PSU Board of Trustees Academic & Student Affairs Committee – December 7, 2017
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OCTOBER 6, 2017 ACADEMIC AND STUDENT AFFAIRS COMMITTEE MEETING
MINUTE REVIEW/APPROVAL
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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
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Graduate School of Education
DIVERSITY PLAN 2018-20
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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).
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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
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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
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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
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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%)
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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%)
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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%)
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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
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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
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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
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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
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ADVISING AND STUDENT SUCCESS INITIATIVES
Sukhwant Jhaj, Vice Provost for Innovation,
Planning and Student Success
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Advising Redesign
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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
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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
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ENROLLMENT UPDATE
John Fraire, Vice President for Enrollment Management and Student Affairs
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Enrollment Data Academic and Student Affairs Committee
John Fraire, PhD
Enrollment Management & Student Affairs
December 7, 2017
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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
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GRADUATE ADMISSION TRENDS
0
100
200
300
400
500
600
2012 2013 2014 2015 2016 2017
Spring Census Admissions Trends
Applications Admits Enrolled
0
100
200
300
400
500
600
700
800
2012 2013 2014 2015 2016 2017
Summer Census Admissions Trends
Applications Admits Enrolled
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GRADUATE ADMISSION 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
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Research Overview Jennifer Dill, Ph.D.
Interim Vice President of Research Professor, Urban Studies & Planning
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Research Impacts
Informed Public Policy Decisions
Industry Innovations, Economic Growth
Improved Health & Safety,
Quality of Life
Workforce Education & Training
RESEARCH
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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
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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
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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
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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
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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%
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Examples: Programs & Centers
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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
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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/
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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
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Reclaiming Futures
• $2 million, Conrad Hilton Foundation
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Examples: Large Research Projects
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CLAS: Chemistry
Novel Broad-Spectrum Antimalarials
• $3.5 million, NIH
Toxicant Production and Mitigation in the Electronic-Cigarette Reaction Vessel
• $1.4 million, NIH
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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
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CLAS: Geology
The McMurdo Dry Valleys: A Landscape on the Threshold of Change.
• $1 million, NSF
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CLAS: Geography
Regional Impacts of Increasing Fire Frequency on Carbon Dynamics and Species Composition in the Boreal Forest.
• $1.4 million, NSF
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MCECS: Civil & Environmental Engineering
Combined Estimation of Tides and Bathymetry from Multi-Satellite Altimetry
• $625,000, NASA
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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
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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
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FY18 Meetings
Tuesday, March 20, 2018
Thursday, May 31, 2018
2:00 p.m. to 5:00 p.m.
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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
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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.
•
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Link for: Research Quarterly Review, V1, 2
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