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| No. | Indicator | Data Type | Measure | Best Practice in Place? | Evaluative Statement or Data for Quantitative Measures | Location of Policy/survey data/reports |
| 9 | Creation of appropriate linkages between elementary and secondary education and higher education | BP | Articulates and communicates the skills and abilities that a freshman student must have to be successful at the institution | Yes | CU-Denver's admission requirements and the Minimum Academic Preparation Standards (MAPS) articulate the skills and abilities that students must have to succeed. These publications provide excellent information and guidance for freshmen students. | Recruitment publications for CU-Denver - located in the Office of Admissions |
| BP | Participates in outreach experiences and programs cooperatively designed by elementary, secondary, and higher education | Yes | The CU-Serves program, housed in the Center for Internships and Cooperative Education, collaborated with the CU-Denver Financial Aid/Student Employment Office in late spring 1997 to place 25 work-study students as paid reading tutors in a dozen Denver-metro elementary schools in the summer and fall of 1997 and spring 1998. This program was initiated in response to President Clinton's America Reads Challenge Program.
The School of Education participates in teaching, research, and service activities with a wide variety of elementary, secondary and higher education units. Partnerships range from research projects such as ELF to educational renewal in inner city Denver schools. The depth of the current partnerships needs to be maintained while the potential for new partnerships continue to be explored. |
Records and program descriptions in the Office of CU-Serves, and Linkages Document and NCATE files in the School of Education | ||
| BP | Monitors outreach experiences' and programs' success in enrolling, retaining, and graduating students from economically disadvantaged and traditionally underrepresented groups | Yes | Records of the participants in the CU- Serves program are maintained for students and elementary schools, and tutors are monitored by CU-Serves staff and the participating elementary school's supervising teacher. | Records and program descriptions in the Office of CU-Serves | ||
| BP | Encourages and allows secondary students to take postsecondary courses | Yes | CU-Denver offers many programs which allow secondary students to take postsecondary courses. Examples include the Pre-Collegiate Program, H.B. 1244, CU-Succeed Silver and Gold Programs, High School Concurrent Registration Programs, and credit granted for Advanced Placement courses when the scores are high enough. The programs are very popular with students and are working well for students and for the institution. | Catalog, Office of Admissions, Division of Extended Studies, Office for Pre-Collegiate Development |
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| BP | Integrates experiential learning into the curriculum | Yes | Partnerships with four metro Denver School Districts in 13 schools to train initial teachers represents the impact of experiential learning in our curriculum. Other programs exhibit similar foci. | ITE Partnership document and NCATE files in the School of Education | ||
| BP | Implements admissions standards and practices based on standards developed in elementary and secondary education | In progress | CU-Denver has had representation from both the Office Admissions and the colleges and schools working with high school personnel to develop agreements to allow "standards based admission". The Student Information System has been modified to track these students throughout their academic career at CU-Denver. | Office of Admission, colleges' and schools' academic advising offices | ||
| BP | Conducts or participates in K12/postsecondary faculty-to-faculty exchanges and conferences | Yes | In 1996 the School of Education had two faculty from partner schools in residence: a principal and a teacher. In addition, 13 faculty members spend one full day a week in residence at a partner school. Many of the partner projects in the Linkages document demonstrate faculty-to-faculty exchanges across a wide range of content areas. The School of Education has a strong and ongoing commitment to reciprocal learning and activities between K12 and postsecondary education. | NA | ||
| For institutions with a teacher education mission: | BP | Offers programs for preparation and professional development of principals | Yes | CU-Denver offers programs for the preparation and professional development of principals. These programs are developed in coordination with school districts and are part of the DASSC coalition. In 1996-97 the School of Education recommended 41 individuals for administrator licenses. Because of the partnerships between school districts and the Administration Division in developing, implementing, and evaluating programs for principals we believe this to be a strong and positive program. | Administration, Supervision and Curriculum Development Student Handbook and NCATE files in the School of Education | |
| Quan | FTE faculty members assigned to the institution's initial teacher preparation program | NA | Instructional FTE = 14.27, including 13 leadership area professors. The faculty are predominately full-time and tenure-track. This strong commitment results in consistent advising, knowledgeable supervision and ongoing curriculum development that is innovative and responsive. | 1996-97 Annual Program Review (section B - Faculty Resources) in the School of Education. | ||
| Quan | Total hours per year spent in K12 school settings by those faculty members | NA | Total hours spent in K12 settings = 4720
These data are estimates based on: |
Chart of number of faculty by hours spent in schools, School of Education Dean's Office | ||
| Quan | Average number of hours per year spent in K12 settings per FTE faculty member assigned to the initial teacher preparation program, computed from previous two measures | NA | Average hours per FTE faculty member = 330.8 hours per year per faculty member.
We believe this to be an appropriate average for faculty members to spend in schools. We would not expect increases in the averages in the next few years. This represents a balance between teaching, scholarship and service. |
NA | ||
| Quan | Number of undergraduate and post-baccalaureate program completers, reported separately | NA | The CU-Denver School of Education is a graduate only program. The numbers provided below for initial teacher licenses include all program completers. This year the numbers for second endorsement licenses include only those students recommended for licensure. In the future, program completer data for all programs will be available.
Graduate initial teacher licenses = 205 (includes early childhood/special ed. initial license) Graduate second endorsement licenses = 140 (including 41 school administrators) |
NA | ||
| Quan | Average number of faculty hours per year spent in K12 settings per program completer eligible for licensure, reported separately for undergraduate and post-baccalaureate programs | NA | Twenty-three hours per year are spent by faculty in K12 settings for each initial teacher license which is issued by the School of Education. | NA | ||
| Quan | Distribution of the year's field experiences for pre-service teachers across urban, suburban, and rural schools. If a student has multiple field experiences, each one counts. | NA | Large City 42% Urban fringe of a large city 58% | Office of Institutional Research, Planning and Analysis, and School of Education Dean's Office | ||
| Quan | Distribution of the year's field experiences for pre-service teachers across schools whose student populations are characterized by free lunch eligibility data as having high, moderate, or low socioeconomic status. If a student has multiple field experiences, each one counts. | NA | High SES 22% Low SES 78% | Office of Institutional Research, Planning and Analysis, and School of Education Dean's Office |
