Mission and purpose of your college...
 Goals and expected outcomes
 Strategic fit of college plan with...
 College's core achievements
 College challenges and strategy...
 College improvement strategies
 Academic culture of the colleg...
 Budget requests for new funding...
 Non-recurring requests
 Recurring requests

Group Title: College of Education, program review / budget
Title: College of Education, program review / budget 2007 - 2007.
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00086990/00001
 Material Information
Title: College of Education, program review / budget 2007 - 2007.
Series Title: College of Education, program review / budget
Physical Description: Serial
Language: English
Creator: College of Education, University of Florida
Publisher: University of Florida College of Education
Place of Publication: Gainesville, Fla.
Publication Date: 2007-2008
Subject: University of Florida.   ( lcsh )
Spatial Coverage: North America -- United States of America -- Florida
 Record Information
Bibliographic ID: UF00086990
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved, Board of Trustees of the University of Florida


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Table of Contents
    Mission and purpose of your college and its programs
        Page 1
    Goals and expected outcomes
        Page 2
        Page 3
    Strategic fit of college plan with UF/BOG plans
        Page 4
    College's core achievements
        Page 5
    College challenges and strategy to manage
        Page 6
    College improvement strategies
        Page 7
    Academic culture of the college
        Page 8
    Budget requests for new funding in 2007-2008
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
    Non-recurring requests
        Page 16
    Recurring requests
        Page 17
Full Text

College of Education
Program Review for FY07 and
Budget Request for FY08

1. Mission and Purpose of your College and its Programs

Provide outstanding graduate and undergraduate programs in professional
education. The college has several nationally ranked programs, including Counselor
Education (#2, up from #3); Special Education (currently 9th); and two programs in
the School of Teaching and Learning (STL), Elementary Education (#12) and
Curriculum and Instruction (#22). School Psychology Quarterly ranked our school
psychology program among the top 10 in faculty publications and overall
productivity. The College also has developed innovative online degree and certificate
programs at the masters and specialists levels for both teachers and school leaders. In
addition, the College is developing an international education undergraduate minor to
commence summer 2007.

Conduct cutting edge research to inform policy andpractice. Thus far this year, 19
new proposals have been funded, with awards totaling $6,005,136. Notable among
them are the $1.6 million "Achieving the Dream" grant from the Lumina Foundation
to Educational Administration and Policy (EAP), a $790,000 grant from the Florida
Department of Education to support the Transition Center, and three training grants
from the U. S. Department of Education to Special Education (SE) faculty, totaling
nearly $2.5 million. Also, the Lastinger Center recently received a $5 million award
from the W. K. Kellogg Foundation to support its "Ready Schools Florida" program.

Serve the state i/ ith focus on engaged scholarship. The College has developed
strong partnerships across the state with school and community groups to increase
PK-20 student learning, offer professional development through online
courses/programs for school personnel, and engage in school/district wide
improvement through the work of the UF Alliance, the Center for School
Improvement (in conjunction with PK Yonge and NEFEC), the Lastinger Center for
Learning, and faculty projects across all departments. The College has school-based
partnerships with all the 11 NE Florida counties, Miami-Dade, Duval, Orange, and
Collier counties.

Establish collaborative partnerships u/ ith units across campus to expand the
knowledge base in multi-disciplinary areas. Examples include the inclusion of the
College on the HHMI Science for Life program with involvement of faculty from
EAP, STL, and Educational Psychology (EP). We have submitted an LBR with
departments from CLAS to develop a new model for teacher preparation (Florida
Teach). Also, two faculty from SE are collaborating with economists from the Bureau
of Economic and Business Research to study the cost effectiveness of teacher
education alternatives, a project funded by the U. S. Department of Education. One
faculty member in EP is collaborating with colleagues in the Medical School on an
NIH-funded study of children with ADHD and the services they and their families
seek. Counselor Education (CE) has an ongoing partnership with the Division of
Addiction Medicine in the Department of Psychiatry to develop a community-based
addictions prevention program. Faculty from STL collaborated on funded projects
with faculty from Medicine, Nursing, and Engineering.

