Southern Connecticut State University
School of Education
Dr. Stephen Hegedus • Dean
Davis Hall 103
203-392-5900
[email protected]
SouthernCT.edu/education
SouthernCT.edu
MISSION
We are a passionate educational
community committed to excellence,
impact, and continuous improvement
through life-long learning in our
local and global society.
VISION
We will be a premier leader in
education recognized for its
commitment to diversity, innovation,
identity, professional leadership,
and dedication to access for each and
every learner. Our ambition is driven
by the pursuit of knowledge, respecting
experience, and realizing new forms
of engagement.
“The reality of a vision is to build
on evolving strengths in a timely way,
to maximize our impact in ways
we have not done before, and to
optimize opportunities that benefit
our school and the wider community
“Earning a Doctorate Degree
has been a professional goal of
mine for many years. The Ed.D
Program offered at SCSU in
Educational Leadership and
Policy Studies has afforded me
the opportunity to achieve my
goal as well as to make a contribution in the field of education.”
- Carla Armistead
Ed.D. in Educational Leadership
that we presently reach and beyond.”
- School of Education dean, Dr. Stephen Hegedus
OUR STRENGTHS,
THE REALIZATION OF CHALLENGES,
AND THE PURSUIT OF OPPORTUNITIES
Southern Connecticut State University is a leader
in educator preparation and professional development.
For over 100 years, Southern has, and continues to have,
an impact on teachers, school leaders, educational
professionals, and students in our state. Founded as a
teachers college in 1893, Southern has evolved over the
past century into a comprehensive university offering
various graduate and undergraduate programs.
The School of Education is committed to an
educational mission of continuous improvement that
adapts, expands and leads in the ever-changing social
and economic climate of the early 21st century. We are
proud of our alumni and the various pathways in life
that they have chosen as products of their time in
“Friends were something
I definitely expected to make at
SCSU, but family was a pleasant
surprise. Southern has done
so much to support me and
my educational endeavors;
I really couldn’t imagine what
my life would have been like
had I gone anywhere else.”
- Jessica Meyers
Elementary Education Program
our education programs. We thank them and those who
continue to give back to support and advance our
mission.
Today, our faculty and staff are focused on putting
students at the center of the learning environment both
inside and outside the classroom. We are examining our
advising mechanisms in order that students will receive
timely and coherent guidance throughout their program
of study. We are committed to ensuring that our students
develop the necessary attitudes and dispositions required
in the various education professions through a broad
variety of experiences. We hire expert faculty who are
engaged in a wide variety of creative activities and are
continuously looking to share and expand the impact of
their work both locally and globally. We are also
committed to supporting faculty development within the
academy and beyond and to creating new knowledge and
disseminating its impact across the broader practitioner
sphere. We recognize that such commitment involves
openness to change and willingness to be innovative.
“Becoming a secondary
mathematics teacher at SCSU
has provided me with an
unparalleled experience.
I can take comfort in the fact
that SCSU has given me a
strong foundation for my
pedagogical career."
– Alexander Audet
Secondary Education Program
professions. The need for enhanced communication
across all departments related to education programs
across the University as well as with our local partners
is essential. We are committed to investing in technologybased environments for faculty and students that
enhance processes for collaborating and learning,
transform traditional teaching methods, and enable
us to collect and utilize data in an iterative and
informative manner.
Our programs are founded on strong professional
and pedagogical content knowledge, culturallyresponsive instruction, research-informed curriculum,
diverse field experiences, and flexible course offerings.
Rigorous performance-based assessments allow our
students to continuously receive critical feedback,
demonstrate their abilities, and provide evidence of
meeting the State and National Standards established
by our accreditation agencies.
The challenges of education are complex, and our
commitment to diversity involves experiencing such
complexity and not just reading about it. Embracing
such complexity, we offer field experiences and
internships in all our initial and advanced programs,
whether we are preparing teachers, education
“The reality of a vision is to be
mindful and realistic to the present
and future challenges of internal
Collaboration within and across departments is critical,
and we are seeking new forms of cross-disciplinary
initiatives that move beyond traditional departmental and
programmatic structures. To this aim we seek new
opportunities to continuously improve our programs,
establish effective and streamlined plans of study for our
students and seek new avenues that ensure their
academic achievement in a timely manner – establishing
pathways for success in a wide variety of educational
2 | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | Southern Connecticut State University
and external events; to address the
challenges and needs we face in a
strategic and collaborative effort
professionals, or educational leaders. Students have
access to diverse field placements that focus their
education and prepare them for diversity in their
careers. We are committed to recruiting a diverse
student population at the undergraduate and graduate
levels both locally and internationally. Various initiatives
actualize our commitment to establishing pathways
for a wide array of students who may not have
considered a career in education.
