[ { "page": 1, "items": [ { "page": 1, "type": "TITLE", "location": { "l": 129.6, "t": 720, "r": 481.68, "b": 678.96 }, "text": "COLLEGE OF PUBLIC SERVICE AND LEADERSHIP STUDIES\nSCHOOL OF EDUCATION AND HUMAN DEVELOPMENT\nANNUAL REPORT 2023-2024", "reading_order": 0, "level": 2 }, { "page": 1, "type": "TEXT", "location": { "l": 68.64, "t": 650.16, "r": 535.2, "b": 590.88 }, "text": "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.", "reading_order": 1 }, { "page": 1, "type": "TEXT", "location": { "l": 68.88, "t": 576.72, "r": 533.52, "b": 517.2 }, "text": "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.", "reading_order": 2 }, { "page": 1, "type": "TITLE", "location": { "l": 69.84, "t": 503.04, "r": 137.04, "b": 490.08 }, "text": "Core Values", "reading_order": 3, "level": 2 }, { "page": 1, "type": "TEXT", "location": { "l": 69.6, "t": 488.16, "r": 524.88, "b": 459.84 }, "text": "Commitment to Learn – We believe that abilities and achievements grow through willingness, effort, experience, and persistence.", "reading_order": 4 }, { "page": 1, "type": "TEXT", "location": { "l": 68.88, "t": 457.68, "r": 511.68, "b": 430.08 }, "text": "Collaboration – We believe that creative ideas and effective solutions stem from openness, partnership, and community.", "reading_order": 5 }, { "page": 1, "type": "TEXT", "location": { "l": 68.64, "t": 428.4, "r": 537.84, "b": 370.08 }, "text": "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.", "reading_order": 6 }, { "page": 1, "type": "TEXT", "location": { "l": 69.12, "t": 369.12, "r": 537.36, "b": 340.56 }, "text": "Health and Wellness – We believe that excellence comes from enjoying what we do and striving for balance in body, mind, and spirit.", "reading_order": 7 }, { "page": 1, "type": "TEXT", "location": { "l": 69.12, "t": 339.12, "r": 540.24, "b": 265.68 }, "text": "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.", "reading_order": 8 }, { "page": 1, "type": "TEXT", "location": { "l": 69.12, "t": 264, "r": 529.44, "b": 205.68 }, "text": "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.", "reading_order": 9 }, { "page": 1, "type": "TEXT", "location": { "l": 73.92, "t": 191.76, "r": 538.32, "b": 131.76 }, "text": "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:", "reading_order": 10 } ] }, { "page": 2, "items": [ { "page": 2, "type": "TITLE", "location": { "l": 69.84, "t": 719.04, "r": 184.56, "b": 705.6 }, "text": "Growth and Expansion", "reading_order": 0, "level": 2 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 92.4, "t": 694.8, "r": 504.96, "b": 667.44 }, "text": "Challenge to each faculty member to focus their attention on recruitment, student development and research", "marker": "•", "list_id": "L1", "level": 0, "reading_order": 1 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 92.16, "t": 664.56, "r": 469.68, "b": 650.88 }, "text": "Review the Strategic Recruitment Plan for areas of growth and efficiency.", "marker": "•", "list_id": "L1", "level": 0, "reading_order": 2 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 91.92, "t": 648.24, "r": 542.88, "b": 620.88 }, "text": "Visited or met with 10 high schools and attending at least 10 conferences and summits to recruit students and promote the school", "marker": "•", "list_id": "L1", "level": 0, "reading_order": 3 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 91.68, "t": 617.76, "r": 483.6, "b": 604.32 }, "text": "8 School Districts in or out of state presented during the All-Majors Meeting", "marker": "•", "list_id": "L1", "level": 0, "reading_order": 4 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 91.92, "t": 601.92, "r": 523.68, "b": 574.56 }, "text": "We had over 300 personal contacts to potential students. There was no overlap in our school visits, or events.", "marker": "•", "list_id": "L1", "level": 0, "reading_order": 5 }, { "page": 2, "type": "LIST_ITEM", "location": { "l": 91.68, "t": 571.44, "r": 523.2, "b": 528.48 }, "text": "Once we receive information or notice, we followed up with either a; letter from our office, email, or phone call. 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IECE52542006764630060
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Soc.St.11201711323320026
English13410200011333319
Math15302300012354426
Music1620151919211916211110181196330
PE/Ht726221799503635362537252525369
Sp Ed.6367710151516221719201312164
PE-Non-Teach655861616175584973474566485155781
CDF121216142516151865
Range1-651-581-610-610-610-750-580-490-730-470-450-660-480-510-550-75
Median5.595.55.55888811101611969.5
Semester Total1431651521401281601721802131871652351761621582476
