2019 Annual Report. March 15, 2020

1

2019 Annual Report

March 15, 2020

Contents

Viability Section... 3

College Enrollment Management Plan ... 3

College Level Enrollment and Retention Plan ... 3

College Support for Department Enrollment Management ... 3

Overview of Departmental Performance ... 4

College Level Planning based on Departmental Results - Programs Not Meeting Metrics, Programs Marginally Meeting Metrics, Programs Meeting or Exceeding Metrics ... 6

College Plan ... 7

Core Mission Section... 7

Overview of College Goals ... 7

Telling our story ... 8

Reciprocal engagement ... 8

Increasing enrollment ... 8

Building a college community ... 9

Overview of Scholarly Contributions of Department to the College ... 9

Teaching, Learning, Curriculum Highlights ... 9

Scholarship ... 10

University and Community ... 10

Analysis of Departmental Performance in teaching, learning, scholarship ... 10

Discussion of Department Funding ... 11

Analysis of Prior Year Departmental Use of Funds ... 11

Overview of Departmental Requests ... 11

Prioritization of Departmental Requests ... 12

3

Viability Section

College Enrollment Management Plan College Level Enrollment and Retention Plan

In the summer of 2019, the dean, director of the Student Success Center, and the Director of

Assessment and Analytics attended a training conference on the role of enrollment management in the academic unit. Following this training, in consultation with department chairs, a simplified enrollment funnel and student lifecycle was created for the college consisting of four phases:

• Owning our brand (intentional messaging to stakeholders and prospects)

• Persuading admits to enroll (messaging to, and activities with, admitted students)

• Enhancing student progress (retention activities through academics and advising)

• Engaging alumni (involving alumni, especially in the above three lifecycle stages)

During fall duty week, a college-wide workshop was held to engage faculty in planning and ownership of their role in enrollment management. Prior to the workshop, faculty in each unit received an extensive data report that included enrollment data, workforce projections, and a competitor analysis. From this workshop, project management spreadsheets were created for each unit and collectively maintained in a shared O-drive. In addition to individual unit activities, three common retention activities were established for the first six weeks of the semester: take student attendance, have at least one early- semester (first six weeks) graded assignment, and faculty use of a Qualtrics form to alert the college’s Student Success Center of any student concerns.

A second six weeks initiative focused on spring registration through faculty, Student Success Center, and social media messaging. Like the rest of campus, we saw steep increases in Monday registration for each registration week.

Despite significant efforts across the college, spring freshmen retention was down. While the SOE remained above the campus norm, other units in the college did not. Continued efforts in enrollment management are needed.

College Support for Department Enrollment Management

There are multiple, centralized systems to improve and support enrollment management:

1. In addition to the college-wide enrollment management project, the director of the Student Success Center was given the charge of leading college-wide enrollment management. This included working with department chairs and faculty to develop unit-level plans, coordinating work between the Student Success Center and the academic units, monitoring freshmen success courses, and monitoring and promoting continued progress of the established plans.

2. Professional advisors continue to monitor individual student registration and contact students

(via email, call, and text) who did not register. For students who do not respond, faculty are

requested to intervene. This is a labor intensive process, both in contacting students as well as

maintaining a spreadsheet system to track enrollment and students’ reasons for not returning.

3. We continue to target both recruitment and retention of underrepresented students. This past year, Isabel Nunez and Alice Jordan-Miles, in cooperation with Latinos Count, brought more than 400 Latino high school students to campus. Our productive, cooperative programming continues with community organizations such as City Life and Fort Wayne UNITED. Kerrie Fineran, as a Leadership Academy project, is starting a student group to provide programming and support to underrepresented students in the college.

4. We continue to use a single-point administrative assistant for web and social media, who is also pushing out a newsletter to admitted students. This approach has increased the quality of digital media and consistency of output.

5. In addition to his other duties, our director of Assessment and Planning provides weekly enrollment data to department chairs during registration as well as regular reports on yield, retention, admissions, and other student data points.

6. Branded clothing and other items were purchased and distributed through the Student Success Center and at college- and unit-level activities to build a sense of belonging.

Overview of Departmental Performance

Analysis of Performance of Departments relative to Viability Metrics

Major Demand

2019 Watch 20 Min 10

Majors 2019 Watch 30 Min 20

Graduates 2018 Watch 10 Min 5

Efficiency 2018 Flag

<12.5%

Attrition 2018 Flag >25%

Growth Trend 2018 Flag <0.9

BSPA-CJ 74 144 28 19.72 28.17 1.014

BSPA-HA 5 14 15 46.88 18.75 0.609

BSED-EC 45 81 5 7.46 23.88 1.71

BSED-

Elem 156 376 90 21.76 17.85 .0771

BSED-Mid 26 51 13 22.45 16.33 1.045

BSED-

Sec* 100 121 1 0.0 30.95 2.0

BS-HS 27 90 43 35.54 9.92 1.5

BS-HTM 23 62 17 20.99 27.16 0.786

Not included in chart: multiple discontinued degrees, Earth/Space Science Ed, Education Policy, English Ed, Social Studies Ed., and the graduate programs (which did not receive pre-populated reports from IR).

*Data inaccurately describe secondary education students due to changes to dual degree program and associated code changes. This code was previously used for non-degree students.

