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"text": "Faculty pay is not competitive with state and regional institutions, that is directly causing the program to lose quality faculty (i.e. Exercise Science program)",
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"text": "Assessment Plan and Outcomes/Learning Outcomes- Summarize your assessment plan and indicate the outcomes/learning outcomes that were developed. Relate to the KSU Strategic Plan and align with the budget. In your list of outcomes, please indicate how they were routinely assessed throughout the year (i.e., type of assessment or methodology) related to your activities, events, and costs associated and your use of results for each goal and objective. Assessment results are not to be reported in this section; they should be embedded in other sections.",
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"text": "The assessment plan goes under review on an annual basis. The SEHDCS has been assessing the program using a six-year assessment plan that ends in 2025. Below is the modified plan. In short, Goal 1: Collaborate with partners to implement a dynamic strategic plan, Goal 2: Collaborate with partners to improve student recruitment and enrollment, Goal 3: Collaborate with partners to increase retention & graduation Goal 4: Collaborate with partners to improve academic excellence and career readiness, Goal 5: Strengthen alumni relations, Goal 6: Serve as a learning development resource for our community",
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"text": "10 Office Hours a week, with most faculty working beyond that expectation on a weekly basis",
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"text": "Most of the faculty have various responsibilities within the school, allowing the school to operate effectively on a continuous basis (Each individual needs to be compensated for their efforts and/or hire individuals to conduct the jobs specifically). Most of the faculty work significantly beyond their contractual duties",
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"text": "Most of the resources and events provided within the school have been funded by the faculty over the past few years. During the 23-24 academic year that practice was lessened due to a functioning budget",
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"text": "The CDF program will have an opportunity to increase enrollment and revenue to the university due to its alignment with the 1890 Scholarship, which is a federally funded scholarship for students seeking degrees in agriculture, business or family services. The 1890 scholarship is a 4-year full scholarship that will positively impact the programs' enrollment over time, due to students seeking to take advantage of the opportunity if they qualify. The CDF program just graduated its highest number of students during the Spring 2024 Commencement as compared to previous years' graduation numbers. The CDF program is essential to the education and community service industries in that it addresses the need for employment shortages nationwide for teachers, social services and child welfare. The CDF program also enables graduates to qualify for ownership opportunities in the Day Care industry, of which is seeking for more diversity and equity among other ownership groups. Studies state that minority children achieve higher levels when instructed and engaged by individuals that look like them and come from the same ethnic backgrounds. The CDF program is assisted by the implementation of the PYCE program, allowing students to become apprentices and learn about various aspects of the community service industry. Thus, allowing the students to directly interact and engage middle school students in various capacities for development and relationship purposes. The CDF program plays a significant role in the overall development of an adolescent academically, and",
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"text": "socially. Studies and research states that effective youth programs during a child’s adolescent years significantly impacts the child’s ability to be academically successful in areas such as reading, writing and math. The program is currently not generating consistent amounts of revenue, but overtime with effective resources and marketing of programs the program will begin to generate positive amounts of revenue in comparison to similar regional programs. Over the past few years, the lack of an effective admissions and marketing department has negatively impacted the majority of programs on campus negatively impacting enrollment numbers. In addition, the change in operations across campus when it comes to student debt and holding students with outstanding balances accountable, has impacted the retainment of first- and second-year students. Thus, leading to many students dropping out of the institution completely. The dismantling of the first-year experience program (University College) by the previous administration has begun to negatively impact the ability of the university to retain students after their first and second year. Since the initial program was dismantled, the university has struggled to find consistent leadership to re-establish the program and build effective relationships with first- and second-year students.",
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"text": "The Music Education program has seen a sharp decline in student enrollment, due to the same factors as listed above in the CDF review. In addition, the music education program has suffered from leadership issues that have placed constraints on the department. The students from the program are streamlined from the music department after completion of their general education and music requirements. Over the past few years many of the students seeking to become music educators have shifted to graduating strictly from the music department, due to state testing requirements within the education department. To combat these issues the education program has begun to engage the music students before they transition into the department to provide the students with the needed information to be prepared and successful once they transition. To address communication issues, the school has included a music education rep on the KEA-SP Committee (KEA- Student Program) to address any concerns from music education candidates, to communicate important school of education information, to assist in Praxis preparation, and make decisions that will positively impact all music education students. The music education program has graduated one student each of the past three years, but has four students in the EPP (Educator Preparation Program) preparing to enter Student Teaching and four students in the pipeline before entering the EPP. This past semester the music education students along with the Chair and Director of Student Teacher had a great meeting to clarify expectations and requirements for current and potential music education students. The current teacher shortage in music education is so significant that school districts are calling and waiting on our students to graduate to be hired on immediately as full-time educators even if they have not passed the Praxis II exam. The districts are placing the teachers in emergency certified positions with a few years allocated to pass the exam. The relationship with the music department has improved significantly over time and the department is dedicated to assist students in meeting the teaching needs of school districts within and out of the state. To improve enrollment and revenue numbers the school has placed a concerted effort on marketing the program to current and high school students.",
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