Faculty Strategic Plan

TABLE OF CONTENTS

1. Background
2. Implementation
3. Subcommittee Members
4. Vision Statement
5. Mission Statement
6. Guiding Principles

Strategic Goals and Recommended Actions

1. Administration, Governance and Accountability
2. Aboriginal Education
3. Lifelong Learning
4. Graduate Studies and Research in Education
5. Undergraduate Studies in Education

1. BACKGROUND

The Faculty has undergone considerable change over the life of its first Strategic Plan 2000 - 2005.  In this revision we outline our major goals for the next five years (2006-2011) and the steps we will take to take to achieve them.  This revision is aligned with Lakehead University's Strategic Plan (2005-2010), Academic Plan (2006-2011) and with the recent opening of a second Lakehead University campus at Orillia.  An overarching goal for the Faculty of Education in the next 5 years, one that transcends all other goals presented here, is the development of our Faculty as an integrated and seamless academic unit across these two campuses.

2. IMPLEMENTATION

On an annual basis the Implementation Committee (i.e. Dean, Department Chairs, Chair of Faculty Council, Discipline Group Heads, Chair of the Technology Working Group and Faculty Administration Officer) will review progress for the previous year and set priorities for the coming year.  For each priority, the projected costs, timeline and person responsible will be established.  Faculty Council will be provided with a report on an annual basis.

3. SUBCOMMITTEE MEMBERS

Aboriginal Education

• Chair: Ethel Gardner
• Members: Mark Aquash, Sonja Grover, Karen Reynolds, Lisa Korteweg, Medhat Rahim, Dolores Wawia, Lauri Gilchrist, Susan Bebonang, Bruce Beardy.

Administration, Governance and Accountability

• Chair: Julia O'Sullivan
• Members: Tony Bartley, Fiona Blaikie, Don Kerr, Connie Russell, Karen Farrier, Lucas Johnson and Gisella Scalese

Graduate Studies and Research in Education

• Chair: John O'Meara
• Members: Seth Agbo, Mary Clare Courtland, Bob Jickling, Ann Kajander, Connie Russell, and Janice Oakley (MEd candidate)

Lifelong Learning

• Chair: Philip Allingham
• Members: Lisa Korteweg, Graham Passmore, Robert Sweet, Christina van Barneveld, Karen Farrier, Stephen Chase and Kim Falcigno

Undergraduate Studies in Education

• Chair: Hope Fennell
• Members: Patrick Brady, Juanita Epp, Don Kerr, Alex Lawson, Wayne Melville, Linda Strey, Sheila Wilson, and Matthew Chater (BA/BEd candidate)

Acknowledgements: The Faculty is grateful for the input provided to this plan by individuals and groups from within the Lakehead University community and from those educational organizations the Faculty is networked with.

4. VISION STATEMENT

The Faculty of Education at Lakehead University inspires knowledgeable and reflective life-long learners who care about the welfare of others and the environment, and are recognized for their leadership and commitment to the very best in teaching and learning.

5. MISSION STATEMENT

The Faculty offers innovative programs at the undergraduate, graduate and continuing education levels.  Grounded in research, and distinguished by their relevance to the substantive issues in education, our programs have won us a reputation for excellence.  As part of a learner-centered institution, the Faculty of Education honours diversity and values its students as partners in their own education.  We have a commitment to social and environmental responsibilities, and to Aboriginal peoples.  Together with our partners, we provide a supportive collegian environment, and contribute significantly to provincial, national, and international dialogues on education.

6. GUIDING PRINCIPLES

We believe

• that all interactions within the Faculty, University, and greater community must be ethical, and characterized by mutual dignity and respect.
• that meaningful partnerships with First Nations and provincial schools, school authorities, and school boards locally and elsewhere are integral to our success as an institution.
• the communities we serve should be encouraged to participate in helping us fulfill our mandate.
• that governance within the Faculty and the University must be open, transparent, and learner-centered.
• that all major decisions within the Faculty must support teaching, learning, research, and service.
• that advanced educational technology enhances teaching, learning, research, and service.
• that we should design programs that consistently capitalize on our unique strengths.
• that acknowledging change is integral to individual and collective development.
• that praxis should stem from the application of research to the classroom.

STRATEGIC GOALS AND RECOMMENDED ACTIONS

1. ADMINISTRATION, GOVERNANCE AND ACCOUNTABILITY

Recruit and retain outstanding faculty committed to the highest standards

1. Increase the tenure track faculty complement to achieve an appropriate student/tenure track faculty ratio (i.e., at least the average for Lakehead University).
2. Develop and implement a 5-year rolling plan for hiring tenure track faculty, and review annually.
3. Focus new tenure track faculty hiring on the priority areas for research among faculty and graduate students and critical instructional needs
4. Establish a strategy to recruit and retain qualified Aboriginal people as faculty members and at all staffing levels.
5. Articulate and strengthen the existing mentoring and professional development opportunities for tenure track faculty to assist them in achieving excellence in teaching, research and service.
6. Establish a clear and transparent strategy for attracting, mentoring and supporting outstanding contract lecturers.

