ʯÁñÊÓƵ

The Seidel School will provide to our diverse, capable students the opportunities and experiences necessary to become ethical, resourceful professionals in education and human services by offering high quality, innovative professional programs which are characterized by active learning and which meet national standards for excellence.

OBJECTIVE A: Attract and support diverse, capable students:

1. Support admissions efforts by attendance at open houses; scholar days; and all other recruitment based activities;
2. Devise and implement departmental action plans for minority student recruitment and retention;
3. Refocus recruitment plans on the benefits of diverse environments and determine ways to make programs more attractive to all students;
4. Redefine role(s) of the advising coordinator;
5. Study and redefine professional "gates" in all programs;
6. Design and implement vehicle for celebrating and communicating accomplishments of our students and our alumni; and
7. Undertake periodic review of assessment and grading.

OBJECTIVE B: Prepare ethical resourceful professionals:

1. Infuse professional ethics in professional course work;
2. Expose students to national codes of ethics and develop a pre-professional student code of ethics for all professional programs;
3. Require one service learning experience for all students;
4. Develop progressive curriculum that facilitates student growth from pre-professionals to beginning level professionals;
5. Explore opportunities for urban / diverse experiences for students;
6. Extend opportunities for international experiences for all students;
7. Design program experiences to increase student resourcefulness.

OBJECTIVE C: Meet and maintain highest standards for all programs:

1. Value and utilize active learning as a teaching strategy throughout all program offerings;
2. Achieve AAQEP accreditation for all teacher education and school personnel programs;
3. Ensure that the physical education exercise science program meets NASPE standards;
4. Maintain CSWE accreditation for the Social work program;
5. Maintain NATA accreditation for the athletic training program;
6. Eliminate all credit count programs through MSDE program approval or program discontinuation;
7. Develop and implement assessment plans in each department for each program/track;
8. Define clear expectations for student learning outcomes and develop an assessment plan to ensure student progress towards these outcomes;
9. Undertake yearly evaluations of program curriculum using surveys, accreditation processes, student outcome assessments and knowledge gained through professional activities and establish a five year cycle for program revisions;
10. Undertake periodic examination of the academic calendar and course scheduling, class size, and student-faculty ratios in the context of quality programs which serve student needs and focus on learning.

OBJECTIVE D: Ensure innovative and effective curriculum:

1. Meet or exceed accreditation standards for all programs where such standards are available;
2. Seek increased funding for faculty and department chairs' travel to professional conferences;
3. Seek and secure grant funding aimed at curriculum innovation;
4. Seek external evaluation of the curriculum for the professional based programs;
5. Undertake yearly evaluations of program curriculum using surveys, accreditation processes, student outcome assessments, and knowledge gained through professional activities and establish a five year cycle for program revisions;
6. Undertake new program initiatives after seeking input from varied internal and external sources;
7. Support faculty participation in workshops on curriculum through a University center for teaching excellence;
8. Participate in available workshops and professional meetings on integration of technology into curriculum;
9. Provide technology for integration into course content; and
10. Use available resources to provide lecture/extra curricular activities which enhance the academic portion of the programs.

OBJECTIVE E: Ensure quality field experiences throughout the professional programs;

1. Structure field experiences to provide progressive active learning experiences and increasing levels of independence for the student;
2. Meet or exceed all field experience standards as set by appropriate accreditation organizations and seek external input, review, and evaluation from advisory boards and other sources on ways to improve field experiences;
3. Provide early professional involvement for all students;
4. Schedule and undertake regular reviews of field experiences and placement processes; and
5. Ensure multicultural, diverse settings for field experiences.