SEHD Impact

Program Leaders Meeting Minutes August 2017

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Program Leaders – Aug 28, 2017

  1. New budget paradigm – how do we act strategically in this new environment? Data driven – Tableau background?   Functional Routines + own interest and program area goals (year-long agenda)
  2. State of programs
    1. CLDE
      1. Program involvement at all levels; undergrad, masters, endorsement, EdD and PhD
      2. Feel stretched thin; trying to organize Bilingual Excellence Network to build capacity with instructors; New faculty member
        • On campus and field based, create community can be challenge
  • New 6 credit licensure renewal requirement in CO – RULES ARE EMERGING, TEACHERS WILL NEED 6 CREDITS IN CLDE
    • IS THERE AN OPPORTUNITY TO DO ONLINE, ON DEMAND MODULES?
  1. CHALLENGE: PREDICTING ENROLLMENT, PLANNING
  1. ILT
    1. Some faculty involved in EdD and PhD, more would like to be
    2. Undergrad minor is just getting going, have student growth
      • Grad numbers are a bit weaker
  • Course redesign to update (quality and currency)
    • Feedback from advisory board
  1. Rebecca: The provost has created a central committee for curriculum review [likely to negotiate conflicts when schools create new programs]
  1. ALPS
    1. Two areas of concern:
      • ELCC review, lots of PBA data, want to look at rubrics and sequence
        • Curriculum review, scaffolding to standards, verifying assessments
      • EdD numbers – lots of students, so many people coming through who need mentoring (three big cohorts)
    2. Principal prep, exec leadership is fine
  2. CPE (partnerships)
    1. Everywhere, lots happening
    2. Leverage partnerships for recertification requirements
  • Professional development with districts
  1. ASPIRE is growing, alternative licensure, upwards of 200 students, notes fit for rural schools’ needs
    • New state requirement for SPED licensure, cannot just take Praxis exam, must have complementary coursework – ASPIRE can potentially provide
  2. Otero JC program has also become emblematic of a way to answer the need for teachers in rural schools
    • Enrollment is far beyond projection
    • Model for other partnerships?
    • Mentioned potential development of CC leadership track for EdD
  3. Diversity
    1. Diversity and inclusive excellence plan that speaks to strategic planning and accountability around diversity work
      • Both to account for the work that’s ongoing and to set some objectives
    2. Counseling
      1. Large faculty but gaps with study leaves, large student population
      2. Reaccreditation issues through CACREP, asks for more data
        • Interim reports are onerous at best
  • Couple and family therapy track is seeking additional accreditation to be more competitive in the market
  1. Counseling clinic – owned by student affairs but our program needs this for internship placements; there may be some possibility to use other CU-related clinics in the metro area
  1. REM
    1. Undergrad, masters and doctoral level, with PhD specialization new
      • Some issues finding students for advanced classes like SEM – need partnership with other colleges and schools?
      • Masters level – plan for marketing the masters
    2. Service provider for other programs at all levels; well enrolled
      • Some challenges emerging – Research in Schools class, for instance – what programs require this? Have requirements changed?
        • What is happening in schools that might be affecting whether there is demand for courses on how to use research?
        • What are state and school system expectations?
      • Sequencing and frequency of courses may have an impact on enrollment and demand; articulation across programs might be a worthwhile effort
    3. SPSY
      1. Accreditation issues with APA are continuing
      2. Undergrad course being proposed as a core course (school based mental health practice)
  • 17 students in fall cohort
  1. Rachel Stein hired for clinical line
  1. STEM
    1. Proposal moving forward in gen ed core (physical science for everyday thinking)
    2. Undergrad licensure, MA and PhD
      • Relatively few undergrad science licensure majors, specialized program of study with CLAS (in CO you get licensed in all sciences)
      • Most students are completing degrees in a content area and coming to program for licensure
        • Recruit internally from within CLAS to come to licensure program
        • Undergrad learning assistant program
        • NSF grant support
      • Masters programs – enrollment low in math and science, MA or MS and MSEd
  1. PhD students – small in number, makes it difficult to schedule and offer classes
  2. MIGHT THE PPMA BE A WAY TO MARKET TOWARD INSERVICE MATH AND SCIENCE TEACHERS? PPMA WITH A STEM FOCUS?
  1. Literacy
    1. Lots of areas – undergrad, masters (English and reading), rolling out the online offerings
    2. Revamping the MA portfolio to promote currency
  • Shorthanded, recruiting 1 TT line
  1. ECE
    1. NAEYC pilot for undergrad
    2. Undergrad, MA, licensure, doc programs
      • 14 new students in undergrad, slow study growth
        • Applications up, challenge is yield
        • Some scholarship funds can be devoted to convert applicants to matriculation
        • Transfer path can be clarified and is being in a more contemporary articulation agreement
      • 8th online cohort at the master’s level
        • PPMA online students can be an issue – since not all the courses that a student could take for this path are online
      • Discussing how to negotiate whether the program is ECE or ECSE; may end up with dual licensure at the BA and MA level
    3. EDHD/HDFR
      1. All levels, all delivery paths, positive growth, gen ed classes doing well
        • Undergrad slow growth, planned
      2. PhD includes a field-based learning experience and teaching courses within the schools
        • Cannot compete in terms of assistantship supports
  • Small liberal arts college atmosphere within a research university à culture building at the undergrad level
  1. MA level – phases out ed psych, several tracks in the PPMA sequence (learning science path, e.g.); masters in HDFR is smaller but linked to progressing into the doctoral program
    • Culminating project has changed from comps to project or thesis
  2. SPED
    1. Focus on increasing student numbers, focus on licensure and master’s program
      • Reduced credits in some paths
      • Marketing video targeted primarily toward licensure students
      • Promoting undergrad and grads working together and get involved in CEC
    2. Emotions, behavior & mental health in schools certificate – potential pipeline for master’s programs
      • These classes can be part of the PPMA course list
  • Some courses are seeing better enrollment through PPMA – if these can be sequenced, can inform students better
  1. Julie – PPT that includes mapping of each program area
    1. Need this to create data dashboard
    2. Send feedback by end of week

PDF Version for these minutes: PL_8.28.17