Annual Report 2016-2017

Academic programs

The Childhood Education and Family Studies (CEFS) Department is comprised of the following academic programs:

  • BS Child and Family Development (CFD; includes four options: Child Development, Youth Development, Family Studies, Child Life)
  • BS ED Early Childhood Education (ECE)
  • BS ED Elementary Education (ELE)
  • BS ED Family and Consumer Sciences (FCS)
  • MS Early Childhood and Family Development (ECFD)
  • MS ED Elementary Education
  • MS ED Family and Consumer Sciences
  • MS Child Life Studies (CLS)

In addition, CEFS provides the following Graduate Certificates:

  • Conservation Education
  • Education of Gifted and Talented Students
  • Elementary Mathematics Specialist
  • Elementary Curriculum and Instruction

Head Count and Credit Hour Production

The following table is a summary of the CEFS head count and student credit hour production for the past five years for the academic programs listed above.

Program Level 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 +/-
CFD BS 147/4685 142/5054 169/5522 198/5796 214/5808 +/+
ECE BS 171/1343 212/1474 229/1530 248/2395 233/2682 -/+
ELE BS 680/19164 675/19242 705/16856 732/18634 754/19100 +/+
FCS BS 34/474 30/510 32/522 29/524 29/840 =/+
ECFD MS 22/132 32/242 50/331 62/416 46/497 -/+
ELE MS 57/381 66/382 66/472 64/417 63/377 -/-
FCS MS 2/0 3/0 2/9 3/7 2/9 -/+
CLS MS         5/54  

Diverse candidates

Program Level 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 +/-
CFD BS 37 28 40 21 33 +
ECE BS 14 12 19 30 35 +
ELE BS 122 83 83 51 62 +
FCS BS         3  
ECFD MS 20 21 15 10 8 -
ELE MS 9 7 4 5 5 =
FCS MS         0  
CLS MS         2  

Graduates

Program Level 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 +/-
CFD BS 40 27 29 32 41 +
ECE BS 23 37 37 30 40 +
ELE BS 182 150 157 131 160 +
FCS BS       5 4 -
ECFD MS 5 6 5 15 17 +
ELE MS 20 13 15 26 38 +
FCS MS       3 1 -
CLS MS         0  

Data analysis and conclusions

Bachelor of Science in Child and Family Development

Head count

1

The CFD program has seen consistent growth in head count since 2013-2014, showing an increase of nearly 46% since 2012-2013. The largest growth occurred in 2015-2016 with a 17% increase in students from the 2014-2015 academic year.

Credit hour production

2

Credit hour production in CFD has increased by 24% since 2012-2013, with the largest increase occurring in 2014-2015 with a 9% increase. The increase in majors, minors, students in service courses, and students in the general education courses, it is anticipated that the credit hour production will continue to increase.

Diverse candidates

3

Although the number of diverse candidates has decreased by 17% since its highest point in 2014-2015, there has been an increase in the current year over 2015-2016 by 57%.

Graduates

4

Reviewing the number of graduates from the CFD program over the past five years, this year (2016-2017) recorded the most at 41, which is a 2% increase over the 40 graduates in 2012-2013. However, when reviewing graduates from 2013-2014, the lowest number in this five-year window, the increase is more significant at 52%.

Bachelor of Science in Education - Early Childhood Education

Head count

5

The ECE program saw a decrease in head count this year (2016-2017) of 15 students from the past year. However, over the five-year period, the program has shown significant growth (36%). It is anticipated that the head count will grow with the addition of the ECSE option.

Credit hour production

6

Since the 2014-2015 academic year, the ECE program has recorded an increase of credit hour production. During this period credit hour production has increased 73%.

Diverse candidates

7

The ECE program has made great progress in recruiting diverse candidates into the program. Over the past five years, the number of diverse candidates has increased from 14 to 35, a 150% increase. From 2015-2016, the increase of diverse students has been 17%.

Graduates

8

The ECE program has seen a relatively stable graduation rate over the past five years with the exception of 2015-2016. An increase of 60% has occurred from 2012-2013 to 2016-2017.The current year experienced the most graduates since the program’s inception.

Bachelor of Science in Education - Elementary Education

Head count

9

The ELE program experienced a decreased head count in 2013-2014 but has rebounded and showing steady growth since then. Since 2013-2014, the ELE program head count has increased slightly more than 10%.

Credit hour production

11

In the 2014-2015 academic year, the ELE program recorded a significant decrease in credit hour production – a 12% reduction. However, since 2014-2015, the credit hour production has been steadily increasing. In 2016-2017, credit hour production has increased 13%. The current level of 19,200 is slightly lower than the highest production year in 2013-2014 when credit hour production reached 19,242.

