Department of Teacher Education - BA Education, Culture and Society

z-2021-2022 - PROGRAM - New Major (Step 2) - Full Proposal

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Help Text
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  • Please turn on the help text before starting this proposal. Items with help text indicating format should be typed in the exact format as the help text (excluding the quote marks).

ACALOG REQUIRED FIELDS
Next

  • Select Program below.  

    Shared Cores are available in Acalog for shared information in program curriculum.

  • Type of Program*
  • Status*
Determine Substantive Change Status
Next
  • 1.) Will any courses for this program be new courses?*

  • If you will be using or repackaging existing courses only, enter "0" in questions 1.a and 1.b.

  • 1.a.) What is the total # of new courses that are being created?*
    0
    0
    1.b.) What is the % of the overall total courses, that will be new courses?Text Field*
    0
    0
  • 2.) Will this program require new faculty / equipment / Labs?*
  • 3.) Will the program require hiring new faculty before the program can begin?*
  • 4.) Will the program be taught at a new offsite locatioin? (does not include online)*
  • 5.) Will this be a completer program?*
  • What similar or closely related certificates or programs do we currently offer? (If we do not offer any similar programs, enter "NONE")*

    NONE

  • If you answered "Yes" to any of the questions 1 - 5 please mark the next questions Yes.

  • Will this constitute a SACSCOC Substantive Change?*

  • If you have question about substantive change, please contact the SACSCOC Liaison, Abdou Ndoye at ndoyea2@nku.edu or 859-572-5379

    For additional information about types of substantive changes, please see the document at Substantive Change Form.

BASIC INFORMATION
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  • All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.

  • Identify Purpose of Proposal*
  • College*
  • Department*
    (e.g. Department, Division, School)
  • Title of Proposed Program*
    BA Education, Culture and Society
    BA Education, Culture and Society
  • Degree Level*
  • Degree Designation*
  • Description for Catalog:*

    This new program prepares students to understand and analyze formal and non-formal education at all levels and life stages. The program does not lead to teaching certification,  it positions graduates for employment in educational institutions, government and community agencies, and non-profit and corporate agencies.

    This Description will appear in the catalog.
  • Undergraduate or Graduate Program?*
  • Does this proposal require TEC approval?*
  • Proposed Implementation / Start Date*
    Fall 2021
    Fall 2021
  • CONTACT INFORMATION
  • Name of Program Director*
    Sara Runge
    Sara Runge
  • Title
    Associate Professor
    Associate Professor
  • Email Address
    rungesa@nku.edu
    rungesa@nku.edu
  • Phone Number:
    859-572-6126
    859-572-6126
  • ADDITIONAL INFORMATION
  • a. Is an approval letter from Education Professional Standards Board (EPSB) required?
  • b. Is there a specialized accrediting agency related to this program?
  • -- If Yes, identify the accreditor.
  • -- If Yes, will accreditation be sought?
  • c. Total Hours required for degree
    120
    120
  • d. Total required Program Core Hours
    27
    27
  • e. Total required Guided Electives hours:
    9
    9
  • f. Does this program have a clinical component?
  • -- If Yes, discuss the nature, appropriateness, and availability of clinical sites.
  • ABSTRACT (limit one page or less)

  • This information would be the same as abstract (section 1) from SACSCOC's Substantive Change Form.

  • a. Describe the new program with its estimated date of implementation.

    This undergraduate program offers opportunities for students to develop and apply innovative and practical understandings of education from multidisciplinary perspectives. Education is broadly defined to include formal school contexts as well as non-formal courses in social foundations of education; fundamentals in curriculum, instruction, and assessment; equity and education; and the culminating capstone. Culture is broadly defined as a set of behaviors, attitudes, and beliefs that allow a professional to be effective in a variety of cross-cultural situations. Society is broadly defined as a group of people with common territory, interaction, and culture.  All three are interwoven throughout the program and embedded into the central focus. The program does not lead to PrimaryK-12 teaching certification upon completion.

     

    The program curriculum consists of a total of 120 credit hours, including the Foundation of Knowledge general education requirement (37 hours), core courses (27 credit hours), and the choice of the following:

    1. Track #1 (36 credit hours) + Track #2 (12 credit hours) + electives (16 credit hours)
    2. Two tracks (24 credit hours each = 48 hours total) + electives (16 credit hours)

    The anticipated date of implementation is Fall 2021. 

  • b. Specify any distinctive qualities of the program.

    The proposed program is unique in that it focuses on the broad array of possibilities in the education field outside of teaching. There exist a plethora of opportunities of non-teaching positions in education-related fields, but many candidates, including teacher candidates, are unaware of the possibilities.

    The program offers a culminating capstone with options, such as career-oriented internships and apprenticeships as well as service-learning community engagements, that provide candidates with experiential learning. The capstone provides candidates the opportunity to investigate and experience the different possibilities in the field.

  • J. Identify where the new program will be offered.
  • Identify where the new program will be offered.

    The program will be offered at the Northern Kentucky University main campus. 

  • a. Provide projected number of students.

    See attached file for enrollment projections. 

  • b. Indicate the projected life of the program, (if applicable)
  • c. Describe the primary target audience.

