Comments and Questions from Listening Session with Bruce
Woodring College and Support Services
College of Ed has a strong reputation. Premier institution in the state for education and Human Services program. On the path to national prominence. Thanks to strong leadership. Work together well as a team. Egalitarian, group decision, model is important as our success as a college.
Administration of off-campus programs: interesting evolution with the administrative structure with our off campus programs. The structure is often cumbersome and confusing. There used to be a line between our academic and administrative roles but now it is fuzzy. We spend a lot of time helping with off-campus programs. Feel that the college’s responsibility for administering off-campus programs has grown in recent times while EESP’s role has declined.
We have lots of constituents as a college that provides certification. Off campus programs provide us with an opportunity to have partnerships with P-12 schools, community programs and many state-level organizations. Human Services program is actively engaged with the community outreach.
State partnerships/accreditation issues – the state is continually looking at accreditation standards. Provides us an opportunity to regularly look at how well we prepare our students. We are accredited every 7 years. College values the process of accreditation and finds the experience very meaningful.
Unfunded state mandates – we have the challenge to respond to the call of these unfunded mandates. These are practical and important but are difficult to teach to.
Federal issue with No Child Left Behind is a huge challenge.
Professional certification relates to our large component with graduate education. We have a major portion of the university’s master’s level students. Constant challenge to deliver a quality graduate program while continuing to provide a quality undergrad program as well.
Difficulty in Teacher Education – we are turning away 50% of the qualified students.
Shepard said that he has heard that the teaching loads are lowest at Woodring that other places. What would you say? Believe that the data does not reflect the true teacher load. Believe that the data in banner is not accurate based on various nuances. We have what would be termed as “faculty” that don’t teach courses but are supervising or in charge of clinicals.
Student advising – we have made good changes with regards to recruiting students in high need areas and under represented populations. We identify 30 students each year to mentor. Some of the challenges that we see is that Western has a lot of services for students but it is difficult for students to identify the services. Sometime students make a connection with the first faculty person they form a relationship with and it can prove challenging for the students to move to other advisors.
Advising is built in to the tenure and promotion documents.
First year experience course – hopeful that can help build connection to the college.
Fund development – Woodring is very enthusiastic in fund development. Faculty and staff in the college are very supportive of scholarship and giving. We have very good indications that the college is interested in fund development. We have non traditional alumni. Often we have graduates from off campus locations or who received a master’s degree here. They may not relate to Bellingham as they did not attend 4 years at Western. Believes that we need the President to be an advocate of the college. How do we involve our alumni that did not attend university in Bellingham? How do we get them to think of themselves as “Western”?
Foundation did a great job getting full time gift officers and embedding them in the college.
Feel that we have a very strong research program.