APPENDIX G Student Learning Outcomes Documents By College and Major

APPENDIX G
Student Learning Outcomes Documents
By College and Major
Student Learning Outcome Master Document
Note: All tables are taken directly from the individual Department and Division Annual Reports; numbering
and lettering of all appendices and notes have not been edited for this summary document.
College of Arts and Sciences
B.A. in English
Learning Outcome
What should a graduate in this
major know, value, or be able to
do at graduation and beyond?
Critically analyze the
works of major British and
American writers.
Data Collection
and Analysis
Results of
Evaluation
Use of Evaluation
Results
What assessment tools
and/or methods will you use
to determine achievement of
the learning outcome?
Describe how the data from
these tools and/or methods
will be collected. Explain
the procedure to analyze the
data.
What were the findings of the
Analysis Team? List any
specific recommendations.
What changes in curriculum,
courses, or procedures were
made as a result of the program
learning outcome assessment
process?
1. Essay exams
evaluated by
assessment team at the
end of the spring
semester. Members of
the Division curriculum
subcommittee for
English form the
assessment team. The
exams were from an
upper Division
American literature
class and were
evaluated by the team
on the basis of the
major principles of
effective writing:
analysis, support, &
mechanics.
1. Exams were evaluated
on student’s ability to
analyze, support their
arguments, and use
mechanics of language
correctly. Of essays
evaluated, 32% were
strong in analysis, 50%
were adequate, and 18%
were weak. In support,
25% were strong, 50%
were adequate, and 25%
were weak. In mechanics,
43% were strong, 37%
adequate, and 20% weak.
1. Grading rubric prepared
for future assessments.
(See Appendix A for
rubric)
2. Procedural change to
adopt NCTE-NCATE
prescriptions.
2. Two graduates scored
2.8 on a 4.0 scale for
analysis on previously used
rubric. (4—highly
2. Portfolio review by
competent; 3—competent;
assessment team using 2—minimally competent;
new NCTE-NCATE
1—not competent.)
prescriptions.
(See Appendices C & D
Analytical papers
for revised portfolio
included on British and assessment guidelines and
American literature
3. Assessment team will
grading rubric)
continue to monitor
(See Appendix B for
3. 100 % pass for PRAXIS PRAXIS scores.
portfolio guidelines
82
for previous years.)
3. PRAXIS scores—
English Languages &
Literature
Demonstrate proficiency in
expository writing and in
the ability to determine
such necessary
considerations as thesis,
purpose, audience, and
organization.
1. Writing Proficiency
Exam,
Junior level, all
disciplines, faculty
readers from across the
university curriculum
(1 of 1) at last reporting
(See Appendix E for
three years of PRAXIS
scores for majors)
1. WPE pass rates,
summer 05 (1 of 1—
100%), fall 05 (4 –of
4—100%), spring 06 (4
of 5—80%). 90% pass
rate for the school year
(9 of 10). Follow-up
recommended for
failing students.
2. PRAXIS (Writing)
2. PRAXIS 2005 (80%
pass, 4 of 5)
3. CAAP score of 3 or
3+
3. No CAAP options
reported.
4. English 301 credit –
an option for
fulfilling the
writing
requirement.
Demonstrate familiarity
Portfolio review by
Two graduates scored 2.5
with research procedures in assessment team.
on a 4.0 scale in using
the discipline and in using
research skills. (See
other critical perspectives
Appendix D)
or arguments in defining
their own.
Students will demonstrate
PRAXIS scores
100% pass of PRAXIS at
an understanding of the
(English Languages &
last reporting. (See
theories and practices of
Literature)
Appendix E)
language and grammar.
83
1, 2. Unsuccessful majors
identified and counseled by
Composition Chair. Their
essays are examined in
conference with
weaknesses addressed and
appropriate remedies
suggested (such as regular
appointments in the
Writing Center.) The
Composition Chair then
conveys any pertinent
information helpful to the
faculty in strengthening
instruction and thus
learning.
(See Appendix E for
PRAXIS
chart)
3. No CAAPS.
4. Minutes of the
assessment team reflect the
recommendation to include
essay from ENG 300 or
ENG 301 for portfolio.
Assessment team will
continue to monitor
research skills as evidenced
in the portfolio.
Assessment team will
continue to monitor
theories and practices of
language and grammar as
evidenced in the PRAXIS
scores.
APPENDIX A
English Department
ESSAY GRADING RUBRIC
(NCTE Requirements)
The bulleted elements of each grade may not be represented with each assessment within the course. However,
when all coursework assessments are considered, each grade would represent the bulleted qualities, although
the list is not exhaustive. Most qualities are intended to apply to each grade.
A
This grade represents excellent to distinguished work for the course.
• The work exceeds what is ordinarily expected in scope and depth.
• The work shows originality and creativity and/or demonstrates sound critical thinking.
• The work may demonstrate application of concepts studied to new situations; there is
willingness for risk-taking to tackle challenging problems.
• The work demonstrates mastery of the material; it is organized and complete.
• The argument, analysis, or problem-solving is complex.
• Writing and logic flow smoothly.
• The work contains few, if any, errors.
B
This grade represents work that exceeds the basic expectations for the course.
• The work demonstrates insight and critical thinking.
• The work is organized, clear, and generally correct in analysis and/or facts; it is complete and
reasonably thorough.
• The work demonstrates a solid understanding of the material covered by the assignment.
• The work demonstrates sound problem-solving skills; there is evidence of some risk-taking.
• The structure is sound and logical but the work may lack depth in some parts of the argument.
• The work contains few errors.
C
The work is competent, generally satisfying expectations, but reveals some gaps in student
understanding, mastery or presentation for the course.
• The work satisfies the major requirements for the assignment.
• The work demonstrates competent problem-solving skills; it may manage straightforward
problems well but have problems making connections and/or applying concepts to new
situations.
• The work may leave some questions about understanding of parts of the course material because
it is not quite complete or because there are noticeable oversights. It is less thorough and lacks
details.
• The work is generally correct but contains some organizational or structural problems.
• The ideas have merit, but they may not be clearly presented or fully developed.
• The ideas may be obvious or somewhat superficial.
• The work may be weakened by grammar or punctuation errors.
D The work is of a poor quality; it is substandard in several areas for the course.
• The work may not satisfy all requirements for the assignment.
• The work contains serious flaws in logic or omissions of information.
• The work reflects noticeable gaps in mastering the material and concepts studied.
• The work reflects oversight or incomplete analysis.
• The thinking is flawed except for that on the most basic of problems.
• The work may be unclear and poorly organized.
84
F
• The work may be disrupted with grammar or mechanical errors.
The work is not acceptable; it is substandard in many areas for the course.
• The work does not achieve the goals of the assignment.
• The work reflects little understanding of the material and concepts studied.
• The work contains serious errors, oversights, incomplete analysis, or carelessness. There is little
evidence of the ability to recall information and relate it to the concepts studied.
• The work is incomplete and/or provides evidence of little thought.
• The work may not address the assignment.
• The work may be disrupted with serious errors in grammar and mechanics.
APPENDIX B
Student Portfolio: Division of Languages and Literature
For students earning the BA without teacher licensure
I. Pre-program Assessment
English ACT score ______
Reading ACT score ______
II. General Education: Writing skills, computer skills and critical thinking skills
Grade reports or transcripts from course work in all General Education classes ______
A grade report or transcript with a CR in Eng. 300 or a passing grade in Eng. 301 ______
A grade report or a transcript showing credit in at least one computer class or a graded paper written by the
student which demonstrates basic computer competency ______
Other (
) ______
Other (
) ______
III. The Major: Students should demonstrate their ability to complete in licensure requirements, the
work force, or professional and graduate school.
Grade reports or transcripts from all classes in the major ______
Writing sample with a C or better from an upper-level class in the major or Praxis Specialty Area Scores or
GRE Subject Area scores ______
Evidence or admission to graduate school ______ (if available)
Evidence of procurement of professional employment ______ (if available)
Other (
) ______
85
Other (
) ______
86
Student Portfolio: Division of Languages and Literature
For students earning teacher licensure: BSE or BA
I. Pre-program Assessment
English ACT score ______
Reading ACT score ______
II. General Education: Writing skills, computer skills and critical thinking skills
Grade reports or transcripts from course work in all General Education classes ______
Praxis I scores Reading ______ Writing ______ Math ______
A grade report or a transcript showing credit in at least one computer class ______
Other (
) ______
Other (
) ______
III. The Major: Students should demonstrate their ability to complete in licensure requirements, the
work force, or professional and graduate school.
Grade reports or transcripts from all classes in the major ______
Praxis Specialty Area Scores ______
Praxis Principles of Teaching Learning Scores ______
Evidence of evaluation of student teaching ______ (if available)
Evidence or admission to graduate school ______ (if available)
Evidence of procurement of professional employment ______ (if available)
Other (
) ______
Other (
) ______
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APPENDIX C
English Major Portfolio Assessment Requirements
Rationale Supported by current educational research, portfolio assessment is
theoretically based as a means of providing direct assessment and qualitative
information. The portfolio enables “continuous” assessment of our English
majors, and its multidimensional nature accommodates the linguistic and cultural
diversity within our learning community. The portfolio provides evidence or
“artifacts” of how information from various English content courses is applied
and perhaps even how information from other disciplines is integrated into
writings. Reflecting the nature of learning as a nonlinear and fluctuating process,
the portfolio is flexible, and this flexibility also enables the strengthening of any
weak areas identified in the program. Most importantly, the nature of language
and thinking demands that we move beyond standardized testing to assess these
skills. Portfolio assessment enables “showcasing” language and thinking abilities
to address complex issues and problems. An important part of the portfolio will
be reflective pieces intended to help extend and transform these writing
experiences into personal examinations and evaluations that will lead to new
understandings about reading, writing, and thinking. English education majors
will also reflect on how these assignments address or demonstrate satisfying the
National Council of Teachers of English (NCTE) standards pertaining to
knowledge while the BA major will evaluate success in achieving the
department’s program standards. Those studying English education will submit
this portfolio to Task Stream after faculty evaluation.
Purpose This portfolio provides both an opportunity to demonstrate growth
during the program and to evaluate learning achievement. The portfolio will also
be used for program evaluation.
Audience English faculty and outside accreditation representatives will read the
portfolio.
Submission One semester prior to graduation or student teaching, submit your
portfolio to your advisor. Appointments for help may be made with English
faculty while working on this portfolio.
Portfolio Requirements and Formatting Use a 2.5 inch three-ring notebook.
On the front of your portfolio, create an attractive cover that includes name, major
and degree, semester and year of anticipated graduation. Use fresh copies of
assignments without grades. Use 8 ½ by 11 inch white paper. Place a cover sheet
over each assignment indicating course it was submitted for and semester and
year.
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89
Table of Contents There should be a table of contents with your portfolio, and
the pages should be numbered.
Resume Place your resume just before the table of contents. Any standard
format for the resume will be acceptable. The resume should include not only
identifying information and work experiences but also all schools attended.
Including your professional activities will also enable you to discuss your
professional development. Place a reflection on your professional development
after the resume.
Artifacts Choose papers and assignments/projects that meet the following
criteria:
A. Choose a paper that was written for a literature course early in your
studies.
B. Choose one paper from an upper-level course. The paper should
demonstrate critical thinking, which is more than a display of knowledge on a
content studied in English classes. Critical thinking involves the higher level
skills of analyzing, evaluating, and synthesizing ideas and concepts explored in
your courses. Good writing does not necessarily represent critical thinking,
unless it does involve the higher-order thinking skills just stated.
C. Choose a paper or an analysis of a literature paper or test that enables
discussion of knowledge of language evolution and/or grammar.
D. Choose at least one research paper that demonstrates not only the
critical thinking but also your ability to integrate texts and use MLA
documentation.
Reflective Writings A portfolio without reflection is simply a collection of
papers. Reflective thinking contributes to your transformation from a student to a
professional. Reflective thinking requires returning to these writing experiences,
attending to feelings, evaluating the experiences in terms of what was learned, and
putting these experiences into a context for the future. These reflections are both
retrospective and projective.
A. For the introduction, just after the table of contents, write one
reflective piece that creates a context for each artifact. Explain why the topic was
chosen for the assignment given in what particular course, the process required to
complete the assignment, feelings about working on the assignment and after
working on the assignment, and what was learned in doing the assignment. Is
there anything that would be done differently if revising any particular
assignment? What distinguishes the weakest paper from the strongest one? Any
changes in how writing and thinking are approached? This would even include
the use of tools, e.g. papers handwritten first and now directly written on the
computer, the Internet, the library, and collaboration with faculty? Why? Has
awareness of how knowledge is acquired increased? What was learned about the
reading process? What was learned about critically reading texts? What was
learned about the connections among reading, writing, and speaking? How does
purpose shape the reading and writing processes? Do the strategies change with
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the purpose? What has been learned about the evolution of language and/or
grammar? Come to some conclusion or evaluate how well you learned what in
completing these assignments.
B. For the second reflective writing placed at the end of the portfolio,
candidates studying English education will explain how these assignments
addressed the NCTE content area standards, including and/or assuming an
informed stance on issues about language. Those studying for the BA degree will
explore how well program goals were satisfied. This writing will also explain
how this knowledge will promote success in future plans.
APPENDIX D
Rubric for Evaluating English Portfolio
Criteria
Exemplary
Selection of
Artifacts
All artifacts are clearly and
directly related to portfolio
(9)
The portfolio reflects the
ability to follow
instructions. (3)
Reflections
The context for each
artifact is clearly
explained. (9)
The reflection illustrates
the ability to effectively
critique work and provide
suggestions for
constructive practical
alternatives. (9)
Reflection includes specific
description to distinguish
between weak and strong
papers; depth of
explanation of growth is
impressive. (9)
The second reflection
clearly addresses the
statndards and explains
how the portfolio contents
demonstrate satisfying the
Satisfactory
Most artifacts
are related to
the purpose of
the portfolio.
(6)
There is no
more than one
error in
following
instructions. (2)
The context for
most artifacts is
clearly
explained. (6)
Most of the
reflection
illustrated the
ability to
effectively
critique work
and provide
suggestions for
constructive
practical
alternatives. (6)
Reflection
includes
specific
description to
distinguish
between weak
and strong
papers; the
explanation
may lack some
depth in
illustrating
growth. (6)
The second
reflection
addresses the
standards but
may not always
90
Incomplete
Score
Few artifacts are
related to
purpose of the
portfolio (3)
There are problems with
following instructions
(1)
The context for
several artifacts
lacks clarity. (3)
Some of the reflections
illustrate ability to
effectively critique
work and provide
suggestion for
constructive practical
alternatives. (3)
Some of the specific
descriptions
distinguish between
weak and strong
papers but the
explanation fails to
illustrate growth. (3)
The second reflection
sometimes addresses
the standards but may
not clearly illustrate
how contents
91
standards. (9)
The second reflection also
explains clearly how this
knowledge will promote
success in achieving goals.
(9)
Writing
Mechanics/
Usage
The text has no disruptive
patterns of errors. (5)
clearly
illustrate how
contents
demonstrate
satisfying the
standards. (6)
The second
reflection
explains
adequately how
this knowledge
will promote
success in
achieving goals.
(6)
The text may
have no more
than one
disruptive
pattern of
errors. (3)
demonstrate satisfying
the standards. (3)
The second reflection
provides only some
unformed notion of
how this knowledge
will promote achieving
goals. (3)
Errors cause some
disruption in reading
text. (1)
Reviewer’s comments:
Interpretation of Scores
A---Exemplary: 59-63
B—Satisfactory: 37-59
Partially satisfactory or incomplete portfolios need to be resubmitted—less than 48 points.
APPENDIX E
ENG
Lang
(Area)
Name
Test
Score(
Date
Passin
g)P/F
Adams, 4/17/20 173(15
Jason 04
7)P
Adams, 6/12/20
Jason A. 04
Adams, 7/8/200 173(15
Jason A. 4
7)P
Atley, 3/15/20
Dionne R. 05
Atley, 4/16/20
Dionne R. 05
Bain, 7/27/20
Phyllis 05
Bell, 12/13/2
Wendy 004
Benford, 1/10/20 159(15
Keyna 04
7)P
Praxis Scores for Majors
Prin
(PLT)
Readin
g
(PPST)
Score( Score(
Passin Passin
g)P/F
g)P/F
153(15
2)P
184(17
0)P
153(15
2)P
182
172(17
0)P
163(15 177(17
2)P
0)P
Writing
(PPST)
Math
(PPST)
Score(Pass Score(Pass
ing)P/F
ing)P/F
Ele Ed
Content
Know
SPA/FR
E
Middle Readin
Sch
g
(PPST)
Lang Specia
ENG Score
Skills
l Ed
Lng
Arts
184(172)P
184(172)P
177(172)P
CPPST
178(169)P
CPPST
183(172)P
CPPST
173(172)P
172(169)P
CPPST
164(169)F
176(172)P
179(169)P
91
152
182
CPPST
172
CPPST
92
Blaylock,
Rena D.
Blaylock,
Rena D.
Bradley,
Olivia
Brewer,
Summer
Bricker,
Sarah J.
Bricker,
Sarah J.
Bricker,
Sarah J.
Brinston,
Genda F.
Brinston,
Genda F.
Brinston,
Genda F.
Brown,
Bridgit
Churchwel
l, Kennie
V.
Churchwel
l, Kennie
V.
Churchwel
l, Kennie
V.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Dozier,
Nicole D.
Dozier,
Nicole D.
Dozier,
Nicole D.
Dozier,
Nicole D.
Dozier,
Nicole D.
Durham,
Nancy
Durham,
Nancy
Durham,
Nancy C.
Edwards,
Yakisha
Evans,
Emily
7/8/200
4
4/16/20
05
1/29/20 176(15 148(15
04
7)P
2)F
4/13/20 165(15
181(17
04
7)P
0)P
5/21/20
184(17
03
0)P
6/22/20
03
8/7/200
4
1/11/20
182(17
03
0)P
11/15/2
003
6/12/20
04
11/5/20 191(15
03
7)P
3/5/200
5
175(172)P
CPPST
176(169)P
CPPST
177(172)P
178(169)P
180(172)P
187(169)P
164
CPPST
177
CPPST
158 SPA
176
175(172)P
174(169)P
174(172)P
PPST
4/5/200
5
170(169)P
CPPST
176
CPPST
6/11/20 154(15
05
7)F
3/17/20
04
3/17/20
04
4/17/20
04
4/17/20
04
4/29/20
04
3/6/200
4
6/12/20
04
9/11/20
04
11/12/2
004
11/20/2
004
6/15/20
02
6/12/20
04
9/11/20
04
10/7/20
03
177(17
0)P
144(15
7)F
144(15
7)F
174(172)P
167(169)F
174(172)P
CPPST
167(169)F
CPPST
170(169)P
175(17
0)P
176(172)P
167(169)F
163(15
2)P
164(15
7)P
150(15 168(15
7)F
2)P
165(15
7)P
171(169)P
CPPST
175(17
0)P
175(172)P
170(169)P
176(17
0)P
172(172)P
163(169)F
92
177
CPPST
93
Evans,
Emily
Fipps,
Nakeshia
S.
Flowers,
Melaie S.
Girdley,
Kari
Girdley,
Kari
Girdley,
Kari
Grgeszeza
k, Mary
Haynes,
Bobbie J.
Haynes,
Bobbie J.
Haynes,
Bobbie J.
Haynes,
Bobbie J.
Haynes,
Bobbie J.
Haynes,
Bobbie J.
Hearn,
Thelma M.
Hearn,
Thelma M.
Hearn,
Thelma M.
Hodges,
Suzanne
M.
Hunt,
Loretta
Hunt,
Loretta
Hunt,
Loretta
Hunt,
Loretta
Hunt,
Loretta
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
2/27/20
04
1/8/200
5
176(17
0)P
173(17
0)P
172(172)P
166(169)F
177(172)P
172(169)P
5/25/20
04
1/24/20
04
4/17/20
04
6/12/20
04
1/10/20
04
11/5/20
03
4/17/20
04
6/12/20
04
6/12/20
04
9/11/20
04
11/20/2
004
5/14/20
02
6/15/20
02
4/16/20
05
11/20/2
004
182(17
0)P
172(172)P
168(169)F
156(15 154(15
7)F
2)P
161(15 154(15
7)P
2)P
182(15
181(17
7)P
0)P
177(17
0)P
158(15
2)P
156(15 149(15 177(17
7)F
2)F
0)P
158(15
2)P
154(15
7)F
159(15
7)P
183(15
7)P
176(172)P
176(172)P
178(172)P
180(169)P
172(172)P
174(169)P
172(172)P
174(169)P
180(172)P
CPPST
180(169)P
CPPST
174 CIA K5
164(15 163(15
7)P
2)P
4/21/20
172(17
01
0)P
11/15/2
003
1/29/20
172(17
04
0)P
3/6/200 161(15 161(15
4
7)P
2)P
4/17/20
171(15
04
2)P
9/26/20
175(17
02
0)P
9/26/20
02
11/23/2 152(15 159(15
002
7)F
2)P
11/23/2
159(15
002
2)P
12/7/20
02
4/4/200
3
4/4/200
3
4/17/20
145(15
04
2)F
182
CPPST
177(172)P
169(169)P
177(172)P
169(169)P
175(172)P
166(169)F
175
CPPST
175(172)P
CPPST
170(169)P
170(169)P
CPPST
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94
Jackson,
Cheadra T.
Johnson,
Julius
Kelly,
Melody R.
Kelly,
Melody R.
Mayers,
Ann M.
Mayhan,
Marie
Metcalf,
Sherlyne
L.
Metcalf,
Sherlyne
L.
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Nicole
Moore,
Shirley D.
Morris,
Jessica
Morris,
Jessica
Munday,
Danita P.
Pounders,
Vanessa
Powell,
Tura
Powell,
Tura
Powell,
Tura
Powell,
Tura
Powell,
Tura
Ratliff,
Elmira
Ratliff,
Elmira
Rauch,
Margaret
J.
4/16/20 159(15
05
7)P
9/26/20
05
1/7/200
6
11/15/2 184(15 173(15
003
7)P
2)P
6/14/20
04
181(17
0)P
186(172)P
CPPST
184(169)P
CPPST
173(172)P
172(169)P
6/14/20
04
182 (E = P)
176(169)P
CPPST
1/10/20 147(15
04
7)F
3/24/20 147(15
04
7)F
4/17/20
172(17
04
0)P
4/17/20
04
6/12/20 156(15
04
7)F
6/12/20
156(15
04
2)P 712
11/20/2 152(15
004
7)F
11/20/2 152(15
004
7)F
6/3/200
169(17
3
0)F
11/20/2 180(15
004
7)P
1/8/200
182(15
5
2)P
4/17/20
04
6/12/19
99
11/20/1
999
6/26/20
00
9/13/20
03
1/29/20
05
5/21/20
05
8/17/20
05
11/19/2
005
186
CPPST
170(17
0)P
172(172)P
173(169)P
172(172)P
PPST
173(169)P
PPST
171(172)F
163(169)F
172
PPST
770()?
177(172)P
307
CBTMath
164(169)F
175(172)P
CPPST
170(169)P
CPPST
179(169)P
CPPST
179(169)P
PPST
94
171
CPPST
172
PPST
95
Rauch,
Margaret
J.
Rogers,
John
Russell,
Amanda L.
Skorupa,
Anna M.
Skorupa,
Anna M.
Smith,
Edward F.
Smith,
Edward F.
Trapolino,
Emily
Trout,
Thomas R.
Trout,
Thomas R.
Turner,
Elizabeth
A.
Ware,
Joshalyn
L.
Ware,
Joshalyn
L.
Ware,
Joshalyn
L.
Ware,
Joshalyn
L.
Wein,
David B.
Williams,
Tara
1/7/200
6
11/20/2 177(15 169(15
004
7)P
2)P
11/19/2
151(15
005
2)F 712
4/17/20
Bio
04
187(15
0)P (E)
6/19/20
186(17
04
0)P
CPPST
3/9/200
186(17
0)P
4
CPPST
4/17/20 199((1
57)P
04
(E)
9/11/20 173(15 167(15
04
7)P
2)P
6/24/20
334()P
00
CBT
11/20/2 SocStd
004
184()P
(E)
6/12/20
172(17
04
0)P
11/20/2
004
172(172)P
PPST
179(172)P
PPST
185(172)P
CPPST
190(169)P
CPPST
186(172)P
CPPST
187(169)P
CPPST
331()P
CBT
331()P
CBT
173(172)P
171(169)P
171(172)F
PPST
162(169)F
PPST
4/1/200
5
164
PPST
166(169)F
CPPST
8/5/200
5
11/28/2
005
156
(FRE)
174
CPPST
171(172)F
CPPST
4/17/20 191(15
04
7)P
9/11/20 162(15 172(15
04
7)P
2)P
95
96
BA in History
Learning Outcome
Students should know the
basic
facts and chronology of the
entire range of the
development of Western
Civilization.
Data Collection and Analysis
To assess student knowledge,
the department crafted two
examinations, one for Western
Civilization to 1648 and
another for Western
Civilization since 1648. The
exams were administered
randomly to all students in
upper-level history courses at
the end of spring semester
2006 (See Note 1B)
Results of Evaluation
Student performance on exam
was woefully deficient.
Curriculum Committee
recommended development of
mandatory sequence of core
upper-level Western
Civilization courses for history
majors.
(See Note 1C)
Students should be able to
read, think, and
write critically and clearly
about historical
issues.
Alumni survey (See Note 2B1)
Portfolio review (See Note
2B-2)
See Notes 2C-1 and 2C-2
Graduates should be well
prepared for employment or
graduate study in history or a
related field.
Every five years, most recently
in 2004 (See attached) the
department conducts an
alumni survey of history
majors who have graduated
since the previous survey.
Graduates are asked if they are
“presently working or studying
(e.g., in graduate or
professional school) either in
history or field closely
related,” as well as “to what
extend [their] DSU course
work and experiences”
prepared them to “enter the job
market in [their] chosen field”
and “for graduate or
professional school.”
In the 2004 survey, 56 percent
of the respondents reported
that they were working or
studying in history or a related
field; 63 percent stated that
their course work “Very
Much” prepared them for both
“the job market in [their]
chosen field” and “for graduate
or professional school”; 69
percent stated that “knowing
what [they] know now,” they
would still “major in history”;
88 percent stated that if they
again chose to major in history,
they would do so at DSU. (See
Note 3C)
Use of Evaluation Results
Curriculum Committee began
work on development of
Western Civilization core
curriculum to be implemented
no later than the 2008-09
academic year. The
Committee also recommended
development of a more
sophisticated assessment
instrument to be administered
to students after they complete
the
new Western Civilization core,
as well as an assessment
process for U. S. History
similar to the one under way
for Western Civilization (See
Goal #3 under VII C below).
Beginning in Fall 2007, HIS
110 (Writing History,
Introduction to reading, critical
analysis of, and writing about
historical literature and
historical issues) will be a
required prerequisite to all
upper-level history courses.
The next alumni survey will
solicit more specific
information regarding
graduates’ ability to secure
employment or further study in
their field and their
performance in such
employment or study.
Note 1B
This assessment is the culmination of a process that began with the department’s January 2004
Report on Planning and Institutional Effectiveness. The Curriculum Committee modified the
Report’s recommendation in 2005 and again in 2006. The current curriculum requires history
majors to take only six elective hours of upper-level European history, leaving only the required
100-level Western Civilization survey sequence to expose majors to the broad sweep of Western
history. The Curriculum Committee designed the two examinations to assess the effectiveness, for
history majors, of the Western Civilization survey.
Note 1C
For Exam A (Western Civilization to 1648)
96
97
•
•
•
•
25 students completed the exam
The median score (# of correct answers) was 60 out of 98 total questions
The average grade (on a ten-point scale) was 58, ranging from a low of 22 to a high of 90
On individual questions, 36% (35 out of 98) were answered incorrectly by more than half the
students
88% did not know the origin of the term “bourgeois”
76% could not identify the “Dark Ages” of ancient Greek civilization
76% could not correctly relate the principle of precedent to the institution
of common law
76% could not identify Giotto as the first great artist of the Renaissance
72% did not know that universities developed from medieval cathedral
schools
68% could not identify Spain as the European country least influenced by the
Protestant Reformation
68% did not know that Spain was the country from whom the Netherlands
won independence
64% did not know that the Thirty Years’ War was fought largely on
German soil
60% could not identify the “Babylonian Captivity” of the papacy
56% could not identify the antagonists in the Peloponnesian War
56% did not know that Arianism was an early Christian heresy
52% did not know that Philip II sent the Spanish Armada against England
For Exam B (Western Civilization since 1648)
•
•
•
•
24 students completed the exam
The median score was 55 out of 76 total questions
The average grade was 68 (a high “D”), ranging from 25 to 97
On individual questions, 21% (16 of 76) were answered incorrectly by half or more of the students
92% could not recognize the members of the World War I Triple Alliance
67% did not know that the English Bill of Rights was enacted under William
and Mary
67% did not know that the Russo-Japanese War contributed to the 1905
Revolution in Russia
63% could not identify the term “proletariat” with a class of industrial workers
54% did not know that modern Italy became a unified country in the 19th
Century
54% could not identify Russia as a defeated power in the Crimean War
54% could not identify Austria-Hungary as the Dual Monarchy
54% did not know that the Dreyfus Affair occurred in the Third French Republic
The Curriculum Committee attributed the students’ poor performance largely to two factors.
(1) Failure of the traditional two-semester freshman survey of Western Civilization
(HIS 101, 102) to provide sufficient grounding in the full range of facts and chronology to meet the needs
of history majors. The freshman surveys (both American and Western Civilization) are designed primarily
to serve general education purposes. For reasons addressed in Departmental Goal #2 below, the relevance
of those courses for history majors has diminished considerably in recent years.
(2) The elective flexibility of the upper-level requirements for history majors, which allows
students
to earn a degree without demonstrating mastery of any specific Western Civilization content beyond that
provided by the freshman surveys. Such flexibility was perhaps justified in earlier generations, when
students brought from high school a sufficient background in the history of Western Civilization to allow a
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98
rigorous expansion and reinforcement of that background in the freshman survey. Such is no longer the
case.
The Committee therefore recommended a comprehensive revision and expansion of the major
requirements for the B. A. degree in history to include a mandatory sequence of upper-level courses
covering the entire range of Western Civilization. The Committee hopes to present specific proposals for
such a Western Civilization Core to the University Academic Council in 2007-08.
Anticipating similar deficiencies in the general education surveys of U. S. history, the Committee
recommended an assessment of upper-level students’ mastery of basic facts and chronology in American
history to be conducted during the 2006-07 academic year.
Note 2B-1
The department conducts a survey of recent graduates every five years. The survey asks graduates
to “preface” certain “items with ‘to what extent did your DSU history course work and experiences prepare
you to...’ and respond with either (A) Very Much (B) Somewhat (C) Very Little (D) Not Applicable.” The
survey also asks, “What do you perceive as the major strengths of the DSU History Department?” A copy
of the survey is found in Appendix 1.
Note 2B-2
To monitor student progress, the department maintains portfolios (including exams, quizzes, and
other written assignments) for all history majors. At the end of spring semester 2006, those portfolios were
reviewed to assess each student’s current proficiency in articulating historical issues (chronology, cause
and effect, organic and logical thesis development) clearly and coherently and in analyzing them critically.
The review also noted the level of improvement since the previous review.
Note 2C-1
In the most recent alumni survey (2004), 14 of 16 respondents stated that DSU history course
work and experiences “Very much” prepared them “effectively [to] communicate [their] ideas and
opinions, both orally and in writing” and to “develop [their] ability to think clearly and precisely.” Specific
comments on the department’s strengths included: ‘the determination of the professors to require more
than multiple choice knowledge”; “the department encourages students to think & work hard (two
admirable disciplines)”; “I always had a paper to write or a book to read—and that’s the way it should be”;
“depth & rigor of courses ... reading load.”
While this assessment indicates student satisfaction with the department’s rigor regarding reading,
writing and thinking, these sentiments are significantly at odds with the faculty’s current assessment of
actual student achievement as reflected in the portfolio review below.
Note 2C-2
The assessment revealed that, with perhaps one exception, the students consistently fail to write
with the proficiency expected of upper-level undergraduates. The deficiencies are manifold and diverse,
ranging from grammatical mistakes to vague and imprecise expression to tortured syntax. Instructors’
comments included: “poorly phrased”; “unclear”; “sentences are not well constructed”; “not sure what you
mean”; “difficult to follow.” Book reviews in particular revealed corresponding deficiencies in reading
comprehension and critical analysis. Moreover, the assessment also revealed little evidence of
improvement over time.
The Curriculum Committee concluded that student deficiencies in reading comprehension, critical
analysis, and writing proficiency cannot adequately be addressed in the context of regular coursework and
recommended development of a mandatory (and prerequisite to all upper-level coursework in history) three
semester-hour “Writing History” course for History majors. The Committee also recommended
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99
development of a more thorough, systematic, and rigorous process of portfolio review, including possibly
uniform departmental rubrics for book reviews and research papers.
Note 3C
While the alumni survey largely measures student satisfaction, it does provide some rough
indication of students’ learning to the extent that they know enough to secure and maintain employment in
the field or to enter and function adequately in graduate or professional study. As indicated in Note 2C-1
above, the latest survey indicated a significant discrepancy between student perception among recent
graduates and faculty assessment of current student performance.
B.A. in Journalism
Learning Outcome
Demonstrate mastery of
researching, interviewing,
writing, publishing the
news story.
Data Collection and
Analysis
1. Review of Delta
Statement, the student
newspaper, by
Publications Analysis
Team. The Associated
Press Stylebook is used
to measure professional
usage and legal
performance. Ethical
standards are measured
using the “Statement of
Principles” - American
Society of Newspaper
Editors (Appendix O)
2. Student portfolios.
Faculty maintain
folders of unpublished
work to measure
progress for each
journalism student
enrolled in writing
courses, and encourage
students to submit best
articles for regional and
national publication.
Only the best published
work is added to the
professional portfolio.
3. Employer
Results of Evaluation
1. Recommended
closer adherence to
Associated Press
style.
2. Student portfolios
to contain a variety of
stories –editorial ,
news, and feature.
3. Strong employer
evaluations of
interns. All student
interns working for
regional employers
during the 05-06
99
Use of Evaluation Results
1. Associated Press style
integrated more fully into
curriculum.
Copy editing positions were
established on The Delta
Statement. Journalism faculty
increased emphasis on
adherence to AP style in all
writing and editing courses.
All journalism students are
required to own AP stylebook.
2. Changes made in portfolio
requirements. ( Graduating
seniors are required to
assemble a professional
portfolio of published work to
be used in seeking
employment.
3. Several students employed
for the summer full-time at
local newspapers, as well as in
public relations positions. The
scope of available
opportunities for student
internships is considerably
100
evaluations of interns
(Appendix P)
Demonstrate mastery of
basic technical processes
necessary for journalism.
Explain the relationship
between the media and the
law and understand the
ethical responsibilities of
journalists.
Performance with
technology evaluated
by Assessment Team.
Journalism students
demonstrate technical
abilities in weekly
production of The
Delta Statement. In
addition, journalism
faculty score and
evaluate technical
proficiency in writing,
editing, layout and
photography courses.
Essays in required
Media & Law political
science course included
in portfolio. Journalism
faculty score and
evaluate mastery of
legal and ethical
aspects in writing and
editing courses.
academic year
received very
favorable employer
evaluations.
Upgrade in available
technology support
recommended in 0405, was facilitated
through allocation of
a permanent space
within the Student
Union and
clarification of
funding availability
from the existing
Wayne Thompson
Journalism Fund
enhanced through formation of
a journalism advisory board
comprised of professionals
from the region.
Wayne Thompson Journalism
Laboratory was designed,
built, and occupied in March
06. Completion of an adjacent
Smart Classroom is pending in
Fall 07.
Attendance at offcampus seminars on
journalism ethics and
legal issues
recommended.
Current knowledge of
the most recent legal
and ethical issues is
essential to all editors
of campus
newspapers.