    The BA in Education, Culture and Society would provide undergraduate students an opportunity to earn a meaningful degree in education, without a teaching certificate. Data concerning student interest and/or need for this degree was determined by the College of Education Advising Center.  This degree will target four different groups of students: 1) undergraduate students who have been unsuccessful in the teacher education degree program; 2) undergraduate students who, after investing time, energy, and money into a teaching degree, no longer desire to pursue a teaching certificate; and 3) undergraduate students who are interested in education, but who cannot pass the PRAXIS I entrance exam; and 4)undergraduate students interested in education-related fields not involving teaching. 

  • d. Instructional Delivery Methods to be used*
  • Will this program utilize alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)? *
  • e. Describe strengths of the institution to undertake this new program.

    Northern Kentucky University's strategic framework consists of three pillars: ACCESS, COMPLETION, and CAREER AND COMMUNITY ENGAGEMENT. The pillars guide the work as the campus as it determines how NKU delivers support, services, and programs to all learners - not just traditional students - by meeting the learners where they are in their educational journey.  The College of Education embraces the motto of Learn, Lead, and Succeed with our students.  Learn - we offer a wide range of undergraduate and graduate learning opportunities and programs in authentic settings.  Lead - our faculty and staff are leaders in the community and in their discipline.  Succeed - the programs offered in our college have an excellent reputation because of the educational opportunities that are available.  This transition to this new program is being offered to broaden the reach of the College of Education and the other Colleges across campus to align the strategic framework of the university in meeting the needs of all in their educational journey. 

DETERMINATION OF NEED
Next

  • Determination of need for the relationship to mission/planning and approvals for the new program.

  • a. Describe how the New Program is consistent with the mission and goals of the institution.*

    This program is aligned to NKU’s mission to address academic innovation, talent development, student success, and community engagement:

    • The program’s core courses draw from the College of Education, in collaboration with other programs across the university for concentration courses in four thematic areas: (a) youth and community studies; (b) diversity and social justice; (c) workforce development; and (d) teaching and learning.
    • It prepares graduates to address critical needs in the current and future workforce, including working with diverse colleagues and customers locally and globally, and equipping themselves with innovative use of technology and design thinking.
    • It prepares students to understand and analyze formal and non-formal education at all levels and life stages, so they can seek employment in educational settings that do not require P-12 teaching certification.
    • Students who are not successful in the teaching certification programs, or decide that teaching is not the appropriate career path, can switch to this program more seamlessly, thereby improving student retention and graduation rates.
    • The program offers a culminating capstone with options, such as career-oriented internships and apprenticeships as well as service-learning community engagements.
  • b. Describe the rationale and need for the program to include how the institution determined need.*

    The BA in Education, Culture and Society would provide undergraduate students an opportunity to earn a meaningful degree in education, without a teaching certificate. Data concerning student interest and/or need for this degree was determined by the College of Education Advising Center.  This degree will target four different groups of students: 1) undergraduate students who have been unsuccessful in the teacher education degree program; 2) undergraduate students who, after investing time, energy, and money into a teaching degree, no longer desire to pursue a teaching certificate; and 3) undergraduate students who are interested in education, but who cannot pass the PRAXIS I entrance exam; and 4)undergraduate students interested in education-related fields not involving teaching. 

     

    To be admitted into the Teacher Education Program, undergraduate students must successfully earn 45 credit hours, have a 2.75 GPA or higher, have passing scores on all three parts of the Praxis I Core Academic Skills for Educators exam, and complete EDU 104 and PSY 100 with a grade of C or better.  These admission criteria demonstrate the student’s commitment to the degree.  Once admitted, students must complete a myriad of courses related to their area of study with demonstrated success of a C or higher in most courses, as well as successful field experiences and disposition and professional behavior checks each year.

     

    Unsuccessful in Teacher Education:  Slipping below a 2.75 grade point, poor performance during field placements, or disposition and professional behavior concerns will stop a student from moving forward in their studies as teacher candidates.  At this point, students have invested time, energy and money toward becoming a teacher, but lack the knowledge, skills, or dispositions to successfully complete the program.  To allow these students to graduate with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per semester over the past 15 years who would benefit from this option.

     

    Career Goal Changes: Sometimes, through the field experiences or coursework, teacher education candidates learn that teaching is not the best career for them. Or, due to life realities, teaching no longer is a desired outcome.  As in the previous example, students have invested too much time, energy, and money into a teaching degree to change midstream. To provide these students with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per year who would benefit from this option.

     

    Unsuccessful with PRAXIS I Exam:  Teacher Education historically has more students declaring an education major than who actually successfully enter the program due to difficulties with passing the PRAXIS I exam.  The PRAXIS I is a prerequisite to entrance into teacher education.  We have experienced approximately 20 students per semester who might consider this alternative BA degree as an option if available.

     

    Education-Related Fields: Education-related fields include working for educational publication companies, educational materials and software development, educational architecture, professional development fields, social work in schools, psychology, and any field that conducts educational outreach.  Students who wish to gain insight into the field of education for use to develop an area of expertise in their primary field could add the BA in Education, Culture and Society as a double major.  The College of Education has seen an increase in this request as undergraduates representing a variety of fields across campus take courses in American Sign Language (ASL) in this college.  The value of adding expertise in education has been expressed to the ASL instructor by at least 10 students each semester, but the students are hesitant to add to their course load without an additional meaningful degree or credential as an outcome.