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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.", "reading_order": 6 }, { "page": 12, "type": "TEXT", "location": { "l": 68.64, "t": 444.48, "r": 540.48, "b": 339.36 }, "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. 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ObjectiveAction
1.1 Engage staff & faculty.SoE & TEC & Publishing Meetings, SoE Celebrations, SEHDCS Summits & Conferences
1.2 Engage students.KEA-SP, Teacher Candidate meetings, SEHDCS Celebrations, SoE Summits & Conferences, School District visits
1.3 Engage P-12 partners.TEC & Advising Committee's, Student & Collaborative Teaching trainings, SEHDCS Celebrations, Summit and Conferences, meetings with specific districts (Dual Credit,
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ObjectiveAction
6.1 Learn what our community needs RE learning developmentMeetings with Innovative Learning Dept. of FCPS and CPE Redesign initiative
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Even though, enrollment numbers have taken a dip over the past two years, the quality of students entering the program has increased. This is evident by the overall GPA’s of the students entering the EPP and their ability to excel in and out of the classroom setting. Elementary and PE/Health are the most enrolled programs in the department, with Secondary programs being the least enrolled programs within the department. 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The trend to this approach is to accelerate the student's development and provide students entering student teaching with a seamless transition. The shift will place our students in real world settings allowing them to be more effective with decision making and problem-solving.", "marker": "•", "list_id": "L32", "level": 0, "reading_order": 8 }, { "page": 14, "type": "LIST_ITEM", "location": { "l": 128.4, "t": 116.88, "r": 527.52, "b": 72 }, "text": "The program has been seeking to develop a completely on-line school to meet the immediate demand and market of non-traditional students. The school will operate along side of the current programs, drastically impacting enrollment", "marker": "•", "list_id": "L32", "level": 0, "reading_order": 9 } ] }, { "page": 15, "items": [ { "page": 15, "type": "LIST_ITEM", "location": { "l": 128.64, "t": 673.68, "r": 354.72, "b": 659.52 }, "text": "KEA-SP Monthly meetings & Praxis Prep", "marker": "•", "list_id": "L32", "level": 0, "reading_order": 0 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.68, "t": 657.84, "r": 524.64, "b": 598.32 }, "text": "Social Media (Facebook, IG and Twitter) communication and marketing has become a useful strategy to increase awareness in all programs, highlight students' successes, faculty engagement and provide insight into the world of education, and display opportunities for employment and development", "marker": "•", "list_id": "L32", "level": 0, "reading_order": 1 }, { "page": 15, "type": "TEXT", "location": { "l": 146.4, "t": 719.28, "r": 529.44, "b": 676.08 }, "text": "numbers and program generated revenue. Hopefully, the partnership with Magellen Learning Solutions will provide the school to expand within the next two years.", "reading_order": 2 }, { "page": 15, "type": "TITLE", "location": { "l": 112.08, "t": 590.16, "r": 163.92, "b": 576.48 }, "text": "Functions", "reading_order": 3, "level": 2 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.68, "t": 566.64, "r": 363.84, "b": 552.72 }, "text": "Face to Face and Online Learning Platforms", "marker": "•", "list_id": "L33", "level": 0, "reading_order": 4 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.92, "t": 550.56, "r": 539.04, "b": 522.48 }, "text": "10 Office Hours a week, with most faculty working beyond that expectation on a weekly basis", "marker": "•", "list_id": "L33", "level": 0, "reading_order": 5 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.92, "t": 519.84, "r": 470.64, "b": 506.16 }, "text": "Advising takes place during office hours or outside of office hours", "marker": "•", "list_id": "L33", "level": 0, "reading_order": 6 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.44, "t": 504.48, "r": 533.52, "b": 431.76 }, "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", "marker": "•", "list_id": "L33", "level": 0, "reading_order": 7 }, { "page": 15, "type": "LIST_ITEM", "location": { "l": 127.92, "t": 429.36, "r": 541.92, "b": 384.96 }, "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", "marker": "•", "list_id": "L33", "level": 0, "reading_order": 8 }, { "page": 15, "type": "TITLE", "location": { "l": 108.72, "t": 376.8, "r": 268.08, "b": 