An increased emphasis on
professional networking has
been implemented through
active participation in
workshops and conferences
hosted by national and state
organizations, including the
Associated Collegiate Press,
College Media Advisors and
the Student Law Press
Association, the Mississippi
Scholastic Press Association
and the Mississippi State Press
Association. The Statement
advisor and editors attended
workshops in Washington
D.C., New York City, and Los
Angeles as well as state
journalism events in Oxford
and Jackson
100
101
APPENDIX O
ASNE Statement of Principles
ASNE'
s Statement of Principles was originally adopted in 1922 as the "Canons of Journalism."
The document was revised and renamed "Statement of Principles" in 1975.
Preamble
The First Amendment, protecting freedom of expression from abridgment by any law, guarantees to the people through their press a
constitutional right, and thereby places on newspaper people a particular responsibility.
Thus journalism demands of its practitioners not only industry and knowledge but also the pursuit of a standard of integrity
proportionate to the journalist'
s singular obligation. To this end the American Society of Newspaper Editors sets forth this Statement
of Principles as a standard encouraging the highest ethical and professional performance.
Article I - Responsibility.
The primary purpose of gathering and distributing news and
opinion is to serve the general welfare by informing the people and enabling them to make judgments on the issues of the time.
Newspapermen and women who abuse the power of their professional role for selfish motives or unworthy purposes are faithless
to that public trust. The American press was made free not just to inform or just to serve as a forum for debate but also to bring an
independent scrutiny to bear on the forces of power in the society, including the conduct of official power at all levels of government.
Article II - Freedom of the Press.
Freedom of the press belongs to the people. It must be defended against encroachment or assault from any quarter, public or private.
Journalists must be constantly alert to see that the public'
s business is conducted in public. They must be vigilant against all who would
exploit the press for selfish purposes.
Article III - Independence
Journalists must avoid impropriety and the appearance of impropriety as well as any conflict of interest or the appearance of conflict.
They should neither accept anything nor pursue any activity that might compromise or seem to compromise their integrity.
Article IV - Truth and Accuracy
Good faith with the reader is the foundation of good journalism. Every effort must be made to assure that the news content is accurate,
free from bias and in context, and that all sides are presented fairly. Editorials, analytical articles and commentary should be held to the
same standards of accuracy with respect to facts as news reports. Significant errors of fact, as well as errors of omission, should be corrected
promptly and prominently.
Article V - Impartiality.
To be impartial does not require the press to be unquestioning or to refrain from editorial expression. Sound practice, however, demands
a clear distinction for the reader between news reports and opinion. Articles that contain opinion or personal interpretation should be
clearly identified.
Article VI - Fair Play.
Journalists should respect the rights of people involved in the news, observe the common standards of decency and stand accountable
to the public for the fairness and accuracy of their news reports. Persons publicly accused should be given the earliest opportunity to
respond. Pledges of confidentiality to news sources must be honored at all costs, and therefore should not be given lightly. Unless there
is clear and pressing need to maintain confidences, sources of information should be identified. These principles are intended to preserve,
protect and strengthen the bond of trust and respect between American journalists and the American people, a bond that is essential to
sustain the grant of freedom entrusted to both by the nation'
s founders.
101
102
102
103
103
104
104
105
(student’s and employer’s identifying information redacted)
105
106
(student’s and employer’s identifying information redacted)
106
107
B.A. in Modern Foreign Languages
Learning Outcome
Students will understand
the contributions of major
French, German, or
Spanish writers and their
works as well as the
historical context in
which they wrote
Students will demonstrate
proficiency in oral
comprehension and
expository writing in the
target language, and in the
ability to determine such
necessary considerations
as thesis, purpose,
audience, and
organization relate to
major.
Students will demonstrate
familiarity with research
procedures in their target
language and will have
experience in using other
critical perspectives or
arguments in defining
their own.
Data Collection and
Analysis
Foreign Language faculty
used rubric to score and
evaluate oral and written
work by students. The
rubric not only evaluated
oral and written work in
the target language, but
also content. The Foreign
Language faculty adapted
the rubrics created by Dr.
Marilyn Schultz and
followed common goals
in scoring and evaluating.
(Appendix Q)
The Foreign Language
faculty used rubric
(Appendix Q) to score
and evaluate oral and
written work by students.
This rubric not only
evaluated oral and written
work in the target
language, but also content
and process. The Foreign
Language faculty adapted
the rubrics created by Dr.
Marilyn Schultz for
English composition and
followed common goals
in scoring and evaluating.
The rubric was also used
for the language
laboratory element.
Language laboratory work
is required, but is out-ofclass time.
The Foreign Language
faculty used rubrics
(Appendix Q) to score
and evaluate oral and
written work by students.
The rubric not only
evaluated oral and written
work in the target
language, but also
research procedures,
process, and content. The
Foreign Language faculty
Results of Evaluation
Use of Evaluation Results
Students were clearer in
the expectations of
individual assignments
and the courses through
the use of rubrics. As a
result of this, their work
was more consistent.
The Analysis Team decided to
weight some elements such as
target language proficiency
slightly higher than historical
context. Rubric will be subject
of committee discussion to
determine needed modifications.
Since faculty used
rubrics their grading
was also more
consistent and allowed
for more consistency in
department goals.
Rubrics need to be
continually evaluated
and reworked for
appropriateness and
changing assessment
needs.
Students were clearer in
the expectations of
individual assignments
and the courses through
the use of rubrics. As a
result of this, their work
was more consistent.
The Analysis Team decided to
weight some elements such as
target language proficiency
slightly higher than organization.
Rubric will be subject of
committee discussion to
determine needed modifications.
Since faculty used
rubrics their grading
was also more
consistent and allowed
for more consistency in
department goals.
Rubrics need to be
continually evaluated
and reworked for
appropriateness and
changing assessment
needs
Students were clearer in
the expectations of
individual assignments
and the courses through
the use of rubrics. As a
result of this, their work
was more consistent.
Since faculty used
rubrics their grading
was also more
consistent and allowed
107
Since these are foreign language
classes the Analysis Team
decided to weight target
language proficiency slightly
higher than research procedures.
Rubric will be subject of
committee discussion to
determine needed modifications.
adapted the rubrics
created by Dr. Marilyn
Schultz and followed
common goals in scoring
and evaluating
for more consistency in
department goals.
108
Rubrics need to be
continually evaluated
and reworked for
appropriateness and
changing assessment
needs
APPENDIX Q
Foreign Languages
GRADING RUBRIC
(Adapted from a rubric created by Dr. Marilyn Schultz according to NCTE requirements)
The bulleted elements of each grade may not be represented with each assessment within the course. However, when all coursework
assessments are considered, each grade would represent the bulleted qualities, although the list is not exhaustive. Most qualities are
intended to apply to each grade.
A
This grade represents excellent to distinguished work for the course.
•
Writing and logic flow smoothly in the target language.
•
The work contains few, if any, errors in the target language.
•
The work exceeds what is ordinarily expected in scope and depth.
•
The work shows originality and creativity and/or demonstrates sound critical thinking.
•
The work may demonstrate application of concepts studied to new situations; there is willingness for risk-taking to
tackle challenging problems.
•
The work demonstrates mastery of the material; it is organized and complete.
•
The argument, analysis, or problem-solving is complex.
B
This grade represents work that exceeds the basic expectations for the course.
•
The work contains few errors in the target language.
•
The work demonstrates insight and critical thinking.
•
The work is organized, clear, and generally correct in analysis and/or facts; it is complete and reasonably thorough.
•
The work demonstrates a solid understanding of the material covered by the assignment.
•
The work demonstrates sound problem-solving skills; there is evidence of some risk-taking.
•
The structure is sound and logical but the work may lack depth in some parts of the argument.
C
The work is competent, generally satisfying expectations, but reveals some gaps in student understanding, mastery or
presentation for the course.
•
The work may be weakened by grammar or punctuation errors in the target language.
•
The work satisfies the major requirements for the assignment.
•
The work demonstrates competent problem-solving skills; it may manage straightforward problems well but have
problems making connections and/or applying concepts to new situations.
•
The work may leave some questions about understanding of parts of the course material because it is not quite
complete or because there are noticeable oversights. It is less thorough and lacks details.
•
The work is generally correct but contains some organizational or structural problems.
•
The ideas have merit, but they may not be clearly presented or fully developed.
•
The ideas may be obvious or somewhat superficial.
D
The work is of a poor quality; it is substandard in several areas for the course.
•
The work may be disrupted with grammar or mechanical errors in the target language.
•
The work may not satisfy all requirements for the assignment.
•
The work contains serious flaws in logic or omissions of information.
•
The work reflects noticeable gaps in mastering the material and concepts studied.
•
The work reflects oversight or incomplete analysis.
•
The thinking is flawed except for that on the most basic of problems.
•
The work may be unclear and poorly organized.
F The work is not acceptable; it is substandard in many areas for the course.
•
The work may be disrupted with serious errors in grammar and mechanics in the target language.
•
The work does not achieve the goals of the assignment.
•
The work reflects little understanding of the material and concepts studied.
108
•
•
•
109
The work contains serious errors, oversights, incomplete analysis, or carelessness. There is little
evidence of the ability to recall information and relate it to the concepts studied.
The work is incomplete and/or provides evidence of little thought.
The work may not address the assignment.
BA in Music
Learning Outcome
The ability to think,
speak, and write
clearly and effectively
about music within an
interdisciplinary
framework. Students
who earn liberal arts
degrees must be able to
communicate with
precision, cogency,
and force.
An ability to perform
competently on their
chosen instrument.
Data Collection and
Analysis
Successful completion
of music core
coursework and 12
hours of foreign
language, 6 hours of
philosophy, 13-25 hours
of academic electives.
Successful completion
of 14 hours of applied
study, including end-ofsemester examinations
evaluated by music
faculty.
Results of Evaluation
A need was found for
some type of
comprehensive project to
be completed during the
senior year.
Use of Evaluation
Results
Plan to include a final
project in the senior
year. This final project
may be a recital,
lecture/recital, portfolio,
or other capstone as
deemed appropriate.
A need for more
exposure to professional
artists via concerts and
masterclasses is
suggested.
The department plans to
schedule additional guest
artist and masterclass
performances in the
coming year.
109
110
BA in Political Science
Learning
Outcome
Students will be
able to
communicate
effectively in
written form.
Data Collection and
Analysis
1) Senior Portfolios are
collected by the
department and evaluated
by the Political Science
Committee
2) Grading Rubric (see
Appendix )
3) Oral internship
defenses
4) Internal course
assessments
Students will
demonstrate an
understanding of
the basic
concepts of
Political Science,
including the
structures and
relationships in
and among
institutions and
actors of these
systems.
1) Assessments of senior
portfolios.
2) Term Papers (See
Appendix for grading
rubric)
3) Book Reports
Results of Evaluation
Use of Evaluation Results
The Division of Social
Sciences Assessment
Committee has
evaluated the graduating
seniors’ portfolios in
Political Science and
found the students are
sufficiently prepared in
writing. However, as the
result of this evaluation,
continued efforts will be
made to ensure higher
quality.
A disciplined use of the
writing portfolio that follows
student progress from the
introductory courses through
the upper-level courses is
necessary. The portfolios need
to be examined by the Division
of Social Sciences Assessment
Committee and prescriptive
comments will be appended to
the folders.
The Division of Social
Sciences Assessment
Committee has
evaluated the graduating
seniors’ portfolios in
Political Science and
found the students are
sufficiently prepared in
understanding these
concepts.
Moving away from the crutch
of textbooks to a combination
of essay and book-length
literature will help in
developing a background for
even stronger writing and
understanding these concepts.
Shorter, focused writing
assignments incorporating both
qualitative and quantitative
approaches are essential.
Finally, a basic introduction to
the literature of political
science must begin early in the
program.
Grading Rubric for BA in Political Science
CRITERIA FOR ASSIGNING GRADES TO WRITTEN WORK
The following is an attempt to provide students with some idea of how written work is graded in this course.
Please note that “F” and “D” papers may not bear all the problems listed. A single or a few of these problems
may relegate it to these categories. For example, if a paper is shown to be plagiarized, then that single category is
sufficient for the grade of “F.” Also note that, simply because the paper responds to the assignment, it may
receive a grade of “C.” Similarly, and only in rare cases, an “A” paper may contain a very minor mistake.
A
90-93
A94-95
A
96-98
A+
99-100
Excellent
An excellent paper has the following characteristics:
1) focuses directly on the assignment;
2) has a clear statement of purpose;
3) has an excellent and constant awareness of audience;
4) addresses the issues in a mature and formal manner, without jargon or slang;
5) is well organized with crisp paragraph transitions;
6) is very well argued and defensible; that is , the argument is manifestly convincing;
7) uses examples tightly connected to statement of purpose;
8) use of language is powerful but appropriate to the assignment;
makes references to literature, arguments, or discussions in early portions of the class;the writing is unaffected by
errors;holds the reader’s attention throughout the paper;has a cover sheet, is paginated and stapled;contains no spelling
errors and there are no contractions,is stapled;is submitted on time.
110
111
B
Good
A good paper has the following characteristics:
1)
responds to the assignment;
2)
has a good statement of purpose;
3)
has a good sense of audience;
4)
addresses the issues in a mature and formal manner, without jargon or slang;
5)
is well organized with paragraph transitions;
6)
has generalizations supported by examples;
7)
it contains a defensible argument; that is, the argument contains no gaps in reasoning;
8)
provides an analytic argument (provides an answer to the question “why?”)
9)
quotes from the assigned literature;has very few grammar errors, e.g., subject-verb agreement;
has very few distracting errors in punctuation or usage;there are very few spelling errors and no contractions;
reflects accurate use of language;has a title page;has paginationis stapled;
10)
submitted late.
Average
An acceptable or satisfactory paper has the following characteristics:
1)
responds minimally to the assignment;
2)
has a statement of purpose;
3)
has a minimal sense of audience;
4)
is adequately organized;
5)
has generalizations supported by examples
6)
has a minimally adequate argument; that is, it is minimally defensible;
7)
attempts, in a weak way, an analytic approach (attempts to answer the question “why?”)
8)
has few serious grammar errors, e.g., subject-verb agreements;
9)
has few distracting errors in punctuation or usage;reflects a generally accurate use of language;
there are few spelling errors and/or contractions;has a title page;
10)
has pagination;
11)
is stapled;
12)
submitted late;
80-83
84-85
86-78
B+
88-89
70-73
74-75
76-77
C+
78-79
60-63
64-65
Below
Standard
~
Minimally
Acceptable
66-67
0-59
Not
Acceptable
any of the following problems appear:
1) poor connection to the assignment:
2) poor statement of purpose;
3) poor sense of audience;
4) poor organization and difficult to follow;
5) points are primarily generalizations;
6) points made are poorly supported; references are used poorly;
7) defective argument/logic; the position is not defensible and contains gaps in reasoning;
8) lacks analysis (does not attempt to answer “why?”)
9) serious
grammar
errors, e.g., subject-verb agreement;
any of the following
problems
appear:
does not respond to the assignment;
no statement of purpose;
no sense of audience;
the approach is informal with regular use of slang or jargon;
no organization;
points are primarily generalizations;
there are no references to the literature read;
points not supported;
defective argument/logic; no defensible position; major gaps in reasoning;
lacks analysis (does not attempt to answer “why?”)
there are no references to the appropriate literature;
serious grammar errors, e.g., subject-verb agreement, split infinitive, ambiguous referents;
serious punctuation or usage errors;
language is use inaccurately;
spelling errors are distracting and contractions abound;
not title page;
no pagination;
not stapled;
submitted late;
it is plagiarized.
BA Speech Communication and Theatre Arts
Learning
Outcome
Display effective
public
presentation
skills.
Data Collection and
Analysis
Speech: Evaluation form
used to evaluate
informative and persuasive
speeches; rankings (from
“excellent” to “poor”) are
used to evaluate public
Results of Evaluation.
Speech: Many students lack
basic organizational/outlining
and research skills.
Recommendation: The
development of more in-class
exercises that help students
111
Use of Evaluation Results
Speech: Add at least 1-2 class periods
to focus on how to organize/ outline
materials; add 1 classroom session
(library tour) devoted to using
electronic databases to research for
source material.
Display excellent
written
communication
skills in all areas,
including theatre.
Use technology
effectively in
public speaking
situations and
theatrical
performances.
speaking skills in three
general areas: content,
organization, and delivery.
(Appendices R, S)
learn how to organize and
outline material in a more
effective manner; require
students to attend a library
tour.
Theatre: Student/faculty
critiques of performances;
theatre students are
evaluated on four areas
related to acting
(projection, enunciation,
stage movement, and
character motivation). The
evaluation is based on a
quantitative ranking scale
(“excellent” to “poor”)
with the option of
responding to qualitative
questions. (Appendices T,
U)
Outlines, research projects,
and short-answer/essay
exams.
Speech: Speech outlines
must satisfy five basic
outlining rules.
Theatre: Inappropriate stage
movement (body language) for
character. Recommendation:
More emphasis on stage
movement workshop
activities.
Speech and Theatre:
organization, content,
grammar, evidence in
research paper; responses
to short-answer essay
questions must satisfy
three criteria: accuracy,
clarity and completeness.
Speech: Oral presentations
w/ Power Point (PP).
Students are evaluated on
their ability to use the
technology effectively in
public settings (the criteria
include: clarity of
information, relevance of
PP to topic, proper
sequencing of slides,
correct information on
slides, visual appeal).
Theatre: Designing and
implementing effective use
of sound and lighting.
Written/oral feedback from
student/faculty and ACTF
adjudication.
112
Theatre: Viola Spolin improvisational
techniques will be incorporated into
rehearsal times.
Speech and Theatre: Many
students still display poor
writing skills (organizational
skills, develop of arguments,
use of evidence, grammar,
paragraph formation, etc.)
Recommendation: Incorporate
more student sessions for the
purposes of evaluating student
progress.
A number of ideas are still being
discussed: mandate that students seek
help from the DSU Writing Center,
revise content of some of the elective
speech courses to require more student
writing; allow students to
evaluate/critique “top” papers (a formal
meeting will be scheduled to seriously
discuss these issues).
Speech: Many students still
have problems with lack of
preparation, organization of
material, inadequate
knowledge of equipment.
Recommendation: Incorporate
more class time to discuss how
to use PP in public
presentations.
Speech: Arrange for all SPE 101
courses to be taught in Smart
classrooms; add one class period to
clarify appropriate/inappropriate use of
PP.
Theatre: Students have
inadequate knowledge of use
of lighting and sound. Until reopening of the renovated Jobe
Theatre in Fall 2005, Theatre
students had no access to highquality sound equipment and
lighting boards. Renovated
facilities will now allow for
workshops.
Recommendation: Consult
with experts in these areas.
112
Theatre: Fall of 2005, external
Consultant was brought in to assist
with fall production lighting and sound.
Continued efforts to improve
opportunities for students’ training:
Contact DMI (Delta Music Institute)
Director and establish training
workshops conducted by DMI for
students enrolled in THE 339:
Dramatic Production Techniques;
arrange lighting workshops conducted
by Mark Wise, lighting consultant,
and/or by students trained by
professional lighting consultants.
113
APPENDIX R
Speech Communication and Theatre Arts
Speech Evaluation Form (Informative Speech)
Speaker’s Name:
Please use the following rating scale to evaluate the speeches:
4 Excellent
3 Good
2 Average
1 Poor
Organization:
Attention-getter: interesting, creative, and captivating
4 3 2 1
Thesis statement: strong, clear and concise
4 3 2 1
Main points/transitions: clear and logical
4 3 2 1
Conclusion: restates thesis and provides closure to the
speech
4 3 2 1
Content:
Topic: provides justification of importance
of topic to audience
4 3 2 1
Language: appropriate, clear, and compelling
where necessary
4 3 2 1
Supporting materials: adequate use of statistics,
examples, and testimony
4 3 2 1
Delivery:
Eye contact: sustained
4 3 2 1
Gestures: works to emphasize and reinforce linguistic
meaning
4 3 2 1
Vocal tone and pacing: works to emphasize/reinforce
meaning
4 3 2 1
TOTAL
__________
113
(x 1.5)
114
APPENDIX S
Speech Communication and Theatre Arts
Speech Evaluation Form (Persuasive Speech)
Speaker’ s Name:
Please use the following rating scale to evaluate the speeches:
4 Excellent
3 Good
2 Average
1 Poor
Organization:
Attention-getter: interesting, creative, and captivating
4 3 2 1
Thesis statement: strong, clear and concise
4 3 2 1
Main points/transitions: clear and logical
4 3 2 1
Conclusion: restates thesis and provides closure to the
speech
4 3 2 1
Content:
Topic: provides justification of importance
of topic to audience
4 3 2 1
Argument: clear, convincing arguments
to support proposition
4 3 2 1
Supporting materials: adequate use of statistics,
examples, and testimony
4 3 2 1
Delivery:
Eye contact: sustained
4 3 2 1
Gestures: works to emphasize and reinforce linguistic
meaning
4 3 2 1
Vocal tone and pacing: works to emphasize/reinforce
meaning
4 3 2 1
TOTAL
__________
114
(x 1.5)
115
APPENDIX T
Speech Communication and Theatre Arts
ACTING EVALUATION I
NAME________________________
DATE________________________
Credibility of Character
1
2
3
4
5
Building Process
1
2
3
4
5
Business
1
2
3
4
5
Motivated Action
1
2
3
4
5
Relationship to Other
1
2
3
4
5
Memorization
1
2
3
4
5
Phrasing
1
2
3
4
5
Diction
1
2
3
4
5
Gestures / Mannerisms
1
2
3
4
5
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116
APPENDIX U
Speech Communication and Theatre Arts
ACTING EVALUATION FOR PRODUCTION
_________________________________
Name of Character _______________
Poor
Fair
Excellent
Projection
Enunciation
Motivated Action
Credibility of Character
Comments about ratings:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
116
117
BS Biology
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
Use of Evaluation Results
Students should able to
identify and apply the
basic concepts taught in
the core major courses
A “ senior exam,” designed by
Administration of the senior
faculty who teach core biology
exam has suggested that
courses, has been given for the past improvement is needed in
several years for all biology
several core content areas,
majors. The exam items are
notably cell and molecular
categorized so the weaknesses in biology.
core concepts can be identified.
Course syllabi are being reviewed
and will be adapted where
necessary.
Premedical and predental
students majoring in
biology should have a
firm foundation in basic
concepts covered on the
MCAT and DAT national
exams.
Practice MCAT exams are given MCAT scores have not been at
yearly to premedical and pre-dental the level we would like in recent
students who take our MCAT/DAT years. Pre-health advisors are
preparation course. The results of analyzing recent score data to
attempt to identify how course
these practice tests can identify
content and/or curriculum could
content areas that need
be changed to improve scores.
improvement.
The division has designated a prehealth advising committee
composed of faculty who advise
any pre-health students. One of the
duties of this committee will be to
study MCAT and other admission
test data and make
recommendations for changes in
course content, curriculum
structure, and advising methods
aimed at improving scores.
Students should be able to Selected majors engage in
Several students have attended
analyze scientific data,
internships, course-based field and scientific meetings with faculty
develop hypotheses,
laboratory projects, and present
to present posters or
their results. Students involved in presentations. Evaluation by
interpret experimental
results, draw conclusions, internships are generally required involved faculty members have
and present outcomes to to submit a summary report of their critiqued student performance.
an audience.
projects. We encourage students to Evaluation is done on an
present research results at poster individual basis involving all
faculty who have overseen the
presentations of regional or
national meetings of scientific
projects.
societies.
Division curriculum committee has
been discussing how to involve
more students in these kinds of
activities. The recommendation is
that we add to the curriculum a
portfolio mechanism that will
require all students in all majors to
take part in a two-year process that
will lead to individual studies and
presentations to fellow students.
Students in the biology The division curriculum committee Careful analysis of these courses
major will be able to
has collected data on the current has led biology faculty to
understand and apply a structure of BIO 100, 102, and
question the length of time
cross section of concepts 103, the introductory courses with students should be required to
in their freshman year that regard to concepts covered, order spend on introductory concepts
will lead to adequate
of presentation, and suitability for before advancing to mid-level
preparation of mid-level first-year biology majors. Syllabi core courses. Analysis indicated
core courses and upper- of current courses have been
that the concepts covered in the
level elective courses.
compared and discussed.
present 3-semester curriculum
could be redesigned as a 2semester sequence. The would
reduce duplication and enable
students to advance to mid-level
core courses more rapidly.
The curriculum committee has
recommended that the division
convert the current 3-semester
introductory sequence to a 2semester general biology sequence,
merging the now separate botany
and zoology courses in to the
general biology sequence. This
change is being proposed to begin
in fall of 2007.
117
118
BS Chemistry
Learning
Outcome
Data Collection and Analysis
Students should be A standardized general chemistry
able to identify and exam, obtained from the American
apply the basic
Chemical Society (ACS) has been
concepts taught in the given to students completing the
core major courses general chemistry sequence (CHE
101/102) for a number of years. We
currently studying the suitability of
using the exam assessment of core
chemical principles.
Results of Evaluation
Use of Evaluation
Results
Analysis of exam results will Course syllabi will be
suggested content areas where reviewed and adapted where
improvement is needed.
necessary to improve learning
of concepts in which
deficiencies are discovered.
Premedical and
predental students
should have a firm
foundation in basic
concepts covered on
the MCAT and DAT
national exams. This
outcome applies to
both premedical
biology majors and
chemistry majors.
Practice MCAT exams are given yearly MCAT scores have not been at The division has designated a
to premedical and pre-dental students the level we would like in
pre-health advising committee
who take our MCAT/DAT preparation recent years. Pre-health
composed of faculty who
course. The results of these practice
advisors are analyzing recent advise any pre-health students.
tests can identify content areas that
score data to attempt to
One of the duties of this
need improvement.
identify how course content committee will be to study
and/or curriculum could be
MCAT and other admission
changed to improve scores.
test data and make
recommendations for changes
in course content, curriculum
structure, and advising
methods aimed at improving
scores.
Students should be Selected majors engage in internships Several students have attended Division curriculum committee
able to analyze
and laboratory projects, and present
scientific meetings with
has been discussing how to
faculty to present posters or involve more students in these
scientific data,
their results. Students involved in
develop hypotheses, internships are generally required to
presentations. Evaluation by kinds of activities. The
interpret experimental submit a summary report of their
involved faculty members
recommendation is that we add
have critiqued student
results, draw
projects. We encourage students to
to the curriculum a portfolio
conclusions, and
present research results at poster
performance. Evaluation is
mechanism that will require all
done on an individual basis
students in all majors to take
present outcomes to presentations of regional or national
involving all faculty who have part in a two-year process that
an audience.
meetings of scientific societies.
overseen the projects.
will lead to individual studies
and presentations to fellow
students.
118
119
BS Environmental Science
Learning Outcome
Data Collection and Analysis
Results of Evaluation
Use of Evaluation Results
Students should be able to
identify and apply the basic
concepts taught in the core
major courses.
A “ senior exam,” designed by faculty Administration of the senior exam Course syllabi are being reviewed
who teach core biology courses, has has suggested that improvement is and will be adapted where
been given for the past several years. needed in several core content
necessary.
The exam items are categorized so areas.
the weaknesses in core concepts can
be identified.
Students should be able to
analyze scientific data,
develop hypotheses, interpret
experimental results, draw
conclusions, and present
outcomes to an audience.
Division curriculum committee has
Selected majors engage in internships Several students have attended
and/or field studies and present their scientific meetings with faculty to been discussing how to involve
results. Students involved in
present posters or presentations.
more students in these kinds of
activities. The recommendation is
internships are generally required to Evaluation by involved faculty
that we add to the curriculum a
submit a summary report of their
members have critiqued student
projects. We encourage students to performance. Evaluation is done on portfolio mechanism that will
an individual basis involving all
require all students in all majors to
present research results at poster
take part in a two-year process that
presentations of regional or national faculty who have overseen the
meetings of scientific societies.
projects.
will lead to individual studies and
presentations to fellow students.
BS in Math
Learning Outcome
Data Collection and Analysis
Results of Evaluation
General Education Outcome
The final examination in MAT
104 College Algebra will be
used to determine the level of
mastery of the topics in College
Algebra. The examination is
written each semester by a
committee of faculty members
who do not teach the course
during that particular semester,
and the examination material
covers specific course objectives
which have been defined by a
committee of departmental
faculty. All college algebra
students take this common final
exam during an exam period that
is dedicated solely to this course.
Following the administration of
the final exam, an item analysis
will be performed to determine
areas of weakness and strength.
Analysis of fall 2005 semester grades are
shown in the following table.
The objective number corresponds to the
published objectives for College Algebra
(MAT 104). The final exam questions
were matched to these 8 objectives. The
number of students that demonstrated
mastery of each objective was computed.
Demonstrate proficiency in
basic knowledge of College
Algebra topics.
Objective
Number
1
2
3
4
5
6
7
8
119
Mastery
%
55%
47%
55%
75%
72%
58%
65%
45%
# of exam
questions
for that
objective
2
6
3
3
5
11
1
1
Use of Evaluation Resul
Since 11 questions matched w
objective number 6, this objec
may be too general. A commi
from the faculty will examine
objective to decide if it should
made into several specific obje
One question for each objectiv
and 8 is not enough to judge m
however, not much course tim
devoted to these two objective
120
Major Field Outcomes
ETS Major Field Test
Seven students took the online version of
the test in May 2006. The timing was bad
as 5 of the students were preparing for
examinations and three students were
finishing student teaching. The mean
score was 140 which is the 20th
percentile.
In each of the 400-level
mathematics content courses, the
students will read an article from
the area of content covered in
the particular course. This
article will be chosen by a
committee of faculty members
who teach the 400-level content
courses. The student will write a
synopsis and critique of the
article. Approximately 50-75%
of the paper should be devoted
to the synopsis of the article
which should demonstrate that
the reader understands the
purpose of the article as well as
the major mathematical concepts
present in the article. The
remainder of the writing will be
devoted to a critique of the
article. The grading of this
paper will be done by a
committee of faculty members
who teach the 400-level content
courses as prescribed by a rubric
developed by the faculty
members on this committee.
The results will be analyzed by
the mathematics faculty.
Survey of graduates:
A list of graduates, both BS and
BSE, will be obtained from
Alumni Services.
The first survey will be sent to
graduates of 5 to 7 years ago.
Rationale: Experience on the
job for at least 5 years will aid in
ability to judge preparation. The
survey will be repeated biannually.
The survey will be designed and
analyzed by a committee of
mathematics faculty. Some
questions will be likert-type
questions (rating scale of 5 high
to 1 low) and some will be short
The committee used a rubric to evaluate
the writing and reached consensus on the
scores. On a scale of 1 to 5, the scores
ranged from 1 to 4 with 8 students
scoring 3 or better and 8 scoring below 3.
Demonstrate understanding
of fundamental ideas,
concepts, and applications
of mathematics.
Demonstrate the ability to
communicate mathematics.
Performs appropriate
mathematics career skills.
Results pending. The first survey will be
mailed in fall semester.
120
The department will determine
more appropriate time for the
students to take the test. Curr
we do not have sufficient infor
regarding the test content nor
sufficient data from our stude
determine a target score for ou
students. We also plan to offe
review sessions prior to the tes
date next year.
The department will continue t
type of writing assessment by
gathering data in all 400-level
courses in fall semester. We w
track those who made below 3
first assessment and look for
improvement in later assignme
the department deems it necess
this assignment may be includ
the 300-level content courses a
After an examination of the pr
program, changes will be cons
based on information from the
analysis.
121
answer questions. Rating
numbers from the likert-type
questions will be averaged. Any
question that averages below a 3
will be marked as an area for
improvement. The short answer
questions will be analyzed in a
qualitative sense with attention
to common threads or trends.
Example short answer question:
What skills or mathematics
topics are emphasized in your
work that DSU could have better
prepared you to use?
BS Social Science
Learning Outcome
Data Collection
and Analysis
Results of Evaluation
Use of Evaluation Results
Students will
demonstrate
knowledge of the
disciplines of
geography,
sociology, and
political science in
terms of its history,
content, purpose and
methodologies.
1) Senior
Portfolios (see
Appendix)
2) Internal
grades in the
core social
science major
Due to the success, we will continue our
efforts in teaching the basic concepts of the
disciplines of geography, sociology, and
political science. We, however, plan to
improve our documenting of portfolios by
asking for software, such as TaskStream, that
will allow our students to keep their portfolios
on-line.
Students will be able
to understand the
impacts of social
structures/institutions
on their lives.
1) Senior
Portfolios
2) Internal
grades in the
core social
science major
Ten students completed this degree. An
examination of the portfolios shows that the
students demonstrate the knowledge of these
disciplines. Also, an assessment of the core
courses for these students indicates that these
students performed well in GEO 201 (N=10,
collective GPA=3.4); GEO 303 (N=10,
collective GPA=3.2); SOC 101 (N=10,
collective GPA=3.2); SSC 470 (N=10,
collective GPA=3.3); PSC 103 (n=10,
collective GPA=3.4); and PSC 201 (n=10,
collective GPA=3.3).
Students’ portfolios were reviewed, and there
are some weaknesses translating conceptual
approaches to practical experiences.
However, as indicated above, the students
performed well in the core courses.
121
The Division of Social Science Assessment
Committee developed a newly applied
development studies concentration to better
link students with a more practical approach
to making use of their degrees (See New
Applied Development Program in the
Appendix). This new concentration was
approved by Academic Council, and will be
implemented in the fall of 2006. The
committee also suggested a new assessment
structure within the division to allow for an
easier transition of evaluating programs from
year to year. Thus, a proposed new
Programming & Evaluation Committee is
being considered by the division faculty (see
Appendix for the New Assessment Structure
for the Division of Social Sciences).
122
STUDENT PORTFOLIO
B.S. in Social Science Degree Programs
Sociology, Geography and Social Science Concentrations
For your professional development and as part of on-going assessment of the Social Science Division at Delta
State University, students must maintain a portfolio of their activities and progress in the Division. Your portfolio
will consist of the items listed below, and will be maintained using TaskStream on-line software. See the link from
the Division’s webpage to access TaskStream.
Your portfolio should include each of the following:
(1) Statement of Purpose: In this statement, you detail why you selected Social Sciences as a major, what you
hope to learn as a student in Social Sciences and what you intend to do with your degree. The statement should
be approximately one page long. You should complete and post your Statement of Purpose to your portfolio
during your first semester as a Social Sciences major.
(2) Résumé: Your résumé presents a summary of your professional activities, including employment, education,
participation in campus and community groups, academic honors, and other professional accomplishments. It
should be prepared following a standard format, and should be at least one page long. You should post your
résumé during your first semester as a Social Sciences major, and update it regularly thereafter.
(3) Annual Indicator of Academic Work: To demonstrate your academic progress in the Social Sciences
program, each year you will select a term paper or project from one of your Social Sciences courses. You should
choose a paper that you believe demonstrates your understanding of important ideas and concepts in your
discipline. You should post at least one paper or project to your portfolio at the end of each year that you are in
the Social Sciences degree program.
(4) Annual Statement of Progress: In this statement, you reflect on your activities over the previous year, and
assess how they have contributed to your advancement in the program and to your ability to achieve the goals
you presented in your Statement of Purpose. You should demonstrate how your courses have helped you to
develop a social science perspective, and how you apply this perspective in your campus and community
activities. The Statement of Progress should be approximately two-to-three pages long. You should post a
Statement of Progress at the end of each year that you are in the Social Sciences degree program.
(5) Final Report: The Final Report summarizes and assesses your overall experience in the Division of Social
Sciences. You should evaluate how your courses have benefited you and assess how they have prepared you
for your desired job and for your future. You should also provide a general assessment of the quality of your
education, and the strengths and weaknesses of your degree program. You should complete and submit your
Final Report two weeks before the end of the semester in which you intend to graduate. The Final Report is
submitted in lieu of the Annual Statement of Progress for the final year.