     

  • c. Provide evidence of legal authority for the change/addition of new program, if approval is required by the governing board or the state.*

    Northern Kentucky University is accredited by the SACSCOC for associate, baccalaureate, masters, and doctorate degrees. 

  • d. Provide documentation that faculty and appropriate other groups were involoved in planning for the approval(s)

    The curriculum is controlled by the faculty and to support this process; there are several faculty-based committees that are involved in curriculum changes: Faculty Senate - comprised of one member per academic department plus at-large member from each college; University Curriculum Committee - a Faculty Senate subcommittee whose membership is primarily composed of one faculty representative from each academic unit plus a member from the program in the School of the Arts; Graduate Council - charged with handling all graduate program affairs; General Education Committee - Faculty Senate Subcommittee whose structure and membership is controlled by the Faculty Senate Executive Committee; Teacher Education Committee - oversees curricular changes that by state requirements, must be specifically approved by a committee of this college; College Curriculum Committees - every college has its own curriculum committee comprised of faculty from each academic department; Departmental curriculum committees - departments have the option to have their own curriculum committees as desiterd. 

CURRICULUM
Next

  • CPE requires we upload the curriculum in their Excel template.  Click here to download the course template.  All Course Descriptions must be included in the template.  Once you have completed this template attach the document using the <Files> option in the right hand tool bar.

  • Attached*

  • Follow the directions below to add/create proposed curriculum from the CPE template you have uploaded.

    Prospective Curriculum Field

    Step 1

    There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are currently going through the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.

    Step 2

    Click on "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the trash can.

    Commonly used headers: Degree Requirements, Core Courses, Electives.

  • Prospective Curriculum*
REQUIRED INFORMATION FOR NEW PROGRAMS
Next
  • Provide specific programmatic goals for the program. *

    The curriculum is designed specifically to align with the program objectives.

    Objective 1: Students will demonstrate knowledge about foundational and contemporary concepts, theories, and practices in formal and non-formal education at various levels and life stages.

    Curriculum Alignment: The proposed program covers foundations of education, including an Orientation to Education Professions course, Human Growth and Development, an Introduction to Education course, Racism and Sexism in Educational Institutions, Instructional Technology, and Children with Exceptionalities. These courses create the framework for the program, providing candidates with knowledge about educational issues, contemporary concepts and theories, and information about both formal and non-formal educational programs across the lifespan.

    Objective 2: Students will be able to design and implement educational programs, curriculum, instruction, and assessment that are geared to support various learners’ continued growth and development.

    Curriculum Alignment: In the Instructional Design course, candidates will gain valuable information on how to design and implement educational programs, curriculum, instruction, and assessment. Additional information will be provided in applied ways through the Reading and Writing courses, and the course on Applied Behavior Analysis. These classes create experiential learning opportunities for candidates to apply course content to education-related experiences.

    Objective 3: Students will acquire interdisciplinary tools for thinking about issues of inequality, diversity, and power in education at the individual, interpersonal, and institutional levels and about anti-oppressive approaches to address them.

    Curriculum Alignment: EDU 316 Racism and Sexism in Educational Institutions is a course that focuses on helping candidates use and develop interdisciplinary tools for thinking about issues of inequality and diversity at the individual, interpersonal, and institutional levels. Candidates learn to recognize oppressive and anti-oppressive approaches in this course.

    Objective 4: Students will gain an understanding of and apply research-based and data-informed approaches to investigating and seeking solutions for educational problems of practice.

    Curriculum Alignment: The Applied Behavior Analysis course and the Reading and Writing courses require candidates to learn about and apply research-based approaches for teaching and learning. Candidates also engage in data-based decision making in both of these courses.

    Objective 5: Students will learn how to systematically analyze human sociocultural conditions (e.g. individuals, groups, and communities). In particular, students will learn how to theorize, observe, interview, analyze, model, and/or interpret as a means of inquiring into human sociocultural relationships.

    Curriculum Alignment: This project will tie together the other courses in the program. For example, in the Applied Behavior Analysis and the Reading/Writing courses, candidates will learn how to use the above skills in supporting individual social and academic behavior.

    The Educational Capstone for this program will operate as an independent research project related to an experiential internship. Although designed to meet the needs and interests of the candidates, the course will be structured to promote the systematic analysis of human sociocultural conditions, and apply theory, observation, interview, analysis, modeling, and interpreting skills throughout

  • Provide specific student learning outcomes for the program.
    1. Students will demonstrate knowledge about foundational and contemporary concepts, theories, and practices in formal and non-formal education at various levels and life stages. 2.Students will be able to design and implement educational programs, curriculum, instruction, and assessment that are geared to support various learners’ continued growth and development. 3. Students will acquire interdisciplinary tools for thinking about issues of inequality, diversity, and power in education at the individual, interpersonal, and institutional levels and about anti-oppressive approaches to address them. 4. Students will gain an understanding of and apply research-based and data-informed approaches to investigating and seeking solutions for educational problems of practice. 5. Students will learn how to systematically analyze human sociocultural conditions (e.g. individuals, groups, and communities). In particular, students will learn how to theorize, observe, interview, analyze, model, and/or interpret as a means of inquiring into human sociocultural relationships.
    List all student learning outcomes for the program.

  • Describe assessment procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

    For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:

  • Describe how the student learning outcomes for the program will be assessed?*

    Student Learning Outcome

    Assessment

    Results

    Students will demonstrate knowledge about foundational and contemporary concepts, theories, and practices in formal and non-formal education at various levels and life stages.

