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Kentucky State University Traditional Program

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2017

Title II Reports

Complete Report Card

AY 2015-16

Institution Information

Name of Institution: Kentucky State University Institution/Program Type: Traditional Academic Year: 2015-16 State: Kentucky

Address: 400 E. Main Street

Frankfort, KY, 40601

Contact Name: Dr. Jo Anne Rainey Phone: 502-597-5574 Email: joanne.rainey@kysu.edu

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oli/tqp/index.html)

No

If yes, provide the following:

Award year:

Grantee name:

x = 1

Grant number:

List partner districts/LEAs:

List other partners:

Project Type:

List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oli/tqp/Index.html.

Indicate when students are formally admitted into your initial teacher certification program: Sophomore year 42 hrs; C or above in req courses; 25 field hrs; portfolio

Does your initial teacher certification program conditionally admit students? No

Provide a link to your website where additional information about admissions requirements can be found: http://kysu.edu/academics/college-of-professional-studies/school-of-education/teacher-education/

-

Please provide the following information about your teacher preparation program's entry and exit requirements. (5205(a)(1)(C)(i))

Are there initial teacher certification programs at the undergraduate level?

Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level. https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

What is the minimum GPA required for admission into the program?

2.75 What was the median GPA of individuals accepted into the program in academic year 2015-16

What was the median GPA of individuals accepted into the program in academic year 2015-16 3.4 What is the minimum GPA required for completing the program? 2.75 What was the median GPA of individuals completing the program in academic year 2015-16

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Please provide any additional comments about the information provided above:

minimum score of "3" on Portfolio; 25 hours of documented field experiences; 3 letters of reference; passing scores on Praxis Core; successful completion of 42 course hours. Internal and external evaluators are used to ensure fairness, equity and reliability.

4124

4/26/2017 . https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i)) Are there initial teacher certification programs at the postgraduate level?

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.

What is the minimum GPA required for admission into the program?

What was the median GPA of individuals accepted into the program in academic year 2015-16

What is the minimum GPA required for completing the program?

1

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Please provide any additional comments about the information provided above:

This is an online program.

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.

For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as a program complete and not an enrolled student.

Additional guidance on reporting race and ethnicity data.

Provide the following information about supervised clinical experience in 2015-16.

200

Average number of clock hours required for student teaching 420

Average number of clock hours required for mentoring/induction support 0

Number of full-time equivalent faculty supervising clinical experience during this academic year 0

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 35

Number of students in supervised clinical experience during this academic year 13

Clinical placements are determined collaboratively according to the requirements for cooperating teachers required by KY regulation, as well as recommendations from district central offices and principals.

Please provide the number of teachers prepared by subject area for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Subject area" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. (5205(b)(1)(H))

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7124

Please provide the number of teachers prepared by academic major for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. (5205(b)(1)(H))

Number Prepared

[N-1] [N-7] [L]

x2

= = = = =

Provide the total number of teacher preparation program completers in each of the following academic years:

2015-16:13

2014-15:15

2013-14:13

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html

Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

Did your program prepare teachers in mathematics in 2015-16?

Yes

How many prospective teachers did your program plan to add in mathematics in 2015-16?

3

Did your program meet the goal for prospective teachers set in mathematics in 2015-16?

We added 4 new math ed (8-12) majors in 2015-2016. We feel the frustration of our high school partners, who are reaching out to us for qualified math teachers. Our math faculty, especially our math ed rep, worked tirelessly with "pure math" majors to help them understand the benefits of teaching careers and to meet the program entry and exit requirements. In addition, our biology ed and math ed reps received a Governor's Minority Student College Preparation Program (GMSCPP) grant to provide support to minority students to attend college.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

Is your program preparing teachers in mathematics in 2016-17?

How many prospective teachers did your program plan to add in mathematics in 2016-17?

Provide any additional comments, exceptions and explanations below:

We've discussed our enrollment data in many settings and brainstormed strategies for recruiting high school students to move toward careers in teaching. This year, we have gone through the planning process with P-12 partners, as well as the internal approval process, to begin "grow your own" efforts, which include dual credit courses, to build teacher pathways within and beyond our region, in order to enhance the pool of teachers, especially those in high need areas like math.

