College of Education
Strategic Plan
Working Draft
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TABLE OF CONTENTS
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INTRODUCTION AND CONTEXT
3
MISSION
4
VISION
4
GUIDING PRINCIPLES
5
STRATEGIC RESEARCH AREAS
6
I. SCIENCE, TECHNOLOGY ENGINEERING and MATHEMATICS
6
II. INNOVATIVE INSTRUCTIONAL TECHNOLOGIES
7
III. HEALTH PROMOTION and WELLNESS
8
IV. MENTORING and INDUCTION SUPPORT
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V. URBAN EDUCATION
9
VI. PUBLIC SERVICE and OUTREACH
10
VII. INTERNATIONALIZATION and GLOBAL EDUCATION
11
SUMMARY
12
APPENDICES
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INTRODUCTION AND CONTEXT
The past three years in Ohio have precipitated tremendous change. The state economy has
turned from a robust provider of social services and goods to one that can barely pay its bills.
The state has charged a new university system with articulating an expansion of educational
opportunities for its citizens yet defining a narrower mission for each of its publicly-supported
colleges and universities. Locally, The University of Akron has had to cope with expanding
enrollments. Within the College of Education, our enrollments have grown almost 30 percent.
In spite of the influx of students, our University President has asked all units to increase their
productivity in the area of research grants to the level of 200 million dollars annually within the
next ten years. Finally, we have seen increased competition from not only our regional rivals,
but from providers from the for-profit sector.
The Committee’s Charge
The Strategic Planning Ad Hoc Committee (seven to nine individuals) is composed primarily of
faculty, but represented also by contract professionals, staff, and students to formulate a fiveyear strategic plan for the College of Education. Specifically, the committee will identify five to
seven core areas that will represent the research strengths that are already present or may
emerge within five year’s time. These areas need not be directly linked to our current
departmental configuration and may reflect new areas for aspiration rather than actual (or
current) areas of strength. It is desirable that the research areas correspond to high-demand
teaching areas, but not essential. These areas should match to the research interests of faculty,
represent the pursuit of critical educational problems, and have a sound basis for externally
funded research. Finally, the core areas should align with The University of Akron’s goals and
objectives as outlined in the University’s Strategic Plan.
In formulating this plan, the Committee will consider the College’s past strategic efforts, be
mindful of accreditation requirements, and give some thought as to how faculty might vertically
integrate into a chosen area. So, for instance, if STEM were chosen as an area of research
strength, how might faculty in other areas align themselves to contribute to a comprehensive
STEM research effort? The use of STEM in the example above is meant to be illustrative and not
prescriptive. In its deliberation, the Committee should also consider how our current Center
structures might (or might not) be consonant with the identified areas of strength.
The work of the Committee is to result in a report that would: (a) identify the core areas of
strength and provide a rationale for the selection of each area; (b) create a plan that would
organize research efforts around the identified areas of strength (including the kinds of training
current faculty might need to move in the recommended directions, the type of future faculty
hires required to support the change, and the priorities for future budget allocations); (c) if
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possible, attempt to predict what impact, if any, the plan might have on the administration of
current programs and student credit hour production.
The Committee’s initial recommendations will be formulated by March 1st and their final
recommendations submitted no later than April 15th. The Committee will vet their work by
holding a series of “Town Meetings” (open to all constituencies) and make a report to the
faculty College Council. The Committee will use of current electronic technologies to document
their progress throughout their deliberations.
COLLEGE OF EDUCATION - MISSION
The University of Akron’s College of Education is a community of professionals whose purpose
is to provide leadership for community well-being through standard-setting programs that
enhance teaching, learning, and human development; research and inquiry; and outreach.
We develop ourselves and others through continuous improvement and through a commitment to
these core components of professional practice and scholarship: Knowledge, Technology,
Diversity, and Ethics.
COLLEGE OF EDUCATION - VISION
The University of Akron and the College of Education will be known for its commitment to inclusive
excellence. We will continue to expand access and ensure that all students achieve a quality
education to meet the demands of an increasingly global and multi-national society.
The College of Education will:
• support and nurture student success;
• promote an active, intentional, and ongoing engagement with diversity in people, in both
the curriculum and the broader intellectual, cultural and geographical spheres of living and
learning;
• demonstrate distinction in scholarship, teaching, and public service, and
• integrate efforts and disciplines to address complex world issues.
