MASTER'S AND PH.D GOALS

1.      Identify, deliver, and evaluate impact of courses in the Master’s programs offered on-line and/or blended so as to expand access and increase graduate enrollment through graduate student questionnaire.

2.      Collect and use data on Master’s program enrollment trends to modify and refine quality of and connection to practicum performance standards to specific course requirements and to student teaching as is done in the undergraduate programs. Design and decide upon some standards for practicum performance for all Master’s students.

3.      Continue collaboration with other Master’s/Ph.D. programs in developing an accurate and timely annual course offering list for distribution to advisees and potential students.

4.      Redesign ECIS program based on student feedback and current resources. Submit for CEC-NCATE approval.  Survey regional campuses and districts to identify target area and audience for a 3-year cohort program.

Overall Program Goals

Use current program funds to design a secure place for specialized equipment that permits greater security as well as access to faculty.

1. Increase WSCH generation by Group 1 faculty through reassignment of courses/load through service course teaching. To permit Group I faculty greater WSCH generation and support research and service obligations, decrease sections offered and increase enrollment caps in these service courses. 
2. Increase public awareness of needs for teachers in special education at undergraduate and graduate levels via use of program funds to a) annually via the Post announce names of those admitted to the undergraduate Sp. Ed. Selective Admission process; b) connect with public relations personnel to highlight via media the work of cooperating teachers in fields and student teaching; c) encourage program faculty to share research via OU media; d) encourage undergraduates and graduate students to apply for competitive awards and/or participate in research fairs conducted by OU. Increase visibility by 15%.
3. Continue to define and refine student and faculty use of LiveText by connecting specific CEC-NCATE competencies and corresponding course artifacts so that by Fall 2007, 80% of instruction/performance is tracked in LiveText.
4. Examine alternative delivery models for course content.
5. Explore opportunities to offer additional professional development (e.g. differentiated instruction) to local districts. Work with CORAS and SEO-SERRC to determine needs.