Diverse candidates

12

The number of diverse candidates declaring an ELE major has been steadily decreasing over the past five years. At its highest point in 2012-2013, the ELE program had 122 diverse candidates. In 2016-2017, that number has decreased to 62, a decrease of 49%.

Graduates

14

The number of graduates from the ELE program has consistently decreased in the past five years, with the highest number of graduates in 2012-2013 at 182 and the fewest in 2015-2016 at 131. The number of graduates has improved from 2015-2016 with an increase of 22%. However, there was a 28% decrease in graduates from 2012-2013 to 2015-2016. It is speculated that the implementation of new grade and GPA requirements contributed to this phenomenon.

Bachelor of Science in Education - Family and Consumer Sciences

Head count

15

The FCS program has been experiencing a consistent decrease in head count over the past five years. This program moved from the College of Business to the College of Education (CEFS Dept.) in the 2014-2015 academic year. Although the program head count seemed to rebound in the year the program moved to CEFS, if was still a decrease from the highest head count of 34 in 2012-2013. The program has shown a decline of 9% since it became part of the CEFS Department. However, it should be noted that the FCS program has traditionally been a low enrollment program and the decrease of head count over the five-year period is only 5.

Credit hour production

16

The FCS program has been steadily increasing in credit hour production. The average annual growth is XX%. The largest growth was experienced this year, increasing 56% from 2015-2016. It is curious that the head count is decreasing while the credit hour production is increasing.

Diverse candidates

17

There is not enough data to analyze for diverse candidates in the FCS program. It can be noted that in the current academic year, 10% of the FCS majors are classified as diverse.

Graduates

18

The number of FCS graduates decreased by 1 from the 2015-2016 academic year, which is a 20% decrease. Caution should be observed when reviewing this data due to the small n and limited data over time.

Master of Science in Early Childhood and Family Development

Head count

19

The ECFD program had experienced consistent growth for the first 4 years of this reporting period with an average growth rate of XX. In 2015-2016, the program reached its highest head count of 62 students – a 102% increase from 2012-2013. However, there has been a sharp decrease in the current year of 26%. The ECFD did not have a Program Director to administer the program after the end of the fall semester. A new Program Director has been appointed and student admissions seem to be increasing.

Credit hour production

20

The ECFD program has consistently been increasing In credit hour production over the past 5 years, increasing from 132 to 497, a 277% increase. Although the program saw a sharp decrease in head count in 2016-2017, credit hour production reached its highest point of the 5-year period. This phenomenon is probably related to the increasing number of graduate programs using the ECFD courses as electives (e.g., FCS, ELE, PSY).

Diverse candidates

21

The number of diverse students has been decreasing since 2013-2014, which was 21 students. Current year data reveals a decrease of 163% since 2013-2014.

Graduates

22

The number of students graduating from the ECFD program has had relatively constant growth, reaching its highest rate at 17 students or approximately 36% of the total number of students in the program. The ECFD has experienced a 240% increase over the graduates from 2012-2013.

Master of Science in Education - Elementary Education

Head count

23

The ELE graduate program has been experiencing decreasing enrollment over the past 2 years. In 2013-2014 and 2014-2015, the ELE program hit a high of 66 students. Since 2014-2015, the program has decreased in head count by 5%. However, when looking at the full 5-year period, the ELE program has experienced an 11% increase.

Credit hour production

24

The ELE program has experienced similar data trends in credit hour production as the head count data; a stead decrease in hours over the past 2 years. Credit hour production was the highest for this report period in 2014-2015, reaching 472 hours. Since that year, the ELE program has experienced a 20% decrease. Even when looking at the total 5 year period, the program has less credit hour production this year than in 2012-2013, albeit only 4 hours. It is hypothesized that students are going to other programs for elective courses, such as the ECFD program.

Diverse candidates

25

Similar to the data for the ECFD program, the ELE program is experiencing a consistent decrease in the number of diverse candidates admitted to the program. Although there has been a slight increase since 2014-2015 (1 student = 25%), when looking at the total 5 year reporting period, the ELE program has decreased its diverse candidates by 44%.

Graduates

27

The ELE program experienced its largest number of graduates in the current academic year. There was a 46% increase in graduates over the previous academic year and an overall increase since 2012-2013 of 90%. There was a significant drop in number of graduates from 2012-2013 to 2013-2014 (35% decrease) but began rebounding in 2014-2015 and has been steadily increasing since. There has been an increase of 192% since 2013-2014.

Master of Science in Education - Family and Consumer Sciences

Head count

28

The FCS graduate program is traditionally a low enrollment program. Over the past 5 years, the program has had a total of 12 students. The trend seems to be a “see-saw” pattern of increase-decrease. The low number of students in this program is a state-wide phenomenon. There is a significant shortage of FCS teachers in the state and Master-level teachers are scarce.