We will foster a greater understanding of the complex ways in which individuals interact and
collaborate within communities and institutions.
Unlike others, we shall be measured by how much value we add in enabling the success of
our students, not by how many students we exclude. We shall be measured by the
collaborative impact that we create for each other and for our common future, not by the
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barriers we erect between ourselves and our communities. And we shall be measured by the
integration of our disciplines as applied in solving the problems of today, not by their
isolation.
~ Luis M. Proenza, State of the University Address, Nov. 3, 2008
GUIDING PRINCIPLES
• Commitment to student development and success
• Community engagement and service
• Shared leadership and equitable collaboration
• Inclusion
• Innovative and creative thinking
• Commitment to excellence
The College of Education Strategic Plan supports and extends the University System of Ohio and
The University of Akron priorities of:
• Access
• Quality
• Affordability and efficiency
• Economic development
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STRATEGIC RESEARCH AREAS
I. SCIENCE, TECHNOLOGY ENGINEERING and MATHEMATICS
II. INNOVATIVE INSTRUCTIONAL TECHNOLOGIES
III. HEALTH PROMOTION and WELLNESS
IV. MENTORING and INDUCTION SUPPORT
V. URBAN EDUCATION
VI. SERVICE LEARNING and COMMUNITY OUTREACH
VII. INTERNATIONALIZATION and GLOBAL EDUCATION
RESEARCH AREA I: Science, Technology, Engineering and Mathematics (STEM) Education
Science, technology, engineering and mathematics education plays a critical role in U.S.
competitiveness and America’s future economic prosperity. The most recent employment
projections by the U.S. Department of Labor show that of the 20 fastest growing occupations
projected for 2014, 15 require significant science or mathematics preparation. America’s global
competitiveness will increasingly depend on its ability to better educate young people in the
sciences.
The National Science Teachers Association, the largest organization in the world promoting
excellence and innovation in science teaching and learning for all, believes that a strong federal
commitment to improve science education is vital Additionally, the National Council of Teachers
of Mathematics emphasizes the importance of collaboration, technology integration, and focus
on content in context of mathematics to increase the mathematical literacy of all citizens.
All stakeholders must work to strengthen effective science education programs at the National
Science Foundation, the U.S. Department of Education, and other federal agencies with STEMrelated programs; provide additional funding to help improve the content knowledge skills and
professional development of preK–16 teachers; improve the resources available in science
classrooms; and support new and innovative initiatives to recruit and retain highly skilled
science teachers (National Science Teachers Association,
http://www.nsta.org/about/olpa/risingabove.aspx, retrieved Jan. 25, 2010).
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Potential Initiatives
1. Build a collaborative, multidisciplinary, research-oriented Center for Science, Technology,
Engineering and Mathematics Education to be housed in the College of Education and lead
cooperatively by the Colleges of Education, Arts and Sciences, and Engineering.
2. Transform and enhance teacher education programs in the STEM fields (i.e. Woodrow
Wilson Program, Robert Noyce Teaching Scholarships, and UTeach models)
3. Provide outreach and service learning experiences to teacher candidates that build strong
connections between society, STEM learning, and ecological sustainability for all.
4. Increase requirements for knowledge and understanding in STEM fields for all teacher
candidates.
5. Leverage national efforts to improve teacher education and program reform.
RESEARCH AREA II: Innovative Instructional Technologies
…”anyone can learn anything from anyone at anytime.” – Curtis Bonk, The World is Wide Open
The scope of technologies today allow for increased access to information and enhanced ability to
communicate and collaborate. Technology also allows for the creation of innovative learning
environments able to meet the needs of a multitude of learners. Looking forward, education will
increasingly use the technological tools of today and tomorrow to develop the learning spaces,
strategies, and practices for the 21st century. The International Society for Technology and Education
(ISTE) recommends that students develop higher order thinking skills and digital citizenship in order
to be able to learn effectively and live productively in an increasingly digital world (ISTE.org,
2010).
Four keys areas of current and future educational technologies include, but are not limited to:
1. Technological Pedagogical Content Knowledge (TPACK) – Mishra & Koehler (2006) set the
framework for use of technology in the classroom and the expansion of related theories. A
strong foundation of research will create a sound landscape where knowledge can be
constructed and disseminated.
