Retain and support faculty development and scholarship

Increase international student enrollment

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

Native American Education certificate

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

School-based mental health initiatives (Aaron Fischer)

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.

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

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

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.

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

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

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

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.

Overlap with EDPS and SPED with behavioral health courses

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.

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

Reading Clinic

UEN

UEPC

Steiner Writing institute

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

Common ground = common good

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

CSME

USBE

School Districts

VPR

Research Offices

Graduate Coordinators

Undergraduate Advising Hub

Career Coaches

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

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

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

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

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

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.