Standard 5: Element 1

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 in service 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