Finally, our commitment to the local community is a
priority. We have several initiatives that aim to impact a
wide variety of educational issues that are challenges in
our global society. In establishing opportunities for all
students, faculty and staff in the School of Education,
we can commit to being part of the change necessary in
our society today to ensure access and equity for each
and every learner. We will continue to address the many
opportunities for developing and solidifying new
partnerships with school districts, broader educational
entities, and local and global communities. We will
broaden our role and measure impact in consistent
and valued ways.
“My education experience at
SCSU has been beyond
exceptional. My professors
exhibit true “southern
hospitality” and go above and
beyond to assure that all of
their students leave Southern
feeling supported, confident,
and successful.”
– Ashley Okwuazi
Graduate Reading Program
We thank you for your interest in the School of
Education at Southern Connecticut State University and
look forward to your feedback and collaborative support
to advance our mission and attain our vision in this
strategic plan.
that is proactive and determined.”
- School of Education dean, Dr. Stephen Hegedus
Southern Connecticut State University | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | 3
GOAL ONE
GOAL TWO
PROVIDE AN ENGAGING, RELEVANT, HIGH-QUALITY ACADEMIC EXPERIENCE
DEVELOP ENVIRONMENTS, SYSTEMS, AND RESOURCES THAT SUPPORT
CREATIVITY, INNOVATION, RESEARCH, AND SCHOLARSHIP
OBJECTIVE 1 Provide all students with a high quality academic experience within their academic courses
and classrooms
ACTIONS
OBJECTIVE 1 Create conditions, opportunities, and programs that foster faculty innovations and creative activities
ACTIONS
1 Create safe opportunities for dialog between students and faculty about the quality of the learning environment
2 Collect student course feedback in a manner that allows instructors to improve future students’ experiences
3 Provide coursework that is current and relevant
4 Create opportunities for students to become critical consumers of research
5 Implement coursework and classroom strategies that are relevant and demonstrate investment in student
1
Establish a School Creative Activity Committee (or Task Force) to facilitate best practices, synergies, and efficiencies
that support faculty innovation, research and other creative activity
2 Provide faculty development opportunities that promote and support creative activity
3 Develop a faculty mentor program
4 Advance financial, administrative, and logistical support for faculty grant writing, research, scholarship,
and other creative activity
academic and professional growth
6
Identify and implement instructional strategies that respect and value diverse opinions
OBJECTIVE 2 Facilitate and support faculty collaboration in creative activities within departments,
across the School of Education, and beyond
ACTIONS
OBJECTIVE 2 Provide all students with a high-quality academic experience outside the classroom
ACTIONS
1
2
Establish facilities and resources to meet students’ specific academic needs
3
Develop and maintain effective communication systems between the School of Education and academic
programs and support systems within the University
1
2
3
Create the conditions for faculty to develop creative activity networks and partnerships
Provide forums for faculty to share their interests and successes in the area of creative activity
Support the development of partnerships
Provide support for faculty to assure that students receive timely and appropriate advising to complete their
program in a timely manner
4 Develop strategies for assuring students receive clear, consistent, program-related communication
5 Develop resources to support students’ career and professional development
6 Establish opportunities for students to participate as leaders in the University community
OBJECTIVE 3 Provide systematic supports and resources to enable faculty, student, and staff participation
in creative activities to ensure productivity and contributions to the field
ACTIONS
1 Improve support structures to reduce demands on faculty time and allow more time for creative activity
2 Provide more equitable distribution of reassigned time for faculty creative activity
3 Work through governance structures on campus to increase funding for creative activity
4 Provide centralized communication for grant opportunities
5 Expand technology supports and use for creative activity endeavors
OBJECTIVE 3 Provide all students with a high-quality academic experience in their field and clinical experiences
ACTIONS
1
2
Provide resources and supports so that students can secure placements in a timely and efficient manner
3
Establish opportunities for students to complete placements in settings offering both demographic and
pedagogical diversity
4
Provide placements that expose students to current professional methodologies and high quality experiences
with competent mentors
5
Provide opportunities for students to evaluate their field site mentors/supervisors and share their evaluations
with SCSU faculty
Ensure mentors and SCSU instructors/supervisors provide critical feedback to each student that supports
their development
4 | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | Southern Connecticut State University
OBJECTIVE 4 Develop opportunities for student engagement in intellectual activity and inquiry
ACTIONS
1 Provide workshops for faculty on involving students in creative activities
