school. Organizationally, the University Dean for the School of Education serves as the chief officer. The Dean is assisted by an Executive Associate Dean for each campus. Policies regarding faculty are established jointly while permitting each campus to maintain its unique identity. On the IUB campus, the Dean is also assisted by an Associate Dean for Research and Development and an Associate Dean for Teacher Education (see School of Education Organization Chart).

Element One: Unit Leadership and Authority

The School of Education is comprised of five academic departments: Counseling and Educational Psychology, Curriculum and Instruction, Instructional Systems Technology, and Language Education. Each of the departments is chaired by a tenured faculty member who serves on the Dean's Council, an advisory committee to the Dean of the college. The Associate Dean for Teacher Education directs the Office of Teacher Education that coordinates all teacher preparation programs.

On the Indianapolis campus, the School of Education is comprised of two departments: undergraduate education and graduate education/professional development. A tenured faculty member, who serves on the Academic Team for the school, chairs each.

The Policy Council is school's policy-making body. See Policy Council webpage (need network ID) for the constitution, policy documents, and minutes of the Policy Council.

All planning in the School of Education is based upon the mission, goals and priorities of Indiana University. Planning is an ongoing, iterative process in the School of Education. The Long-Range Planning Committee, a standing committee of the faculty Policy Council, is responsible for regularly updating the school's Long-Range Plan. The core campus School of Education frequently creates task forces to deal with important new concerns and policy issues which could influence the academic programs or fiscal health of the school. Both Bloomington and Indianapolis have other formal and ad hoc committees and groups that develop policy. However, any recommendations that have important long term policy implications must be approved by the Policy Council or other relevant faculty governance mechanisms. University and the school's academic policies are available through the School's web-site.

The core campus Policy Council serves as the central policy approving body for the School of Education. The council is composed of representation of faculty, staff, and students and is governed by the School's constitution. The council is also advised by multiple standing committees and also by ad hoc committees.

In addition to the academic departments, the School's scholarly mission is augmented by the presence of established centers and institutes:

Element Two: Unit Budget.

While some structural differences exist in the funding patterns of the IUB and IUPUI campuses, both operate under a system called Responsibility Center Management. That translates into a system in which each academic and non-academic unit is responsible to account for income and expenditures. Fiscal resources for any unit on campus are related directly to its internal fiscal accountability. All units operate under the same rules. Income flow is affected directly by credit hour production and indirect cost income from grants and contracts. From 1996-97 to 2000-01, undergraduate credit hour production for the IUB School of Education rose steadily from 45022 to 47819 (+6.2%) and graduate credit hour production increased from 18449 to 20014 (+8.4%). During that same time frame, external grants and contracts rose from $8.1 million in 1996-97 to $10.02 million in 2000-01 and indirect income from those external awards rose from $520,000 to $699,000. The total budget for the IUB School of Education rose from $14,964,123 in FY 1996-97 to $19,980,180 in FY 2001-02 (6-year summary).

The undergraduate credit hour production by the school in Indianapolis has decreased from 24, 674 in 1996-97 to 14,286 in 2000-2001. This is mainly the result of freshman level courses in study skills being moved from the school to University College. This move was deliberate on the part of the school and allowed the school to better focus it resources on its mission of preparing teachers. In addition, during this time period, the school decided to exclusively offer its undergraduate teacher preparation programs during the day to facilitate the integration of structured field experiences and courses being taught in the schools. This resulted in a temporary decline in the number of applications to the programs. The number of applications to the undergraduate teacher education programs was at an all-time high for fall 2002 (see Indianapolis Admission Data).  During this same time period, the undergraduate credit hours went from 9205 to 8986. The school has hired a full-time advisor for advanced programs and has seen a steady increase in enrollments since that time. The budget for the Indianapolis school has increased from $3,821,967 for FY 1996-97 to $4,161,592 for FY 2001-2002. During FY 2001-2002 the school generated grants totaling $569,201.

Unit Three: Personnel

Faculty Work Load: Faculty and staff within the teacher education professional school have the knowledge, skills and dispositions to provide a quality curriculum for professional educators and other school personnel. Faculty responsibilities are allotted among the three traditional scholarly areas of teaching, research and service. The typical faculty teaching load is three class preparations for one semester and two for a second semester. It is recognized that providing leadership for the academic programs is time consuming. Teaching load may be adjusted for significant administrative responsibilities or may be reduced in lieu of external funding.

Clinical Personnel: The programs also have a strong pool of adjunct and clinical faculty to support their work. Care is taken to ensure that the adjunct faculty are aware of the conceptual framework in the development and implementation of their teaching. In addition, they are evaluated by candidates using the same evaluations from as that used by tenure-line faculty.

Graduate Assistants and Associate Instructors: Graduate assistants are used throughout the program to assist the faculty in their areas of study. Associate Instructors are used in the undergraduate teacher preparation programs. Assignments vary depending upon the level of the degree being sought, the qualifications and experiences of the graduate assistance and the programmatic needs. Professional development is provided to the graduate assistants to ensure their success as well as maintaining the integrity of our programs.

