# data[].attributes.headline
Adhere to national standards (accreditation, peers)

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Adhere to national standards (accreditation, peers)

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High quality and rigorous curriculum; provide context around smaller program; staff support and resources and better communication around; focus on equity

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maintain programs unique to the U (e.g., Deaf-Blind)

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Adequate resources (Staff pay, student support)

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Adequate resources (Staff pay, student support)

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Teacher education, leadership preparation, and academic staff support; special education;

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Student-centered success. Using research and education to advance learning and training. Focus on education and education research. Maintain resources and structures that enable research and meaningful educational practice (addresses the challenges of education), responding to challenges in the field. Serving public educational systems-schools, students, teachers. Broadly and on the Wasatch Front. First and foremost responsive to public schools and advancing knowledge about education and practice.

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Maintaining quality while exploring cost saving measures

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Maintaining quality while exploring cost saving measures

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We are perceived as having a strong reputation for quality

We are often seen as inaccessible due to costs

Teachers working especially may find our programs inaccessible

We need to keep our emphasis on quality

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We are not training in collaborative environments (yet students are working in collaborative environments) 

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We are not training in collaborative environments (yet students are working in collaborative environments) 

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Innovation: amplify cross-disciplinary collaboration

Retain and support faculty development and scholarship

Increase international student enrollment

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Real-world impact and community partnerships; short-term and long-term impact should be accounted for; interdisciplinary work across and between departments;

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Producing highly qualified professionals in education settings

In terms of reputation, restore the University's reputation as a quality place to work, specifically in addressing the staff turnover.

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ESL endorsement

Native American Education certificate

Specialized special education programs that are not offered at any other state university

School-based mental health initiatives (Aaron Fischer)

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Strengths: Diversity of faculty, caring staff, and diverse and invested professional students; Fancy and famous research in our sub-fields that many others in our own college don't know about; Amplify within and amongst ourselves as well as on campus in a community and informal way; Invest in Partnership Building and Maintaining

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Our focus on research collaboration with Health Sciences and College of Science.

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Quality/Reputation/Mission

Research Based

Submit more research proposals, get more funding, published, AAU- research standards

Community Engaged work- Across research and teaching

Stronger partnerships with school districts

Utah for All- making the U accessible for all

maintain urban/suburban connections and expand into Rural communities

Teacher licensure collaborative work

Regional Teacher prep work

staff/faculty professional development and training

Communication and Community building within the College- including staff perspectives

Student focused- Think about our reach to the community nationally and locally.

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Rigorous research and dissemination - but to do this, we need adequate resources and infrastructure around research and grant writing/implementation. This includes adequate pay for the research support staff to enable us to recruit high quality people. We need faculty dedicated to research and grant writing. And consistent support for student researchers.

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Foci on ending inequality, defending democracy, and upholding academic freedom

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Partnerships with community, schools, out-of-state. 

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Partnerships with community, schools, out-of-state. 

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Not yet constructive idea, but it isn't our mission and vision we'd be aligning to anymore.

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Ed Psych has opportunities for growth in revenue generating opportunities in the broader community; highlighting the COEs partnerships in the community at large; opportunity for other COE connected services; such as the reading clinic.

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Our emphasis on equipping future teachers to handle the issues that will be present in their communities and districts. We need to continue to take students from low-income areas to equip them with high quality skills.

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This is a terrifying question. Even if we had to reorganize, we are all vital.

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Programs that COE is the only provider in the state.

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Programs that COE is the only provider in the state.

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An emphasis on quality

Building out our partnerships

We should be careful about our programs losing their identity if departments/units merge

We train general ed and special ed teachers together

Dual degrees could be offered to further strengthen our offerings

Only R1 in state

The location and the access to the outdoors

Lean in to opportunities outside of the college

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The national collaboration we can do in research innovation that we can bring to implement in the state-other Utah institutions don't have that opportunity. Trickle-down from graduate to undergraduate. Connections between programs and research excellence transfers throughout the college and university. Retain strength in research methodology-dedicated system to help with fellowships/grants is attractive (RISE office)-increase support for students applying for fellowships and grants.