2. Goals and Expected Outcomes

As noted above, one of the primary missions of the College is to create innovative model
programs for educator preparation based on evidenced-based practices, and to produce the
future leaders and faculty members for school/district improvement, community agencies,
educational organizations, and higher education.

Graduate Level See SCH trends for Grad I and Grad II and BOG targets on
Table 1 attached.

To meet our BOG targets we plan to increase program growth in key areas, primarily through
distance education. We anticipate that our online programs will expand enrollment at the
Grad I level in Pinellas and Collier County though the Teacher Leadership and Technology
Education in Miami-Dade degree programs. We are planning to develop induction support
programs for new alternatively certified teachers what will be online, on book and, offered to
school districts. Grad II enrollment will increase due to a large expansion of our Ed.D.
programs both in Educational Leadership (principal K-12 school administration) as well as
higher education (emphasis on community college administration) going online summer
2007. CE will also experience increased enrollments in each of its three entry-level programs
due to having a full compliment of faculty.

Undergraduate Level See SCH trends for Lower and Upper division and
BOG targets on Table 1 attached.

Our goal is to maintain student enrollment in teacher preparation. Since we only have two
undergraduate degree programs these numbers will not greatly increase much over our
current numbers. We should be able to meet our BOG targets for the coming years due to our
three new education minors (math, science, general) which we anticipate will attract new
students from across campus as well as international students, and will increase our SCH at
the upper division. The minors also allow us to be able to produce additional teachers for the
state who have majors in fields outside education. We also plan to add a several new courses
across departments in the college which should attract new undergraduate students, such as a
course on Global Studies in Education that we hope will be approved as a general education


In the President's draft Work Plan he notes the critical importance of scholarly recognition
which includes the pursuit of research.
Our Office of Educational Research opened in July, 2005. The Associate Dean for
Research has set ambitious goals for this office, among them:
(a) increasing the number of grants submitted (from 47 last year to 60 this year); (b)
increasing the number of funding agencies to which proposals are submitted (from 5
NSF and NIH submissions last year to 8 this year); (c) increasing the number of faculty
who submit proposals (from 31 last year to 35 this year); and (d) increasing the number
of new awards (from 34 last year to 40 this year).
In 5 years, OER expects to have increased total funding by 50% (over 2005's


Serving our professional organizations is highly valued in the college. Last year we had 6
faculty serve as an officer in a national organization, 10 served as a member of the Board of
their organization, five faculty serve as journal editors. The leadership of the college will
work this next year on encouraging and creating incentives for more faculty to take on
national leadership roles in their organizations. Some examples follow:

National Leadership:
President of Counselors for Social Justice, a division of the American
Counseling Association
President-Elect of the Association for Multicultural Counseling and
Development, a division of the American Counseling Association
Vice President of Division J of the American Educational Research
Member of the Standard Revisions Committee of the Council for the
Accreditation of Counseling and Related Educational Professions

Editors/Associate Editors:
Associate Editor of Exceptional Children (leading journal in SE)
Editor, Theory and Research in Social Education (STL)
Editor, Florida Journal of Educational Administration and Policy
Consulting Editor, Research in Higher Education
Book Review Editor, College Student Retention Research, Theory, and

Another goal is to focus on recruiting and retaining a more diverse faculty and student body
(See Tables 2a-2e), which is in line with the BOG's Goal Two of "attract and inspire a
diverse and talented student body committed to compromising academic excellence. "

The diversity of our faculty has increased during the last few years, especially since 2004 by
a strong focus of the dean and the faculty. We are optimistic that our current searches will
add four new faculty of color.

In terms of our graduate students, the enrollment of Asian and African-Americans has
remained constant, but has increased among our Hispanic students which is, in part, a result
of our online programs in south Florida.

The diversity of our undergraduate student body has remained constant from 2004 to 2005
(data for 2006 are not available at this time), with approximately 82% White, 6% African-
American, 9% Hispanic and 3% other.