Will your program prepare teachers in mathematics in 2017-18?

How many prospective teachers does your program plan to add in mathematics in 2017-18?

Provide any additional comments, exceptions and explanations below:

This year (2016-2017), we collaborated with colleagues in the Kentucky Department of Education to provide the first Kentucky Educators Rising conference on our campus 3/11/17, and we were awarded a $10,000 grant to plan for the initiation and support of new Ed Rising chapters in our region's high schools in 2017-2018. These efforts will help us to build relationships and get our name out in the schools in a very positive way, and we hope they have longer term effects in our ed prep enrollment.

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html

Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in science in 2015-16?

Yes

How many prospective teachers did your program plan to add in science in 2015-16?

4

Did your program meet the goal for prospective teachers set in science in 2015-16?

No

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

We added 2 new math ed majors in 2015-2016. We feel the frustration of our high school partners, who are reaching out to us for qualified math teachers. Our math faculty, especially our math ed rep, worked tirelessly with "pure math" majors to help them understand the benefits of teaching careers and to meet the program entry and exit requirements. In addition, our biology ed and math ed reps received a Governor's Minority Student College Preparation Program (GMSCPP) grant to provide support to minority students to attend college.

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

Is your program preparing teachers in science in 2016-17?

Yes

How many prospective teachers did your program plan to add in science in 2016-17?

2

Provide any additional comments, exceptions and explanations below:

We've discussed our enrollment data in many settings and brainstormed strategies for recruiting high school students to move toward careers in teaching. This year, we have gone through the planning process with P-12 partners, as well as the internal approval process, to begin "grow your own" efforts, which include dual credit courses, to build teacher pathways within and beyond our region, in order to enhance the pool of teachers, especially those in high need areas like science. https://title2.ed.gov/Secured/DataCollection/Insulation/PrintReport.aspx?Year=2017

Academic year 2017-18

Will your program prepare teachers in science in 2017-18?

Yes

How many prospective teachers does your program plan to add in science in 2017-18?

Provide any additional comments, exceptions and explanations below:

This year (2016-2017), we collaborated with colleagues in the Kentucky Department of Education to provide the first Kentucky Educators Rising conference on our campus 3/11/17. In addition, we were awarded a $10,000 grant to plan for the initiation and support of new Ed Rising chapters in our region's high schools in 2017-2018. These efforts will help us to build relationships and get our name out in the schools in a very positive way, and we hope they have longer term effects in our ed prep enrollment.

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in special education in 2015-16?

Yes

How many prospective teachers did your program plan to add in special education in 2015-16?

Did your program meet the goal for prospective teachers set in special education in 2015-16?

Yes

Description of strategies used to achieve goal, if applicable:

We transitioned a new professor hired in fall 2015 from teaching core ed courses to teaching special ed courses beginning spring 2016. This was very well received https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

by our candidates.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

We also transitioned to a new interim chair in fall 2015.

Academic year 2016-17

Is your program preparing teachers in special education in 2016-17?

Yes

How many prospective teachers did your program plan to add in special education in 2016-17?

Provide any additional comments, exceptions and explanations below:

We are recruiting from inside Kentucky in a "grow your own" effort and we are revising our traditional special ed program to be more current, relevant, and engaging. Our numbers did not increase in 2015-2016 due to our following KY regulations, as well as clarifying and following our own policies and procedures. In addition, sadly, the professor we hired in fall 2015 passed away in fall 2016 and we have relied on two adjunct professors this year (2016-2017). This has delayed our plans for this program.

Academic year 2017-18

Will your program prepare teachers in special education in 2017-18?

Yes

How many prospective teachers does your program plan to add in special education in 2017-18?

Provide any additional comments, exceptions and explanations below:

We are completing a search for a new faculty member for our special ed program and look forward to renovating this program beginning fall 2017.

Section II Annual Goals - Instruction of Limited English Proficient Students

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))

*

Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in instruction of limited English proficient students in 2015-16?

