EEP Overview and Context


a. Context and Unique Characteristics

Adelphi University began as Adelphi Academy, a private preparatory school in Brooklyn, New York in 1863, gaining a reputation for its innovative curriculum, particularly in physical culture and early childhood education. Adelphi College was begun in 1896 as a liberal arts institution with 57 students and 16 instructors. In 1912, the Board of Trustees voted to make Adelphi a college for women and by 1928, there were 652 students in a Brooklyn building intended for 560. In 1929, Adelphi became the first private, coeducational institution on Long Island. In receivership during the Great Depression, Adelphi began to grow in enrollment during World War II and by 1955, had 3,667 students. Adelphi was granted university status in 1963 with 209 faculty that same year. The main campus grew to 70 acres and from 3 buildings to 17. Current full-time and part-time faculty total over 1110, with a student/faculty ratio of 11:1. Since the last accreditation review in 2012, the campus has grown to include the Nexus Building, the largest on the campus and now housing the College of Nursing and Public Health, Offices of Admissions, Student Life and Advancement. Over 8,000 students attend the main Garden City campus and at centers in New York City, Hauppauge, and Poughkeepsie.

The College of Education and Health Sciences (CEHS) was approved with this title by the Adelphi Board of Trustees in its December 2018 meeting, based on reviews, recommendations and votes of the CEHS faculty over an 18-month period. The teacher education programs within the CEHS is the Educator Preparation Provider (EPP), along with Music Education and Art Education in the College of Arts and Sciences and School Psychology in the Derner School of Psychology. The majority of the EPP began in 1984 as the Institute for Teaching and Education Studies, formerly the Department of Education within the College of Arts and Sciences. In 2010, with a substantial endowment by our benefactor Carol Ammon, the School became known as the Ruth S. Ammon School of Education with three departments and centers in Manhattan and Hauppauge. The relationship with the College continues to be primary in the preparation of professional educators. Virtually all of the undergraduate and graduate programs include coursework and faculty involvement in curricular matters from the College of Arts and Sciences. The EPP includes undergraduate and graduate teacher education programs that are registered with New York State, primarily in two departments, Health and Sport Sciences and Curriculum and Instruction. The links to the EPP catalogs and other printed documents describing general education, specialty/content studies, and professional studies are offered.

b. Description of Organizational Structure

The organizational structure for the EPP includes a central administration of the Dean, Associate Dean for Academic Affairs and Assistant Dean for Administration, Outreach and Student Affairs. The Dean oversees the Offices of Professional Experiences and Community Engagement (for clinical education), Certification and Student Records, Project Management, Assessment and Accreditation and Student Advisement.

The College houses 2 schools: The Ruth S. Ammon School of Education and the School of Health Sciences which are comprised of 3 distinct departments: Health and Sport Sciences, Communication Sciences and Disorders and Teacher Education. Department Chairs report to the Dean. The Centers in the EPP are overseen by the Departments, including the Literacy and Manhattan Centers. The Director of the Early Learning Center reports to the Dean. (See organizational chart).

c. Vision, Mission and Goals

Our mission as adopted by the faculty in December 2010, was:

“to prepare candidates majoring in education and allied fields to take teaching, leadership and counseling roles in schools, hospitals, clinics, and other educational and therapeutic settings. Based on the belief that the educational personnel of the 21st century will have to adapt to rapid social, cultural, demographic, and technological changes, our programs mesh a strong foundation in the liberal arts and sciences to professional preparations that link theory with practice in meaningful ways. As a scholarly community, we are committed to providing educational opportunities for professional growth at the Bachelor’s, Master’s, and Doctoral levels by creating authentic academic and field experiences, cultivating respect for the diverse populations we serve, embracing ethical practices, and preparing our students to become reflective change agents through research, collaboration and leadership.”

After a year of deliberation among faculty, administrators and support staff (2017-18), there were revisions of our Vision, Mission, Goals and Core Values to reflect the fairly complex academic unit that the College of Education and Health Sciences has become; some of which includes teacher education programs as the EPP.

In Fall 2018, the faculty voted to endorse the following:

  • Mission: “We prepare educators and health professionals to be leaders in our global society through student-centered undergraduate and graduate curricular, experiential, and research opportunities.
  • Our Vision that is the accompaniment to the mission was approved by faculty vote, as well, in Fall 2018:

    “The College of Education and Health Sciences is a highly engaged learning community modeling interdisciplinary collaboration through academic programs, research initiatives, and community engagement that graduates highly sought-after professionals prepared to serve diverse communities.”

We also established, through faculty vote, related Goals in Fall 2018 which are as follows:

  • Goal 1: To attract and retain more students who successfully complete their programs of study.
  • Goal 2: To strengthen collaboration within CEHS and across the University to enrich the student experience
  • Goal 3: To establish a financially sound and operationally effective CEHS

d. EPP’s Shared Values and Beliefs for Educator Preparation

We have had, and continue to have a conceptual framework that includes the mission of the unit that are the foundation to our core values. They guide much of what we do in our content and pedagogy, our professional practices and ethics, and our understanding of the students we serve.

The College of Education and Health Sciences embraces the Core Values of:

  • Leadership and Accountability
  • Diversity and Inclusion
  • Scholarship and Creativity
  • Reflective Practice and Ethical Behavior
  • Social Justice and Community Engagement
  • Health and Wellness
 
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