     

    Workshop Observation Critique/Analysis

    The results will be used to evaluate teaching across departments, schools, and colleges to gather best practices, advice, and examples with the goal of sparking disciplinary and interdisciplinary conversations about teaching. 

    Students will be able to design and implement educational programs, curriculum, instruction, and assessment that are geared to support various learners’ continued growth and development.

     

    Educational Presentation Plan

     

     

    Video

     

    Audience Feedback

    Behavior Intervention Plan Project (EDS 362)

     

    The use of models and critique sessions will be used to develop an understanding of the quality of lessons, text, and assignments to ensure alignment with SLOs.

    Students will acquire interdisciplinary tools for thinking about issues of inequality, diversity, and power in education at the individual, interpersonal, and institutional levels and about anti-oppressive approaches to address them.

     

     

    Personal Reflection after “mandatory volunteerism” at a diverse placement

     

    Differentiated lessons

    Responses will inform curriculum mapping and planning to evaluate, adjust, and differentiate within the program.

    Students will gain an understanding of and apply research-based and data-informed approaches to investigating and seeking solutions for educational problems of practice.

     

     

    Action research proposal and project, research paper and presentation

    Data will be analyzed as part of the improvement process.  It will be used to set goals and create action plans to document growth and achievement towards goals.

    Students will learn how to systematically analyze human sociocultural conditions (e.g. individuals, groups, and communities). In particular, students will learn how to theorize, observe, interview, analyze, model, and/or interpret as a means of inquiring into human sociocultural relationships.

     

     

    Action research methods and methodology sections of required action research project/paper

    Data will be analyzed as part of the improvement process.  It will be used to set goals and create action plans to document growth and achievement towards goals

     

  • Describe admissions and graduation requirements for the program.*

    Admission: High school or equivalent completion credentials verification & satisfactory standardized test performance. The degree requires 120 credit hours. 

     

     

     

  • Describe administrative oversight to ensure the quality of the program.

    For every program, the university requires an annual assessment utilizing WEAVE to document how the different units on campus are measuring goals and outcomes.  These are reviewed by the University Assessment Committee (UAC) who have the primary goals to educate, inform, and support the university in implementing student learning outcome assessment practices.  In addition, all faculty assess their own course through the use of end of the semester student evaluations and planned faculty peer reviews. Changes to courses are facilitated through discussion based on best practices. 

  • For a program offered in compressed time frames (less than full semester), describe the methodology for determing that levels of knowledge and competencies comparable to those required in traditional formats have been achieved.*

    No courses will be offered in a compressed time frame. 

PROGRAM DEMAND/UNNECESSARY DUPLICATION
Next

  • Program Demand / Unnecessary Duplication / Collaboration within and among other Institutions.  (Please provide Gray Associates Program Evaluation System Scorecard data snapshot for new program.)

  • Program Demand/Unnecessary Duplication

    Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.

  • STUDENT DEMAND
  • a. Provide evidence of student demand. Evidence of student demand is typically in the form of surveys of potential students or enrollments in related programs at the institution, but other methods of gauging student demand are acceptable. *

    The BA in Education, Culture and Society would provide undergraduate students an opportunity to earn a meaningful degree in education, without a teaching certificate. Data concerning student interest and/or need for this degree was determined by the College of Education Advising Center.  This degree will target four different groups of students: 1) undergraduate students who have been unsuccessful in the teacher education degree program; 2) undergraduate students who, after investing time, energy, and money into a teaching degree, no longer desire to pursue a teaching certificate; and 3) undergraduate students who are interested in education, but who cannot pass the PRAXIS I entrance exam; and 4)undergraduate students interested in education-related fields not involving teaching. 

     

    To be admitted into the Teacher Education Program, undergraduate students must successfully earn 45 credit hours, have a 2.75 GPA or higher, have passing scores on all three parts of the Praxis I Core Academic Skills for Educators exam, and complete EDU 104 and PSY 100 with a grade of C or better.  These admission criteria demonstrate the student’s commitment to the degree.  Once admitted, students must complete a myriad of courses related to their area of study with demonstrated success of a C or higher in most courses, as well as successful field experiences and disposition and professional behavior checks each year.

     

    Unsuccessful in Teacher Education:  Slipping below a 2.75 grade point, poor performance during field placements, or disposition and professional behavior concerns will stop a student from moving forward in their studies as teacher candidates.  At this point, students have invested time, energy and money toward becoming a teacher, but lack the knowledge, skills, or dispositions to successfully complete the program.  To allow these students to graduate with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per semester over the past 15 years who would benefit from this option.

     

    Career Goal Changes: Sometimes, through the field experiences or coursework, teacher education candidates learn that teaching is not the best career for them. Or, due to life realities, teaching no longer is a desired outcome.  As in the previous example, students have invested too much time, energy, and money into a teaching degree to change midstream. To provide these students with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per year who would benefit from this option.

     

    Unsuccessful with PRAXIS I Exam:  Teacher Education historically has more students declaring an education major than who actually successfully enter the program due to difficulties with passing the PRAXIS I exam.  The PRAXIS I is a prerequisite to entrance into teacher education.  We have experienced approximately 20 students per semester who might consider this alternative BA degree as an option if available.