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16? Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16? Data not reported

Description of strategies used to achieve goal, if applicable: Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Provide any additional comments, exceptions and explanations below: Academic year 2016-17

Academic year 2016-17 Is your program preparing teachers in instruction of limited English proficient students in 2016-17?

No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2016-17? Provide any additional comments, exceptions and explanations below: Academic year 2017-18 Will your program prepare teachers in instruction of limited English proficient students in 2017-18?

No

How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2017-18? Provide any additional comments, exceptions and explanations below:

Section II Assurances

Please certify that your institution is in compliance with the following assurances. (5205(a)(1)(A)(iii), 5206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and https://titl@2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

recruitment trends. Yes

.

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes

Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes

Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes

Describe your institution's most successful strategies in meeting the assurances listed above:

In August 2015, we began planning for a major, research-based, cultural competence initiative to span across all our ed prep programs to assure that every teacher candidate who graduates from KSU is prepared to teach every child. This year (2016-2017), the committee grew into a 52-member Design Team composed of candidates, faculty, staff, P-12 partners, business leaders, reps from educational agencies. The emphasis on cultural competence has grown campus-wide and has become one of the foundations for our SACS QEP.

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Educational Testing Service (ETS) Other enrolled students

ETS5003-ELEM ED MULTI SUBJ MATHEMATICS 3

Educational Testing Service (ETS) All program completers, 2015-16

ETS5033-ELEM ED MULTI SUBJ MATHEMATICS (DISC) 5

Educational Testing Service (ETS) All program completers, 2015-16

ETS5033-ELEM ED MULTI SUBJ MATHEMATICS (DISC) 10 172 9 90

Educational Testing Service (ETS) All program completers, 2014-15

ETS5033-ELEM ED MULTI SUBJ MATHEMATICS (DISC) 2

Educational Testing Service (ETS) All program completers, 2013-14

ETS5002-ELEM ED MULTI SUBJ READING LANG ARTS 1

Educational Testing Service (ETS) Other enrolled students

ETS5002-ELEM ED MULTI SUBJ READING LANG ARTS 1

Educational Testing Service (ETS) All program completers, 2015-16

ETS5032-ELEM ED MULTI SUBJ READING LANG ARTS (DISC) 5

Educational Testing Service (ETS) All program completers, 2015-16

ETS5032-ELEM ED MULTI SUBJ READING LANG ARTS (DISC) 9

Educational Testing Service (ETS) All program completers, 2014-15

ETS5032-ELEM ED MULTI SUBJ READING LANG ARTS (DISC) 2

Educational Testing Service (ETS) All program completers, 2013-14

ETS5005-ELEM ED MULTI SUBJ SCIENCES 1

Educational Testing Service (ETS) Other enrolled students

ETS5005-ELEM ED MULTI SUBJ SCIENCES 1

Educational Testing Service (ETS) All program completers, 2015-16

ETS5035-ELEM ED MULTI SUBJ SCIENCES (DISC) 5

Educational Testing Service (ETS) All program completers, 2015-16

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ETS5035-ELEM ED MULTI SUBJ SCIENCES (DISC) Educational Testing Service (ETS) All program completers, 2014-15 10 170 9 90

ETS5035-ELEM ED MULTI SUBJ SCIENCES (DISC) Educational Testing Service (ETS) All program completers, 2013-14 2

ETS5004-ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) Other enrolled students 1

ETS5004-ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2015-16 1

ETS5034-ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) All program completers, 2015-16 5

ETS5034-ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) All program completers, 2014-15 9

ETS5034-ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) All program completers, 2013-14 2

ETS5044-ENG LANG LIT COMP CONTENT & ANALYSIS (DISC) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5023-INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) Other enrolled students 1

ETS5023-INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) All program completers, 2015-16 1

ETS5023-INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) All program completers, 2014-15 2

ETS0063-MATH PROOFS MODELS PROBLEMS PART 1 (DISC) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5161-MATHEMATICS CONTENT KNOWLEDGE 3

