Part III: Evidence for Meeting Each Standard

Standard Five: Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. Evidence will be provided in this section that supports the statement that Pacific University meets this standard.

Element One: Qualified Faculty

The table below shows the breakdown (as of September 2006) by degrees, rank, years of service at Pacific University, year that tenure or extended term status was earned, total years teaching in P-12, and total years in higher education. Twelve of the twenty teaching faculty have earned doctorates and are considered tenure-track faculty. Eight of the 12 have earned tenure. Eight full-time faculty members have earned Master’s degrees and hold term contract positions. Three of these have earned extended-term contracts.

Table 5.1.1
Full-Time Faculty Degrees, Rank, and Years of Service (as of 9/06)

Last Name
Title or Rank
Deg.
Terminal Degree Institution
Specialty Area(s)
Years at
P U
Tenure/
Ext. Term
Exp
P-12
Exp
HE
McClain
Professor
Ed.D.
Portland State/
U of Oregon
P-12 Literacy
23
1987
5
34
Wainwright
Professor
Ph.D.
U of Minnesota
Science Education
15
1997
10
18
Bailey
Associate Professor
Ph.D.
U of Wisconsin
Educational Psychology/
ECE/Ed. Technology
12
2001
10
15
Charles
Associate Professor
Ph.D.
Arizona State U
Ed Technology/
Math Education
6
2004
15
10
Faulconer
Associate Professor
Ph.D.
U of Oregon
Social Studies/ Language Arts Education; Qualitative Res.
15
2003
18
15
Macfarlane
Associate Professor
Ph.D.
Utah State U
Special Education – Severe Disabilities
7
2002
9
21
Meltzoff
Associate Professor
Ph.D.
University of Oregon
Foundations/ Multicultural Ed
13
2001
3
16
Paxton
Associate Professor
Ph.D.
University of Washington
Educational Psychology
2
3
10
Szymanski
Associate Professor
Ph.D.
U of Wisconsin
Educational Psychology/
Educational Technology
8
2006
3
17
Bumstead
Assistant Professor
M.A.
U of Oregon
Language Arts/
Dev. Psych
12
2006 
33
12
Coughlin
Assistant Professor
MAT
Portland State University
Lang. Arts/Speech Comm./Brain-based Learning
3
28
3
Duarte
Assistant Professor
EdM
Oregon State U
Elementary/Cross Cultural/Communication
11
2006 
5
22
Lopez-Vasquez
Assistant Professor
M.Ed.
University of North Texas
Cross Cultural Studies/Diversity
6
8
25
Ludeman
Assistant Professor
Ph.D.
U of Colorado
Curriculum and Assessment
2
33
2
Matschiner
Assistant Professor
M.S.T.
Portland State University
P-12 Curriculum and Instruction
10
2006 
20
10
McGinnis
Assistant Professor
M.S.
Portland State University
Special Ed--Dev. Disabilities, Autism, Mental Health
1
7
2
Sharp
Assistant Professor
M.A.
University of Oregon
ESOL/ Spanish and French Teaching
8
20
8
Wilkes
Assistant Professor
Ph.D.
University of Oregon
Gifted Ed/
Elem. Methods
5
25
8
Wills
Assistant Professor
M.A.
University of Oregon
Special Ed --Resource Room, Behavior Man., Spec. Ed Law
3
29
3
Zijdemans-Boudreau
Assistant Professor
Ph.D.
University of Toronto
Human Dev/
Applied Cognitive Science/ Learning & Technology
1
4
7

The following distribution describes the highest academic degrees and rank of 49 full- and part-time College of Education faculty.

Table 5.1.2
Full- and Part-time Faculty Degrees and Rank

Highest Degree
Full Professor
Associate Prof.
Assistant Prof.
Adjunct/Part-time
PhD/EdD
2
8
4
4
Master’s
-
-
10
21
Other
-
-
-
-

Table 5.1.3
Years of Full-time Faculty Experience in Teaching in P-12 Schools
(Full-time Faculty as of September 2006)

Faculty Years of P-12 Teaching
0 -5 Years
6-10 Years
10+ Years
6
5
10

Professional education faculty who teach courses in the College of Education or who supervise students teachers are well qualified; all have earned a Master’s degree or a terminal degree. Those without terminal degrees are highly valued for their experience in teaching, in professional development roles, or in administrative roles in their prior school district employment. They either hold current licenses in the field in which they supervise or are qualified to hold them. They are also qualified for licensure in the authorization level in which they supervise student teachers. Prior to full-time employment, the COE Search Committee reviews a candidate’s curriculum vitae, and asks probing questions during the interview process to verify the necessary qualifications, knowledge and expertise in the fields in which they will teach and supervise. The Assistant Dean on each campus (Eugene and Forest Grove) ensures that part-time faculty members who teach and supervise meet these qualifications prior to employment. The following are some of the qualifications cited by faculty that have allowed them to develop their expertise in order to effectively teach the courses they are assigned.

According to the American Association of University Professors, non-tenure-track positions of all types account for 68 percent of faculty appointments in American higher education. While Pacific’s College of Education values the contribution of school practitioners, the number of credits generated by non-tenure track positions (teaching and supervision) is always below 50%. Many of these individuals who work full-time (0.625 or above) have attained extended-term contract status, which grants them the rights and responsibilities of tenured faculty, including the ability to serve on University committees and the privilege of obtaining sabbaticals to further their scholarly work.

Table 5.1.4
Qualifications Cited by Faculty without Terminal Degrees
(Full-time, Part-time, and Adjunct Faculty)

Qualifications Cited by non-PhD Faculty
(n = 28)
Master’s Degree
28
P-12 Teaching Experience in the Field
19
Ongoing Professional Development in Field
28
Graduate Courses in Field
15
Extensive Reading
14
Earned Licensure Endorsement
12
National and State Conferences
11
Workshops in Field
10
Research and Publications
8

Nearly all of the College of Education faculty members supervise students teaching in P-12 schools; in fact we pride ourselves on that fact. All of the faculty members are highly involved with schools in their communities. The faculty reported a total of 3420 hours of interaction with P-12 schools in the past two years (an average of 70 hours each over two years). Even the dean has become involved, recently having been elected by members of his home community to serve on the board of directors for the local public school district. Taken from a faculty survey, the following are the most common means by which faculty interact with P-12 schools. (See also University and Community Service)

Table 5.1.5
Full- and Part-time Faculty Interactions with P-12 Schools During Last Two Years

Description of Interactions
Number Reported
Provide staff inservice workshops and other opportunities
39
Serve as a consultant to local schools
19
Collaborate on writing, coordinating and facilitating grant projects
18
Serve on P-12 School Committees (Search committee, Technology committee, etc.)
15
Volunteer/Tutor in Schools
12
Coach (sports, Academic Decathlon, drama, etc.)
9
Part-time teacher
6
Serve on School Board
5