March 5, 2018
Vickie Shields
Promotion and Tenure 2018

Congratulations to our six faculty members who received tenure and promotion to Associate Professor in 2018! The Board of Regents made it official on March 1, 2018 at their meeting at the Desert Research Institute. Our newly-minted Associate Professors have all chosen an intellectual life - it is a noble choice. The new knowledge they produce through research contributes to intellectual debate and enlightenment for the culture we live in. They know that sending students out into the world who can question, who can analyze, and who can lead is one of our greatest contributions to improving our community, culture, and our world. And now it is partially their responsibility to make sure the college runs well in order to achieve these goals. Tenure means you are part of an institution and you are responsible for what it does and what it is. 

NSC's newest Associate Professors with tenure are:
  • Dr. Serge Ballif, Mathematics
  • Dr. Adam Davis, Visual Media
  • Dr. Jonathan Dunning, Psychology
  • Dr. Lance Hignite, Criminal Justice and Law Enforcement
  • Dr. Leila Pazargadi, English
  • Dr. Bryan Sigel, Biology
Raises for Promotions and PTIs

I am very pleased to announce that we are increasing pay at Nevada State in two areas where we have fallen behind our peer institutions.

  • Raises at the time of promotion to Associate Professor and Full Professor. NSC's Promotion and Tenure policy was recently amended and voted on by Faculty Senate and approved by President Patterson to reflect the following: at time of promotion Associate Professors will receive in their base pay 10% of the median salary for all Associate Professors at NSC, and Full Professors will receive in their base pay 10% of the median salary for all Full Professors at NSC.

  • Part-time Instructors pay increase: Nevada State College is investing in a 10% increase in PTI salaries totaling $305,000. Beginning in fall 2018, regular PTI appointments will be paid at $990 per credit, $1,584 per credit for Nursing theory courses, and $2,475 per credit for Nursing clinical instruction. 

Speech Language Pathology MEd Becomes a Reality!

On March 1, 2018 I had the privilege of making a presentation to the Board of Regents seeking approval for Nevada State's first Masters degree in Speech-Language Pathology. The proposal was well received and unanimous approval was granted. The Master's of Education (MEd) in Speech Language Pathology trains students to become certified Speech-Language Pathologists (SLPs) who can provide clinical services in hospitals, clinics, and schools. Students who complete this program will be prepared for the Certificate of Clinical Competence (CCC) national certification examination for Speech-Language Pathologists administered by the American Speech-Language-Hearing Association (ASHA) as well as the licensure tests required by the state of Nevada. 

Where we are in the process?
  • The degree proposal and courses have been approved at all levels of Nevada State College.
  • ASHA requires that we submit an application for candidacy 18 months before students enter the program. Therefore, a full application including strategic plan was submitted to ASHA in late January, 2018.
  • We are currently hiring for a Program Director and an Assistant Professor of Speech-Language Pathology. 

Overall Timeline 
  • May 1st, 2018 - ASHA provides comments on the application and a "readiness decision." If needed, NSC will incorporate the recommendations and resubmit the application.
  • June 30, 2018 - ASHA approves the application and provides official readiness approval
  • Fall 2018 - ASHA conducts a site visit; the new SLP faculty are hired.
  • Spring 2019 - ASHA awards NSC candidacy status and NSC begins accepting applications for the fall 2019 semester.
  • August 19, 2019 - NSC begins its first semester of the program.
Tony Scinta
A New Era in Accreditation

Try not to be jealous, but this week I am doing something that few at NSC have ever done, and perhaps few more will ever be able to experience. Yes, that's right, I am at the annual convening of the Northwest Commission on Colleges & Universities (a.k.a., the "NWCCU" and our accrediting body). Sarcasm aside, this year's meeting is a rather important one. First, it's the last meeting for NSC before we are neck deep in the development of our next - and culminating - accreditation report. At this time next year, we will have done much of the core writing and preparation for Year 7 self-evaluation report, which describes how well virtually every aspect of the College is functioning. Even now, guided chiefly by Gwen Sharp, a lot of the good work is underway, including the outcomes assessment of the Core Curriculum and degree programs, and an evaluation of our progress along the key metrics included in our Year One report on Nevada State's mission and core themes.

Second, the NWCCU welcomed new leadership this year, and I am very curious to see how this affects our experience as an institution. Already, our accrediting body is implementing changes that aspire to enhance the accreditation process, including the development of new committees (e.g., an Accreditation Evaluator Committee that recruits and trains the folks who evaluate colleges), a renewed investment in technology, and the creation of a larger gap between our Year Seven and subsequent Year One report (which is a life-saver, from my perspective). With this effort to enhance the process, I believe the commission also may elevate its expectations of what institutions should be achieving, and we of course want to be ready. The workshops today and tomorrow should provide critical insight into any new developments.
Gwen Sharp
Grants
SOE applied for a renewal of the NV Teach scholarship; we asked for scholarships for 8 students who declare an Education major.

If you're interested in applying for a grant, check out the excellent Grants & Sponsored Projects Canvas page that Laura Naumann put together last year. It provides information about deadlines, the process for submitting a grant proposal, templates for budgets, and other useful resources.