2. Technological Leadership - How do we define technological leadership? What must these
leaders provide to create the opportunities technology lends itself so well to doing? What is
digital citizenship?
3. Assessment – How do we use technology to not only to enhance the process, but create
opportunities for engagement, increased motivation and learning?
4. Classroom Technologies – Everything from interactive whiteboards to laptops to cell phones
to cloud computing, how can these devices be used effectively to provide learning
opportunities?
Potential Initiatives
1. Explore the impact and effectiveness of instruction enhanced with technology (e.g
smartboards, notebooks, and iPods).
2. Evaluate the impact of technologies on learning, teaching, and equity.
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3. Engage in critical conversations (and research) about the consequences of distance
learning, online instruction, technology-mediated learning.
RESEARCH AREA III: Health Promotion and Wellness
A primary focus of health and wellness programs is a commitment to education and preventionas well as
enhancing the mind/body connection. The nation’s growing obesity crisis, increased attention to mental
health issues related to anxiety and depression and policy initiatives aimed to promote health and wellness
are now standard across the country are but a few issues that highlight the importance of a focus on health
promotion and wellness. Among the many stakeholders in this arena, much of the impetus for research
and initiatives has come from employers and government agencies looking for successful long-term
policies to compensate for increasing expenses and to provide employees and citizens awareness and
accountability for health care choices and costs.
National Health Education Standards (NHES) advocate for a comprehensive understanding of the
relationships between health, wellness and disease control, informed decision-making skills, and
advocacy for personal and community health promotion. With a strong focus on physical, emotional,
mental, and spiritual health, health education for holistic wellness has become a central focus of not only
school-based health education but also community and governmental constituencies.
Potential Initiatives:
1. Childhood obesity prevention programs and holistic wellness promotion in schools.
2. University Partnership Alliance-creating and implementing programming for individuals in
the UPA area, i.e. Senior Citizen fitness program, neighborhood walking program, wellness fairs,
3. Austen BioInnovation Institute
4. Health and wellness promotion in Professional Development School sites
RESEARCH AREA IV: Mentoring and Induction Support
Within the area of mentoring, our College is committed to the following three areas:
 Mentoring of Junior Faculty- Evidence supports that career mentoring is a key
component to junior faculty's success and overall retention rates. In particular, mentoring
for historically underrepresented faculty, especially in areas where they have been
underutilized is particularly critical to not only attract faculty but also underrepresented
student populations.
 Mentoring of Students - Additionally, mentoring for undergraduate and graduate students
would aid the College of Education in becoming a model of inclusive excellence by
supporting students throughout the processes of admissions, program completion, and
beyond.
 Mentoring of First Year Teachers - Our College is also committed to studying the
mentoring of new teachers whose attrition rates are as high as 50% in the first two years.
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Potential Initiatives
1.
2.
3.
4.
5.
Secure grant funding to measure the impact of effective mentoring programs on increased
student enrollment, satisfaction, and overall faculty retention.
Establish content specific teaching-learning programs which incorporate triads of
mentorship between candidates, cooperating teachers/ professionals, and faculty (for
example Dr. Foster’s Secondary English program at North HS).
Promote and provide research and/or grant opportunities to graduate students for the
mentorship of such skills.
Study candidates’ educational decision-making when working with urban and/or diverse
students during field experiences, service learning, student teaching, etc.
Conduct research on Induction support for non-traditional students (a population which is
predicted to greatly increase over the next 10 and 20 years at the University of Akron)
RESEARCH AREA V: Urban Education
The University of Akron is fortunate to be in the middle of a rich urban environment, surrounded by
a diverse and international population. Partnerships with neighboring school districts (e.g. Akron
Public Schools and Barberton City Schools) help both the districts and the College of Education
develop and maintain the high standards and richness associated with outstanding urban areas.
Through the Center for Urban and Higher Education, the Center for Reading First, and Center for
Literacy, research endeavors involved with urban education can be planned, coordinated, and carried
out to provide and maintain the best possible city school systems where students will achieve at the
highest possible levels, and to provide easy access to higher educational opportunities available here
and elsewhere.
GOALS:
1. Pursue grant funding as a single institution or in partnership with local school districts to conduct
related research and provide opportunities for faculty and students to contribute to the wealth of
knowledge about what works in urban PK12 settings.