Recruitment and Admissions: At IUPUI, the number of candidates applying for admission to both the initial and advanced programs at Indianapolis is increasing (see Indianapolis Admission Data). The school normally only admits 90 candidates to the initial elementary program for the fall semester. For fall 2002, the school increased that number to 120 and was still unable to admit all applicants who met the minimum criteria for admissions. The school has hired a Recruitment and Retention Officer to facilitate the increased number of candidates from underrepresented populations in all programs.

At IUB, a thorough and complete program for recruiting new students is in place. This includes collaboration with the IUB Office of Admissions, which has authority for all recruitment activities on the Bloomington campus. Each semester several hundred campus meetings are scheduled by both parents, students, and the admissions office with personnel from the school. We employed a new full-time director of recruitment and retention who has responsibility for both graduate and undergraduate recruitment activities with a special focus on enhancing the efforts for recruiting students of color. Coordination of campus visits, use of the Omnibase system for communicating with prospective students, use of the IU Information Environment for tracking prospective students, attendance at a variety of campus-wide recruitment activities, off-campus school visits, and service on a number of school committees regarding recruitment activities are included in the new director's position description. Last year, there were over 300 responses to queries from the prospective student website and hundreds of information "hits" to it as well. Also, the staff handled over 350 interviews with parents and prospective students. Finally, we have approximately 70 student ambassadors who assist with recruitment activities as well as other campus events in which students interact with current and prospective students.

Advising and Field Experiences: At IUPUI, several staff members are assigned from the college levels to support the work of teacher education. The Office of Teacher Education employs professional staff and graduate assistants whose primary responsibilities are to support teacher education by offering advising services to teacher candidates. The Office of Student Teaching and Field Experience is responsible for all of the field experience placements in our program. As part of the responsibility, the office oversees the hiring of clinical faculty and university supervisors for field placements. In Indianapolis, the Office of Student Services supports teacher education by providing academic advising for the school as well as oversees the placement of student teachers.

At IUB, academic advising is provided to undergraduates and graduates seeking initial teacher licensing through three different avenues managed by the Office of Teacher Education. The advising staff includes three full-time 12 month advisors, three full-time 10 month advisors and one half-time 9 month graduate assistant advisor. A second half-time 9 month graduate assistant advisor is assigned to directly assist candidates in danger of dismissal from the School of Education.

The advisors are responsible for working with approximately 2000 candidates in the School of Education plus outreach activities within the university community and the state. Candidates may make individual appointments with advisors. Key elements of the academic advisor's role in the School of Education are to discuss with each student the content of the semester's course work, discuss future course work in terms of interests and aptitudes, to discuss ways to improve and enrich academic performance and to explain academic policies as needed (see document room- School of Education 2000-2002, Bulletin, page 2).

A second avenue of advising for candidates is through e-mail. A general e-mail address ed4u@indiana.edu is widely advertised on the web. A School of Education e-mail address TeEdAdv@indiana.edu is also available to education candidates. Also, each advisor can be accessed by e-mail.

Third, the Office of Teacher Education develops and distributes materials describing programs and procedures and maintains a general information web site with program descriptions that is accessible to the public. In addition, an on-line advising system, INSITE, is available for registered candidates. INSITE/IUCARE provides individual program outlines and allows candidates to access their records and monitor their progress from any location that is connected to the internet. The system also allows students to consider alternate undergraduate majors in any of the fourteen colleges that make up Indiana University.

While the School provides a variety of advising resources as described above, the School believes strongly that candidates must assume responsibility for being informed about and meeting all academic program requirements. As stated in the School of Education 2000-2002 Bulletin (page 3), Advisors assist students in planning a program of study to satisfy requirements, but each student assumes final responsibility for meeting all deadlines and completing all requirements for certification and graduation.

Technology Support: The School employs nine full time technology staff to advance technology in instruction and to provide technical assistance and training to faculty and staff. The School's Office of Instructional Consulting has undertaken significantly extended responsibilities in helping faculty and associate instructors to use technology in their instruction. In January 2000, the Instructional Consulting office launched an online course evaluation system, DistEval, for use by faculty teaching via distance.

The Office of Instructional Technology in Indianapolis employs three full-time technology staff to provide instructional and technical assistant to the faculty and staff. Regular technology workshop opportunities are provide for faculty as well as one-on-one assistance for specific instructional needs. Faculty may request assistance in their classrooms for new technology implementation strategies.

Element Four: Unit Facilities

The school at IUB is housed in a facility which opened in 1992 and provided much needed space to permit all academic units to be together for the first time, provided facilities for technology which are state-of-the-art, provided classrooms, conference rooms, and offices for both staff and faculty. The facility houses the School of Education, the Center for Research on Learning and Technology (CRLT), the Center for Human Growth/Institute for Child Study, and the Education Library. A significant portion of the funding for this facility was dedicated to the creation of a national demonstration center for the use of technology in education. Other research and development centers are housed in the Smith Research Center and the Ashton-Aley Center.

