{"id":10586,"date":"2017-08-29T20:43:24","date_gmt":"2017-08-29T20:43:24","guid":{"rendered":"http:\/\/sehd.ucdenver.edu\/impact\/?p=10586"},"modified":"2017-08-29T20:44:04","modified_gmt":"2017-08-29T20:44:04","slug":"program-leaders-meeting-minutes-august-2017","status":"publish","type":"post","link":"https:\/\/sehd.ucdenver.edu\/impact\/2017\/08\/29\/program-leaders-meeting-minutes-august-2017\/","title":{"rendered":"Program Leaders Meeting Minutes August 2017"},"content":{"rendered":"<p><strong>Program Leaders \u2013 Aug 28, 2017<\/strong><\/p>\n<ol>\n<li>New budget paradigm \u2013 how do we act strategically in this new environment? Data driven \u2013 Tableau background?\u00a0\u00a0 Functional Routines + own interest and program area goals (year-long agenda)<\/li>\n<li>State of programs\n<ol>\n<li>CLDE\n<ol>\n<li>Program involvement at all levels; undergrad, masters, endorsement, EdD and PhD<\/li>\n<li>Feel stretched thin; trying to organize Bilingual Excellence Network to build capacity with instructors; New faculty member\n<ul>\n<li>On campus and field based, create community can be challenge<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>New 6 credit licensure renewal requirement in CO \u2013 RULES ARE EMERGING, TEACHERS WILL NEED 6 CREDITS IN CLDE\n<ul>\n<li>IS THERE AN OPPORTUNITY TO DO ONLINE, ON DEMAND MODULES?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol>\n<li>CHALLENGE: PREDICTING ENROLLMENT, PLANNING<\/li>\n<\/ol>\n<ol>\n<li>ILT\n<ol>\n<li>Some faculty involved in EdD and PhD, more would like to be<\/li>\n<li>Undergrad minor is just getting going, have student growth\n<ul>\n<li>Grad numbers are a bit weaker<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Course redesign to update (quality and currency)\n<ul>\n<li>Feedback from advisory board<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol>\n<li>Rebecca: The provost has created a central committee for curriculum review [likely to negotiate conflicts when schools create new programs]<\/li>\n<\/ol>\n<ol>\n<li>ALPS\n<ol>\n<li>Two areas of concern:\n<ul>\n<li>ELCC review, lots of PBA data, want to look at rubrics and sequence\n<ul>\n<li>Curriculum review, scaffolding to standards, verifying assessments<\/li>\n<\/ul>\n<\/li>\n<li>EdD numbers \u2013 lots of students, so many people coming through who need mentoring (three big cohorts)<\/li>\n<\/ul>\n<\/li>\n<li>Principal prep, exec leadership is fine<\/li>\n<\/ol>\n<\/li>\n<li>CPE (partnerships)\n<ol>\n<li>Everywhere, lots happening<\/li>\n<li>Leverage partnerships for recertification requirements<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Professional development with districts<\/li>\n<\/ul>\n<ol>\n<li>ASPIRE is growing, alternative licensure, upwards of 200 students, notes fit for rural schools\u2019 needs\n<ul>\n<li>New state requirement for SPED licensure, cannot just take Praxis exam, must have complementary coursework \u2013 ASPIRE can potentially provide<\/li>\n<\/ul>\n<\/li>\n<li>Otero JC program has also become emblematic of a way to answer the need for teachers in rural schools\n<ul>\n<li>Enrollment is far beyond projection<\/li>\n<li>Model for other partnerships?<\/li>\n<li>Mentioned potential development of CC leadership track for EdD<\/li>\n<\/ul>\n<\/li>\n<li>Diversity\n<ol>\n<li>Diversity and inclusive excellence plan that speaks to strategic planning and accountability around diversity work\n<ul>\n<li>Both to account for the work that\u2019s ongoing and to set some objectives<\/li>\n<\/ul>\n<\/li>\n<li>Counseling\n<ol>\n<li>Large faculty but gaps with study leaves, large student population<\/li>\n<li>Reaccreditation issues through CACREP, asks for more data\n<ul>\n<li>Interim reports are onerous at best<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Couple and family therapy track is seeking additional accreditation to be more competitive in the market<\/li>\n<\/ul>\n<ol>\n<li>Counseling clinic \u2013 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<\/li>\n<\/ol>\n<ol>\n<li>REM\n<ol>\n<li>Undergrad, masters and doctoral level, with PhD specialization new\n<ul>\n<li>Some issues finding students for advanced classes like SEM \u2013 need partnership with other colleges and schools?<\/li>\n<li>Masters level &#8211; plan for marketing the masters<\/li>\n<\/ul>\n<\/li>\n<li>Service provider for other programs at all levels; well enrolled\n<ul>\n<li>Some challenges emerging \u2013 Research in Schools class, for instance \u2013 what programs require this? Have requirements changed?\n<ul>\n<li>What is happening in schools that might be affecting whether there is demand for courses on how to use research?<\/li>\n<li>What are state and school system expectations?