In the last two years, the College has been highly successful in meeting its development
goals. In 2005 2006, the College raised $2.9 million, which was 147% over the established
goal of $2 million. In 2004 2005, the College raised $3.88 million, which was 200% over
the established goal of $1.5 million. This year, as of January, 2007, the College has already

raised 40% of it established goal of $3.4 million, and with the recent Kellogg gift of $5
million, we will again exceed our target by a substantive margin.

The original Capital Campaign goal for the College was $9 million. Because this figure has
already been surpassed, the new target is now $13 million. We fully expect not just to meet
this goal, but to exceed it again.

3. Strategic Fit of College Plan with UF/BOG Plans

As noted in the President's draft Work Plan, it is a campus priority to develop online
courses/programs as a means of expanding access to educational programs and the BOG's Goal
One to offer the highest quality continuing education and distance education programs.

* The School of Teaching and Learning took an early lead in 2004 by creating and offering
online graduate student courses/programs. In our Program Review last year we reported
enrolling 573 online students in the programs in Teaching and Learning and in Special
Education. These new programs generated 1713 SCH/53.53 FTE. The online programs are
growing very fast. Our enrollments and the resulting FTE doubled in 2006-07, enrolling
1086 students who generated 3224 SCH or 100.75 FTE. Currently STL has opportunities to
expand its programs significantly with new school district partnerships forged by the
Lastinger Center and the receipt of external funding, including the recent Kellogg gift.
* The Educational Administration and Policy department will initiate a blended delivery Ed. D
program (online and face to face) across the state beginning summer 2007. The program is
titled the Leadership in Educational Administration Doctorate (LEAD). Many school districts
are interested in this program, in particular our south Florida partners in Collier County and
Hillsborough and others associated with the Lastinger Center. This program is expected to
attract 60 to 90 new graduate students. [A separate report on our online program (revenues,
expenses, & future plans) will be prepared for the Provost and will be presented at a separate
meeting later this year.]
* Faculty in Special Education have received federal training grants which allows funding to
support teachers seeking graduate degrees to prepare them in such specialized areas as
autism, mild/severe disabilities, secondary reading, and leadership. The courses in the autism
endorsement will all be online and will be offered across the state (est. enrollment 80 new
students). Some courses in the other areas will be online to reach a broader audience. Three
leadership training grants have resulted in 14 new doctoral students being admitted and

As noted in the President's Strategic Work Plan, it is a campus priority to seek ways to work
1 ith andprovide services to our state 's schools and to proactively work to diversify our student
body. The need to market, enroll, and retain a diverse population is also included under Goal
Two of the BOG strategic Plan.

* The online courses/programs discussed above provide education to many citizens who would
not otherwise be able to leave their places of work to attend the University of Florida in
Gainesville. Our online programs in south Florida are attracting many new students of color
and will contribute to school-wide improvement.
* Through a large grant ($1.6 million) from the Lumina Foundation, the Institute of Higher
Education will be working with community colleges to develop an internet based, modular
national training program for community college institutional researchers and others working
with postsecondary data. This project promises to bring great visibility to UF and should
attract a very diverse student group because it will be advertised to the 1,200 community

colleges nationally as well as the Association of Institutional Research and other appropriate
organization. While this training is currently providing only continuing education credits, it
is in line with the BOG strategic Goal One to promote the value of life-long learning.
*All of our departments are actively working with the Office of Recruitment, Retention, and
Minority Affairs and the Office of Graduate Studies to increase the diversity of our students
in our graduate programs.

4. College's Core Achievements

Impact of Partnership Work The College, through its centers and departments, has
intentionally established partnerships to advance our mission and increase our visibility.
We are expanding established partnerships with school districts by offering new graduate
degree programs for established educators, and leveraging partnerships into new
opportunities. Both the Kellogg project in Miami-Dade and the HHMI Science for Life
are excellent examples of new collaborative partnerships that will allow the College to
engage with community and university initiatives where we can discover, integrate and
apply knowledge of education to important problems and societal needs. Both will bring
national visibility to UF due to the scope and nature of the work.
Impact of Student Accomplishments
W EAP reports a near perfect pass rate on the Florida Educational Leadership Exam
(FELE). This exam is required by the Florida State Board of Education for all
candidates seeking administrative certification in the state

