Teacher Education - Graduate Program
Results of Assessment
2000-2001 (submitted 4/06/01)
DATA COLLECTED:
Percentage of students who indicated Meduc outcomes were mostly or fully met.
| Outcomes |
1998/1999 |
1999/2000 |
2000/2001 |
| 1. |
Ability to use writing,
research skills, oral presentation skills and reflective and questioning
skills to meet scholarly and professional goals. |
93% |
85% |
96% |
| 2. |
Knowledge of the history and
philosophy of education and schooling through the application of
research skills, oral presentation skills and reflective questioning
skills. |
89% |
80% |
88% |
| 3. |
Understanding of issues
related to culture, language, exceptionalities, and gender as they impact
teaching and learning. |
81% |
77% |
83% |
| 4. |
Knowledge of important
theories of learning and development that have their roots
in philosophy and psychology, and the implications
for modern schooling. |
84% |
80% |
84% |
| 5. |
Knowledge of principles of
curriculum development and the current issues in measurement and
evaluation. |
85% |
67% |
84% |
| 6. |
Knowledge of current teaching
techniques including alternative instructional strategies and practices
that facilitate effective learning. |
NA |
67% |
73% |
| 7. |
Ability to analyze and
critique educational research, and to apply research principles in the
design of research projects to find solutions to
educational problems. |
85% |
79% |
88% |
| 8. |
Ability to find and report on
a significant educational question that has usefulness and applicability
through the development of a written culminating project. |
89% |
77% |
96% |
| 9. |
Ability to synthesize personal
and professional experience in the graduate program through the development
of the project and the portfolio. |
89% |
77% |
92% |
Student satisfaction data compiled from MEDUC 6091 (Graduate
synthesis course) surveys from the 1999 through 2001 academic years. Percentages
represented those respondents who mostly or fully agree with the statements.
1999/2001
| 1. |
Admission requirements are
realistic and equitable. |
83% |
| 2. |
Scheduling of courses was at a
convenient time. |
67%* |
| 3. |
The courses were generally
informative and interesting. |
74% |
| 4. |
The instructors were
knowledgeable and current in their field. |
88% |
| 5. |
Instructors were skilled and
modeled effective teaching techniques. |
75% |
| 6. |
The graduate chair and committee
functioned appropriately. |
88% |
| 7. |
The Master's Project,
Presentation, and Portfolio were valuable. |
86% |
| 8. |
I would recommend the program to
others. |
79%** |
* Student comments suggested that more summer offerings would
be welcome and negate the problem of teaching and going to school at the same
time. Others suggested that every required course should be taught every
semester.
**100% of the respondents from the first and third year
graduate surveys reported they would recommend the program to their colleagues.
Perhaps the intervention of time made the graduate program experience more
valuable.
Other feedback from students as a result of the change to
semesters which allowed the program to make revisions to address student
concerns under the quarter system:
- The introductory course, MEDUC 6000, Fundamentals of
Graduate Study, moved from a one-credit course under quarters to a
2-credit course under semesters. This gave a great deal more time to help
students develop their writing and oral presentation skills. The students in
the MEDUC 601 class had a great deal of difficulty with program logistics.
They asked for greater explanation on such things as how to use the library,
APA style, the use of the APA Manual, and more explanation of the project
and the process involved in its completion. After reviewing these student
concerns, the MED Policy Committee decided that the conversion to semesters
created an opportunity for changing the class. The student surveys reflect
the success of this change.
- The following issues and student needs were evident in
surveys completed by both the 601 and 6000 students; however, the number of
respondents who expressed concern were approximately 50 percent less after
conversion to semesters. All of the following suggestions were related to
time available to provide the necessary depth of instruction:
- library systems and layout
- practice with APA style
- project demands and planning
- portfolio development
Students who attended the 6000 class were 2 times as
likely to feel they were well informed about the program and its
requirements.
- The final project, MEDUC 6090, Master's Project,
moved from a 3-credit course under quarters to a 3-credit course under the
semester system, allowing more time for project development. This additional
time for students has answered the need that was repeatedly emphasized by
students in the surveys.
- Student input on surveys noted that although the degree is
in Curriculum and Instruction, there was not a core class that dealt with
instructional strategies. Therefore, a course was designed and added to the
core during semester conversion, MEDUC 6060 Instructional Strategies.
This has been a successful addition to the curriculum.
STUDENT AND GRADUATE SUGGESTIONS /
RECOMMENDATIONS
- Twenty-five percent of students suggested the creation of a
mentoring relationship between incoming students and either faculty or a
senior classmate.
- The faculty are considering a formal mentoring plan
that would pair interested senior students with interested beginning
students.
- Some students suggested a more formal assignment of a
faculty advisor prior to the appointment of the graduate chair and
committee.
- The director has depended on students either dropping
in or making an appointment for advisement. Many do, but the addition of
open hours may solve some of the problem. Although the program director
is the advisor for beginning students and they are informed of this, she
will try posting definite advisement hours to see if students better
take advantage of the service.
- Students have suggested that a template of plans to
complete the graduate program based on several scenarios be designed, i.e.,
two courses per semester, three courses per semester.
- The director will attempt to do this.
- Several students suggested the program have an option for
more course work in lieu of the project.
- The faculty members have examined a number of models
that include additional course work or additional course work plus a
comprehensive exam. At this time, the faculty are convinced of the value
of the project experience. Most students support the project's value and
view it as a important learning experience.
FUTURE PLANS FOR PROGRAM CHANGE
As a result of student suggestions and faculty concerns and
suggestions, the core has been redesigned to include a one-credit class titled Developing
a Project Proposal. Until summer term, 2002, this class will be an elective.
At that time, the class will become a required core course. In order to not
increase the credits in the core, one hour will be subtracted from the MEDUC
6060, Instructional Strategies, from 3 to 2 credits. It will also mean
that MEDUC 6080, Conducting Educational Research, will not include the
proposal writing.
The inclusion of the proposal writing in 6080 has been a
problem for several reasons: First, students viewed the purpose of the class as
learning to write a proposal. This proposal paper was then submitted for credit
in the class. Second, students often worked with their chair who was unaware
that the paper was to be submitted for a grade in another class. Often the
faculty chair helped with editing as well as substance.
Students also viewed the completed paper proposal as the
definitive document that would be accepted by their committee. Obviously the
purpose of the paper was to help students learn to craft a proposal, but
committees were not committed to that proposal. Second, because of the students'
emphasis on the proposal, the real purposes of the classes were often
overlooked, despite the instructor's discussion.
The evaluation plan has been modified, effective 04/06/01 as
follows:
| Evaluations by
Graduation
Candidates and Graduates: |
| 1. Evaluation of Outcomes |
a. Survey in MEd 6901 |
a. Each term |
| 2. Program Evaluation |
b. Survey in MEd 6901
c. Second Year Survey |
b. Each term
c. Once a year |
| 3. Student Satisfaction |
d. Second Year Survey |
d. Each Term |
| 4. Graduate Satisfaction |
e. Second Year Survey |
e. Once a year |
*Content of the Second year Survey:
Change of assignments, additional responsibilities, expanded
teaching expertise, perceived as having leadership abilities by administrators
and peers, committed to life-long learning and additional graduate study,
confidence to pursue new endeavors, recommendation of the MEd program to
colleagues.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person
|
