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2000-2010 Strategic Plan
Appendix C: Report of the Millennium Commission - Possible Activities
Listed below are a number of possible activities to implement each core principle and to make progress toward our goals.
Core Principle #1
Research should permeate and inform all levels of educational practice.
Possible Activities:
- Develop increased opportunities for research experiences for both graduate and undergraduates students.
- Collaborative research projects on significant issues to the profession, to schools, organizations, and communities that reflect the multidimensional nature of these cross-disciplinary issues should be encouraged through external funding and internal COE research grants.
Core Principle #2
Teaching is the focus of much of our scholarship. Therefore, priority should be devoted to pursuing excellence in our own teaching through rigorous peer review, public demonstration of effective teaching, and appropriate rewards and recognition.
Possible Activities:
- Development of small seminars, informal outside-of-building educational experiences, assigned mentors, student and faculty team research, and peer student buddy systems are all possibilities.
Core Principle #3
Our College should demonstrate an unwavering commitment to diversity, multiculturalism, and international education. Our College of Education, located within a major public state university, should continually examine, understand, and promote diversity of ideas and people as vital to an educated community.
Possible Activities:
- We could collectively reflect on how [and whether] our culture now defines merit, equity, and justice in a manner that respects all considered perspectives, ideologies, and experiences.
- Self-monitor the multicultural curriculum requirement to full implementation in each program of study and periodically update the requirement to reflect changing concerns.
- Consider how internships and the College initiative on community service learning could be means for greater multicultural experiences and understanding.
- Determine the need for students, at all levels, to have a conversational fluency in at least one language other than English.
- Provide professional development opportunities with study and reflection for students, staff, and faculty to become immersed in a community, culture, economic, religious, or international setting where he or she is a minority member.
- Ask programs, departments, or units with few students, staff, or faculty from minority populations to periodically review their current situations and determine actions (not quotas) that could be taken to recruit individuals from these populations and provide a welcoming, supportive work place.
Core Principle #4
Our College should work to promote greater access to quality education so that all members of society may become more effective citizens. We dedicate ourselves to the democratic purpose of education as a primary means for promoting the general welfare.
Possible Activities:
- Revise promotion, tenure, and merit pay policies to emphasize the criteria of creating impact by improving the lives of people.
- Redirect current resources and seek additional resources to employ full-time clinical practitioners to enhance the links among theory, practice, and impact in field settings and to allow existing faculty to spend more time in field settings.
- Create a single division of Integrative Research, Outreach, and Teaching in the College that supports the links between each area and coordinates data analysis and the study of educational impact of the College1s own academic programs and its research and service within and outside the University.
- Encourage and provide incentives for faculty and students to be involved in at least one long-term project focused on identifying the impact of one1s scholarship and teaching on improving the lives of people.
- Create a distinctive college sponsored journal that disseminates within the College and across the nation and world seminal studies and perspectives on educational practices, their integration, and impact.
- Increase the alternative program routes to teacher certification and/or increase the number of students who pursue these routes through a 5 year program that includes a major in Arts and Science, a year long internship, etc.
- Undergraduate non-certification education programs could be implemented both within the College and with other colleges within the University.
- Five or six year sequential programs resulting in both an undergraduate Bachelor of Arts (or Bachelor of Science) degree and a Master of Arts (or a Master of Arts in Teaching) could be added.
- New intra and interdisciplinary majors shared by, and possibly existing outside of, the College of Education, the College of Arts and Science, and other colleges, could be developed.
- Innovative courses and programs should be created that move beyond traditional course work, seat time, and credit hours. Options that combine intensive seminars, field based work with clinical faculty, tutorials, distance learning and video conferencing, and credit by examination should be implemented.
Core Principle #5
Opportunities for collaborative ventures of outreach, service, and academic community learning expand the possibilities for improving education and lifelong learning. Partnerships with people, schools, community organizations, clinics, agencies, business and governments at state, national, and international levels should be integral to our research, teaching, and service.
Possible Activities:
- Create a resource bank matching programs, faculty and staff interests, and student learning needs with active alumni and retired faculty who are willing to create mentoring, field sites, career awareness activities, and research opportunities.
- Alumni with professional certification could increase their involvement in reviewing student work including such activities as culminating public exhibitions of scholarship.
Core Principle #6
Professional development, academic preparation, and lifelong learning opportunities should enhance professional practice of faculty, students, staff, and alumni.
Possible Activities:
- Opportunities for graduates to continue to learn from their academic departments long after graduation should be available through information made available on web sites, research reports, campus-based conferences, and other means.
Core Principle #7
Increased collaboration within the College, with other colleges at The University of Georgia, and with other universities, is vital for the improvement of all academic programs. The College of Education should take a leadership role in the development of joint programs, innovative technologies and curricula, effective teaching methods, context-based learning strategies, and related joint research.
Possible Activities:
- A research and development center for designing new integrative academic programs across disciplines and departments and college units should be housed in the College and supported for three-year term projects. Initiating faculty and staff would be given released time to work on new prototypes and designs of programs, disciplines, teaching, research, and service for planning new programs five to ten years beyond which reflect changing conditions and future trends of education, learning, and a democratic society.
- Establish college-wide criteria for hiring new faculty and staff that support the emphasis on collaborative and integrative impact. For example, some new hires could be employed with a primary appointment in one work unit and an adjunct appointment in another.
- Faculty should be encouraged to hold adjunct appointments in other programs within or outside the College.
- Faculty and staff should work with other units of the University of Georgia to support and provide technical assistance in improvements in teaching, learning, technology utilization, research on teaching, and curriculum revision and design.
Possible Activities About The College of Education The Millennium Commission Representatives
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