PROPOSAL
FOR AN ASSESSMENT COMMITTEE STRUCTURE
IN THE DIVISION OF SOCIAL SCIENCES
In order to increase the ability of the faculty in the Division of Social Sciences to assess the effectiveness of its
teaching and programs, this proposal recommends the creation of an assessment structure consisting of a
Programming & Evaluation Committee, Degree Program Assessment Committees for each degree program, a
Research & Teaching Committee, and a Divisional & College Service Committee.
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The PROGRAMMING & EVALUATION COMMITTEE consists of the Chair of the Division of Social Sciences
(Committee Chair), the chairs of each Degree Program Assessment Committee, and other members as appointed
by the Division Chair.
The mission of the Programming & Evaluation Committee is:
(1) To coordinate the development and administration of assessment tools for the Division of Social Sciences,
which measure student progress through their degree program, student satisfaction with their degree
program, alumni satisfaction with their degree program, and community/employer satisfaction with the
Social Sciences program;
(2) To oversee and coordinate the activities of the Degree Program Assessment Committees, the Research
and Teaching Committee, and the Divisional and College Service Committee;
(3) To periodically analyze and evaluate the results provided by the assessment tools, and link these to
learning objectives as stated in course syllabi and program objectives, and learning outcomes as
measured in the assessment tools;
(4) To periodically review the Division’s teaching curriculum and requirements in each degree program, and to
recommend changes in the curriculum and requirements based on the data received from assessment
tools.
The Programming & Evaluation Committee will meet at least twice per year to review the assessment reports and
to make appropriate adjustments to the Division of Social Science’s teaching program. Every three years, the
Programming & Evaluation Committee will conduct a comprehensive review of the assessment reports for the
previous three years, and use these to set priorities and program changes for the Division.
The DEGREE PROGRAM ASSESSMENT COMMITTEES consist of faculty in each degree program, appointed
by the Chair of the Division of Social Sciences. The degree programs are: BS in Social Sciences (including
concentrations in applied development studies, sociology, geography, and social sciences); BSE in Social
Science Education; BA in Political Science; BS in Criminal Justice; MS in Community Development; MS in
Criminal Justice; and MSE in Education.
The mission of each Degree Program Assessment Committee is:
(1) To develop and administer assessment tools for their degree program. Each program should have three
assessment tools, which provide objective measures of student outcomes;
(2) To collect and compile data from the assessment tools at the end of each academic year, and prepare and
submit a report to the Programming & Evaluation Committee summarizing the information and data
collected through the various assessment tools
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(3) To make recommendations to the Programming & Evaluation Committee on changes and improvements
to their degree program.
Each Degree Program Assessment Committee should meet at the beginning of fall and spring semesters to
prepare assessment tools for that semester, and should meet at the end of the school year to compile
assessment results and prepare the final report.
The RESEARCH & TEACHING COMMITTEE is comprised of faculty in the Division of Social Sciences involved
in research initiatives, and members are appointed by the Chair of the Division of Social Sciences.
The mission of the Research & Teaching Committee is
(1) To document research conducted by faculty in the Division of Social Sciences, and in particular document
how this research is used in the courses taught through the Division of Social Sciences;
(2) To make recommendations on how research conducted in the Division of Social Sciences and on campus
can be used in Social Sciences courses.
The Research & Teaching Committee should meet at least once per year, and should keep records of research
projects conducted by faculty in the Division of Social Sciences. The Committee should solicit from faculty
information on how they incorporate research into their courses, and should document and archive this
information. Every three years, prior to the comprehensive review, the Research & Teaching Committee should
compile this information and prepare a report for the Programming & Evaluation Committee in which they note the
use of research in Social Sciences courses and make recommendations for future use of research in these
courses.
The DIVISIONAL & COLLEGE SERVICE COMMITTEE is comprised of at least three members of the faculty of
the Division of Social Sciences, appointed by the Chair.
The purpose of the Divisional and College Service Committee is:
(1) To document the activities of Social Sciences faculty on service committees in the Division of Social
Sciences, and pertinent committees in the College of Arts and Sciences. In particular, the committee
should assess the effect this service has on courses and students in the Division of Social Sciences;
(2) To make recommendations on how the service activities of faculty in the Division of Social Sciences can
be used to improve the coursework and student experiences in Social Sciences courses.
The Divisional & College Service Committee should meet at least once per year, and should keep records of
service activities conducted by faculty in the Division of Social Sciences. The Committee should solicit from
faculty information on how their service activities improve their courses, and should document and archive this
information. Every three years, prior to the comprehensive review, the Divisional & College Service Committee
should compile this information and prepare a report for the Programming & Evaluation Committee in which they
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note service activities carried out by Social Sciences faculties and how these activities contribute to Social
Sciences courses, and make recommendations for future use of service activities in these courses.
Grading Rubric for BSSS
The following rubric will be used as a guideline in grading both the book review and final project. However, I’ ve listed the
specifics that I’ m looking for in both assignments.
Book Review: The main points of the book review are 1) indicate the main thesis, 2) its importance to social sciences, 3)
discuss its theoretical connections, 4) describe the original research, 5) discuss the synthesis of others’ work, and 6) write
about your own reflections.
Final Project: The main points of the project paper are 1) a definition of the situation, 2) the importance of it for the
school/district, 3) an action plan for addressing this issue, and 4) a plan for evaluating the effectiveness of your strategy.
Qualities & Criteria
Poor
(C, D, or F)
Good
(B)
Excellent
(A)
Introduction
Main thesis/ the definition of the
situation
There is no reference to
the main thesis, or
clearly defined issue.
The writer makes the
reader aware of the
overall thesis/problem,
challenge or topic to be
examined.
The writer introduces the topic
and its main thesis or issue, and
lays the groundwork to the
direction of the paper.
Body
Structure/Flow
The review/project has
little to no direction,
with disjointed
subtopics.
There is a basic flow from
one section to the next,
but not all sections or
paragraphs follow in a
natural or logical order.
The review/project flows from
general ideas to specific
conclusions and/or vice versa.
All sections follow a logical
order. Transitions tie sections
together as well as individual
paragraphs.
Content
Weaving together literature
through synthesis that provide
explanation
The writer has omitted
major sections of
pertinent content or
content runs-on
excessively. The writer
quotes other material
excessively. The ideas
presented have little
significance to the
sociology of education
or the audience reader.
The writer includes all the
major sections of
pertinent content, but
does not cover them in as
much depth or detail as
the reader expects. The
significance to sociology
of education is evident.
The writer covers the
appropriate content in depth
without being redundant. The
writer cites sources when
specific statements are made.
The significance of quotes,
when used, is apparent. The
review/project is at least 5
pages (undergraduates) or 10
pages (graduates) or group
project (7 pages).
It is difficult for the
reader to understand
what the writer is trying
to express. Writing is
convoluted. The paper
contains spelling and
grammatical errors as
The writing is generally
clear, but unnecessary
words are occasionally
used. Meaning is
sometimes hidden.
Paragraph or sentence
structure is repetitive.
The writing is clear and concise.
The writer uses the active voice
where appropriate. There are
few, if any, errors in spelling,
grammar and punctuation.
Clarity of Writing
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well as improper
punctuation.
Conclusion(s)
Synthesis of Ideas (book review)
and Culminating in a Research
Question or Suggestions for
Further Research (project paper)
Source Citations
Proper APA or MLA format
There is little or no
indication that the
writer tried to
synthesize the
information (book
review). No question(s)
or suggestions are
offered to the reader
that discuss the
importance of this
project for sociology of
education.
The writer provides
concluding remarks that
show an analysis and
synthesis of ideas (book
review). Some of the
main points are addressed
but not all of them.
The writer makes succinct and
precise arguments based on the
theoretical perspectives in
sociology of education. Insights
into the problem/topic are
appropriate. Conclusions and all
main points are strongly
supported within the
review/project.
The writer does not
include in-text citations
for statements made in
the review or paper.
References which were
included in the
References or Works
Cited list were not cited
in the text.
The writer cites sources
within the body of the
review and includes a
corresponding References
or Works Cited list. Some
formatting problems
exist, or some
components are missing.
The writer includes all
necessary citations in the body
of the review. The references in
the list match the in-text
citations and all were properly
encoded in APA or MLA
format.
BS Speech and Hearing Sciences
Learning
Outcome
#1 Describe the
role of the
following basic
processes of
communication;
respiration,
phonation,
articulation,
resonance, and
cerebration, and
how abnormal
functioning of
each process may
result in disorder.
Data Collection and
Analysis
#1
Criterion referenced performance
competencies on voice and
articulation assessment scored
by faculty assessment team members.
See Appendix B.
Scores on written exams , research
papers, and presentations per
competency requirements in SHS
306; Anatomy and Physiology, SHS
332; Disorders of Articulation, SHS
416; Neuroanatomy, and SHS 422;
Voice Disorders.
Attainment of course objectives are
assessed by the department based on
Results of Evaluation
#1
Voice competencies were
passed at a rate of 95% as
scored by faculty assessment
team members.
Articulation competencies
were passed at a rate of 90%
as scored by faculty
assessment team members.
The following number of
students passed departmental
competencies.
SHS 306 = 87%
SHS 332 = 90%
SHS 416 = 100%
126
Use of Evaluation
Results
#1 Student performance on
departmental objectives
reflected a need to make the
following changes:
Addition of Neuroanatomy
coursework at the
undergraduate level as a
prerequisite for coursework
related to neurological
disorders at the graduate
level.
Introduction to dysphagia
evaluation in Voice Disorders
class.
127
#2 Describe the
typical
development of
speech and
language skills
and relate
the development
of these
skills to linguistic,
cultural,
cognitive, and
psychological
influences.
#3 Select,
describe, and
integrate the
findings from a
variety of
standardized and
nonstandardized
assessment
instruments for
children and
adults.
a standard grading rubric. Exams are
standard to the department, not
individual instructors. See Appendix
A.
SHS 422 = 95%
.
Use of interactive lessons on
DVD for vocal pathology and
disordered acoustic
characteristics of voice.
#2
Criterion referenced performance
competency on language assessment
scored by faculty assessment team
members. See Appendix B.
#2
Performance on language
competencies were passed at a
rate of 92% scored by faculty
assessment team members.
#2 Student performance on
Portfolios completed for SHS 420;
Neurogenic Communicative
Disorders are evaluated by the
faculty assessment team members.
See Appendix C.
Neurogenic Communicative
Disorders Portfolios were
completed with 89% accuracy
evaluated by faculty
assessment team members.
Scores on written exams, research
papers, and presentations per
competency requirements in SHS
302; Phonetics, SHS 304;
Development of Speech and
Language, SHS 334; Language
Disorders, and SHS 420; Neurogenic
CommunicativeDisorders.
Attainment of course objectives are
assessed by the department based on
a standard grading rubric. Exams are
standard to the department, not
individual instructors. See Appendix
A.
The following number of
students passed departmental
competencies.
SHS 302 = 98%
SHS 304 = 84%
SHS 334 = 83%
SHS 420 = 91%
#3
Criterion based competency on
communication Assessment scored
by faculty team members. See
Appendix B.
#3
Portfolios completed for SHS 336
Appraisal and Diagnosis of
Communication Disorders are
evaluated by faculty team members.
See Appendix C.
Scores on written exams, research
papers and presentations per
competency requirements in
SHS 410; Clinical Orientation; SHS
336; Appraisal and Diagnosis of
Communication
Disorders.
Attainment of course objectives are
assessed by the department based on
Communication assessment
Performance Competency
completed with 90% accuracy
as scored by faculty
assessment team members.
Portfolios for
Appraisal/Diagnosis passed
with 98% accuracy as scored
by faculty assessment team
members.
The following number of
students passed departmental
competencies.
SHS 410 = 88%
SHS 336 = 85%
127
departmental objectives
reflected a need to make the
following changes:
Utilization of acoustic
technology to help students
differentiate
geographical/ethnic
dialectical variations.
Initiation of case studies for
Language Disorders related
to brain dysfunction for
assessment and therapeutic
intervention planning.
Use of videoteleconference
technology for instruction of
Language Development and
Language Disorders.
#3 Student performance on
departmental objectives
reflected a need to make the
following changes:
Establish clinical practicum
portfolio including summary
of observation hours, clinical
evaluations, and clock hour
sheets signed by ASHA
certified supervisor.
Students meet weekly with
the clinic director to discuss
clinical competencies,
knowledge, and skills.
Addition of counseling
parents of children with
communication disorders in
SHS 336 content.
128
a standard grading rubric. Exams are
standard to the department, not
individual instructors. See Appendix
A.
#4 Perform
routine
audiological
assessment
procedures
including hearing
screening and
air/bone
conduction
threshold testing.
#5 Formulate
behavioral
objectives and
plan
appropriate
procedures to
achieve those
objectives
for intervention
with clients
who have
communication
disorders.
#4
Criterion referenced competency on
Hearing Screening and Air/Bone
Conduction testing
scored by faculty team members. See
Appendix C.
Scores on written exams, research
papers and presentations per
competency requirements in
SHS 414; Audiology and SHS 455,
Diagnostic Audiology.
Attainment of course objectives are
assessed by the department based on
a standard grading rubric. Exams are
standard to the department, not
individual instructors. See Appendix
A.
#4 Hearing Screening
Competencies were completed
with 87% accuracy as scored
by faculty assessment team
members.
The following number of
students passed departmental
competencies.
SHS 414 = 88%
SHS 455 = 93%
#5
Criterion Referenced competency on
writing and executing behavioral
objectives in clinical
practicum therapy sessions. See
Appendix B.
#5
Completion of portfolio on long and
short term lesson plans evaluated by
faculty assessment
team members. See Appendix C.
Lesson Plan Portfolios were
completed with 93% accuracy
as scored by faculty
assessment team members.
Clinical documentation of
intervention practicum.
Clinical Clock Hour repository
for therapy practicum
experience was completed per
student with 100% accuracy.
Scores on written exams, research
papers and presentations per
departmental competencies in
SHS 412; Methods in
Communication Disorders.
Attainment of course objectives are
assessed by the department based on
a standard grading rubric. Exams are
standard to the department, not
individual instructors. See Appendix
A.
Behavioral Objective
competencies were completed
with 95% accuracy as scored
by faculty assessment team
members.
The following number of
students passed departmental
competencies.
SHS 412 = 80%
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#4
Student performance on
departmental competencies
reflected the need to increase
the use of new interactive
technology in the classroom
to present information
regarding the physics of
sound.
#5
Student performance on
departmental competencies
reflected the need to use
templates to guide student
clinicians in choosing
appropriate intervention goals
for individual client needs
available through new
computer software in the
student lab.
129
Student records are maintained that indicate:
1. The use of formative and summative assessments during the student’ s course of study.
2. Progress toward completion of the Bachelor of Science Degree in Speech and Hearing Sciences.
An advising file for each student is maintained in the office of the advisor. Once admitted into the program, each student
meets individually with the advisor to review transcripts and course syllabi to document progress in the acquisition of
knowledge and skills necessary to meet requirements for the Bachelor of Science Degree in Speech and Hearing Sciences.
During each semester, students again meet with their advisor. An advising form is used to document courses to be taken by
the student to meet graduation requirements. Students must also complete and submit a program of study to the dean. All
documents are maintained in the advising file and are accessible to each student.
The students also maintain a clinical practicum portfolio. At the end of each semester, the Clinic Director and the students
review the files, update them, and discuss clinical progress. Throughout the semester, these portfolios are kept in locked
cabinets, but are available for the faculty and students to access when needed.
The clinical portfolio contains a summary of observation hours obtained, clinical evaluations of student performance
completed by supervisors, clinical grades, clinical clock hour sheets signed by ASHA certified supervisors, a computer
generated cumulative total of those hours, and a signed confidentiality form.
Responsibility for maintaining the advising file is shared by the student and advisor. At the end of each semester, instructors
submit to the advisor verification of the completion of student learning outcomes for each course completed by the student.
The academic advisor updates the student’ s profile that is maintained in the student’ s advising file. Students who fail to
achieve the minimum competency level established for learning outcomes must meet with the advisor prior to the beginning
of the next semester. A remediation plan is then developed.
The clinical file is maintained by the student throughout each semester. At the end of the semester, students update their files
and bring both of them to their individual conferences with the clinical director. During this final checkout process, the clinic
director carefully reviews the accuracy and currency of each file and discusses with them their progress. Typically, the
student makes progress in a semester. However, if the student is not showing adequate progress, a remediation plan is
developed.
Formative Assessment:
1. Faculty use formative assessment within courses including exams, class assignments, and analysis of case studies. Faculty
have set minimum competency levels for key student learning outcomes, and will continue to review them.
2. Clinical Clock Hour forms are used to track the development of clinical competencies. The Clinical Director and students
meet at the beginning, middle, and end of the semester to identify competencies and track attainment levels.
3. Clinical supervisors provide weekly written feedback and meet with students to give specific feedback about their
progress toward acquisition of knowledge and skills when students are providing clinical services in the clinic. At the
beginning, middle, and end of the semester, the supervisors discuss the student’ s clinical competencies levels. At the end of
the semester, the supervisor and student will discuss the growth process that has occurred during the semester and decide on
the level of competency of each student learning outcome addressed. Students also meet weekly with the Clinic Director to
discuss a myriad of clinical issues, including clinical competencies, knowledge, and skills.
4. Clinical supervisors who provide supervision off-campus meet with the students frequently. Students are given written
feedback regarding their clinical performance. The student in turn, shares this information with the university clinical
director. Students also complete off-campus practicum reports that describe specific experiences that they have had and
address specifically what knowledge and skills were gained at their sites. Students also attend meetings held by the Clinical
Director to discuss student’ s progress. The Clinical Director makes visits, to monitor the quality and breadth of the student’ s
experience and to provide a critical link between the department and the off-campus facility.
5. Faculty meet monthly to review student’ s progress.
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6. Faculty provide group sessions for students in areas such as phonology, aural rehabilitation, fluency, etc., to assist students
in the development of knowledge and skills in various areas, as the need arises.
7. The academic advisor meets with students to review and discuss progress in completing academic requirements using the
study plan for B.S. in Speech and Hearing Sciences.
8. The Clinic Director meets with the students at the end of each semester that they are enrolled in clinical practicum to
ensure that progress is being made regarding their acquisition of knowledge and skills.
Appendix A
Departmental Competency Objectives Set for Individual Coursework
Student’ s level of achievement in each area is scored using the following rating scale:
5 = Competent
4 = Emerging/with guidance
3 = Needs improvement/showing effort
2 = Needs improvement/not showing effort
1 = Unacceptable/unable to complete
0 = Not applicable/ no exposure
To obtain the total score, add up the total of the numbers circled in the section. Divide by the maximum number possible to
obtain a competency percent.
The grading scale is as follows:
100-92%
A
91-90 % A89-87% B+
86-83% B
82-80% B79-77% C+
76-73% C
72-70% C-
SHS 306, Anatomy and Physiology
Student identifies and describes:
1.
2.
3.
4.
5.
6.
relevant muscles, bones, and cartilage involved in oral
communication.
the function of those structures involved in oral
communication
concepts such as Boyle’ s Law and the Myoelastic –
Aerodynamic Theory, and their roles in speech
production.
the processes of normal respiration, phonation,
articulation, resonation, and audition.
the common deviations in speech and hearing
mechanisms which cause oral communicative problems.
common instruments and methods used in assessing
speech and hearing processes.
SHS 332, Disorders of Articulation
130
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
131
Student identifies and describes:
1. characteristics symptomatic of articulation disorders.
2. causes of articulation disorders.
3. selection, administration, and interpretation of articulation
assessment measures.
4. procedures used in differential diagnosis and prognosis of
articulation disorders.
5. principles and procedures used in individual program planning for
articulation disorders.
6. procedures used in therapeutic intervention for articulation
disorders.
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
SHS 416, Neuroanatomy
Student identifies and describes:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
neuroscience and its relationship to speech-languagehearing pathology.
components of a neurological examination.
types of neurological diseases.
neuroanatomical terminology.
structures within the central and peripheral nervous
systems, and describe their functions.
communicative functions with Brodmann’ s anatomical
labels.
neurological rules for localizing lesions in the nervous
system.
pathways for sensation, proprioception, and motor
function.
mechanism of blood circulation to the brain.
clinical neurological diagnostic technology.
parts of nerve and glial cells; discuss functions.
common neurotransmitters, along with their functions.
5
4
3
2
1
0
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
SHS 422, Voice Disorders
Student identifies and describes:
1. Anatomy and physiology of the larynx and an understanding of the
anatomy and physiology of voice production.
2. Etiologies, prevention, assessment, and treatment of organic,
neurological, and nonorganic voice disorders.
3. Selection and use of equipment and techniques in assessment of
voice disorders.
4. Etiology, assessment, and treatment of voice disorders.
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
SHS 302, Phonetics
Student identifies and describes:
1.
2.
3.
4.
5.
6.
7.
8.
phonetics with its five major branches.
terminology related to phonetics.
symbols utilized in the International Phonetic Alphabet.
phonemes represented by the IPA symbols.
major dialects of American English.
different registers and idiolects.
phonemes based on distinctive features.
Transcription of phonemes within word, sentence, and
131
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
132
9.
10.
11.
12.
conversational contexts.
stress, intonation, and rhythm patterns in contextual
language.
relationship between phonetics and phonology as it
relates to speech and reading.
error transcription for articulation disorder.
development of the phonological rule system.
5
4
3
2
1
0
5
4
3
2
1
0
5
5
4
4
3
3
2
2
1
1
0
0
SHS 304, Development of Speech and Language
Student identifies and describes:
1. current theories of language development.
2. linguistic developmental milestones according to ages and MLU).
3. current issues concerning the acquisition and use of language by
individuals from linguistically diverse backgrounds (knowledge,
beginning level).
4. relationship between linguistic development and other areas of
development in young children.
5. linguistic milestones achieved by normally developing children.
6. relationship between play/interaction and linguistic development.
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
5
4
3
2
1
0
5
5
4
4
3
3
2
2
1
1
0
0
SHS 334, Language Disorders
Student identifies and describes:
1.
2.
3.
4.
5.
the normal language development process.
etiological factors related to language impairments.
models for identification of language impairment
classifications.
evaluation techniques for diagnosis of language impairment.
intervention strategies in planning remediation.
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
5
5
4
4
3
3
2
2
1
1
0
0
5
4
3
2
1
0
5
5
4
4
3
3
2
2
1
1
0
0
5
5
4
4
3
3
2
2
1
1
0
0
5
4
3
2
1
0
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
SHS 420, Neurogenic Communicative Disorders
Student identifies and describes:
1.
neuroanatomy and physiology, including the peripheral and
central nervous systems, blood supply to the brain, and
localization of function.
2. neurologic causes of communication disorders.
3. Interview, Physiologic, and Neurologic examination of
patients with dysfunction.
4. Documentation of results from examination.
5. Survey of assessment instruments for neurogenic
communication disorder.
6. behavioral, cognitive, and emotional consequences of brain
dysfunction.
7. Determination of candidacy for treatment.
8. Protocol for treatment sessions.
9. Recording and charting patients’ performance.
10. Adjusting treatment tasks for patients, including instruction
and feedback, based on neurogenic deficit.
SHS 410, Clinical Orientation
Student identifies and describes:
132
133
1.
2.
3.
an overview of clinical practicum and its organization, as
well as, an understanding of proper conduct while working
with a supervisor and clients.
how to select target behaviors, basic methods of treatment,
how to control undesirable behaviors, and how to maintain
target behaviors.
information regarding the ASHA code of ethics, its
standards, and expectations.
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
SHS 336, Appraisal and Diagnosis of Communication Disorders
Student identifies and describes:
1.
identify fluency, voice, articulation, language, neurological,
and hearing disorders utilizing medical and descriptive
developmental models of assessment.
appropriate protocol for case history, interview,oral
mechanism evaluation, hearing screening, cognitive, motor
and communicative assessment.
characteristics of specific test instruments which relate to
validity and reliability, as well as variables related to
examiner and examinee that affect productivity of the
diagnostic evaluation.
outlining steps to follow in diagnosis of fluency, hearing
impairment, voice, articulation, language, and neurological
communicative disorders.
written examination reports including test results from
practicum evaluations performed throughout the semester.
2.
3.
4.
5.
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
SHS 414, Audiology
Student identifies and describes:
1.
2.
3.
4.
Elements of Audiology including anatomy and physiology
of the ear, types of hearing loss, and simple tests of
hearing.
Types of Hearing Assessment
Hearing Disorders
Management of Hearing Loss
5
4
3
2
1
0
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
SHS 455, Diagnostic Audiology
Student identifies and describes:
1.
2.
3.
4.
5.
6.
conversation and communication behaviors, including
communication strategies and conversational styles.
speech perception, assessing hearing, listening devices,
auditory training and speechreading.
aural rehabilitation as it relates to adults who have a
hearing loss.
aural rehabilitation as its relates to children who have a
hearing loss.
speech, language, and literacy development in children
with a hearing loss.
the management of cochlear implants in children.
SHS 412, Methods in Communication Disorders
Student identifies and describes:
133
134
1.
2.
3.
4.
5.
6.
7.
basic principles of speech/language intervention.
long-term and short term goals appropriate for an IEP.
appropriate techniques to deal with articulation and
phonological disorders.
appropriate techniques to deal with language disorders
appropriate techniques to deal with adult aphasia,
dysarthria, and apraxia.
appropriate techniques to deal with fluency.
techniques to deal with voice disorders.
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
5
5
4
4
3
3
2
2
1
1
0
0
5
5
4
4
3
3
2
2
1
1
0
0
Appendix B
Objectives for writing and executing behavioral goals for speech/language assessment and clinical practicum therapy.
Student’ s level of achievement in each area is scored using the following rating scale:
5 = Competent
4 = Emerging/with guidance
3 = Needs improvement/showing effort
2 = Needs improvement/not showing effort
1 = Unacceptable/unable to complete
0 = Not applicable/ no exposure
To obtain the total score, add up the total of the numbers circled in the section. Divide by the maximum number possible to
obtain a competency percent.
The grading scale is as follows:
100-92%
A
91-90 % A89-87% B+
86-83% B
82-80% B79-77% C+
76-73% C
72-70% CStudent communicates orally:
1. Using language appropriate for audience
1
0
2. Using accurate and concise information
1
0
3. In spoken English consistent with ASHA position on nonstandard
1
0
4. Dialects and accents
5. Using other languages at an equivalent standard when appropriate or
0
6. Using an interpreter
7. Attending and responding appropriately
1
0
Student communicates in writing:
1. Using language appropriate for audience
1
0
134
5
5
4
3
2
5
4
3
2
5
4
3
2
4
3
2
1
5
4
3
2
5
4
3
2
135
2.
3.
Using correct mechanics
1
0
Using accurate and concise information
1
0
Evaluation Competencies:
1. Selects and administers appropriate screening procedures to determine
1
0
Appropriateness for speech-language evaluation and/or referral.
2. Selects and gathers necessary case history information from staff, family,
0
Client, and records prior to diagnostic assessment.
3. Selects appropriate diagnostic tests to assess relevant areas.
0
4. Administers formal tests according to published guidelines.
0
5. Administers informal assessment including use of non-standardized
0
Tests, curriculum based, criterion referenced, behavioral
observations, and/or instrumental tests.
6. Adapts assessment method according to client response.
1
0
7. Accurately interprets formal and/or informal tests to establish a diagnosis.
0
8. Utilizes multiple data information to obtain appropriate differential
0
Diagnosis.
9. Is able to provide evaluation documentation that follows guidelines
0
Required by practicum setting.
10. Is able to perform re-evaluations to judge the effectiveness of client
0
Progress when appropriate.
5
4
3
2
5
4
3
2
5
4
3
2
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
4
3
2
1
5
4
3
2
4
3
2
1
5
4
3
2
4
3
2
1
5
4
3
2
5
4
3
2
4
3
2
1
Intervention Competencies:
1. Establishes appropriate long term goals for client.
5
0
2. Establishes behavioral objectives that include condition, performance,
1
0
And termination criteria.
3. Establishes appropriate frequency and duration of speech-language pathology 5
0
Services.
4. Establishes a plan of care appropriate to diagnostic findings.
1
0
5. Adjusts plan of care in response to client changes.
5
0
6. Selects appropriate intervention strategies to achieve desired outcomes
1
0
And meet the individual needs of the client.
7. Utilizes appropriate treatment outcome measures/data collection in the delivery
1
0
Of intervention services.
8. Is able to provide intervention documentation that follows guidelines and
5
0
135
136
Format required by practicum setting.
9. Collaborates with the client, and other professionals to develop, modify,
0
And coordinate plan of care to achieve the best treatment outcomes.
Interaction Competencies:
1. Attendance is reliable and punctual.
1
0
2. Demonstrates the ability to work with clients of various ages, gender,
1
0
Socioeconomic, and ethnic backgrounds.
3. Respects cultural and personal differences of others.
1
0
4. Adheres to regulations for client confidentiality and privacy.
1
0
5. Selects a communication style (verbal and written) that meets the needs of
0
Different audiences.
6. Demonstrates effective use of time to complete verbal and written tasks
1
0
Involving case management.
7. Abides by the policies and procedures in the practicum setting.
1
0
8. Implements clinical instructor’ s suggestions in an open and non-defensive
0
Manner, and follows through on recommendations for clients.
9. Engages in nonjudgemental, constructive discussions with other speech0
Language pathologists, clients, families, and other professionals.
10. Adheres to the ASHA code of ethics.
5
4
3
2
1
5
4
3
2
5
4
3
2
5
4
3
2
5
4
3
2
4
3
2
1
5
4
3
2
5
4
3
2
5
4
3
2
1
5
4
3
2
1
5
Appendix C
Departmental Competency for Student Portfolios
Student’ s level of achievement in each area is scored using the following rating scale:
5 = Competent
4 = Emerging/with guidance
3 = Needs improvement/showing effort
2 = Needs improvement/not showing effort
1 = Unacceptable/unable to complete
0 = Not applicable/ no exposure
To obtain the total score, add up the total of the numbers circled in the section. Divide by the maximum number possible to
obtain a competency percent.
The grading scale is as follows:
100-92%
A
91-90 % A89-87% B+
86-83% B
82-80% B79-77% C+
76-73% C
136
137
72-70% C-
Assessment and Intervention:
1.Select describe, and intergrate the findings from a variety of standardized
2
1
0
non-standardized assessment instruments for children and adults.
2. Describe the procedure to appropriately administer a basic oral mechanism examination
2
1
0
For children and adults.
3. Describe the elements of and interpret responses to a case history for disorders.
2
1
0
4. Describe the possible effects of cultural and linguistic factors on assessment and indicate
2
1
0
Techniques to accommodate such factors in assessment.
5. Interpret the results of an assessment and make appropriate recommendations based on that
2
1
0
Interpretation.
6. Write behavioral objectives and plan appropriate procedures to achieve those objectives for
2
1
0
Intervention with impaired clients.
7. Select appropriate targets and entry levels for intervention and provide a rational for the
2
1
0
Selection.
8. Develop a probe list and other techniques for assessing the effectiveness of an intervention
2
1
0
Program.
Language and Neurological Disorders:
1. Describe common patterns and related factors.
2
1
0
2. Select and interpret appropriate diagnostic procedures for common disorders.
2
1
0
3. Develop appropriate treatment plans for common disorders.
2
1
0
4. Describe symptoms and differentiate among aphasia, TBI, dementia, right hemisphere
2
1
0
Damage, and normal aging.
5. Select an interpret appropriate diagnostic procedures for common acquired disorders.
2
1
0
6. Develop appropriate treatment plans for common acquired disorders.
2
1
0
Hearing Assessment:
1. Describe common disorders of outer, middle, and inner era and auditory nervous system.
2
1
0
2. Explain effect of severity on onset of hearing loss on speech and language skills.
2
1
0
3. Perform screening assessment of hearing-air and bone conduction.
2
1
0
4. Identify current amplification techniques and assistive devices for hearing loss.
2
1
0
5. Discuss current issues and scope of practice regarding central auditory processing disorders.
2
1
0
137
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
138
Cultural and Social Consideration:
1. Differentiate between speech differences and disorders.
2
1
0
2. Differentiate between language differences and disorders.
2
1
0
3. Describe key cultural variables that influence communication.
2
1
0
4. Describe techniques to elicit and support appropriate behaviors in clinic, home, and
2
1
0
School situations.
5. Methods to facilitate social skills for communication and maximize communication
2
1
0
Opportunities.
6. Appropriate social interaction guidelines for clients of diverse cultural backgrounds.
2
1
0
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
5
4
3
B.S.E. and B.A. (English) with Teacher Certification
Learning Outcome
Critically analyze the
works of major British
and American writers
and works of Young
Adult Literature
Data Collection and Analysis.
1.Essay exams evaluated by assessment
team at the end of the spring semester.
Members of the Division curriculum
subcommittee for English form the
assessment team. The exams were from an
upper Division American literature class
and were evaluated by the team on the basis
of the major principles of effective writing:
analysis, support, and mechanics.
NCTE and NCATE data recommend the
addition of a required Young Adult
Literature class to the requirements for one
certifying to teach English.
Results of Evaluation
1. Exams were evaluated on student’ s
ability to analyze, support their
arguments, and use mechanics of
language correctly. Of the essays
evaluated, 32% were strong in analysis,
50% were adequate, and 18% were weak.
In support, 25% were strong, 50% were
adequate, and 25% were weak. In
mechanics, 43% were strong, 37%
adequate, and 20% weak.
Dr. Schultz, teacher education specialist,
proposed adding the Young Adult
Literature class to the teacher education
requirements in ’ 05. The proposal went
through the English curriculum
committee, the Division curriculum
committee, the Dean of Arts & Sciences,
the Academic Council and the Teacher
Education Council and was ultimately
approved.
2. Portfolio review by assessment team
using new NCTE-NCATE prescriptions.
Analytical papers included on British and
American literature (See Appendix B for
portfolio rubric for previous years.)
2. Two graduates scored 2.8 on a 4.0
scale for analysis. (4— highly competent;
3— competent; 2— minimally competent;
1— not competent.)
(See Appendix C & D for portfolio
assessment and grading rubric)
3. PRAXIS scores— English Languages &
Literature
3. 100 % pass for PRAXIS (1 of 1) at last
reporting (See Appendix E for three
138
Use of Evaluation Re
1. Grading rubric prepared
future assessments. (See A
A)
Young Adult literature is
offered in a regular one
rotation.
2. Procedural change to a
NCTE-NCATE prescripti
139
years of PRAXIS scores for majors)
3. Assessment team will c
to monitor PRAXIS sc
Demonstrate
proficiency in
expository writing and
in the ability to
determine such
necessary
considerations as thesis,
purpose, audience, and
organization.
1. Writing Proficiency Exam, Junior level,
all disciplines, faculty readers from across
the university curriculum.
1. WPE pass rates, summer 05 (1 or 1—
100%), fall 05 (4 of 4— 100%), spring 06
(4 of 5— 80%). 90% pass rate for the
school year (9 of 10). Follow-up
recommended for failing students.
2. PRAXIS 2005 (80% pass, 4 of 5)
2. PRAXIS (Writing)
3. No CAAP options reported
3. CAAP score of 3 or 3+
4. English 301 credit— another option for
fulfilling the university writing requirement
Demonstrate familiarity
with research
procedures in the
discipline and in using
other critical
perspectives or
arguments in defining
their own.
Students will
demonstrate an
understanding of the
theories and practices
of language and
grammar.
Demonstrate ability to
plan a unit of
instruction and teach it
effectively
Portfolio review by assessment team.
Two graduates scored 2.5 on a 4.0 scale
in using research skills. (See Appendix
D)
1. PRAXIS scores (English Language &
Literature)
1. 100% pass of PRAXIS at last reporting
(See Appendix E)
2. STEP program retreat with 5 graduates
currently teaching in area schools, Great
River Road State Park, Spring 05 as well as
ongoing email dialogue with former
students.
2. Former students now teaching reported
being unprepared to teach grammar as
their biggest problem. Following the
retreat, Grammar for Teachers course was
recommended by the assessment team.
Review by supervising professor and
classroom teacher of unit (STAI standards)
and teaching in both clinical setting and in
actual classroom.
