PSU Board of Trustees Academic & Student Affairs Committee ...€¦ · (ORS 342.437 as amended by HB 3375, Section 3, 2015). Master Page # 5 of 64 - Academic and Student Affairs Meeting

PSU Board of Trustees Academic & Student Affairs Committee – December 7, 2017

Master Page # 1 of 64 - Academic and Student Affairs Meeting 12/7/2017________________________________________________________________________________

OCTOBER 6, 2017 ACADEMIC AND STUDENT AFFAIRS COMMITTEE MEETING

MINUTE REVIEW/APPROVAL


GRADUATE SCHOOL OF EDUCATION

DIVERSITY PLAN 2018 - 2020

Tina Anctil, Associate Professor, Department Chair Counselor Education, Graduate School of Education

Steve Micke, Data Coordinator, Graduate School of Education


Graduate School of Education

DIVERSITY PLAN 2018-20


GSE Diversity Plan

The Higher Education Coordinating Commission shall require each

public teacher education program in this state to prepare a plan with

specific goals, strategies, deadlines for the recruitment, admission,

retention and graduation of diverse educators to accomplish the goal

described in ORS 342.437.

“The goal of the state is that the percentage of diverse educators

employed by a school district or an education service district should

reflect the percentage of diverse students in the public schools of

this state or the percentage of diverse students in the district”

(ORS 342.437 as amended by HB 3375, Section 3, 2015).


GSE Diversity Plan Timeline

• The 2016-18 Diversity Plan was completed in Winter 2016

• The 2018-20 Diversity Plan was completed in Fall of 2017

• A report on the progress of the 2016-18 Diversity Plan was

completed in Fall of 2017


To prepare students to advance life-long learning in diverse learning environments including schools, postsecondary

institutions, community organizations, and social service and health agencies.

Graduate School of Education Mission


1. Develop specific goals across all academic programs within the GSE, that align with state and university equity goals, to increase and retain student diversity across all programs.

2. Develop specific goals across all units, that align with state and university equity and diversity goals, to increase and retain the diversity of full-time and part-time faculty and staff in the GSE.

3. Continue to engage faculty, staff, and students in discussions about our role in the perpetuation and dismantling of racism and oppression in our own classrooms and across the GSE.

4. Draw on the PSU Equity Lens Assessment Tool to engage in a systematic examination of the GSE’s curriculum, policies, and practices, and develop and enact a set of strategic actions designed to remedy inconsistencies.

5. Draw on the research-based practices in the field to significantly enhance candidate preparation to teach, lead, and counsel in diverse contexts.

6. Significantly increase support for implementing diversity, equity, and social justice in the GSE by adding a diversity professional to the GSE leadership team in 2017 who will oversee all aspects of the equity agenda.

GSE Equity, Diversity, and Inclusion Goals


Initial Teacher Preparation Matriculation

26.2% 31.2% 33.7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

2013/14 to 2015/16 2014/15 to 2016/17 2015/16 to 2017/18

3 year avg. of Underrepresented Minorities (URM) Diversity Goal (32%)


Initial Administrator Program Matriculation

11.7%

32.5% 25.6%

0%

5%

10%

15%

20%

25%

30%

35%

2015-16 2016-17 2017-18

% of Underrepresented Minorities (URM) Diversity Goal (32%)


School Counseling Program Matriculation

15.4% 14.3%

42.9%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2015-16 2016-17 2017-18

% of Underrepresented Minorities (URM) Diversity Goal (32%)


Strategies and Programs to Recruit and Admit Diverse Candidates

• Implement annual or bi-annual climate survey to all current students and

faculty in initial teacher licensure programs and identify themes and

follow up on needs for the following year

• Meet recruitment and enrollment goals for each of the existing Initial

Teacher pipeline programs

• Portland Teacher Program

• Bilingual Teacher Pathway Program

• American Indian Teacher Program

• Diverse Special Educator Program

• Partner with the Chalkboard Project to develop a leadership for equity

aspiring administrator program


Recruit and Retain Diverse Faculty and Staff that Support Diverse Candidates’ Preparation, Experiences, and Retention

