Teacher Education - Graduate Program
Results of Assessment
2002-2003 (submitted 10/08/03)
PROGRAM GOALS
The Master of Education (MEd) program with
the organizing theme of Teacher as Reflective Practitioner is practice-oriented,
and the purposes, processes, outcomes, and evaluation are explicated by a model
represented by the acronym TREC: Teachers Reflecting, Engaging, Collaborating. These components, reflecting, engaging, and collaborating, serve as a framework
for organizing course work and program development. The goals of the curriculum
reflect an emphasis on preparing master teachers:
• who are reflective of their own
educational practices and their impact on students;
• who engage students through a variety of strategies to ensure growth in
knowledge and learning processes that they might become independent lifetime
learners;
• who collaborate with peers and students in learning communities;
• who are knowledgeable and current in their chosen areas;
• who engage in research to improve educational practices and those of
peers.
In cooperation with the university, the program
provides avenues for continuing professional development and continual learning
for university faculty as well as students, and encourages the university values
of teaching, scholarship, and service.
STUDENT SATISFACTION
This information was compiled from MEDUC 6091
(Graduate Synthesis course) surveys collected during the 1999 through 2002
academic years. Percentages represented those who fully or mostly agree.
|
1999/01 |
2001/02 |
2002/03 |
| 1. Admission requirements are
realistic and equitable. |
83% |
95% |
100% |
| 2. Scheduling of courses was
at a convenient time. |
67% * |
90% |
73% |
| 3. The courses were generally
informative and interesting. |
74% |
81% |
85% |
| 4. The instructors were
knowledgeable and current in their field. |
88% |
90% |
92% |
| 5. Instructors were skilled
and modeled effective teaching techniques. |
75% |
76% |
81% |
| 6. The graduate chair and
committee functioned appropriately. |
88% |
76% |
92% |
| 7. The Master's Project,
Presentation, and Portfolio were valuable. |
86% |
81% |
88% |
| 8. I would recommend the
program to others. |
79% ** |
86% |
88% |
* 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.
MASTERY OF PROGRAM OUTCOMES
Percentages represented those who view outcomes
fully or mostly met.
|
1998/99 |
1999/00 |
2000/01 |
2001/02 |
2002/03 |
| 1. Ability to use
writing, research skills, oral presentation skills and reflective and
questioning skills to meet scholarly and professional
goals. |
93% |
85% |
96% |
90% |
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% |
86% |
100% |
| 3. Understanding of
issues related to culture, language,
exceptionalities, and gender as they impact
teaching and learning. |
81% |
77% |
83% |
76% * |
73% |
| 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% |
86% |
92% |
| 5. Knowledge of principles of
curriculum development and the current issues in measurement and
evaluation. |
85% |
67% |
84% |
81% |
81% |
| 6. Knowledge of current
teaching techniques including alternative instructional strategies and
practices that facilitate effective learning. |
NA |
67% |
73% |
95% |
100% |
| 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% |
81% |
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% |
86% |
92% |
| 9. Ability to synthesize
personal and professional experience in the graduate program through the
development of the project and the portfolio. |
89% |
77% |
92% |
71% * |
85% |
MODIFIED EVALUATION PLAN (4-6-01)
Evaluations by Graduation Candidates and
Graduations
| 1. Evaluation of Outcomes: |
a. Survey in MEd 6901 |
a. Each term |
| 2. Program
Evaluation: |
b. Survey in MEd 6901
c. 2nd Year Survey
|
b. Each term
c. Once a year
|
| 3. Student
satisfaction: |
d. Survey in MEd 6901 |
d. Each term |
| 4. Graduate satisfaction: |
e. 2nd Year Survey |
e. Once a year |
Content of the 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.
STATISTICAL
INFORMATION
|
2000-2001 |
2001-2002
(8-1-02) |
2002-2003
(7-30-03) |
| Total active students
currently admitted to the MEd Program |
208 |
212 |
211 |
| Active students admitted to
the MEd Program since June 1 |
60 |
69 |
112 * |
| Number of graduates |
43 |
31 |
27 |
* MESH Program increased significantly the number of
applicants
PROGRAM CHANGES
1. MASTERY OF PROGRAM OUTCOMES
Students continued to view their mastery of the
program outcomes as successful. Outcome #3, Understanding of issues
related to culture, language, exceptionalities, and gender as they impact
teaching and learning, continues to be an area that requires emphasis.
2. MESH PROGRAM
As a result of a federal grant sponsored through the Office of English
Language Acquisition to support diversity efforts, Project MESH (Masters and
Endorsement Soar High) brings master’s level ESL (English as a Second
Language) and elective courses to teachers in Davis School District to help
them become highly qualified under current Federal guidelines. Because
of the financial support for tuition and textbooks offered through the grant,
many teachers have applied for acceptance in the Master’s program.
Classes are taught at the Davis Campus, which are open to not only MESH
students but others as well, and on the main campus.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person
|
