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Executive Summary- This section should be used to briefly summarize your report. It is recommended that this review be written after completing other sections. Include a statement of your mission, vision, and goals and how they are aligned to the institution/unit/college mission, vision, and goals.

The strategic plan of the School of Education and Human Development guides our teaching, policies, procedures, curricula, and governance. These values, mission, vision, and goals are aligned with the institutions overall mission and vision. This document summarizes enrollment trends, interdepartmental work, budget, and future goals.

Commitment to Learn – We believe that abilities and achievements grow through willingness, effort, experience, and persistence.

Collaboration – We believe that creative ideas and effective solutions stem from openness, partnership, and community.

Cultural Competence – We fully appreciate our own cultural roots and we believe that understanding and valuing the cultures of others leads to authentic connections and relationships. Social Justice – We believe that equitable access to resources and opportunities is the key to personal growth, professional accomplishments, and systemic change.

Health and Wellness – We believe that excellence comes from enjoying what we do and striving for balance in body, mind, and spirit.

Mission: As the first public institution of higher education to prepare African American teachers in Kentucky, the School of Education and Human Development is grounded in history, theory, and research. Building on our proud legacy, we now form a diverse, supportive community that promotes cultural competence, provides access to resources, creates opportunities for meaningful learning, engages in effective problem solving, and activates positive system change for all.

Vision: The School of Education and Human Development collaborates with partners to offer educational opportunities through which individuals from myriad cultures learn together in community and grow into culturally competent, highly skilled, professional leaders in a global society.

Significant Accomplishments- This section will be constructed differently for each unit/subunit/college/school based on your mission and goals and assessment results. Strive to list in order of importance or priority by targets and objectives aligned with the Strategic Plan. Using brief bullet-points, highlight your area’s outcomes which may include:

Sunday Obi -

School of Education and Human Development Meetings (Whole Group)

School of Education and Human Development Meetings (SEHDCS Only)

Budget Summary- This section will vary by unit/subunit/college/school, based on the dimensions of your fiscal resources. While parts of the budget may be included in other sections, this section should provide specific details of your fiscal status.

Education Salaries - $860,237.20 Travel Expenses - $0 General Operating Expenses - $3,800 Services & Contracts (ASL & CAEP)- $22,000

Education Salaries - $767,544.66 Travel Expenses - $2,000 General Operating Expenses - $6,000 Services & Contracts (ASL & CAEP)- $11,065

Challenges Faced During the Past Fiscal Year- Provide a bulleted list of challenges highlights, and why, which may include:

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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.

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

Objective

2.1 Participate in recruitment efforts/events

2.2 Inform middle and high school students about KSU

Objective

3.1 Promote passing ETS Praxis tests (CORE & Praxis II tests required for KY teacher certification).

3.2 Update Ed prep curricula to meet the needs of candidates.

Objective

4.1 Update ed prep curricula to meet the needs of candidates and P-12 partners.

4.2 Prepare grads to enter the profession of teaching with high expectations & qualifications.

Objective

5.1 Locate & Engage KSU’s graduates from the SoE.

Option 9, Option 6, Recruitment)

Action

Faculty participation in all recruitment events held on KSU campus & attending off-campus recruiting opportunities conferences/events. Visiting high school teaching academies on a consistent basis

High School Day, 4H Symposium, Social Media, Participating in off campus events and conferences

Action

Established 2 seminar classes in the school for taking and passing the CORE and Praxis II exams. KEA-SP creating intentional Praxis opportunities (Peer-Led)

In progress – several curricular revisions were approved by the TEC and Faculty Senate. Shifting to more clinical experiences before student teaching. Also shifting to project-based/Student led instruction

Action

In progress- several curricular revisions were approved by the TEC & faculty senate during the fall 2023 and spring 2024 semesters.

Working with Workforce to ascertain needs of P-12. Clinical Experience courses (EDU 450 & 452). Engaging students directly with school districts (In and Out of State)

Action

Communicating with alumni and establishing a database of

Trends and Future Directions/Recommendations- Provide a bulleted list identifying each direction and perceived or measured impact.

numbers and program generated revenue. Hopefully, the partnership with Magellen Learning Solutions will provide the school to expand within the next two years.

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

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.

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.

Goals for the Coming Year- List your goals for the upcoming year