Following is a brief assessment according to the current strategic plan, which was streamlined in 2004. Both the strategic plan and the strategic plan assessment process will be further revised during the coming months. The current process is at http://www.education.umd.edu/stratPlanUpdates/stratPlanUpdateProcess.html.

1. Our stellar faculty members continue to be recognized for their accomplishments. Recent faculty honors are posted at http://www.education.umd.edu/collegeinfo/facultyInfo/facultyHonors05.html . Current offices of faculty members in professional organizations are posted at http://www.education.umd.edu/collegeinfo/facultyInfo/facultyOffices05.html , and editorships of major journals are posted at http://www.education.umd.edu/collegeinfo/facultyInfo/facultyEditorships05.html .
2. External fund expenditures have continued to increase.

The following table and chart show research expenditures and awards since 1998. The data source is the Office of Institutional Research and Programs.

	1998	1999	2000	2001	2002	2003	2004	2005
Annual External Research Expenditures in Millions	5.8	10.2	12.2	11.3	12.1	13.3	13.5	16.5
Annual External Research Awards in Millions	12	12.7	11.2	14.6	15	11.5	19.5	17.4



3. National rankings have continued to increase

• In the most recent U.S. News & World Report ranking of graduate programs, the College was ranked 22^nd among research colleges of education. No other college in Maryland, Virginia, or Washington DC is ranked ahead of us, although we remain tied with UVA.
• Ten of the College’s specialty programs were ranked in the top 15 in the nation (9 in education and 1 in allied health), with 7 in the top 10. In 1998, the College of Education only had 1 top 10 ranked program and only 4 top 15 ranked programs. Not all specialties are included in the U.S. News & World Report studies. Only 10 of the specialties offered by the College are eligible for ranking, and all 10 are ranked in the top 15 in the nation. The following chart shows the growth in the number of top 10 specialty rankings (lower line) in relation to the growth in research expenditures (upper line) since 1998.

• No other greater Baltimore, Washington area university has any top 10 or even top 15 ranked programs in education.
• The College has more top 15 ranked programs than any of the University’s stated peers, UCLA, UC-Berkeley, U-Michigan, UNC, and U-Illinois, and more top 10 and top 15 ranked programs than any other college on campus.
• Following is a list of the colleges’ U.S. News and World Report rankings in the April 2005 publication.
• College of Education ` 22
• Counseling and Personnel Services Department (CAPS) 1
• Special Education Department 8
• Educational Psychology (in EDHD) 9
• Educational Policy (in EDPL) 9
• Higher Education Administration (in EDPL) 9
• Rehabilitation Counseling (in CAPS) 9
• Note that this ranking is listed under
  Allied Health rather than education.
• Elementary Education (in EDCI) 10
• Secondary Education (in EDCI) 12
• Administration and Supervision (EDPL) 14
• Curriculum and Instruction (EDCI) 14

1. Two departments have completed all or most of their internal and external reviews, and one department is now in the process. In one case, the department is in the middle of significant revision to their curriculum. Since 2000, all departments have either completed or are in the process of external reviews.
2. All programs that are eligible for national accreditation are accredited. Accreditation bodies include the American Psychological Association, the Council on Accreditation of Counseling and Related Educational Professions, and the National Council on Accreditation of Teacher Education (NCATE) along with over a dozen other specialized accrediting bodies. The college and its 16 educator preparation programs are accredited with conditions due to some perceived limitations in assessment of the NCATE unit, which includes 16 programs within the college ranging from bachelor’s through doctoral degree, and 3 programs in three other colleges.
3. A group of undergraduate student leaders advises the college regularly on improvements to the curriculum and student experience, and both curricular and extracurricular changes have been made as a result of this advice.
4. The college assessment process focuses on the identification of student learning outcomes by program and regular assessment of student process in order to foster program improvement. Evidence of data based program improvement was available for all 16 of the NCATE accredited programs in the college.
5. Enrollment and credit production have held relatively stable with a planned decrease in undergraduate enrollment, and student quality has held steady or increased as noted in the following tables.

The following table suggests attention is needed in graduate recruitment, and department chairs have been advised of this need.

