department of education school of education and behavioral sciences master of education program cip...

Department of EducationSchool of Education and Behavioral Sciences

Master of Education ProgramCIP Code : 130101Program Code: 650

Student - Learning Outcomes1. Curriculum - Develop and deliver curriculum based on theoretical

foundations of the discipline (Application)

2. Technology - Demonstrate the use of technology in support of teaching and learning (Application)

3. SPA - Know and/or demonstrate the subject matter,professional knowledge and skills outlined by therespective specialized professional association(Application)

4. Research - Analyze, utilize, and conduct research critically(Evaluation)

5. Diversity - Identify developmental and individual differences andadjust practices accordingly (Application)

6. Assessment - Monitor and assess pupil learning (Application)

7. Reflection - Reflect upon and evaluate his/her own practices(Evaluation)

*These objectives align with the following standards: National Board for Professional Teaching, Council for Exceptional Children, International Reading Association, Association for Childhood

Education International

Program Quality Improvement Report 2009-2010

1. The program outcomes for the Master of Education Program align with these elements of Cameron University’s mission statement:

• “fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning“

• “…prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world;”

2. Cameron University’s Strategic Plan 2013 has as its first commitment that we are “becoming the University of Choice by providing students a top quality education.” All of the program outcomes for the Master of Education Program are in alignment with this primary core value, specifically, we align with:

• Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.

• Assure efficient, effective course delivery in multiple formats

• Attract, develop, and retain diverse, high quality faculty and staff


Alignment of Outcomes

Alignment of Outcomes(continued)

3. These outcomes relate to our students and Southwest Oklahoma in that we:

• have programs that continue to meet the needs of graduate students in this area, to include coursework for those who have an alternative teaching license, and courses designed at the wide variety of teaching levels (i.e. elementary, secondary, special education, literacy).

• constantly assess our students’ needs and offer courses at different sites via ITV and online as the need arises.

• are continually aiming to attract more diverse students through recruitment efforts.

Learning Outcomes: Curriculum, Technology, SPA (content, skills,professional knowledge), Research, Diversity, Assessment, Reflection


Measures of Learning Outcomes

Direct Measures • Portfolio• Analysis of Growth (AOG) Paper• Dispositional Assessments

Indirect Measures

• Exit Interviews

Program Quality Improvement Report 2009-2010 5

Report on Actions for Previous Priority OutcomesTechnology

Program Outcome

Actions Implemented When Implemented

ResourceImplications

TECHNOLOGY •Added 3 Hitachi StarBoards

•Trained faculty on use of StarBoards

•Installed summer 2010

•Early fall 2010

•$4,110.00•None

TECHNOLOGY Implemented a hybrid class for EDUC 5143 -

Multiculturalism

•Spring 2010 •None

TECHNOLOGY •Purchased 2 laptops for student and faculty use

•Spring 2010 •$1,600.00


TechnologyMean Scores

Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = SuperiorThe minimum average required to pass is 3.00.

1 3 5 2007-2008Mean

2008-2009 Mean

2009-2010 Mean

PortfolioMultimedia Presentation

0% 65% 35% n=233.40

n=293.30

n=263.70

Analysis of GrowthKnowledge of and ability to integrate technology

0% 50% 50% n=253.90

n=103.61

n=104.21

Exit SurveyAbility to integratetechnology in instruction

N/A N/A N/A n=214.14

n=284.23

n=174.77

Exit SurveyUse information technology

N/A N/A N/A n=214.06

n=284.27

n=134.80


Report on Actions for Previous Priority Outcomes

SPA

Program Outcome



SPA •Renamed reflection rubrics so that course

name is included


SPA •Discussed importance of emphasizing SPA

standards in course at Graduate Faculty Meeting



SPAMean Scores


1 3 5 2007-2008Mean

2008-2009 Mean

2009-2010 Mean

PortfolioM.Ed. Reflections from all courses

2% 43% 55% n=2633.30

n=1283.44

n=1224.00

Analysis of Growth SPA Standards

0% 70% 30% n=253.72

n=103.52

n=103.64

Exit SurveyComprehension of Professional Standards in your area

N/A N/A N/A n=214.09

n=284.47

n=174.41

Exit SurveyAcquired knowledge, skills, and Dispositions delineated in professional, state, and institutional standards

N/A N/A N/A n=214.09

n=284.36

n=174.88


Report on Actions for Previous Priority Outcomes

ResearchProgram Outcome



Research •Implemented methodology assignment

in Introduction to Graduate Research class


Research •Discussed importance of integrating educational

research in ALL graduate classes in Graduate Faculty Committee

meeting and Departmental faculty meeting

•Fall 2009 •None


RESEARCHMean Scores


1 3 5 2007-2008Mean

2008-2009 Mean

2009-2010 Mean

Portfolio Assessment (EDUC 5103 ResearchProposalRubricMethodsData Criteria 5 & 9)

0% 31.4% 68.6% n=364.20

n=493.69

n=514.20

Analysis of Growth Paper

N/A N/A N/A N/A N/A N/A

Exit SurveyAbility to use research to improve practice

N/A N/A N/A N/A n=224.50

n=174.62


Student-Learning Outcome and Measurements

DIVERSITY

PROGRAM OBJECTIVE 5

CURRICULUM AREA OR TARGET AUDIENCE

MEASUREMENT OF PROGRAM OBJECTIVE

Measurements

Methods used to determine validity of measurement instruments

Methods used to determine reliability of measurements

Schedule for measurements

Identify develop-mental andindividualdifferencesand adjustpracticesaccordingly

Diversity

EDUC 5143 – Multiculturalism in American Education

Core course required of all M.Ed. Candidates

1. Portfolio Assessment:

Annotated Bibliography

2. Analysis of Growth Paper

3. Exit Survey

Content validity

– all rubrics were reviewed by faculty and advisory board

Inter-rater Reliability -

Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts.