    Typically in the form of surveys of potential students and/or enrollments in related programs at the institution.
  • Expected Enrolment over first five years of the program - (First 5 Years)
  • Expected Enrollment - Fall Semester Year 1*
    25
    25
  • Expected Enrollment - Fall Semester Year 2*
    45
    45
  • Expected Enrollment - Fall Semester Year 3*
    61
    61
  • Expected Enrollment - Fall Semester Year 4*
    74
    74
  • Expected Enrollment - Fall Semester Year 5*
    86
    86

  • Justification:  This is an open-ended response that will be used in CPE agenda items. Within your response you should also establish the demand for this program and note if it replaces another program on campus.   Remember that the audience will be CPE, not higher education administrators, faculty or staff. 

  • Justification:*
    • The program’s core courses draw from the College of Education, in collaboration with other programs across the university for concentration courses in four thematic areas: (a) youth and community studies; (b) diversity and social justice; (c) workforce development; and (d) teaching and learning.
    • It prepares graduates to address critical needs in the current and future workforce, including working with diverse colleagues and customers locally and globally and equipping themselves with innovative use of technology and design thinking.
    • It prepares students to understand and analyze formal and non-formal education at all levels and life stages, so they can seek employment in educational settings that do not require P-12 teaching certification.
    • Students who are not successful in the teaching certification programs, or decide that teaching is not the appropriate career path, can switch to this program more seamlessly, thereby improving student retention and graduation rates.
    • The program offers a culminating capstone with options, such as career-oriented internships and apprenticeships as well as service-learning community engagements.
EMPLOYER DEMAND
Next

  • Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.

    Data provided in tables must be uploaded.

    Attach additional documentation using the <File> option on the right hand menu.

  • If the program is designed for students to enter the workforce immediately, please complete the following table.

    Most of the current Bureau of Labor Statistics projections are for 2016-2026.  If additional sources are used, please note the time frame for the projections in the title field. 

    Other sources include:

    Georgetown University Center on Education and the Workforce
    Bureau of Labor Statistics’ Occupational Outlook Handbook
    Kentucky Center for Statistics

    KY Chamber, “Kentucky’s Workforce, Progress and Challenges,” January 2018

    Kentucky, Bridging the Talent Gap

    Document - https://www.bridgingthetalentgap.org/wp-content/uploads/2017/05/KY-Statewide.pdf 
    Interactive website: https://bridgingthetalentgap.org/dashboards/

  • Sources Used

    Bureau of Labor Statistics' Occupational Outlook Handbook

    Kentucky Center for Statistics

  • Type / Title of Job #1
    Health Educators and Community Workers
    Health Educators and Community Workers
  • Regional Average Wage
    Kentucky
    Kentucky
    Regional # of Job Openings
    290
    290
  • State Average Wage
    38,210
    38,210
    State # of Job Openings
    570
    570
  • National Average Wage
    59,660
    59,660
    National # of Job Openings
    58,780
    58,780
  • Regional Growth Projections:
    0.6%
    0.6%
  • State Growth PRojections:
    10%
    10%
  • National Growth Projections:
    13.8%
    13.8%
  • Type / Title of Job #2
    Social Workers
    Social Workers
  • Regional Average Wage
    52,710
    52,710
    Regional # of Job Openings
    430
    430
  • State Average Wage
    58,050
    58,050
    State # of Job Openings
    510
    510
  • National Average Wage
    62,660
    62,660
    National # of Job Openings
    90,700
    90,700
  • Regional Growth Projections
    0.7
    0.7
  • State Growth Projection
    11%
    11%
  • National Growth Projection
    13%
    13%
  • Type / Title Job #3
    Curators, Archivist, Museum Workers
    Curators, Archivist, Museum Workers
  • Regional Average Wage
    56, 420
    56, 420
    Regional # of Job Openings
    100
    100
  • State Average Wage
    51,230
    51,230
    State # of Job Openings
    150
    150
  • National Average Wage
    58,490
    58,490
    National # of Job Openings
    12,280
    12,280
  • Regional Growth Projections
    1.1%
    1.1%
  • State Growth Projections
    9%
    9%
  • National Growth Projections
    11%
    11%

  • Justification:  This is an open-ended response that will be used in CPE agenda items. Institutions should establish the demand for the program.  Note if it replaces another program on campus.  Remember that the audience is the CPE, not higher education administrators, faculty, or staff. (SUGGESTED DATA SOURCES ARE PROVIDED)

  • Justification

    A career in education can be rewarding, fulfilling, and exhilarating.  Many teachers love shaping young minds and helping prepare students for a changing future.  However, as seen from in Question 1 above, there are some students who find that this is not the career path for them, yet still want to retain the skills they have learned thus far.