• Include at least one person of color in the finalists for tenure-line

faculty positions in the GSE and make every priority to hire

diverse faculty

• Increase the diversity of adjunct faculty by 3% by 2019-20

• Include at least one person of color in the finalists for NTTF

positions in the GSE and make every priority to hire diverse

faculty


Curriculum and Assessment Practices to Retain and Advance Candidates Who Are Well Prepared to Work

with Diverse Students and Community Members

• Implement a shared repository of curricular and pedagogical

resources that support inclusive teaching and learning in GSE

programs

• Implement the diversity related curricula that improves

candidates’ ability to meet the diversity and the English

language learner and dyslexia standards


Summary of GSE Resources Dedicated to Diversity

• A position of “Coordinator for Equity, Diversity, and Inclusion” was created

• Full tuition remission is budgeted for Portland Teacher Program students

• Scholarships dedicated to diversify teacher candidates

• Salary for staffing of Bilingual Teacher Program

• Start-up packages for new faculty


ADVISING AND STUDENT SUCCESS INITIATIVES

Sukhwant Jhaj, Vice Provost for Innovation,

Planning and Student Success









Advising Redesign



1:1 Advising

Enhance the 1:1 relationship between advisors and students by creating

academic advising pathways or clusters consistent with student flow.

Integrate services for undeclared students with advising pathways and

establish major declaration policy.

Work as a Source of Joy

Organize work so it is a source of joy: career advancement opportunities,

create community, promote equity, and consistent position descriptions

with clear expectations.

Unified Advising Framework

Create a unified advising framework (form to be determined) overseen

centrally to create consistent advising practices and policies.

Increased Student Self Efficacy and Sense of Agency

Increase student self-efficacy and sense of agency, such that the right

context, supports, and tools exist for students to access services on their

own.

Goals of Advising Redesign



Finalized advisor Pathway assignments in preparation for 2018

launch of the Pathway model.

Introduced common practices and Student Advising Milestones

details, developed by work groups, to the advising and career

services community. Bargaining with AAUP ongoing.

Completed major declaration policy recommendations

approved by Faculty Senate.

Implementation Progress



ENROLLMENT UPDATE

John Fraire, Vice President for Enrollment Management and Student Affairs


Enrollment Data Academic and Student Affairs Committee

John Fraire, PhD

Enrollment Management & Student Affairs

December 7, 2017







GRADUATE ADMISSION TRENDS

0

1000

2000

3000

4000

5000

6000

2011 2012 2013 2014 2015 2016 2017

Fall Census Admissions Trends

Applications Admits Enrolled 0

100

200

300

400

500

600

700

2012 2013 2014 2015 2016 2017

Winter Census Admissions Trends

Applications Admits Enrolled



0

100

200

300

400

500

600

2012 2013 2014 2015 2016 2017

Spring Census Admissions Trends


0

100

200

300

400

500

600

700

800

2012 2013 2014 2015 2016 2017

Summer Census Admissions Trends




1305 1268 1295 1350 1361 1322 1289

175 139 153

156 148 142

105 130 135

131 156 158

281 253

272 284

429 388

2 0 1 1 - 2 0 1 2 2 0 1 2 - 2 0 1 3 2 0 1 3 - 2 0 1 4 2 0 1 4 - 2 0 1 5 2 0 1 5 - 2 0 1 6 2 0 1 6 - 2 0 1 7 2 0 1 7 - 2 0 1 8

ACADEMIC YEAR MATRICULATION TRENDS

Fall Winter Spring Summer

Note: Admissions and Matriculation Trend numbers are based on fourth week census data. Pulled 11/21/2017 Master Page # 39 of 64 - Academic and Student Affairs Meeting 12/7/2017

________________________________________________________________________________

Research Overview Jennifer Dill, Ph.D.

Interim Vice President of Research Professor, Urban Studies & Planning


Research Impacts

Informed Public Policy Decisions

Industry Innovations, Economic Growth

Improved Health & Safety,

Quality of Life

Workforce Education & Training

RESEARCH


Some basics Type of “sponsored projects”

Instruction

Public service (includes training)

Research: applied, basic, development

Direct costs:

salary (faculty and students), benefits, services, supplies, tuition, travel, etc.