Analysis of Growth rubrics were reassessed.

Each semester

Last semester before graduation



Display of Assessment Data DIVERSITY

Mean ScoresScale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior

The minimum average required to pass is 3.00.

1 3 5 2007-2008Mean

2008-2009Mean

2009-2010Mean

Portfolio Assessment – EDUC 5143 Multiculturalism in American Education

4% 50% 46% n=193.81

n=394.50

n=203.20

Analysis of Growth Paper – Role and importance of diversity

0% 30% 70% n=23.85

n=103.86

n=103.64

Exit Survey –Work with diverse students

N/A N/A N/A N/A n=214.26

n=174.59


Analysis of Assessment DataDIVERSITY

0

1

2

3

4

5

Portfolio AOG ExitSurvey

SCORES

2007-2008

2008-2009

2009-2010


Action Plan for Student Learning OutcomeDiversity

Program Outcome

Action Implementation Timeline


Diversity •Change format of class from 8 weeks to 16 weeks•Action based on scores below 3.00 in 3 areas of Annotated Bibliography assignment (n=20): 1. Research question: 2.6 2. Topic Rationale 2.8 3. Reading analysis 2.7•Action was necessary because the average score excluding mechanics was 2.9



Student-Learning Outcome and Measurements TECHNOLOGY

PROGRAM OBJECTIVE 2



Measurements




Demonstrate the use of technology in support of teaching and learning

Technology

EDUC 5913 – Multimedia in the Classroom


1. Portfolio Assessment:

Multimedia Presentation


3. Exit Survey

Content validity



Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts. However, the rubric for Multimedia in the Classroom was not included in this study because the same instructor teaches this course each semester. Analysis of Growth rubrics were reassessed .

Each semester




Display of Assessment Data TECHNOLOGYMean Scores


1 3 5 2007-2008Mean

2008-2009Mean

2009-2010Mean

Portfolio AssessmentsEDUC 5913 – Multimedia Presentation

0% 65% 35% n=233.40

n=293.30

n=263.70

Analysis of Growth PaperKnowledge of and ability to integrate technology

0% 50% 50% n=253.90

n=103.61

n=104.21

Exit SurveyAbility to integrate technology in instruction

N/A N/A N/A n=214.14

n=284.23

n=174.77


Analysis of Assessment DataTECHNOLOGY

0.00

1.00

2.00

3.00

4.00

5.00

Portfolio AOG Paper Exit Survey

SCORES

2007-2008

2008-2009

2009-2010


Action Plan for Student Learning Outcome Technology Action Plan

Program Outcome



TECHNOLOGY •Increase use of technology by obtaining a grant for Apple Ipads

Justification:•Cameron teacher education students learn on a weekly basis the need for effective communication of objectives and content to students. This necessary skill teaches candidates to create content delivery vehicles that will motivate and inspire students to learn.

•Emerging technology holds promise that it will provide a new and more effective platform to promote student learning. The Apple iPad is at the forefront of new technology using application driven tools to provide a new and fundamentally different way to communicate and retrieve content for users.

•Placing this emergent technology in instructional technology course work for teaching candidates will place Cameron’s graduates in the forefront of teaching.

•Spring 2011 •$5,000


Student-Learning Outcome and Measurements RESEARCH

PROGRAM OBJECTIVE 1



Measurements




Analyze, utilize, and conduct research critically

Research

EDUC 5103 – Introduction to Graduate Research


1. Portfolio Assessment: Multimedia Presentation


3. Exit Survey

Content validity



Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts.

Research Proposal Rubrics were reassessed .

Analysis of Growth rubrics were reassessed.

Each semester




Display of Assessment DataRESEARCH

Mean ScoresScale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior

The minimum average required to pass is 3.00.

1 3 5 2007-2008Mean

2008-2009Mean

2009-2010Mean

Portfolio Assessment(EDUC 5103 Research Proposal Rubric Methods Data Criteria 5 & 9)

0% 31.4% 68.6% n=364.20

n=493.69

n=514.20

Analysis of Growth Paper

N/A N/A N/A N/A N/A N/A

Exit SurveyAbility to use research to improve practice

N/A N/A N/A N/A n=224.50

n=174.62


Analysis of Assessment DataRESEARCH

0

1

2

3

4

5

Portfolio Exit Survey

SCORES

2008-2009

2009-2010


Action Plan for Student Learning Outcome Research

Program Outcome



RESEARCH •Continue with implementation of

methodology assignment because it has been in

effect for spring ’10 and summer ‘10

•N/A •None

RESEARCH Have EDUC 5103 candidates give a

presentation on article analysis assignment



Published Information on Graduates

Academic Year 09-10 Working In Discipline UnknownSummer 2009 0 0

Fall 2009 2 (Teaching and Learning) 0

Spring 2010 8(4 Elementary, 4 Teaching and Learning) 1

Total 10 1


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