    • Curriculum design: For those who prefer to create a teaching plan rather than teach it, curriculum design may be an excellent choice.  Curriculum design professionals develop educational programs and instructional materials for schools, organizations, and companies.  They usually have a deep understanding of a particular subject, as well as extensive knowledge of teaching theory and technique.  A related field is standardized testing, which involves creating, implementing, as assessing the results of examinations ranging from state achievement tests to college admission tests.
      • Instructional coordinator
      • Instructional designer
      • Standardized test developer
    • Recreation and student life: Learning is not all work and no play.  Young people discover a great deal about teamwork, communication, and responsibility through extracurricular and recreational activities.  Jobs in this area are for those who prefer working with young people in a more relaxed environment but still want to have a big impact on their lives.
      • After-school program/youth organization director
      • Camp director
      • Student activities coordinator
      • Fraternity and sorority life director
      • Residential life director
    • Education policy and research: Education policymakers develop and implement practices and policies that aim to better the education system.  Their decisions are based on extensive education research, which tests policies and practices to assess their efficacy.  Both policymakers and researchers are generally seasoned experts with teaching backgrounds.
      • Department of Education professional
      • Think tank associate
      • Researcher
      • Lobbyist
      • Textbook author or editor
      • Textbook sales representative
      • Reporter
      • Blogger
    • Writing/publishing: The world of textbook publishing offers a wide array of opportunities, whether in editing or sales.  There also are positions at media outlets for reporters who specialize in education topics, as well as increasing number of successful education bloggers.
    • Childcare: Educators interested in early childhood development should consider the childcare field.  And don’t write off the idea of nannying because you have a college degree. 
    • Adult education and mentoring: Adult educators find their careers to be extremely rewarding.  In addition, life coaching is a rapidly growing field that may interested educators who enjoy helping motivate others.
      • Adult education teacher
      • Adult ESL, Literacy, or GED teacher
      • Prison system teacher
      • Life Coach
    • Teach in alternative settings: Museums and other local attractions host workshops, activities, and tours that are a perfect match for an education major’s skills.  In addition, corporations sometimes bring in trainers to assist with employee orientation, to roll out new procedures, or to facilitate workshops. On the other hand, nonprofits may employee teachers to education communities about topics.
      • Museum educator or activities director
      • Tour guide at a local attraction
      • Corporate trainer
      • Health educator

     

     

     

ACADEMIC DISCIPLINARY NEED
Next

  • Academic Disciplinary Need:

    If the program proposal is in response to changes in academic disciplinary need, as opposed to employer demand, please outline those changes. Explain why these changes to the disciple necessitate development of a new program.

  • Clearly describe all evidence justifying a new program based on changes in the academic discipline or other academic reasons*

     

    The BA in Education, Culture and Society would provide undergraduate students an opportunity to earn a meaningful degree in education, without a teaching certificate. Data concerning student interest and/or need for this degree was determined by the College of Education Advising Center.  This degree will target four different groups of students: 1) undergraduate students who have been unsuccessful in the teacher education degree program; 2) undergraduate students who, after investing time, energy, and money into a teaching degree, no longer desire to pursue a teaching certificate; and 3) undergraduate students who are interested in education, but who cannot pass the PRAXIS I entrance exam; and 4)undergraduate students interested in education-related fields not involving teaching. 

     

    To be admitted into the Teacher Education Program, undergraduate students must successfully earn 45 credit hours, have a 2.75 GPA or higher, have passing scores on all three parts of the Praxis I Core Academic Skills for Educators exam, and complete EDU 104 and PSY 100 with a grade of C or better.  These admission criteria demonstrate the student’s commitment to the degree.  Once admitted, students must complete a myriad of courses related to their area of study with demonstrated success of a C or higher in most courses, as well as successful field experiences and disposition and professional behavior checks each year.

     

    Unsuccessful in Teacher Education:  Slipping below a 2.75 grade point, poor performance during field placements, or disposition and professional behavior concerns will stop a student from moving forward in their studies as teacher candidates.  At this point, students have invested time, energy and money toward becoming a teacher, but lack the knowledge, skills, or dispositions to successfully complete the program.  To allow these students to graduate with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per semester over the past 15 years who would benefit from this option.

     

    Career Goal Changes: Sometimes, through the field experiences or coursework, teacher education candidates learn that teaching is not the best career for them. Or, due to life realities, teaching no longer is a desired outcome.  As in the previous example, students have invested too much time, energy, and money into a teaching degree to change midstream. To provide these students with a meaningful degree, students could use their earned credits toward a non-teaching education degree that would allow them to move into an alternative career path.  We have experienced approximately one student per year who would benefit from this option.

     

    Unsuccessful with PRAXIS I Exam:  Teacher Education historically has more students declaring an education major than who actually successfully enter the program due to difficulties with passing the PRAXIS I exam.  The PRAXIS I is a prerequisite to entrance into teacher education.  We have experienced approximately 20 students per semester who might consider this alternative BA degree as an option if available.

     

    Education-Related Fields: Education-related fields include working for educational publication companies, educational materials and software development, educational architecture, professional development fields, social work in schools, psychology, and any field that conducts educational outreach.  Students who wish to gain insight into the field of education for use to develop an area of expertise in their primary field could add the BA in Education, Culture and Society as a double major.  The College of Education has seen an increase in this request as undergraduates representing a variety of fields across campus take courses in American Sign Language (ASL) in this college.  The value of adding expertise in education has been expressed to the ASL instructor by at least 10 students each semester, but the students are hesitant to add to their course load without an additional meaningful degree or credential as an outcome.

  • State Records indicate the following similar programs:

    A new program may serve the same potential student population. The proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.

    Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.

    If similar programs exist in Kentucky,

  • How will the program support or be supported by other programs within the institution?

    Students who are not successful in the teaching certification programs can switch to this program more seamlessly, thereby improving student retention and graduation rates. 