Indirect costs:

aka “overhead” or facilities and administrative (F&A) costs

Rates vary depending upon source

>75% of the Research office budget is from F&A

Research

Sponsored Research

Sponsored Projects


By College

About 8% of direct expenditures go towards graduate students (stipends and tuition)

$0.0

$2.0

$4.0

$6.0

$8.0

$10.0

$12.0

$14.0

$16.0

$18.0

$M

to

tal e

xpen

dit

ure

s

Research

Instruction & Public Service


Computer and information sciences, 4%

Computer and information sciences, 3%

Geosciences, atmospheric sciences, and ocean sciences,

2%

Geosciences, atmospheric sciences, and ocean sciences,

4%

Life sciences, 19%

Life sciences, 57%

Mathematics and statistics, 1%

Mathematics and statistics, 1%

Physical sciences, 7%

Physical sciences, 7%

Psychology, 3%

Psychology, 2%

Social sciences, 18%

Social sciences, 3%

Sciences, other, 2%

Sciences, other, 1%

Engineering, 13%

Engineering, 16% All non-S&E fields, 32%

All non-S&E fields, 6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Portland State U. All Institutions

Research, by field Social Work and Education included in “All non-S&E fields”

HERD FY2016 data Master Page # 44 of 64 - Academic and Student Affairs Meeting 12/7/2017

________________________________________________________________________________

Sources of Funding

Federal 69%

State govt 18%

Local govt 3%

Private for-profit

1% Nonprofit

8%

Institute of Higher Ed

0% Foreign entity

1%

Tribal govt 0%

Total: $61.7M

Federal: $42.6M

Natl Institutes of Health (NIH) - $7.9M

Natl Science Foundation (NSF) - $7.5M

US Dept of Education - $5.5M

US Health & Human Services - $5.5M (includes CDC and other non NIH)

US Dept of Transportation - $4.5M

State: $11.1M

OR Dept Human Services - $6.7M

OR Dept of Education - $1.3M

OR Health Authority - $1.2M

Notes: Does not include projects through the PSU Foundation

% of Expenditures, FY2017


Awards by funding size

Size category Total value of

current awards % of

total $ # of

awards % of

awards

$1 million+ $71,645,235 48% 23 5%

$500-999k $21,681,734 14% 33 7%

$250-499k $30,080,702 20% 85 19%

$100-249k $18,173,910 12% 107 23%

$50-99k $6,310,674 4% 86 19%

<$50k $2,912,425 2% 124 27%

Grand Total $150,804,680 100% 458 100%


Examples: Programs & Centers


Largest awards are public service

• Child Welfare Partnership

• $14.3 million over two years

• Oregon Dept. of Human Services

• Training for…

• all entering child welfare workers, supervisors, and caregivers

• children’s mental health workers in Coordinated Care Organizations

• Self Sufficiency workers

• Program evaluation

• Funding for 25 Social Work students per year

• Oregon Center for Career Development in Childhood Care and Education

• $6.6 million over two years for Professional Development Standards and Support

• US Dept. of Health & Human Services, via Oregon Dept. of Education

• Work of the Center:

• Provide leadership in the development and operation of integrated and statewide professional development standards and systems

• Promote professional development to achieve high quality care and education for children and youth

• Create and support training and education


Enhancing Cross Disciplinary Infrastructure and Training at Oregon (EXITO) • $24 million multi-year grant

• National Institutes of Health (NIH), 1 of 10 such grants

• Overarching goal of enhancing undergraduate training in biomedical research through

• increased diversity of students

• increased integration of research and teaching

• enhanced integration of seamless pathways from community colleges and collaborating Pacific Rim Universities

• Housed within PSU’s Center for Interdisciplinary Mentoring

• OHSU serves as the research intensive partner

www.pdx.edu/exito/


National Institute for Transportation & Communities (NITC)

• $2.8 million per year for 5 years

• US Dept. of Transportation

• Research, Education & Technology Transfer • Housed within PSU’s Transportation

Research & Education Center

• One of 5 national University Transportation Centers

• Partners: UO, OIT, U. of Utah, U. of Arizona, UT-Arlington

trec.pdx.edu nitc.trec.pdx.edu


Reclaiming Futures

• $2 million, Conrad Hilton Foundation


Examples: Large Research Projects


CLAS: Chemistry

Novel Broad-Spectrum Antimalarials

• $3.5 million, NIH

Toxicant Production and Mitigation in the Electronic-Cigarette Reaction Vessel

• $1.4 million, NIH


Graduate School of Education

Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students’ Success in Low-Income Middle Schools

• $500,000, NSF


CLAS: Geology

The McMurdo Dry Valleys: A Landscape on the Threshold of Change.