School of Education

5

students. Further, Elementary education saw a one-time spike of about 90 students in 2016 and has since returned to previously consistent levels. Middle school education continues to slowly grow, and as the only public university middle school education program in the state, is a small distinction for the SOE. The secondary education dual-degree changeover continues, yet wreaks havoc on the metrics as the code switches from non-degree to degree-granting. From other data, as a whole, the secondary education program is growing. While not on the chart, growth in the graduate programs is promising.

• Analysis of Department Plans

The SOE has a good number of activities for each of the four student lifecycle stages defined by the college’s strategic enrollment management plan. However, especially in the Enhancing Student Progression area, the activities are globally worded, and it is unclear when specific actions will be conducted. Overall, the plan is a good start, but it is unclear how it will move forward, especially without additional funding, as some of the suggested activities are rather ambitious.

• Discussion of Departmental Efforts

The SOE was an early adopter of SEM planning in the college, and the faculty seem to accept a role in the four student lifecycle stages. However, it is unclear how successful the fall-semester activities have been. Although freshmen retention numbers for the fall are slightly down from the previous year, retention is higher than the campus average.

Department of Human Services

• Analysis of Departmental Viability

Human Services saw a dramatic decrease in newly admitted students (about 50% of recent- years’ average), while other metrics remain positive. The department remains viable.

• Analysis of Department Plans

Human Services has a good start to an enrollment management plan and has a strong tradition of engagement with students. However, it is unclear how the plan is being enacted, and more emphasis may be required to define the field of human services for prospective students, especially in the face of Indiana University’s new Social Work degree that will likely compete for many of the same students.

• Discussion of Departmental Efforts

Human Services has added new efforts to their SEM plan, but at the moment it appears that the majority of the plan rests on the department chair. I appreciate the high level of community engagement throughout the plan. It is important that the department create a culture of accountability for the tasks in their plan.

Department of Hospitality and Tourism Management

• Analysis of Departmental Viability

Hospitality and Tourism Management saw a drop in admissions numbers and an increase in

attrition, resulting in a concerning reduction in total majors. Without a change in this trajectory,

viability is questionable. On the positive side, both the dean and interim-chair have had

enthusiastic support from the industry and low-hanging enrollment fruit remains, such as improving the TSAP pipeline and linking the department to vocational programs in high schools.

• Analysis of Department Plans

HTM’s SEM plan contains a number of items in each of the student lifecycle stages. However, there is concern that the majority of the plan rests on the department chair, who already has a number of departmental issues that need addressing.

• Discussion of Departmental Efforts

While progress is being made on a number of tasks, more information is needed about goal completion, and it is imperative that the department create a culture of accountability for the tasks in their plan.

Department of Public Policy

• Analysis of Departmental Viability

In Public Policy, criminal justice has maintained enrollment for the third year, while health systems administration continues to experience very low admissions numbers resulting in catastrophic enrollment declines, strongly questioning its viability. The MPA is holding steady.

• Analysis of Department Plans

Public Policy’s SEM plan contains a few items in each of the student lifecycle stages. However, the majority of the plan rests with the department chair, which continues to be a position in flux.

• Discussion of Departmental Efforts

With changes in departmental leadership, the ability to move forward in enrollment

management has been greatly hampered. It is imperative that the department pick a few, high- impact items that can be shared by faculty and execute them well.

College Level Planning based on Departmental Results - Programs Not Meeting Metrics, Programs Marginally Meeting Metrics, Programs Meeting or Exceeding Metrics

Programs Not Meeting Metrics

• Health Services Administration: demand, majors, growth

• HTM: attrition, growth Programs Marginally Meeting Metrics

• CJ: attrition (28%)

• Elementary Education: growth

• Human Services: concern for significant drop in demand Programs Meeting or Exceeding Metrics

• ECE: The program is actually doing well, but metrics are still cycling through the switch from

a 2+2 to a four-year program.

7

• Secondary Education: Program is actually growing, but the metrics are off due to switching this degree code from non-degree to degree-granting in the new dual-degree arrangement.

College Plan

From departmental data, two issues need to be addressed throughout the college: new students and retention. Enrolling new students is a particular issue for degree programs in elementary education, health services administration, HTM, and human services. To address this, emphasis needs to be placed on action plans for owning our brand and converting admits to enrolled students. The number of admitted students has generally increased over the past few years for these programs, but conversion to enrolled students has not kept pace with admissions.

Regarding retention, while the SOE is strong in this area and Human Services is with upperclassmen, freshmen retention is an issue for all other programs. Some of the retention differences may be population specific, such as future teachers coming to campus with a clear commitment to their future career, which students in other majors may not exhibit. However, the SOE also has a several-year head start in best-practices in retention, such as targeting specific courses for freshmen, scaffolding of coursework, cohort-like progression of students, and strategic use of field experiences throughout the curriculum. Other departments are being encouraged to adopt similar practices. We will continue to revise freshmen success courses and engagement activities. The data for these demonstrates a bifurcated population, where those that participate are retained, and those who do not, disappear, often without any contact or feedback. To address this, we need to improve the communication pipeline with SST’s freshmen advising services at a granular level.

A third area that potentially needs to be addressed as part of a college plan is increasing diversity.

Multiple accrediting agencies have noted this as an area of weakness within the last 2 years.

Department SEM plans mention diversity in various ways, but relatively few activities specifically address this topic and the activities are isolated across and even within departments. Much emphasis is placed on a proposed diversity plan to be developed by counseling education faculty in SOE. However, this plan must first and foremost address accreditation requirements for the graduate-level counseling education program; only after that can it potentially expand to undergraduate SOE programs and then to other departments. Also, this plan has faced numerous setbacks, including postponement of a diversity planning conference due to COVID-19.