W CE graduates had a 100% pass rate on the Florida Department of Education
Certification Exam and a near perfect pass rate on the Florida State Mental Health
Counseling and the Florida State Marriage and Family Counseling licensing
W Teacher Education graduates pass state certification tests at a rate >97%

Impact of Curriculum and Program Development The College of Education was one of
only 20 universities selected to participate in a national initiative of the Carnegie
Foundation on the professional practice doctorate. The College is currently working to
define and differentiate a professional practice doctorate in two domains: a) preparing
leaders for PK-12 schools, and b) preparing professional practitioners for schools,
colleges, and universities, including community colleges. We have appointed a
committee to guide transformation beginning at the student recruitment stage and
proceeding through curriculum, teaching practices, and program evaluation.
Impact of Distance Education Initiatives Our generation of new online graduate FTE
has doubled in the last year. The emphasis on distance education allows us to reach out to
the entire state of Florida and beyond. Working intently with our Office of Recruitment,
Retention, and Minority Affairs, we are purposely targeting our recruitment efforts to
areas that serve diverse populations. Our work in distance education allows us to be a
viable option for those currently employed in schools and colleges throughout the state
which bring in new and diverse graduate students. Many are non traditional students who
would not ordinarily be able to come to Gainesville to study.
Impact of new Faculty Hires Each of the hires over the past 2-3 years have contributed
significantly to the shift going on in the College of Education a shift to greater focus on
research and external grant funding as well as a focus on graduate education. The hires
support our refocusing by bringing visibility due to their national reputation, area of
scholarship/teaching, awards received already, increased submission of external grants

during 2006 2007, and programmatic revisions to the graduate curriculum including
developing online courses. Of our 20 hires since 2003, 10 are faculty of color. (See Table
-One new associate professor brought a portion of an existing U.S. Department of
Education/Institute of Educational Sciences (IES) gl /m n ith/ him and has
submitted a new IES proposal to continue his work.
-One is President of his national association, another is Vice-President

All of our recent hires help us address points made in the President's Work Plan to move
us from achievement to recognition.

5. College Challenges and Strategy to Manage

Highly regulatory state/federal environment for teacher preparation and the increased
competition from other providers (e.g., community colleges and local school districts)
has made it difficult attract new students to teaching.
i. We plan to address this challenge by developing induction programs
(e.g., EduGator Connect) that provide professional development to
school systems who will be hiring alternatively certified teachers who
will need assistance in their first few years of teaching.
ii. We will repackage existing online coursework for on-book credit and
create an online portal to services in conjunction with the College's
Distance Education Office.

Need to recruit top graduate students n i/h a focus on diversity The total number of
graduate students supported in the college in 2006-07 was 189 (85 on Fellowships and
104 hired by departments/units).
i. We plan to address this issue by increasing our graduate assistant
stipends as much as our internal funds will allow (See budget request #4
in Recurring Costs).
ii. We plan to work closely with our Office of Recruitment, Retention, and
Minority Affairs and the Office of Graduate Studies to increase the
diversity of our students in our graduate programs.

Creating a research culture in the College that will lead to increasing research funding -
We plan to continue to support faculty efforts to secure external funding for their
research, training, and technical assistance work. In particular,
i. The Office of Educational Research will be working with new faculty to
help them identify appropriate funding sources and connect them with
methodologists and colleagues doing similar work.
ii. The Research Office will also provide mentorship that novice proposal
writers often need.

Documenting link between models of teacher preparation and student learning -
Increasingly, the external political context expects that we document the impact of our
teacher graduates on pupil learning. In part, future accreditation success will be based on
our documentation as well.
i. We plan to develop studies with our school partners and affiliated
teacher education programs in other UF colleges to address this needed
area of research (See budget request #2 in Non-Recurring Costs).

