The ITES Story For 2004–2005

Russ French

The Department of Instructional Technology and Educational Studies (ITES) has been in a period of redefinition during the past year: redefinition of composition, redefinition of goals and priorities, and redefinition of programs. Our year’s story is wrapped up in those redefinitions.

Composition

The department has been composed of three program areas: (1) instructional technology, (2) cultural studies, and (3) curriculum, research and evaluation. During this past year, much time, thought, and planning have been devoted to the integration into the department of a fourth program area—public health and safety. We welcomed our new colleagues on July 1 and look forward to new collaborations. It appears that the health of Tennessee’s citizens, both adults and children, will be a priority over the next several years, and we believe that the “new” Department of Instructional Technology, Health, and Educational Studies (ITHES) will be well positioned to address these issues in unique and creative ways.

Goals and Priorities

Members of the faculty have been carefully examining goals and priorities. We are particularly interested in enhancing our research and development activities in the increasingly diverse world of schools of East Tennessee. One highlight of the year was a meeting with Dr. L inda Irwin of the Niswanger Foundation to explore ways in which faculty and graduate students can assist the foundation and simultaneously develop research studies that can inform educational policy and practice. A nother highlight has been the activities of the federally-funded PT-3 grant directed by Dr. Blanche O’Bannon. Under the auspices of that grant, college faculty and graduate students, along with teachers in local schools, have been trained in innovative uses of technology in the classroom.

Programs

Most of the department’s programs have been focused on graduate study, although that will change to some extent with the addition of the public health and safety programs. Over the past two years, ITES faculty members have spent a great deal of time redefining and improving doctoral programs. This past year marked the first year in which doctoral students are admitted to our programs only once per year—in the fall semester. This change has created cohort groups whose members can support each other and work collaboratively through a number of courses. Further, required enrollment in two seminar courses in the students’ first and fifth semesters ensures their understanding of and engagement in meaningful, rigorous research.

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