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We should defend that we are a graduate heavy program college, even with the emphasis on undergraduate enrollment numbers. Our strengths in our graduate schools shows that our alumni go on to do important things such as achieving tenure-track positions right out of phd.

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Support low-wage/low-enrollment but HIGH social value.

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Support low-wage/low-enrollment but HIGH social value.

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Our licensure numbers should count towards our undergraduate numbers. Defending our students on our secondary ed pathways

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Teacher preparation and mental health preparation

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UCareer Success - career development, mapping

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UCareer Success - career development, mapping

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Student teaching with secondary/elementary/special ed are all combined into a larger cohort.

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Hinckley Institute - internship opportunities (connection to politics, policy, etc).

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Hinckley Institute - internship opportunities (connection to politics, policy, etc).

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Methods and evaluation courses; history, philosophy, and foundations across the COE

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Speeding up our programs or making our programs shorter will exponentially increase interest. Our 4+1s bring in a lot of people!

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Need to understand data, metrics that assess our impact

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Need to understand data, metrics that assess our impact

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Research-Practice partnerships; USBE and Department of Health, Huntsman MHI, etc.

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strengths/innovations we should retain?

We have a massive broad range of experts in the College of Education. WE have alot to offer- And we breadth and depth expertise in these areas.

Specialized programs and Centers that are very unique within in state/region

STEM Education

Deaf/Blind

Connections with musuems

Teacher Ed- Very high quality in-person supervision in student teaching and practicum.

Length and rigor of teacher ed programs although bigger than others helps students teachers stay in the field- Retention higher.

Good Student comunications/community building.

Programs- SLCC 2+2 and our 4+1 programs. Also good pipelines to our masters students from undergrad programs. These are very unique and beneficial to students.

Teacher Ed- Mentoring and Induction programs for recent graduates

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Keep programs that have a clear and strong job market and have programs determine what job markets their students are going into to support their recruitment, enrollment, and graduation from a particular program.

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Making sure that processes are consistent to ensure proper communication college-wide.

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Communication between departments should be strengthened to know what the overlaps are.

Cross-department promotion of classes that can be mixed and not program-specific, especially at the graduate level.

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The quality of our graduates reflects the individualized and supportive approach to teaching that is prioritized in the COE. We are producing people who are ready for the workforce. We need to retain that student-focused priority. Also, community and cross-campus collaborations exist but we need to strengthen these and make them more accessible.

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Moving online or expanding or redesigning programs and marketing programs requires people power.

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We don't know how to market for recruiting students. We are nerds.

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Target paraprofessionals - shift to summer model, expand student population, delivery mode, etc. 

# data[].attributes.subject
Target paraprofessionals - shift to summer model, expand student population, delivery mode, etc. 

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More online credential programs; streamlining MA and MEd programs; lecture paired with labs;

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Why does every instructor do online asynchronous/synchronous/hybrid totally individually and differently? Difficult to recreate constantly and difficult for students. If we did move toward sharing courses and staffing then it would help program coordinators and faculty, too.

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Our school district partnerships are essential! Salt Lake, Granite, Jordan, & Canyons.

SLCC helps us maintain good transfer pathways. Their enrollment was high because people are showing interest in cost vs prestige.

Partnerships with other colleges have been mentions, Science, Humanities, Art, Health Sciences. Especially with dual appointment faculty.

We should have a greater internal partnership with Tanner Dance & with Sorenson Arts program, especially with previous intention to do so.

With our combination with Social Work, we should work to see interdisciplinary options.

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Unique programs within the state like a literacy program

Teacher ed and leadership ed programs

Better linkages between research programs and teaching

Maintaining our identity as a COE and building out our partnerships through that

Partnerships with SLCC

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pre-service teachers

streamlined programs, online options

in-service teachers

Flexible programs that allow students to continue to teach and complete graduate programs.