Enhance communications internally and externally to achieve a consistent, accurate and excellent image of the Faculty

1. Create an editorial policy for our website.
2. Construct a "communications map" indicating the communication roles and responsibilities of the various offices, departments, discipline groups, and programs within the Faculty of Education.
3. Establish a public relations and communications committee to monitor communication effectiveness (internally and externally), identify gaps and recommend solutions.
4. Maintain and expand our strategic sponsorship opportunities.

Strengthen existing and develop new links, relationships, and partnerships that support the Faculty's mission

1. Develop a network directory that includes all organizations and communities formally linked with the Faculty of Education; review the directory annually to identify gaps; and implement procedures to fill those gaps.
2. Consult with the Aboriginal Education Advisory Council and the Aboriginal Management Council to establish a relationship and protocol with the Fort William First Nation and other Aboriginal community partners.
3. Identify those academic units at Lakehead and those Faculties of Education who complement our research and program priorities and establish working relationships.
4. Target international links for development drawing in particular on Lakehead's established position and network within the University of the Arctic.
5. Identify and prioritize strategic links within government at all levels (municipal, provincial, federal and Aboriginal) and establish working relationships.

Ensure an adequate administrative and organizational structure to support the mission of the Faculty of Education

1. Review the Faculty's administrative/organizational/staffing structure to ensure that the support necessary for achieving the goals in this plan is in place.
2. Plan for continued leadership in the Faculty by articulating opportunities for leadership development for faculty members.
3. Review the roles and responsibilities of all professional contract positions to ensure maximum support of the Faculty's mission.
4. Implement the professional development plan designed by staff for staff in the Faculty.
5. Establish an anti-racism strategy for the Faculty.
6. Develop terms of reference for Faculty Program Evaluations to support the Faculty commitment to evidence-based decision making about programs.

Ensure adequate resources to support the mission of the Faculty of Education

1. Establish a 5-year plan for the investment of Lifelong Learning revenues, and review annually.
2. Implement the Faculty's Technology Plan (2006).
3. Create a state of the art research space for faculty and graduate students in the Bora Laskin building.
4. Capitalize on our unique partnerships to revitalize the campaign for a new sustainable building for the Faculty of Education.
5. In partnership with the Education Library, achieve seamless access to teaching and learning resources.
6. Establish and maintain a database, in collaboration with Lakehead's Institutional Analysis & Government Relations Department and Office of Research, specific to the Faculty (i.e., enrollment, research funding etc.).

2. ABORIGINAL EDUCATION

Establish and implement a framework for Aboriginal community participation and partnership in current and new programming

1. Acknowledge and honour our location on the traditional territory of the Fort William First Nation.
2. Create relationships, protocols and exchanges with Aboriginal community partners, regionally, nationally, and internationally.
3. Create an Advisory Council on Aboriginal Education (AEAC), a body directly linked with the Dean's office and administered by the Department of Aboriginal Education.
4. Consult with the University's Aboriginal Management Council (AMC) on all academic decisions related to the AMC's mandate.

Create a program review process for determining current program enhancements and developing new programs that reflect Aboriginal Peoples' educational aspirations

1. Work with the Advisory Council on Aboriginal Education to determine a review and enhancement process for NLIP (Native Language Instructors' Program) and NTEP (Native Teacher Education Program).
2. Design and deliver a Community-based Stand Alone Honours Bachelor of Education - HBEd (Aboriginal).
3. Establish an on campus Concurrent Aboriginal Education Cohort.
4. Create Programs at the Masters and PhD levels that specialize in Aboriginal Education.

Establish and strengthen an Aboriginal-focused research program by seeking new opportunities and extending current work

1. Build an Aboriginal research agenda that highlights exchange of strengths and expertise between our faculty and community partners.
2. Create opportunities for dialogue, research and sharing best practices in Aboriginal Education and Indigenous language preservation, maintenance and revitalization.
3. Create a Centre of Excellence for Teaching Aboriginal Children and create an Institute for Indigenous Language Research.

Recognize and promote Aboriginal representation in university infrastructure and media

1. Reflect local Aboriginal culture in current and new facilities in the Faculty of Education.
2. Find spaces and/or new facilities targeted for Aboriginal education, language, culture ceremonies, performances and Indigenous scholarly presentations.
3. Promote the Installation and standardization of syllabics fonts and Aboriginal language learning software on all computers available for student use at Lakehead University.

