Embedded Files
11/17/2025 Additional Documentation Requested
Program Advisory Committee Member Bios
Program Advisory Committee Members 2025 (1).docx11/16/2025 Additional Documentation Requested
Retreat 2022 Slide Deck
Retreat 2022 (1).pptxRetreat and Agenda 2023
Retreat Agenda & Notes (1).docxAnnual Data Summit 2024
Annual Data Summit Agenda 2024 (1).docxData Summit 2025
DATA summit 2025 final agenda (1).docxIntroduction COE CTC Virtual Review Slide Deck
Intro.CTCProgramReview (1) (1).pptxCOE Virtual Field Experience Program
COE Virtual Field Experience Programmatic Alignment (1).xlsxField Experience Reflection
Field Experience Reflection & Log of Hours (1).docx11/14/2025 Questions
Please see USU responses to the questions received from the review team on 11/14/2025.
Review Team Question #1: Do they have a conceptual framework document, or another document that captures the work involved in developing their vision statement? They reference developing it “collaboratively with institutional stakeholders” and provide 3 citations to influential works. We need something that connects those two pieces- the research base (works cited) and the vision statement to be able to understand the “research-base” of their vision.
Conceptual Framework.COE.docxUSU Response:
The conceptual framework for the College of Education was developed alongside the vision statement to complement the university and college mission statements and core values. In 2023, when the work on the vision statement and conceptual framework began, the college was also applying to WASC for approval to add an EDD/EDS program in Organizational Leadership. As drafts were created and revised, the leadership team identified relevant literature to justify key elements and to align with WASC expectations. While the research was discussed, and evaluated, the vision statement emerged as a part of an overarching discussion. This new degree program at the doctoral level encouraged us to expand beyond teacher preparation and look at the concept of leadership in all roles.
The conceptual framework of the College of Education at United States University illustrates the college expansion and progression from mission to vision, guided by core values. The mission of USU and the College of Education served as the foundation— we desire to prepare reflective, critical educators and leaders in all fields, committed to civic responsibility, equity, and inclusion. The core values act as guiding principles that shape behavior and decision-making. These values—affordability, diversity, quality, inclusiveness, integrity, and life-long learning— created an understanding between purpose and aspiration. This final vision went through several stages of revisions, discussions, and input from stakeholders. Initially, a small group of faculty members identified core values and priorities, which informed the creation of a draft statement. This draft was then reviewed by the Program Advisory Committee, providing an opportunity for external feedback, followed by discussion in a larger faculty meeting where additional comments were gathered. Based on these contributions, an updated draft was prepared and approved by leadership, and further discussed with faculty to confirm consensus. The finalized vision statement, which was also aligned to the USU Mission Statement and Values of the college, was then formally adopted. Finally, the vision statement was incorporated into the college’s website and College of Education handbooks, ensuring accessibility and consistent communication of the college’s guiding principles.
Review Team Question #2: Do they have any outline of plans or initiatives (past or future) for recruitment efforts of “faculty who represent and support diversity”. Evidence provided is robust in faculty development around diversity, equity, and inclusion but not specific to recruitment if/when positions are open or faculty needed. Anything we can get, even job posts that have not been used but approved by University if/when faculty positions in College of Ed are needed. We need something regarding recruitment for faculty diversity. Interview questions, outline of process, job positing/description?
USU Response: Currently, recruitment and hiring is managed by Human Resources at Aspen Group Inc. When a position is needed, leadership works collaboratively with the team in HR to determine where to post the position and to revise the position as requested. While we have not had to recruit faculty recently, a sample adjunct faculty posting is linked here
https://usuniversity.isolvedhire.com/jobs/1532742
Outline of Process
1. Position Description and Advertisement
The college develops job descriptions that describe the position in the widest possible terms to attract a diverse pool. The job description explicitly states the institution's commitment to diversity, equity, and inclusion (DEI) Currently, job postings are limited to Indeed, Linked In, and recruitment internally When a need arises we may also send to diverse school districts in California.