• $1 million, NSF


CLAS: Geography

Regional Impacts of Increasing Fire Frequency on Carbon Dynamics and Species Composition in the Boreal Forest.

• $1.4 million, NSF


MCECS: Civil & Environmental Engineering

Combined Estimation of Tides and Bathymetry from Multi-Satellite Altimetry

• $625,000, NASA


CLAS: Biology

Dynamic Mechanisms of Membrane Channel Gating by CryoEM

• $1.8 million, NIH Master Page # 58 of 64 - Academic and Student Affairs Meeting 12/7/2017________________________________________________________________________________

CLAS: Mathematics & Statistics

CAREER: Transforming College Students’ Statistical Thinking: Data, Technology & Modeling

• $606,000, NSF


Plans for the year

• Centers of Excellence

• Investments in innovative research

• Using data to better understand our research activity and how to grow effectively

• Talking with faculty about what they need

• Promoting our research to various audiences

• Moving to an electronic records system


FY18 Meetings

Tuesday, March 20, 2018

Thursday, May 31, 2018

2:00 p.m. to 5:00 p.m.


GSE Diversity Plan – 2018-20

Plan modifications (12/7/2017)

Additions to Figure 2. Goals, strategies, and success indicators for the recruitment and retention of diverse teacher candidates

Goal Strategy Success Indicator and Date

3) Expand current retention efforts designed to support the academic success of all students with specific attention on efforts designed to meet the needs of culturally and racially diverse and underrepresented students

• Provide departments with student retention data by program, identify retention issues that may exist and develop interventions to increase/enhance student retention as needed

• Create retention report by 2018-19 to identify issues that may exist for diverse students and develop strategies to increase retention as needed

Completion rates of Initial Teacher Preparation Programs

50%55%60%65%70%75%80%85%90%95%

100%

11/12 12/13 13/14 14/15 15/16

Cohort Year

URM White/Unknown


Additions/Changes to Figure 4. Goals, strategies, and success indicators for the recruitment and retention of diverse faculty and staff

Goal Strategy Success Indicator and Date 1) Increase diversity of tenure- line faculty

• The GSE will search for at least two tenure track faculty positions in the next two years. The GSE will advertise and promote positions to a nationally targeted audience of diverse recruiting sources.

• Strive to have a pool of at least 50% diverse applicants for all tenure track faculty positions.

2) Increase the diversity of adjunct faculty

• The GSE works with Human Resources to advertise for adjunct faculty and to create a diverse pool from which to draw instructors for the following year

• Strive to have a pool of at least 50% diverse applicants for all adjunct faculty positions.

3) Increase the diversity of NTTF

• Conduct regional or national searches for 1.5-four non-tenure track positions to be filled in 2018-20.

• Strive to have a pool of at least 50% diverse applicants for all NTTF faculty positions.

4) Retain diverse faculty and staff at the same rate as white faculty and staff.

• Compare and identify retention differences of white faculty and staff to diverse faculty and staff.

• Continue to offer affinity groups for faculty and staff to foster cultural awareness and humility and advocacy in the GSE workplace.

• Offer professional development in the areas of: microagressions, conflict resolution, and inclusive pedagogy to GSE faculty.

• Retain faculty and staff of color at the same rate (or better) as white faculty and staff.

• Meet with diverse tenure track and NTTF faculty who leave their position and administer an “exit” survey to identify any existing issues within the GSE workplace.

•


Link for: Research Quarterly Review, V1, 2


https://www.flipsnack.com/psuresearch/portland-state-university-research-quarterly-review-fall-2017.html

Documents

PSU Board of Trustees Academic & Student Affairs Committee ...€¦ · (ORS 342.437 as amended by HB 3375, Section 3, 2015). Master Page # 5 of 64 - Academic and Student Affairs Meeting