Learn from our sister USHE schools about what they have done.

Intro College of Ed undergraduate courses- online options as well as in-person courses

Co-teaching options across campus?

Learning/teaching assistants in College of Science and ED.

Ways to partner with other colleges?

OT/PT Sped- grant programs

Collegewide Recruitment- Marketing via different modalities

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maintain some version of Teacher Education core across the College of Ed- Collaborative across SPED,ELEM, SEC.

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Our graduate programs are essential and differentiate our College from others within the University and across USHEs. Inclusion/Diversity focused and supporting teaching/student support sets us apart. identify and support programs and initiatives that bring additional revenue into departments (e.g., endorsement programs, centers, licensure only programs)

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Problem-based learning threaded throughout the curriculum; local school district partnerships instead of just contracting and "using" the site; apprenticeships should be expanded across departments; maintaining state leadership connections and the COE

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Resources for Graduate students (funding)

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Resources for Graduate students (funding)

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Even not in wealthy areas (rural, e.g.) there are more understanding of putting resources into partnerships and recruiting and inviting colleagues to collaborate on campus.... "It's like you want to cook a nice meal without paying for any ingredients."

It would help if we all got to know what we are doing in our research and teaching so that we can share resources.

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Maintain college of education - prioritizing education expansion into public. How do we support teachers/public schools and maintain a college allowing both missions?

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People need to be proud to be part of the COE

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People need to be proud to be part of the COE

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Community outreach and alumni networking

e.g., Shirts that we (and our students) wear at conferences

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Recruitment and retention should include graduate students as well as undergraduates.

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Could be more overlap between UG, MA, and Doc programs for academic purposes

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The college needs to establish an HR entity that can handle interpersonal conflicts to retain good communication between both faculty and staff to help with more social aspects rather than payroll and benefits. Trainings on professional communication to maintain strong collaboration with in the COE.

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Co Teaching within some of the Methods courses as away to address of overlaps.

Rotating faculty from different departments to meet course needs

Audit of College of Education courses

Determine what is NEEDED redundancy and what is real redundancy and could be combined to one course.

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Overlap with EDPS and SPED with behavioral health courses

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Partnering with computer science as critical partners around AI and other new technologies

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Fewer departments - 3 departments and a hub for licensure, student resources etc.

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Be a resource for the state as experts and researchers to support priorities and solve problems

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Increase use of technology to offer more remote/online options (courses and degrees)

Increase community partnerships, especially with school districts

For example, there was an article published this summer about Tooele School District's low moral, lack of adherence to standards, and weak administrator support. As a college with a concentrated effort, we could support them in all those areas.

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We need to streamline the doctoral level classes and set them apart from master's levels classes. Some doctoral courses should be shared at the college level - methodology, basic theory/intro to education, and intro to the field courses (e.g., teaching, intro to research, seminar on higher education).

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ESL/multi lingual learners

Teacher Core

Global Education emphasis

Don't want to lose our specializations and our experts in the College.

Maintain our unique programs

Research focus and support

Quality of our programing

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The U needs to cultivate a strong and rooted connection with Indigenous peoples (or rural communities) 

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The U needs to cultivate a strong and rooted connection with Indigenous peoples (or rural communities) 

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It all starts with real connection with the land and the people (not through a land acknowledgment).

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Methods courses for grad programs

Ed Psych and Special Ed for BCBA certification

Psych and Ed Psych offer similar licenses

Access to doctoral students and naming of programs that straddle departments

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Awareness of different definition of: hubs, programs, departments etc. What do these makeups look like and how could the college create sustainable versions

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Special Programs:

Reading Clinic

UEN

UEPC

Steiner Writing institute

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Include workforce retention in the data

We can increase our university ranking by partnering, especially with research, with national and international universities.