Core Mission Section

Overview of College Goals

When the college began in 2018, a two-year action plan was created consisting of four priorities: telling our story, reciprocal engagement, increasing enrollment, and, as a brand new college, building a college community. With the creation of both a college SEM plan and a new campus strategic plan, the decision of the units in the college was to align with these two plans, rather than go through a college-specific strategic planning process.

It is clear that the four student lifecycle stages in the college’s SEM plan—owning our brand, persuading

admits to enroll, enhancing student progression, and engaging alumni—along with the four priorities of

the campus strategic plan—student success, community engagement, diversity, equity, and inclusion, and quality of place—have significant overlap with the work already occurring in the college.

Telling our story

Telling our story cuts across the four stages of the student life cycle and across the campus strategic plan, but it is especially relevant to recruiting future potential students to campus. To this end, during the fall faculty workshop, each department spent time clarifying their brand identity. Some departments got further than others, but the discussions helped lay a foundation for producing promotional material, such as posters, other signage, and websites.

We also continue to promote our work through social media and our biweekly newsletter. We are still receiving more news items than we can publish in a single newsletter, which indicates the amount of relevant, impactful work by faculty and staff remains high. Work remains in progress to turn this

newsletter into a product for external constituents. A formal communications director within the college would help with this cause.

As one measure of the impact of telling our story over the past year, we can look at student admissions.

For fall 2019, CPS admitted 870 students for an increase of almost 3% over fall 2018 and a 50% increase over fall 2017. The number of newly enrolled from these admits remained constant at 338 students. We will continue to explore avenues for getting the word out about our work.

Reciprocal engagement

Reciprocal engagement is a hallmark of the college. Much or our work is community-focused. As some tangential benefits, this also helps us tell our story to more of the region and fosters a more engaging, practical curriculum for our students. We estimate that our students spent over 187,000 hours in the community through field placements, internships, and volunteerism, an increase of 20,000 hours over last year. This is in addition to a concerted effort to bring more guest speakers on campus for courses and workshops.

Not all departments require such engagement equally, especially in the form of internships or field placements. In particular, Public Policy students and curricula could benefit from additional community experiences.

Increasing enrollment

Increasing enrollment remains the end goal of most college initiatives, whether that is through making our programs more widely known and attractive to new students or by improving the on-campus

experience (academic and otherwise) to help retain students. The outcomes have been decidedly mixed.

Some departments and programs, in particular in SOE, remain very strong or are even growing. Others, such as HTM, continue to decline rapidly. Human Services and Public Policy face new threats from programs at Indiana University Fort Wayne (in social work and health administration).

While total enrollment did decline in fall 2019 (1219 students, down approx. 7%), some of this is due to

administrative changes in the secondary education programs that have students formally listed as

College of Arts & Sciences students. Meanwhile, graduate programs continued to grow. Retention

campus-wide was a challenge last year, and while CPS exceeded the campus retention rates, more

9

programs this year, in particular the work of the Student Success Center in partnership with faculty to help identify at-risk students. The outcomes for that work are still to be determined.

Building a college community

Building college community most closely aligns with the campus strategic priority of improving quality of place. In the first year of the college, college leadership provided guidance and support structures to promote a sense of community (e.g., a focus on opioid use in Fort Wayne and Allen County). This year, faculty began to take a more organic lead in developing the sense of community.

Many natural collaborations are taking shape in the college now. One such collaboration is the urban garden sponsored by the SOE. This garden helps students explore connections among urban education, science education, and food insecurity. This fall, faculty and students from HTM began participating in the project, expanding the conversations to include ‘farm to fork’ and ‘farm to school’ system

distribution topics. This collaboration is helping build community within the college while also enhancing the curricula that students in multiple programs and departments experience.

Another avenue of collaboration is among members of the faculty governance committee, with

representatives from each department. The committee has been more active this year than previously.

They have begun tackling issues of significance across the college, such as career paths for clinical faculty (an important conversation because so many of our faculty are not tenure track), continuous

improvement and assessment, and program development/review.

Even students are beginning to work together and share space more often. This year, the HTM students were introduced to the Education Café in Neff Hall as a recreation space, though they have not used it as much as anticipated. The honors societies also continue to engage in joint projects.

Overview of Scholarly Contributions of Department to the College Teaching, Learning, Curriculum Highlights

Highlights from the individual departments include:

School of Education: The School of Education has many accomplishments in several programs this year.

One notable achievement is the successful 7-year accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for the Counselor Education Master’s Program.

The accreditation team was particularly impressed by the rigorous system by which students are assessed. The other graduate programs have also made noteworthy gains. Educational Leadership and Special Education both moved to hybrid programs, and this year marked the first cohort of students in the revived Elementary and Secondary Education master’s programs. For undergraduates, meetings with Fort Wayne Community Schools and changes in the district’s personnel policies may permit our students to work as paraprofessionals in the district while still enrolled, benefiting both organizations.

HTM: Faculty and staff in the HTM department have been active in teaching and learning. The

Professional Development III curriculum has moved to an online option. The administrative assistant

now compiles and sends weekly “Pro Tips” emails to students with information about professional

behavior and expectations. Other departments are adopting this practice. Faculty also continue to

participate in CELT programming.

