While the EPP has made significant strides in improving its data collection and analysis processes, there are still opportunities for further growth and development. Here are some key areas for improvement:

1. Strengthening Data Analysis and Interpretation

• Advanced Data Analytics: Explore using advanced data analytics techniques like predictive modeling and machine learning to uncover deeper insights and identify potential trends.

• Data Visualization: Utilize powerful data visualization tools to create engaging and informative reports that facilitate understanding and decision-making.

• Collaborative Data Analysis: Foster a culture of data-driven decision-making by encouraging collaboration among faculty, staff, and administrators to analyze data together.

2. Enhancing Clinical Experience

• Rigorous Selection and Training of Clinical Mentors: Implement a rigorous process for selecting and training clinical mentors to ensure they are equipped to provide high-quality supervision and guidance to students.

• Clear Learning Objectives and Expectations: Develop clear and measurable learning objectives for clinical experiences, ensuring alignment with program goals and standards.

• Regular Evaluation and Feedback: Establish a system for regularly evaluating clinical experiences, including student performance and mentor effectiveness, to identify areas for improvement.

• Technology Integration in Clinical Settings: Explore opportunities to integrate technology into clinical experiences to enhance student learning and facilitate data collection and analysis.

3. Strengthening Partnerships with Field Partners

• Shared Data Systems: Develop shared data systems with field partners to facilitate data sharing and collaboration.

• Joint Data Analysis: Collaborate with field partners to analyze data jointly and identify shared areas of improvement.

• Co-Development of Professional Development: Work with field partners to co-develop professional development opportunities that address the specific needs of teachers and administrators.

By focusing on these areas of improvement, the EPP can continue to enhance the quality of its programs, improve student outcomes, and contribute to the development of effective educators.

Initial

• Biology/Chemistry - Closed Undergraduate

• Early Childhood - Former EC Program Closed

• Elementary

• English - Closed Undergraduate

• ESL (add-on)

• CTE Closed Pending [CTE-O undergraduate and CTE-A]

• Health and Physical Education - Closed Undergraduate 

• History and Government - Closed Undergraduate Pending

• Math - Closed Undergraduate Pending

• Music

• Special Education 

• Visual Arts - Closed Undergraduate

Advanced

• Instructional Leadership

• School Counselor - Closed Pending

• Speech Pathology 

• Reading Specialist - Closed

Low Enrollment

Several programs within the EPP have demonstrated low enrollment figures, with some enrolling fewer than five students annually. This concerning trend necessitates a proactive approach to ensure the sustainability of these programs. To address this issue, a comprehensive recruitment and retention plan is being developed to attract and retain sufficient students.

The low enrollment numbers can be attributed to various factors, including a lack of awareness about the program offerings, insufficient marketing and outreach efforts, and a perception of limited career opportunities in certain fields.

ISSUE: Programs with few students will be analyzed over three (3) years. Analyzing data with less than five (5 )students per program can be challenging due to the:

1. Small sample sizes make it difficult to draw reliable conclusions about the program; and 

2. Small groups might not represent the broader population interested in the program.

Pathway Closures - The EPP utilizes metrics to determine program viability comprehensively, including enrollment, retention, graduation, and faculty engagement. After carefully considering collective program performance over the past six years, during which we observed consistently low enrollment and a lack of viable growth projections, these factors and a commitment to responsible resource allocation, the EPP has determined that these programs are no longer sustainable at the undergraduate level. Our primary focus is to ensure the strength and effectiveness of our remaining educator preparation offerings, aligning our resources with programs demonstrating strong enrollment, robust faculty engagement, and clear pathways for future growth. Deans Meeting Notes [using data to make decisions]

1. • As a result of the data (enrollment, retention, graduation, engagement) and feedback from the Tennessee Department of Education, the following programs shall close to redesign:

• School Counseling - Effective Immediately

• Reading Specialist - Effective Immediately

• CTE-A - Effective Immediately

• CTE-O - Effective Immediately

• All undergraduate secondary programs (except Performing Arts – Music K-12)

  • Early Childhood (167) - June 2026 - post-bac and job-embedded

  • Biology, 6-12 - June 2026

  • Chemistry, 6-12 - Effective Immediately

  • English, 6-12 - June 2026

  • Health & Wellness, K-12 - Effective Immediately

  • History, 6-12 - Effective Immediately

  • Mathematics, 6-12 - June 2026

  • Physical Education, K-12 - June 2026

  • Visual Arts, K-12 - Effective Immediately