362.4 }, "text": "CPE Program Review Reponses", "reading_order": 9, "level": 2 }, { "page": 15, "type": "TITLE", "location": { "l": 70.08, "t": 354, "r": 145.2, "b": 339.36 }, "text": "(CDF Review)", "reading_order": 10, "level": 2 }, { "page": 15, "type": "TEXT", "location": { "l": 68.16, "t": 331.44, "r": 539.28, "b": 76.08 }, "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", "reading_order": 11 } ] }, { "page": 16, "items": [ { "page": 16, "type": "TEXT", "location": { "l": 68.88, "t": 718.8, "r": 542.16, "b": 495.36 }, "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.", "reading_order": 0 }, { "page": 16, "type": "TITLE", "location": { "l": 70.32, "t": 487.68, "r": 203.76, "b": 474 }, "text": "(Music Education Review)", "reading_order": 1, "level": 2 }, { "page": 16, "type": "TEXT", "location": { "l": 68.4, "t": 465.6, "r": 542.88, "b": 77.28 }, "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.", "reading_order": 2 } ] }, { "page": 17, "items": [ { "page": 17, "type": "TEXT", "location": { "l": 69.6, "t": 719.52, "r": 401.04, "b": 704.16 }, "text": "Goals for the Coming Year- List your goals for the upcoming year", "reading_order": 0 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.16, "t": 695.28, "r": 278.88, "b": 681.6 }, "text": "Increase enrollment by 40 students", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 1 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.64, "t": 678.96, "r": 346.08, "b": 665.28 }, "text": "Increase marketing our low enrollment programs", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 2 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 663.36, "r": 299.52, "b": 649.68 }, "text": "Retain a higher percentage of freshman", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 3 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 647.76, "r": 296.88, "b": 634.08 }, "text": "Systematize advising (Already started)", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 4 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 87.12, "t": 632.64, "r": 351.12, "b": 618.48 }, "text": "Collaborate with school partners (Already started)", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 5 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.64, "t": 616.56, "r": 381.84, "b": 602.64 }, "text": "Strengthen Alumni Relations (Started and will continue)", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 6 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 87.12, "t": 600.96, "r": 489.6, "b": 572.88 }, "text": "Create an online degree platform for all programs in the department to increase enrollment and revenue", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 7 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 570.96, "r": 519.36, "b": 526.56 }, "text": "Collaboratively work on grants and publishing opportunities (At least complete 1 per semester for each). This goal has been started and continues to be a focus of the department", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 8 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 524.88, "r": 412.32, "b": 510.48 }, "text": "Increase enrollment in the EPP, decreasing boundaries to entry", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 9 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 508.8, "r": 385.44, "b": 495.6 }, "text": "Increase dual credit opportunities in state and out of state", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 10 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 87.12, "t": 492.96, "r": 339.36, "b": 479.76 }, "text": "Place more of an emphasis on Alumni relations", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 11 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 87.36, "t": 476.88, "r": 266.16, "b": 463.92 }, "text": "Increase social media awareness", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 12 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 461.76, "r": 536.16, "b": 433.2 }, "text": "Work tirelessly with our university marketing department to get our programs in front of more potential students (traditional or non-traditional)", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 13 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 86.88, "t": 430.8, "r": 368.64, "b": 417.12 }, "text": "Develop a more project-based approach to instruction", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 14 }, { "page": 17, "type": "LIST_ITEM", "location": { "l": 87.12, "t": 415.2, "r": 497.52, "b": 401.04 }, "text": "KEA-SP will have more of an emphasis in recruiting, development and relations", "marker": "•", "list_id": "L34", "level": 0, "reading_order": 15 } ] } ]