*Physical infrastructure/space (labs/clnical space) We are hoping the PECO funding
will be approved by the state so that we can begin upgrades on current space and adding
new space. This is especially crucial in the College of Education as we continue the pace
of growth in our research efforts. Funded research brings in the need for specialized lab
space, additional staff and research assistants all of whom require appropriate space.
The need for additional space is also linked to the goal of establishing a multi-
disciplinary training clinic (See #8). The availability of additional space in or near
Norman Hall would reduce the anticipated operating costs of the clinic by 40%.

6. College Improvement Strategies Related to Goals on Page 2

Graduate Teaching To meet BOG targets we plan to continue our current online
programs (that have already doubled in enrollments this past year); add new online
doctoral degree programs for educational leaders (both K-12 and higher education)
which will bring in new students. (see page 2); We will assess our progress by:
i. using 2006-07 online enrollment data as the baseline data for graduate
SCH/FTE to see how many new graduates are attracted to these programs
ii. Monitor diversity of students to assess our outreach and recruitment
The improvements we have already made: faculty have already developed many of
the courses in the Ed.D. program and it is ready to begin Summer 2007; we have
added Duval County to our online cohorts; we continue to market our online degree
programs throughout the state

Undergraduate Teaching To meet BOG targets we plan to revise and publicize
our 3 new education minors (see page 2); We will assess our progress by:
i. getting the revised minors approved at the College and University
ii. using 2006-07 enrollment data as the baseline data for upper division
SCH/FTE to see how many new undergraduates are attracted to the minors
The improvements we have already made: faculty are reviewing changes to minor
and we are preparing to submit them for review this spring.

Research With only one year in operation our Office of Educational Research has
made good progress in helping faculty prepare and submit new external grants (see
page 2).
i. Given the numbers listed this year, the office will gauge its progress by
continuing to increase the number of grants submitted to various funding
ii. We will assess how well we are doing by reporting as we have done
above and reporting on the amount of research expenditures each year.
As noted above we have made major improvements in the service
faculty receive around grant writing and submission now given prior

Service As noted above, we had some of the faculty engaged in national leadership
roles within their professional organizations.
i. In order to increase this number in the future we plan to develop
incentives to support more faculty to attend national/international
meetings in order to develop networks that lead to faculty assuming

leadership roles (since we know this is one mechanism on which
national rankings and hence visibility is attained).

Diversity Over the past two years we have worked to continue to diversify our
faculty. One major change we have made is that when we conduct searches we stress
the need for a diverse pool before anyone is invited to campus for an interview. The
dean reviews the search pool and ensures highly qualified minority candidates have
not been overlooked. The process has been very useful in that it has resulted in our
hiring several top faculty of color over the past few years (See Table 3). We will
continue to assess our progress by:
i. A strategy we will employ next year is to have our faculty of color in the
college host a lunch or dinner with our faculty candidates of color. We
hope that this will signal our commitment and also allow those we wish to
hire to learn about the climate in the college from those who are here.
ii. Using the faculty demographics shown in Table 3, we will monitor our
progress each year in terms of well we have been able to recruit and retain
our faculty of color.

Fund raising To enhance our capacity to raise private and corporate funds, we
hired a second development officer in August, 2006, and recently filled the position
of development director, which had been vacant since April, 2006. Assessing
progress in achieving our goals is measured through monthly reports turned in by
both development officers, who also report to the UF Foundation. Progress on
meeting the Capital Campaign goals is also assessed through monthly reports.

7. Academic Culture of the College
Mentoring of undergraduate and graduate students Our Office of Student
Services provides timely advise to our undergraduate students as well as their
faculty advisors. Our Office of Graduate Studies provides advice and mentoring to
our graduate students individually or in groups as well as workshops. Examples
include a workshop on selecting doctoral committee members, preparing for
qualifying exams, sessions for Fellow on the policies and procedures

Other examples across the college include: The Student Personnel in Higher
Education (SPHE) master program meets regularly in formal and informal meetings
and social events. The students have elected a president of their student group. This
year the SPHE program has hosted several events.
Counselor Education students along with faculty mentors, lead two student
organizations Beta Chapter, Chi Sigma Iota and Counselors for Social Justice.
These organizations sponsor many community service activities.

