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Last modified: October 02, 2011 15:20:11.
Summary: All professional education faculty have an in-depth understanding of their fields and are teacher scholars who integrate what is known about their content fields, teaching, and learning in their own instructional practice. They exhibit intellectual vitality in their sensitivity to critical issues. Teaching by the professional education faculty reflects the proficiencies outlined in professional, state, and institutional standards; incorporates appropriate performance assessments; and integrates diversity and technology throughout coursework, field experiences, and clinical practices. Professional education faculty value candidates’ learning and adjust instruction appropriately to enhance candidate learning. They understand assessment technology, use multiple forms of assessments in determining their effectiveness, and use the data to improve their practice. Many of the professional education faculty are recognized as outstanding teachers by candidates and peers across campus and in schools.

The Unit provides many opportunities to its faculty to keep abreast of best professional practices in teaching and learning, through, conference attendance, interaction with scientists-practitioners in their area of expertise, and participation in professional development workshops that model best teaching practices regularly offered by CED and OFID including course portfolio development, experts in the use of Blackboard V9™, intercultural communication in classroom settings, formative assessment, student centered teaching, and TaskStream™.

The Unit faculty members have a comprehensive and thorough understanding of the field of education and are committed to being models of best professional practice in teaching. A review of the course syllabi (Standard 1) and faculty publications suggest that teaching and learning reflect current research and developments in the field of education. As can be seen in course syllabi, the unit faculty members use a wide range of assessment and instructional strategies to deliver course content, and facilitate candidates learning including:

  • Lectures
  • PowerPoint presentations
  • Small group instruction
  • Cooperative learning groups
  • Case studies
  • Panel Discussions
  • Blackboard™ activities
  • Online activities and instruction
  • Guest speakers
  • Projects
  • Candidate presentations
  • Field experiences
  • Reflective journals

Assessment strategies include:

  • Written exams
  • Portfolios
  • Projects
  • Field observations
  • Papers
  • Reflective writing
  • Discussion boards
  • Online assessments

As reflected in the variety of instructional and assessment strategies used throughout the unit’s programs, faculty members are highly committed to modeling best practices in teaching and learning and to prepare candidates to deal effectively with diversity. The unit’s candidates are taught by faculty of diverse backgrounds that in itself offers ample opportunity to learn about differences and raise awareness about diversity. In addition, the unit’s different programs prepare adequately all candidates for diversity through relevant course material and field and clinical experiences.

A recent survey carried out by the Quality Assurance Committee (Quality Assurance Committee Report) reported that 88.2% of faculty surveyed actively use “suitable technological tools” in the teaching and learning process. As suggested, the unit’s faculty members are committed to the integration of technology in their teaching. As an example on how they model the use of technology to candidates, all faculty regularly use PowerPoint presentations, other audiovisual devices, wireless internet, Blackboard V9™, and the the TaskStream™ system. 

Unit candidates use an online evaluation system (QU Faculty Performance Review System) to evaluate the unit’s faculty members every semester in all courses taught by the faculty (Exhibit 5.2 Candidate Evaluations). In addition, all faculty members prepare portfolios for annual evaluation (Exhibit 5.3 Head Evaluations) by the respective head of the department that involves evaluations of their performance in teaching, scholarship, and service to the university and community, including a reflection on their practices in teaching, scholarship and service. Based on the student evaluations, the head of department review and the peer observation reports (Exhibit 5.4 CED Quality Assurance Committee) all faculty members are encouraged to strive for excellence in teaching, scholarship, and leadership. In 2006-2007 and again in 2008-2009, a member of the faculty of education received the merit award for outstanding faculty in the university (see Merit Award winners).