Credit hour production

29

Credit hour production in the FCS program is minimal. The program relies primarily on other programs, such as the ECFD graduate program, to provide courses for the students in the FCS program. Since transferring to the CEFS department, the FCS program has produced, on average, 8.3 hours.

Diverse candidates

We have no data available on the number of diverse students in the FCS program.

Graduates

31

There are only two years of data for graduates from the FCS program. In the first year of available data (2015-2016) 3 students graduated with a MS Ed. In FCS, which was 100% of the head count for that academic year. In the current year, 1 student will graduate from this program.

Master of Science in Child Life Studies

Head count

32

The MS in CLS is a new program this year, accepting the first students (5) this fall. Current projections for 2017-2018 is approximately 15 students between the accelerated and standard options in this program.

Credit hour production

33

The CLS program has some coursework that is offered through the CLS program but students in the CLS program will also use ECFD courses. This data category may not reveal accurate data for the CLS program.

Diverse candidates

33

Of its current head count, 40% (2 of 5) of the students are classified as diverse. Diversity is a challenge for the profession on a national basis.

Graduates

Given this is the first year of the CLS program, there are no graduates to be reported.

Conclusion

Undergraduate programs

When analyzing the head count data, it appears that CFD and ELE programs are trending up. ECE showed a slight decrease this year but it is anticipated it will increase in the upcoming years due to new program options (e.g., IA and ECSE). The FCS program has an “increase/decrease” trend in head count. In the area of credit hour production, all four undergraduate programs are trending upward. Overall, the diverse candidates are decreasing among three of the four programs. Only ECE is showing an increase in diverse candidates. It is acknowledged that recruitment of diverse candidates should be a priority for all undergraduate programs. In the area of graduates, only FCS has experienced a decline. However, this program is traditionally low enrollment. The data reveal a need to closely monitor the FCS program as it is showing a decline in all areas except for credit hour production.

Graduate programs

The programs considered for this discussion will be ECFD, ELE and FCS. The CLS program has too little data to detail trends.

Overall, the head count in all CEFS graduate programs is decreasing. It is clear that recruitment needs to be a priority. In the area of credit hour production, the ECFD program is strong and has an increasing trend. The ELE and FCS programs, however, are trending down. Increasing head counts in these programs should also increase the credit hour productivity. Diversity in the three graduate programs is a confirmed need as all have experienced decreases in diverse candidates. The number of graduates is trending upward for ECFD and ELE but decreasing in FCS. Areas for attention include recruitment and, specifically, recruitment of diverse candidates.

Overall, the ELE and FCS programs are in need of intervention. An action plan will be developed with the FCS Program Coordinator for FCS. The Program Director for the MS Ed in ELE is retiring and a new director will need to be appointed. This program will require additional support to turn the program around.

Discussion of academic programs

BS in Child and Family Development

The CFD program has grown over 68% over the past five years. In addition to the majors, there are generally about 100 minors for students predominately from psychology, communications and social work. CFD provides two general education courses (CFD 155 Principles of Human Development and CFD 163 Relationships in Today’s Families). These are the only general education courses offered through the College of Education. This program provides service courses for elementary education, early childhood education and family and consumer sciences. The credit hour production in CFD has increased over 80% over the past five years, primarily due to the number of courses offered online. Any CFD course offered online will exceed the maximum course enrollment.

Faculty from the CFD program are active recruiters. They host a “Students To Campus” day each year where high school Family and Consumer Science teachers bring students interested in careers within the CFD, ECE and FCS fields tour campus and receive additional information about the programs. Nearly 100 students participated in 2016. Faculty visit local high schools to provide information about the program and Missouri State.

The CFD program is uniquely positioned to develop articulation and/or completion programs with community colleges across the state because of the many online courses in the program. An articulation agreement was developed with OTC for students transferring the AAS in Early Childhood Development to the CFD Child Development option. Articulation is nearing completion with Metropolitan Community College-Penn Valley for students to participate in our Kansas City Child Life program. Work is continuing for students to complete the MSU Child Development and the Family Studies options. Initial talks began this year to offer a completion degree with State Fair in the Lebanon, Camdenton and Lake Osage areas.

The Child and Family Development major allows students to choose an option area as a focus: Child Development, Youth Development, Family Studies, and Child Life. This flexibility is appealing to many students as well as employers. In particular, the Child Life option has been a growing area with the option of pursuing an accelerated Masters in Child Life Studies. Since the certifying agency will require a Masters degree for certification in 2020, students find the opportunity to start working on an advanced degree while finishing their undergraduate program an attractive option.