2. Search Committee
USU forms an interview committee with diverse perspectives and backgrounds. We have an open discussion among team members before beginning the interview process to recognize potential biases. Questions are developed and reviewed as a team.
3. Candidate Sourcing and Screening
Working with HR, faculty and other university members, we attempt to recruit a robust and diverse pool of candidates, leveraging referrals and networking. Through the application system, when positions have been posted, the dean has reviewed each application individually considering qualifications and previous experience in a similar role to the needed position.
4. Interview Process
We standardize the interview process so that each candidate has the same experience and is asked the same set of core questions. We avoid asking questions about protected characteristics like race, color, religion, sex, national origin, age, disability, or veteran status.
5. Selection and Offer
The interview team evaluates candidates based on their strengths, weaknesses, and potential contributions to the position. The dean, working with HR, communicates the status of their application to all applicants in a timely manner, building positive relationships even with those not selected.
Sample Interview Questions for Faculty Diversity
How do you define diversity, equity, and inclusion in the context of higher education?
What specific experiences have you had working with students from diverse backgrounds? What methods have proven effective?
Describe a time when you adapted your teaching or mentoring style to meet the different cultural backgrounds and learning styles of your students.
How would you contribute to the college’s efforts to enhance diversity, equity, and inclusion in your classroom, research, or service?
Tell us about a time when you responded to a colleague or student who made an insensitive or prejudiced remark. Describe your actions and the outcome.
How do you conceptualize the relationship between diversity and academic excellence? What efforts would you undertake to encourage a commitment to excellence through diversity?
What steps have you taken to further your own knowledge and skills related to diversity and inclusion?
Describe how you would foster a climate receptive to diversity within the college, the curriculum, and faculty meetings.
Our most recent hiring was for the College of Education Program Director in May 2025. A diverse team was assembled to interview the top candidates. The Dean screened all applications for qualifications and experience. Interview questions utilized for this position are linked here.
In order to ensure that we are recruiting representative faculty members for the College of Education ideas for posting future positions include:
· HERC- (Higher Education Recruitment Consortium)
· INSIGHT into Diversity- publication with job board
· HigherEDJobs- Diversity & Inclusion option
· AcademicDiversity-Search.com
Review Team Question #3: We cannot find BILA Program summary. Document provided is MS/SS summary. Please replace with BILA program information including all BILA program review elements.
USU Response: Bilingual Program Summary- I apologize for the lack of program specific information included. Under the bilingual program tab are all the documents related to the bilingual program review, alignment submissions to the new standards and the program summary document.
Review Team Question #4: Please re-title, "CTC Feedback: Bilingual" to "Bilingual Program Addendum"
USU Response: We have re-titled this document as requested.
Review Team Question #5: Please remove "CTC Feedback: MS/SS" and replace with the "Program Review Addendum" that is on the bottom of the page.
USU Response: We have re-titled this document as requested.
Review Team Question #6: Also - EDU 567 shows up in BILA matrix, but it is not listed in MS Coursework and Clinical Practice. Since the team cannot locate the BILA program review document, it may be made clear there.
USU Response: I am not sure where you are seeing this in the bilingual matrix. It may have been in a first submission as EDU 567 Single Subject Student Teaching (Clinical Placement) II may have been mapped to the standards at one time, I do not see it listed here in the bilingual matrix.
For Multiple Subject Students, the equivalent clinical practice course is EDU 563 Student Teaching (Clinical Practice II)
LIsted and linked courses in the bilingual matrix include:
EDU 522- First and Second Language Acquisition
EDU 580- Bilingualism, Biliteracy, and Immersion
EDU 581- Spanish Language Methods
EDU 525- English Language Development
EDU 5010 Foundations of Education
EDU 535- Curriculum and Instruction II
Review Team Question #7: In addition, please provide a KDP Membership List including names, affiliation, and roles.
USU Response: Kappa Delta Pi (KDP) is a professional honor society committed to supporting teachers and education students at every stage of their careers across the United States. KDP members have opportunities to connect with passionate educators, participate in valuable professional development and leadership activities, and access grants and scholarships that directly benefit their classrooms and their studies.