100% (7 of 7) graduates successfully
performed in 2005; 100% (2 of 2) were
successful in 2006. Recommendation that
supervising teacher send detailed
critiques to student teacher and to chair of
139
1,2. Unsuccessful majors
and counseled by Compos
Chair. Their essays ar
in conference with weakn
addressed and appropriate
remedies suggested (such
regular appointments in th
Writing Center.) The Com
Chair then conveys any pe
information helpful to the
in strengthening instructio
thus learning.
(See Appendix E for PRA
chart)
3. No CAAP
4. Minutes of the assessm
reflect the recommendatio
include essay from ENG 3
ENG 301 for portfolio
Assessment team will con
monitor research skills as
evidenced in the portfolio
1. Assessment team will c
to monitor theories and pr
language and grammar as
evidenced in the PRAXIS
2. A proposal for a Gramm
Teachers course was writt
Schultz, submitted to the E
curriculum sub-committee
Division curriculum comm
the Arts & Sciences Dean
finally the Academic Cou
was approved 05 and has
taught regularly since.
Dr. Schultz wrote analyse
critiques, keeping students
chair informed as to streng
weaknesses.
140
Division.
*The teacher education program is preparing for review by the NCATE accrediting agency. See Appendix F for
the detailed English Education Assessment Plan prepared for that review.
APPENDIX A
English Department
ESSAY GRADING RUBRIC
(NCTE Requirements)
The bulleted elements of each grade may not be represented with each assessment within the course. However, when all
coursework assessments are considered, each grade would represent the bulleted qualities, although the list is not
exhaustive. Most qualities are intended to apply to each grade.
A
This grade represents excellent to distinguished work for the course.
•
The work exceeds what is ordinarily expected in scope and depth.
•
The work shows originality and creativity and/or demonstrates sound critical thinking.
•
The work may demonstrate application of concepts studied to new situations; there is willingness for risktaking to tackle challenging problems.
•
The work demonstrates mastery of the material; it is organized and complete.
•
The argument, analysis, or problem-solving is complex.
•
Writing and logic flow smoothly.
•
The work contains few, if any, errors.
B
This grade represents work that exceeds the basic expectations for the course.
•
The work demonstrates insight and critical thinking.
•
The work is organized, clear, and generally correct in analysis and/or facts; it is complete and reasonably thorough.
•
The work demonstrates a solid understanding of the material covered by the assignment.
•
The work demonstrates sound problem-solving skills; there is evidence of some risk-taking.
•
The structure is sound and logical but the work may lack depth in some parts of the argument.
•
The work contains few errors.
C
The work is competent, generally satisfying expectations, but reveals some gaps in student understanding,
mastery or presentation for the course.
•
The work satisfies the major requirements for the assignment.
•
The work demonstrates competent problem-solving skills; it may manage straightforward problems well
but have problems making connections and/or applying concepts to new situations.
•
The work may leave some questions about understanding of parts of the course material because it is not
quite complete or because there are noticeable oversights. It is less thorough and lacks details.
•
The work is generally correct but contains some organizational or structural problems.
•
The ideas have merit, but they may not be clearly presented or fully developed.
•
The ideas may be obvious or somewhat superficial.
•
The work may be weakened by grammar or punctuation errors.
D
The work is of a poor quality; it is substandard in several areas for the course.
•
The work may not satisfy all requirements for the assignment.
•
The work contains serious flaws in logic or omissions of information.
•
The work reflects noticeable gaps in mastering the material and concepts studied.
•
The work reflects oversight or incomplete analysis.
•
The thinking is flawed except for that on the most basic of problems.
•
The work may be unclear and poorly organized.
•
The work may be disrupted with grammar or mechanical errors.
F The work is not acceptable; it is substandard in many areas for the course.
•
The work does not achieve the goals of the assignment.
•
The work reflects little understanding of the material and concepts studied.
140
141
•
•
•
•
The work contains serious errors, oversights, incomplete analysis, or carelessness. There is little evidence
of the ability to recall information and relate it to the concepts studied.
The work is incomplete and/or provides evidence of little thought.
The work may not address the assignment.
The work may be disrupted with serious errors in grammar and mechanics
APPENDIX B
Student Portfolio: Division of Languages and Literature
For students earning the BA without teacher licensure
I.
Pre-program Assessment
English ACT score ______
Reading ACT score ______
II. General Education: Writing skills, computer skills and critical thinking skills
Grade reports or transcripts from course work in all General Education classes ______
A grade report or transcript with a CR in Eng. 300 or a passing grade in Eng. 301 ______
A grade report or a transcript showing credit in at least one computer class or a graded paper written by the student which
demonstrates basic computer competency ______
Other (
) ______
Other (
) ______
III. The Major: Students should demonstrate their ability to complete in licensure requirements, the work force, or
professional and graduate school.
Grade reports or transcripts from all classes in the major ______
Writing sample with a C or better from an upper-level class in the major or Praxis Specialty Area Scores or GRE Subject
Area scores ______
Evidence or admission to graduate school ______ (if available)
Evidence of procurement of professional employment ______ (if available)
Other (
) ______
Other (
) ______
141
142
Student Portfolio: Division of Languages and Literature
For students earning teacher licensure: BSE or BA
I.
Pre-program Assessment
English ACT score ______
Reading ACT score ______
II. General Education: Writing skills, computer skills and critical thinking skills
Grade reports or transcripts from course work in all General Education classes ______
Praxis I scores Reading ______ Writing ______ Math ______
A grade report or a transcript showing credit in at least one computer class ______
Other (
) ______
Other (
) ______
III. The Major: Students should demonstrate their ability to complete in licensure requirements, the work
force, or professional and graduate school.
Grade reports or transcripts from all classes in the major ______
Praxis Specialty Area Scores ______
Praxis Principles of Teaching Learning Scores ______
Evidence of evaluation of student teaching ______ (if available)
Evidence or admission to graduate school ______ (if available)
Evidence of procurement of professional employment ______ (if available)
Other (
) ______
Other (
) ______
142
143
APPENDIX C
English Major Portfolio Assessment Requirements
Rationale Supported by current educational research, portfolio assessment is theoretically based as a
means of providing direct assessment and qualitative information. The portfolio enables “ continuous”
assessment of our English majors, and its multidimensional nature accommodates the linguistic and cultural
diversity within our learning community. The portfolio provides evidence or “ artifacts” of how
information from various English content courses is applied and perhaps even how information from other
disciplines is integrated into writings. Reflecting the nature of learning as a nonlinear and fluctuating
process, the portfolio is flexible, and this flexibility also enables the strengthening of any weak areas
identified in the program. Most importantly, the nature of language and thinking demands that we move
beyond standardized testing to assess these skills. Portfolio assessment enables “ showcasing” language and
thinking abilities to address complex issues and problems. An important part of the portfolio will be
reflective pieces intended to help extend and transform these writing experiences into personal
examinations and evaluations that will lead to new understandings about reading, writing, and thinking.
English education majors will also reflect on how these assignments address or demonstrate satisfying the
National Council of Teachers of English (NCTE) standards pertaining to knowledge while the BA major
will evaluate success in achieving the department’ s program standards. Those studying English education
will submit this portfolio to Task Stream after faculty evaluation.
Purpose This portfolio provides both an opportunity to demonstrate growth during the program and to
evaluate learning achievement. The portfolio will also be used for program evaluation.
Audience English faculty and outside accreditation representatives will read the portfolio.
Submission One semester prior to graduation or student teaching, submit your portfolio to your advisor.
Appointments for help may be made with English faculty while working on this portfolio.
Portfolio Requirements and Formatting Use a 2.5 inch three-ring notebook. On the front of your
portfolio, create an attractive cover that includes name, major and degree, semester and year of anticipated
graduation. Use fresh copies of assignments without grades. Use 8 ½ by 11 inch white paper. Place a
cover sheet over each assignment indicating course it was submitted for and semester and year.
Table of Contents There should be a table of contents with your portfolio, and the pages should be
numbered.
Resume Place your resume just before the table of contents. Any standard format for the resume will be
acceptable. The resume should include not only identifying information and work experiences but also all
schools attended. Including your professional activities will also enable you to discuss your professional
development. Place a reflection on your professional development after the resume.
Artifacts Choose papers and assignments/projects that meet the following criteria:
A. Choose a paper that was written for a literature course early in your studies.
B. Choose one paper from an upper-level course. The paper should demonstrate critical thinking,
which is more than a display of knowledge on a content studied in English classes. Critical thinking
involves the higher level skills of analyzing, evaluating, and synthesizing ideas and concepts explored in
your courses. Good writing does not necessarily represent critical thinking, unless it does involve the
higher-order thinking skills just stated.
C. Choose a paper or an analysis of a literature paper or test that enables discussion of knowledge
of language evolution and/or grammar.
D. Choose at least one research paper that demonstrates not only the critical thinking but also
your ability to integrate texts and use MLA documentation.
143
144
Reflective Writings A portfolio without reflection is simply a collection of papers. Reflective thinking
contributes to your transformation from a student to a professional. Reflective thinking requires returning
to these writing experiences, attending to feelings, evaluating the experiences in terms of what was learned,
and putting these experiences into a context for the future. These reflections are both retrospective and
projective.
A. For the introduction, just after the table of contents, write one reflective piece that creates a
context for each artifact. Explain why the topic was chosen for the assignment given in what particular
course, the process required to complete the assignment, feelings about working on the assignment and
after working on the assignment, and what was learned in doing the assignment. Is there anything that
would be done differently if revising any particular assignment? What distinguishes the weakest paper
from the strongest one? Any changes in how writing and thinking are approached? This would even
include the use of tools, e.g. papers handwritten first and now directly written on the computer, the Internet,
the library, and collaboration with faculty? Why? Has awareness of how knowledge is acquired increased?
What was learned about the reading process? What was learned about critically reading texts? What was
learned about the connections among reading, writing, and speaking? How does purpose shape the reading
and writing processes? Do the strategies change with the purpose? What has been learned about the
evolution of language and/or grammar? Come to some conclusion or evaluate how well you learned what
in completing these assignments.
B. For the second reflective writing placed at the end of the portfolio, candidates studying English
education will explain how these assignments addressed the NCTE content area standards, including and/or
assuming an informed stance on issues about language. Those studying for the BA degree will explore
how well program goals were satisfied. This writing will also explain how this knowledge will promote
success in future plans.
APPENDIX D
Rubric for Evaluating English Portfolio
Criteria
Exemplary
Selection
of
Artifacts
All artifacts are
clearly and directly
related to portfolio
(9)
The portfolio
reflects the ability
to follow
instructions. (3)
The context for each
artifact is clearly
explained. (9)
Reflection
s
The reflection
illustrates the ability
to effectively
critique work and
provide suggestions
for constructive
practical
alternatives. (9)
Reflection includes
specific description
to distinguish
between weak and
strong papers;
depth of explanation
of growth is
impressive. (9)
Satisfactory
Incomplete
Most artifacts are related to
the purpose of the portfolio.
(6)
There is no more than one
error in following
instructions. (2)
The context for most artifacts
is clearly explained. (6)
Most of the reflection
illustrated the ability to
effectively critique work and
provide suggestions for
constructive practical
alternatives. (6)
Reflection includes specific
description to distinguish
between weak and strong
papers; the explanation may
lack some depth in
illustrating growth. (6)
144
Few artifacts are related to
purpose of the portfolio (3)
There are problems with
following instructions (1)
The context for several artifacts
lacks clarity. (3)
Some of the reflections illustrate ability
to effectively critique work and provide
suggestion for constructive practical
alternatives. (3)
Some of the specific descriptions
distinguish between weak and strong
papers but the explanation fails to
illustrate growth. (3)
Score
145
The second
reflection clearly
addresses the
statndards and
explains how the
portfolio contents
demonstrate
satisfying the
standards. (9)
The second
reflection also
explains clearly how
this knowledge will
promote success in
achieving goals. (9)
Writing
Mechanic
s/
Usage
The text has no
disruptive patterns
of errors. (5)
The second reflection
addresses the standards but
may not always clearly
illustrate how contents
demonstrate satisfying the
standards. (6)
The second reflection sometimes
addresses the standards but may not
clearly illustrate how contents
demonstrate satisfying the standards. (3)
The second reflection
explains adequately how this
knowledge will promote
success in achieving goals. (6)
The second reflection provides only some
unformed notion of how this knowledge
will promote achieving goals. (3)
The text may have no more
than one disruptive pattern of
errors. (3)
Errors cause some disruption in reading
text. (1)
Reviewer’s comments:
Interpretation of Scores
A---Exemplary: 59-63
B— Satisfactory: 37-59
Partially satisfactory or incomplete portfolios need to be resubmitted— less than 48 points.
APPENDIX E
Name
Test Date
Adams, Jason 4/17/2004
Adams, Jason A. 6/12/2004
Adams, Jason A. 7/8/2004
Atley, Dionne R. 3/15/2005
Praxis Scores for Majors
ENG Lang
(Area)
Score(Passing)P
/F
Prin
Reading
(PLT)
(PPST)
Score(P Score(Passin
assing)
g)P/F
P/F
173(157)P 153(15
2)P
184(170)P
173(157)P 153(15
2)P
182
Atley, Dionne R. 4/16/2005
Bain, Phyllis 7/27/2005
Bell, Wendy 12/13/2004
Benford, Keyna 1/10/2004
Blaylock, Rena 7/8/2004
D.
Blaylock, Rena 4/16/2005
D.
Bradley, Olivia 1/29/2004
Brewer, Summer
Bricker, Sarah
J.
Bricker, Sarah
J.
Bricker, Sarah
J.
Brinston, Genda
4/13/2004
5/21/2003
159(157)P
176(157)P
165(157)P
163(15
2)P
148(15
2)F
172(170)P
177(170)P
181(170)P
184(170)P
6/22/2003
8/7/2004
1/11/2003
182(170)P
145
Writing
(PPST)
Score(Passi
ng)P/F
Math (PPST)
Reading (PPST)
Score(Passing)P/
F
Score
177(172)P
CPPST
178(169)P
CPPST
182 CPPST
183(172)P
CPPST
173(172)P
176(172)P
172(169)P
CPPST
164(169)F
179(169)P
172 CPPST
175(172)P
CPPST
176(169)P
CPPST
164 CPPST
177(172)P
180(172)P
178(169)P
187(169)P
184(172)P
184(172)P
177 CPPST
146
F.
Brinston, Genda
F.
Brinston, Genda
F.
Brown, Bridgit
Churchwell,
Kennie V.
Churchwell,
Kennie V.
Churchwell,
Kennie V.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Clayborne,
Louise K.
Dozier, Nicole D.
Dozier, Nicole D.
Dozier, Nicole D.
11/15/2003
175(172)P
6/12/2004
11/5/2003
3/5/2005
174(169)P
191(157)P
174(172)P
PPST
4/5/2005
6/11/2005
154(157)F
3/17/2004
177(170)P
3/17/2004
4/17/2004
144(157)F
4/17/2004
144(157)F
3/6/2004
6/12/2004
9/11/2004
175(170)P
174(172)P
CPPST
167(169)F
CPPST
167(169)F
171(169)P
CPPST
164(157)P
175(170)P
175(172)P
170(169)P
10/7/2003
2/27/2004
1/8/2005
176(170)P
176(170)P
173(170)P
172(172)P
172(172)P
177(172)P
163(169)F
166(169)F
172(169)P
5/25/2004
182(170)P
172(172)P
168(169)F
9/11/2004
150(157)F
165(157)P
156(157)F
Girdley, Kari 6/12/2004
161(157)P
1/10/2004
182(157)P
168(15
2)P
154(15
2)P
154(15
2)P
11/5/2003
4/17/2004
6/12/2004
156(157)F
6/12/2004
9/11/2004
154(157)F
11/20/2004
159(157)P
158(15
2)P
149(15
2)F
158(15
2)P
176(172)P
176(172)P
181(170)P
178(172)P
180(169)P
177(170)P
172(172)P
174(169)P
177(170)P
172(172)P
174(169)P
180(172)P
CPPST
180(169)P
CPPST
5/14/2002
6/15/2002
177 CPPST
176(172)P
163(15
2)P
1/24/2004
4/17/2004
Grgeszezak,
Mary
Haynes, Bobbie
J.
Haynes, Bobbie
J.
Haynes, Bobbie
J.
Haynes, Bobbie
J.
Haynes, Bobbie
J.
Haynes, Bobbie
J.
Hearn, Thelma
M.
Hearn, Thelma
M.
Hearn, Thelma
M.
167(169)F
176 CPPST
170(169)P
Dozier, Nicole D. 11/12/2004
Durham, Nancy
C.
Edwards,
Yakisha
Evans, Emily
Evans, Emily
Fipps, Nakeshia
S.
Flowers, Melaie
S.
Girdley, Kari
Girdley, Kari
174(172)P
4/29/2004
Dozier, Nicole D. 11/20/2004
Durham, Nancy 6/15/2002
Durham, Nancy 6/12/2004
170(169)P
CPPST
183(157)P
4/16/2005
146
182 CPPST
147
Hodges,
Suzanne M.
Hunt, Loretta
Hunt, Loretta
Hunt, Loretta
Hunt, Loretta
11/20/2004
4/21/2001
11/15/2003
1/29/2004
3/6/2004
164(157)P
161(157)P
Hunt, Loretta 4/17/2004
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Jackson,
Cheadra T.
Johnson, Julius
Kelly, Melody R.
9/26/2002
11/23/2002
152(157)F
11/23/2002
12/7/2002
172(170)P
177(172)P
169(169)P
169(169)P
175(170)P
175(172)P
166(169)F
159(15
2)P
159(15
2)P
175(172)P
CPPST
4/4/2003
4/4/2003
4/17/2004
4/16/2005
159(157)P
184(157)P
145(15
2)F
186(172)P
CPPST
184(169)P
CPPST
173(172)P
172(169)P
181(170)P
6/14/2004
156(157)F
152(157)F
152(157)F
11/20/2004
1/8/2005
180(157)P
4/17/2004
6/12/1999
11/20/1999
6/26/2000
9/13/2003
1/29/2005
176(169)P
CPPST
172(170)P
11/20/2004
11/20/2004
6/3/2003
186 CPPST
173(15
2)P
6/14/2004
Moore, Nicole 6/12/2004
Moore, Nicole 6/12/2004
170(169)P
170(169)P
CPPST
9/26/2005
147(157)F
147(157)F
Munday, Danita
P.
Pounders,
Vanessa
Powell, Tura
Powell, Tura
Powell, Tura
Powell, Tura
Powell, Tura
177(172)P
175 CPPST
1/10/2004
3/24/2004
4/17/2004
4/17/2004
Moore, Nicole
Moore, Nicole
Moore, Shirley
D.
Morris, Jessica
Morris, Jessica
161(15
2)P
171(15
2)P
172(170)P
9/26/2002
Kelly, Melody R. 1/7/2006
Mayers, Ann M. 11/15/2003
Mayhan, Marie
Metcalf,
Sherlyne L.
Metcalf,
Sherlyne L.
Moore, Nicole
Moore, Nicole
Moore, Nicole
Moore, Nicole
163(15
2)P
172(172)P
172(172)P
PPST
173(169)P
173(169)P PPST
171(172)F
163(169)F
156(15
2)P 712
169(170)F
182(15
2)P
170(170)P
177(172)P
307 CBTMath
164(169)F
170(169)P
CPPST
147
172 PPST
148
Ratliff, Elmira 5/21/2005
Ratliff, Elmira
Rauch, Margaret
J.
Rauch, Margaret
J.
Rogers, John
175(172)P
CPPST
8/17/2005
11/19/2005
11/20/2004
177(157)P
Russell, Amanda 11/19/2005
L.
4/17/2004
Trout, Thomas
R.
Trout, Thomas
R.
Turner,
Elizabeth A.
Ware, Joshalyn
L.
Ware, Joshalyn
L.
Ware, Joshalyn
L.
Ware, Joshalyn
L.
Wein, David B.
Williams, Tara
6/24/2000
171 CPPST
172 PPST
179(169)P PPST
1/7/2006
Skorupa, Anna
M.
Skorupa, Anna
M.
Smith, Edward
F.
Smith, Edward
F.
Trapolino, Emily
179(169)P
CPPST
Bio 187(150)P
(E)
6/19/2004
172(172)P
PPST
169(15
2)P
151(15
2)F 712
179(172)P
PPST
3/9/2004
4/17/2004
199((157)P (E)
9/11/2004
173(157)P
11/20/2004
167(15
2)P
SocStd 184()P
(E)
6/12/2004
186(170)P
CPPST
186(170)P
CPPST
185(172)P
CPPST
186(172)P
CPPST
190(169)P
CPPST
187(169)P
CPPST
334()P CBT
331()P CBT
331()P CBT
172(170)P
173(172)P
171(169)P
171(172)F
PPST
162(169)F PPST
11/20/2004
4/1/2005
166(169)F
CPPST
8/5/2005
11/28/2005
4/17/2004
9/11/2004
191(157)P
162(157)P
164 PPST
174 CPPST
171(172)F
CPPST
172(15
2)P
APPENDIX F
*The teacher education
program is preparing for review by the NCATE accrediting agency.
The following is the detailed English Education Assessment Plan prepared for that
review.
English Education Assessment Plan (NCTE Standards)
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BSE in Math
Learning
Outcome
General
Education
Outcome
Demonstrate
proficiency in
basic knowledge
of College
Algebra topics.
Data Collection and Analysis
Results of Evaluation
The final examination in
MAT 104 College Algebra
will be used to determine the
level of mastery of the topics
in College Algebra. The
examination is written each
semester by a committee of
faculty members who do not
teach the course during that
particular semester, and the
examination material covers
specific course objectives
which have been defined by
a committee of departmental
faculty. All college algebra
students take this common
final exam during an exam
period that is dedicated
solely to this course.
Analysis of fall 2005 semester grades are shown in the
following table.
The objective number corresponds to the published
objectives for College Algebra (MAT 104). The final
exam questions were matched to these 8 objectives. The
number of students that demonstrated mastery of each
objective was computed.
Objective
Number
1
2
3
4
5
6
7
8
Mastery
%
55%
47%
55%
75%
72%
58%
65%
45%
150
# of exam questions
for that objective
2
6
3
3
5
11
1
1
Use of Evaluation Results
Since 11 questions matched w
objective number 6, this
objective may be too general.
committee from the faculty wi
examine this objective to decid
if it should be made into sever
specific objectives. One
question for each objective 7 a
8 is not enough to judge
mastery; however, not much
course time is devoted to these
two objectives.
151
Major Field
Outcomes
Following the administration
of the final exam, an item
analysis will be performed to
determine areas of weakness
and strength.
ETS Major Field Test
Demonstrate
understanding of
fundamental
ideas, concepts,
and applications
of mathematics.
Demonstrate the
ability to
communicate
mathematics.
Performs
appropriate
mathematics
career skills.
In each of the 400-level
mathematics content courses,
the students will read an
article from the area of
content covered in the
particular course. This
article will be chosen by a
committee of faculty
members who teach the 400level content courses. The
student will write a synopsis
and critique of the article.
Approximately 50-75% of
the paper should be devoted
to the synopsis of the article
which should demonstrate
that the reader understands
the purpose of the article as
well as the major
mathematical concepts
present in the article. The
remainder of the writing will
be devoted to a critique of
the article. The grading of
this paper will be done by a
committee of faculty
members who teach the 400level content courses as
prescribed by a rubric
developed by the faculty
members on this committee.
The results will be analyzed
by the mathematics faculty.
Survey of graduates:
A list of graduates, both BS
and BSE, will be obtained
from Alumni Services.
The first survey will be sent
to graduates of 5 to 7 years
ago. Rationale: Experience
Seven students took the online version of the test in May
2006. The timing was bad as 5 of the students were
preparing for examinations and three students were
finishing student teaching. The mean score was 140
which is the 20th percentile.
The committee used a rubric to evaluate the writing and
reached consensus on the scores. On a scale of 1 to 5,
the scores ranged from 1 to 4 with 8 students scoring 3
or better and 8 scoring below 3.
Results pending. The first survey will be mailed in fall
semester.
151
The department will determine
more appropriate time for the
students to take the test.
Currently we do not have
sufficient information regardin
the test content nor sufficient
data from our students to
determine a target score for ou
students. We also plan to offe
review sessions prior to the
testing date next year.
The department will continue
this type of writing assessmen
by gathering data in all 400
courses in fall semester. We w
track those who made below 3
on the first assessment and loo
for improvement in later
assignments. If the department
deems it necessary, this
assignment may be included in
the 300-level content courses a
well.
After an examination of the
present program, changes will
considered based on informati
from the survey analysis.
152
on the job for at least 5 years
will aid in ability to judge
preparation. The survey will
be repeated bi-annually.
The survey will be designed
and analyzed by a committee
of mathematics faculty.
Some questions will be
likert-type questions (rating
scale of 5 high to 1 low) and
some will be short answer
questions. Rating numbers
from the likert-type questions
will be averaged. Any
question that averages below
a 3 will be marked as an area
for improvement. The short
answer questions will be
analyzed in a qualitative
sense with attention to
common threads or trends.
Example short answer
question: What skills or
mathematics topics are
emphasized in your work that
DSU could have better
prepared you to use?
BSE in Social Science Education
Learning Outcome
Data Collection and
Analysis
Students will master
Social Studies methods
and content, so as to be
prepared to enter and be
effective in the Social
Studies teaching
profession.
Praxis II Examination. This
assessment aligns with the
10 National Council for
Social Studies standards as
follows: US History and
World History std. 1.2,
Government/Civics/Political
Science stds. 1.1 and 1.6,
Geography std. 1.3,
Economics std. 1.7,
Behavioral Sciences stds.
1.4, 1.5, 1.7. Standards 1.8
and 1.9 do not align directly
with any subject area. This
information is collected
directly from the Praxis II
test scores.
Results of Evaluation
Division of Social Sciences had a
100% pass rate for this cohort
(n=11). (See Appendix I)
Use of Evaluation Results
World history and geography were the lowest
scoring areas on the Praxis II content area exa
and for History of Civilizations I and II for int
courses. To remedy this, the following change
will be implemented beginning Fall 2007 and
continued on an annual basis.
•
•
•
152
Data will be re-evaluated on an annua
basis, with careful attention to the are
that were the lowest scoring.
The report will be shared with all
instructors that teach content area
courses.
The supervisor will meet annually wi
the lowest scoring areas. This Fall, a
instructors of human geography (the
supervisor teaches world geograp
history of civilizations I and II will m
and discuss the low scores and how
student knowledge in these areas may
153
improved.
Students will
effectively assess the
outcomes of instruction
and the degree to which
their pupils have
learned the content as
determined by the 10
National Council for
Social Studies
standards.
Student teaching. Students
are evaluated during their
student teaching semester
on their ability to plan, and
teach. Each of the 10
National standards is scored.
(See Appendix II)
Of the 8 student teachers, one student
had one minimally acceptable rating,
and the rest were average or above
ratings in each instance. A 1-5 point
scoring rubric is used, with the
middle score of three considered
passing. For planning: one student
had a score of 2 in standard 1.1, and
the rest were three or above. The
highest mean scores were for std. 1.3
geography (4.9), while the lowest
mean scores were for standard 1.4
psychology (4.2) and the rest ranged
between 4.3 and 4.6. For teaching:
the highest mean scores were for
standards 1.3 and 1.7 (4.5) and the
rest of the standards had mean scores
of 4.4. For student learning
effectiveness: the highest mean score
was for std. 1.7 (4.8), the lowest for
std. 1.4 (4.0) and the rest ranging
between 4.3 to 4.6.
All scores were remarkably high for this group
student teachers. This was, in fact, an exceptio
group of very talented, skillful and knowledge
individuals. We, however, have implemented
new special program area (Social Studies) stud
teacher evaluation for the NCSS themes. This
evaluation has been added to augment the
currently used Student Teacher Assessment
Instrument (STAI) that addresses NCATE
domains II through V. The added NCSS based
evaluation successfully assesses Candidate
learning of the specific content area of the soc
studies discipline for Candidate teaching, Stud
learning, and Candidate planning according to
NCSS guidelines. It is useful in determining t
understanding of each theme, unlike the STAI
Appendix
Licensure Sub-Test Assessment Matrix
(Applicable to Section IV, #1)
Cohort: Students in the Teacher Education Program Fall 2005 (student teachers this semester, and those
preparing to student teach the following semester). Licensure test sub-score assessments appropriate to
Standards 1.1-1.10.
Applicable
Standard
PRAXIS II
Sub-test name
Sub-scores
29
1.1
Beh. Scs.
1.2
U.S. Wld.
His. His.
1.3
1.4
1.5
1.6
Geog.
Beh. Scs.
Beh. Scs.
Gov./Civ.
28
27
26
25
153
154
24
23
1
1
2
22
21
1
1
20
19
1
18
2
1
2
1
2
17
16
15
3
2
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
1
1
1
4
3
1
N
11
Tot
89
Mn
8.1
Md
1
1
1
1
1
1
1
2
2
1
2
1
1
1
1
4
3
1
1
1
1
4
3
1
11
11
11
11
115
89
89
147
10.5
8.1
8.1
13.4
3
2
1
11
11
209
175
19
15.9
Mo
154
1
2
155
Within APR*
10
Within APR%
91
Applicable
Standard
PRAXIS II
Sub-test name
Sub-scores
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
10
7
91
64
6
10
10
9
55
91
91
82
1.7
1.8
1.9
1.10
2..
2..
Economics
NA
NA
Gov./Civ.
NA
NA
1
1
1
1
2
1
1
2
2
1
2
1
5
1
N
Tot
Mn
Md
Mo
11
104
9.5
11
147
13.4
Within APR*
8
9
155
156
Within APR%* 73
82
* Within the Average Performance Range (APR) as established by the testing service ETS. APR is the range of
scores earned by the middle 50% of a group of examinees who took this test at a recent administration or
comparable period.
All education majors at this university must pass the Praxis II exam before entrance into the Teacher Education
Program, therefore the Social Studies program has a 100% overall pass rate. Candidate overall scores were 146,
160, 163, 143, 173, 151, 145, 175, 168, 146, and 154.
Data for the breakdown content area scores is missing for 3 of the group of 14 students in students in the Teacher
Education Program, and not included in this report (student teachers and those preparing to student teach). Overall
scores for these 3 students were 151, 149 and 157. The scores were lost by the students, who were unable to send
for the scores and receive them in time for the report. The testing company charges a fee of $35 to resend the report
to students who have lost scores, which further deterred the students from sending for the scores and getting them
back in time to be included in this report. The Praxis II score breakdowns are not released to the public, and
students must provide them to advisors.
Subscores: The State of Mississippi does not require passing rates in each subcategory. The subscores are reported
here for an examination of trends. We use as a guideline for comparison and as an indicator of success the Average
Performance Range (APR, see above) established by the testing service. Of the 11 candidates in the cohort, 1 was
not within the APR for two subtests, 2 were not within the APR for three sub-tests, and 2 were not within the APR
for four subtests. Geography is the area with the least successful success indicator, with 5 falling below the APR.
World history is indicated as the next least successful, with 4 falling below the APR, followed by economics with 3
falling below APR. US history and Behavioral Sciences were the most successful, with only one each falling below
APR, followed by Government/Civics/Political Science with 2 falling below APR. US history, Behavioral Sciences,
and Government/Civics/Political Science were within the APR, while Geography, World History and Economics
were below.
Appendix II.
Student Teacher Performance Evaluation
Using the NCSS Content Standards
(for Assessment 3, 4, 5)
This form is to be completed 2 times by the university supervisor and 2 times by the cooperating teacher during the
student teacher'
s directed teaching experience.
Student Teacher/Intern ________________________________ Date ______________________
Supervisor/Cooperating Teacher __________________________________________
School ___________________________ Subject ________________ Grade _______________
Lesson Content/Objective:
Evaluate your student teacher/intern in three ways for each NCSS content standard. Record each of your
assessments by circling on this form the appropriate quantitative evaluation to indicate 1) evidence in planning, 2)
evidence in teaching, and 3) evidence of effectiveness in producing the desired student learning. Score all NCSS
themes that are covered during the lesson, and leave the rest blank. Use the following rubric in your scoring:
Inadequate
Planning:
Organization and
Minimally
Acceptable
Average
156
Very
Good
Excellent
NA
157
Content of
planning for
observed lesson.
Teaching:
Delivery of
lesson plan,
includes
classroom
management
Evaluation:
Candidate’ s
evaluation of
students. May
be oral or
written.
1. Inadequate: Not present, unacceptable planning for professional teaching
2. Minimally Acceptable: Acceptable level of planning for professional teaching, but needs work.
3. Average: Acceptable level of planning for professional teaching.
4. Very Good: Better than average level of planning for professional teaching.
5. Excellent: Displays a very high level of workmanship and/or creativity of planning for professional teaching.
NA: Not applicable, not observed, no opportunity to observe.
NCSS Theme I
Culture and Cultural Diversity
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of culture and cultural diversity.
Description: The study of culture prepares students to answer questions such as: What are the common
characteristics of different cultures? How do belief systems, such as religion or political ideals, influence
other parts of culture? How does the culture change to accommodate different ideas and beliefs? What
does language tell us about culture? In schools, this theme typically appears in units and courses dealing
with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme II
Time, Continuity and Change
Teachers of social studies at all school levels should provide developmentally appropriate experiences as
they guide learners in the study of time continuity and change.
Description: Human beings seek to understand their historical roots and to locate themselves in time.
Knowing how to read and reconstruct the past allows one to develop an historical perspective and to answer
questions such as: Who am I? What happened in the past? How am I connected to those in the past? How
has the world changed and how might it change in the future? Why does our personal sense of relatedness
to the past change? This theme typically appears in courses in history and others that draw upon historical
knowledge and habits.
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158
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme III
People, Places and Environments
Teachers of social studies at all school levels should provide developmentally appropriate experiences as
they guide learners in the study of people, places, and environments.
Description: The study of people, places and human-environment interactions assists students as they
create spatial views and geographic perspectives of the world beyond their personal locations. Students
need the knowledge, skills, and understanding provided by questions such as: Where are things located?
Why are they located where they are: What do we mean by "region"? How do landforms change? What
implications do these changes have for people? In schools, this theme typically appears in units and
courses dealing with area studies and geography.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme IV
Individual Human Development and Identity
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of ideas associated with individual human development and identity.
Description: Personal identity is shaped by one'
s culture, by groups, and by institutional influences. Students
should consider such questions as: How do people learn? Why do people behave as they do? What influences how
people learn, perceive and grow? How do people meet their basic needs in a variety of contexts? How do
individuals develop from youth to adulthood? In schools, this theme typically appears in units and courses dealing
with psychology and anthropology.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme V
Individuals, Groups and Institutions
Teachers of social studies at all levels should provide developmentally appropriate experiences as they guide
learners in the study of interactions among individuals, groups, and institutions.
Description: Institutions such as schools, churches, families, government agencies, and the courts play an integral
role in people'
s lives. It is important that students learn how institutions are formed, what controls and influences
them, how they influence individuals and culture, and how they are maintained or changed. Students may address
questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions?
How do institutions change? What is my role in institutional change? In schools, this theme typically appears in
units in courses dealing with sociology, anthropology, psychology, political science, and history.
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159
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme VI
Power, Authority and Governance
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of power, authority, and governance.
Description: Understanding the historical development of structures of power, authority, and governance and their
evolving functions in contemporary U. S. society and other parts of the world is essential for developing civic
competence. In exploring this theme, students confront questions such as: What is power? What forms does it
take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments
created, structured, maintained, and changed? How can individuals'rights be protected within the context of
majority rule? In schools, this theme typically appears in units or courses dealing with government, politics,
political science, history, law, and other social sciences.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme VII
Production, Distribution, Consumption
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of how people organize for the production, distribution, and consumption of goods and
services.
Description: Because people have wants that often exceed the resources available to them, a variety of ways have
evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods
and services to be distributed? What is the most effective allocation of the factors to be produced (land, labor,
capital, and management)? In schools, this theme typically appears in units in courses dealing with economic
concepts and issues.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme VIII
Science, Technology, Society
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of science and technology.
Description: Modern life as we know it would be impossible without technology and the science that supports it.
