Standard 5. Element Two: Modeling Best Professional Practices in Teaching

Virginia State University highly values teaching effectiveness. The Professional Educational Unit concurs with this expectation, and the faculty is committed to delivering instruction in an effective manner. The faculty are committed to the conceptual framework, and were involved in its development and the substantial revisions that were made from 2001 through 2005. The faculty communicates the conceptual framework to students in course syllabi, course expectations, course requirements, students’ outcomes, and teaching (Exhibit 5.3). The faculty understand the importance of communicating the conceptual framework to initial and advanced candidates. The conceptual framework, competencies, and dispositions serve as the foundation for the education programs.

Candidates’ evaluations of faculty are used to assess the effectiveness of course content and the instructor’s ability to communicate the subject matter (Exhibit 5.4). For example, in fall 2004 candidate course evaluations of selected unit faculty, rated the faculty with a 3.64 (4.0 scale) on knowledge of the subject matter. In addition, the same candidates also rated the faculty with a 3.68 (4.0 scale) on instructional methods and techniques for the course. The faculty received an overall evaluation of 3.53 (4.0 scale). Faculty systematically engage in self-assessment of their teaching by reviewing the results of candidate evaluations and classroom observations conducted by Department Chair. The Chair communicates the results of the observations and makes recommendations for improvements as needed.

Numerous Professional Education faculty are master teachers and are recognized for this teaching performance. Faculty has received awards and/ or nominations for excellence in teaching in their fields (Exhibit 5.2).

Unit faculty utilize a variety of instructional strategies and assessments. Diversity topics are incorporated into course content through varied instructional activities. Candidates are assessed and evaluated through oral and written assessments, portfolios, presentations, and projects. Evidence of assessment and evaluation practices is noted in course syllabi (Exhibit 5.3).

Technology is also used extensively to enhance instruction. The Harris Hall building has 4 computer labs, available to both undergraduates and graduate students, and 8 smart rooms, equipped with a console which includes: a desktop computer, laptop jacks, an opaque projector, a VCR, a DVD and an LCD projector. These smart rooms are continuously utilized by faculty. The Academy for Faculty Development, room 113 Harris Hall and room 206 are equipped with smart boards. Harris Hall also contains the Learning Resource Center (LRC), which supports the faculty’s technological needs.