Teacher Education - Graduate Program
Results of Assessment
2004-2005 (submitted 11/17/05)
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 2001 through 2005
academic years. Percentages represented those who fully or mostly agree.
|
2001/02 |
2002/03 |
2003/04 |
2004/05 |
| 1. Admission requirements are
realistic and equitable. |
95% |
100% |
89% |
97% |
| 2. Scheduling of courses was
at a convenient time. |
90% |
73% |
82% |
53% |
| 3. The courses were generally
informative and interesting. |
81% |
85% |
82% |
72% |
| 4. The instructors were
knowledgeable and current in their field. |
90% |
92% |
93% |
86% |
| 5. Instructors were skilled
and modeled effective teaching techniques. |
76% |
81% |
79% |
81% |
| 6. The graduate chair and
committee functioned appropriately. |
76% |
92% |
96% |
89% |
| 7. The Master's Project,
Presentation, and Portfolio were valuable. |
81% |
88% |
100% |
78% |
| 8. I would recommend the
program to others. |
86% |
88% |
93% |
86% |
MASTERY OF PROGRAM OUTCOMES
Percentages represented those who view outcomes
fully or mostly met.
|
2000/01 |
2001/02 |
2002/03 |
2003/04 |
2004/05 |
| 1. Ability to use
writing, research skills, oral presentation skills and reflective and
questioning skills to meet scholarly and professional
goals. |
96% |
90% |
96% |
92% |
97% |
| 2. Knowledge of the
history and philosophy of education and
schooling through the application of research skills, oral presentation
skills and reflective questioning skills. |
88% |
86% |
100% |
88% |
77% |
| 3. Understanding of
issues related to culture, language,
exceptionalities, and gender as they impact
teaching and learning. |
83% |
76% |
73% |
84% |
58% |
| 4. Knowledge of
important theories of learning and
development that have their roots in philosophy and psychology, and
the implications for modern schooling. |
84% |
86% |
92% |
88% |
90% |
| 5. Knowledge of principles of
curriculum development and the current issues in measurement and
evaluation. |
84% |
81% |
81% |
84% |
87% |
| 6. Knowledge of current
teaching techniques including alternative instructional strategies and
practices that facilitate effective learning. |
73% |
95% |
100% |
84% |
90% |
| 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. |
88% |
81% |
88% |
80% |
87% |
| 8. Ability to find and report
on a significant educational question that has usefulness and
applicability through the development of a written culminating project. |
96% |
86% |
92% |
84% |
87% |
| 9. Ability to synthesize
personal and professional experience in the graduate program through the
development of the project and the portfolio. |
92% |
71% |
85% |
88% |
84% |
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 |
2002-2003 |
2003-2004 |
2004-2005 |
| Total active students
currently admitted to the MEd Program |
208 |
212 |
211 |
287 |
307 |
Active students admitted to
the MEd Program
*MESH program increased significantly the number of
applicants |
60 |
69 |
112* |
67 |
71 |
Applicants declined admission
Reasons for not admitting:
* GPA: 10; Lack of teaching experience: 5
** GPA: 2; Lack of writing ability: 1 |
|
|
|
15* |
3** |
| Number of graduates |
43 |
31 |
27 |
33 |
50 |
PROGRAM CHANGES
1. MASTERY OF PROGRAM OUTCOMES
Students continued to view their mastery of the
program outcomes as generally successful. (Students self-reported on their
assessment of mastery.) Student comments that need to be explored with faculty
include the following:
|
a.
Value and purpose of the program portfolio. |
|
b.
Program outcomes that need to be examined with the instructors: |
| |
i. Issues
relating to culture, language, diversity (MEDUC 6020) |
| |
ii.
History and philosophy of education (MEDUC 6010) |
2. ADDITIONS TO COURSE OFFERINGS
| a.
Because of the growing sophistication of student projects, we are offering
a course MEDUC 6300, Conducting Qualitative Research, 3 credits. Most
students conduct qualitative research, so we are encouraging students to
use this course as an elective. |
| b. In
order to help students learn to handle their project data, we are offering
MEDUC 6130, Analyzing and Interpreting Project Data, 1 credit, both
semesters during the academic year. |
3. 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. The teachers admitted
under the MESH grant continue to pursue their degrees.
3. OGDEN HIGH SCHOOL/BEN LOMOND HIGH SCHOOL GRANT
Ogden High School received a grant from NUCC to help teachers complete a
master’s degree. Teachers must be admitted under the same criteria as all
applicants. Core classes will be paid for by the grant, and the classes will
be mounted for the selected cohort. Ben Lomond High School teachers were
invited to take part as well. A number of teachers are taking advantage of
this grant to complete their degrees.
4. TOOELE MED PROGRAM
NUCC is helping teachers in the Tooele District with the core courses,
which will begin Summer, 2004. These teachers have completed most of their
elective hours through the Reading Endorsement courses that Weber took into
the district. They will come to the Davis Center for the summer courses, and
then will have a mixture of courses on campus and in Tooele during the Fall
and Winter semesters. This continues to be a successful program, and
teachers will complete their degrees during the next year.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person
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