Human Services: Faculty made presentations about teaching in the human services field at multiple regional and national conferences. The department also revised curriculum for several courses and continued its annual capstone presentation conference involving student work. In addition, one faculty member was invited to serve as a CELT Fellow.

Public Policy: Faculty have begun analyzing the curriculum for all undergrad programs to identify areas to improve or redesign.

Scholarship

In the past year, CPS published at least 30 articles, 3 book chapters, and 1 book, while also making at least 50 conference presentations. See department reports for more detail.

University and Community

Faculty and staff of the CPS are highly engaged in service, serving on numerous campus, community, and professional committees. Notable highlights from this past year include:

• Matthew Perkins Coppola (SOE) continued his direction of the Northeast Indiana Regional Science and Engineering Fair. Perkins Coppola and Jeff Nowak (SOE) also received a grant to provide Project Lead the Way training to area schools.

• Julia Smith (SOE) has developed an urban garden to help raise awareness and fight local food insecurity. HTM faculty began collaborating on this student project this year.

• Linda Lolkus (HTM) organized multiple events with Chef Alessia Uccellini from Italy for campus and community stakeholders.

• Community Research Institute (Public Policy) continued its extensive service both through contracted work and Rachel Blakeman’s frequent appearances in the media.

• Human Services students provided 18,640 hours at community agencies as well as 748 hours of volunteerism.

• The Behavioral Health and Family Studies Institute (HSRV) secured a Department of Mental Health and Addictions (DMHA) grant for $130,000 to use for statewide initiatives in support of Suicide Prevention Month.

• Despite their small number, Human Services faculty are heavily involved with service. They served on eleven community committees, 17 university committees, and five college committees.

Analysis of Departmental Performance in teaching, learning, scholarship

A distinguishing factor of CPS is the applied nature of its degrees; therefore, the curriculum needs to match this focus. The SOE and HSRV have extensive field experiences embedded as requirements in their programs, HTM offers three options for students to engage in field experiences, and PPOL has an optional internship. I encourage both HTM and PPOL to examine how additional, practical, field experiences or project-based learning might assist with student learning as well as retention.

Further, faculty in the college, across all departments, increased efforts to practice reciprocal engagement with the community. More courses are using guest speakers from the area to share

practical knowledge as part of the instruction, and faculty/staff are serving on more advisory boards and

hosting more on-campus events to share expertise. There are also additional collaborative projects with

community partners where Purdue Fort Wayne and the community are near-equal partners.

11

Because of the strong focus on community engagement and the high use of clinical faculty and LTLs in our programs, scholarship is less of a priority than in other colleges. Nevertheless, multiple faculty published peer-reviewed papers and several were awarded tenure this year. Going forward, it may benefit faculty to consider scholarship opportunities related to community engagement or to teaching practices within their fields. Faculty should also consider the role of time spent in engagement as part of P & T and merit policies. In addition, faculty should seek out more external funding that could support such partnerships and the research/scholarship that accompanies the partnerships.

Discussion of Department Funding

Analysis of Prior Year Departmental Use of Funds

The SOE hired a Field Experience Coordinator in 2019/20. This staff member is responsible for coordinating field placements for SOE students. These placements occur each semester from

approximately a student’s fourth semester through student teaching, resulting in nearly 500 students per semester needing placement. The role also coordinates verification of Professional Growth Points (an Indiana Department of Education requirement) for K-12 teachers who supervise student teachers.

The role will take on additional responsibilities over time, including communicating with K-12 teachers on behalf of faculty about curricular expectations and assessment.

In HTM, the budget plan was not followed due to having an interim-chair and not running the student restaurant. Given that a new department chair will be starting July 1, it is recommended to continue with the present budget plan and allow the new chair time to understand expenses particular to the HTM department.

Overview of Departmental Requests

• SOE

o Faculty line—although not in the department report, with increasing enrollment in the Early Childhood program, there is a need for additional faculty. As a fully-online program, it is difficult to find LTLs willing to invest in learning online pedagogy.

o School of Education is requesting funding for several initiatives related to enrollment management.

 $20,000 – Summer Bridge Program. Coordination with Student Affairs for a bridge/transition to college program for underrepresented students.

 $8000 – Professional development speakers. Honoraria/travel for professional development speakers (5) for our students and local teachers.

 $1000 – As part of recruiting and retention (SEM), host a family day at an athletic event. Funding necessary for tickets and memorabilia.

• HTM

o Faculty line—Replace retired faculty member (Dec 2019). The department currently has 3 full-time faculty, with only 2 located on campus. This raises concerns among faculty and students about the ability to offer necessary courses with the appropriate depth of content knowledge. I believe these concerns partially contribute to the cycle of declining enrollment. An additional faculty member would help improve SEM results.

• HSRV

o Faculty line—Conversion of visiting faculty to clinical. The program has historically been supported by LTLs and visiting faculty; I believe a permanent

clinical line is more appropriate to aid in curricular consistency.

• PPOL

o Chair line—Public policy is currently without a chair. A national search is actively ongoing. A full-time chair is necessary to provide stability and direction to the department.

o Criminal justice faculty line—Additional clinical faculty line. The department has had a long-standing need for a clinical faculty member in CJ, both to cover a significant course load as well as to provide professional grounding and connection with law enforcement personnel in the region.