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Better coordination with Secondary Ed departments

Offer a master's of teaching for secondary ed

More access to online programs to increase access to places far from SLC

Maybe thinking about teaching less like a career and more like an opportunity

Reach more through social media

More choice in delivery

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Core ideas of a college - student trajectory through program, shared grounded research training, core important to decide because will inform student understanding of college

Common ground = common good

use of shared jargon, finding a common language to represent/focus the program

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4+1 for teacher education - all students who enter the teacher prep program get an undergrad in general education and a master's in special education. Use labs for building skills around specific emphases. That said, this HAS to be affordable. We have to compete by setting ourselves apart in a saturated undergrad education/special education market.

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More facilitation of formal partnerships

Shared governance of data agreements

Broader data access and DUA

Funded strategic partnerships for research and students in out of school opportunities

Grad teaching requirement for grad instructors

Reading clinic is a great opportunity

Partnership with the Natural History Museum and other museum spaces

Relationships with PRT

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UNP

CSME

USBE

School Districts

VPR

Research Offices

Graduate Coordinators

Undergraduate Advising Hub

Career Coaches

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Offering programs for too small of populations. We might need programs serving larger populations with greater flexibility. Creating/starting programs could start from small focus, but populations may be too small to sustain larger community-oriented goals.

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2 significant barriers: Faculty anxiety of role stability and representing the college - we have restructured for ourselves not for community outreach (part of the college's mission)

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The redundancy issue is also linked to faculty course load requirements. If we can figure out a way to co-teach (e.g., faculty teaching half semesters based on expertise), we'd be able to collaborate across depts/programs, shorten length to graduation, and minimize adjunct hiring costs.

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Academic Rigor and Integrity: Uphold the highest standards in teaching, scholarship, and community engagement.

Equity, Access, and Inclusion: Ensure diverse voices are represented and valued in all committees, leadership roles, and opportunities.

Authentic Community Partnerships: Build and sustain strong, reciprocal partnerships with community mental health, schools, agencies, and organizations that enhance student learning and faculty impact.

Transparent and Supportive Systems: Redesign internal structures so that all faculty, especially career-line, have clear pathways for success, recognition, and resource access.

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1.    The hills we’re willing to die on:

a.     Maintain our quality and impact of our research

b.     Maintain certain licensure and professional programs (i.e., teacher licensure programs across content areas)

c.     Support graduate students in order to support the quality of research that we do (this is problematic if we can only support a few students each year)

d.     Maintain the community impact of the work we’re doing

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1.     Retain specialized teacher ed program areas that serve a specific need in the community; faculty represent a variety of expertise in learning, instructional design, technology, and social foundations.

a.      STEM-discipline specific research is valuable across colleges/departments across the university (e.g., how can we help people see the relevance and value of the work they’re already doing)

b.     We have many and different partnerships across the college (e.g., university -school partnership; teacher-researcher partnerships; community resident and university partnerships; community organizations; UNP; reading clinic, policy center; USBE partnership;

c.     Graduates of our programs: teachers are retained in the field compared to other programs; quality, leadership, longevity – need to amplify so others understand where are students go and the impact they have

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1.     Programs to retain during these harsh times: FACULTY EXPERTISE

a.     Teacher ed core: BUT we need to revisit this!!!! We need more than a “methods” approach; need to incorporate learning sciences and understanding social foundations into ALL teacher ed programs

b.     Need to really combine theory and practice

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Deep Community Engagement: Our faculty and staff already maintain strong connections with schools and local organizations; these partnerships are a unique strength that can be showcased and coordinated more effectively.

Career-Line Faculty Expertise: Many faculty members are embedded in community work and applied research. Highlighting and supporting this practice-based expertise would distinguish our college.

Collaborative Spirit: While currently underutilized, our capacity to work across disciplines and programs could become a defining innovation if intentionally supported through shared spaces, cross-program projects, and internal networking.

Community Services: Two low cost mental health clinics that provide vital services to our community.