Publications, Honors, & Awards

  • Wendi Benson (LAS) had an article, "Voices Carry: Effects of Verbal and Physical Aggression on Injuries and Accident Reporting," accepted for publication in Accident Analysis & Prevention.
  • LaTricia Perry (SON) gave a presentation, "Laying the Foundation for RN-to-BSN Coursework Grounded in Dr. Watson's Theory of Human Caring," as part of the plenary panel at the 23rd International Caritas Consortium, sponsored by Stanford Health Care/Stanford School of Medicine.
  • Heather Lang (LAS) wrote a lyrical essay, "Mermaids Don't Read Jane Austen Novels," in response to a challenge given to her by her ENG 102 students as they practiced brainstorming techniques. The essay will be published this month in the anthology My Body, My Words: A Collection of Bodies, which Bustle named one of the "11 New Feminist Books that Could Totally Change Your Year."
  • Christopher Stanley (LAS Adjunct Faculty) has been chosen as the team sport psychologist for the U.S. track and field team competing in the IIAF World U20 Championships in Finland this summer.
Gregory Robinson
Concurrent Enrollment at ECTA

You'll be hearing a little more about our partnership with ECTA (the East Career and Technical Academy) over the next few months. ECTA is the second high school (after SECTA) to work with NSC on our Teacher Academy initiative. This initiative, led by Dean Potthoff in SoE, addresses Nevada's teacher shortage by encouraging high school students to consider teaching as a career. Students in the program take NSC education classes (such as EDU 250 and EDU 206) at ECTA and participate in field experiences set in K-12 schools. We hope that these students will have a great experience and will consider earning their education degree with NSC. Notably, ECTA is a career academy, but the students are remarkably high-performing and learn college-readiness skills in addition to their career training. 97% of the graduates will attend college. 

As an additional incentive for these students to come to NSC, we will allow ECTA students to take core classes as well, such as English composition and history. These classes are called "concurrent enrollment" because students earn high school and college credit concurrently. Our practice has been to hire masters-qualified instructors at ECTA to lead the classes. 

What does this mean for NSC? It means more students in high schools will be exposed to NSC classes and see NSC as a viable college option. If the program goes as planned, it will mean more ECTA students coming our way and more teachers for Nevada.

What does this mean for you? We are committed to following the standards established by the NACEP, which ensure that "courses offered in the high school are of the same quality and rigor as the courses offered on-campus at the sponsoring college." To support this goal, we do short, in-person interviews with all concurrent enrollment instructors, and you may be asked to participate. In addition, we're working on developing faculty liaisons, who will observe a concurrent enrollment class at least once-a-year and provide additional guidance if needed. 

We're starting to circulate a Concurrent Enrollment Policy, which provides additional details and guidance. If you have questions, please contact me - I'm happy to tell you more about this partnership.  
Rich Yao
The Tim Christenson Inclusive Initiative
We are extremely excited to be moving forward with our pilot of the Tim Christenson Inclusive Initiative, a 6-week summer bridge and support program for incoming freshman students who are "diverse learners" - students who are diagnosed with a learning disability and/or Attention Deficit/Hyperactivity Disorder. This program is based on the vision of a current student, Tim Christenson, who noted that NSC's diversity initiatives aimed at improving college success for underrepresented groups had not traditionally included students with disabilities. Tim has worked with our DRC Director, Sandi Patton, and myself throughout the past year to highlight various challenges facing diverse learners in higher education. He also researched best practices and various support programs across the country to help inform our pilot program. 

The program is designed to improve student success markers and career readiness by addressing the individual and systemic challenges associated with the transition to higher education for students with disabilities, as well as promoting a sense of belonging and inclusion to increase student engagement across all departments on campus. The program will include our college success course (ALS 101), which will be tailored to meet the needs of diverse learners, training in assistive technology, peer mentoring, updated psychological testing, and academic support services. NSC will also collaborate with community partners to promote self-advocacy, financial literacy, career readiness, and community engagement. 
 
We are very excited about providing updated psychological testing for students in the program. Many students served by the DRC have outdated testing results that may not be an accurate reflection of their current abilities and academic needs. Psychological testing will help inform the accommodations process, but most importantly, it will provide insight into individual student strengths, weaknesses, and preferred learning strategies. 

I'd like to thank Sandi, Tim, and Ande Christenson for all of their research and work on this project throughout the past year. Andrea Martin, Janice Le-Nguyen, and Anthony Morrone have been invaluable in helping us navigate the logistics of application development, admissions requirements, and financial aid assistance. Lastly, I'd like to thank Myra Infante Sheridan, our FYE lecturer, who will be the primary instructor for the ALS course this summer. Sandi and Tim are doing targeted outreach to specific high schools and school counselors and also working with the CCSD Transitions Team to recruit eligible students. If you have any questions or would like to collaborate on this project, please contact me to discuss.
Sandip Thanki
Have you ever wondered how your program compares to the others we offer? Here are the enrollment numbers and demographic information from 2017 for each major, with individual tracks collapsed into one (e.g. all secondary education programs under one title). Click the image to enlarge.
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