Table 2.1 Enrollment and Selectivity Trends

	Fall 00	Fall 01	Fall 02	Fall 03	Fall 04	Fall 05
New First Time Students	116	123	81*	112	100	120
New First Time Majors	116	124	95	131	115	120
Fall New Transfer and Other Students	93	82	85*	25	31	53
Fall New Transfer and Other Majors	93	82	98	32	36	54
Total New Majors	209	206	193*	163	151	174
Total Undergraduate Majors	1,260	1,209	1,138	1,140	1,045	960
Total Undergraduate Enrollment *	1,157	1,116	1,009	1,008	893	826
Fall First Time Student SAT for Majors (75th/25th percentile)	1,280 1,110	1,270 1,130	1,300 1,170	1,290 1,180	1,300 1,150	1,300 1,200
Fall First Time Major GPA	3.66	3.79	3.84	3.94	3.86	3.92
Fall Transfer GPA	3.15	3.25	3.23	3.24	3.26	3.28
New Master’s Students	143	128	169	147	146	126
New Doctoral Students	61	71	102	116	95	87
Combined GRE Scores of New Doctoral Students	1702	1839	1763	1781	1782	1722
Combined GRE Scores of New Master’s Students	1607	1738	1699	1711	1706	1443
Total Graduate Enrollment	930	1091	1056	1,110	1,110	1,149
Total Majors	2,190	2,300	2,194	2,251	2,155	2,109

Source: OIRP Profiles Website

* Note that the difference between undergraduate enrollment and majors results from the new secondary degree options, in which students often have a major in both an arts and sciences discipline and education.

Table 2.2 Credit Production Trends

	FY 2001	FY 2002	FY 2003	FY2004	FY 2005
Undergraduate Credit Production (adjusted to exclude non-college EDCP courses)	26,700	27,859	27,767	29,683	29,229
Graduate Credit Production	10,564	11,083	12,436	13,455	13,817
Total Fiscal Year Credit Production	37,264	38,942	40,203	43,138	43.046

Note that credit production is not a simple computation for education because various advising and counseling personnel throughout campus use the EDCP prefix for courses they offer. We compute credit production by subtracting the EDCP undergraduate credit production reported from the college total and adding back the actual EDCP undergraduate credit production from our own records.

6. The college continues to work toward an average production of 400 certified teachers per year, up from our current average of 375. The following tables show certification and enrollment over the past several years.

Table 2.3 Teacher Education Certification 2001 through 2005

Table 2.4 Enrollment in Teacher Education Programs 2001 through 2005

7. The five-year retention rate of the college (i.e., students who entered as freshmen and graduated at UM) has risen from 69.5% for 1997 to 81.7% for 2000, and remains above the campus average of 75.8%. Our one year retention rate has increased from 92.6% for Fall 2002 freshmen to 97% for Fall 2004 freshmen, and remains above the 2004 campus average of 92.6%.
8. The Student Services Office was recently renovated and hired two additional staff members to better support undergraduate students. They are planning for a unit review in order to evaluate current services in light of the current college context.
9. The Student Services Office continues to offer a comprehensive array of advising and support services for students at the graduate and undergraduate levels. In addition to providing personalized orientation, intrusive advising and extensive student involvement opportunities, the College has initiated the following program enhancements to provide students with positive learning experiences:
• Expanded advising services for secondary education majors: In September 2005, the Office of Student Services hired an advisor to serve as the College of Education advising liaison with programs in the Arts and Sciences colleges. This individual coordinates the advising, course scheduling and program planning for secondary education majors and collaborates with other advisors on campus to discuss program issues and advising concerns for dual majors and students in the 5-year integrated Master’s teacher preparation program. This advisor assists students to develop academic plans and meet program benchmarks in order to facilitate timely progress to degree for programs that span two colleges. The Education advising liaison is expected to play a critical role in the tracking and advisement of secondary education majors as the campus moves forward with full implementation of the Student Academic Success-Degree Completion policy.
• Expanded efforts to promote recruitment and retention of minority students: This past summer, the College hired a graduate assistant to develop recruitment materials and retention programs to increase the number of minority teacher education candidates and to promote a supportive environment that fosters student retention. This individual is working with the Mary McLeod Bethune student organization to design programs in the College of Education that will create a welcoming environment for students of color. This GA and the person who was hired to fill the Recruitment Counselor position in the Office of Student Services speak Spanish fluently and are expanding our outreach efforts to promote a more diverse student body, which enhances the learning environment for all students in the College.
• Extensive student involvement opportunities: The College utilizes its student organizations to support education majors as they progress through the program requirements and as they explore different roles in education. Most of the student organizations assist students to locate opportunities for getting experiences in the education field. Additionally, Kappa Delta Pi, which received the 2005 ACE Award for chapter excellence, continues to bring in speakers to assist students in their transition to becoming a first year teacher.