But technology brings with it many questions: Is new technology always better than old? What can we learn from
the past about how new technologies result in broader social change, some of which is unanticipated? How can we
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160
cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of
people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological
change? This theme draws upon the natural and physical sciences and the humanities, and appears in a variety of
social studies courses, including history, geography, economics, civics, and government.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme IX
Global Connections and Interdependence
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of global connections and interdependence.
Description: The realities of global interdependence require understanding the increasingly important and diverse
global connections among world societies and the frequent tension between national interests and global priorities.
Students will need to be able to address such international issues as health care, the environment, human rights,
economic competition and interdependence, age-old ethnic enmities, and political and military alliances. This theme
typically appears in units in courses dealing with geography, culture, and economics, but may also draw upon the
natural and physical sciences and the humanities.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
NCSS Theme X
Civic Ideals and Practices
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide
learners in the study of civic ideals and practices.
Description: An understanding of civic ideals and practices of citizenship is critical to full participation in society
and is a central purpose of the social studies. Students confront such questions as: What is civic participation and
how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and
responsibilities? What is the role of the citizen in the community and the nation, and as a member of the world
community? How can I make a positive difference? In schools, this theme typically appears in units or courses
dealing with history, political science, cultural anthropology, and fields such as global studies, law-related
education, and the humanities.
Evidence in planning
1 2 3 4 5
Evidence in teaching
1 2 3 4 5
Evidence of effectiveness in producing the desired student learning
1
2
3
4
5
Comments/Suggestions:
Planning, Teaching, Effectiveness for Student Learning
Scoring Guide Criteria
The form used in this assessment is completed twice by the social science coordinator/supervisor and twice by the
cooperating teacher during the student teacher'
s twelve week placement.
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161
Student teacher/interns are evaluated in three ways for each NCSS content standard. Assessments are scored and
recorded by circling the appropriate quantitative evaluation to indicate 1) evidence in planning, 2) evidence in
teaching, and 3) evidence of effectiveness in producing the desired student learning. The assessment is broken down
into the 10 NCSS themes, and evidence in planning, teaching and effectiveness in student learning are scored for
each NCSS theme that is covered in a lesson. The evaluation scale follows:
13.
14.
15.
16.
17.
NA
Inadequate
Minimally acceptable
Average
Very Good
Excellent
Not applicable
The data is presented for for a cohort of 8 student teachers evaluated during the fall 2005 semester. Each student
teacher is assessed at least twice by the Social Sciences Supervisor and twice by the Social Studies cooperating
teacher. During each observation, a score is recorded for an assessment of planning, teaching, and effectiveness for
student learning for each of the 10 themes covered. If a theme is not observed in a lesson, there is no score or NA.
The data represents 4 observations for each of the 8 student teachers, or 32 observations or instances total.
ATTACHMENT F3
ASSESSMENT 3 DATA: CANDIDATE PLANNING
One cohort of student teaching or internship assessments appropriate to Standards 1.1-1.10: Fall, 2005.
Applicable
Standard
1.1
1.2
1.3
1.4
1.5
1.6
Ratings
5.0
12
11
15
6
10
10
4.0
6
8
6
6
7
5
3.0
0
4
2
3
2
1
2.0
1
0
0
0
0
0
1.0
0
0
0
0
0
0
NA
13
9
9
23
13
15
N
Tot
Mn
Md
Mo
32
86
4.5
5
5
32
99
4.3
4
5
32
105
4.9
5
5
32
63
4.2
4
4.5
32
84
4.4
5
5
32
73
4.6
5
5
Acceptable (3)
Acceptable %
18
.95
23
100
23
100
15
100
19
100
16
100
1.7
1.8
1.9
1.10
8
6
1
0
0
17
6
3
2
0
0
21
9
9
3
0
0
11
7
5
3
0
0
17
2..
NA
2..
NA
32
67
4.5
32
48
4.4
32
90
4.3
32
64
4.3
Applicable
Standard
Ratings
5.0
4.0
3.0
2.0
1.0
NA
N
Tot
Mn
161
162
Md
Mo
5
5
4
5
4
4.5
4
5
Acceptable (3)
Acceptable %
15
100
11
100
21
100
15
100
Of the 8 student teachers, one student had one minimally acceptable rating, and the rest were average or above
ratings in each instance.
BFA in Art
Learning Outcome
All graduates in art will
demonstrate proficiency
in studio art.
*See Appendix I.
Data Collection and
Analysis
Visiting Artists/External
Review
Yearly juried student art
show – visiting
artist/judge awarded
scholarships with critical
review
Sophomore and junior
reviews conducted by
faculty review team.
.
All graduates will
demonstrate proficiency
in art history.
Visiting artists review
orally.
Sophomore and junior
reviews by faculty
assessment team.
Praxis test where
Results of Evaluation
Findings: 1of 2 classes
reviewed – excellent with no
recommendations; 1of 2
classes needs improved and
upgraded viewing
facility/equipment
Over past several years, large
majority of oral comments
from visiting artists/judges
have been extremely positive.
Only negatives: lack of space
for optimum student
performance/product; lack of
current equipment for some
goals. 2005-2006: develop
unique shows for each
concentration
Use of Evaluation Results
Negotiated space for
improved viewing with
BPAC and Music
Department - budgeted
$4500 for DCB
viewer/projector – to be
purchased before Fall ’ 06
semester start.
Graphic design team
discussed having separate
artist/judge for this
concentration
Evaluation form is under
development by
curriculum committee.
Recommendation: in
addition to oral critiques,
have written
report/commentary from
visiting artists/judges.
15 of 15 past formal reviews
recommendations were
provided in areas needed.
Recommendations: asked
students to dress more
appropriately for reviews
Implementation of new
dress code will take place
in Fall ’ 06.
Over past several years large
majority of oral comments
from visiting artists/judges
have been positive. Need for
doctor of art history
recommended to relieve
Recommended position of
doctor of art history in
2006-07 budget.
Recommended addition of
Arts Aesthetic Class and
also reviews in writing.
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163
appropriate to analyze
content acquisition and
knowledge of pedagogy.
All graduates in graphic
design will have
knowledge of the
Macintosh computer
platform and be fluent
in layout, photo editing
and illustration
programs as well as
have experience in web
design applications.
*See Appendix II
*See Appendix III
*See Appendix V
*See Appendix X
*See Appendix XI
*See Appendix XII
*See Appendix XV
Internship review from
employer.
Visiting artist external
review.
Sophomore and junior
reviews conducted by
faculty review team.
pressure from one position
teaching all needed classes.
Recommendation: request
doctor of art history position.
Over 90% success rate on MS
Teacher Assessment
Instrument and the PRAXIS
Test.
Review team recommended
addition of Arts Aesthetic
Class.
11 of 12 classes reviewed –
excellent with no
recommendations. 1 of 12
needs improved and upgraded
critiqued facilities.
Recommendations: add
improved lighting and selfhealing wallboards to critique
room.
Add improved lighting and
self-healing wallboards to
critique room before Fall
’ 06.
All graduates in
photography will
develop aesthetic and
technical skills that are
valuable for the fields of
fine art photography,
filmmaking,
videography, teaching,
and commercial media
production.
*See Appendix VI
Visiting artist external
review.
*See Appendix XIV
Sophomore and junior
reviews conducted by
faculty review team.
Review thesis show
work by visiting artist.
Yearly juried student art
show visiting
artist/judge awarded
scholarships with critical
review.
Visiting artist/judges have
been positive. Only
negatives: lack of space for
optimum student
performance/production.
Recommendation: find new
space and budget for projector
and add new video class.
Negotiated space for
improved viewing with
BPAC and Music
Department - budgeted
$4500 for DCB
viewer/projector – to be
purchased before Fall ’ 06
semester start.
Implemented new video
Class – ART 235.
All graduates in painting
will be familiar with the
diversity of styles and
methods within the
painting area.
Visiting artist external
review.
Sophomore and junior
reviews conducted by
faculty review team.
Review thesis show
work by visiting artist.
Yearly juried student art
show visiting
artist/judge awarded
scholarships with critical
review.
Visiting artist/judges have
been positive. Only
negatives: lack of individual
work space for senior thesis
students. Recommendations:
add individual cubicles to
painting studio
In summer ’ 06 added 8
individual painting
cubicles for thesis
students. Available fall
’ 06.
*See Appendix VII
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164
All graduates will be
familiar with the
diversity of styles within
crafts, including
ceramics, fiber, and
mixed media.
*See Appendix VIII
All graduates in
sculpture will be
familiar with a wide
range of sculptural
materials, techniques and
methods of execution.
*See Appendix IX
Visiting artist external
review.
Sophomore and junior
reviews conducted by
faculty review team.
Review thesis show
work by visiting artist.
Yearly juried student art
show visiting
artist/judge awarded
scholarships with critical
review.
Visiting artist external
review.
Sophomore and junior
reviews conducted by
faculty review team.
Review thesis show work
by visiting artist.
Yearly juried student art
show visiting artist/judge
awarded scholarships with
critical review.
Visiting artist/judges have
been positive. Only
negatives: Improved weaving
equipment needed and cover
for ceramic/sculpture
courtyard recommended
Visiting artist/judges have
been positive. Only
negatives: cover for
ceramic/sculpture courtyard
recommended and
reinstitute bronze-casting
facility and classes
Additional funds for craft
weaving equipment
requested in ’ 06-07
budget. Courtyard cover
completed early summer
’ 06.
Courtyard cover completed
early summer ’ 06.
Bronze-casting facility
equipment ordered and
installed in Spring ’ 06.
New bronze-casting
classes under development
APPENDIX I
The information received by the art department curriculum and evaluation committee is multi-layered because it
comes from visiting artist/external reviews, evaluations, student reviews, internships, student reviews, of course
work, reviews of class grades, and general discussions and reviews of art department programs by the entire art
faculty.
The art department carries out these evaluations on a semester basis and the records of minutes of the various
meetings are provided to the curriculum committee who make recommendation for curriculum changes to the entire
art faculty.
APPENDIX II
THE GRAPHIC DESIGN INTERNSHIP AS A TOOL FOR EVALUTION
As part of the curriculum for Graphic Design majors, a 240 hour internship is completed during the student’ s senior
year. The internship is completed at a department approved advertising agency, printer, publisher, or other potential
source of employment for graduates.
As part of the agreement between school and workplace the place the business providing the internship agrees to
give the student a measurable work load and evaluate the student’ s performance in the workplace.
The student is required to keep a daily log that list the activities performed and how well the student thinks he or she
is prepared to meet these assignments.
These mutual evaluations by both supervisor and student provide the department with a wealth of knowledge that
not only helps us evaluate the suitability of the business for our interns but also the preparedness of our students as
they exit the program and attempt to find relevant employment. We receive feedback as to the most current
software in the industry as well as skill sets that are deemed valuable by employers. The student receives a valuable
164
165
critique of not only technical skills but also continues to build an appreciation for factors like punctuality,
constructive criticism and the importance of basic social skills in the workplace.
The Delta State University Art Department was one of the first to implement this program in our state and it
continues to benefit both the Art department, the businesses involved and our graduates.
APPENDIX III
(Taken from Learning Outcome Assessment Plan for Graphic Design)
D.
Results of Evaluation
Findings: Overall, students are well prepared for a career in graphic design. Nearly all score very high on
internship and receive positive feedback from employers. Changes to the curriculum implemented last year
have freed up space in the program allowing for more students to enter the program. New courses have
introduced students to more specific fields of study in graphic design (web design, motion graphics, and
illustration). This specific focus makes students better candidates for a graphic design position.
Recommendation 1: A meeting should be held with graphic design seniors in the Fall semester to discuss
internship placement and procedures. Students planning on completing an internship in the Spring semester
may need the additional time for internship search.
Recommendation 2: The addition of a Type and Image course would give students more experience using
photo editing and color correcting techniques as well as a more intensive look at using photography
effectively in design situations.
Recommendation 3: Requiring students to purchase a 13" x 19" student grade portfolio for use during their
graphic design courses would assist students and faculty in keeping track of projects and progress in respect
to the completion of a final portfolio.
Recommendation 4: Organizing and requiring that students participate in a field trip where students visit
several ad agencies and service bureaus would give students a valuable perspective of the graphic design
field.
Recommendation 5: Arranging a visit from one or more professionals where students have the opportunity
to hear about that individuals career path/work and also speak with them in a one-on-one critique would give
students a valuable perspective on their work and of the graphic design field.
APPENDIX V
Major Area #2:
Degree:
Graphic Design (Internship)
BFA
A.
Learning Outcome:
1. Each graduate will have a knowledge of the Macintosh computer platform and be fluent in layout, photo
editing and
illustration programs as well as have experience in Web design applications.
2. Each graduate will have a broad background in the fundamentals of the visual arts with an obvious
emphasis on proficiency
in graphic design.
3. Each graduate will gain experience and knowledge in the field through completing a 240 hour internship.
B.
C.
Assessment Tools and Methods
Measure One:
Grades earned in graphic design and studio art classes.
Measure Two:
Presentation of a final portfolio during the Senior Review.
Measure Three:
Exit interviews with students after completion of internships.
Data Collection and Analysis
Data Collection Procedure:
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166
Measure One: Project scores are awarded to students based on their successful completion of individual
assignments which are
averaged together for a course grade.
Measure Two: Senior Reviews are held in the spring semester each year. During the review, students present
their final
portfolio which is comprised of a students best 10-15 graphic design projects. The portfolio should represent a
students range of computer application knowledge, their mastery of typography and layout problems, and their
creative/conceptual skills as it relates to graphic design. Every graphic design student must successfully complete
the review before graduation. Review committee members are graphic design faculty Joe Abide and Allison Melton
and department chair, Bill Lester.
Measure Three: Exit interviews are held after the completion of the graphic design internship.
Analysis Procedure:
Measure One: Grade distribution in graphic design and studio classes are analyzed in reference to the
following model:
• A: superior, exceptional. This grade is assigned to those individuals who have truly excelled both in the
process and product of the course parameters. The student has shown a profound understanding of all the
principles covered in the course and indicated the capability of continued success in the discipline.
• B: above average. The student has demonstrated a definite command of the course material and worked
beyond the teacher'
s minimum expectations/requirements.
• C: average, satisfactory. The student has completed all required work at an acceptable level,
participated in class discussions, attended and been on time for classes.
• D: below average
• F: no credit. Unsatisfactory work, performance, progress and/or attendance.
Measure Two: After Senior Review, the review committee meets to discuss the portfolio quality
displayed by the students as a whole and possible improvements to the curriculum, courses or procedures
of the program.
Measure Three: During the internship exit interview, students discuss their personal assessment of
preparedness for the work environment. Employers assessment forms are also reviewed. Student
feedback about the strengths and weakness of the programs are also discussed during the interview.
Student suggestions and assessments are recorded on a form for faculty review.
D.
Results of Evaluation
Findings: Overall, students are well prepared for a career in graphic design. Nearly all score very high on
internship and receive positive feedback from employers. Changes to the curriculum implemented last year
have freed up space in the program allowing for more students to enter the program. New courses have
introduced students to more specific fields of study in graphic design (web design, motion graphics, and
illustration). This specific focus makes students better candidates for a graphic design position.
Recommendation 1: A meeting should be held with graphic design seniors in the Fall semester to discuss
internship placement and procedures. Students planning on completing an internship in the Spring semester
may need the additional time for internship search.
Recommendation 2: The addition of a Type and Image course would give students more experience using
photo editing and color correcting techniques as well as a more intensive look at using photography
effectively in design situations.
Recommendation 3: Requiring students to purchase a 13" x 19" student grade portfolio for use during their
graphic design courses
would assist students and faculty in keeping track of projects and progress in
respect to the completion of a final portfolio.
Recommendation 4: Organizing and requiring that students participate in a field trip where students visit
several ad agencies and service bureaus would give students a valuable perspective of the graphic design
field.
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Recommendation 5: Arranging a visit from one or more professionals where students have the opportunity
to hear about that individuals career path/work and also speak with them in a one-on-one critique would give
students a valuable perspective on their work and of the graphic design field.
E.
Use of Evaluation Results
Response: Recommendations listed above are being examined and further discussed among faculty. Plans for
their implementation will be finalized before the beginning of the 2006-2007 academic year.
F.
Assessment Team Members
Members: Allison Melton
Joe Abide
Bill Lester
APPENDIX VI
Major Area #3: Photography and Video
A.
Video.
Degree: BFA
Learning Outcome:
1. Graduates will create a coherent and personal body of work in studio classes that demonstrates sound
technique, clarity of vision, and an ability to communicate effectively through photography/video and in a
written thesis statement.
2. Graduates will be familiar with a diversity of styles, genres, and working methods within Photography and
3. Graduates will develop aesthetic and technical skills that are valuable for the fields of fine art photography,
filmmaking, videography, teaching, and commercial media production.
4. Graduates will be familiar with contemporary philosophical, theoretical, and historical issues concerning
media production.
B.
Assessment Tools and Methods
Measure One:
Grades earned in studio classes; quality of work produced.
Measure Two:
Verbal critique of work produced in class; public exhibitions.
Measure Three:
Written self-assessments, responses, artists’ statements, and class discussion.
C.
Data Collection and Analysis
Data Collection Procedure: Grades earned will be collected by the instructor and discussed with all
instructors in the program to verify student success. Class critiques may involve all instructors in the
program. Written documentation may be discussed and critiqued by all instructors in the program. All
instructors in the program will discuss student progress.
Analysis Procedure: Analyze/discuss grade distribution in studio art classes.
Analyze/discuss grade distribution in seminar classes.
Analyze/discuss individual student success, which will be demonstrated through
measures one-three of
“ Assessment Tools and Methods.”
D.
Results of Evaluation
Findings:
Students are performing within acceptable ranges of success.
Recommendation 1: Studio classes will be monitored to see if curriculum adjustments need to be made.
Recommendation 2: Seminar and Thesis classes will be monitored to see if curriculum adjustments need to
be made.
Recommendation 3: Instructors in Photography/Video will continue to think creatively about the program,
methods and techniques
of assessment, and program development.
E.
Use of Evaluation Results
Response:
The Photography/Video curriculum has been and will continue to be assessed and improved.
Additional classes
have been created to further promote student excitement and program visibility.
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F.
Assessment Team Members
Members: Kim Rushing
Robyn Moore
APPENDIX VII
Major Area:
Painting
A.
Learning Outcome:
Degree:
BFA
1. Graduates will create a coherent and personal body of work in studio classes that demonstrates sound
technique, clarity of
vision, and an ability to communicate effectively through the medium and in a written thesis statement.
2. Graduates will be familiar with the diversity of styles and methods within the painting area.
3. Graduates will be informed through panels and discussions about the business aspect of the painting area.
B.
Assessment Tools and Methods
Measure One: Grades earned in studio classes. Each semester students will have an evaluation from an art
professional outside of the department, who will provide an oral and written review and recommendation to
the curriculum committee
Measure Two: Grades earned in seminar classes. Seminar students will have an evaluation from an art
professional outside of the department, who will provide an oral and written review and recommendation to
the curriculum committee
Measure Three: Grades earned on thesis work. Thesis students will have an evaluation from an art
professional outside of the department, who will provide an oral and written review and recommendation to
the curriculum committee.
C.
Data Collection and Analysis
Data Collection Procedure: Grades earned will be collected by the department.
Analysis Procedure: Analyze grade distribution in studio art classes.
Analyze grade distribution in seminar classes.
Analyze grade distribution in completed internship
D.
Results of Evaluation
Findings: 90% of students earned a “ C” or better in art studio classes.
Recommendation 1: Studio art classes will be monitored to see if curriculum adjustments need to be made.
Recommendation 2: Seminar classes will be monitored to see if curriculum adjustments need to be made.
Recommendation 3: Thesis work will be monitored to see if curriculum adjustments need to be made.
E.
Use of Evaluation Results
Response:
Studio classes will continue to be monitored and courses will be re-examined if students do
not meet the minimum
score or the grade of “ C” .
Seminar classes will continue to be monitored and courses will be reexamined if students do
not meet the
minimum score or the grade of “ C” .
Thesis work will continue to be monitored and courses will be re examined if students do not
meet the minimum
score or the grade of “ B” .
F. Assessment Team Members
Members: Duncan Baird / Cetin Oguz
APPENDIX VIII
Major Area:
Crafts
Degree: BFA
A.
Learning Outcome:
1. Graduates will create a coherent and personal body of work in studio classes that demonstrates sound
technique, clarity of
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vision, and an ability to communicate effectively through the medium and in a written thesis statement.
2. Graduates will be familiar with the diversity of styles and methods within crafts, including ceramics, fiber,
and mixed media.
3. Graduates will document their work and enter juried shows in preparation for a
professional career and/or graduate school.
B.
Assessment Tools and Methods
Measure One:
Grades earned in studio classes
Measure Two:
Grades earned in seminar classes.
Measure Three:
Grades earned on thesis work.
Measure Four:
Work produced by seminar students will be evaluated by jurors in national and regional
student shows.
Measure Five:
Propose that an outside visiting artist asses the program and make
recommendations
regarding student work,
facilities, teaching, and other relevant areas.
C.
Data Collection and Analysis
Data Collection Procedure: Grades earned will be collected by the department.
Recommendations of outside artists will be collected by department.
Exhibition notices will be collected from seminar students by the I
nstructor.
Analysis Procedure: Analyze grade distribution in studio art classes.
Analyze grade distribution in seminar classes.
Analyze grade distribution in thesis classes.
Analyze juried exhibition notices from seminar students.
Analyze the findings of visiting outside artists.
D.
Results of Evaluation
Findings: Over 90% of students earned a “ C” or better in art studio classes(92% in the fall)
Recommendation 1: Studio art classes will be monitored to see if curriculum adjustments need to be made.
Recommendation 2: Seminar classes will be monitored to see if curriculum adjustments need to be made.
Recommendation 3: Thesis work will be monitored to see if curriculum adjustments need to be made.
E.
Use of Evaluation Results
Response:
Studio classes will continue to be monitored and courses will be re-examined if students do not
meet the minimum
score of the grade of “ C” .
Seminar classes will continue to be monitored and courses will be reexamined if students do
not meet the minimum
score or the grade of “ C” .
Thesis work will continue to be monitored and courses will be re examined if students do not
meet the minimum
score or the grade of “ B” .
F.
Assessment Team Members
Members:
Ron Koehler, Chair -Pat Brown Ky Johnston Allison Melton
Bill Lester
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APPENDIX IX
Major Area: Sculpture (Thesis)
A.
Learning Outcome:
Degree: BFA
Ron Koehler
1. Graduates will be familiar with a wide range of sculptural materials, techniques and methods of
execution.
2. Graduates will create a body of work in sculpture that demonstrates technical ability while
communicating ideas in written
form under the supervision of a faculty thesis committee.
B.
Assessment Tools and Methods
Measure One:
Grades earned in studio courses.
Measure Two:
Grades earned in seminar and thesis courses.
Measure Three: Thesis exhibition will be evaluated by an outside artist in the
form of an oral and written report. (This information will be passed on to the
curriculum committee).
C.
Data Collection and Analysis
Data Collection Procedure: Grades earned will be collected by the department.
Analysis Procedure:
D.
Analyze grade distribution in studio art courses.
Analyze grade distribution in seminar course.
Analyze grade distribution in thesis course.
Results of Evaluation
Recommendation: Studio classes are monitored and curriculum adjustments will be made to meet the
needs of students.
E.
Use of Evaluation Results
Response:
F.
Studio art courses will continue to be monitored and courses will be examined if students
do not meet the minimum score or grade of “ C” .
Studio art courses will be examined and altered to meet the changing needs of students
after graduation.
Assessment Team Members
Members:
Ron Koehler Bill Lester
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APPENDIX X
DELTA STATE UNIVERSITY- ART DEPARTMENT
INTERNSHIP PROGRAM - RATING SCALE FOR INTERNS
STUDENT NAME:
COOPERATING FIRM:
COMMENCEMENT DATE:
DATE:
ID#:
TER
A
AVERAGE
B
C
POOR
D
EXCELLENT
TERMINATION
GOOD
1. Originality
2. Adaptability
3. Dependability
4. Ability to work with others
5. Conduct
6. Punctuality and attendance
7. Personal appearance
8. Judgment and maturity
_ ____
AN EVALUATION OF INTERN’S FITNESS FOR AND PROBABLE SUCCESS IN CHOSEN FIELD
1. Do you think this intern will be a success in Design?
2. What strong points does this intern possess which would make for success in Design field?
3. List any weak characteristics or shortcomings:
4. Would you consider this intern for permanent employment on your staff? (An affirmative answer will
not commit you
to employ him at any time, since that would depend on your needs and the intern’s plans for
employment.)
5. Additional comments:
Please indicate the grade that, in your opinion, should be issued to this intern.
Date
Please return this form to:
846-4720
Grade
Signed
Title
William Lester, Chair, Dept. of Art, Box D2, Cleveland, MS 38733 PH: 662FAX: 662-846-4726
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Appendix XI
Delta State University Department of Art
Sophomore Portfolio Review
Student
Portfolio Review Date
Art major interest:
1.
2.
3.
Areas to be discussed and reviewed:
1.
Representative work and presentation
2.
Quality of general art work
3.
Aptitude for this field of work
courses taken.)
4.
Creativity and Content
5.
Art History Writing Assignment
passed
(Based on faculty contact in
resubmit
If asked to resubmit portfolio, please come for an interview with review committee.
time
date
Faculty Review Committee
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Appendix XII
173
174
Appendix XIII
174
175
Appendix XIV
175
176
176
Appendix XV
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177
178
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Bachelor of Music Degree
Learning Outcome
Demonstrate
comprehensive
capabilities in major
performing medium
including facility;
musicianship; musical
styles; literature;
evaluation of
performance quality;
and independence.
Exhibit extensive
knowledge of music, as
a profession, through
artistic pursuits;
application of music
technology; and
membership in
professional
organizations.
Data Collection and
Analysis
Semester juries; junior
and senior recitals; data
collected at end of
semester on jury
adjudication forms and
junior and senior recital
grading forms.
Written adjudication
from outside sources
(including MMTA and
NATS) and course
projects utilizing
technology (including
Orchestration and Form
and Analysis classes).
Advisors monitor
activities in
professional
organizations.
Results of Evaluation
Use of Evaluation Results
Findings of analysis for the 2004-2006
academic years determined students met the
performance standard for their level of study
with one exception. This student did not
initially pass her semester jury; however,
following further study, the jury was
successfully passed. Students unable to
demonstrate competency on their applied
instruments are advised into another degree
program.
All BM candidates performed in University
ensembles and competed in state and regional
competitions. Faculty findings revealed that
BM majors employed technology through
course offerings. All BM degree students were
found to be members of appropriate
professional organizations.
Develop an assessment form
for adjudication across all
performance areas.
Develop standard repertoire
criteria for each
performance area.
Develop a tool to assess
professional disposition.
This information will be
incorporated in the
student’ s portfolio.
Bachelor of Music Education Degree
Learning Outcome
Plan, Implement. and
Assess Instruction for
Diverse Student
Populations at
Elementary and
Secondary levels
Data Collection
and Analysis
Portfolios, field
experiences,
practica based in
MUS 388/CUR
489/490 and in
clinical practice
(student teaching)
allow instructors to
observe and
analyze students’
demonstration of
the various skills
required of
teachers which are
evaluated
using the STAI and
related scoring
rubrics
Results of Evaluation
Use of Evaluation Results
Based on MDE
assessments of first year
teachers and the process
of working with student
teachers, the music
education faculty
concluded that students
need more pre-service
experience with
classroom management,
lesson planning and
assessment, and exposure
to students in the field.
Also, NCATE requires
increasingly structured
field experiences as a
standard and attention to
awareness of diversity
Score 139 or above
on Praxis II-music
As a result, students
should be given more
Beginning with the Spring 2006 semester,
students in MUS 388 were placed in area
elementary music classrooms to complete
7 hours of observation and field
experience culminating in a teaching
experience which included pre- and postassessments.
Prior to this expansion, BME students did
have field experience requirements in the
form of observation, but were not being
required to teach in the field and be
evaluated on teaching and assessments.
They were not always assigned specific
grade level classes in which to observe.
They have always been evaluated on
teaching/rehearsing prior to student
teaching, but taught peers in class. A
hardship for choral music is that there has
been no choral music at the secondary
level offered in the local school district.
This is changing in the 2005-06 school
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education exam
Score 152 or above
on Praxis II-PLT
exam
opportunities to work
with P-12 students in the
field and to review
planning and assessment
models.
All graduating student
teachers passed with a
minimum score of 3 on
all STAI indicators on
portfolios, instructional
skills, and dispositions
year and will allow students in that degree
track increased access to working with
students of various ages and backgrounds.
Methods course instructors initiated more
coordination and awareness of the content
of the various courses regarding planning
and field experiences.
All candidates admitted
to student teaching must
meet all Praxis I and II
score requirements set by
Miss. Dept of Education
in order to student teach
and thus to graduate
Synthesize and
articulate theoretical,
stylistic, and
historical concepts
and perspectives
Write analysis and
research
documents in MUS
307 Form and
Analysis which are
read by the teacher
and evaluated
using a scoring
rubric (see
Appendix #1).
Students accrue
points on exams
and assignments to
earn 70% of total
points in class for
grade of C
Score 139 or above
on Praxis II-music
education exam
This course measures
content knowledge, rather
improvement as it is a
capstone course. NASM
standards guide the
course requirements for
synthesis of history,
theory and aesthetic
knowledge.
8 out of the 9 BME
scored 70% or higher on
the end of semester essay
earned 70% of total
points for a grade of C or
higher in the Fall 2005
and in the Fall 2005
course.
-----------------------10 out of total* 12
student candidates earned
70% on the end of
semester essay and of
total points for a grade of
C or higher in the Fall
2005 course
*(some students were
BM candidates, for which
this class and assignment
are required)
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Added to assignment-specific content
rubrics were rubrics for writing essays.
The addition was used for the first time
in the Fall 2005 and will be used again
in the Fall 2006 (Fall only class). The
content rubrics cover historical,
compositional, aesthetic and
performance components as guided by
NASM requirements. The Essay
rubrics were taken from the
TaskStream assessment resources and
from the internet site
http://www.howtowriteanessay.com.
The assessment of each set of rubrics is
blended to establish a numerical
measurement.
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Arrange and create
musical works for a
variety of sound
sources
Perform in a medium
of specialty at an
advanced level
Demonstrate
scoring techniques
and knowledge of
performing media
in final project in
MUS 350
Orchestration
which is guided by
criteria and
evaluated with a
scoring rubric (see
Appendix #2).
Perform prepared
musical literature
before music
faculty panels to
pass a pre-recital
jury in order to
present a public
performance as a
Senior Recital,
which is evaluated
according to
musical accuracy,
familiarity with the
music,
performance
technique and
expressiveness
15 out of 16 BME
candidates scored 70 %
or above on final project
in the Fall 2005 course
13 out of 16 BME
candidates earned 70% of
total points in course to
earn the grade of C in the
Fall 2005 course
(This class is also
required of the BM
degree which completes
the same course
requirements and
expectations).
The pre-recital jury is
used to ensure that
students are within 2
weeks of being prepared
to give a successful
public recital. Students
who are not deemed
sufficiently prepared are
deferred to a later date.
This year , all graduating
BME students have
passed the pre-recital jury
and the Senior Recital
requirements.
However, the assessment
of preparedness is
somewhat subjective and
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MUS 350 changed to a technology-based
laboratory class in Spring 2005 by using
an electronic text, WebCT delivery of
course content and meeting in the Music
Computer Lab and Smart Classroom
(Z153). The course goals are the same as
before the full technology integration
except for the addition of music
technology goals which are mandated by
NASM. Computer music notation and
MIDI sequencing and playback are
industry standards for contemporary
musicians. They are not being evaluated
on improvement but on the mastery of
mandated course goals. Some technology
skills will have already been introduced
in lower level courses, but this course will
establish a baseline of fluency in Sibelius
3 and Garage Band software.
This course is only offered in the Fall
except for the Spring 2005 when the
instructor was on sabbatical in Fall 2004.
In the Fall 2005 semester, students were
evaluated using rubrics that constitute the
goals of effective orchestration based on
traditional discipline-based concepts
which have been learned and practiced
throughout the semester. Students
electronic orchestrations including the
final project were viewed, heard and
evaluated through the music software
used in class based using the rubrics and
common music theory practices. The final
projects are returned to the students
electronically with evaluation comments
notated on the virtual scores.
Recommend the use of existing semester
performance jury evaluation forms for
senior pre-recital jury and recital grading
beginning Fall 2006.
Recommend that a faculty member from
the student’ s specialization area be on
each pre-recital jury, when possible, to
better comment on proficient technique
beginning Fall 2006.
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not specifically tied to a
common rubric, although
the competencies of
performance are listed
and assessed at juries at
the end of each semester
of applied music study. A
more concrete set of
competencies that are
provided to the student
will assist in both the
preparation and
assessment of the jury
and recital.
Appendix 1 – page 1
Student Learning Outcome
Bachelor of Music Education
MUS 307 Analytical Report Rubrics/Grading Form
Instructions:
1. Read from 3 or the following prescribe sources
a. Harvard Dictionary of Music
b. Groves Dictionary of Music and Musicians (library reference)
c. History of Western Music (Grout)
d. Classic Music: Expression, Form, and Style by Leonard G. Ratner (library circulation)
e. The Development of Western Music by K. Marie Stolba – computer lab-Butler copy
2. Make an outline of the essay:
a. introduction
b. discussion of form, composer and style period
c. discuss elements of music that define form and style
d. conclusion and performance/aesthetic considerations.
3. Write this essay using 12 point Times New Roman, double-spaced, 1 inch margins on all sides, 500 word
minimum (2 full pages). Use Microsoft Word document format.
4. Spelling and grammar will be graded as well as sentence and paragraph construction.
5. Use APA style for end notes. Reference any material that you are copying as a "quote" or paraphrasing
(rewording). Use proper bibliography style.
ESSAY WRITING RUBRICS
Criteria:
Structural Organization
1. Essay lacks logical progression of ideas
2.
Essay includes brief skeleton (introduction, body, conclusion) but lacks transitions
3.
Essay includes logical progression of ideas aided by clear transitions
4. Essay is powerfully organized and fully developed
Understanding of Material
1. Apparent misunderstanding of material
2.
Limited understanding of material displayed by vague, unclear language
3.
Developing understanding of material
4.
Clear understanding of material displayed by clear, concrete language and complex ideas
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Focus
1. Essay addresses topic but loses focus by including irrelevant ideas
2.
Essay is focused on topic and includes few loosely related ideas
3.
Essay is focused on the topic and includes relevant ideas
4. The essay is focused, purposeful, and reflects clear insight and ideas
Mechanics
1. Frequent errors in spelling, grammar, and punctuation
2.
Errors in grammar and punctuation, but spelling has been proofread
3.
Occasional grammatical errors and questionable word choice
4. Nearly error-free which reflects clear understanding and thorough proofreading
Appendix 1 – page 2
Support
1. Few to no solid supporting ideas or evidence for the essay content
2.
Some supporting ideas and/or evidence for the essay content
3.
Support lacks specificity and is loosely developed
4.
Specific, developed details and superior support and evidence in the essay content
GRADING FORM
Style and mechanics: 20%-use Essay Writing rubrics attached
□
□
□
□
□
Uses 500 words or more (about 2 pages) – 500+ required for full credit - 10
Uses prescribed 1” margins, double spaced 12 pt. type face, clean paper, neat layout -4
Writes in a scholarly and objective style (not conversational or personal) - 6
Uses proper grammar and spelling (verb-noun agreement, prepositions, punctuation) – 6
References any sources of information in body of paper. – 4
Context: 10%
□
□
Gives brief biographical information (birth, death, native origin, career) -6
Gives historical/biographical background information that connects to piece of music or to form in general
-4
Content: 70%
□
□
□
Discusses the form to be analyzed with appropriate terminology - 10
Gives key areas and other harmonic information as they define the structure or character - 10
Gives thematic information (restatement, contrast, motivic development, variation, repetition) – 10
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□
□
□
□
Analyzes and discusses phrase relationships (periods, groups) and development (climaxes, extensions,
interpolations)- 10
Describes expressive elements such as dynamics and tempo. -10
Gives texture, instrumentation, stylistic or other parametric information -10
Gives information on rhythmic factors. – 10
______________________________________________________________________
Extra points:
□
Provides remarks that summarize, extend, embellish the content, and/or information about performance and
artistic value. 5
Appendix 1 – page 3
□
Total X%= __________/ _______ *possible points TBD
Appendix 2 – page 1
Student Learning Outcome
Bachelor of Music Education
Full Scoring Model-Butler/Kennan
Objective: Arrange a Christmas song of at least 16 to 24 measures for Full Orchestra.
