FACULTY INFORMATION AND EVALUATION FORM

Name:

Mandy L. Capel

Date:

07/6/2013

When completed, this information will be made available to the Faculty Personnel Committee. For faculty in their first six years of service, evaluation materials, together with the chair or graduate program directors written evaluation are to be submitted to the Dean of the University as early as May 15 but no later than August 10 (September 15 for faculty on twelve-month contracts). Faculty wishing to be considered for promotion should submit a request in writing to the Dean of the University no later than August 10 (September 15 for faculty on twelve-month contracts) of the academic year in which they wish to be considered. Use additional space, if needed. In cases involving tenure and non-renewal of contract, a faculty member shall be given notice in accordance with the procedures outlined in Part A-6, of the Faculty Handbook. (Department Chairs or Graduate Program Directors should fill in the Chair/ Program Director's Evaluation Section, review all pages with the faculty member, sign where indicated, and then submit the complete evaluation form to the Dean of the University no later than August 10. Faculty on a twelve-month contract must submit no later than September 15.)

I.

TEACHING EFFECTIVENESS A. Courses taught for the last three years, if with the University for this period.

Fall Semester Course CE200 2010-11 Academi c Year ED150W ED355 ME345 ED355 ED355 ME345 ECH404 ECH404 ED501 ECH399 No. Students 25 19 15 5 12 13 10 10 23 14 (Grad) 3

Spring Semester Course CE325 CE325 CE345 CE345 CE325 CE325 CE345 CE345 EDU175 EDU175 ED503 EDU299 No. Students 28 23 29 21 20 20 29 29 18 14 14 (Grad) 3

Summer Semester No.Students CS218Q 6

Academic Year No. Students 171 137 113

ME326

2011-12 Academi c Year 2012-13 Academi c Year

*ED530

14

If appropriate, list individual study projects or other teaching in addition to regularly scheduled classes. 30 B. Number of advisees officially assigned to you . *The ED530 Summer Residency Course is taught by the Master of Arts in Educational Leadership Team. In addition to the Summer Residency Semester, the MAEL team also provides academic sessions during the 3-4 day
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MAEL orientation. The MAEL orientation was held in August during the 2012 year, and is held in July during the 2013 year.

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C. 1. Describe your teaching objectives (not individual course objectives). These teaching objectives are what you are trying to accomplish in your teaching. Give specific examples of how your classroom practices reflect these objectives.

My teaching objectives continue to be based on both the mission of the education department, the mission of the University, and the self-defined mission that has developed since my years in higher education. Inspired by many experts in the field and mentors in the department, I continually stay committed to teaching for 3S understanding (the democratic mission of self, social, and subject understanding for all learners). I will continue to help both undergraduate and graduate students awaken their passion for teaching, learning, and leading. I will promote a focus on social justice principles in the field of education and provide an environment that encourages openness, exploration, and productive dissent. In addition, I will help students to develop responsible adhocracy and make a commitment to excellence. I plan to accomplish these objectives by allowing open dialogue in both a face to face and online atmosphere, expressing my own passion for teaching by sharing experiences, engaging all students to participate in reflective inquiry processes, and providing creative opportunities for students to grow as professionals and leaders in the field of education. Through mastery rubrics, I will aide candidates understanding of democratic self, social, and subject centered teaching and learning and help students to reach for standards of inclusive excellence. Aside from engaging students in meaningful work, and deliberatively framing purposeful and ongoing assessments, I also hope to raise the bar for classroom contributions.

2.

Describe your efforts to further develop your teaching effectiveness since your last evaluation and provide evidence of your accomplishments.

Since my last evaluation, I have collaboratively worked with others in my department to map our curriculum outcomes and assessments. Through the Masters of Arts in Educational Leadership curriculum mapping, we have addressed where topics are introduced, discussed, and assessed in the program. This type of curriculum mapping helps bridge gaps of repeated material, loss of assessment, and student misunderstanding of a concept or topic. The curriculum mapping and course alignment matrix has greatly assisted in quality control of the curriculum, while still allowing for what Fenwick English (2010) states as the necessary requirements of a curriculum: consistency, continuity, and flexibility. This year, I hope to continue using this curriculum mapping model within the Early Childhood Curriculum. Although the ECH curriculum was generally mapped for covered content, it was not mapped for where content was introduced, discussed, and assessed. This later form of mapping is critical to student achievement and to our departmental CAEP accreditation. Professional development and networking has also been encouraged throughout our student body in the education department. This past year, the ED department held our
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second biennial education conference for the outer community. Since the initial conference induction, I have been very instrumental in soliciting student presentations, including students in the conference planning and assisting students when networking with local teachers and administrators.
3. State 2-3 teaching goals. At least one must directly relate to classroom instruction. Please include specific strategies you intend to pursue to achieve these goals and evidence you will present that demonstrates your progress toward achieving them. These goals should cover the period from the present to your next evaluation (1 or 3 years depending on where you are in the evaluation cycle).