1. The Maryland Institute for Minority Achievement and Urban Education continues as a major catalyst in promoting research, outreach, and academic programs in the area of diversity. The Institute’s efforts in partnership with local schools were recently recognized with an additional pledge of support from Pepsico. Over the last five years, the Institute has received a $1.2M federal earmark and over $700,000 in corporate support.
2. Graduate programs in urban and minority education (Curriculum and Instruction) and Urban School Counseling (Counseling and Personnel Services) have developed in the last few years and now enrich the offerings in the college.
3. Community in the college is promoted through the three annual assemblies, including the reading of the memorial resolutions and an annual college faculty, staff, and student awards competition and ceremony. In addition, the college supports a retirees association that hosts luncheons twice a year.
4. The college’s efforts to recruit more diverse undergraduate and graduate students need further attention as is evident from the following table. This year, the diversity committee will focus on recruitment and will work with Student Services to recommend additional strategies.

Table 3.1

	Undergraduate						Graduate
	Fall 01	Fall 02	Fall 03	Fall 04	Fall 05		Fall 01	Fall 02	Fall 03	Fall 04	Fall 05
White	71.6	74.3	74.1	73.6	73.9		63.6	63.6	61.8	60.0	59.4
African American	10.8	8.2	7.6	7.4	6.8		15.1	13.7	14.3	16.4	15.4
Asian	8.2	6.6	6.9	7.3	7.1		5.3	6.6	6.2	5.9	6.6
Hispanic	5.0	5.6	5.5	5.4	5.2		3.8	3.8	4.8	3.8	5.3
American Indian	0.2	0.5	0.35	0.1	0.2		0.7	0.7	0.6	0.6	0.4

Note: The percentages do not total 100% because the figures exclude the undesignated-race and foreign student categories.

5. On the faculty diversity front, we note that each year for the past three years, one African American faculty member has been promoted from assistant to associate professor with tenure. Other than that, our numbers remain fairly stable, however, we now have more tenured diverse faculty. Currently, out of 101 tenure stream faculty, we have 10 African American, 2 Asian, and 3 Latino faculty members.

1. The campus as a whole remains challenged in operating funds and space. Nonetheless, the college has developed structures to maintain its current level of excellence. However, expansion of the research enterprise will require both additional space, most likely rental space off of campus, and additional administrative support. We are in the process of exploring off campus space possibilities and developing some additional supports for the post award management side of the research operation.
2. For the first time ever the college is fully staffed in external relations. This is critical with the upcoming capital campaign.
3. The strategic plan assessment and revision process has been revised, and we are in the process of refining a revised learning outcomes assessment process.
4. The college committee structure has been further solidified with the addition of three standing committees: assessment; programs, courses, and curricula; and graduate education.
5. We are now examining the external committee structure to better prepare for the upcoming campaign.

1. The Maryland Institute for Minority Achievement and Urban Education (http://www.education.umd.edu/institutesandcenters/MIMAUE/ ) continues its work in Region 2 of Prince George’s County and is expanding into other regions of the state. The Institute’s K-16 Partnership Center is working in Anne Arundel County and jointly with the College of Engineering in Prince George’s County.
2. The Department of Policy and Leadership is starting the second cohort of its outreach doctor of education program at Shady Grove in collaboration with Montgomery County.
3. The college is participating in a University System grant that is providing outreach service to the Baltimore City schools.
4. The department of Curriculum and Instruction is working with both Prince George’s and Montgomery County school systems to develop hybrid resident teacher certification programs to address shortage areas.
5. The teacher education programs of the college have extensive Professional Development School partnerships in Prince George’s and Montgomery Counties and a small special education partnership in Anne Arundel County.
6. The Department of Human Development is in its 5^th cohort of a master’s degree program with Montgomery County Public Schools, and the Department of Curriculum and Instruction has a joint master’s program with the Mathematics department for middle school mathematics teachers.

1. All of the classrooms in the Benjamin Building, with one exception, have full technology consoles. Further the Benjamin Building has full wireless access.
2. Technology support is available to faculty.
3. Teacher preparation courses have been aligned with the Maryland State Department of Education technology standards.
4. Initial teacher preparation and administration programs have developed online performance based assessment systems to facilitate assessment of student performance.