Choose from: We Wish You a Merry Christmas, O Christamas Tree (O Tannenbaum), Up on the House Top; Jinge
Bells w/ verse; Greensleeves (What Child is This); O Come All Ye Faithful; Angels We Have Heard on High; Hark
the Herald Angels Sing; or another that is approved by instructor.
50% of piece must be scored for full orchestra
25% should be for a single section only (WW, Brass, Strings)
25% one solo instrument with accompaniment that balances the solo
Be conscious of the flow of instrumentation as an element of design
Use correct chords/melody notes; Rhythm can be modified;Harmonization is open to modification, but
must fit SATB format of models including doubling.
Use dynamic markings that help to balance the “ solo” section and make the piece more expressive
Think about articulation: bowing, tonguing, slurring, staccato, accents--are there places that the style will
be improved by including these markings?
Use appropriate score markings for tempo, divisi, timpani notes, a2 etc.
Score order:
Piccolo
2 Flutes
2 Oboes
2 Clarinets in Bb
2 Bassoons
4 Horns on 2 parts (1/3 and 2/4 doubled)
2-3 Trumpets in Bb
3 Trombones
1 Tuba
Timpani -2 to 4 drums (I, V at least, can expand to other chord tones and roots)
Glockenspiel
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1 non-pitched (does not need to be an ostinato)
Violins 1 and 2
Viola
Cello
Double Bass
Appendix 2 – page 2
Full Orchestra. Model Tips:
WW Use octave double model 2 or 3
Brass Use octave double model 2 or 3
Strings Use any octave doubling model that takes the soprano up an octave
Timpani I and V and possible other points of climax, or for rhythmic reinforcement
Non-pitched sound effects, rhythmic fill in, rhythmic counterpoint or reinforcement
Glockenspiel double the melody (will sound 2 octaves higher )
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BSW – Bachelor of Social Work
Learning Outcome
Learning Outcome # 1
Students should be able to
apply the values of the
social work profession
with an understanding of
and respect for the
positive value of
diversity.
Learning Outcome # 1
Learning Outcome # 1
Learning Outcome # 2
Students are to be able to
analyze social policies
and how they impact
client systems, workers,
& agencies.
Data Collection and Analysis
When students enter the two introductory courses,
SWO 201 Introduction to the Profession of Social
Work and SWO 305 Interviewing Techniques &
Skills, they will be given the values index (a set of
values cases with choices of actions taken). They
will be given this same test at graduation and a
comparison will be made.
Analysis Procedure: BEAP is a National
Standardized sixteen page test that is administered
to students preadmission to the social work
program and at graduation. Results will be
analyzed and sent to the department by BEAP
administration. Satisfactory exit values will be 6.0
or above on a 1-10 scale.
Based on Program Objectives (Appendix A), the
Alumni survey (Appendix B) was mailed to 200405 graduates. Review and score surveys. Scale 4
(Excellent) to 1 (Poor).
Report mean of scores.
Field evaluations
2006 – Field instructors complete evaluation on
students at end of semester. Surveys are tabulated.
Score 5 (Excellent) to 1 (Poor).
Mean score is reported. See Appendix C.
Results of Evaluation
Findings: We began
this process in Fall
2005; therefore, there
are no findings and
recommendations at
this time. Findings will
be available in Summer
2007.
Use of Evaluation Res
We began this process in
2005 to further incorpora
evaluation of values educ
into the social work
curriculum. When findin
available in Summer 200
department will review th
student learning outcome
assess for needed change
Mean = 3.8
N=
13
Need to have larger
return of surveys.
Score is above threshold
2.8.
Will send alumni survey
yearly since return is low
Were sending every 3 ye
2000-2003 Mean = 3.56
– N = 18
Mean = 4.64
N=
25
No recommendations.
2005 Mean = 4.41 – N
= 28
2004 Mean = 4.73 – N
= 23
2003 Mean = 4.86 – N
= 16
Data Collection:
Students are required to write a policy analysis
paper in the SWO 430 Social Welfare Policy class.
Faculty will grade according to rubric.
See Appendix D.
The mean was 3.72.
Although students met
the goal, recommend
more help in grammar
skills.
Analysis Procedure:
Each student will get points from 1 (Poor) to 5
(Excellent). The mean of students completing
policy analysis paper will be 3.0 or above.
2004 Mean = 3.82 – N
= 25
186
No change – score is abo
threshold.
However, evaluations wi
continue annually to ensu
that field evaluations rem
constant. The field advis
committee met March 23
effort to give field instruc
an additional avenue to
express concern about th
students. One idea that w
expressed in this meeting
for students to receive
additional training in
telephone and computer
Plan to continue using th
rubric for policy paper to
ensure students can analy
social policies.
Because of results showi
grammar deficiencies, pl
start a formal identificati
students with writing skil
deficiencies. They will re
a grammar booklet in
orientation and a test to h
identify weaknesses early
the program. They will b
referred to writing lab &
academic support lab for
187
remedial work. Student m
be able to write well to ch
notes, proposals, letters, e
necessary for successful
work practice.
Learning Outcome # 2
Learning Outcome # 2
Alumni survey, based on learning objective of
graduates. 2004-05
Survey mailed to students and scores tabulated 4
(Excellent) to 1 (Poor).
Mean will be reported
See Appendix B.
Mean = 3.4
N=
13
Continue assessment.
Field evaluations 2006(Appendix C) completed by
field instructors at the end of semester and
tabulated. Scale 5 (Excellent) to 1 (Poor). Mean
will be reported.
Mean = 4.50
N No
=
25
Continue assessment.
No change. Result above
threshold.
2000-2003 Mean = 3.22
– N = 18
changes needed. Score
well above threshold
Will continue to mee
with field advisors to
2005 Mean = 4.16 – N
allow them an additio
= 28
2004 Mean = 4.40 – N
avenue to evaluate an
= 23
express concern.
2003 Mean = 4.40 – N
= 15
Learning Outcome # 3
Demonstrate
communication with
integrity and respect for
individuals as mandated
by the Code of Ethics
changes needed. Score
above threshold. Du
change in the mean w
continue to communi
with field instructors
2005 Mean = 4.58 – N
= 28
meeting individually
2004 Mean = 4.62 – N
allow them to expand
= 23
items that are not
necessarily in the
evaluation form. Thi
will be recorded on t
field evaluation form
Alumni survey of 2004-05 graduates.
Mean = 3.8
N No
= changes needed. Well
Learning Outcome # 3
Surveys are mailed and tabulated when returned.
13
above threshold.
Scale 4 (Excellent) to 1 (Poor).
Continue assessment.
However, will contin
Mean is reported.
to evaluate to mainta
See Appendix B.
integrity of the progr
Data Collection:
Mean = 3.72
N No
= change needed. Well
Learning Outcome # 4
Illustrate behavior without An alumni survey was sent to 2004-05 graduates.
13
above threshold. Wil
discrimination and with
The survey is a Likert Scale with 4 (Excellent) to 1 Continue assessment.
continue to monitor.
respect, knowledge, and
(Poor).
skills related to clients’
age, class, color, culture,
disability, ethnicity,
family structure, gender,
marital status, national
origin, race, religion, sex,
and sexual orientation.
Data Collection:
Distribute field evaluation forms on all seniors
enrolled in SWO 475 Field Instruction to the field
instructors every April.
Analysis Procedure:
Mean of graduating seniors will be calculated and
will be 3.0 or above on 5 – 1 scale. 5 (Excellent) to
1 (Poor).
See Appendix C.
Analysis Procedure:
Review survey on question about
nondiscrimination, the mean of which will be 2.5
or above.
See Appendix B.
187
Mean = 4.58
N No
=
25
Continue assessment.
188
Learning Outcome # 4
Field evaluations 2006 completed by
field instructors at end of semester.
Results to be tabulated by chair.
Scale 5 (Excellent) to 1 (Poor).
Mean to be reported.
See Appendix C.
Learning Outcome # 5
Formulate an interview
that involves the
professional use of self.
(This identifies own
personal descriptive and
behavioral attributes that
hinder or promote
effective intervention with
client system.)
Learning Outcome # 5
Data Collection:
Students in SWO 421 are given a video
assignment in which they must roleplay as the social worker.
Analysis Procedure:
Faculty will use the video rubric to
measure competency and professional
use of self. The mean of students
engaged in interview assignment will be
13 on 1-32 scale with 32 being
maximum points that can be received.
See Appendix E.
Alumni survey sent to 2004-05
graduates.
Surveys are tabulated by chair.
Learning Outcome # 5
Scale 4 (Excellent) to 1 (Poor).
Mean to be reported.
See Appendix B.
Field evaluations completed by agency field
instructors. Chair tabulates scores. Scale 5
(Excellent) to 1 (Poor). Mean to be reported.
See Appendix C.
Mean = 4.25
N No
=
25
No recommendations.
changes needed at this
time.
Score well above threshold
2.5.
2005 Mean = 4.48 – N
Will continue to monitor
= 28
2004 Mean = 4.69 – N
= 23
2003 Mean = 4.43 – N
= 16
N = 25
There is no need for action
Range of 2005 scores
the mean is well over
was from 14-32 with
set mark of 13.
mean at 20.44.
This rubric/evaluation
Continue using rubric
measure was developed t
to score assignment.
more effectively critique
student performance.
Mean = 3.50
N No
=
13
No recommended
actions.
Mean = 4.70
25
Appendix A Social Work Program Objectives……………………………………………18
Appendix B Social Work Alumni Survey…………………………………………………19
Appendix C Social Work Field Evaluation………………………………………………..23
Appendix D Social Work Policy Rubric…………………………………………………..28
Appendix E Social Work Video Rubric…………………………………………………...31
Appendix F Faculty Forms…………………………………………………………...........33
188
Score is well above thres
N Although
=
2005 Mean = 4.35 – N
= 28
2004 Mean = 4.53 – N
= 23
APPENDICES
changes needed at this
time.
score is above ra
of acceptable, adviso
board stated at thei
meeting on March 23
2006 that students
needed additional
instruction in telepho
skills and computer
skills. Additional
material on these skil
will be added to SWO
481, Integrative Sem
189
APPENDIX A
Program Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Practice within the values of the social work profession with an understanding of and respect for the positive
value of diversity.
Identify and assess problems in the relationship between people and social institutions (including service
gaps), plan for their resolution, and evaluate their outcomes.
Understand the forms and mechanisms of oppression and discrimination and the strategies of change that
advance social and economic justice.
Communicate effectively with others in a purposeful way, encouraging open and trusting relationships.
Understand the history, purposes, and philosophy of the social work profession and its contemporary
structures and issues.
Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color,
culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and
sexual orientation.
Apply the knowledge and skills of generalist social work practice with systems of all sizes, including rural
systems.
Demonstrate the professional use of self.
Use communication skills differentially with a variety of client populations, colleagues, and communities.
Apply critical thinking skills within the context of professional social work practice.
Analyze, formulate, and influence social policies and how they impact client systems, workers, and agencies.
Understand agency structure, allocation of role performance, and the impact of organizational power and
policies on client systems and, under supervision seek necessary organizational change.
Evaluate research studies and apply findings to practice, evaluate their own practice interventions and those
of relevant systems.
Use supervision and consultation appropriate to social work practice.
Use theoretical frameworks supported by empirical evidence to understand individual development and
behavior across the life span and the interactions among individuals and between individuals and families,
groups, organizations, and communities.
APPENDIX B
Department of Social Work
Delta State University
BSW Alumni Survey
Demographic Information:
1.
What is your sex:
1.
Male
2.
Female
2.
Ethnic Background:
1.
2.
3.
Caucasian
African American
Hispanic
4.
5.
6.
Native American
Asian
Other ______________________
3.
What is your year of birth: ________________
4.
In which State are you presently residing? _______________________
5.
In which semester and year did you graduate from DSU? _________ Semester _________ Year
6.
Have you obtained any graduate training since graduating from DSU? ________
7.
List any advanced degree(s) obtained since leaving DSU? _________________________________
189
190
Employment Information:
8.
Are you currently employed in a social work position?
1. Yes, full-time
9.
If not, please answer the following questions:
1. Full-time employed in a non social work job: _______
2. Part-time employed in a non social work job: _______
3. Unemployed but seeking a job: ______
4. Unemployed not seeking a job: ______
10.
How did you obtain your first social work job after graduating?
1. Newspaper
5. University Placement Office
2. NASW News
6. Previously Employed
3. Field Placement
7. Other __________________
4. Personal Contact
8. NOT APPLICABLE
11.
How soon after graduation did you obtain this job:
_______ (months)
8. NOT APPLICABLE
12.
What was/is you first social work or social work related position after graduation?
2. Yes, part-time
Position (job title) _____________________________________________________________
8: NOT APPLICABLE
13.
Agency or setting: ________________________________________________________________
8: NOT APPLICABLE
14.
Location (city, state): _________________________________________________________
8. NOT APPLICABLE
15.
What is your current job title? _________________________________________________
16.
How long have you had this job? ______ (months) ______ (years) 8: NOT APPLICABLE
17.
Please, indicate the setting of your current job:
1. Public Protective Services
2. Family Services
3. Corrections/Criminal Justice
4. Medical/Health Care
5. Mental Health
6. Public Assistance/Welfare
7. School Social Work
8. Services to the Aged
9. Alcohol/Drug Treatment
10. Developmental Disabilities/Mental Retardation
11. Community-based Client Support Services
12. Occupational
13. Other ________________________________________________________________
8. NOT APPLICABLE
18.
Overall, how long have you been employed full-time as a social worker?
________ (months) ________ (years)
190
191
19.
How many different social agency settings have you work in full-time since you graduated from our
program? ________ (number)
20.
If you are full-time employed in a social work position, what is your salary range?
1. less than $15,000
6. $27,001 - $30,000
2. $15,001 - $18,000
7. $30,001 - $33,000
3. $18,001 - $21,000
8. $33,000 - $36,000
4. $21,001 - $24,000
9. $36,000 & above
5. $24,001 - $27,000
10. NOT APPLICABLE
21.
Do you belong to any professional organization?
1: Yes, Specify ___________________________________________________________
2: No
22.
Have you passed the social work licensure exam?
1: Yes, Indicate Score and Date _______________________________________________
2: No
23.
Please evaluate how well you were prepared as a student in the social work program:
4 – Excellent
Performance consistently
above expected level.
16.
Practice within the values of the social work profession with an understanding of and respect for the positive
value of diversity.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
17.
Identify and assess problems in the relationship between people and social institutions (including service
gaps), plan for their resolution, and evaluate their outcomes.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
18.
Understand the forms and mechanisms of oppression and discrimination and the strategies of change that
advance social and economic justice.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
19.
Communicate effectively with others in a purposeful way, encouraging open and trusting relationships.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
20.
Understand the history, purposes, and philosophy of the social work profession and its contemporary
structures and issues.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
191
192
21.
Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color,
culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and
sexual orientation.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
22.
Apply the knowledge and skills of generalist social work practice with systems of all sizes, including rural
systems.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
23.
Demonstrate professional use of self.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
24.
Use communication skills differentially with a variety of client populations, colleagues, and communities.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
25.
Apply critical thinking skills within the context of professional social work practice.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
26.
Analyze, formulate, and influence social policies and how they impact client systems, workers, and agencies.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
27.
Understand agency structure, allocation of role performance, and the impact of organizational power and
policies on client systems and, under supervision seek necessary organizational change.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
28.
Evaluate research studies and apply findings to practice, evaluate their own practice interventions and those
of relevant systems.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
29.
Use supervision and consultation appropriate to social work practice.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
30.
Use theoretical frameworks supported by empirical evidence to understand individual development and
behavior across the life span and the interactions among individuals and between individuals and families,
groups, organizations, and communities.
4
3
2
1
Excellent
Good
Fair
Poor
Comments: ___________________________________________________________________
192
193
APPENDIX C
Mid-Term______
Final______
Delta State University
Department of Social Work
Field Instruction
Evaluation SWO 475
Student’ s Name ____________________________________________________
Placement Agency __________________________________________________
Agency Field Instructor ______________________________________________
On the following pages, evaluate the student’ s performance in the described areas. The key below should be used in
your decision making. Please make every attempt to make this evaluation realistic. The mid-term evaluation
should be done according to expectations commonly held for students at mid-semester, not at the end, of this
educational experience; likewise, final evaluations should reflect expectations commonly held for students at the
completion of their undergraduate education. Graduates are expected to continue their professional growth after
graduation, and this instrument should be beneficial to them in planning for that growth.
Please explain ‘Excellent’, ‘Poor’ or ‘NA’ ratings at the end of the form or on additional paper.
5 - Excellent
Performance consistently above expected level
4 - Good
Performance often above expected level
3 - Average
Performance generally at expected level
2 - Fair
Performance often below expected level
1 - Poor
Performance often below acceptable level
NA
Unable to practice this skill during placement
I. PROFESSIONAL SKILLS AND KNOWLEDGE
1.
Demonstrates application of social work values.
5
Excellent
2.
3
Average
2
Fair
1
Poor
NA
2
Fair
1
Poor
NA
Demonstrates application of social work ethics.
5
Excellent
3.
4
Good
4
Good
3
Average
Demonstrates an understanding and respect for the value of diversity. (Respects the beliefs and values of those
whose lifestyle and/or culture may be different from own while remaining comfortable with the management
of own beliefs and values. Works with clients who are racially/culturally different from himself/herself.)
5
Excellent
4
Good
3
Average
2
Fair
193
1
Poor
NA
194
4.
Demonstrates the ability to identify and assess problems in the relationship between people and social
institutions, including service gap.
5
Excellent
5.
2
Fair
1
Poor
NA
4
Good
3
Average
2 1
Fair
Poor
NA
Demonstrates an understanding of the forms and mechanisms of oppression and discrimination and the
strategies of change that advance social and economic justice.
5
Excellent
7.
3
Average
Demonstrates ability to plan for solution of problems in relationship between people and social institutions.
5
Excellent
6.
4
Good
4
Good
3
Average
2
Fair
1
Poor
NA
Communicates effectively with others in a purposeful way, encouraging open and trusting relationships.
5
Excellent
4
Good
3
Average
2
Fair
1
Poor
NA
8.
Demonstrates the ability to assess the needs of populations-at-risk with emphasis on working with rural
populations as both client and action systems.
5
4
3
2
1
Excellent
Good
Average
Fair
Poor
NA
9.
Demonstrates the following skills in working with systems of varying sizes, including rural populations:
interviewing, defining issues, collecting data, recording, assessing, planning, contracting, intervening in
alternative ways, evaluating, terminating, and following-up with systems of varying sizes including rural
populations. (If all topics in this item cannot be rated the same, use the lines below and the back of the page to
make needed comments.)
5
Excellent
4
Good
3
Average
2
Fair
1
Poor
NA
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10.
Demonstrates the professional use of self. (Identifies own personal descriptive and
behavioral attributes that hinder or promote effective intervention with client systems.)
5
Excellent
4
Good
3
Average
2
Fair
194
1
Poor
NA
195
11.
Uses communication skills, both oral and written, differentially, with a variety of client populations,
colleagues, and members of the community.
5
Excellent
12.
4
Good
3
Average
2
Fair
1
Poor
NA
Applies critical thinking skills within the context of professional social work practice.
5
Excellent
4
Good
3
Average
2
Fair
1
Poor
NA
13. Demonstrates the ability to analyze social policies and how they impact client systems, workers, and agencies.
5
Excellent
14.
4
Good
3
Average
2
Fair
1
Poor
NA
4
Good
3
Average
2
Fair
1
Poor
NA
4
Good
3
Average
2
Fair
1
Poor
NA
4
Good
3
Average
2
Fair
1
Poor
NA
Recognizes the limitations of their own competence and respects contributions of other helping resources,
professional and nonprofessional.
5
Excellent
19.
NA
Uses supervision appropriate to generalist practice to enhance learning.
5
Excellent
18.
1
Poor
Constantly evaluates own practice through obtaining feedback from peers, client populations, supervisors,
liaison, and assignments.
5
Excellent
17.
2
Fair
Evaluates research studies and applies findings to practice.
5
Excellent
16.
3
Average
Demonstrates an understanding of agency structure, allocation of role performance, and the impact of
organizational power and policies on client systems, and under supervision, seeks necessary organizational
change
5
Excellent
15.
4
Good
4
Good
3
Average
2
Fair
1
Poor
NA
Applies knowledge of biopsychosocial variables that affect individual development and behavior, and uses
theoretical frameworks to understand the interactions among individuals and between individuals and social
systems (i.e. families, groups, organizations, and communities).
5
Excellent
4
Good
3
Average
2
Fair
195
1
Poor
NA
196
II.
Professional Work Habits
1.
Dresses appropriately to agency setting.
5
Excellent
2.
1
Poor
NA
4
Good
3
Average
2
Fair
1
Poor
NA
4
Good
3
Average
2
Fair
1
Poor
NA
3
Average
2
Fair
1
Poor
NA
Performs work punctually.
5
Excellent
5.
2
Fair
Adheres to required work hours.
5
Excellent
4.
3
Average
Attends as required.
5
Excellent
3.
4
Good
4
Good
Demonstrates an attitude of enthusiasm, cooperation, and initiative.
5
Excellent
4
Good
3
Average
2
Fair
1
Poor
NA
Field Instructor’ s Signature ___________________________________Date ________________
Student’ s Signature _________________________________________Date ________________
Field Liaison’ s Signature ____________________________________ Date ________________
APPENDIX D
Rubric Results
Policy Analysis Paper Grading Criteria
Tracy T. Mims, Assistant Professor of Social Work
SWO-430/Fall 2005
QuaQuality Points/
Number Grade
5
(100)
7 students in this category
Writing
(15)
Superior
15
30
55
Free of
punctuation,
spelling and
grammatical
errors. The
logical flow
and structure
of the paper is
196
Quality of
Research
(30)
At least 4 peer
reviewed articles used
and 4 top quality
sources were used.
Your
points/arguments
were thoroughly
researched.
Coverage
(55)
The problem the bill
addresses and your
proposed amelioration are
very lucidly stated.
Alternative policies are
discussed and very
thoroughly analyzed. A
very clear plan is
197
4
(90.5-99.89)
10 students in this category
3
(74.5-90)
7 students in this category
Above Average
13.1-14.95
25.1-29.95
52.3-54.99
Average
11.1-13
23.1-25
40.3-52
QuaQuality Points
2
(63.5-74.4)
1 student in this category
1
(0-63.4)
easy to follow
and
understand
Less than 4
punctuation,
spelling and
grammatical
errors.
Logical flow
and structure
of paper easy
to understand
Between 4-8
punctuation,
spelling and
grammatical
errors.
Logical flow
and structure
of paper
workable.
At least 2 peer
reviewed articles and
6 top quality sources
were used. Your
points/arguments
were thoroughly
researched, although
a little more could
have been said.
Writing
(15)
Quality of
Research
(30)
At least 8 top
quality sources
were used. Your
Passable
7.91-10.9
15.9-22.9
39.7-40.6
Between 9-20
punctuation,
spelling and
grammatical
errors.
Structure and
flow of paper
needs work.
Not passable
0-7.9
0-15.9
0-39.6
More than 20
punctuation,
spelling and
grammatical
errors.
Structure and
flow of paper
not there.
n-25
mean- 3.72 or 90.84
median- 92
mode-100
197
At least 3 peer
reviewed articles and
5 top quality sources
were used. Your
points/arguments
were thoroughly
researched.
Points/arguments
were well researched,
but substantially more
could have been said.
Fewer than 8
sources were
used. Your
points/arguments
were poorly
researched.
presented for how the
policy will be
implemented.
The problem the bill
addresses and your
proposed amelioration are
very lucidly stated.
Alternative policies are
discussed and thoroughly
analyzed. A plan is
presented for how the
policy will be
implemented.
The problem the bill
addresses and your
proposed amelioration are
lucidly stated. Alternative
policies are discussed and
analyzed. A plan is
presented for how the
policy will be
implemented.
Coverage
(55)
Your bill fails to do one
of the following things.
1. State the
problem
2. Propose an
amelioration
3. analyze
alternative
policies
4. present a plan for
your policy
Your bill fails to do more
than one of the following
things.
1. State the
problem
2. Propose an
amelioration
3. analyze
alternative
policies
4. present a plan for
your policy
198
28 % of students ranked at 5 quality points
40 % of students ranked at 4 quality points
28% of students ranked at 3 quality points
4% of students ranked at 2 quality points
APPENDIX E
INTERVIEW II SKILLS RATING SHEET
Date_________
Student________________________
Skills & Concepts
0
1
2
Improvement
Needed
Satisfactory
Excellent
Section A
*1. Opening remarks
2. Sessional turning-in
* a. Clarifying needs for immediate
work
b. Tuning in to Client'
s sense of
urgency
c. Tuning to Worker'
s own
feelings
*3. Sessional contracting
*4. Summarization of interview
content
*5. Ending interview appropriately
(including length)
Points
Received
Min.
Points
Required
for
Section
5
Section B
1. Expression of empathy/ rapport
2. "Hearing" client'
s indirect
communication
3. Use of silence
4. Confrontation of client'
s
inconsistencies
5. Challenge of illusions of work
6. Making a demand for work
7. Focusing on meaning of behavior
8. Focusing on subject being
discussed
9. Elaborating
10. Probing
11. Reframing
12. Sharing data
6
Section C
*1. Voice quality and volume
198
Total
Points
199
*2. Use of standard English
*3. Body posture
*4. Appropriate eye contact
*5. Behavioral congruence/facial
expression
(words match outward
appearance)
6. Worker composure
5
* = required
Positive Comments About
Strengths Demonstrated During the
Interview
See next page for grading scale.
BS in Criminal Justice
Learning Outcome
Students will apply
their knowledge of
crime and justice to a
variety of problems
faced by the American
Criminal Justice
System in modern
times.
Students will display a
comprehensive social
science approach to the
study of crime and
justice by utilizing the
academic disciplines of
political science, and
sociology.
Data Collection and
Analysis
1) Senior Portfolios
2) Performance in the
senior capstone course.
1) Senior Portfolios
Results of Evaluation
Use of Evaluation Results
Examining the students’
responses in their senior
portfolios, there is evidence that
the students lack an
understanding of connecting the
theories of crime and social
justice to the modern American
Criminal Justice system.
As a result of the current data, the
committee has decided to generate a
senior level capstone course. This course
will be carried out in the form of a
required internship. As part of the
internship, students will be required to
link the theory and philosophy of the
classroom with the experiences they
encounter in the field. Students will
generate a written product meeting this
goal.
After evaluating the content of
both online and classroom
discussions in the senior
capstone course, the committee
recommends that additional
focus be paid to linking current
criminal justice policy with the
philosophical foundations of the
criminal justice field. Also, the
program is lacking a true
internship/service learning
experience to connect students to
the broader criminal justice field.
After examining 14 senior
portfolios in criminal justice, the
evidence shows a weakness in
displaying a comprehensive
understanding of social justice
from other academic disciplines.
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The Division of Social Science
Assessment committee recommended and
received approval to include
programmatic changes in the BS
program. Students will now have to take
PSC 440, The Judicial Process; SOC 435,
Criminology; and select 6 hours from the
following: SOC 436, Juvenile
Delinquency; SOC 440, Social Theory;
SOC 450, Racial & Cultural Minorities;
PSC 442, Civil Rights Law; PSC 444,
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Civil Liberties and Civil Rights; PSC 446,
Constitutional Law; PSC 488, Moot
Court Competition.
Student Portfolio
Work Sheet
Criminal Justice Major
In an effort to improve the criminal justice program at Delta State University, we have developed
a portfolio assessment system. This assessment will help the faculty determine progress within
the criminal justice program, as well as identify areas that should be developed in the future.
Your assessment is important to the program. Please answer the following questions to the best
of your ability.
Please type one or two paragraphs in response to the following questions.
Point 1: Assessment of your knowledge of concepts and terminology. In what areas and to
what extent has your criminal justice knowledge developed since entering the criminal justice
program at Delta State University? Examples: courses or subject areas in which you have made
the most progress, readings or projects that you have participated in outside the classroom that
have criminal justice significance.
Point 2: Applying your criminal justice skills outside the classroom. What organizations
and activities to you participate in outside the classroom in which you apply your criminal justice
skills? Examples: student groups, professional organizations, civic organizations, internships,
volunteer work, etc.
Point 3: Assessment of your ability to think critically and respond effectively orally and in
writing. Cite and instance in which you feel you were able to address a criminal justice issue
effectively either orally or in writing. Attach a copy of a paper which you feel reflects your
ability to organize and discuss criminal justice concepts. This paper should be one that you have
completed for a course in criminal justice at Delta State University, and preferably contain
written feedback and grading from the Instructor.
Point 4: Strengths and Weaknesses of your degree program. Discuss the strengths and
weaknesses of your degree program in a minimum of two paragraphs.
Please provide a forwarding address where you may contacted after you graduate:
___________________________________
___________________________________
Please give the final portfolio to Mrs. Douglas (divisional secretary).
Thank you.
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Bachelor of Science in Interdisciplinary Studies
Learning Outcome
Demonstrate understanding
of interdisciplinary ideas,
methods, and practice
Data Collection and
Analysis
Tools:
Portfolio 1
Individual conferences
Data Collection and
Analysis:
BSIS coordinator 2
Apply quantitative and
qualitative research
methods; communicate
pragmatic and thoughtful
responses to ethical
questions and contemporary
issues.
Tools:
Portfolio 1
Produce scholarship/project
that demonstrates
interdisciplinary acumen
and ability
Tools:
Portfolio 1
The Capstone Project 3
1
Data Collection and
Analysis:
BSIS coordinator 2
Results of Evaluation
First year of program – portfolio
evaluations are at beginning of 2-year
cycle.
Fall 2005:
BIS 300: 82% success (9/11)
Spring 06:
BIS 300: 75% (3/4)
BIS 310: 83% (10/12) 4
BIS 400: 100% (6/6)
Informal discussions and conferences
show students’ interest in developing
research that connects disciplines.
Recommendations:
• Evaluate individual failures in
each class to determine
method of increasing success
First year of program – portfolio
evaluations are at beginning of 2-year
cycle.
(See figures in above box)
Recommendations:
• Evaluate individual failures in
each class to determine
method of increasing success
First year of program – portfolio
evaluations are at beginning of 2-year
cycle.
Initial cohort of students are enrolled in
BIS 410 Capstone Project Summer
2006 and Fall 2006
Recommendations:
Track successes in project
development, collaborations,
presentation to determine any
needed changes to program or
curriculum.
Use of Evaluation Results
Developed Portfolio process and
rubrics (Appendices A, B)
Established more formal
conferences with students
Developed Portfolio process and
rubrics (Appendices A, B)
Established conference schedule
with students
Developed Portfolio process and
rubrics (Appendices A, B)
Developing Capstone Proposal
checklist
Developing Capstone Project
checklist and evaluation forms
Established conference schedule
with students
The portfolio, to contain the range of work spanning the Interdisciplinary Studies core, as follows:
• BIS 300: 2 essays, one analysis of issues expressed in contemporary fiction, one synthesis of critical essays
– evaluated by
rubric (Appendix A)
• BIS 310: final research paper – evaluated by rubric for written content and research (Appendix B); by
public presentation evaluation, including peer survey (previously done subjectively, holistically, with peers
submitting a report on each student’ s presentation; rubric and guidelines for peer review in development)
• BIS 400: proposal for capstone – evaluated by proposal checklist by faculty/coordinator (currently being
developed)
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•
BIS 410: Capstone Project – will be evaluated by rubric, under development; also project will be evaluated
by public presentation evaluation including audience survey (in development: no students completing
project in 05-06)
2
The portfolio, maintained in BSIS office, to be evaluated every semester of student’ s enrollment in core courses,
by rubric and qualitative analysis by coordinator, including individual coordinator/student conferences, with
discussions relying on various evaluations included with each piece, as referenced in previous note.
3
Capstone project will demonstrate student’ s ability to combine ideas from chosen concentration areas and generate
significant scholarship. Student will analyze a current need or lack in scholarship and/or product and create a
project that will address that need.
4
Of the two unsuccessful students: One withdrew from school, one was repeat failure from first semester and is not
actively enrolled in school at this time. Of the students still enrolled at DSU for Spring 2006 in BIS 310, success
rate was 100%.
Appendix A
BIS 300 – responses to readings
1 – poor / 2 – needs improvement / 3 – average / 4 – good / 5 – excellent
Reading assignment response element -- criteria
-1-
Introduction – clear; captures interest
Thesis – assumes a position / makes an assertion
Title – directly related to thesis / demonstrates critical thought
Body – clear topic sentences that reflect analytical response to
subject
Body – well-developed paragraphs that enhance argument
Sources – documented and accurate use of sources
Sources – analysis of sources’ arguments and positions
Sources – integration of sources into argument
Transitions – use of causal links between / among ideas
Critical thinking – specific application of interdisciplinary
thought and or methods
Editing – grammar, mechanics
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-2-
-3-
-4-
-5-
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Appendix B
BIS 310 – responses to readings / assignments
1 – poor / 2 – needs improvement / 3 – average / 4 – good / 5 – excellent
( multiply by 2 for 0-100 point grading scale )
Reading assignment response element -- criteria
-1-
Title and Introduction – clear; capture interest
Thesis – assumes a position / makes an assertion
Body – well-developed paragraphs that enhance argument
Sources – documented and accurate use of sources –
Sources – analysis of sources’ arguments and positions
and application to your argument
Sources – analysis and use of quantitative and / or
qualitative research
Transitions – understanding and use of causal links
between / among ideas
Critical thinking – specific application of interdisciplinary
thought / methods / research
Conclusion – synthesizes sources; demonstrates understanding
of various sources’ interconnectedness
Editing – grammar, mechanics
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-2-
-3-
-4-
-5-
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MS in Community Development
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
Use of Evaluation Results
Students will be
prepared for work in
community and
economic development
positions upon
graduating.
1) Focus Groups
conducted with graduates
from the past five years.
2) Positions held by
former students in various
community and economic
development fields.
The focus groups with 25
participants revealed that a
majority of the students
were involved in the
implementation of at least
one, if not more, real-world
community development
projects while working on
their degrees, which
prepared them for their
future jobs.
This success provides the
faculty with even more focus
on exposing students to the
core social science theories,
especially those from
community development and
community and development
sociology. Sociology of
Community (COD 575),
Community Development
(COD 600), Delta in Global
Context (COD/SOC 526),
Sustainable Development
(COD/SOC 521), Sociology of
Development (COD 567), and
Community Development
(COD 680) will continue to be
core courses for this program.
Keeping in tune with our
former graduates and our
current students, and the latest
research will allow us to make
improvements in course
content and rigor of methods
for community development
graduate students.
A sample of our recent
graduates find them in some
of the following positions:
Director of Financial Aid at
Coahoma Community
College; Work with the
Leflore County Board of
Supervisors (Mississippi) on
economic development
projects; Doctorate program
at Mississippi State
University where she is also
working as a teaching
assistant; Doctoral program
in Rural Sociology at the
University of MissouriColumbia, where she was
awarded a research
assistantship to study
leadership programs; US
Department of Agriculture’ s
Rural Development office;
Planning and Development
District in Batesville;
Assistant Director at the St.
Gabriel Mercy Center in
Mound Bayou; Economic
Development Specialist at
Mississippi Valley State
University; Doctoral
Program at Brigham Young
University; and Community
Developer with
Congressman Bennie
Thompson’ s 3rd
Congressional District
Office in Mississippi.
