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Standard 5.2
Content Knowledge
Faculty have an in-depth understanding of their fields and are teacher scholars who integrate what is known about their content fields and about teaching and learning in their own instructional practice. In addition, faculty exhibit intellectual vitality in their sensitivity to critical issues. College of Education faculty teach in their specialty areas and keep abreast of current issues and trends in their areas by (1) having memberships in 76 professional associations and organizations in their specialty areas; (2) reading current literature in journals, newsletters, unpublished manuscripts and manuals online through ERIC or similar search engines; (3) attending conferences and meetings at the local, regional, and national levels; (4) staying in contact with educational specialists at the state and federal levels; and (5) communicating with fellow colleagues at local, state, regional, and national levels. In addition, communicating through e-mail provides easy and quick access to colleagues across the nation.
Conceptual Framework
Teaching by the professional education faculty reflects the unit's conceptual framework, integrates diversity and technology throughout coursework, field experiences, and clinical practice. Faculty incorporate aspects of the conceptual framework model, theories, commitments, and proficiencies into course syllabi and instruction. Faculty members integrate and infuse current information with candidates' previous knowledge and challenge them to use this to plan, predict, implement, reflect, evaluate, and revise. This aspect of the conceptual framework assists and facilitates COE candidates in getting a clearer picture of how to troubleshoot when they are given assignments which require them to use their knowledge and make decisions based on their findings. Through this decision making process, candidates have opportunities to integrate knowledge and assessment information; they consider aspects of how to deal with diverse students and how to use technology, for example, elluminate, Blackboard, and LiveText. Using Blackboard and e-mail keeps faculty and students constantly in contact.
Assessments and Instructional Strategies
Teaching by the professional education faculty incorporates appropriate instructional strategies and performance assessments throughout coursework, field experiences, and clinical practice. Faculty model a variety of teaching strategies and thereby demonstrate the best practices for addressing various learning styles, encouraging critical thinking and problem solving, and handling diversity issues. Different types of assessments are used to ascertain candidates' levels of comprehension, for example objective and essay tests/exams, technology presentations, individual and group projects, portfolios (traditional and electronic). Some of the instructional strategies used are authentic learning, differentiated instruction, flexible grouping, lecturing, coaching simulations, role-playing, individual and group projects, Internet-based assignments, web-based exams, adapting instruction to include study guides, time management, and strategies for independent learning. Powerpoint presentations and other technology demonstrations are popular approaches to teaching. The variations of instructional strategies indicate that faculty recognize and value different learning styles; they thus adapt and modify instruction to enhance candidates' learning and understanding. Candidates, in turn, learn how they can use an array of strategies to address the individual learning needs of the P-12 students they will teach.
Faculty members, both full-time and adjunct, attend
workshops
 that help them to understand how to use Blackboard, Live-Text, on-line instruction, assessment technology and multiple forms of assessments in determining their own effectiveness. Faculty members use the results of these assessments to improve their delivery of instruction.
Many faculty members are recognized as outstanding teachers by candidates and their peers across campus and in P-12 schools. During the last five years, faculty members have served as officers/leaders in their associations/organizations, or have been nominated to serve, or have been recommended as the Teacher/Instructor of the Year by their departments, college, candidates, or students in P-12 schools.
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