  • New Field
  • Institution
    Western Kentucky University
    Western Kentucky University
  • Program Name
    Bachelor of Interdisciplinary Studies
    Bachelor of Interdisciplinary Studies
  • Comparison of Objectives / Focus / Curriculum to Similar programs.

    The curriculum in the program is broader and more flexible in their areas of emphasis.  Students may choose from eleven (11) areas that will allow them to create a program that will support professional and personal life goals. 

    The core curriculum at NKU draws from the College of Education and collaborates with other programs within the University in four thematic areas. 

  • Comparison of Student Population

    WKU's program is focused on non-traditional students who do not need or desire the academic specialization involved in traditional majors.  Their program allows students to create a personal academic plan around chosen areas of emphasis.  

    The program at NKU is for undergraduates who wish to seek employment in educational settings that do no require P-12 teaching certification and those who wish to work in areas outside of education such as community outreach; non-profits; student services; curriculum development and others. 

  • If you have not yet done so, you should contact the Other Institutions and provide Feedback from those Other Institutions.

     Western Kentucky University was contacted with no response in regards to the program (See attached emails). 

  • New Field
  • Institution
  • Program Name
  • Comparison of Objectives / Focus / Curriculum to Similar Programs
  • Comparison of Student Populations
  • Access to Existing Programs.
  • Feedback from other Institutions
  • How will the program support or be supported by other programs winhin the institution?

    This is not a joint program with another institution or department.  However, students take courses in other NKU departments and programs as part of their Foundations of Knowledge general education requirements and as part of their select concentrations. 

FINANCIAL SUPPORT
Next

  • The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.

    Provide a business plan that includes all of the following:  (Note:  This applies to All submissions).

  • A description of financial resources available to support the proposed change, includeing a budget for the first year of the proposed change (a three-year budget is required for a new branch campus). Do not send a copy of the entire institutional budget.

    We will utilize existing faculty lines in the College of Education to start this program.  Additional faculty lines, as well as adjuncts, may be added in future years as the program grows.  The projected cost and revenue tables below show that the program should be adding students and revenue to the university every year after the first several years. 

  • Projected revenues and expenditures and cash flow for the proposed program.
    B. Breakdown of Budget Expenses/ Requirements 1st year 2nd Year 3rd Year 4th Year 5th Year
    Staff: Executive, administrative, and managerial          
         New          
         Existing          
    Other Professional          
         New   6000 6200 6400 6600
         Existing          
    Faculty          
         New     63,612 67,092 68,366
         Existing 373,564 381,035 388,656 396,429 404,358
    Graduate Assistants          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Student Employees          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification for All Human Resources Expenses:   Existing faculty lines will be utilized.  In the third year, a new faculty line will be added along with 2-3 adjunct faculty @$2500 per class.  We assume annual cost growth @ 2% in COLA increases
    Equipment and Instructional Materials          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification:    N/A.
    Library          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification:   Students will have access to all library/library resources. No additional material/resources will be needed.
    Contractual Services          
         New 0 0      
         Existing          
    Narrative Explanation/Justification   Explain the types of contractual services that will be procured.
    Academic and/or Student Services          
         New          
         Existing          
    Narrative Explanation/Justification   Explain the types of academic and student support services that will be provided by the proposed program.
    Other Support Services          
         New          
         Existing          
    Narrative Explanation/Justification   Explain what support services will be provided
    Faculty Development          
         New          
         Existing          
    Narrative Explanation/Justification :   Explain how this money will be used (travel, conferences registrations, on-site consultants, etc.)
    Assessment          
         New          
         Existing          
    Narrative Explanation/Justification   Include major field exam costs, costs associated with licensure testing (e.g., NCLEX), costs related to authentic assessment, etc. 
    Student Space and Equipment          
         New          
         Existing          
    Narrative Explanation/Justification    
    Faculty Space and Equipment          
         New          
         Existing          
    Narrative Explanation/Justification:  N/A
    Other          
         New          
         Existing          
    Narrative Explanation/Justification:  
    TOTAL          
         New 0 6000 69812 73492 74966
         Existing 373564 381035 388656 396429 404358
               
    B. Breakdown of Budget Expenses/ Requirements 1st year 2nd Year 3rd Year 4th Year 5th Year
    Staff: Executive, administrative, and managerial          
         New          
         Existing          
    Other Professional          
         New   6000 6200 6400 6600
         Existing          
    Faculty          
         New     63,612 67,092 68,366
         Existing 373,564 381,035 388,656 396,429 404,358
    Graduate Assistants          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Student Employees          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification for All Human Resources Expenses:   Existing faculty lines will be utilized.  In the third year, a new faculty line will be added along with 2-3 adjunct faculty @$2500 per class.  We assume annual cost growth @ 2% in COLA increases
    Equipment and Instructional Materials          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification:    N/A.
    Library          
         New 0 0 0 0 0
         Existing 0 0 0 0 0
    Narrative Explanation/Justification:   Students will have access to all library/library resources. No additional material/resources will be needed.
    Contractual Services          
         New 0 0      
         Existing          
    Narrative Explanation/Justification   Explain the types of contractual services that will be procured.
    Academic and/or Student Services          
         New          
         Existing          
    Narrative Explanation/Justification   Explain the types of academic and student support services that will be provided by the proposed program.
    Other Support Services          
         New          
         Existing          
    Narrative Explanation/Justification   Explain what support services will be provided
    Faculty Development          
         New          
         Existing          
    Narrative Explanation/Justification :   Explain how this money will be used (travel, conferences registrations, on-site consultants, etc.)
    Assessment          
         New          
         Existing          
    Narrative Explanation/Justification   Include major field exam costs, costs associated with licensure testing (e.g., NCLEX), costs related to authentic assessment, etc. 
    Student Space and Equipment          
         New          
         Existing          
    Narrative Explanation/Justification    
    Faculty Space and Equipment          
         New          
         Existing          
    Narrative Explanation/Justification:  N/A
    Other          
         New          
         Existing          
    Narrative Explanation/Justification:  
    TOTAL          
         New 0 6000 69812 73492 74966
         Existing 373564 381035 388656 396429 404358
               