One of the CFD program’s biggest challenges is its identity. Many people are confused when they hear “Child and Family Development”. Many do not realize it is a program within the College of Education and, when they find the program in COE, they make the assumption that it is a teacher certification program. To this end, we purchased an ad in the Standard “Back to School” edition that highlighted the four option areas along with careers aligned to each option. Additional opportunities will be explored for the next academic year to make the program more visible and less ambiguous.

BS Ed in Early Childhood Education

The Early Childhood Education program has also seen tremendous growth over the past five years. Credit hour production for the program has also increased significantly. The ECE program has increased the number of diverse students from 9.5% five years ago to 15% for the current academic year.

The ECE faculty participate in numerous recruitment events throughout the year, including the “Students to Campus” event, Fall and Spring Showcase (sponsored by the Admissions Office), and visits to local high schools.

Several initiatives were developed this year that have the potential for increasing enrollments in the next few years. First, the program forged a partnership with High Pointe Elementary School in the Nixa Public School District to work with ECE students in a yearlong student teaching placement, known as the Internship Academy (IA). Eight students were interviewed and selected to pilot the ECE version of the IA. Students will be placed in kindergarten, first, and second grade classrooms where they will remain for the full academic year. ECE faculty will collect data on the pilot program to assess its effectiveness. The second initiative is a new accelerated Masters in Early Childhood Special Education. The degree has been approved by MDHE and will be available for students in the fall of 2017. This program is a collaboration between the Special Education program and the Early Childhood Education program but is housed in the CEFS department. It is anticipated that this highly sought after degree will increase ECE enrollments over the next few years.

The ECE program submitted its SPA report in March 2017. The analyses of the key assessments indicate the program remains strong and candidates are well prepared for the field.

BS Ed in Elementary Education

The ELE program has experienced growth in enrollment over the past three years. In 2015-2016, the ELE program implemented an innovative yearlong student teaching option known as the Internship Academy (IA). In the current year, there were 29 students involved in 2016-2017. Nineteen will be participating in the IA in 2017-2018.

The ELE program has been charged to review and revise the ELE 500 curriculum in order to make it more sustainable, less labor-intensive. In addition, the ELE program has been asked to review the program in order to reduce required credit hours as the university is stressing program hours should be between 120-125. As the program faculty work on curricular changes, data from the SPA that was submitted in the spring of 2017 should provide important data for them to consider in the decision-making process.

There will be three new assistant professors in the ELE program beginning in the 2017-2018 academic year. It is anticipated there will be some shifting of duties and responsibilities among the ELE program faculty. The program will need to focus on how to make best use of its resources in the coming year.

BS Ed in Family and Consumer Sciences

The FCS program continues to be a low enrollment program. There is only one full time faculty member in the program and she is an instructor (Master level). The instructor actively recruits and is involved in state-level organizations that help promote the program. Missouri reflects the national trend in that there is a shortage of FCS teachers. There are few programs that continue to offer FCS teacher preparation and MSU is one of those institutions.

The FCS program has implemented a version of the Internship Academy this year. This initiative needs to be reviewed for its “return on investment”. Given the low number of IA participants, does this option require more resources than the traditional student teaching model? An analysis of the IA will be conducted to answer this question.

MS in Early Childhood and Family Development

The ECFD program has shown significant growth until this year. The decline can be aligned with the lack of a designated person to coordinate the program. It is anticipated that under new guidance, the ECFD program will once again thrive. This program has a unique market including both early childhood and child and family development. While some public school educators choose this degree instead of elementary education, the program also attracts individuals from a wide variety of fields including social services, child welfare, Parents As Teachers, child and/or family advocacy, psychology, and religion.

MS Ed. In Elementary Education

The ELE graduate program has been declining in numbers of students for the past several years. This decline can be attributed to a saturation in the market. Although this program is accessible because it is offered online, there are numerous other online programs for elementary education. In an effort to make this program distinctive, the graduate faculty have developed several graduate certificates, which include conservation education, education of gifted and talented, elementary mathematics specialist, and elementary curriculum and instruction. However, the numbers of students taking advantage of these certificates are small.

The ELE graduate program seems to have an “identity crisis” or lack of focus. Students have four required courses in the MS ELE program and complete their required hours by choosing electives from Literacy, Technology or Early Childhood & Family Development. Given the declining enrollment trend in this program, it seems necessary to revamp the program in order to better meet student needs and/or interests. Additionally, ELE faculty must take an interest in the graduate program and use a portion of their teaching load to teach a graduate course. The seminar and thesis students should be mentored by all of the ELE graduate faculty, which will provide additional knowledge and skills being shared with students.

MS Ed. In Family and Consumer Sciences

The MS FCS program is very small and seems to have difficulty attracting students. It is a challenge to offer a graduate program when there is such a low number of individuals going into the field. An action plan will be determined for this program early in the next academic year.