2. Pursue grant funding to assist schools to develop appropriate assessment instruments to monitor and
improve success and learning outcomes for students in urban schools.
3. Pursue grant funding to research support services available to students to maximize retention, progress,
and degree completion for students in urban schools.
Potential Initiatives (urban school collaborations that are currently operational or in development)
1. STEM school (in partnership with the Inventors’ Hall of Fame) as an urban education project focused
on school-university partnerships.
2. Early College High School and North High School Collaborations
4. Literacy Initiatives in urban schools (e.g. Reading First Ohio and Akron Ready Steps)
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5. Professional Development Schools (e.g. Allen Elementary in Canton City Schools)
6. Develop and enhance the focus on teacher education and preparation for success and retention in urban
schools (Learning Opportunities for Teaching in Urban Schools (LOTUS) Project).
RESEARCH AREA VI: Public Service and Community Outreach
In order to create a well-rounded educational experience for our students, The University of Akron
provides service learning opportunities. The Institute for Teaching and Learning provides
opportunities for all students within the University to participate in service learning activities while
the Center for Literacy, situated in the College of Education, places Education students who require
service hours in pre-determined courses. Service learning is the integration of community service
with academic coursework. In other words, it is a thoughtfully organized experience that
enhances what university faculty have chosen as the objectives and curriculum in their
classrooms. This teaching and learning strategy integrates meaningful community service with
instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen
communities. It enhances citizenship skills that help educators be successful in a multicultural setting
and connects service experiences with academic learning. According to a study by the Higher
Education Research Institute (HERI) at the University of California, Los Angeles, 30 percent of more
than 22,000 students surveyed nationwide had participated in course-based community service
during college, and an additional 46 percent participated in some other form of community service.
The study found that service participation had a significant positive impact on several different
outcome measures including academic performance, critical thinking skills, leadership, and students'
commitment to activism and to promoting racial understanding. "Service Learning Has Positive
Impact on Key Student Learning and Diversity Outcomes." Diversity Digest. Diversity in Higher
Education, Web. 22 Jan 2010.
Community Outreach is an extension of service learning. While service learning focuses on the
connection that education students make between their “service” and their academics, community
outreach provides services beyond conventional limits so as to extend the reach of The College of
Education. Through partnerships that are formed, university faculty and other college professionals
collaborate to broaden the educational reach beyond the physical campus location.
Goals:
 Expand off-campus sites for master’s degrees, workshops and personalized consulting
services to school districts help strengthen the bonds between the university and the public
school community.
 Collaborate with the Institute for Teaching and Learning (ITL) to serve the UA community
on issues of service learning and outreach.
 Create and sustain Professional Development School (PDS) partnerships with surrounding
school districts. www.holmespartnership.org
 Purse grant funding
o Create a comprehensive, national center in the areas of service learning and
community outreach. This center would showcase the research and teaching talents
of UA faculty while promoting excellence in education through service learning for
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all UA College of Education program candidates through service learning and
community outreach.
o The Institute of Education Sciences (IES) provides such grants:
http://ies.ed.gov/funding/ncer_rfas/randd.asp
Potential Initiatives:
1. Center for Urban and Higher Education
2. Center for Literacy
3. Office of Outreach and Professional Learner
4. The Barker Center for Economic Education
5. Allen Elementary Professional Development School
6. NIHF Professional Development School
7. The National Center for Service Learning and Community Outreach (see above goals)
RESEARCH AREA VII: Internationalization and Global Education
“Students today are graduating into a world that is interconnected as never before. All the major
challenges, whether in health, environment, poverty, or peace and security, require cooperation
across borders and boundaries” (Longview Foundation, p. 4).
We must, as a college, turn our focus to preparing the next generation of globally minded citizens
and educators. This includes, but is not limited to: 1) increasing cultural awareness and
understanding of the many peoples, nations, languages, and cultures around the world; 2)
encouraging and facilitating immersion experiences in other countries and communities; 3) requiring
all teacher candidates to be multi-lingual; 4) nurturing cross-cultural dialogue and experience with
technology, travel, and international collaborative efforts.