Prioritization of Departmental Requests

The following lines are critical for basic coverage of courses and to better support operations. Ranking the lines is quite difficult, as all of the lines are necessary for our programs to thrive. Please note, these are only the most critical positions.

• Faculty

o CJ: Clinical o CJ: Tenure track o HSRV: Clinical o HTM: Clinical or TT o Early Childhood: TT

o Educational Leadership: Clinical or TT

• Staff

o Community Engagement project manager

This position would be similar to the one in DBS occupied by Meg Underwood. The college in need of assistance coordinating the numerous engagement activities across the college. Because the nature of CPS’s work is so community-facing, and several departments currently have few faculty, additional staff support would help our interactions with public stakeholders.

o Communications director (staff line in Communications and Marketing, working in college)

To provide basic communications and marketing materials, the college has tasked one of our administrative assistants to dedicate part of her time to developing social media and newsletters. College communications would be further enhanced by a professional communications director who can prioritize and coordinate communication strategies across the college and departments.

o Development director (staff line in Development, working in college)

As engaging in development activities is a priority for the university, the college must have a development director that has the time to work closely with me to create an intentional approach to development that includes specific activities to engage

stakeholders. On paper, the CPS has one-sixth of Eve Colchin’s time, which is insufficient

for developing an active development program.

1

School of Education Table of Contents

Section 1: Unit Goals/Progress/Accomplishments ... 2

Section 2: Evaluation and Planning Program Viability ... 5

Early Childhood Education BSED ... 5

Early Childhood Education DS ... 9

Earth Space Science Education BSED ... 12

Elem Ed Education Policy BSED ... 16

Elementary Education BSED ... 20

Elementary Education DS ... 23

English Education BSED ... 26

Middle School Education BSED ... 29

Sec Ed Education Policy BSED ... 33

Secondary Education BSED ... 37

Secondary Education DS ... 41

Social Studies Education BSED ... 44

Spanish Education BSED ... 47

Undecided ND ... 50

Section 3: Department Undergraduate Non-Dual Credit Hour Production ... 53

Section 4: Faculty/Staff/Student Accomplishments ... 54

Section 5: Alumni Information ... 55

Section 6: Resource Allocation Request ... 56

Supporting Documents ... 57

Annual Program Review Data Definitions ... 58

School of Education Annual Report

Department Annual Report (outline)

I. Unit Goals/Progress/Accomplishments: focus on department/program accomplishments.

II. Program Viability and Enrollment Management: includes viability metrics, departmental enrollment management plan and departmental performance toward meeting enrollment management goals (supported by enrollment management report provided by Institutional Research).

III. Faculty, Student, and Staff Accomplishments: focus on individual accomplishments that provide evidence of advancing or enhancing program quality

IV. Alumni Accomplishments

V. Resource allocation recommendations Department Annual Report (template)

Section 1: Unit Goals/Progress/Accomplishments

In Table 1 list Unit Goals from the Five Year Plan and additional goals established for the current year, describe actions implemented to help achieve goals, and provide evidence of how the actions taken contribute to goal achievement.

Table 1: Progress in Accomplishing 5 Year Goals

Unit Goal

Action Items Evidence of Progress to

Goal

(performance relative to action item) Owning our brand Social media and web content that

promotes what our current students and graduates are doing in their classrooms.

New Project Lead the Way training and partnership opportunities.

Networking events on campus for educators.

Targeted recruiting of 21st Century Scholars already admitted to PFW.

Create a plan for targeted recruiting of diverse potential students.

Host Latinos Count college visit days.

Actions come from the SEM plan developed by the SOE this fall. This and other items are in the planning stage.

Dr. Perkins Coppola secured a $4,500 grant to support PTLW training and materials.

Chancellor’s Education Party scheduled for Dec. 12.

This item is in the planning stage.

This item is in the planning stage.

Hosted 400 Latinx high

school students on two days.

3

Persuading admits

to enroll Mail personalized postcards to new admits over the summer (i.e., from SOE faculty/staff) that welcome students to PFW and the SOE.

Utilize social media (e.g., Twitter, Snapchat) to network with new admits using a hashtag like #NextGenTeacher.

Photos and information of current SOE events could be posted that help new admits visualize their own, future SOE experience.

Create one minute video blogs profiling the success of current 3rd and 4th year SOE students that new admits can view.

Add a touch point for admitted students from underrepresented populations.

This item is in the planning stage.

Social media posts as well as emailed newsletters go out regularly to admitted students.

This item is in the planning stage.

This item is in the planning stage.

Enhancing student

progression Mentoring students into the profession by engaging them in research, service.

Leveraging our freshman success class by building cohorts connected to 4-year faculty coaching.

Cultivating pedagogic relationships with open communication, positive feedback, mastery learning, positive classroom environments, learning students' names.

Faculty taking primary responsibility for struggling students, collaborative

Professional Improvement Plans, etc.

Taking attendance in every class.

Including a gradable assignment in the first month of class.

Facilitating student community building through shared spaces, activities, etc.

This is an important part of the SOE with honors projects, Weitzman scholars, and student orgs doing research and conference travel.

This fall, faculty coaches were assigned cohorts in the same freshman success class.

This is part of the SOE culture that we hope to deepen and cultivate.

PIPs are now overseen by both initiating faculty and a next-semester professor.

This is SOE practice.

This is SOE practice.

We are improving the student lounge with materials and snacks.

Engaging alumni Create an alumni newsletter with volunteer and career opportunities.

Provide faculty with SOE-branded items to give to alumni in the community.

