College of Education > Faculty and Staff Resources > Model for Student Recruitment and Retention and the Development and Coordination of Undergraduate and Graduate Studies

Model for Student Recruitment and Retention and the Development and Coordination of Undergraduate and Graduate Studies

On July 16, 2012, the College of Education released a new model for recruiting and retaining students and developing and coordinating undergraduate and graduate studies that was developed in collaboration with an ad hoc faculty committee. This new model was one of the College’s responses to the recommendations issued by the University’s Core Council. The Dean’s Office worked with the Department Heads and other members of the Advisory Committee to develop a refined model which was released on July 1, 2014. Further refinements have been made as additional experience was gained. The latest version of the model is described below. Further refinements will be made as necessary.

March 15, 2017

Background

On July 16, 2012, the College of Education released a new model for recruiting and retaining students and developing and coordinating undergraduate and graduate studies that was developed in collaboration with an ad hoc faculty committee. This new model was one of the College’s responses to the recommendations issued by the University’s Core Council.  The Dean’s Office worked with the Department Heads and other members of the Advisory Committee to develop a refined model which was released on July 1, 2014.  Further refinements have been made as additional experience was gained.  The latest version of the model is described below.  Further refinements will be made as necessary.

Guiding Principles and Next Steps

  1. The College’s goal is to ensure that it is attracting and retaining strong students and that its undergraduate majors and graduate programs are well-developed and well-coordinated, with demonstrable positive results.
  2. The College has established a common set of student recruitment and retention and curriculum development and coordination goals, described below.
  3. The College recognizes that differences exist across Departments and that no single approach will work well for all Departments.  For this reason, the College will accommodate flexibility in how Departments pursue the common goals.
  4. The College will make a new investment and provide additional earmarked resources to each Department for the purpose of enhancing recruitment and retention efforts and for developing and coordinating undergraduate and graduate programs.  The level of funding will vary across Departments and will be determined by factors such as enrollment levels, student credit hours generated, numbers of faculty members involved, numbers of degrees offered, need for coordination with Penn State campuses, the presence of multiple options within degree programs, and recurring licensure and accreditation issues.
  5. It shall not normally be appropriate for Departments to supplement these additional earmarked resources.  The additional earmarked resources being received by the Departments can be used to provide summer salary support (distributed as each Department sees fit) to ensure the completion of student recruitment and retention and curriculum development and coordination activities over the summer months when some faculty members are not on contract.   These resources can also be used to support innovative recruitment efforts.  It will be up to each Department to decide how best to apportion the new resources between summer and other forms of support for faculty and recruitment efforts for students.
  6. The College will hold the Departments accountable for making good use of the new earmarked resources for student recruitment and retention and curricular development and coordination.  Expenditures will be monitored and Departments will be required to report annually on activities and results.  These annual reports will become part of the annual budget meeting for each Department and the annual career conference for the Department Head.
  7. The role and title of the Director of Graduate Studies will be broadened to include Undergraduate Studies, and the College will expect each Department to identify an elected Director of Undergraduate and Graduate Studies (labeled Director of Curriculum in the Department of Curriculum and Instruction) for appointment by the Dean.  In addition, the College will expect each Department to nominate a Graduate Program Professor-in-Charge (PIC) for each graduate program (including Dual Title Degree programs) offered by the Department for appointment by the Dean.  At the undergraduate level, with the exception of the Elementary and Early Childhood Education (EECE),  Middle Level Education (MLE), World Languages Education (WLED), and Secondary Education (SECED) majors, the College will expect each Department to nominate an Undergraduate Major Professor-in-Charge (PIC) for each undergraduate major for appointment by the Dean.  Owing to the scope and complexity of the Curriculum and Instruction Department, the College will expect this Department to nominate three additional Directors (Graduate Studies; Elementary and Early Childhood Education; and Middle, Secondary, and Global Education) for appointment by the Dean.  The duties of the Director of Undergraduate and Graduate Studies in the Departments of Education Policy Studies; Educational Psychology, Counseling, and Special Education; and Learning and Performance Systems, along with the Director of Curriculum in the Department of Curriculum and Instruction will include serving on the College Curricular Affairs Committee (meeting regularly with the Associate Dean for Undergraduate and Graduate Studies) and serving as the chair of their respective Department’s curriculum committee.  The College’s Curricular Affairs Committee will also function as the College’s Curriculum Policy, Procedures, and Resources Committee.  When the committee is functioning as the Curriculum Policy, Procedures, and Resources Committee, it will be chaired by the Associate Dean for Undergraduate and Graduate Studies.  When it is functioning as the Curricular Affairs Committee, it will be chaired by an elected member of the committee.  The Associate Dean shall be eligible to be elected as Chair of the Curricular Affairs Committee.  The annual career conference for all Directors and PIC’s will be conducted by the relevant Department Head in concert with the Dean’s office and will include discussion and reporting of progress toward Department and College recruitment and curricular development and coordination goals.
  8. All Directors and PIC’s will be tenured members of the College faculty and it shall be permissible for fixed term faculty members to serve as Co-PIC’s.
  9. The College Curricular Affairs Committee and the College’s Curriculum Policy, Procedures, and Resources Committee will be broadened to include the College’s Representative on the Graduate School’s Subcommittee on New and Revised Programs and Courses, in addition to the College’s representative to the Faculty Senate Committee on Curricular Affairs. Council.
  10. The College will expect each Department to create a functioning Department-level Curriculum Committee.
  11. World Campus offerings will be integrated into each Department’s curricular offerings.
  12. Enhance undergraduate and graduate student experiences in the Department and College.