MS in Child Life Studies

The CLS graduate program began in the fall of 2016 with five students. The Program Director along with the other two certified Child Life Specialists on faculty have been recruiting in a variety of ways. The Dean provided $5,000 for new program support, which was used to purchase brochures and a variety of give-away merchandise. The funds also made it possible to sponsor the key note speaker at the Midwest Association of Child Life Professionals conference in Chicago as well as an information booth. The program will also be hosting an information booth at the national conference in Las Vegas. It is anticipated that these events will produce 8-10 students for the program.

In addition to the “standard” program to meet the needs of individuals who do not have coursework or background in Child Life, the proposal has been approved to offer an accelerated program to our undergraduate CFD students in the Child Life option. Approximately 6 undergraduate students have already applied to the program and will begin taking CLS coursework in the fall.

Plans for increasing enrollments

The department has a number of initiatives in place to increase enrollments. For the undergraduate programs, our focus is largely on the BS in Child and Family Development. The recruitment efforts for this program include a recruitment fair for high school students in Family and Consumer Sciences classes (Student to Campus event), . In addition, we are working on partnerships with community colleges. We have begun with OTC and should have that articulation completed prior to the beginning of the 2017 fall semester. An articulation agreement is being negotiated with Metropolitan Community College at Penn Valley. This agreement will provide pursuing the early childhood development degree to continue on with our BS in CFD degree, either the Child Life or Child Development option. We believe this partnership will be a strong recruitment tool for two of our accelerated Master’s degrees – Child Life Studies and Early Childhood and Family Development. Preliminary discussions have taken place with the Camdenton School District and State Fair Community College for a partnership with the CFD and ELE programs to offer the Director’s Credential coursework (CFD) and/or completion of a Bachelor’s degree (ELE and CFD).

The ECE and FCS programs are engaged in recruitment efforts. Both programs participate in the “Students to Campus” event, the fall and spring showcase events sponsored by the MSU Admissions Office, and the Majors Fair each fall. The ELE faculty need to become more involved in recruiting, especially the recruitment of high quality diverse candidates. CEFS will participate in the summer BEAR UP program, which brings students from the St. Louis area (Pattonville and Riverview Gardens Schools Districts) to a weeklong residential, college prep event with a focus on majoring in programs offered by the College of Education.

A primary focus for the following academic year will be on recruitment for our graduate programs. The graduate faculty, Program Directors, and Department Head will meet monthly to discuss and outline recruitment efforts. A new look at alternative delivery systems will be discussed, including ZOOM technology, weekend options, and field-based curriculum. During the summer, the department Graduate Assistant will perform market research to explore competing programs and why they are capturing a larger market share than our programs. This data will be used in the next academic year to develop a recruitment plan.

DEPARTMENTAL RESOURCES

Program Level FT FTE
CFD BS 7.3
ECE BS Ed 3.3
ELE BS Ed 10
FCS BS Ed 1
ECFD MS 0
ELE MS Ed 1
FCS MS Ed 0
CLS MS 1

The BS in Child and Family Development added a new FT Assistant Professor in 2016-2017. Her area of expertise is Family Studies and diversity. A search this year for another full time Assistant Professor ended in a failed search; however, a follow-up search was conducted with an offer being made. The outcome is unknown at this time. Although the addition of new faculty will certainly strengthen the program, per course faculty are still needed to offer the courses that are in high demand from this program.

The BS Ed in Early Childhood Education program is in a transition. The two full time ranked faculty are no longer in the program. One resigned and moved and the other was promoted to Department Head. The third faculty member teaches one ECE, one CFD and one ECFD course each semester. A FT Clinical Instructor was hired to work with students in the ECE IA that will be piloted in 2017=2018. A successful search for a FT Assistant Professor will bring a ranked faculty back to the program. A second search conducted at the end of the spring semester ended as a failed search. A new search will begin early in the fall of 2017. The program will need some per course support to offer the courses needed to meet new DESE certification requirements.

The BS Ed in Elementary Education program will be in a transition year in 2017=2018. The ELE Program Coordinator retired in the spring of 2016. In addition, a Professor, two Clinical Instructors, and an Instructor retired this current academic year. Two searches resulted in successful hires for two assistant professors (one Mathematics education; one Literacy education) and a Clinical Instructor. There will still be a need for per course to cover required courses on the Springfield campus as well as our outreach campuses.

The BS Ed in Family and Consumer Sciences program has one FT Instructor and uses one per course instructor to deliver the program courses. Given the low enrollment and high need for FCS educators, a strategic hiring plan will be presented to the Dean next year to advocate for a ranked faculty member for this program.