Intellectual Life of Programs and Departments The Office of Educational Research
offered nine Brown Bags for the college faculty on numerous research topics. Many
of the speakers were our faculty or invited faculty from other universities. The
College supported several departments to invite their own Brown Bag speaker series
as well. In addition the Research Office sponsored 7 Grant Related Training sessions
for faculty. In combination these sessions have sparked many new conversations and

Partnerships across campus see bullet #4 page 1 for a listing of our campus
partnership projects

Service to the Academic Disciplines see page 3 under Service

8. Budget Requests for new funding in 2007 2008

W Non-Recurring Resources Requested

As noted in the President's Strategic Work Plan, it is a campus priority to seek ways to work
i i th andprovide services to our local community and schools as well as to improve the well-
being of children and families

1. In keeping with this goal, we are requesting start-up funds to establish a 12-month,
multi-disciplinary training clinic that will significantly expand upon services already
being rendered to the community by students enrolled in the departments of CE and
EP. The clinic will serve two primary purposes (1) to provide needed mental health
counseling, family therapy and psychological assessments to identified students and
their families and (2) to provide on-site clinical training, supervision experience, and
research opportunities for faculty and students in the Counselor Education and School
Psychology programs. We are requesting $101,000 to cover the facility and expenses
and $166,850 for personnel, total of $267,850 (See Excel spreadsheet). It is expected
that the center would be self-sustaining within five years of its opening. The revenue
to offset the costs of operation would come from the following sources: (1) user fees,
(2) third-party payments (insurance), (3) cooperative agreements with school districts,
and (4) funds received front granting agencies and/or foundations.

2. New Line: non-tenure track line to manage an Evaluation Center (State and national
challenge to document link between model teacher education programs and student
learning) person would focus on statewide assessment, program evaluation and help
with teacher education mandates to assess program effectiveness (see p 6), teach
graduate level statistics, design courses; person would seek grant funding to support
position after year 1. $84,500 includes fringe

> Recurring Resources Requested

As noted in the President's draft Work Plan, it is a campus priority to seek ways to I k ith
and provide services to our state's schools and to proactively work to diversify our student body.

1. Funds to hire David Lawrence Endowed Professor: $208,000 (includes fringe)
Because of increased state/national emphasis on the importance of early childhood
intervention programs, we have recruited a strong cluster of faculty across
departments. This new professorship will enable us to hire a World Class Scholar to
lead this work, and to contribute to the new Kellogg project in the Miami-Dade School
District. The endowment funds for the professorship provide a graduate fellowship
and research support; we need the faculty line since this is a new position that had not
been previously funded in our College.
2. Two new faculty at Assistant Professor rank @ rate of $56,000 = $145, 600 (includes

Add a faculty member in EP in the area of Qualitative Research Methods-person
would serve needs across college, especially for providing more expertise on
student dissertations.
Add a faculty member in SE. This new line would address students with
emotional/behavior disorders and work with other faculty in the department on
scholarly activities and in obtaining grant funding.

3. UF CROP (College Reach-Out Program) established in 1983 by Florida's legislature to
motivate and prepare educationally disadvantaged low-income students in grades 6-12 to
pursue and successfully complete a post secondary education. The CROP staff provides
over 70 hours of tutoring and enrichment per week to 120 students from the outlying
areas of Alachua County (Hawthorne, Newberry, and Alachua). Currently there are at
least 16 CROP students attending UF: Business Administration (2), Engineering (1),
Health and Human Performance (2) Health Professions (1), Liberal Arts and Sciences (9),
and Nursing (1). The CROP staff has also been developing research and practicum
opportunities with UF faculty and students. To date graduate students in the COE are
provided with service learning multicultural experiences and volunteer experiences for
UF student organizations under the Dean of Students office. In addition, one research
article has been submitted for review based upon faculty/student work with CROP
activities. The CROP director has a goal of writing at least one grant next year to help
support this program.