Faculty Offices are equipped with a current work station and other technologies per the scholarly agenda of individual faculty members. Computer workstations are replaced on a three-year cycle.

The IUB Education Library is a state-of-the-art facility that occupies about 19,000 net square feet, has seating for 281, including 62 study carrels wired with network connectivity for portable computers. There are also five videocassette recorders and four laser disk players with monitors. Thirty-six public computer workstations are available to access the Libraries catalog, databases, and other electronic resources. There are four photocopiers in the facility. With over 80 operating hours per week, over 250,000 people use the education library annually. There are over 85,000 bound volumes in six print collections including teaching materials and resources to aid in planning instruction, K-12 textbooks for all subjects and grade levels, journals, research monographs, reference materials, and over 19,000 children= s literature titles generally found in school media centers and libraries. There are over 500,000 documents on microfiche from ERIC clearinghouses. Additionally, there are about 400 current periodical subscriptions for publications and a non-print collection of over 16,000 items. These and many other electronic resources are also available to staff, faculty, and students from offices, residence halls, and from off-campus housing units. The 2001-02 budget for the Education Library is about $128,000 with about half for periodicals and half for the print collection. In addition to the Education Library, faculty and students have access to the main research library. Additionally, the School of Education committed about $6,000 for Library expenditures and another $28,900 for computer software. The IUB research library is ranked 13th in the nation among the Association of Research Libraries. All collections are searchable through IUCAT. Indiana University is in the process of creating an Auxiliary Library Facility (ALF) that will be a high-density shelving facility designed to alleviate shelving space constraints in the Indiana University Libraries. It will provide low-cost housing with conservation-level environmental controls for library materials. Low-use materials, archives, manuscripts, as well as rare and fragile materials will be transferred to the ALF from the Indiana University Main Library and many campus library locations. The facility will have a capacity of approximately 2,680,000 volumes.

Current holdings within the libraries at IUPUI include over 1,338,889 volumes, more than 36,000 current periodicals and journals, over 1,197,000 microforms, and more than 152,400 government documents and audiovisual materials. Services are available to university students, faculty and staff, as well as individual citizens, businesses, professional firms, and public agencies. The libraries' holdings are accessed through a computer network linking Indiana University libraries state wide, and an interlibrary loan system makes available additional local, state and national academic library resources. Hundreds of computer workstations are available and electronic resources may also be accessed remotely. Candidates also have access to the library on the Columbus campus.

The Indianapolis school maintains a Curriculum Resource Center which circulates a specialized collection of teaching materials for candidate use. The Center is located on the first floor of the Education - Social Work Building.

Classroom Media: Classrooms are all equipped with standard overhead projection devices and have internet and campus computing connectivity. Most classrooms are equipped with ceiling projection devices that can be linked directly with computer-based images, videotape, or digital video disc technologies.

Element Five: Unit Resources including Technology

Technology has quickly become a hallmark of the teaching and research agenda of many faculty members. In 1992-93, four courses were offered using interactive audio-video technology. By 2001-02, more than 30 interactive distance education courses are offered. Enrollment in web-based courses has grown steadily over the past four years. Much of the educational leadership program utilizes distance technology to deliver courses. Through this program it is possible for some of the most talented educational administrators in the state of Indiana to earn course credit toward a doctoral degree. This program is a model for other programs within and outside of the School of Education. The building and its facilities provide a significant competitive advantage in our efforts to attract high quality students, outstanding faculty, and grants. We have committed ourselves to the admittedly high costs of maintaining and upgrading the equipment and related facilities.

Education Technology Services (ETS). Technical support and services are managed through ETS. ETS provides data, voice, and video technology and support to the School of Education's teaching, research, and service missions. ETS strives to continually upgrade the School's technology capacities. In the period since the previous accreditation visit, for example, ETS replace the data switching system to accommodate a separate data switch for each workstation, completely renovated the interactive video studio to move to internet protocol format, replaced all the overhead projection devices in classrooms, and replaced all computer workstations for faculty, staff, and graduate student stations.

Laptop Initiative: In an effort to get School of Education faculty trained to provide leadership in the appropriate use of technologies to enhance teaching and learning experiences, the School of Education has implemented the "Laptop Project." In Spring 2002, a number of professional training opportunities have been offered that are geared toward professional development in instructional technology. Faculty completing a minimum of 16 hours of technology training will be issued a laptop computer for instruction and research. The program will be active over the next three years and will culminate in the School's assignment of a laptop computer for every professor who successfully completes the program (see Faculty Laptop Report 2002).

IUPUI technology availability: The school at Indianapolis provides the following technology for candidates, faculty and staff:

Summary

The school continues to exert leadership and exert authority toward the preparation of professional educational personnel. In addition to existing support facilities, the school continues to upgrade and expand its technologic and personnel infrastructure.