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205
Students will
communicate in an
appropriate and
effective manner,
orally and in writing,
to multiple types of
audiences.
1) Theses
2) Practicum reports
3) Professional
presentations
Six theses were successfully
written this past academic
year. A review of all
students’ theses over the
past three years shows that
students are effectively
writing and contributing to
the scientific community.
Three of these students have
published in peer reviewed
articles. Also, students in
this program have produced
over 40 professional
presentations over the past 5
years across the United
States and Internationally.
Faculty members will continue
to focus on Social Theories,
Research Methods, and Oral
Presentations throughout the
MSCD curriculum.
MS in Criminal Justice
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
Use of Evaluation Results
Students will be
able to conduct,
analyze, interpret
and apply various
works of scholarly
research in order
to develop
responses to
contemporary
issues facing the
field of criminal
justice.
1) Comprehensive
examinations (see
Appendix for Spring 206
exam).
2) Internal Course
Assessments
Comprehensive
examination scores for
May 2006 graduates were
analyzed. Five of the
seven students failed their
written comprehensive
exams.
The Division of Social Science
Assessment Committee will
require all new students to
participate in more intensive,
periodic writing throughout the
core courses (CRJ 630, 635, 640,
650, 655, 670, & 675).
Students will be
able to apply
acquired research
skills to evaluate
scholarly products
and their
contribution to the
fields of
criminology and
criminal justice.
1) Comprehensive
examinations
2) Capstone Course
Assessment
The committee evaluated
research papers, and
comprehensive
examinations. All
graduating students
passed the research papers
in the capstone course,
and four of the seven
students passed the
research methods
comprehensive exam (see
Additionally, the content of CRJ
675, which serves as the degree
program’ s capstone course, will
be structured to meet two
specific goals: (1) to assist
students in relating criminal
justice materials from course to
course and (2) to assist students
in better articulating the
relationship between the various
theories and scientific studies
with contemporary issues facing
the field of criminal justice.
During the research methods
course (CRJ 635), more focus
will be placed on students
completing written critical
analyses of scholarly literature
on core and specific topics in the
fields of criminal justice and
criminology during the semester.
Students also will make a
presentation on a chosen topic
and interact with other students
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206
Appendix for comp
question IV).
and the instructor in a discussion
of research methods, as it relates
to recently published journal
articles, during the semester.
COMPREHENSIVE EXAMINATION
Spring, 2006
M.S. Criminal Justice
Carefully read and answer the questions below. If the question has more than one part, be sure to answer the entire question.
Your grade is based on how thoroughly you answer each question.
Part I. Answer the following:
1.
How do some of the Classical School ideas relate to current criminal justice policy?
Part II. Answer one of the following questions:
1.
Discuss the basic principle of the following managerial models: traditional, scientific, human relations, behavioral,
systems, and proactive.
2.
Explain the significance of the following individuals to police management: Sir Robert Peel, Frederick Taylor, O.W.
Wilson, and William H. Parker.
Part III. Answer one of the following questions:
1.
Discuss the concept of social contract. How does the concept of social contract relate to the study of ethical
philosophy? How does this concept interact with the field of criminal justice?
2.
Plea bargaining has been often linked to the concept of justice. Is the use of plea bargaining ethical? Why or why not?
Part IV. Answer one of the following questions:
1.
American law enforcement was plunged into the center of national social and political crises in the 1960’ s. Discuss the
various forces affecting police activities during this period.
2.
Discuss the roots of organized law enforcement in the United States. How and where did policing originate in
America, and what were its antecedents? Be sure to include the London model in your discussion. Which British
elements were included, which were not?
Part V. Answer one of the following questions:
1.
Elaborate on the development of a survey instrument. Specifically, what are the concerns of the researcher when
developing a survey instrument? When considering the process of administering a survey instrument. What are the
primary methods of selecting your target samples, and which of these methods are considered the most acceptable in
terms of scientific research?
2.
What are the three (3) measures of variability? How does the researcher determine which of these three (3) measures to
employ in their statistical analysis?
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MS in Natural Sciences Degree
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
Students should be able to
identify and apply the basic
concepts taught in courses
taken to satisfy degree
requirements.
A comprehensive oral final Performance on the oral exam
exam is given as part of
is evaluated to identify areas of
graduation requirements for weakness as well as strengths.
the biology option. Done by
committee, this exam tests
knowledge of advanced
scientific principles as well as
educational concepts for
students who are certified
teachers,
Students should be able to
Most physical science option Evaluation by involved faculty
analyze scientific data,
MSNS students engage in
members have critiqued student
develop hypotheses, interpret individual laboratory research performance. Evaluation is
experimental results, draw
studies. Such students are
done on an individual basis
conclusions, and present
strongly encourage to present involving all faculty who have
outcomes to an audience.
research results to regional or overseen the projects.
national meetings of scientific
societies. Some submit
articles to journals for
publication.
Use of
Evaluation
Results
Results of the oral
exam are partly used
to recommend
changes in graduate
curricula for future
biology option
MSNS students.
Performance on
research-based
projects is used as a
basis to develop
more suitable
projects for future
students. Projects
may be continued by
faculty, and future
students participate
to develop research
activities that build
on previous
student/faculty
projects.
Master of Education in Secondary Education in Art
Learning Outcome
All graduates in the Master of
Education in Secondary
Education program will
demonstrate effective advanced
procedures and methods for art
teaching. Each graduate will
demonstrate an advanced
knowledge and understanding
of art history. Each graduate
will demonstrate advanced
methods and procedures
important for effective art
teaching that reflects an
understanding of the
Mississippi Visual and
Data Collection
and Analysis
Analyze teaching reviews
of students by assessment
committee. Visiting art
educator review program
orally.
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Results of
Evaluation
2 of 2 art education students
successfully completed 85% of
the Master of Education in
Secondary Education program
with grade of “ B” or higher.
Recommendation: Ask for a
more advanced portfolio prior to
acceptance into program.
Use of Evaluation
Results
Teaching review team requested
a more advanced and complete
portfolio as a requirement to be
accepted as a requirement to be
accepted into the Master of
Education in Secondary
Education program.
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Performing Arts Frameworks.
*See Appendix I
APPENDIX I
The information received by the art department curriculum and evaluation committee is multi-layered because it
comes from visiting artist/external reviews, evaluations, student reviews, internships, student reviews, of course
work, reviews of class grades, and general discussions and reviews of art department programs by the entire art
faculty.
The art department carries out these evaluations on a semester basis and the records of minutes of the various
meetings are provided to the curriculum committee who make recommendation for curriculum changes to the entire
art faculty.
M.Ed in Secondary Education in English
Learning Outcome
Demonstrate with greater
precision and depth a
comprehensive
understanding of the work
by and about major writers
of English, American, and
young adult literature.
(There are separate syllabi
for ENG 555 & 556, and
other ENG courses—
NCATE requirement-- the
English department requires
graduates to write papers in
greater depth, use theory,
and to create annotated
bibliographies.)
Analysis
Results of Evaluation
1. Oral comprehensive exam. Three
professors, the committee, examine the
candidate who has finished the
requirements or is completing the
requirements in the semester orals are
administered. Content coverage ensured
by Minimum Reading List for the M.Ed.
in English (See Appendix G)
2. The committee uses a rubric
(Appendix H) to evaluate the candidate
immediately after the completion of the
oral examination. After the committee
rates the candidate, the candidate is
advised whether the performance was
passing or failing.
3. The candidate must also maintain a 3.0
GPA to remain in the program and must
score an acceptable rating on dispositions
and technology examinations given in the
Education Department. The English and
Education Departments share assessment
responsibilities of graduate students. Two
completed the requirements in English
education. (See Appendix I for
Assessment Requirements of
Transition Points, Appendix J with
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Use of Evaluation Results
For findings, see progression of
candidates through transition
points tabulated at the end of
Spring 2006 on 15 students in the
program: 6 have not met entry
requirements; 8 have satisfied
entry requirements; 1 followed a
remediation plan to prepare for
courses; 1 was dismissed from the
program for plagiarism; 2 passed
oral comprehensive exams.
See progress through transition
points (Appendix I): Evaluat
throughout the program determ
whether graduate students con
toward the master’ s degree and
whether they complete the deg
at the end.
Rubric designed by member of
Assessment Team and used in
last three examinations.
(Master’s rubric for oral
Appendix H)
After Dr. Bill Spencer constructed
the assessment rubric, an English
education faculty member, Dr.
Marilyn Schultz, informally
advised (Fall 2005) that the rubric
should distinguish one level of
performance from another to be
acceptable to NCATE.
While examining papers assign
to be written in MLA style, the
graduate faculty noticed that
candidates’ documentation for
were inaccurate, so they inform
discussed the problem and agr
to MLA consistency in this
expectation for papers written
within the program. (Dr. Susa
Ford, Dr. Bill Spencer, Dr.
Sarcone, Ms. Dorothy Shawha
and Dr. Marilyn Schultz) The
advisor, Ms. Shawhan, also
personally discussed this probl
with the students, using major
papers provided by Dr. Schultz
from summer 2005.
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charts of transition points / progress of
candidates through program.)
Demonstrate familiarity
with various critical
approaches to literature and
proficiency in critical
analysis of literature, using
MLA documentation
formats as needed.
Demonstrate proficiency in
the use of various methods
of teaching literature and
composition and
applications of theory
supporting the methods.
APPENDIX G
Essay exams and critical analysis essays
examined by Assessment Team.
Graduates must demonstrate competency
in constructing a critical essay prior to
entering the program, and three people
evaluate it.
Graduates tend to perform well
critically analyzing literature as
reflected in the literature course
grades derived primarily from
performances on written
assignments requiring analysis and
application of critical approaches
to literature, and
more precision is required in
explicating the text and the use of
MLA documentation.
During the program, expectations are
defined within each course for greater
rigor, insight, depth, and precision are
expected in graduate written assignments.
One student out of seven did not
pass the written entry exam that
demands a demonstration of
critical analysis.
Oral reports and mini-lessons in existing
classes, in particular, Grammar for
Teachers, Young Adult Literature,
Language Development and Writing, and
Problems of Teaching English.
(See Appendices K, L, M for Sample
English 610 assignment and rubric for
paper and oral presentation)
Graduate committee needs to
design rubric and common
standards for graduate expectations
during the courses.
Three teachers have submitted
principals’ evaluations that
indicate competency in teaching
(available upon request).
Recommend clinical experience to
extend reflective practice and
broaden opportunities to explain
dynamics of classroom
observations or interview results in
terms of methodologies supported
by theoretical applications studied
in courses.
New MLA style manuals
purchased for Writing Center a
student referrals for personal
consultations when evidence o
inaccurate documentation arise
The one student unsuccessful i
the entry examination enrolled
literature course that would
provide instruction and directi
writing critical analyses.
Clinical component added to
requirements, also to meet NC
standards. (See Graduate
field/clinical portfolio & rub
which follows – Appendix N.
Minimum Reading List for the M.Ed. in English
Delta State University
The oral examination for the M.Ed. will cover the content of all the courses the student has taken; in
addition, the student is expected to have read some of the major works of the chief British and American authors.
The student is also expected to be familiar with literary periods, genres, and terminology.
The following list of authors and titles is a minimum list. It is intended in the main to guide the students in
areas where they have had no formal courses.
BRITISH LITERATURE
THE MIDDLE AGES
Beowulf in translation
Sir Gawain and the Green Knight (in translation
Chaucer, The Canterbury Tales (“ Prologue” and at least three tales)
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210
Malory, Morte D’Arthur (in part)
A mystery or morality play such as Everyman or The Second Shepherds’ Play
THE RENAISSANCE
Spenser, The Faerie Queen (one book) and selected sonnets
Christopher Marlowe, Dr. Faustus and selected lyrics
Sir Philip Sidney, The Defense of Poesia and selected sonnets
William Shakespeare, representative comedies, tragedies, histories, romances, and sonnets
John Donne, selected lyrics and sonnets
Ben Jonson, selected lyrics
Milton, Paradise Lost; selected sonnets; lyrics including “ Lycidas,” ” L’ Allegro,” and “ Ill Penseroso” ; and some
prose (such as “ Areopagitica” or “ Of Education” )
Andrew Marvell, selected lyrics
George Herbert, selected poems from The Temple
THE RESTORATION AND THE EIGHTEENTH CENTURY
John Dryden, “ An Essay of Dramatic Poesy” and selected lyrics
Swift, selections from Gulliver’s Travels, and “ A Modest Proposal”
Addison and Steele, Spectator (in part)
Pope, Rape of the Lock and at least three other of his poems, including an Essay
One Restoration play
Novels from two of the following: Behn, Defoe, Richardson, Fielding, Sterne, or Burney
THE ROMANTIC PERIOD
William Blake, selections from Songs of Innocence and Experience
Mary Woolstonecraft, selections from A Vindication of the Rights Of Woman
Wordsworth, selections from Lyrical Ballads (including “ Tintern Abbey” and the Preface) and lyrics (including the
“ Intimations” Ode) and selections from The Prelude
Coleridge, “ The Rime of the Ancient Mariner,” conversation poems, and selections from Biographia Literaria
Byron, Manfred or Childe Harold’s Pilgrimage (Canto III) and Don Juan (selections)
Shelley, lyrics (including “ To A Skylark” and “ Ode to the West Wind” ) and “ A Defense of Poetry”
Keats, representative sonnets and odes, and The Eve of St. Agnes
Jane Austen, one novel
THE VICTORIAN PERIOD
Dickens, at least one novel such as Great Expectations or Bleak House
Tennyson, several shorter poems and selections from In Memoriam
Browning, several dramatic monologues
Arnold, several shorter poems and prose including “ The Function of Criticism …”
Gerard Manley Hopkins, several poems, including “ The Windhover”
Oscar Wilde, The Importance of Being Earnest
Novels from two of the following: Thackeray, E. Bronte, C. Bronte, Trollope, or George Eliot, or Hardy
THE MODERN PERIOD
George Bernard Shaw, one play
W.B. Yeats, selected lyrics (including “ Easter 1916,” “ The Second Coming,” and “ Lapis Lazuli” )
T.S. Eliot, The Waste Land, “ The Love Song of J. Alfred Prufrock,” and “ Tradition and the Individual Talent”
Dylan Thomas, selected poems
Joyce, A Portrait of the Artist as a Young Man or Dubliners
W.H. Auden, selected poems
Novels from two of the following: Conrad, Woolf, Lawrence Forster, Huxley, or G. Greene
THE POST-MODERN/CONTEMPORARY PERIOD
Familiarity with at least one poet (recommended are Seamus Heaney, Ten Hughes, Philip Larkin), one novelist
(recommended are Doris Lessing, Margaret Drabble, John Fowles), and one dramatist (recommended are Pinter
and Beckett)
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211
AMERICAN LITERATURE
COLONIAL PERIOD
Considerable familiarity with writings of at least ONE of these: Captain John Smith, Anne Bradstreet, Jonathan
Edwards, Edward Taylor, William Byrd, or Benjamin Franklin
ROMANTIC PERIOD
Irving, “ Rip Van Winkle” and “ The Legend of Sleepy Hollow”
Poe, some poetry, criticism, and at least three short stories
Emerson, Nature and two other essays
Hawthorne, The Scarlet Letter and four short stories
Melville, Moby Dick and either Typee, Billy Budd, “ Benito Cereno” or “ Bartleby, the Scrivner”
Familiarity with the poetry of one of the following: Longfellow, Bryant, Whittier, Holmes, or Lowell
Thoreau, Walden (at least three chapters) and “ Civil Disobedience”
REALISM/NATURALISM
Whitman, selections from “ Song of Myself” and two other long poems
Emily Dickinson, at least twelve poems
Henry James, Protrait of a Lady, The American, or The Ambassadors; at least two of his short stories
Mark Twain, Adventures of Huckleberry Finn
At least one novel by ONE of these: Wharton, Dreiser, Lewis, Chopin, or Crane (The Red Badge of Courage)
MODERN PERIOD
Hemingway, one novel and some short stories
Faulkner, two novels or one novel and several short stories
Novels by at least TWO of these: Warren, Steinbeck, Glasgow, Cather, Farrell, or F. Scott Fitzgerald, Wolfe or
Ellison
Familiarity with the verse of ONE of these: Pound, Robinson, Williams, cummings, or M. Moore, or L. Hughes
Frost, at least ten poems
Stevens, “ Sunday Morning” and at least six other poems
At least one play by one of the following: O’ Neill, Miller, or Tennessee Williams
POST-MODERN/CONTEMPORARY PERIOD
Familiarity with at least one post-modern poet (recommended are Adrienne Rick, Sylvia Plath, Anne Sexton, Robert
Lowell, Mary Oliver, James Wright, Theodore Roethke); and one novelist (recommended are Eudora Welty, Toni
Morrison, Alice Walker, Leslie M. Silko, Louise Erdrich, Joseph Heller, J.D. Salinger)
PEDAGOGY
Familiarity with at least two of the following pedagogical texts:
Berthoff, Reclaiming the Imagination
Britton, Language and Learning
Fulwiler, Teaching with Writing
Gere, Roots in the Sawdust
Haugen & Bloomfield, Language as a Human Problem
Miller, Teaching the Art of Literature
Murray, A Writer Teaches Writing
Nemetz, Handbook for Planning an Effective Writing Program
Rosenblat, Literature as Exploration
LITERARY TERMS
M.H. Abrams, A Glossary of Literary Terms
C. Hugh Holman, Handbook to Literature
Chris Baldick, Concise Oxford Dictionary of Literary Terms
APPENDIX H
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Master’s Oral Exam in English
Scoring Rubric
Name of Master’ s candidate__________________________________________
Date of exam _________________________________
Overall result:
Verbal fluency:
Pass
Exemplary
Fail
Satisfactory
Unsatisfactory
British literature
Knowledge:
Exemplary
Satisfactory
Unsatisfactory
American literature
Knowledge:
Exemplary
Satisfactory
Unsatisfactory
Terminology
Knowledge:
Exemplary
Satisfactory
Unsatisfactory
Pedagogical
Knowledge:
Exemplary
Satisfactory
Unsatisfactory
Comments:____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Chair of examination committee: __________________________________________________
Signature
Names of other examiners _______________________________________________________
APPENDIX I
Program Entry
Baccalaureate degree in
English with 3.0
GPA
Delta State University English Department
NCATE Report for Master of Education Degree
Assessment Requirements for Master of Education Degree
Transition Points for M.Ed. in English
Completion Core
*Completion of Clinical
Practice
Program Completion
Earn 3.0 GPA on first nine
English hours of graduate
work
Successful Field Experience—
required during completion of
the program.
Earn 3.0 in major and
overall
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Graded writing sample from
upper-level undergraduate
English course
Technology Assessment
Mastery— ELR 605
Successful Clinical Practice—
internship required during
completion of the program.
Pass an oral/and or
written
comprehensive exam
Complete a written exam
that demonstrates ability to
analyze literature— two
faculty members evaluate the
exam as pass/fail.
Diversity— EPY 601
Evidence of ability to plan
and impact student learning
or create an environment
where learning is conducive—
during the program.
3.0 Cumulative GPA
And orientation with
Graduate Committee within
first semester/reading list
Dispositions Assessment—
ELR 605
Diversity Assessment— reflect
on diverse settings— during
the program
Completion of all
program
requirements
Must satisfy full admission
requirements within first 15
hours of graduate credit
Dispositions Assessment—
at the end of the program
*When entering the program, each student will be provided a folder of expected field and clinical experiences, need
for evidence of ability to plan and impact student learning or create an environment where learning is conducive, the
diversity assessment expectations, and the dispositions assessment. Technology, diversity and dispositions are
assessed where indicated on this chart.
APPENDIX J
Progress of Candidates through Transition Points
for the Master of Education Degree in English
Spring 2006
N=15
Program Entry
Requirements Not
Satisfied
6
Program Entry
Requirements
Satisfied
8
Recommended to
Follow
Remediation Plan
1
Dismissed from the
Program/Entry
Requirements Not
Met/Plagiarism
Scheduled to Take Oral
Comprehensive Exam
Spring 2006
*2
*These two are also included in the total of those who have not satisfied entry requirements.
**These two are included in the total of those who have satisfied entry requirements.
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**2
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APPENDIX K
Problems/Schultz
Summer 2006
ENG 610: Problems in the Teaching of English
Project: Situated Problem
This project is intended to prepare you for entering your classroom this fall with research-based strategies
for teaching English. Each student will consider some problem that would be both beneficial or useful in the
classroom and interesting to explore. After identifying a problem, you will describe the problem and provide
a theoretical rationale for an instructional strategy for improving the situation. The paper that describes the
class, explains the problem, and provides some instructional strategy for engaging students in their own
literacy development should be 7-10 pages long in MLA format; it may be longer but not shorter.
1. The description of the problem may include your teaching context or your anticipated teaching context.
How many students do you generally have in each class? You will describe your students. What challenges
have you encountered in literacy instruction? Do you have reluctant readers? Are parents involved? Free
lunches? Are there adequate resources within the school for carrying out your plans? If not, where do you
intend to find support for what you need? What scheduling constraints do you have?
2. After you have defined the problem and described your teaching context, you should explain what
strategies that you would like to use in resolving the problem. You should be able to explain what theorists in
language and/or education provide the conceptual framework that supports the instructional plan. For
example, you might say that you agree with Lev Vygotsky, a social constructivist, who believes that students
learn best when they interact with others and when they are using language skills in problem-solving, etc.
Students must be able to put their learning into their own words. Nancy Atwell, Janet Emig, Robert Probst,
James Moffett, Jean Piaget, Kenneth Bruffee, John Timbur, Mike Rose, Louise Rosenblatt, Erik Erikson, or
other theorists that you have encountered in your readings may help support your plan. You can also cite
some that you have studied in psychology of learning courses.
3. As you read articles related to your identified problem, you should take some notes. These notes will be
useful in your creating an annotated bibliography that may be helpful when you review for your
comprehensive exams or when you do other research. Create your annotated bibliography in MLA format.
Your annotated bibliography may include more sources than you use in your paper. It should have at least
15 sources that you can either categorize under reading, writing, grammar, speaking, cooperative learning,
psychology, etc. or arrange in alphabetical order. Why is teaching in context important? (The annotated
bibliography is a separate assignment.)
4. After you have created your conceptual framework, explain when you intend to carry out the plan. At the
beginning of the year? After or before studying a certain unit? What problems do you anticipate in carrying
out your plan? What preventive measures do you intend to use for any anticipated problems?
5. The preventive measures may include orientation for small group instruction. Begin small. Or it might be
a special project that engages their interest…creating something, multimedia representations, etc. It might
be managing how students are situated in the room, differentiated tasks within the classroom, connecting the
task to personal experience (situated cognition), etc.
6. What evaluation measures will you implement to assure that students participate and demonstrate
accountability for whatever standards you are teaching? This may mean that you walk around with a clip
board and take notes on participation. You may also create standards with the students. How should we
evaluate your success in understanding X or participating in the group? They can give you some criteria
similar to what you would choose. Self-evaluation is also valuable for students.
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7. As with any good paper, come to some conclusion about all this. What do you think is important in
carrying out your plan? What will determine its success?
Oral Presentation:
1. Share problem identified with the class.
2. Explain theories used to build your conceptual framework for the instructional plan.
3. Share handouts that might be used in your instructional plan. For example, you might have rules,
questions to be answered, role assignments, project lists, books or topics especially good to use with the plan,
etc.
4. How will you evaluate the success of your plan? Students?
5. If it is successful, do you see how the strategy might be generalized to other areas of the language arts?
6. Conclude something about all of this.
I will ask for your paper the week prior to end of semester or Friday, July 28. This will enable me to evaluate
and to return your paper prior to the end of the semester.
Two people will give oral presentations each day beginning on Monday, Aug. 31.
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APPENDIX L
Schultz/July 2006
MED in English Paper Scoring Rubric for ENG 610
Criterion
Poor
Fair
Satisfactory
Excellent
Relationship between theory
and practice
The paper fails
to develop
adequate links
between
theory and
practice.
An attempt is made to
link theory with
practice but one or the
other may be
inadequately discussed.
The paper clearly connects
theory with practice: practical
papers are well anchored in
theory, and theoretical papers
contain a substantial
discussion of implications or
applications for practice.
Problem/Context/
Challenges/
Preventive Measures
Only the
problem is
mentioned.
The problem may be
mentioned and
described, and the
challenges and
preventive measures
may be identified, but
the discussion is either
inadequate or fails to
make connections
among these issues.
The paper includes references
to both theory and practice.
Practical papers make
appropriate reference to
theory, and theoretical papers
make reference to reasonable
implications or applications
for practice.
The problem is clearly
identified and explained
within the classroom context;
either the challenges or the
preventive measures may not
be clearly identified and
discussed.
The problem is clearly
identified and explained
within classroom context; the
challenges in carrying out
teaching strategies and
reasonable preventive
measures are discussed.
The paper reflects
adequate scholarship
but has frequent lapses.
Scholarship
The paper
reflects
inadequate
scholarship.
Writing
The paper is
poorly written
and/or
organized.
The paper has
severe
problems with
formatting and
referencing.
Formatting/referencing
(MLA in-text citations
and works cited page)
The paper generally reflects
good scholarship with
occasional lapses.
The paper is adequately
written and organized
but has frequent
stylistic infelicities.
The paper has frequent
errors in formatting and
referencing.
APPENDIX M
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The paper reflects sound
scholarship. References to
other authors and works are
appropriate, with well
reasoned interpretations.
The paper is generally well
written and organized with
occasional stylistic infelicities.
The paper is well written and
organized, with few if any
stylistic infelicities.
The paper has minor errors in
formatting and referencing.
MLA formatting style is
carefully followed.
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ENG 610 PAPER PRESENTATION EVALUATION
Name:
Evaluated by:
Date:
(1=poor; 5=excellent)
A. Content
1
2
3
4
E.g., reasonable amount of content, appropriate selections from MA paper,
balance among literature review/analysis/pedagogical implications, etc.
Comments:
5
B. Organization
1
2
3
4
5
E.g., introduction, logical order, appropriate use of time, focus on topic,
transitions, conclusion
Comments:
C. Interaction
1
2
E.g., answering questions, assessing audience awareness
Comments:
4
5
D. Use of board/visuals/technology
1
2
3
E.g., appropriate choice of visuals, clear explanation, useful handout
Comments:
4
5
E. Manner of speaking
1
2
3
E.g., volume, rate, easy to follow, appropriate language
Comments:
4
5
F.
3
4
Non-verbal
1
E.g., eye contact, posture, movement, energy
Comments:
G. Overall impression
Comments:
1
3
2
2
3
N/A
5
4
5
APPENDIX N
Division of Languages and Literature /Master of Secondary Education (English 7-12)
Field Experiences and Clinical Practice/Portfolio Requirement
The program requires that you complete 25 hours of field experiences and/or clinical practice. These
experiences are intended to help you make connections between the courses studied during the program and
teaching practices. Within the framework designed for these field/clinical activities, the requirements tend to be
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liberal since options are allowed in satisfying the 24 hours of English courses. The course choices are independently
determined, and these activities will be chosen to fit your schedule during the program. You will, however,
maintain a log of your field/clinical hours, and the log should be signed. In addition to the log, you will also write a
report on each activity that you do and relate the activity to your courses. A form outlining the content is provided.
The National Council for the Accreditation of Teacher Education (NCATE) does not automatically count
your employment for field experiences and clinical practice. Any paid employment in the schools or with children
may not be counted for the field experiences and clinical practice. You are expected to examine teaching and
children outside your work routines, although you may participate in the classroom of a colleague. These activities
may be completed after school or on weekends.
Field experiences are generally defined as work in the field, e.g. observations, tutoring, meetings,
conferences, interviews, case studies, community-based activities with children. On the other hand, opportunities
for teaching in classrooms other than your own would be a clinical practice. Some of you may want to teach college
in the future, and you may choose to work with one of your professors in planning a class. You may also assume
responsibility for teaching a special lesson in a colleague’ s class— other than your assigned teaching activities in
courses.
The portfolio will include the following in order of presentation and should be submitted to Dr. Marilyn
Schultz one semester prior to graduation:
• A small three-ring notebook with your name and anticipated date of graduation and degree
• A resume of your work, education, and professional memberships
• This page with the assignment for your reference
• The page with examples of field experiences and clinical practice
• The log of your activities: activity, date, people involved, and signature of responsible person to verify
your work
• Each report on your activities: You should have at least four categories of the activities listed. You should
have a variety of experiences. Each experience should be related to your program of study.
• Overall reflection of about two pages evaluating how these activities helped you in connecting theory and
practice. This should be placed at the end of your portfolio.
Categories of Field Experiences and Clinical Practice
Observation Only
• Classroom
• Student
• Group
Tutoring (One on One)
• Student on a lesson
• Mentoring student
• After-school tutoring project (community-based)
Meeting
• PTA meeting
• Board of education meeting
• Professional organization meeting (NCTE, MCTE, IRA, etc.)
• Workshop related to teaching
Group Work
• Children in camp
• Extra-curricular activities
• Small classroom group (i.e. writing or reading)
• After-school groups (i.e. Scouts)
• Substitute teaching
Field Research
• Interview a teacher(s), student(s), or administrator(s)
• Conduct a survey
• Case study
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Supervised Classroom Teaching
• In a college classroom
• Teach a lesson to a class outside your own
Field Experience and Clinical Practice
Graduate Report Format
Each report should be word-processed and include the following information. The first part will simply state
the information requested. The other two parts will be written as a seamless and integrated report on your
experience.
I. IDENTIFYING INFORMATION: Include the following identifying information in your report:
• Name
• Connection of experience to specific course
• Number of hours for each
• Semester and Year
• Type of activity: observation, tutoring, meeting, conference, group work, supervised teaching, field
research, assessment or other
• Location and grade level (if appropriate) of experience
• Participants
II.
BRIEF SUMMARY OF THE EXPERIENCE: Why did you choose this activity? What happened during
the experience? How did you plan for the activity? How did you assess the activity? Do you think that
you had an impact on student(s)? What evidence do you have to show your effectiveness? If this were a
meeting, you would summarize what happened at the meeting.
III. THEORETICAL APPLICATION AND REFLECTION OF VALUE OF ACTIVITY : How is this
connected to course content? How is it connected to the College of Education’s Conceptual Framework?
How does it relate to your understanding of adolescent development? Classroom management? Are
there any connections to language development? Reading? Writing? Assessment? Standards?
Interactions? Diversity? Technology? Do you see yourself applying any insights gained from this
experience into your own teaching?
Evaluation Guide for Graduate Field/Clinical Experience Portfolio
DISTINGUISHED (4) Candidate has followed instructions and organized all parts of the portfolio in a notebook:
resume, assignment sheet and categories of experiences, log, reports for each experience, reflection on overall
reflection, and the College of Education Conceptual Framework. The log is completed with the required
information. There are at least four categories of experiences, and twenty-five hours were devoted to these
experiences. In addition, the candidate has followed the format for reporting field/clinical experiences. The
distinguished portfolio will be most noticeable in the quality of the reflections. The summary and the theoretical
applications will be detailed and clearly related to a course, standards, and/or the College of Education Conceptual
Framework. The candidate will be able to explain more than one connection, e.g. to a course and the conceptual
framework or to a course and the IRA/NCTE standards. The final overall reflective piece puts in field experiences
in a context for where candidate is in teaching career: What was learned from these experiences? How does
candidate anticipate using what was gained from these experiences? There are no disruptive patterns of errors
throughout the reports.
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SATISFACTORY (3) Candidate has followed instructions and organized all parts of the portfolio in a notebook:
resume, assignment sheet and categories of experiences, log, reports for each experience, reflection on overall
reflection, and the College of Education Conceptual Framework. The log is completed with the required
information: There are at least four categories of experiences, and twenty-five hours were devoted to these
experiences. In addition, the candidate has followed the format for reporting field/clinical experiences. The
satisfactory portfolio provides adequate details about the experience, and the candidate can clearly connect the
experience to at least one course. The final overall reflective piece puts the field experiences in context for where
candidate is in teaching career. The candidate can explain what was learned from the experiences. There are no
disruptive patterns of errors throughout the reports.
UNACCEPTABLE (0) Candidate may or may not have followed instructions and organized all parts of the
portfolio in a notebook: resume, assignment sheet and categories of experiences, log, reports for each experience,
reflection on overall reflection, and the College of Education Conceptual Framework. The log may or may not be
completed with the required information. The candidate may have fewer than four categories of experiences and/or
may have devoted less than twenty-five hours to the experiences. In addition, the candidate may or may not have
followed the format for reporting field/clinical experiences. Written reports are not adequate for this project; the
reports may be sketchy or have patterns of errors. The candidate must strengthen any weak areas or provide any
missing pieces until the portfolio is acceptable.
Master of Secondary Education in History
Learning Outcome
Students should demonstrate
a graduate-level proficiency
at articulate expression of
sound critical analysis of
historical issues and
historical literature.
Data Collection and
Analysis
Portfolio assessment
(See Note 1)
Results of Evaluation
See Note 2
Use of Evaluation Results
Pending development of a course in historical
analysis (see Note 2 below) HIS 500 will
expand and emphasize assignments related to
critical analysis of historical issues.
Note 1
To monitor student progress, the department maintains portfolios (including book reviews and term papers as well as
sample exams and quizzes) for all M. Ed. candidates. At the end of the academic year, those portfolios are reviewed to monitor
student performance and progress. For 2005-06, particular attention was paid to student performance in HIS 500, which is
specifically designed to introduce students to the practice of historical research and analysis.
Note 2
Despite the recent introduction of a departmentally developed and administered writing exam as a requirement for
admission, students continue to struggle in HIS 500, and beyond, with critical analysis of historical issues and arguments. The
graduate committee was asked to explore development of an additional introductory graduate course dealing exclusively with
historical and critical analysis, leaving HIS 500 to focus primarily on historical methods.
MEd in Secondary Education with a Concentration in Social Sciences
Learning Outcome
Students will
demonstrate an ability
to critically analyze
Data Collection and
Analysis
1) Comprehensive Exams
Results of Evaluation
Eleven out Eleven students
successfully passed the
written comprehensive
220
Use of Evaluation Results
The Division of Social Science
Assessment Committee will continue
to monitor the Secondary Education
221
social phenomena by
applying key social
science concepts.
exam. All students
performed exceptionally
well on the first question,
which asked students to
write, at length, about the
three main theoretical
perspectives in the social
sciences.
program to ensure that these education
students are prepared in the content of
the social sciences. Twenty-one hours
in the content area will make-up the
majority of the course work for this
degree program.
College of Business
BBA – Accounting
Learning Outcome
Data Collection and
Analysis
Accounting students will
demonstrate the ability
to recognize ethical
dilemmas and make
ethical business
decisions.
1) Accounting
undergraduate students will
score in the 50th percentile
on the Legal and Society
area of the Major Field
Achievement Test (MFT).
2) At least 90% of the
Accounting graduates
responding to the Alumni/
Graduate Survey will report
that the Accounting program
prepared them to make
ethical decisions.
Accounting majors will
demonstrate the ability
to apply business
knowledge to practice.
3) At least 75% of the
employers responding to the
Employer Survey will report
that Accounting graduates
demonstrated the ability to
recognize ethical dilemmas
and make ethical business
decisions.
) Accounting undergraduate
students will score in the
50th percentile on the
Accounting functional area
of the Major Field
Achievement Test (MFT).
Results of Evaluation
Use of Evaluation Results
1) Accounting students
scored an average of
47.2% correct answers
which approximates 50th
percentile.
1) The Accountancy
Department Curriculum
Committees will encourage
faculty to revise courses to
include ethical situations.
The Accountancy
curriculum requires a
course, ACC 477,
Forensic Accounting,
which addresses ethical
issues.
2) In progress
3) Pending on responses
of Alumni/Graduate
Survey.
1) Accounting students
scored an average of
54.2% correct answers
which approximates 55th
percentile.
2) At least 90% of the
2) Include assignments
involving ethical decisions
through cases and short
exercises in the various
courses.
3) Same as above.