i. We are seeking matching funding from the Provost's office of $64,596, an
increase of $14,596 over last year's funding of $50,000. These additional
funds will be used to purchase educational materials, increase the
instructional time for site coordinators, and provide transportation for
educational programs including working with UF faculty and career

4. Increase funds for GA stipends To bring our entire GA's to $10,000 annually we would
need an additional $218,900.

5. Replace classroom tables and chairs, install whiteboards, and secure general upkeep from
UPP (paint, repair blinds) $32,000

6. In accordance with our participation in the Carnegie Initiative for the Professional
Practice Doctorate, we anticipate a growing specific to our Ed.D. program. To support
our work and the success of students, we propose the Creation of a Dissertation Support
Center ($83,212). This center would be managed by a non-tenure faculty member who
would act as a support structure and could also serve on dissertation committees. In
addition, the support center would hire 2 research assistants to assist students in the
dissertation process.

7. Alliance requests:

Continued Program Support

a) $380,000 To support the continued costs of the support staff (2 program
coordinators, Lastrapes, Harris, Vallance).

b) $350,000 To support operational costs including travel, stipends and general
operations of the Alliance including the employment of students and graduate assistants.

c) $200,000 These resources allocated last year support the Alliance Middle School
Initiative and initial programmatic support for new Alliance high schools. Anticipated
and recurring costs support travel, outreach activities, publication materials, stipends, and
costs associated with student/parent activities.

New Request (Alliance)

a) $250,000 The UF Alliance generates 30-42 first generation, underrepresented
students for the University of Florida each year. As we continue to focus our work on
early college outreach, access, parental involvement, middle school initiatives, and
leadership, the number of applications from these schools continues to show an increase
from previous years. The request for new funding and for 4-5 Alliance schools and new
partnerships with AVID and the school district of Puerto Rico will significantly increase
the number of first generation underrepresented students seeking admission to the
University of Florida( our hope with scholarship funding is to increase the number of first
generation Alliance students to 200-400 each year). Currently we serve approximately
600 students in our outreach efforts; provide professional development to over 300
teachers and principals each year; and work with approximately 500-600 parents (this
represents just one year of our new work; it will increase over the next year).

Table 1
College of Education
Fundable Student Credit Hours from 2003-2004 to 2007-2008

*Final figures in Summer 2007

Table 2a
College of Education
Total Faculty by Diversity from 2002-2007

Group 2002-03 2003-04 2004-05 2005-06 2006-07
White 86 94 95 99 90
Afr-Amer 5 10 10 9 8
Asi-Amer 2 3 3 3 2
Nat-Amer 0 0 0 0 2
Hispanic 2 3 4 7 5

Total 95 110 112 118 107

% Change % Change
Fundable from Prior from Prior Target Target
SCH 2003-04 2004-05 Year 2005-06 Year 2006-07* 2006-07 2007-08
Lower 3,411 3,624 6.2% 3,393 -6.4% 3,563 3,644
Upper 30,263 28,275 -6.6% 29,763 5.3% 29,468 30,139
Grad I 16,030 17,721 10.5% 17,028 -3.9% 17,643 18,045
Grad II 8,603 8,735 1.5% 8,689 -0.5% 8,847 9,048

Total 58,307 58,355 0.1% 58,873 0.9% 59,521 60,876

Table 2b
College of Education
Total Undergraduate Students by Diversity Fall Terms from 2002-2007

Group Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006**
White 565 602 653 680 599
Afr-Amer 35 26 30 42 47
Asi-Amer 11 18 21
Nat-Amer 3 1 0
Hispanic 64 76 72 76 70
Other 16 16 7 10 11

Total 680 720 776 827 748

**Not yet submitted/accepted by BOG

Table 2c
College of Education
Total Graduate Students by Diversity Fall Terms from 2002-2007

Group Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006**
White 789 729 782 750 791
Afr-Amer 76 62 63 71 70
Asi-Amer 24 22 31
Nat-Amer 4 3 6
Hispanic 87 82 104 71 95
Other 89 83 57 69 73