Provide professional development to the local education community.

Obtain or develop a reliable database of alumni with current contact information.

Alumni Ambassador program for graduate program recruiting.

This item is in the planning stage.

We have SOE T-shirts, but need to select more items.

This fall, we created and deployed a professional learning needs survey that received 540 responses from NE Indiana educators.

This item is in the planning stage.

This item is running, but

needs better resourcing

5

Section 2: Evaluation and Planning Program Viability Early Childhood Education BSED

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 45 81

2018 53 67 5

2017 18 35 9

2016 14 25 2

2015 5 18 3

2014 14 21 0

Averages 21 33 4

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 07.46% 23.88% 1.710

2017 25.71% 28.57% 0.857

2016 08.00% 20.00% 1.750

2015 16.67% 16.67% 0.714

2014 00.00% 28.57% 1.750

Ratios 11.45% 24.10% 1.387

Early Childhood Education BSED (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 45 81

2018 53 67 36 10 5 0 16

2017 18 35 14 2 9 0 10

2016 14 25 17 1 2 0 5

2015 5 18 11 1 3 0 3

2014 14 21 13 2 0 0 6

Summary 104 166 91 16 19 0 40

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 53 Marketing using social

media, Purdue Online Portal, faculty meeting with visiting students, targeted recruiting of 21

century scholars admitted to PFW

14 5 14 18 53 45

Retained

in Major 54 Faculty coaches, use of audio/video feedback for assignments for personal connection, faculty responsibility for struggling students using collaborative PIPs, freshman success cohorts, mastery learning, social media

13 11 17 14 36

Retained

at IPFW 63 Assist students to find another major within PFW that better meets their goals

15 12 18 16 46

7 Total

majors 107 Encourage involvement

in student orgs to increase commitment, intentional advising to keep students on track

21 18 25 35 67 81

Graduated

in Major 3 Provide professional development to local education community, alumni networking, ask alumni for committee service, ask alumni to speak in classes

0 3 2 9 5

Stopped

Out 15 Collaborate with other

units to identify and support the specific needs of diverse student populations

6 3 5 10 16

Early Childhood Education BSED (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

The BSEd in Early Childhood Education sharply increased in Fall of 2019, with 81 total majors, an increase of 21% over Fall of 2018 with 67 total majors. We believe this is the result of more active retention efforts. Faculty have used PIPs, invited struggling students to meet one-on-one to determine barriers, and have added more online supports such as tutorial videos and examples of high-quality work.

There were 8 fewer new majors in 2019 over 2018 enrollments. At this time, we are unsure as to this cause. However, we can speculate that because we had one less education advisor over the summer, some calls and emails were not returned within a prospective student’s timeframe and they may have chosen another option.

We understand that there is a great need to market for the early childhood educators. We are attempting to work with agencies and other universities in order to raise the status of the profession which in turn we anticipate will allow us to recruit more students.

We were very excited to have launched our degree completion Early Childhood Program with continuing studies in an online format. This past August, Purdue Online inaugurated an online portal where students searching for a program were connected with Purdue Fort Wayne and our program. Since then, we have received inquiry reports from across the country and the world. Staff in Continuing Studies has a targeted marketing campaign developed where they connect with these prospective students on a regular basis.

Because of these efforts, we hope to see an increase in enrollment in our degree completion programs.

We recognize that students who “stop out” have diverse reasons. For some, it is financial, others have personal situations that create barriers, and for others it may be academics.

Our advisors have put into place a bi-weekly communication with faculty with links so that we can send names and situations of students to our advisors in order for them to

communicate with the struggling student. Additionally, our faculty are being proactive,

meeting with struggling students and developing a “game-plan” with that student in order

for them to be successful. We look forward to seeing the results from these strategies.

9

Early Childhood Education DS

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 3 4

2018 4 4 0

2017 2 2 0

2016 1 2 0

2015 0 1 0

2014 1 1 0

Averages 2 2 0

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 00.00% 75.00% 1.333

2017 00.00% 100.00% 1.000

2016 00.00% 50.00% 0.500

2015 00.00% 00.00% 0.000

2014 00.00% 00.00% 1.000

Ratios 00.00% 60.00% 1.143

Early Childhood Education DS (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 3 4

2018 4 4 1 0 0 0 3

2017 2 2 0 0 0 0 2

2016 1 2 0 1 0 0 1

2015 0 1 1 0 0 0 0

2014 1 1 1 0 0 0 0

Summary 8 10 3 1 0 0 6

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 0 Our goal is to have new

students admitted directly to the EC BSEd

1 0 1 2 4 3

Retained

in Major 0 Our goal is to move all DS students into the major.

1 1 0 0 1

Retained

at IPFW 4 1 1 1 0 1

Total

majors 0 1 1 2 2 4 4

Graduated

in Major 0 0 0 0 0 0

Stopped

Out 0 0 0 1 2 3

11

Early Childhood Education DS (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

Our goal is to recruit high-performing students who can be admitted directly into the

program, and to transfer any pre-majors into their programs as quickly as possible.