2 Offer research opportunities for graduate and undergraduate students
3 Provide information for students about research opportunities within their departments
4 Seek support for increased external funding for graduate research fellowships, graduate assistantships,
and undergraduate research experiences
5
Provide greater opportunities for student/faculty collaborations
Southern Connecticut State University | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | 5
GOAL THREE
GOAL FOUR
BUILD COLLABORATIVE SYNERGIES
WITH SCHOOLS, LEARNING CENTERS, AND AGENCIES
ESTABLISH EFFICIENT, EFFECTIVE, AND WELL-MANAGED SYSTEMS TO
MAXIMIZE FISCAL, HUMAN, AND PHYSICAL RESOURCES
OBJECTIVE 1 Advance interdepartmental communication and collaboration regarding community events and projects
ACTIONS
OBJECTIVE #1 Increase staff contributions to the support of programs, faculty, and students
ACTIONS
1 Maintain a current, interactive web and social media presence
2 Advance opportunities for interdepartmental collaboration
3 Explore possibilities for interdisciplinary professional space
4 Incentivize faculty and staff to encourage interdepartmental collaboration
5 Conduct regular surveys regarding current community engagement to inform communication and
enhance collaboration
OBJECTIVE 2 Develop an infrastructure that connects with local schools and community agencies to mutually
share knowledge and expertise
ACTIONS
1
2
Create a dedicated professionally-staffed video production unit with opportunities for student internships
Establish a professional resource center to design and create social media, websites, and other media
that support faculty/student endeavors and expand community involvement
3 Provide campus workshops for faculty, staff, and community use of technology
4 Provide an aesthetically pleasing, dedicated, professional workspace to foster community engagement
and partnerships
5
6
Utilize dedicated space with access to technology including current in-house technology in the Buley Library
Explore transportation opportunities
OBJECTIVE 3 Increase student involvement in relevant community engagement
ACTIONS
1
Expand the Dean’s Student Leadership Group to promote School of Education activities to the larger
community and act as an information conduit for expanded involvement
2
3
Advance our social media presence with students
Create systems for sharing opportunities for students to participate in collaborative initiatives with
communities, schools, and agencies
4 Inspire students to encourage participation in community engagement
OBJECTIVE 4 Establish infrastructure to enable engaged community partners
ACTIONS
1
2
3
Establish a professional development and resource center within a dedicated School of Education space
Prioritize resources to support cross-cultural communication within the university and community
Establish focused outreach and collaborative efforts with alumni through research, professional development,
and related professional activities
6 | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | Southern Connecticut State University
1
2
3
Conduct assessment of departments’ and School office’s support staffing needs
Adjust staffing levels as indicated by needs assessments
Develop clear guidelines for department chairs regarding their role in the supervision, evaluation,
and professional development of support staff in consultation with the Union
4
Provide support and training for department chairs to effectively fulfill their role in staff supervision, evaluation,
and professional development in consultation with the Union
5
6
Advance professional development opportunities for staff in areas of identified need for improvement
Explore opportunities for recognition of significant staff contributions
OBJECTIVE #2 Improve the organizational structure of, and make strategic faculty hires for, the School
of Education in order to best utilize faculty expertise, encourage collaborations,
increase efficiencies, and maximize enrollment
ACTIONS
1 Conduct assessment of programs’ needs across the School
2 Identify potential interdepartmental and interdisciplinary synergies across the School and University
3 Explore alternate organizational structures for the School of Education across the University
4 Share and/or reallocate faculty to best utilize their expertise
5 Prioritize future hiring decisions based on potential for program expansion
6 Delineate roles between department chairs and program coordinators
OBJECTIVE #3 Brand the School of Education
ACTIONS
1
2
3
Develop, align, and consistently utilize a School of Education brand in keeping with the CALL conceptual framework
Develop and maintain a consistent web presence
Standardize design features of print and digital communications for marketing and communication of all programs,
Center activities, and initiatives
OBJECTIVE #4 Optimize the use of department and School of Education budgets
ACTIONS
1
2
Increase budgetary transparency
Conduct cost/benefit analyses of off-site teaching
OBJECTIVE #5 Improve the physical space for teaching and learning
ACTIONS
1 Improve and maximize the use of current physical structures
2 Conduct needs assessments to identify and prioritize improvements
3 Upgrade facilities to support on-ground, online, and blended learning
Southern Connecticut State University | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | 7
CORE VALUES:
OUR CONCEPTUAL FRAMEWORK
A conceptual framework is a set of guiding principles that are shared by
students, faculty, administrators, and staff in the School of Education Unit.