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1.     Where is the overlap?

a.     Research methodology courses for graduate students (qual, quant, mixed, discourse analysis across departments and programs)

b.     There may be overlap in designated emphases in grad training programs across units (curriculum committee may need restructuring to understand and capture redundancies)

c.     What can be streamlined?

i.     Overlap can manifest differently; coteaching across methodology courses; rotating college-level methodology courses (e.g., one intro class, then individual approaches depending on student’s discipline; provide advanced methods or statistics course;

ii.     Room for program electives that draw on faculty expertise

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5.     How to redesign

a.     Making LARGE and more sustainable and impactful change in our school systems (e.g., improvements in a school system: PD, student learning, policy)

i.     Develop tools and resources from this work

ii.     Create a mechanism in which regular/consistent communication and follow through are part of  projects; building coherence across different units/lenses/historical frames

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5.     How to redesign

a.     Making LARGE and more sustainable and impactful change in our school systems (e.g., improvements in a school system: PD, student learning, policy)

i.     Develop tools and resources from this work

ii.     Create a mechanism in which regular/consistent communication and follow through are part of  projects; building coherence across different units/lenses/historical frames

b.     Provide a structure to examine large training grants to “train the next gen of researchers” to create an interdisciplinary cohort

c.     We need to be cautious about online programming. We need to focus on effectiveness and quality vs. increasing numbers and ensure data mechanisms in place; need to understand efficacy and retention of teacher graduates from these online programs

d.     Forming partnerships across the university so people are aware of what we’re offering (e.g., learning foundations courses, methodology courses). BE MORE VISIBLE: What courses do we offer than can be of service to other programs across the university

e.     Coordinate the research that we all do in terms of teacher ed/teacher preparation and leadership preparation into programs

f.      We have people with expertise across departments; need to structure faculty in a way that is complimentary to make a larger impact, get us on the map, and utilize existing partnerships (e.g., policy, learning science, social foundations). A restructuring can support this.

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Community Partnership Programs: These represent the heart of our applied mission and directly connect the college to its impact in mental health services, schools and communities.

Career-Line Faculty Support and Development: Investing in these positions ensures the continuity and quality of our teaching and outreach efforts.

Equity and Inclusion Initiatives: These efforts are central to our mission and reputation and must remain protected even in tight budget conditions.

Student-Centered Learning Experiences: Field-based, experiential, and service-learning opportunities must be preserved as essential to our students’ professional preparation.

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Service and Community Engagement: Many departments engage the same community partners or boards. A college-wide matrix or database of partnerships could help identify overlaps and distribute opportunities more equitably.

Committee Work: The same individuals are often tapped for multiple committees. Creating a transparent and rotational system could broaden participation and reduce burnout.

Internal Communication Channels: Consolidating announcements, service opportunities, and committee updates through a shared message board or platform could streamline communication and reduce isolation.

Course or Program Offerings: Where there is curricular overlap, departments could consider shared courses or joint certificates to better utilize faculty expertise

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mproved Internal Communication Tools: Adopt user-friendly platforms for ongoing updates, announcements, and collaboration.

Cross-Departmental Networking Events: Create intentional opportunities for faculty and staff to connect, learn about each other’s work, and explore collaboration.

Flexible Program Delivery: Expand hybrid and online options to meet workforce needs while maintaining high academic standards.

Community Partnership Boards: Establish a centralized “service opportunity board” where community partners can post needs and faculty can engage more strategically.

Career Pathway Mapping: Align programs with workforce trends to ensure graduates are prepared for evolving professional roles in education and allied fields.

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Local Schools and Community Organizations: These partnerships ground our programs in real-world relevance and serve as key sites for student learning and applied research.

Career-Line Faculty Networks: Recognizing and connecting career-line faculty as a strategic asset can strengthen practice-based scholarship and workforce readiness.

Equity and Inclusion Offices and Committees: These partnerships are essential for advancing access and representation.

Technology and Communication Infrastructure: Shared platforms for project tracking, networking, and partnership coordination will help sustain and expand our collective impact.