<\/li>\n<\/ul>\n<\/li>\n<li>Sequencing and frequency of courses may have an impact on enrollment and demand; articulation across programs might be a worthwhile effort<\/li>\n<\/ul>\n<\/li>\n<li>SPSY\n<ol>\n<li>Accreditation issues with APA are continuing<\/li>\n<li>Undergrad course being proposed as a core course (school based mental health practice)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>17 students in fall cohort<\/li>\n<\/ul>\n<ol>\n<li>Rachel Stein hired for clinical line<\/li>\n<\/ol>\n<ol>\n<li>STEM\n<ol>\n<li>Proposal moving forward in gen ed core (physical science for everyday thinking)<\/li>\n<li>Undergrad licensure, MA and PhD\n<ul>\n<li>Relatively few undergrad science licensure majors, specialized program of study with CLAS (in CO you get licensed in all sciences)<\/li>\n<li>Most students are completing degrees in a content area and coming to program for licensure\n<ul>\n<li>Recruit internally from within CLAS to come to licensure program<\/li>\n<li>Undergrad learning assistant program<\/li>\n<li>NSF grant support<\/li>\n<\/ul>\n<\/li>\n<li>Masters programs \u2013 enrollment low in math and science, MA or MS and MSEd<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ol>\n<li>PhD students \u2013 small in number, makes it difficult to schedule and offer classes<\/li>\n<li>MIGHT THE PPMA BE A WAY TO MARKET TOWARD INSERVICE MATH AND SCIENCE TEACHERS? PPMA WITH A STEM FOCUS?<\/li>\n<\/ol>\n<ol>\n<li>Literacy\n<ol>\n<li>Lots of areas \u2013 undergrad, masters (English and reading), rolling out the online offerings<\/li>\n<li>Revamping the MA portfolio to promote currency<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Shorthanded, recruiting 1 TT line<\/li>\n<\/ul>\n<ol>\n<li>ECE\n<ol>\n<li>NAEYC pilot for undergrad<\/li>\n<li>Undergrad, MA, licensure, doc programs\n<ul>\n<li>14 new students in undergrad, slow study growth\n<ul>\n<li>Applications up, challenge is yield<\/li>\n<li>Some scholarship funds can be devoted to convert applicants to matriculation<\/li>\n<li>Transfer path can be clarified and is being in a more contemporary articulation agreement<\/li>\n<\/ul>\n<\/li>\n<li>8<sup>th<\/sup> online cohort at the master\u2019s level\n<ul>\n<li>PPMA online students can be an issue \u2013 since not all the courses that a student could take for this path are online<\/li>\n<\/ul>\n<\/li>\n<li>Discussing how to negotiate whether the program is ECE or ECSE; may end up with dual licensure at the BA and MA level<\/li>\n<\/ul>\n<\/li>\n<li>EDHD\/HDFR\n<ol>\n<li>All levels, all delivery paths, positive growth, gen ed classes doing well\n<ul>\n<li>Undergrad slow growth, planned<\/li>\n<\/ul>\n<\/li>\n<li>PhD includes a field-based learning experience and teaching courses within the schools\n<ul>\n<li>Cannot compete in terms of assistantship supports<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Small liberal arts college atmosphere within a research university \u00e0 culture building at the undergrad level<\/li>\n<\/ul>\n<ol>\n<li>MA level \u2013 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\n<ul>\n<li>Culminating project has changed from comps to project or thesis<\/li>\n<\/ul>\n<\/li>\n<li>SPED\n<ol>\n<li>Focus on increasing student numbers, focus on licensure and master\u2019s program\n<ul>\n<li>Reduced credits in some paths<\/li>\n<li>Marketing video targeted primarily toward licensure students<\/li>\n<li>Promoting undergrad and grads working together and get involved in CEC<\/li>\n<\/ul>\n<\/li>\n<li>Emotions, behavior &amp; mental health in schools certificate \u2013 potential pipeline for master\u2019s programs\n<ul>\n<li>These classes can be part of the PPMA course list<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li>Some courses are seeing better enrollment through PPMA \u2013 if these can be sequenced, can inform students better<\/li>\n<\/ul>\n<ol>\n<li>Julie \u2013 PPT that includes mapping of each program area\n<ol>\n<li>Need this to create data dashboard<\/li>\n<li>Send feedback by end of week<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>PDF Version for these minutes:\u00a0<a href=\"http:\/\/sehd.ucdenver.edu\/impact\/files\/PL_8.28.17.pdf\">PL_8.28.17<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Program Leaders \u2013 Aug 28, 2017 New budget paradigm \u2013 how do we act strategically in this new environment? Data driven \u2013 Tableau background?\u00a0\u00a0 Functional Routines + own interest and program area goals (year-long agenda) State of programs CLDE Program involvement at all levels; undergrad, masters, endorsement, EdD and PhD Feel stretched thin; trying to [&hellip;]<\/p>\n","protected":false},"author":78,"featured_media":10196,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-10586","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-program-lead-team"],"_links":{"self":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts\/10586","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/users\/78"}],"replies":[{"embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/comments?post=10586"}],"version-history":[{"count":0,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts\/10586\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/media\/10196"}],"wp:attachment":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/media?parent=10586"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/categories?post=10586"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/tags?post=10586"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}