United States University's chapter of Kappa Delta Pi, known as Alpha Lambda Eta, was founded in the College of Education in 2023 with the founding faculty members being Dr. Nydia Palomino and Dr. Joanna Simpson. In 2024, Dr. Palomino stepped away from this role and Dr. Mark Duplisses came on as a co-chair. With the transition of Dr. Simpson out of her full time role at USU, Dr. Laurie Wellner assumed the role of co-chair in the Summer of 2025.
When joining KDP, candidates receive certificates recognizing their members in the national honor society. At graduation, members are also honored with KDP cords, which they wear as a visible acknowledgment of their dedication to education and their accomplishments throughout their academic journey at USU.
This is a list of current and past members:
KDPCurrentMembers.docxWe have 1 pending membership application:
KDPPendingApp.docxDr. Mark Duplissis and Dr. Laurie Wellner serve as co-counselors (co-chairs).
KDPLeadership.docxTeam Question #8: Team check-ins added in evenings prior to meeting with leadership. This puts our meetings with leadership on Sunday and Monday at 6:30pm.
USU Response: We have added these meeting times to the calendar as requested.
10/24/2025 Questions
10/24/2025 Questions
Please see USU responses to the questions received from the review team on 10/24/25.
Review Team Question #1: Do the cooperating BILA teachers overlap with the general ed. cooperating teachers? It would be helpful to have them identify their role in their Zoom name
USU Response: We will make this request of the participants. We have had four graduates since 2025 and as of 10/2025 I have not been able to confirm the attendance of the cooperating teachers. At this time, 2 emails have bounced back to us, and the other contacts have not responded. We do have two bilingual completers that will be attending the student sessions confirmed at this time.
Review Team Question #2: For the Monday 8:30 meeting with the Academic Advising and Dean of Students, we want to confirm that both Common Standards reviewers will be meeting with that group. The schedule shows each reviewer in their own room, but lists the same people to be interviewed (except that Bridgett Magpayo is not listed in the group under the second CS reviewer).
USU Response: This is confirmed- the same zoom link will be included for both reviewers
Review Team Question #3: At your earliest convenience, could you add expected number of participants to the interview schedule?
USU Response: The number of participants contacted and requested to participate is currently listed. The number of anticipated participants has been added to the schedule for each session. This information can be found at: https://sites.google.com/view/usu-coe/ctc-accreditation/2025-site-visit?authuser=0
As confirmations continue to be received we will update the expected number of participants for each session.
Review Team Question #4: Reviewers were unable to find the literacy update. Also - are there any other updates since the addenda?
USU Response: Yes, all of the documentation received is included on the “2024 Literacy TPE Work” page. The various phases, feedback, and the final CTC SB488 Literacy Certification letter received on 10/7/2025 are included there as well.
On the home screen of the website, you will see the dropdown option pictured below and the link circled in orange.
For ease, here is the direct link as well: https://sites.google.com/view/usu-coe/ctc-accreditation/2024-literacy-tpe-work?authuser=0
Review Team Question #5: Throughout the submission, there are several documents that contain comments that may or may not have been acted upon. Some documents, such as the student teaching and CT handbooks, appear to be drafts. Please provide final versions.
USU Response: The handbooks have been updated in September and October, 2025 - New links and finalized and updated handbooks are included.
Review Team Question #6: Multiple links are ‘broken’ or lead to evidence that does not appear to support the element. Please check links throughout to ensure they are going to the intended evidence. The link for “slide decks for orientation” goes to a google folder without clear indication of where reviewers should look for the slides.
USU Response: Our most sincere apologies for the broken links and draft documents. From our view, these things were working and all drafts had been replaced with final versions. Clearly we were not seeing the same things as the reviewers and again, we apologize for this. At this time, all links should be working.
Review Team Question #7: From Common Standards Reviewer
Common Standard 3: 3.1: Please describe why the Unit requests verification of diversity by the Site following a placement. Please describe what happens when a Site indicates NO that their site does not meet CTC's definition of diversity. Is there a verification by the Unit if a Site checks YES that the site does meet CTC's definition of diversity? If so, please describe. Once a Site has, do they do so again in the future if another candidate is placed there? Does the Unit "track" which Sites meet CTC's definition of diversity and if they do, is this information available?