Common Goals

1. Enhance undergraduate and graduate student experiences in the Department and College.

    • Collaborate with the Office of the Assistant Dean for Multicultural Programs and College Recruitment and Retention Coordinator to recruit and retain students.
    • Strengthen efforts to diversify the College’s student body by working closely with the Office of the Assistant Dean for Multicultural Programs.
    • Actively improve the student experience to minimize attrition.
    • Identify potential problems/solutions (e.g., admission, recruitment, enrollment, retention, graduation rates, and enrollment from underrepresented groups).
    • Look for ways to increase revenue streams (e.g., enrollments in professional master’s degree programs, World Campus program delivery opportunities, and coordination across undergraduate and graduates offerings via IUG’s).
    • Assure high quality learning experiences for all students.

2. Lead and expedite curriculum development in the Department at both the undergraduate and graduate levels.

  • Strengthen coherence across program offerings within and across Departments.
  • Offer assistance to colleagues who are developing new course and/or course change proposals by conducting initial reviews of draft proposals before they leave the Department.
  • Monitor the curriculum review process to make sure proposals move through the various reviews in a timely fashion.
  • Offer assistance to colleagues by helping to interpret whatever feedback is received from consultation within the curricular review process.
  • Develop, where appropriate, strong IUG programs with a smooth interface between undergraduate and graduate offerings.
  • Create and support a well-functioning Department Curriculum Committee led by the Director of Undergraduate and Graduate Studies in EPS, EPCSE, and LPS and the Director of Curriculum in C & I who will sit on the College Curricular Affairs Committee.
  • Monitor and minimize the offering of under-enrolled courses.
  • Monitor the incidence of special topics courses and work to ensure that all special topics courses within the Department are in compliance with the relevant Faculty Senate policies (e.g., how often the special topics course is offered).
  • Enhance curricular coherence across Departments in relation to College and University goals.
  • Develop and implement program assessments required by the University.

3. Pay explicit attention to and work with the Office of the Assistant Dean for Multicultural Programs to fulfill the College’s commitment to using curriculum as an important means of implementing Penn State’s Framework to Foster Diversity.

4. Ensure fairness and efficiency in the utilization of faculty effort for instructional purposes.

  • Monitor and improve trends in the incidence of under-enrolled sections and special topics courses.
  • Improve equity in the teaching workload distribution with the Department.

5. Facilitate communication between the Department, the Dean’s Office, the Graduate School, Faculty Senate, and the World Campus related to curricular offerings.

6. Prepare and disseminate clear, accurate, and up-to-date descriptions of curricular offerings for electronic as well as print media, assigning a particularly high priority to keeping the web content timely and informative.

7. Track and report on the placement of graduates, placing special emphasis on following our graduates with doctoral degrees over time.  Parallel tracking efforts will be made in the Dean’s office to track undergraduate and master’s degree graduates, but the Departments are in the best position to help the College follow doctoral graduates.

8. Develop indicators of student recruitment and retention and curriculum development and coordination efforts, results to date, and plans for the future that will become part of the annual report to the Dean’s Office.

Department Allocation Enhancements

Based on a review of metrics such as enrollment levels, student credit hours generated, numbers of faculty, numbers of degrees offered, need for coordination with Penn State campuses, the presence of multiple options within degree programs, and recurring licensure and accreditation issues, the following earmarked allocations of new dollars were provided to the Departments each year for the 2014-2015 and 2015-2016 fiscal years:

  • Curriculum and Instruction .............................. $43,620
  • Education Policy Studies................................... $15,873
  • Educational Psych, Counseling and Special Ed.... $30,989
  • Learning and Performance Systems.................... $15,073

These allocations are expected to be made on a continuing basis.