The MS in Early Childhood and Family Development program utilizes 2 – 3 per course faculty each academic year to cover courses that the ECE and CFD faculty cannot teach due to responsibilities in their respective undergraduate programs. Ideally, there should be one FT ranked faculty person assigned to the program. New faculty in the CFD and ECE programs could each teach one course in the graduate program, which would eliminate the need for per course.

The MS Ed in Elementary Education program had its only FT ranked faculty person retire this academic year. A successful search will bring in an Assistant Professor of Curriculum and Instruction. It is anticipated that this person will be able to provide leadership for the graduate program. However, there must be a commitment from all ELE faculty to teach and provide research mentoring for the students in this program. Multiple perspectives, areas of expertise and skills are needed in this program to assist with the rebuilding of this program.

The MS Ed in Family and Consumer Sciences program faces constraints due to the lack of a ranked faculty member assigned to the program.

The MS in Child Life Studies program has one FT ranked faculty assigned to it. This arrangement currently meets the needs of this new program.

Quality of programs and advising

CEFS faculty developed a rubric for teaching effectiveness that is included in the Promotion and Tenure document. Faculty address the criteria from the rubric for their annual review. CEFS does not currently have a peer review system in place; however, this would be advantageous to the department to consider this in the future.

Per course faculty are supported by the coordinators of the program within which they are teaching. In addition, a handbook has been developed that is provided to each new per course instructor upon hiring. Student teacher supervisors are brought in for training prior to the beginning of the semester to address student teaching requirements, including MoPTA, MEES, and other topics of need.

Each program has an advisory board that meet annually. These groups address needs in relation to recent program graduates. Further, the ECE program hosts a debriefing for the student teachers to report on the strengths and weaknesses of the student teaching experience as well as their coursework preparation provided.

Students in our department are advised in a few different ways. Undergraduate students in the CFD program are advised by a designated advisor assigned and supervised by the Department Head. Beginning in the fall of 2017, this advisor will be part of the Education Advising Center. Advising of Child Life students moves to Child Life faculty once the student has been accepted into the Child Life program. All other advisement occurs through the Education Advising Center. Graduate students are advised by the Program Director for the graduate program. Further, students in the ECFD program connect with a member of the graduate faculty to receive advising/mentoring for their research projects. This system will be recommended to the ELE graduate faculty to be instituted with the MS Ed in ELE.

CEFS assessment plan

Assessments both at the unit (EPP) and program level have been designed and engaged in the Taskstream system. Each program has key assessments related to state and national standards. Programs annually review their data to ensure standards are being met and continuous improvement occurs.

Two programs, ECE and ELE, completed SPA reports in the spring of 2017. Results will be forthcoming. The CFD program will be completing a self-study and external review in the next academic year. Presently, the FCS program does not participate in the national SPA. It may not be possible to do so until a full time ranked faculty member is part of the program. This will be investigated further in the upcoming year.

CEFS support for the Public Affairs Mission

Dr. Sabrina Brinson

  • Board of Advisors/Directors of a Company, Springfield Branch of the National Association for the Advancement of Colored People. (January 2015 - Present).
  • Showing How Opportunities Work (SHOW), Support Group for Parents in Transition. (2012 - Present).
  • Clifton Moore, Jr., Minority Memorial Scholarship Committee. (2010 - Present).
  • Education Standing Committee of the Springfield Branch of the NAACP. (2009 - Present).
  • Women in the NAACP Standing Committee of the Springfield Branch of the NAACP. (2009 - Present).
  • Founder and National Director. Boys Booked on Barbershops (AKA B-BOB) and Girls Booked on. (2003 - Present).
  • Host, African American Read-In Chain. (2001 - Present).

Dr. Joanna Cemore-Brigden

  • Officer, Secretary, International Play Association (IPA) - USA. (March 2015 - Present).
  • Book Review Editor, The Association for the Study of Play. (March 2015 - Present).
  • At-large Board Member, The Association for the Study of Play. (March 2015 - Present).
  • Member, US Play Coalition. (2010 - Present).
  • Member, US Alliance for Childhood. (2007 - Present).
  • Member, International Play Association (IPA). (2005 – Present

Dr. Amanda Benedict-Chambers

  • MSU Faculty, Partnership with Fremont Elementary School, Springfield MO. (August 2013 - Present).

Dr. Denise Cunningham

  • Peer Reviewer, SPA Reviewer. (September 2012 - Present).
  • Member, Association for Early Childhood Teacher Education. (2012 - Present).
  • Member, Organization of Teacher Education In Reading. (January)

>Vickie Haynes

  • Presented at the MSU/MSTA Conference. (March 2014 - Present).

Robin Koerber

  • High Pointe Elementary. (August 2016 – May 2017) ECE Internship Academy Coordinator
  • Facilitator, Robberson Elementary School Family Literacy \Workshop (October 12, 2016).