Goal 1: To increase levels of feedback to students while continuing to foster student ambiguity in the learning process Given the students requests for more paced feedback, I plan to provide more informal and formal forms of feedback in my undergraduate and graduate courses. Although I thought my feedback was provided often and timely, I noticed a few statements requesting more feedback. To assist me in obtaining this goal, I recently read Susan M. Brookharts book, How to give effective feedback to your students, and an article by Grant Wiggins on Seven keys to effective feedback to re-energize my focus on the notion of student feedback. This literature has helped me to consider the notion of examining the course curriculum for obvious feedback opportunities. After a thoughtful examination of the planned curriculum, feedback elements such as timing, amount, mode, function, actionability, and valence will be considered. I will continue to keep in mind that teachable moment feedback is not able to be planned in advance, yet will be a continued form of transparent and timely feedback used when appropriate. In addition to providing more conscious and planned feedback, I will also encourage students to embrace the ambiguity and self-mastery of the learning process. In the field of education, Ive found that teachers often desire rounds of feedback to help direct their learning. Although I fully understand this learning modality and will work hard at improving my consciousness to planned feedback, I also value the need for students to be empowered by their own forms of the review and modification process. This form of ambiguity in the face of feedback refrains from over structuring all papers, projects, and student work within the framework of what the professor desires, questions, critiques, and eradicates. In order to help students embrace ambiguity and flip the feedback process (similar to flip the classroom), I will purposely align the assignments that transition students from more strict professor feedback to assignments that require student initiation of the analysis process.

Goal 2: Transpose classroom participation to reasoned and operative contribution. First, I hope to redesign my participation rubric that is used in all of my undergraduate courses. The current rubric includes a contribution category, however, I would like the focus of the rubric to be more intent on describing what contribution entails in my classroom. This mindful change will hopefully help students to become aware of the importance for refined and cultured classroom contribution.

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As a second strategy for achieving my goal, I will be more persistent with students when they are answering and asking questions and working with their peers. In order to do this, I will further highlight my additional role in the classroom as the Socratic leader. I will also consider adding more online discussion opportunities for additional work outside of the classroom so that students can utilize more of what Dennis Goia discussed as think breaks. As stated in a blog post by Dr. Maryellen Weimer, If we are getting good participation, its time to start working on raising the caliber of what students say, so that in addition to participation we are hearing contributions that promote understanding, develop knowledge, and result in discussions where student voices dominate. This statement was meaningful because I currently have high levels of classroom participation in my class, yet I have been recently concerned about ways to decrease disjointed and surface level participation and increase logic in the education courses. This transposition will hopefully help to advance change agency in the schools, where deemed necessary. As mentioned in Goal 1 from above, I have often witnessed a strong student need for explicit management from the professor. This need can often be linked with the habituation of a regulated K-12 education experience. Unfortunately, this need for regulation is not able to be undone in a single course, but it able to be balanced with a more purposeful commitment to student contribution.

II.

PROFESSIONAL DEVELOPMENT A. SCHOLARLY AND CREATIVE ACTIVITIES 1. Briefly describe any current scholarly projects or activities, the expected completion date, and the expected outcome (i.e., publication, presentation, etc.). You may submit another scholars opinion of the merit of the project (optional).

August 2012 Collaboratively launched the Master of Arts in Educational Leadership program September 2012: Obtained IRB approval for Promoting CRP research project with Dr. Martin September 2012-April 2013 Collaborated with Dr. Justin Post and Mallory Post on quantitative research for Promoting CRP research project October 2012: Co-presented at Bergamo Curriculum Conference in Dayton, OH with Dr. Jennifer Martin; title of paper: Promoting Culturally Responsive Pedagogy: A Self-Study by the Researchers November 2012: Co-presented at Curriculum and Pedagogy Conference in New Orleans, LA with Dr. Jennifer Martin; title of paper: Promoting Culturally Responsive Pedagogy in tomorrows Educational Leaders: A Preliminary Ethnographic Study
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February 2013 Accepted into the Women in Education Leadership Class of 2013 at the Harvard Graduate School of Education. February 2013 Recipient of University of Mount Unions Austin-Montgomery Grant February 2013Recipient of $400 tuition reduction Women in Education Leadership Class of 2013 at the Harvard Graduate School of Education. March 2013 Successfully completed the Women in Educational Leadership Institute at the Harvard Graduate School of Education

2.