The School of Education programs, secondary education programs, and the
PK-12 Art program in the School of Arts and Sciences, and the Communication
Disorders and PK-12 Physical Education programs in the School of Health and
Human Services represent a diverse array of individual programs. Thus, the
Conceptual Framework gives structure and consistency to the ideals of all. CALL,
the School of Education Conceptual Framework, reflects the work that our students,
faculty, administrators, and staff do daily as they apply their professional capacities in service of
promoting the learning and development of youth and adults as well as making the world – and the world of
education, professional practice, and health care – a better place. Each letter of CALL represents a different
construct of the Conceptual Framework. Together, they call all of us in the School of Education Unit to be mindful
of the significance of what we do.
COLLABORATING WITHIN AND
LEADING FOR EXCELLENCE
ACROSS DIVERSE CONTEXTS
Our faculty, students, administrators and staff
demonstrate the skills, experience, and mindsets
(professional dispositions) to work within and across
the multicultural and increasingly technological contexts
of the 21st century global society. Our faculty, students,
administrators, and staff work collaboratively within
and across diverse communities at the university as
well as locally, nationally, and internationally. As a
matter of equity and social justice, they conduct their
work in a professional, fair, and ethical manner to
promote the learning, health, and development of all
students and clients.
Our faculty, administrators, and staff model to students
the values, attitudes, and skills necessary
to act ethically and effectively as leaders in their
professions. Our students exhibit and encourage
communication excellence, professional dispositions, and
positive pro-social behaviors. Our students demonstrate
competency in evidence-based decision making. They
can articulate how people work and interact together
within an organization and identify the ways in which
individual actions impact different systems. Faculty,
administrators, staff, and students lead for excellence by
advocating and engaging in actions that help guide
children, clients, patients, other professionals, and the
broader community. Students continually pursue
excellence in foundational and more advanced skills so
they, too, can become leaders for their profession.
APPLYING SKILLS TO IMPACT LEARNING
AND DEVELOPMENT
Our faculty, students, administrators, and staff
demonstrate well-developed content knowledge
and skills specific to their individual professions.
They draw on both their knowledge and skills to
positively impact the learning and development of
all children in schools, individuals within agencies
and higher education, and/or clients and patients
receiving health care or counseling. Faculty and students
demonstrate the ability and willingness to: engage in
effective planning; develop measurable outcomes;
thoughtfully differentiate instruction/care; personalize
professional practice; appropriately assess for
understanding and growth; interpret data accurately and
use findings in decision-making;
reflect on practice; and, embrace and readily employ
emerging technologies.
LEARNING THROUGH INQUIRY, EXPERIENCE,
AND REFLECTION
Our faculty, students, administrators, and staff
are learners who value, and strive for, pedagogical,
professional, and scholarly practice that is premised
on research-based evidence, personal reflection, and
authentic experience in their professions. They are fluent
in their professional knowledge and skills, and they
exhibit the characteristics of learners who are continually
and constructively curious. Moreover, they are able to
recognize and communicate connections that exist with
other disciplines. Their behavior, habits, and speech are
respectful and supportive of the knowledge, activities,
circumstances, and experiences of those they work with
and serve.
8 | SCHOOL OF EDUCATION STRATEGIC PLAN 2015-2020 | Southern Connecticut State University
Above: GEAR UP New Haven Summer 2015 students. Below: Ed.D. In Educational Leadership commencement, Spring 2015.