Dr. James Meyer

  • Board of Advisors/Directors of a Company, Better Beginnings Healthy Families America Advisory Board. (May 2014 - Present).

Dr. Diana Piccolo

  • Court Appointed Special Advocate (CASA). (April 2013 - Present).

Kimberly Roam

  • Committee Member, Child Care Aware of Southern Missouri. (May 2014 - Present).
  • Committee Member, Community Partnership of the Ozarks. (January 2013 - Present).

Dr. Jennifer Rojas-McWhinney

  • Conference Discussant, Child Care Aware of Southern Missouri. (March 4, 2017).

Michelle Satterfield

  • National conference submission reviewer National Association for Gifted Children (March 2017).

Melissa Schotthofer

  • Committee Member, National Child Life Council Certification Committee. (April 15, 2015 - Present).

Cara Smith

  • Grief Group Facilitator, Lost and Found. (September 1, 2014 - Present).

Dr. Joan Test

  • Consultant to child care centers on children's behavioral issues. (2009 - 2016).

Myrna Walker

  • Volunteer Usher, Springfield Little Theater. (September 2012 - Present).

Dr. Brittany Wittenberg

  • Committee Member, Association of Child Life Professionals (ACLP)/Research: Evidence-Based Practice/Quality Improvement Awareness and Networking Subcommittee. (June 29, 2016 - Present).

Faculty research and scholarly activities

Book chapters

  • Cunningham, D. D. and Breault, D. A. (2017) Educative experiences in early childhood education: Lessons from Dewey. In Cohen, L.A. and Waite-Stupiansky, S. Theories of early childhood education: Developmental, behavior is and critical. New York: Routledge.

Research articles

  • Benedict-Chambers, A. Teacher educator feedback: Supporting preservice teacher noticing and analysis of ambitious science teaching.
  • Benedict-Chambers, A., Aram, R. J., Wood, G. M. (2017). Implementing Tool-Supported Rehearsals for Ambitious Science Teaching in an Elementary Science Methods Classroom. To appear in Innovations in Science Teacher Education. http://innovations.theaste.org
  • Benedict-Chambers, A., Aram, R. J. Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use. To appear in Journal of Science Teacher Education. http://www.springer.com/education+%26+language/science+education/journal/10972
  • Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 59, 28-44.
  • Benedict-Chambers, A. Guiding students towards sensemaking: Teacher questions focused on integrating scientific practices with science content. International Journal of Science Education. http://www.tandfonline.com/toc/tsed20/current
  • Brown, O. Gilbert, Hurst, B., Wilson-Hail, C. K. (2016). Early Reading Experiences: An Artifact of Cultural Capital. Critical Questions in Education, 7(2), 116-129.
  • Wittenberg, B., Beverung, L., Ansari, A., Jacobvitz, D., Hazen-Swann, N. Gender differences in parents' prenatal wishes for their children's future: A mixed-methods study. Journal of Child and Family Studies.
  • Wittenberg, B. Evidence-based practice one step at a time: Step 3 - search for evidence. Association of Child Life Professionals Bulletin: A Publication of the Association of Child Life Professionals

National/international presentations

  • Brinson, S. A., Paper Presented at the 1st Annual Conference for Academic Research in Education, "Equity Literacy Required for Fair and Balanced Curricula," Academic Research in Education, Las Vegas, Nevada. (January 2017).
  • Brinson, S. A., Paper Presented at a National Conference: The 2016 Annual Conference for National Council of Teachers of English, "The Audacity of Accountability," National Council of Teachers of English, Atlanta, Georgia. (November 2016).
  • Brinson, S. A., Paper Presented at a National Conference: The 2016 Annual Conference for the National Association for the Education of Young Children, "Using Culturally Responsive Books as a Bridge over Troubled Waters," National Association for the Education of Young Children, Los Angeles, California. (November 2016).
  • Brinson, S. A., Paper Presented at an International Conference: The 2016 Annual Conference for National Association for Multicultural Education, "Culturally Responsive Literature Recollected and Present for Practitioner Accountability," National Association for Multicultural Education, Cleveland, Ohio. (November 2016).
  • Cemore, J. J., The Association for the Study of Play Annual Conference, "Outdoor Play Histories," The Association for the Study of Play, Rochester, NY. (April 2017).
  • Benedict-Chambers, A., National Association for Research in Science Teaching International Meeting, "Attending to Student Thinking in Rehearsals: Exploring the Connections Between Teacher Educator Feedback and Novice Teacher Noticing," National Association for Research in Science Teaching, San Antonio, TX. (April 24, 2017).
  • Benedict-Chambers, A., Association for Science Teacher Education International Meeting, "Preservice Teachers Analyzing Challenges of Science Teaching in Tool-Supported Rehearsal and Classroom Reflections," Association for Science Teacher Education, Des Moines, IA. (January 13, 2017).
  • Sullivan, P., Piccolo, D. L., Annual Meeting of Missouri Council of Teachers of Mathematics, "Challenging Students to Elaborate Their Thinking: Lessons Learned by Practicing Teachers," Missouri Council of Teachers of Mathematics, Columbia, MO. (December 1, 2016).
  • Wittenberg, B. (Presenter & Author), 35th Annual Association of Child Life Professionals Conference on Professional Issues, "A Psyhchosocial Intervention for Children with Autism Spectrum Disorder in the Outpatient Surgery Unit," Association of Child Life Professionals (formerly Child Life Council), Las Vegas, NV. (May 28, 2017).
  • Wittenberg, B., Society for Research in Child Development 2017 Biennial Meeting, "A Psychosocial Intervention for Children with Autism Spectrum Disorder in the Outpatient Surgery Unit," Society for Research in Child Development, Austin, Texas. (April 6, 2017).