USU Response: The College of Education implemented the diversity request form to ensure that we are meeting the standard for candidates to experience a diverse school setting. If a site states that it does not meet the diversity requirement, we look for another opportunity for the student. We also utilize the public websites for the schools to review the diversity of the school population. We have not encountered this as a concern in the public school systems, but there are times when we have concerns with the diversity of a private school. We do request the diversity confirmation every time we make a placement, even if it is a repeated placement. We can share our overall student tracking sheet that does demonstrate all conditions have been met before a placement is confirmed.
Review Team Question #8: 3.1 Reviewer feedback requested additional information on opportunities to experience issues of diversity related to school climate. The provided EDU 501 syllabus appears to address diversity but not school climate. Please elaborate or point me to the location in the syllabus. Please describe how the Unit ensures school climate is addressed in the context/in addition to diversity.
USU Response: In reviewing the syllabus, it is clear that we have utilized the terms school climate and school culture interchangeably. A focus on school climate will need to be added and the course updated. We will commit to completing this prior to the next term start, January 6, 2026.
Review Team Question #9: 3.4 Supervisor Recognition. New opportunities were introduced in 2025. Please elaborate/describe in more detail these opportunities. Please provide a copy of the nomination form mentioned. Please clarify - is the tuition discount & access to Unit library resources for all supervisors, nominees only, "winners" only, other?
USU Response: The tuition discount and library resources are extended to all cooperating teachers and site supervisors. Since this was just introduced, and discussed at our summer data retreat, we have not yet implemented or awarded any of the supervisors or cooperating teachers. We have added the notification of the library resources and the tuition discount to the required training for the cooperating teachers and the site supervisors. We look forward to introducing the award nominations to our students during the 2025-2026 school year. Here is a link to the sample survey that will be sent out to intern completers at the completion of their program. https://forms.gle/SSmuigvdAZMEgfSD9 A similar nomination form will be utilized for the nomination of Cooperating Teacher recognition.
Review Team Question #10: 3.5 Please request a copy of the Student Handbook that is not 'in process.' The link leads to a live edited document with comments & strikethroughs. I'd like to be linked to current version provided to Candidates.
USU Response: New links and finalized and updated handbooks are included here. Link to handbooks on website.
Review Team Question #11: 3.6 (related to 3.1). Please provide a description of how the "unit monitors" diversity beyond Site self-report after a candidate is placed.
USU Response:
Candidates must write a reflection about their experiences as part of their coursework
Upon ST or Internship placement, we confirm the site and district are diverse.
The College of Education implemented the diversity request form to ensure that we are meeting the standard for candidates to experience a diverse school setting. If a site states that it does not meet the diversity requirement, we look for another opportunity for the student. We also utilize the public websites for the schools to review the diversity of the school population. We have not encountered this as a concern in the public school systems, but there are times when we have concerns with the diversity of a private school. We do request the diversity confirmation every time we make a placement, even if it is a repeated placement. We can share our overall student tracking sheet that does demonstrate all conditions have been met before a placement is confirmed.
Review Team Question #12: Common Standard 4:
4.1 Links do not work for: Senior Director of Institutional Research, Executive Director for Academic Compliance, or SVP Legal and Regulatory Affairs.
USU Response: Since the date of this submission these position titles have changed.
Here is an updated screenshot of the Org Chart
Review Team Question #13: 4.2 Given your recent move to WATERMARK Tool, Eval Kit - please provide a descriptive narrative and if possible, screenshots for data collection & reporting. Note: I applaud their candor in describing their frustration with systems to collect and analyze data and am looking forward to learning more about their WATERMARK solution.
USU Response:
Course Evaluations and Surveys (previously branded as “EvaluationKIT”) is a cloud-platform built specifically for higher education to manage both course evaluations and broader institutional and/or program surveys (e.g., students, faculty, staff, alumni). USU has used this product for End of Course Surveys and Annual Student and Faculty Surveys with success for over 5 years.