Earth Space Science Education BSED

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 1 3

2018 6 8 1

2017 3 7 2

2016 2 9 3

2015 5 10 1

2014 7 9 0

Averages 5 9 1

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 00.00% 50.00% 1.200

2017 28.57% 14.29% 0.600

2016 33.33% 22.22% 0.400

2015 10.00% 10.00% 1.667

2014 00.00% 44.44% 1.750

Ratios 13.95% 27.91% 1.045

13

Earth Space Science Education BSED (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 1 3

2018 6 8 2 1 0 1 4

2017 3 7 2 2 2 0 1

2016 2 9 4 0 3 0 2

2015 5 10 7 1 1 0 1

2014 7 9 5 0 0 0 4

Summary 23 43 20 4 6 1 12

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 4 Publicize that we offer

the license, directly to local high schools and through alumni

7 5 2 3 6 1

Retained

in Major 1 PFW faculty engage

with and support student on a weekly basis

5 7 4 2 2

Retained

at IPFW 2 Assist transition to other programs, ideally still in secondary education

5 8 4 4 3

Total

majors 6 Invite current high

school ESS teachers to

“sponsor” a PFW major

9 10 9 7 8 3

Graduated

in Major 1 Assist graduates in finding the best professional position

0 1 3 2 0

Stopped

Out 0 Offer intensive advising

and additional support to future teachers in high-need areas

4 1 2 1 4

15

Earth Space Science Education BSED (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

According to the Indiana Department of Education Annual Licensure Report for 2018-2019 (https://www.doe.in.gov/sites/default/files/licensing/licensing-report-18-19.pdf), only 9 teachers earned initial licensure in Earth/Space Science (ESS) at in-state institutions. The demand for Earth and Space Science teachers well exceeds the supply, as in the same year the State of Indiana issued 24 original emergency permits to teach ESS. These numbers do not consider the number of teachers without licensure in ESS who are licensed in other areas and being asked to teach the course out of field. Graduating a single licensed ESS teacher means we have produced 10% of the state output in this desperate area of need.

Out of this context, the numbers at Purdue University Fort Wayne are seemingly damning toward the continuation of the program; of the two accepted applicants for Fall 2019, only one matriculated. Of the six new majors reported for Fall 2018, four appear to have

stopped out. As the statewide numbers reported above would indicate, this problem is not unique to our campus. All Indiana universities are struggling to identify and prepare Earth and Space Science teachers. Ours, unfortunately, is saddled with the additional burden of no longer having a geosciences department and all of the negative publicity that

accompanied the transition. Recruiting students to our campus will require an exceptional touch and a bit of cleverness.

This said, the maintenance of this degree program requires little expenditure of additional resources. The remaining redistributed geosciences faculty, while struggling to reach the numbers necessary to offer sections of upper level EAPS courses, are working to provide cross-referenced course numbers within their departments to support our current majors.

The promise of connecting the degree program with the newly expanded Environmental

Resources Center on campus, along with the strength of local environmental organizations

such as Little River Wetlands, Eagle Marsh, Fort Wayne Astronomical Society, and so on,

means that there are opportunities to rebuild and rethink the attractiveness of this degree

program.

Elem Ed Education Policy BSED

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 8 14

2018 11 17 8

2017 11 14 4

2016 5 7 1

2015 4 4 1

2014

Averages 8 11 4

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 47.06% 11.76% 1.000

2017 28.57% 21.43% 1.375

2016 14.29% 14.29% 1.250

2015 25.00% 25.00% 2.000

2014

Ratios 33.33% 16.67% 1.240

17

Elem Ed Education Policy BSED (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 8 14

2018 11 17 6 1 8 0 2

2017 11 14 6 1 4 0 3

2016 5 7 3 2 1 0 1

2015 4 4 2 0 1 0 1

2014

Summary 31 42 17 4 14 0 7

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 8 Provide academic

advisors with program information for

students considering dropping out of the SOE or the university.

4 5 11 11 8

Retained

in Major 6 Program coordinator

meets with all students in this major once a semester to develop a relationship and to help keep students focused on their goal of graduation.

2 3 6 6

Retained

at IPFW 8 Program coordinator

will work closely with SOE academic advisors and students to

explore other majors better for their revised professional goals.

2 5 7 7

Total

majors 14 Program coordinator

will revise program to reduce unexpected prerequisite course requirements.

4 7 14 17 14

Graduated

in Major 5 Program coordinator

will complete exit interviews with students graduating from the program to seek information for program improvement.

1 1 4 8

Stopped

Out 1 Program coordinator

will work to interview students who stop out to research how to support students as they progress through the program.

1 1 3 2

19

Elem Ed Education Policy BSED (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

There has been a slow increase in the number of students who enroll at PFW interested in pursuing an Education Policy degree and a career in informal education contexts. We continue to recruit and market to these students, who are passionate about education but may have been dissuaded from K-12 teaching by the current climate of negative public opinion and restrictive, punitive approaches to teacher accountability.

In addition, the Elementary Education Policy program continues to serve its primary purpose of providing an alternate pathway to former education majors, retaining students who otherwise might drop out of a university program. The elementary education policy program provides a pathway to help students who have a passion for children to still graduate within four years.

In spring of 2019, the State of Indiana changed a rule for teacher preparation programs. In the past, any student wanting to complete a teacher preparation program would need to pass a basic test of reading, math and writing to qualify to take the last two years of the professional education courses. This rule was dropped in May of 2019 and was effective immediately. Many of the students in the past who completed the elementary education policy program were unable to successfully pass this test. Now that students do not have to pass this test to complete a teacher preparation program, it is unclear how that will impact the number of students who will enroll in the elementary education policy program. Since the impact of this rule change is an unknown factor, the decision was made to not predict a growth in this program, but to keep the numbers flat.