Total 1,041 956 1,034 986 1,066

**Not yet submitted/accepted by BOG

Table 2d
College of Education
Total Non Degree Students by Diversity Fall Terms from 2002-2007

Group Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006**
White 38 28 25 22 1
Afr-Amer 8 4 1 2
Nat-Amer 2
Hispanic 1 5 1 3
Other 5 3 30 14

Total 52 40 57 43 1

**Not yet submitted/accepted by BOG

Table 2e
College of Education
Total Post BaccStudents by Diversity Fall Terms from 2002-2007

Group Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006**
White 27 26 34 32 42
Afr-Amer 5 5 7 6 11
Nat-Amer 1 3 2
Hispanic 3 1 3
Other 2 2 2 4 2

Total 37 33 45 45 60

**Not yet submitted/accepted by BOG

Table 3
College of Education
Diversity of New Tenure-track Faculty Hires from 2003-2007

Group 2003-04 2004-05 2005-06 2006-07 2007-08**
White 3 2 5 2 1
Afr-Amer 1 1 1 2
Nat-Amer 4
Hispanic 2 1
Other 1*

Total 4 3 9 4 4
Cum Tot 4 7 16 20


**Completing new hires: Hired so far 1 Hispanic, 1 White,
offers out to 2 African-Americans

Of the 13 searches this year 12 minority candidates were brought in to interview out of
41 interviewed across all searches. Thus far, 2 offers to faculty of color
have been declined due to location and family concerns

2007-08 Program Review
Budget Request

College/Unit: Education
Non-Recurring Requests:
Funding Office/Lab
Justification Description of Project Amount Space
(Page location Availability
of narrative) (yes/no)

9 Family-School Clinic $101,000 no
Subtotal $101,000


Funding Departent/Focus Resources Office/Lab
Justification Area Salary Plan Months Salary (officelab Space
se cation (If interdisciplinary, note Interdisciplinary (Faculty, TEAM Title Appointed FTE (Includes officen ab Space
of narrative) College/Department S,GRA,OPS) (9,12) fringe benefits) equipment) (yes no)
of narrative) Connection)equipment) (yes/no)
9 Evaluation Center across college Faculty Non-tenure track 12 1.00 $84,500 office no
9 Clinic Coordinator Faculty Clinical Faculty 12 1.00 $ 84,500 office no
9 Clinic support staff 3+ programs TEAMS secretary 12 1.00 $ 40,170 office no
9 Clinic 2 GA s within the college GRA Research Asst 12 1.00 $ 42,180 office no
Subtotal __$ 251,350

2007-08 Program Review
Budget Request

College/Unit: Education
Recurring Requests:

Justification Description of Request Amount
(Page location
of narrative)
11 Alliance Scholarships Puerto Rico partners 250,000.00
11 Aliiance Middle School Program 200,000.00
11 Alliance Operational Costs 350,000.00
10 College Outreach Program (CROP) $64,596
10 Increase OPS funding to increase GA stipends $218,900
10 Replace classroom furniture, whiteboards $32,000
Subtotal $1,115,496


Funding Department/Focus ^
Funding Department/Focus Resources Support Office/Lab
Area Salary Plan Months Salary (office/lab (office Space
i (If interdisciplinary, note (Faculty, TEAM Title Appointed FTE (Includesce
(Page location renovation and or support, Availability
f nare atiov) College/Department S,GRA,OPS) (9,12) fringe benefits) renovation candor support, Availability
of narrative) Connection) equipment) travel) (yes/no)

reappointment of 7 Faculty &
10 Alliance Personnel reappointmentof 7 Faculty & 12 7.00 $380,000 office none yes
faculty/staff Staff
9 Early Childhood Across College Faculty D. Lawrence Endowed Prof 9 1.00 $208,000 office Foundation yes
9 2 Depts SE, EP Faculty 2 Asst Professors 9 2.00 $ 145,600 office none yes
10 Dissertatiion Support Across college Faculty Non-tenure track 12 1.00 $ 65,000 office none no
Center 2 RA s Research Assts 12 1.00 $ 18,212 office none no
Subtotal $816,812

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