Recruit, retain and build capacity with Aboriginal students through university supports and partnership networks

1. Create a recruitment and marketing campaign to attract Indigenous people locally, nationally and internationally to all our education programs.
2. Support the growth of Kinoomaagegaamig (the teaching lodge) as the hub of Aboriginal student support and activity.
3. Pro actively support the Faculty of Education & University-wide Anti-Racism Strategy, with particular attention to issues related to Aboriginal peoples.
4. Work with associate teachers and partner boards (public, provincial and First Nations) on issues regarding our Aboriginal student placements.
5. Build capacity in Aboriginal education on campus and with Aboriginal partners through interactive multimedia technology and communications training, including WebCT, videoconferencing and portable laptop labs.
6. Respond to unique Aboriginal language revitalization needs by seeking funds for each NLIP participant to have a laptop for the duration of their program.
7. Design and create a website that promotes year round networking among NLIP participants for curriculum resource development and oral, written and video communication in Aboriginal languages.

3. LIFELONG LEARNING

Develop viable, innovative programs that address the formal and informal needs of learners, and that involve lifelong learning inside and outside publicly-funded education

1. Hold a retreat for all full-time faculty and staff to deal with the short-term, mid-term, and long-term recommendations developed by the Lifelong Learning Strategic Planning Sub-committee and articulated in the external Consultants' Report.
2. Develop a Conceptual Framework that defines the nature of the Department and the activities of the Department's various divisions.
3. Utilize the expertise of an outside consultant in the field to apply the principles articulated in the Conceptual Framework to its' long-term plans as endorsed by the Faculty.
4. Establish Terms of Reference for its' various divisions (as outlined in the Conceptual Framework and endorsed by the Faculty) to oversee the activities of the Department and to develop partnerships within and outside the university.
5. Increase faculty involvement through the Faculty's developing flexible mechanisms to reward and recognize faculty participation in Department of Lifelong Learning initiatives.

Review the governance of the Department of Lifelong Learning to strengthen its cross-campus, local, and regional relationships in traditional and non-traditional areas of education

1. Examine the role of the Chair and of the bodies that oversee and advise the directions and sustaining networks of the department.
2. Strike a committee composed of representatives of the Department, Lakehead's Distance and Distributive Learning Department, and relevant community businesses (tentatively to be called "University Community Advisory Committee" [UCAC]), to complement the operations of the Faculty of Education Lifelong Learning Standing Subcommittee.
3. Conduct as soon as is practicable a business marketing survey to determine who requires its' services and what those services should be, in order to develop a coherent business plan.
4. Enhance course development and community services through the development of a Business Plan, which will encompass the design, delivery, communication/promotion, and administration of all departmental offerings and services, as given in the Conceptual Framework.
5. Allocate resources to effect the recommendations of the University Community Advisory Committee as reflected in the Business Plan and the Conceptual Framework endorsed by the Faculty.

Evaluate all Departmental programs with a view toward enhancing the Department’s sustainable revenue generation

1. Evaluate all programs, services, and partnerships with respect to the principles of sustainable revenue generation.  This initiative will begin by revitalizing and redefining the Bachelor of Education (Extension) so that the Department will be able to continue to serve the needs of teachers taking courses in our Professional Development Division, and will be fully recognized for purposes of salary and professional preparation by the Ontario Secondary School Teachers' Federation (OSSTF).
2. Analyze program support staff requirements (including training of staff and support personnel), and identify new positions to be filled, as appropriate.
3. Strengthen and increase its' capacity in terms of "best practice" instructional design, exporting it as a business venture, and conducting applied research with external community partners and a renewable core faculty.
4. Update and enhance its' course descriptions, website, and other publicly available documents to ensure accuracy and program and division currency.
5. Develop and implement quality criteria standards for all its' offerings and services, including development, design, and delivery of all workshops and courses.  The intention is to scrutinize on a regular basis and to improve curricular content and the quality of learners' work, and to develop strategies and methodologies to conduct an assessment of the quality of courses and instruction.

4. GRADUATE STUDIES AND RESEARCH IN EDUCATION

Promote the scholarly life of faculty members and graduate students by valuing research and graduate teaching, and provide the opportunity for all faculty members to contribute to graduate education through teaching, graduate student supervision, and committee membership

1. Maintain one Master of Education degree.  Following the recommendations of the Ontario Council on Graduate Studies, the Faculty shall also pursue the development of specialized fields of study in areas where the Faculty has recognized strengths, for example, Environmental Education and Aboriginal Education.
2. Strongly encourage students to concentrate on an area of interest through their thesis or portfolio research, and through their approach to or choice of assignments in courses.
3. Ensure flexibility in course delivery and scheduling for full- and part-time students.
4. Consider development of an online Master program (in full or in part) to provide greater flexibility for off-campus students.
5. Provide support and recognition for faculty members who wish to integrate online components into teaching of graduate courses.
6. Consider admitting more students to the PhD program as the Faculty's supervisory capacity increases.
7. Provide appropriate workload recognition for successful supervision of comprehensive portfolio/dissertation proposals, in addition to recognition of successful dissertation supervision, i.e. half (0.5) full course equivalent teaching load reduction for completion of each component.

