Statement of Teaching Responsibilities

Statement of Teaching Responsibilities

Department of Teacher Education and Administration 

University of North Texas College of Education 

Dates of Agreement: 1/1/2017 to 12/31/2019 

 Dr. Lauren Eutsler 

In the Department of Teacher Education and Administration all tenured and tenure-track faculty are expected to develop a high-quality research program that contributes to knowledge through the publication of referred research/review papers and that has potential for external support. Scholarly books, book chapters, patents, research presentations, and invited presentations are also valued. The College of Education encourages and support cross-and inter-disciplinary research.  Faculty members are expected to develop a significant and focused body of research as reflected by publication in quality journals (e.g., impact factors) and citations to those publications. Recognition of each faculty member’s level of research scholarship may occur through various means such as invitations to review for scholarly journals, service on editorial boards, reviews for funding agencies, and election to national groups (e.g., Fellows). 

Contributions to teaching and learning are an important part of the everyday life and scholarship of faculty. This includes instructional responsibilities within your area of expertise at both the undergraduate and graduate levels as well as advising/mentoring undergraduate and graduate students toward degree completion. Publication and presentation of scholarly papers about instruction as well as the development of textbooks and instructional materials also represent important contributions to teaching and learning. 

Faculty are expected to contribute to the university and professional community through service and leadership on committees and elected offices. In addition, work related to the faculty member’s area of expertise in community outreach is a valued service to the university and state. 

Entrepreneurial activities are valued by the department, college, and university. They may fall under any of the categories depending on the nature of the activity. 

Overview 

As of January 1, 2017 I am a first-year Assistant Professor in the Department of Teacher Education and Administration in the College of Education at UNT. My faculty workload is 40/40/20 in the areas of research, teaching, and service, respectively. This document describes my current activities and future plans over the next three years in these areas.  

Research (40% effort) 

My research agenda explores the intersection of literacy and technology for 21st century children from birth to grade 6. One guiding question for my agenda is: how do children learn to read in today’s home where portable technology (e.g., tablets, smartphones) has become ubiquitous? A second guiding question is: How do children’s home reading practices impact and inform teachers’ formal reading instruction in pre-K and elementary classrooms? I apply my research findings in the courses I teach; I analyze teacher candidates’ acceptance and attitude toward technology and equip teacher candidates’ with technology integration strategies for teaching reading.  

Active manuscripts. The following manuscripts are under review: “Influences on parents’ portable technology adoption for children learning to read” – Journal of Research on Technology in Education; “Portable technology to help elementary children learn to read” – The Reading Teacher. I am completing the following manuscripts: “Gender and age differences among children reading with portable technology” – Journal of Reading Research; “Teacher candidates’ reflective practice using weblog: A search for teacher identity” – Teaching and Teacher Education, “Teacher Candidates’ Experiences of Blended Literature Circle Discussions” – Journal of Literacy Research. 

Accepted research presentations. Upcoming presentations include:  

  1. a) Association of Teacher Educators, February 2017, “Teacher candidates’ using technology to enhance their learning in higher education,”
  2. b) American Educational Research Association, April 2017, “Influences on Parents’ Portable Technology Adoption to Help their Child Learn to Read,” “Characteristic Differences in Portable Technology Adoption and Use Among Elementary Children Reading in the Home.”

Upcoming research. I am preparing the IRB application to conduct longitudinal research in UNT’s Child Development Laboratory (I have approval from the school’s director, Dr. Carol Hagen) beginning in February 2017 where I will explore parents’ reading practices in the home with their preschool-aged children, children’s reading development in the preschool, and children’s perceptions of learning to read with portable technology. Concurrently, I will collaborate with Dr. Angela Randall to examine approximately 100 teacher candidates’ attitudes toward iPad and print books during read-aloud instruction. 

Teaching/Learning (40% effort) 

I teach courses in the Language and Literacy Program. My course load is generally 6 credits per semester. In Fall 2016, I taught EDRE 4450: Reading and Writing birth-grade 6 and EDRE 4870: Cross-Curricular (Content Area) Literacy Materials and Resources. I served as lead instructor for EDEE 3380: Teaching and Learning in Grades EC–6. As lead instructor I conducted a teaching observation, met face-to-face with the instructor at the beginning and end of the semester, and provided monthly email check-ins. I also oversaw Jeannette Ginther, an adjunct instructor new to higher education teaching, in both EDRE 4450 and EDRE 4870. 

Goals for my students’ learning include helping students understand course content by integrating comprehensible teaching methods, such as engaging students in hands-on learning activities that students can use in their future classrooms. For example, in EDRE 4450, I transformed an assignment that traditionally had students compile an annotated award-winning children’s booklist to have students crowdsource their individual lists on a class website (http://teachingchildrensliterature.weebly.com/). Teacher candidates not only learned a strategy to apply to their future classrooms, but created a resource they can continue to reference.  

Service/Outreach/Engagement (20% effort) 

Within the department, I serve as a member on three committees:  

  1. a) appointed to “TEA Senior Lecturer in Language and Literacy” in Fall 2016 and contributed to hiring decisions by interviewing three candidates and inviting two participants for campus visits,
  2. b) elected to “Admission, Review and Retention (ARR): EC-6 and 4-8 Initial Certification Subcommittee” until August 2018 which requires ongoing analysis of student’s academic progress who request a review of program admittance and/or retention (typically 10/semester), and
  3. c) elected to “COE Scholarship” until August 2019 where I conduct a yearly review of applications and award multiple scholarships to COE students.

For the College of Education, I developed an electronic survey in 12/2016 using Qualtrics to inquire about each faculty’s graduate funding experience, in response to President Smatresk’s request to competitively position UNT ‘s graduate funding. Also within the college, I am an active participant in the Power Hour writing group.  

At the university level, I am an active member of the Women’s Faculty Network, Faculty Writing Group, and University Mentoring Group.  

Table 1.

Overview of Courses Taught

Catalogue Title

 

Course Listing Average Enrollment Required

 

Abbreviated Objectives/Goals
Foundations of Teaching EDEE 3320 40 Yes

1. Experiences of practicing educators;

2. Teaching ethics;

3. Professional development;

4. Schooling

Reading and Writing, Birth through Grade 6

 

 

EDRE 4450 40 Yes 1. Emergent literacy;

2. Motivation;

3.  Classroom literacy practices;

4. Parental/societal influences

Cross-Curricular (Content Area) Literacy Materials and Resources

 

 

 

 

EDRE 4870 14 Yes 1. Cross-curricular literacy;

2. Culturally appropriate resources;

3. Developmentally appropriate materials