If any of the activities above have stimulated undergraduate research, give specific examples.

The activities above did not currently stimulate undergraduate research because it was primarily focused on the newly launched MAEL program. However, through my cooperative research with Dr. Martin, I plan to continue the research on promoting culturally relevant pedagogy in the undergraduate program following our study of the 2012-2014 MAEL cohort.
B. PROFESSIONAL ORGANIZATIONS AND ACTIVITIES

List regional, state, or national meetings of professional societies attended since your last evaluation. State the organization, approximate date, and your role in the meeting for each.

EECERA European Early Childhood Education Research Association, member ASCD Association for Supervision and Curriculum Development, membe KDPi Kappa Delta Pi, member Ohio School Boards Association, attendee Education and technology smart briefs, subscriber Twitter account subscriptions to several educational, legislative, and government organizations to keep abreast of current changes in educational law, trends in education, research and grant opportunities, etc. ( Huffington Post Education, Harvard Graduate School of Education, Ohio Department of Education, AEI Education, U.S. News Education, Open Culture, EducationWeek, The Chronicle, NCTL, Sage Education, BECERA, CREC, Daniel Pink, Higher Education, TED talks, ISTE, AERA, Arne Duncan, NAEYC, UNICEF, ED Federal Register, Curriculum 21, Teaching Tolerance, Gates Education, BBC Education, U.S. Department of Education, and more).

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C. GRANTS AND FELLOWSHIPS Briefly describe any grant or fellowship proposals you have submitted since your last evaluation. If a grant or fellowship was awarded, give the amount and source and tell how it was used to accomplish the intended purpose.

February 2013 Recipient of University of Mount Unions Austin-Montgomery Grant February 2013Recipient of $400 tuition reduction Women in Education Leadership Class of 2013 at the Harvard Graduate School of Education.

D. PROFESSIONAL GOALS Note one or two professional goals related to professional development and/or University community and community-at-large contributions. These should be in addition to the teaching goals indicated under section I.C.3. They also should cover the period from the present to your next evaluation (1 or 3 years depending on where you are in the evaluation cycle).

Goal 1. To investigate the training of leadership development in children across various international schools.

Goal 2. To continue the two year study of how students develop along a cultural proficiency continuum through exposure to a multicultural curriculum and critical self-reflection.

III. CONTRIBUTION TO TOTAL UNIVERSITY COMMUNITY Describe your participation in the total University community, including departmental and committee work and other activities related to University programs and governance since your last evaluation.

Marketing liaison for MAEL program MAEL licensure team Cooperatively planned summer residency semester for MAEL program and summer orientation Cooperatively planned Department of Educations 2nd biennial education conference SPA committee for Early Childhood Education in the Department of Education undergraduate program Hosted 2 prospective UMU undergraduate students in my EDU 175 courses Interviewed Faculty Candidate for Sociology Department
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Interviewed Director of Brand Marketing Candidates for Department of Marketing Interviewed MAEL candidates for the 2012-2014 cohort Interviewed MAEL candidates for the 2013-2015 cohort Organized, planned and attended Senior marketing event for MAEL program at the Blue Fig in Alliance, Ohio Facilitated MAEL recruiting meetings at Brush High School and Willowick Middle School Presented at the University of Mount Union LINC luncheon on The Ethical and Moral Challenges of Todays Leadership Presented at June 2013 Academics 101 to incoming UMU Freshman and parents Worked with the UMU Director of Alumni Relations on the first Mount Union Childrens History book Presented with Dr. Askren Edgehouse at the UMU January Faculty Conference on Assessment SNEA advisor Member of the Faculty Writing Group at UMU, directed by Dr. Jennifer Martin (weekly meetings) Scholar Day Volunteer 2013

IV. CONTRIBUTION TO THE COMMUNITY AT LARGE Describe your participation in civic and community life. This might include activities such as work in religious or community organizations and other forms of public service since your last evaluation. [Faculty in their first year may skip this question

Vice President of Andrews Osborne Academy Parents Association 2012-2014 Volunteer for the Annual Fireball Fundraising Event at AOA Facilitated technology presentation to the AOA Middle School Teachers Presentation to 3rd grade students on how to write and publish poetry

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Created and donated auction baskets to Alliance Area Domestic Violence Shelter Created and donated items to AOA Holiday boutique for children Active University of Mount Union Alumnus Vice-president of High School reunion planning committee

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