2023/11/11 08:00:00 AM

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Educational Testing Service (ETS) Other enrolled students

ETS0061-MATHEMATICS CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5114-MUSIC CONTENT & INSTRUCTION Educational Testing Service (ETS) All enrolled students who have completed all noncl 1

ETS5095-PHYSICAL ED CONTENT AND DESIGN Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5623-PRINC LEARNING AND TEACHING 5-9 Educational Testing Service (ETS) All program completers, 2014-15 1

ETS5624-PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) Other enrolled students 4

ETS5624-PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2014-15 2

ETS5624-PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2013-14 5

ETS0524-PRINC LEARNING AND TEACHING 7-12 (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5622-PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All enrolled students who have completed all noncl 1

ETS5622-PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2015-16 1

ETS5622-PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2014-15 8

ETS5622-PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2014-15 9

2023年1月1日星期一

1. 124 mm = 177.5m = 0.1 = 1

2

Provide the following information about the approval or accreditation of your teacher preparation program.

Is your teacher preparation program currently approved or accredited? Yes

If yes, please specify the organization(s) that approved or accredited your program: State NCATE

Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)? No

Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.

One of our "education foundation" courses required for admission to our teacher ed programs is an introductory course in technology. We brought a new adjunct professor on board to teach this course, beginning in fall 2016, and he has updated the assignments and made them more rigorous. Students begin their electronic portfolios in LiveText in this course and continue them until they graduate. They also learn to use KY's online program for field experiences (KFETS) in this course. All EDU courses are housed in Blackboard and hallmark course assessments are housed in and analyzed via LiveText. Meetings and classes are taught using a variety of techniques, including Smart boards, Power Point presentations, and YouTube videos. Candidates gain real-world practice in using apps, campus portals, and many other types of technology in P-12, as they complete 200 hours of field experiences and 70 days of student teaching.

Provide the following information about your teacher preparation program. Please note that choosing 'ves' indicates that your teacher preparation program would be https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

able to provide evidence upon request.

Does your program prepare general education teachers to:

Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

All undergraduate teacher candidates complete Introduction to Exceptional Education prior to admission to student teaching. Field experiences and clinical practice are planned carefully to provide candidates with lots of experiences with lots of different children. Candidates keep track of the demographic characteristics, including the special needs, of students with whom they work during 200 hours of field experiences, using the state-wide Kentucky Field Experiences Tracking System (KFETS), which can be transferred between Kentucky IHEs. At this time, fostering the knowledge/skills of our candidates in teaching students with limited English proficiency is not our strength, but our new Cultural Competence initiative will assure that all ed prep graduates of KSU are fully prepared to foster the learning of these students, as well.

Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

Each course in our online special ed program requires field experiences designed to provide teach candidates to support and teach students with 504 plans, IEPs, IBPs, and IFSPs effectively. Students participate in ARC meetings as part of this field work and during their clinical practice. Learning about students with limited English proficiency is not as methodical and depends on the candidates' location. This is an area in which we need more focus.

Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017

The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

[19]

As an HBCU, culture has been a foundational theme for our university since its inception in 1865. In today's state, national, and international climate, we need a strong emphasis on cultural competence. Therefore, it is fundamental to the new mission and vision of the School of Education adopted by our Teacher Education Committee in spring 2017. In addition, it is stated clearly in our third core value: 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.) and implied in our fourth core value (Social Justice – We believe that equitable access to resources and opportunities is the key to personal growth, professional accomplishments, and systemic change.). As we worked toward this new strategic plan, in fall 2016, we developed a new course, Cultural Competence, that we piloted that semester and this. It is being received enthusiastically by our candidates; its enrollment doubled from fall to spring. Now, in fact just last week, our Faculty Senate and University Liberal Studies Committee approved offering this course campus-wide as one of our options in inter-global studies, as part of the liberal studies core. In addition, our cultural competence initiative is being used as a foundation for the university's new SACS QEP.

AY 2015-16

ED.gov This is a United States Department of Education computer system

About Title II Technical Assistance/ Privacy Policy/ Contacts

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