For the 2020-2021 academic year, these are the following initiatives that have been started to help make this program better serve its purpose of providing an alternative pathway for students who realize being a licensed teacher is no longer a goal:

1. Realign coursework required to complete the program. When the program went through the transition from an Indiana University mission program to a Purdue University mission program, some of the required courses didn’t translate well. The program

coordinator has undertaken a review of the course work and is in the process of proposing some new courses that will take into account prerequisites that were not considered when the program was revised in the transition.

2. Another area that the program coordinator has undertaken to strengthen this program

is to work closely with the School of Education advisors to promote this program as an

option to students who are considering dropping out of the School of Education or the

university.

Elementary Education BSED

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 156 376

2018 145 409 90

2017 155 441 68

2016 227 475 70

2015 150 389 48

2014 177 414 66

Averages 171 426 68

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 21.76% 17.85% 0.771

2017 15.42% 15.19% 0.876

2016 14.32% 18.11% 1.214

2015 12.08% 15.17% 1.071

2014 15.46% 15.70% 1.023

Ratios 15.79% 16.45% 0.987

21

Elementary Education BSED (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 156 376

2018 145 409 220 26 89 1 73

2017 155 441 264 42 68 0 67

2016 227 475 286 33 68 2 86

2015 150 389 248 34 47 1 59

2014 177 414 239 44 64 2 65

Summary 854 2128 1257 179 336 6 350

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 160 Continued outreach to

high schools and in the community promoting the profession

177 150 227 155 145 156

Retained

in Major 210 Community building among students and with faculty

239 248 286 264 220

Retained

at IPFW 235 Guidance to students in discovering their true vocations

283 282 319 306 246

Total

majors 370 Faculty as first line of support for students who are struggling

414 389 475 441 409 376

Graduated

in Major 75 Stay connected with graduates for support in critical early years

64 47 68 68 89

Stopped

Out 66 Give needed support

when possible, keep door open for return

65 59 86 67 73

Elementary Education BSED (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

The Elementary Education BSEd is the largest major in the School of Education and one of the largest majors on the Purdue University Fort Wayne campus. At a time of significant nationwide drops in teacher education program enrollments, leading to devastating teacher shortages, PFW’s elementary program is holding steady.

While total majors are down in 2019, this is partly the result of a very large class of 89 students graduating in major—and new majors are up by 11 this year. The Elementary and Early Childhood programs appear to continue sharing the same pool of about 200 newly admitted students, with new majors in each showing a dip or rise of about the same number of majors in the past couple of years.

We continue to work with area dual-credit and cadet-teaching programs to encourage young people to consider the profession while still in high school. We continue to partner with community organizations to recruit underrepresented students to our campus and our program. This fall, 400 Latinx student from 11 area high schools spent the day on campus talking to mentors; hearing from colleges, college students, and employers; and learning about the various post-high school pathways they can choose from.

We have an exciting new partnership with Fort Wayne Community Schools through which our students can work as paraprofessionals in FWCS classrooms with flexible scheduling adjusted for their coursework and field hours—lessening the need for so many of them to wait tables or tend bar until late at night. We are also exploring a Grow Your Own

program to support FWCS students completing PFW education programs, and returning to that district as teachers.

To promote retention, we are focusing on community-building in the program, creating

cohorts of freshmen with the same faculty mentor taking the same sections of the

freshman success course. Several assignments in that course require attendance at

campus events or utilization of campus services. We hope to nurture the supportive

friendships and connections to the university that research has shown to support

retention.

23

Elementary Education DS

Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.

Table 2a – Fall Program Demand Fall Semester Demand

(New to Major) Majors (New plus

Continuing) Graduates

2019 5 7

2018 3 6 0

2017 2 4 0

2016 2 4 0

2015 4 6 0

2014 3 5 0

Averages 3 5 0

Table 2b: Fall Viability Metric Ratios Fall Semester Graduation

Efficiency Student Attrition Growth Trend

2018 00.00% 66.67% 0.750

2017 00.00% 25.00% 2.000

2016 00.00% 50.00% 1.000

2015 00.00% 66.67% 1.000

2014 00.00% 60.00% 1.000

Ratios 00.00% 56.00% 1.000

Elementary Education DS (continued) Table 2c: Fall Retention Totals

Fall

Semester New

Majors Total

Majors Retained in Major

Retained Different in Major

Graduated Stopped In Out

Major Out of Major

2019 5 7

2018 3 6 2 0 0 0 4

2017 2 4 3 0 0 0 1

2016 2 4 2 0 0 0 2

2015 4 6 2 0 0 0 4

2014 3 5 2 0 0 0 3

Summary 14 25 11 0 0 0 14

Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)

Enrollment Management Goal

Action Items Enrollment Management Performance (Fall Semester)

2014 2015 2016 2017 2018 2019 New Majors 0 Our goal is new

students admitted directly to the BSEd

3 4 2 2 3 5

Retained

in Major 0 Our goal is to move all DS students into the major.

2 2 2 3 2

Retained

at IPFW 7 2 2 2 3 2

Total

majors 0 5 6 4 4 6 7

Graduated

in Major 0 0 0 0 0 0

Stopped

Out 0 3 4 2 1 4

25

Elementary Education DS (continued)

Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.

Our goal is to recruit high-performing students who can be admitted directly into the

program, and to transfer any pre-majors into their programs as quickly as possible.