A globally competent student has:
- Knowledge of and curiosity about the world’s history, geography, cultures, environmental
and economic systems, and current international issues
- Language and cross-cultural skills to communicate effectively with people from other
countries, understand multiple perspectives, and use primary sources from around the globe
- A commitment to ethical citizenship
A globally competent teacher and/or leader has:
- Knowledge of the international dimensions of their subject matter and a range of global
issues
- Pedagogical skills to teach their students to analyze primary sources from around the world,
appreciate multiple points of view, and recognize stereotyping
- A commitment to assisting students (and communities) to become responsible citizens both
of the world and of their own communities.
SOURCE: “Teacher Preparation for the Global Age: The Imperative for Change.” Published by the
LONGVIEW FOUNDATIONS for Education in World Affairs and International Understanding, Inc.
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Current and Potential Initiatives
1. Franco-American Teachers In-Training Institute
2. Study Abroad/Exchange Programs
3. Language Immersion Experiences
4. International Service Learning Initiatives
5. Collaboration with Departments of Foreign Language, Sociology, Anthropology, and
Economics
6. Focuses efforts to recruit, retain, and prepare teachers of traditionally under-represented
groups (e.g. African American, Latina/o, and Asian American)
SUMMARY
The Strategic Directions Planning Committee would like to offer the following summary of our work
over the past 5 months.
Past, Present, and Future
Dr. Luis Proenza, early in his tenure as President, liked to point out all of the outstanding features of
the University of Akron that went unheralded, under-reported.
This Strategic Planning document reports on the excellent work of the faculty and staff of the
College of Education (COE), much of which has been beneath the radar.
The seven research areas that are enumerated in this report contain initiatives that have been ongoing
for years, outstanding work that may not have been highlighted or known by people not directly
connected to the researchers or scholars involved in the project. This report sheds light on these
outstanding projects, reflecting on the productive past of the COE.
Yet, the initiatives highlighted here are ongoing and are about the present efforts of faculty and staff
in the COE. By illuminating these initiatives and grouping them under the seven research areas, the
Strategic Directions Committee hopes it has laid the foundation for the future of the COE.
Areas of Collaboration
The seven research areas are larger than individuals or COE Departments. The areas invite
collaboration; between Departments in the College; with partners in other colleges, and with partners
outside the gates of the University. For instance, research in Urban Education requires city schools
like Akron and Barberton to work closely with College Faculty and Staff. The STEM area
encourages partners from Arts and Sciences, and Engineering colleagues; the involvement of the
STEM Middle School, and, in the future, the STEM High School.
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Interdisciplinary
And the seven research areas are truly interdisciplinary. Technology is part of the solution to the
problems posed in urban education. Health and wellness are important components for urban
students and technology is a way to measure, monitor, and treat health and wellness issues in urban
settings, and, of course all settings. STEM issues are important in urban schools. All of the above
have global consequences. Thus, these seven areas, now identified, are ripe for team approaches that
cross many lines.
Threats
However, the Committee does see potential problems that can arise from an increased emphasis on
research and scholarship. So, the Committee recommends care and attention to prevent the following:



Creating a two tiered system where research is held in more esteem than teaching.
Neglecting teaching as evidenced by the rewards system, large class sizes, and underserved
students.
Underfunding research efforts as evidenced by course loads that are not in line with major
research institutions; inadequate help with grant efforts; a lack of sabbatical slots.
Reimaging the College of Education
Yet, this Committee applauds the effort to identify all of the research efforts that have taken place in
the COE. This Committee sees the benefits of revealing what we have done and what we will do to
help shape the educational landscape of this City, State, country, and world. This Committee
approves of the efforts to reimage the COE based on what we have done, what we are doing, and
where are going.
Resources Used for Preparing this Report
The Strategic Directions Committee was comprised of members from each of the Departments in the
COE, a student, and professional staff members. All members of the Committee prepared an analysis
of the Departments, Centers, and areas they represented.
The Committee blog was used to keep all faculty, staff, and students aware throughout the entire
process of report preparation.
Comments from the blog were carefully considered as the report was shaped.
The Committee viewed past and present Strengths, Weaknesses, Opportunities, and Threat (SWOT)
reports. A SWOT report completed at the beginning of spring semester was used by the Committee
to help prepare this report.
Members of the Committee attended a Dean’s Council meeting and the notes from that meeting are
included in this report.
The Committee held a town hall meeting open to all.
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APPENDICES
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