  • Complete the Funding Sources, by year of program template and Breakdown of Budget Expenses/Requirements template tables for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs, attach document by clicking on the Files menu option on the right hand menu. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.

    Links to the Funding Source and Budget Expenses/Requirement Templates are:

    A.  Funding Source Template

    B.  Budget Expenses/Requiement Breakdown Template

  • Attached*
  • Attached*
  • The amount of resources going to institutions or organizations for contractual or support services for the proposed program or change.

    None

  • The operationsal, management, and physcial resources available for the program or change.

     Northern Kentucky University and the College of Education are well-positioned to launch and run this program successfully.  College oversight will be provided by the Dean of the College of Education.  Program quality is further assured through oversight and collaboration with the Assistant Vice Provost for Assessment.

    The program will be administered by faculty with experience in developing and implementing education courses.  In addition, the university and college have robust library resources, instructional technology support, office space and equipment, and advising infrastructure.  

     

     

     

  • CPE ID
    13 0901
    13 0901
  • Provide contingency plans in the event that required resources do not materialize.

    The College of Education teaches the core courses for students who are pre-education majors and the other courses offered in the program are offered across the campus as general education courses or those for students pursuing other majors.  We will utilize existing faculty lines to start the program and add an additional faculty line in year three along with adjunct lines when needed.  In the very unlikely event, the projected resources from additional enrollment do not meet the projections, additional faculty and adjuncts will not be called for in the business plan. 

INSTITUTIONAL EVALUATION AND ASSESSMENT PROCESS
Next
  • Provide a brief description of institutional assessment processes.

    For every program, the university requires an annual assessment utilizing WEAVE to document how the different units on campus are measuring goals and outcomes.  These are reviewed by the University Assessment Committee (UAC) who have the primary goals to educate, inform, and support the university in implementing student learning outcome assessment practices.  In addition, all faculty assess their own course through the use of end of the semester student evaluations and planned faculty peer reviews. Changes to courses are facilitated through discussion based on best practices. 

  • Describe how the institution will incorporate the program, site, distance education or other changes into the institution-wide review and assessment process.

    The university will assist in the development and implementation of learning assessment plans and strategies and suggest policies and procedures related to student learning assessment.  In addition, recommendations to share assessment experiences and practices across programs will be encouraged.  A final assessment report will be submitted to the Vice Provost for Undergraduate Academic Affairs. 

  • What are the plans to evaluate students' post-graduate success?
    • Employer surveys.
    • Graduate surveys
    • A review/feedback process managed by CAEP (Council for Accreditation of Educator Preparation) 
ADVANCED PRACTICE DOCTORATE
Next
  • Will this program be an Advanced Practice Doctorate?*

  • If the proposed program is an advanced practice doctorate, please address the following 5 questions.  If not, skip this section and Finalize and Approve the proposal.

    For submission to CPE you will need to attach the following, additional documentation, click on the Files tab in the right hand menu bar. 

    1. Letter of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

    2. Letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.

  • Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field.
  • Provide a description of the master's program or programs and note any distinctive qualities of these programs as well as any national recognition bestowed upon the program.
  • Explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program.
  • Provide any evidence, such as a professional organization or an accrediting agency requireing a doctorate in order for graduates to practice or advance in the field of study.
  • Explain the impact of the proposed program on undergraduate education at the institution. Within the explanation, note specifically if new undergraduate courses in the field will be needed, or if any courses will be cut
  • If there is no impact on undergraduate education, please provide a synopsis of how a new doctorate can be developed and implemented without financial or staffing implications for undergraduate education.
  • Provide evidence that funding for the program will not impair funding of any existing program at any other public university.
    • Upload a letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.

    • Include a summary of financial information from institutions with similar programs.
LAUNCH PROPOSAL
Next
    1. Click on Launch Proposal on the top banner text bar, to launch proposal.
    2. Once you have launched the proposal form you can then complete any remaining fields, editing fields and finalize the proposal.  All changes after launching the proposal will be tracked. You may also attach any additional supporting documents by clicking on the Files tab in the right hand menu bar.
FINALIZE AND APPROVE
Next

  • Once you are happy with the information in the proposal:

    • Upload any additional documentation or files by clicking the Files tab on the right hand menu.

    The last step will be for you to make your approval by clicking the Decision tab on the right hand menu. Only after you approve your proposal will it move on to the next approval step.

CIP CODES AND APPROVAL DATES
Next
  • CIP Code
    13.0901
    13.0901
  • BOR Approval Date
    May 12, 2021
    May 12, 2021
  • CPE Final Approval Date
    Sep 15, 2021
    Sep 15, 2021

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