Grants (internal and external)

Internal

  • Cemore, J. J., "Outdoor Play Histories," Sponsored by College of Education - Missouri State University, Missouri State University. (August 2016 - December 2016).
  • Benedict-Chambers, A. (Principal), Piccolo, D. L. (Co-Principal), Wood, G. M. (Co-Principal), McMeley, C. A. (Co-Principal), "Collaborating Across Elementary Education Methods Courses to Use Video to Promote Teacher Candidates’ Reflection of Instruction," Sponsored by Missouri State University Graduate College, Missouri State University, $7,480.00. (March 2015 - September 2016).
  • Benedict-Chambers, A. (Principal), Piccolo, D. L. (Co-Principal), Wood, G. M. (Co-Principal), McMeley, C. A. (Co-Principal), "Collaborating Across Elementary Education Methods Courses to Use Video to Promote Teacher Candidates’ Reflection of Instruction," Sponsored by Missouri State University Graduate College, Missouri State University, $7,480.00. (March 2015 - September 2016).
  • Test, J. (Principal), "Faculty Research Grant: Culture and the development of social cognition during everyday life at child care in the early years," Sponsored by MSU Graduate College, Missouri State University, $7,500.00. (January 1, 2016 - July 1, 2017).

External

  • Sullivan, P. (Co-Principal), Piccolo, D. L. (Principal), VanGilder, J. (Co-Principal), "Getting it W.R.I.T.E (writing, reading, inquiry, technology, and engagement) in Mathematics," Sponsored by Missouri Department of Higher Education, State, $500,968.00. (March 1, 2015 - Present).
  • Hellman, A. B. (Principal), Uribe-Zarain, X., Rojas-McWhinney, J., "iELT-Ozarks (Improving English Language Teaching in the Ozarks)," Sponsored by US Department of Education Office of English Language Acquisition, Federal, $2,483,661.00. (September 1, 2016 - August 31, 2022).

Analysis of research productivity

Research productivity remains stable in the CEFS department. This being said, the number of research activities is low when compared to the number of faculty in the department. This is due, in part, to the low number of ranked faculty. This year, two professors, one of which is usually highly productive, are retiring at the end of the academic year. Another professor has chosen to teach a full load and not participate in research. Currently there are three ranked faculty who are pursuing promotion and tenure. The majority of the productivity can be aligned to their efforts. Several faculty members participate in conference presentations; however, few lead to additional products such as publications.

In the following academic year, the department will increase its number of ranked faculty working toward tenure and promotion by five. This increase should work to increase the amount of publications and possibly grant funding that occurs within CEFS.

The department will continue the practice of providing additional travel funding to those faculty working toward tenure and/or promotion. Faculty are also encouraged to participate in the university writing retreats. One of the CEFS faculty is chair of this project. The writing retreat will be very beneficial to the new faculty coming on board in August 2017.

Facilities and staff

At the end of this academic year, all faculty and staff were relocated to either Strong Hall or PCOB where they will remain until August 2018 due to the renovation of Hill Hall. There will be additional space for the growing faculty in CFD and ECE. It will be challenging over the next year to maintain collegiality and communication. It will be critical to assign new faculty strong mentors that will be able to facilitate their professional growth and facilitate the new faculty’s productivity.

An area of need is in the department’s front office. CEFS has one full time academic Administrative Assistant and a part time Administrative Assistant. Currently, the part time position is open. This is a reoccurring situation because individuals need (and want) full time employment with benefits. Historically, this part time position has experienced nearly annual turnover. Given the amount of students served by the department as well as the growing number of faculty, it seems beneficial to create a new position and hire a full time Administrative Assistant.