Provide graduate students with opportunities for advanced studies at the Doctoral and Master levels with faculty members who are committed to creating exemplary educational experiences through course work, thesis and portfolio preparation, mentoring, and participation in research activities

1. Increase the number of competitive funding packages for full-time students.
2. Increase flexibility of financial support packages for Doctoral students so that qualified students can teach courses to fulfill their duties.  Increasing teaching opportunities provides valuable experience for Doctoral students, and will help improve their employability upon graduation.
3. Increase flexibility of financial support packages by increasing availability of research assistantships in addition to teaching assistantships.
4. Provide appropriate financial support for part-time Doctoral students during their full-time residency.
5. Ensure that all graduate students have access to the basic university level of financial support.
6. Provide appropriate office space, related facilities, orientation to technology and other resources for students.

Actively promote the research capacity of the Faculty by providing support that enhances faculty members' ability to undertake research, through for example teaching load release, internal funding for development of external funding applications, and infrastructure support for research technology

1. Provide enhanced support for faculty members preparing external research grants.
2. Develop a system of support that develops capacity for new faculty members.  Support may include mentoring in which faculty members who have experienced success assist others who are developing proposals for external funding, and guidance in how to achieve success in scholarly publication, and others.
3. Encourage a team/consortium approach to research funding where groups within the Faculty collaborate with national and international teams to pursue projects and funding opportunities consistent with faculty members' interests.
4. Work closely with the Office of Research to ensure timely and comprehensive access to information and services relevant to research in education, and develop a comprehensive database on funding opportunities for research in education.
5. Increase faculty research involvement within the educational community, for example with school-based partners, educational organizations, government agencies, First Nations organizations, and others.  Ongoing contacts with education partners, whether locally, provincially, or nationally, should be developed to enhance research partnership opportunities.
6. Work with local partners to provide leadership in research dissemination throughout Northwestern Ontario.
7. Develop more research partnerships through distance technologies.
8. Enhance the scholarly experience within the Faculty of Education by providing support for visiting scholars whose expertise can contribute to the achievement of the Faculty's academic goals.

5. UNDERGRADUATE STUDIES IN EDUCATION

Ensure that the Faculty offers the best possible undergraduate programs for studies in Education and the development of qualified teachers

1. Conduct a comprehensive review of the content and delivery of each division of our professional programs in relation to our stated vision for undergraduate programming and our understandings of the best preparation for teaching.
2. Gather data on students who have completed our concurrent and consecutive programs to determine their success in finding work, their likelihood of remaining in the teaching profession, and their satisfaction with their professional preparation.  Organize this information into a data bank.
3. Conduct an assessment of Concurrent Education programs in relation to our partner departments across campus.  Ensure that undergraduate students at Lakehead University, in programs other than those offered by the Faculty of Education, can enroll in, and count toward their degree, courses EDU 1499 and 2399.
4. Work with and support the Department of Aboriginal Education in developing a four-year Honours Bachelor of Education - HBEd (Aboriginal Education) program as an alternative program model.

Ensure that the Department of Undergraduate Studies is an integrated and seamless unit encompassing all undergraduate and professional programs offered by the Faculty at both the Thunder Bay and Orillia campuses

1. Develop an Orillia plan to ensure complementary and integrated programs and services on both campuses.
2. Maintain an equivalent ratio of full-time faculty members to students across both campuses.
3. Take the leadership role with other departments involved in Orillia in developing the concurrent programming available.
4. Maintain central administration of both programs on the Thunder Bay campus.
5. Strengthen lines of communication with students by, for example, hosting a town hall meeting at the start of each academic year.

Continue to improve the academic standards for all undergraduate programs

1. Support ongoing professional development of faculty teaching, learning and evaluation.
2. Develop a comprehensive plan for optimizing the role of contract lecturers in delivering our undergraduate programs, including professional development and support.
3. Improve communication with our associate teachers about the Faculty's professional program, and work with the Department of Lifelong Learning to implement professional development and support for associate teachers.
4. Monitor placement situations and partner board networks to develop the most beneficial learning experiences for our student teachers and associate teachers.
5. Increase academic standards for admission to the professional year by requiring a 20-credit prerequisite degree, and by raising the grade-level required for entry for concurrent students to 70 percent (%).
6. Clarify admissions requirements for undergraduate programs with the Admissions Office, and ensure that the Dean of Education has final approval on offers of admission.