Southwest Minnesota State University – Off Campus Program

Brainerd, MN  56401

2002-2003 Annual Progress Report

 

The Vision:

The SMSU Professional Education Unit is a community of learners dedicated to the continuous development of quality practice, personal/professional growth, and leadership.

 

The Mission:

The mission of Professional Education at SMSU is to create communities of practice where each learner is an active participant in the development of learning, teaching, and leadership processes by engagement in inquiry, critical reflection, and study of educational theory, research, and practice in pursuit of excellence.

 

            The off-campus degree completion program in Brainerd, MN is located at Central Lakes College and entered its second year of existence in 2002-2003. The first cohort (’01) began the year with twenty-seven students, but lost one student as a result of moving away, and one from dismissal. The remaining twenty-five students worked diligently in completing the remaining courses to satisfy the elementary education major/pre-primary specialty programs. This cohort, in addition to completing courses through a traditional day-program delivery model, participated in multiple field experience placements in various schools throughout the upper north central MN area. Public elementary schools in which students were placed included Aitkin, Brainerd, Crosby-Ironton, Elk River, Isle, Little Falls, Pequot Lakes, Pierz, Pillager, Pine River-Backus, Onamia, and Staples-Motley. Many other early childhood centers, preschools and private schools were utilized in the surrounding area, as students completed over seventy-five pre-primary, grades 1-3, and 4-6 level placements.

            A highlight of this spring was the first, two-day clinical experience at Whittier Elementary in Brainerd. Students participated in a thematic development and taught in teams to students in the single-section, K-5 building. Themes presented included volcanoes/earthquakes, camping, farming, local history, oceans, and natural sciences.


            Another key development in our program this year included the start of a second cohort group, beginning fall, 2002. Twenty-seven students began the program, but three students left after the first semester, leaving twenty-four students. This cohort also began working with area schools in conjunction with field experiences associated with Introduction to Education in the fall, and Introduction to Special Needs in the spring. In addition to supporting the expansion of the program, school visits were conducted with area elementary school administrators to establish our need and desire to promote a working relationship with area elementaries. These meetings proved to be very beneficial, as the connections made have assisted with placing student teachers, and other related field experiences. This, in turn, will lead to a TEAC (Teacher Education Advisory Committee) to be formed, beginning fall, 2003. Representatives of various stakeholders associated with our program will be invited to become contributors to the success of our off-campus program.

            Another area of growth and identity of our program resulted in each cohort group electing student officers as representatives for EMSP (Education Minnesota Student Program). An EMSP representative made presentations to each cohort and outlined what EMSP offers for them and encouraged participation in selected events. Officers participated in ME (Minnesota Education) conference in St. Paul in October, while other students volunteered time in area schools promoting reading projects, a radio-thon, and other community-based projects. More attempts will be made to incorporate student-led activities in the future.

            Another highlight this year was taking a trip to the St Paul Public Schools and participating with our UTEP (Urban Teacher Education Program) affiliation. Twenty-five students from the ’01 cohort were placed in three different K-6 elementary settings. This arrangement proved to be very enlightening and eye opening for many of our students, as this was their first real exposure to working with minority students in an educational setting. This trip, which will become an annual trip, also satisfied the Human Diversity field experience for the program.

            A major change in our program is the revised delivery model and sequencing of courses. Providing opportunities for students to be enrolled full-time in SMSU courses was critical, in order to allow students to be eligible for financial aid, grants, and/or scholarships available to all full-time SMSU students on the Marshall campus. The other primary consideration was to get into compliance with pre-requisite sequencing of courses outlined in the catalog. The restructuring will take place with the 2003-2004 cohort, with limited impact on the 2002-2003 cohort.

            A commitment to the Brainerd off-campus program was demonstrated with the hiring of a second full-time faculty member, beginning fall 2003. This position will add a greater stability and continuity to the program, as well as alleviate stress of running the majority of a program on the backs of Marshall faculty and/or adjuncts. During 2002-2003, five different adjunct faculty members were used in addition to the Marshall faculty being used to help with the delivery of core and major/specialty courses. The re-design and re-sequencing of courses has allowed more uniformity in the use of our adjuncts, and has allowed us to become less reliant on the Marshall faculty, not putting them in an overload situation in support of our program.

            Other areas being developed to enhance the delivery and support of our program include:

 

The job description for the Brainerd Program Coordinator has also gone through some redesign, focusing more attention on the oversight of field experiences-related issues, schedules, and placements. A necessary, but nonetheless important changes taking place will be the acceleration of screening and admission process of students in the Brainerd program. This will allow us to have a more realistic timeline in which to make critical decisions relating to admission of students to the SMSU Education Program at Brainerd. This, in turn, will enhance the continuity and consistency of our program operations. New advising documents and handouts are also being created to represent these changes.

In summary, the Brainerd off-campus degree completion program has expanded to forty-eight students as of the end of 2002-2003 academic year, with a third cohort beginning in fall 2003. Twenty-four students will be student teaching beginning fall 2003, and a second full-time faculty member joining the staff at Brainerd. Being mindful of the articulation agreement with Central Lakes College and keeping lines of communication open with counselors, administrators, and support personnel will continue to strengthen and support our developing program. The redesign of support staff responsibilities within our program will significantly strengthen and increase the credibility of our program. Hiring local and well-respected adjuncts from the area will also showcase our commitment to developing a ‘community of learners dedicated to the continuous development of quality practice, personal/professional growth, and leadership’.