When thinking about ways to improve response rates, this product was discussed at length due to its efficient administration, user-friendly interface for evaluators, ability to store raw data, and reporting options.
Step One:
Step One:
First, a survey is designed. In this case, we built the existing survey into the platform. An example is shown to the left.
Step Two:
Step Two:
Next, a Project is built. This allows for the creation of an evergreen link and QR code to the survey that can be emailed to the evaluators.
Step Three:
Step Three:
Finally, the platform allows for quick snapshots by question (see to the left) as well as the ability to download the data into an Excel spreadsheet for further analysis.
Review Team Question #14: 4.3 Please elaborate on when the Employer Survey is distributed (to who, when, etc.). While they have linked to the results for an Employer Survey, please describe if there are any other sources of data, including from Community Partners, as the standard requires multiple sources of data.
USU Response: With the support of the Office of Educational Partnerships and Placements we work diligently throughout the year to collect the employment data of our completers. The dean assumes responsibility to reach out personally to the employers and request that they complete the employer survey twice a year, once in late January and again in June. Previously, we have utilized a google survey form to collect this information. Working with institutional research, we have moved this to Eval Kit and will utilize a survey link sent by the dean. We did try to send out the link to the employers via “mail chimp” last summer as part of an effort to further automate the process but the results were disappointing. A more personalized approach coming from the dean has resulted in a higher response level. At this time, we do not collect specific data from any of our community partners such as the LA School District or the San Diego County Office of Education. We collect data from our students and faculty annually.
Review Team Question #15: Common Standard 5: 5.2 Quotes are provided from the Employer Survey (mentioned in CS 4). Are there additional sources of data in addition to the Employer Survey? Describe when the Unit and programs review this data.
USU Response: All sources of data are reviewed with the unit at our annual data summit held annually in July. Additional data received throughout the year is reviewed with the faculty and the Program Advisory Committee at meetings. The additional data includes the faculty satisfaction survey, the student satisfaction survey, EdTPA data, and RICA data. Each end of the semester, cooperating teachers are asked to complete a review of the student teaching and the university supervisor. The University supervisor completes a review of the student teacher (or intern), the cooperating teacher or the site supervisor. In our data review, we have focused on areas where we see patterns of lower performance or less evidence of the implementation of the TPE. Data in SIBME also supports our ability to see where specific standards are tagged.
For example, this year we identified that we had not collected as much evidence as needed for the demonstration of competence in TPE7 so we modified the requirements to include an observation of literacy instruction.
Review Team Question #16: Common Standard 5: 5.2 The quotes focus on Candidate competence and performance. Please describe the "impact" and that the "unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in the schools that serve California's students." That is, please connect the dots from the quotes (as essentially the quotes are raw qualitative data points).
USU Response: We added the question: Please provide some examples of how your teacher/intern has contributed to your school via extra activities, involvement, student support, etc.in an effort to better understand and document the positive impact of our candidates in their classrooms and schools. This is the data that was shared with you in the survey results. At this time, we do not have additional data but are open to ideas for how to best demonstrate the positive impact of our candidates.
Review Team Question #17: MS/SS Program: There is evidence of 40 hours of virtual fieldwork, but mention in the handbook about Supervised Early Fieldwork. I do not see a description of this, hours, placement information, etc.
USU Response: Given the recent HB revisions the statement regarding the Supervised Early Fieldwork has been removed as this was not an accurate reflection of this element of the program. All early fieldwork is virtual and aligned with the specific courses.
Review Team Question #1: Do the cooperating BILA teachers overlap with the general ed. cooperating teachers? It would be helpful to have them identify their role in their Zoom name
USU Response: We will make this request of the participants. We have had four graduates since 2025 and as of 10/2025 I have not been able to confirm the attendance of the cooperating teachers. At this time, 2 emails have bounced back to us, and the other contacts have not responded. We do have two bilingual completers that will be attending the student sessions confirmed at this time.
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