1) The ACC Department
Curriculum Committee will
review the balance of basic
accounting versus broad
coverage of topics.
2) Evaluate curriculum to
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Accounting graduates taking
licensure/certification
examinations will successful
complete the examinations.
3) At least 75% of the
employers responding to the
Employer Survey will report
that Accounting graduates
demonstrated the ability to
think strategically and
creatively.
Division majors will
demonstrate effective
oral and written
communication skills.
1) At least 80% of the
Division majors will earn
credit on the writing
proficiency and/or CAAP
exam. Examine data from
Writing Proficiency Exam
and the CAAP,
2) In progress. However,
privacy laws have been
prohibitive of detail
disclosures from
examination boards.
Reliance on candidates’
notification of success of
each examination part is
not accurate for reporting
purposes.
3) Pending the results of
the Alumni/
Graduate Survey.
1) Composite pass rate of
Division majors on the
Writing Proficiency Exam
are for the following
academic years:
2005-2006: 60.3%
2004-2005: 49.0%
2003-2004: 45.9%
2) In progress.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
presentation/writing skills.
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated strong one-onone interpersonal skills,
written communication
skills and oral presentation
skills.
4) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on whether students
were helped to communicate
effectively.
3) Pending the results of
the Alumni/Graduate
Survey.
4) The Survey of
Graduates show the
Division received the
following scores on
whether students were
helped to communicate
effectively:
2006: 1.7
2005: 1.8
2004: 1.7
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include all areas of
business.
3) The ACC Department
Curriculum Committee will
encourage faculty to revise
assignments to challenge
students to think
strategically and creatively.
1) The departmental
curriculum committees
upon review of testing
results will require
additional writing
exercises.
2) Departmental curriculum
committees will review the
adequacy of programs’
priority on
presentation/writing skills.
3) Departmental curriculum
committees will review the
adequacy of programs’
priority on
presentation/writing skills.
4) Departmental curriculum
committees will review the
effectiveness of individual
programs
223
Division majors will
demonstrate the ability
to use and manage
business technology.
1) At least 80% of the
Division majors will
demonstrate proficiency on
special projects. Syllabi of
Division faculty will be
reviewed for the
incorporation of business
technology into Division
courses
1) 87.5% of Division
faculty made assignments
requiring the use of
business technology.
It is by the nature of the
courses taught by the
Computer Information
Systems (CIS) faculty that
its contents include much
of business technology.
The Accountancy
(ACC) curriculum
requires an additional six
hours of CIS courses in its
major.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
ability to use and manage
business technology.
Division majors will
demonstrate a broad
understanding of the
functional areas of
business.
2) In progress
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated the ability to
apply technology.
1) Division undergraduate
students will score in the
50th percentile on the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
2) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on the quality of
courses in preparing for
employment and/or graduate
3) Pending the results of
Alumni/Graduate Survey.
1) Division undergraduate
students scored on the
average in the range of
36th percentile. The
average scores by
departments are:
ACC: 70%
CIS: 36%
FIN + Insurance & Real
Estate: 9%
2 ) The Survey of
Graduates show the
Division received the
following scores on the
quality of courses in
preparing students for
employment and/or
graduate school:
2006: 1.6
2005: 2.1
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1) The departmental
curriculum committees will
encourage Division faculty
to increase the use of
business technology.
2) Upon recommendation
by the departmental
curriculum committee,
faculty will be encouraged
to make additional
assignments using
technology where
applicable.
3) Review technology
requirements in curriculum.
1) Each department’ s
curriculum committee will
re-evaluate the business
core curriculum and, in
turn, make
recommendations which
will be compiled by the
Division’ s representative to
the business core
committee. In addition,
Division faculty will
reinforce these concepts in
their respective courses.
2) Departmental curriculum
committees will review the
effectiveness of individual
programs
224
Division students will
demonstrate the ability
to reason, analyze,
define and solve
problems, and make
decisions.
school.
2004: 1.6
1) Division undergraduate
students will score in the
50th percentile on the
Quantitative Business
Analysis area of the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
1) Division undergraduate
students scored an
average of 46% correct
answers which
approximates 49th
percentile.
2) In progress.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the College
of Business program
enhanced their ability to
think critically and make
decisions.
3) Pending the results of
Alumni/Graduate Survey.
3) At least 75% of the
employers responding to the
Employer Survey will report
that the Division graduates
demonstrated the ability to
define business problems
and to apply a systemic
approach to solving business
problems.
1) Division faculty will be
encouraged to revise
assignments to include
more problem solving and
decision-making exercises.
2) The departmental
curriculum committees will
encourage all of the
Division faculty to include
more problem solving and
decision making
assignments.
3) The departmental
curriculum committees will
encourage Division faculty
to make more assignments
to include real-world case
analysis.
BBA – Computer Information Systems
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
224
Use of Evaluation Results
225
Computer Information
Systems majors will
demonstrate the ability
to work as a team
member in solving
business problems.
1) Computer Information
Systems majors will
demonstrate the ability to
work in teams on projects in
CIS 451 or CIS 455.
1) Presentations to peers
and faculty will reveal the
students’ active
participation in projects.
1) The CIS Department
Curriculum Committee will
recommend the revision of
courses to encourage team
leadership.
2) At least 90% of the
Computer Information
Systems graduates
responding to the
Alumni/Graduate Survey
will report that the
Computer Information
Systems program enhanced
their ability to work in a
demographically diverse
business environment.
2) In progress.
2) The CIS Department
Curriculum Committee will
review teaching methods to
encourage students to work
in a diverse environment.
3) At least 75% of the
employers responding to
Employer Survey will report
that Computer Information
Systems demonstrated the
ability to work as a part of a
team.
Computer Information
Systems students will
demonstrate the ability
to recognize ethical
dilemmas and make
ethical business
decisions.
3) Pending the results of
the Alumni/
Graduate Survey.
3) The CIS Department
Curriculum Committee will
review courses for the
extent of group work
required in courses.
1) At least 50% of the
Computer Information
Systems undergraduate
students will score in the
50th percentile on the Legal
and Society area of the
Major field Achievement
Test (MFT).
1) Computer Information
Systems students scored
an average of 43.2%
correct answers which
approximates 42nd
percentile.
1) The CIS Curriculum
Committee will
recommend the revision of
courses to include ethical
situations.
2) At least 90% of the
Computer Information
Systems graduates
responding to the Alumni/
Graduate survey will report
that the Computer
Information Systems
program prepared them to
make ethical decisions.
2) In progress. However,
privacy laws have been
prohibitive of detail
disclosures from
examination boards.
Reliance on candidates’
notification of success of
each examination part is
not accurate for reporting
purposes.
2) Include assignments
involving ethical situations.
3) At least 75% of the
employers responding to the
Employer Survey will report
that Computer Information
Systems graduates
demonstrated the ability to
recognize ethical dilemmas
and make ethical decisions.
3) Pending results of to
the Alumni/
Graduate survey.
225
3) Same as above.
226
Computer Information
Systems majors will
demonstrate the ability
to apply business
knowledge to practice.
1) At least 90% of the
Computer Information
Systems graduates taking
licensure/certification
examinations will
successfully complete the
examinations.
2) At least 75% of the
employers responding to the
Employer Survey will report
that Computer Information
Systems graduates
demonstrated the ability to
think strategically and
creatively.
Division majors will
demonstrate effective
oral and written
communication skills.
1) In progress. However,
privacy laws have been
prohibitive of detail
disclosures from
examination boards.
Reliance on candidates’
notification of success is
not accurate for reporting
purposes.
2) Pending the results of
to the Alumni/Graduate
survey.
1) Composite pass rate of
Division majors on the
Writing Proficiency Exam
are for the following
academic years:
2005-2006: 60.3%
2004-2005: 49.0%
2003-2004: 45.9%
1) At least 80% of the
Division majors will earn
credit on the writing
proficiency and/or CAAP
exam. Examine data from
Writing Proficiency Exam
and the CAAP,
2) In progress.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
presentation/writing skills.
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated strong one-onone interpersonal skills,
written communication
skills and oral presentation
skills.
4) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on whether students
were helped to communicate
effectively.
3) Pending the results of
the Alumni/Graduate
Survey.
4) The Survey of
Graduates show the
Division received the
following scores on
whether students were
helped to communicate
effectively:
2006: 1.7
2005: 1.8
2004: 1.7
226
1) Evaluate curriculum to
include all areas of
business.
2) Revise assignments to
challenge students to think
strategically and creatively.
1) The departmental
curriculum committees
upon review of testing
results will require
additional writing
exercises.
2) Departmental curriculum
committees will review the
adequacy of programs’
priority on
presentation/writing skills.
3) Departmental curriculum
committees will review the
adequacy of programs’
priority on
presentation/writing skills.
4) Departmental curriculum
committees will review the
effectiveness of individual
programs
227
Division majors will
demonstrate the ability
to use and manage
business technology.
1) At least 80% of the
Division majors will
demonstrate proficiency on
special projects. Syllabi of
Division faculty will be
reviewed for the
incorporation of business
technology into Division
courses
1) 87.5% of Division
faculty made assignments
requiring the use of
business technology.
It is by the nature of the
courses taught by the
Computer Information
Systems (CIS) faculty that
its contents include much
of business technology.
The Accountancy
(ACC) curriculum
requires an additional six
hours of CIS courses in its
major.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
ability to use and manage
business technology.
Division majors will
demonstrate a broad
understanding of the
functional areas of
business.
2) In progress
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated the ability to
apply technology.
1) Division undergraduate
students will score in the
50th percentile on the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
2) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on the quality of
courses in preparing for
employment and/or graduate
3) Pending the results of
Alumni/Graduate Survey.
1) Division undergraduate
students scored on the
average in the range of
36th percentile. The
average scores by
departments are:
ACC: 70%
CIS: 36%
FIN + Insurance & Real
Estate: 9%
2 ) The Survey of
Graduates show the
Division received the
following scores on the
quality of courses in
preparing students for
employment and/or
graduate school:
2006: 1.6
2005: 2.1
227
1) The departmental
curriculum committees will
encourage Division faculty
to increase the use of
business technology.
2) Upon recommendation
by the departmental
curriculum committee,
faculty will be encouraged
to make additional
assignments using
technology where
applicable.
3) Review technology
requirements in curriculum.
1) Each department’ s
curriculum committee will
re-evaluate the business
core curriculum and, in
turn, make
recommendations which
will be compiled by the
Division’ s representative to
the business core
committee. In addition,
Division faculty will
reinforce these concepts in
their respective courses.
2) Departmental curriculum
committees will review the
effectiveness of individual
programs
228
Division students will
demonstrate the ability
to reason, analyze,
define and solve
problems, and make
decisions.
school.
2004: 1.6
1) Division undergraduate
students will score in the
50th percentile on the
Quantitative Business
Analysis area of the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
1) Division undergraduate
students scored an
average of 46% correct
answers which
approximates 49th
percentile.
2) In progress.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the College
of Business program
enhanced their ability to
think critically and make
decisions.
3) Pending the results of
Alumni/Graduate Survey.
3) At least 75% of the
employers responding to the
Employer Survey will report
that the Division graduates
demonstrated the ability to
define business problems
and to apply a systemic
approach to solving business
problems.
228
1) Division faculty will be
encouraged to revise
assignments to include
more problem solving and
decision-making exercises.
2) The departmental
curriculum committees will
encourage all of the
Division faculty to include
more problem solving and
decision making
assignments.
3) The departmental
curriculum committees will
encourage Division faculty
to make more assignments
to include real-world case
analysis.
229
BBA – Finance
Learning Outcome
Data Collection and
Analysis
Results of Evaluation
Use of Evaluation
Results
Finance and Insurance
& Real Estate majors
will demonstrate the
ability to recognize
ethical business
decisions.
1) Finance and Insurance &
Real Estate undergraduate
students will score in the
50th percentile on the Legal
and Society area of the
Major field Achievement
Test (MFT).
1) Finance and Insurance &
Real Estate students scored an
average of 38.2% correct
answers.
1) The Finance
Department
Curriculum
Committee will
encourage the
revision of courses
to include ethical
situations.
2) At least 90% of the
Finance and Insurance &
Real Estate graduates
responding to the Alumni/
Graduate Survey will report
that the Finance and
insurance & real estate
programs prepared them to
make ethical decisions.
Finance and Insurance
& Real Estate majors
will demonstrate the
ability to apply
business knowledge to
practice.
2) In progress. However,
privacy laws have been
prohibitive of detail
disclosures from examination
boards. Reliance on
candidates’ notification of
success of each examination
part is not accurate for
reporting purposes.
3) At least 75% of the
employers responding to the
Employer Survey will report
that Finance graduates
demonstrated the ability to
recognize ethical dilemmas
and make ethical business
decisions.
3) Pending the results of the
Alumni/Graduate Survey.
1) Finance and Insurance &
Real Estate undergraduate
students will score in the
50th percentile on the
Accounting functional area
of the Major Field
Achievement Test (MFT).
1) Finance and Insurance &
Real Estate students scored an
average of 28.6% correct
answers which approximate
30th percentile.
2) At least 90% of the
Finance graduates taking
licensure/certification
examinations will successful
complete the examinations.
2) In progress.
3) At least 75% of the
employers responding to the
Employer Survey will report
that Finance and Insurance
& Real Estate graduates
demonstrated the ability to
think strategically and
creatively.
3) Pending the results of the
Alumni/Graduate Survey.
2) Include
assignments
involving ethical
situations.
3) Same as above.
1) The Finance
Department
Curriculum
Committee will
evaluate curriculum
to include all areas
of business with
emphasis in
accounting.
2) Same as above.
3) Revise
assignments to
challenge students
to think
strategically and
creatively.
229
230
Division majors will
demonstrate effective
oral and written
communication skills.
1) At least 80% of the
Division majors will earn
credit on the writing
proficiency and/or CAAP
exam. Examine data from
Writing Proficiency Exam
and the CAAP,
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
presentation/writing skills.
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated strong one-onone interpersonal skills,
written communication
skills and oral presentation
skills.
4) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on whether students
were helped to
communicate effectively.
Division majors will
demonstrate the ability
to use and manage
business technology.
1) At least 80% of the
Division majors will
demonstrate proficiency on
special projects. Syllabi of
Division faculty will be
reviewed for the
incorporation of business
1) Composite pass rate of
Division majors on the
Writing Proficiency Exam are
for the following academic
years:
2005-2006: 60.3%
2004-2005: 49.0%
2003-2004: 45.9%
1) The
departmental
curriculum
committees upon
review of testing
results will require
additional writing
exercises.
2) In progress.
3) Pending the results of the
Alumni/Graduate Survey.
4) The Survey of Graduates
show the Division received the
following scores on whether
students were helped to
communicate effectively:
2006: 1.7
2005: 1.8
2004: 1.7
1) 87.5% of Division faculty
made assignments requiring
the use of business
technology.
It is by the nature of the
courses taught by the
230
2) Departmental
curriculum
committees will
review the
adequacy of
programs’ priority
on
presentation/writing
skills.
3) Departmental
curriculum
committees will
review the
adequacy of
programs’ priority
on
presentation/writing
skills.
4) Departmental
curriculum
committees will
review the
effectiveness of
individual
programs
1) The
departmental
curriculum
committees will
encourage Division
faculty to increase
the use of business
231
technology into Division
courses
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the Division
programs enhanced their
ability to use and manage
business technology.
3) At least 75% of the
employer responding to the
Employer Survey will report
that Division graduates
demonstrated the ability to
apply technology.
Division majors will
demonstrate a broad
understanding of the
functional areas of
business.
1) Division undergraduate
students will score in the
50th percentile on the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
2) Students through the
University-conducted
Survey of Graduates ranked
the Division on a scale from
1 to 5 with 1 being the best
score on the quality of
courses in preparing for
employment and/or graduate
school.
Computer Information
Systems (CIS) faculty that its
contents include much of
business technology.
technology.
The Accountancy (ACC)
curriculum requires an
additional six hours of CIS
courses in its major.
2) In progress
3) Pending the results of
Alumni/Graduate Survey.
1) Division undergraduate
students scored on the average
in the range of 36th percentile.
The average scores by
departments are:
ACC: 70%
CIS: 36%
FIN + Insurance & Real
Estate: 9%
2 ) The Survey of Graduates
show the Division received the
following scores on the quality
of courses in preparing
students for employment
and/or graduate school:
2006: 1.6
2005: 2.1
2004: 1.6
231
2) Upon
recommendation by
the departmental
curriculum
committee, faculty
will be encouraged
to make additional
assignments using
technology where
applicable.
3) Review
technology
requirements in
curriculum.
1) Each
department’ s
curriculum
committee will reevaluate the
business core
curriculum and, in
turn, make
recommendations
which will be
compiled by the
Division’ s
representative to
the business core
committee. In
addition, Division
faculty will
reinforce these
concepts in their
respective courses.
2) Departmental
curriculum
committees will
review the
effectiveness of
individual
programs
232
Division students will
demonstrate the ability
to reason, analyze,
define and solve
problems, and make
decisions.
1) Division undergraduate
students will score in the
50th percentile on the
Quantitative Business
Analysis area of the Major
Field Achievement Test
(MFT). The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in
spring 2006 where data
analysis was available.
2) At least 90% of the
Division graduates
responding to the
Alumni/Graduate Survey
will report that the College
of Business program
enhanced their ability to
think critically and make
decisions.
1) Division undergraduate
students scored an average of
46% correct answers which
approximates 49th percentile.
2) In progress.
3) Pending the results of
Alumni/Graduate Survey.
3) At least 75% of the
employers responding to the
Employer Survey will report
that the Division graduates
demonstrated the ability to
define business problems
and to apply a systemic
approach to solving
business problems.
BBA - General Business Administration
Learning Outcome
Data Collection and
Analysis
Demonstrates an
1) MFT testing will be
understanding of
annually.
economic business
Students will score in the
conditions (inflation,
50th percentile on the
employment, growth) and
Major Field Achievement
their impact on the U.S.
Test (MFT). The ETS
economy
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
1) Division faculty
will be encouraged
to revise
assignments to
include more
problem solving
and decisionmaking exercises.
2) The
departmental
curriculum
committees will
encourage all of the
Division faculty to
include more
problem solving
and decision
making
assignments.
3) The
departmental
curriculum
committees will
encourage Division
faculty to make
more assignments
to include realworld case analysis.
Results of Evaluation
Use of Evaluation Results
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
Data were analyzed by
Chair and faculty
representative.
232
233
2) Employer Survey will
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from GBA
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
knowledge of economic
business conditions will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline is
established data will be
compared to previous
years’ results. At least
75% of the employers will
report that general
business majors
demonstrate an
understanding of
economic business
conditions (inflation,
employment, growth) and
their impact on the U.S.
economy.
3) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
On average general
business majors scored in
the 50th percentile of the MFT.
General Business students
performed the best in the
areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
This survey will be
conducted upon the
completion of the
Business Graduate Survey.
The Division held
preliminary discussions
regarding the survey in
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
to 2004-05.
Representatives from each
233
concepts. The results will
be shared with the Division
of Accountancy, Finance,
and Computer Information
Systems for their review
and action.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
234
Demonstrates problem
solving, communication,
and planning skills
necessary for conducting
business analyses and
developing strategic
business decisions.
department records.
Results of a series of
questions designed
specifically to rate
knowledge of economic
business conditions will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of general business
majors will report that the
College of Business
program enhanced their
understanding of
economic business
conditions (inflation,
employment, growth) and
their impact on the U.S.
economy.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
2) Majors take classes that
require students to use
problem solving,
communication, and
planning skills.
Examine course syllabi.
area of study in the
Division provided input
into the development of
the survey in 2005-06.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Data were analyzed by
Chair and faculty
representative.
General Business students
performed the best in the
areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
From 2000-01 to 2005-06
some senior level courses
have required students to
solve problems through
case applications and
projects (MGT 499; ECO
450, 460). In 2003-04,
234
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the Division
of Accountancy, Finance,
and Computer Information
Systems for their review
and action.
The number of
assignments will be
increased that require
problem solving,
communication, and
planning skills. Professors
will adjust their
assignments to reflect the
use of these skills by
235
online classes allowed
additional focus on these
skills. In 2005-06,
additional general
business major classes
required use of these
skills.
3) Employer Survey will
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from GBA
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. At least 75% of
the employers will report
that general business
majors demonstrate
problem solving,
communication, and
planning skills necessary
for conducting business
analyses and developing
strategic business
decisions.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
This survey will be
conducted upon the
completion of the
Business Graduate Survey.
The Division held
preliminary discussions
regarding the survey in
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
to 2004-05.
235
students. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments, online
components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
236
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey. At
least 90% of general
business majors will report
that the College of
Business program
enhanced their problem
solving, communication,
and planning skills
necessary for conducting
business analyses and
developing strategic
business decisions.
5) At least 80% of general
business majors will earn
credit on The Writing
Proficiency Examination.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
39% of general business
majors passed the Writing
Proficiency Examination
in 2003-04.
36% of general business
majors passed the Writing
Proficiency Examination
in 2004-05.
64% of general business
majors passed the Writing
Proficiency Examination
in 2005-06.
Demonstrates the ability to
work as a team member
when completing
management tasks.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Data were analyzed by
Chair and faculty
236
Faculty will require
students to complete
written assignments such
as responding to short
answer questions,
completing discussion
questions on exams, case
studies, research papers
and online assignments as
part of course
requirements. Faculty will
continue to require these
assignments and will be
encouraged to do more of
the same.
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
Entrepreneurship track has
been added to the General
Business major providing
opportunities for exposure
to entrepreneurship
237
seniors.
2) Majors take classes that
require students to work in
teams to complete tasks.
Examine course syllabi.
3) Employer Survey will
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from MKT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
representative.
On average management
majors scored in the 51st
percentile of the MFT.
Management students
performed the best in the
areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
From 2000-01 to 2005-06
some courses have
required students to work
in teams to solve problems
and complete tasks (MGT
499; ECO 450, 460).
Beginning In 2003-04,
online classes allowed
additional focus on these
skills.
This survey will be
conducted upon the
completion of the
Business Graduate Survey.
The Division held
preliminary discussions
regarding the survey in
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
237
concepts. The results will
be shared with the Division
of Accountancy, Finance,
and Computer Information
Systems for their review
and action.
The number of
assignments requiring
teamwork will be
increased. Professors will
adjust their assignments to
require additional
teamwork. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments, online
components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
238
of Business Graduate
Survey. Once a baseline is
established data will be
compared to previous
years’ results. At least
75% of the employers will
report that management
majors demonstrate the
ability to work as a team
member when completing
management tasks.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of management
majors will report that the
College of Business
program enhanced their
ability to work as a team
member when completing
management tasks.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
to 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
BBA - Hospitality Services Management
Learning Outcome
Demonstrates knowledge
of hospitality industry
principles and practices.
Data Collection and
Analysis
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Results of Evaluation
Use of Evaluation Results
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
Results of the test in 200607 will be analyzed and
necessary adjustments will
be made to the curriculum
to improve the learning
process.
238
239
assessment tool.
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
There were no senior HSM
majors this year.
2) HSM majors complete
classes that require the use
of HSM principles and
practices.
Examine course syllabi.
3) Employer Survey will
be conducted every 5
years after the first HSM
graduates using a mail
survey. Mailing list will
be obtained from HSM
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
knowledge of hospitality
industry will be tabulated
and cross-tabulated.
Comparisons will be made
with results of Business
Graduate Survey. Once a
baseline is established data
will be compared to
previous years’ results. At
least 75% of the
employers will report that
HSM classes offered in
2004-05 and 2005-06 have
stressed hospitality
industry principles and
practices. Students are
required to apply these
concepts to assignments,
exams, and projects in
classes such as HSM 300
and HSM 315
This survey will be
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
239
Professors will require
students to apply HSM
principles and practices
when completing
assignments and projects,
as well as exams.
Encouragement will be
given to increase the
number of such
assignments. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments,
online components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
240
hospitality services
management majors
demonstrates knowledge
of hospitality industry
principles and practices.
4) Business Graduate
Survey will be conducted
every 2 years after the first
HSM graduates using a
mail survey. Mailing list
of graduates from the past
5 years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
knowledge of hospitality
industry will be tabulated
and cross-tabulated.
Comparisons will be made
with results of Employer
Survey. Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of hospitality services
management majors will
report that the College of
Business program
enhanced their knowledge
of hospitality industry
principles and practices.
Demonstrates the ability to
work as a team member
when completing
hospitality management
tasks.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01to
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
Results of the test in 200607 will be analyzed and
necessary adjustments will
be made to the curriculum
to improve the learning
process.
There were no senior HSM
majors this year.
2) Majors take classes that
require students to work in
teams to complete tasks.
Examine course syllabi.
HSM classes such as HSM
300 and 315 offered in
2004-05 and 2005-06
stressed the team concept.
Beginning in 2005-06,
online classes allowed
additional focus on these
240
The number of
assignments requiring
teamwork will be
increased. Professors will
adjust their assignments to
require additional
teamwork. Faculty will
choose from the following
241
3) Employer Survey will
be conducted every 5
years after the first HSM
graduates using a mail
survey. Mailing list will
be obtained from HSM
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline is
established data will be
compared to previous
years’ result At least 75%
of the employers will
report that hospitality
services management
majors demonstrates the
ability to work as a team
member when completing
hospitality management
tasks.
4) Business Graduate
Survey will be conducted
every 2 years after the first
HSM graduates using a
mail survey. Mailing list
of graduates from the past
5 years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
skills.
instructional methods:
guest speakers, cases,
written assignments,
online components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
This survey will be
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01to
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
241
242
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of hospitality services
management majors will
report that the College of
Business program
enhanced their ability to
work as a team member
when completing
hospitality management
tasks.
Demonstrates problem
solving, communication,
and planning skills
necessary for solving
hospitality management
issues.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
Results of the test in 200607 will be analyzed and
necessary adjustments will
be made to the curriculum
to improve the learning
process.
There were no senior HSM
majors this year.
2) Majors take classes that
require students to use
problem solving,
communication, and
planning skills.
Examine course syllabi.
HSM classes such as HSM
300 and 315 offered in
2004-05 and 2005-06
require students to
complete assignments and
projects using problem
solving, communication,
and planning skills. Online
classes in 2005-06
provided opportunity for
additional focus on these
skills.
242
The number of
assignments will be
increased that require
problem solving,
communication, and
planning skills. Professors
will adjust their
assignments to reflect the
use of these skills by
students. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments,
online components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
243
3) Employer Survey will
be conducted every 5
years after the first HSM
graduates using a mail
survey. Mailing list will
be obtained from HSM
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. At least 75% of
the employers will report
that hospitality services
management majors
demonstrates problem
solving, communication,
and planning skills
necessary for solving
hospitality management
issues.
4) Business Graduate
Survey will be conducted
every 2 years after the first
HSM graduates using a
mail survey. Mailing list
of graduates from the past
5 years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey. At
least 90% of hospitality
services management
majors will report that the
College of Business
program enhanced their
problem solving,
communication, and
This survey will be
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
to 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
243
244
planning skills necessary
for solving hospitality
management issues.
5) At least 80% of
hospitality services
management majors will
earn credit on The Writing
Proficiency Examination.
No HSM majors took the
Writing Proficiency
Examination during 200506
Results will be evaluated
and measures taken if
improvement is needed.
BBA – Insurance & Real Estate
Learning Outcome
Of Division of
Accountancy,
Computer
Information
Systems & Finance
Finance and
Insurance & Real
Estate majors will
demonstrate the
ability to recognize
ethical business
decisions.
Data Collection and Analysis
Results of Evaluation
Use of Evaluation Results
1) Finance and Insurance & Real
Estate undergraduate students
will score in the 50th percentile
on the Legal and Society area of
the Major field Achievement
Test (MFT).
1) Finance and
Insurance & Real
Estate students
scored an average of
38.2% correct
answers.
1) The Finance Department
Curriculum Committee will
encourage the revision of
courses to include ethical
situations.
2) At least 90% of the Finance
and Insurance & Real Estate
graduates responding to the
Alumni/
Graduate Survey will report that
the Finance and insurance & real
estate programs prepared them
to make ethical decisions.
3) At least 75% of the employers
responding to the Employer
Survey will report that Finance
graduates demonstrated the
ability to recognize ethical
dilemmas and make ethical
business decisions.
2) In progress.
However, privacy
laws have been
prohibitive of detail
disclosures from
examination boards.
Reliance on
candidates’
notification of
success of each
examination part is
not accurate for
reporting purposes.
3) Pending the results
of the
Alumni/Graduate
Survey.
244
2) Include assignments
involving ethical situations.
3) Same as above.
245
Finance and
Insurance & Real
Estate majors will
demonstrate the
ability to apply
business
knowledge to
practice.
1) Finance and Insurance & Real
Estate undergraduate students
will score in the 50th percentile
on the Accounting functional
area of the Major Field
Achievement Test (MFT).
2) At least 90% of the Finance
graduates taking
licensure/certification
examinations will successful
complete the examinations.
3) At least 75% of the employers
responding to the Employer
Survey will report that Finance
and Insurance & Real Estate
graduates demonstrated the
ability to think strategically and
creatively.
Division majors
will demonstrate
effective oral and
written
communication
skills.
1) At least 80% of the Division
majors will earn credit on the
writing proficiency and/or
CAAP exam. Examine data
from Writing Proficiency Exam
and the CAAP,
2) At least 90% of the Division
graduates responding to the
Alumni/Graduate Survey will
report that the Division
programs enhanced their
presentation/writing skills.
3) At least 75% of the employer
responding to the Employer
Survey will report that Division
graduates demonstrated strong
one-on-one interpersonal skills,
written communication skills
and oral presentation skills.
4) Students through the
University-conducted Survey of
Graduates ranked the Division
on a scale from 1 to 5 with 1
being the best score on whether
students were helped to
communicate effectively.
1) Finance and
Insurance & Real
Estate students
scored an average of
28.6% correct
answers which
approximate 30th
percentile.
1) The Finance Department
Curriculum Committee will
evaluate curriculum to
include all areas of
business with emphasis in
accounting.
2) Same as above.
2) In progress.
3) Pending the results
of the
Alumni/Graduate
Survey.
3) Revise assignments to
challenge students to think
strategically and creatively.
1) Composite pass
rate of Division
majors on the Writing
Proficiency Exam are
for the following
academic years:
2005-2006: 60.3%
2004-2005: 49.0%
2003-2004: 45.9%
1) The departmental
curriculum committees
upon review of testing
results will require
additional writing
exercises.
2) In progress.
2) Departmental
curriculum committees will
review the adequacy of
programs’ priority on
presentation/writing skills.
3) Pending the results
of the
Alumni/Graduate
Survey.
4) The Survey of
Graduates show the
Division received the
following scores on
whether students
were helped to
communicate
effectively:
245
3) Departmental
curriculum committees will
review the adequacy of
programs’ priority on
presentation/writing skills.
4) Departmental
curriculum committees will
review the effectiveness of
individual programs
246
2006: 1.7
2005: 1.8
2004: 1.7
Division majors
will demonstrate
the ability to use
and manage
business
technology.
1) At least 80% of the Division
majors will demonstrate
proficiency on special projects.
Syllabi of Division faculty will
be reviewed for the
incorporation of business
technology into Division courses
2) At least 90% of the Division
graduates responding to the
Alumni/Graduate Survey will
report that the Division
programs enhanced their ability
to use and manage business
technology.
3) At least 75% of the employer
responding to the Employer
Survey will report that Division
graduates demonstrated the
ability to apply technology.
Division majors
will demonstrate a
broad
understanding of
the functional areas
of business.
1) Division undergraduate
students will score in the 50th
percentile on the Major Field
Achievement Test (MFT). The
ETS Field Achievement Test in
Business is the U.S. standard
benchmarking measure of
business core administered to
business seniors in a capstone
course, MGT 499, Strategic
Management. This test was
given for the first time in spring
2006 where data analysis was
available.
2) Students through the
University-conducted Survey of
Graduates ranked the Division
on a scale from 1 to 5 with 1
1) 87.5% of Division
faculty made
assignments requiring
the use of business
technology.
It is by the nature
of the courses taught
by the Computer
Information Systems
(CIS) faculty that its
contents include
much of business
technology.
The Accountancy
(ACC) curriculum
requires an additional
six hours of CIS
courses in its major.
2) In progress
1) The departmental
curriculum committees will
encourage Division faculty
to increase the use of
business technology.
2) Upon recommendation
by the departmental
curriculum committee,
faculty will be encouraged
to make additional
assignments using
technology where
applicable.
3) Review technology
requirements in curriculum.
3) Pending the results
of Alumni/Graduate
Survey.
1) Division
undergraduate
students scored on
the average in the
range of 36th
percentile. The
average scores by
departments are:
ACC: 70%
CIS: 36%
FIN + Insurance &
Real Estate: 9%
2 ) The Survey of
Graduates show the
246
1) Each department’ s
curriculum committee will
re-evaluate the business
core curriculum and, in
turn, make
recommendations which
will be compiled by the
Division’ s representative to
the business core
committee. In addition,
Division faculty will
reinforce these concepts in
their respective courses.
2) Departmental
curriculum committees will
review the effectiveness of
247
being the best score on the
quality of courses in preparing
for employment and/or graduate
school.
Division students
will demonstrate
the ability to
reason, analyze,
define and solve
problems, and
make decisions.
1) Division undergraduate
students will score in the 50th
percentile on the Quantitative
Business Analysis area of the
Major Field Achievement Test
(MFT). The ETS Field
Achievement Test in Business is
the U.S. standard benchmarking
measure of business core
administered to business seniors
in a capstone course, MGT 499,
Strategic Management. This test
was given for the first time in
spring 2006 where data analysis
was available.
2) At least 90% of the Division
graduates responding to the
Alumni/Graduate Survey will
report that the College of
Business program enhanced their
ability to think critically and
make decisions.
3) At least 75% of the employers
responding to the Employer
Survey will report that the
Division graduates demonstrated
the ability to define business
problems and to apply a
systemic approach to solving
business problems.
Division received the
following scores on
the quality of courses
in preparing students
for employment
and/or graduate
school:
2006: 1.6
2005: 2.1
2004: 1.6
1) Division
undergraduate
students scored an
average of 46%
correct answers
which approximates
49th percentile.
2) In progress.
3) Pending the results
of Alumni/Graduate
Survey.
individual programs
1) Division faculty will be
encouraged to revise
assignments to include
more problem solving and
decision-making exercises.
2) The departmental
curriculum committees will
encourage all of the
Division faculty to include
more problem solving and
decision making
assignments.
3) The departmental
curriculum committees will
encourage Division faculty
to make more assignments
to include real-world case
analysis.
BBA Management
Learning
Outcome
Identifies and uses
management core
concepts
Data Collection
and Analysis
1) MFT testing will be
annually. Students will
score in the 50th percentile
on the Major Field
Achievement Test (MFT).
Results of
Evaluation
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
247
Use of
Evaluation
Results
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
248
require the test of all COB
students for us as an
assessment tool.
The ETS Field
Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
Data were analyzed by
Chair and faculty
representative. On average,
management majors scored
in the 51st percentile of the
MFT. Management
students performed the best
in the areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
2) Employer Survey will
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from MGT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
knowledge of management
core concepts will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline
is established, data will be
compared to previous
years’ results. At least
75% of the employers will
report that management
majors demonstrate the
ability to identify and use
management core
concepts.
3) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
This survey will be
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of the
survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
248
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
249
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
knowledge of management
core concepts will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established, data will be
compared to previous
years’ results. At least
90% of management
majors will report that the
College of Business
program enhanced their
ability to identify and use
management core
concepts.
4) Management majors
complete classes that
require the use of
management core
concepts.
Examine course syllabi.
the survey from 2000-01to
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
From 2000-01 to 2005-06
Management classes have
stressed management core
concepts. Students have
been required to apply
these concepts to
assignments, exams, and
projects. As of 2005-06
several senior level classes
require students to apply
these concepts (MGT 327,
484, and 499).
249
curriculum to improve the
learning process.
Professors will require
students to apply
management core concepts
when completing
assignments and projects,
as well as exams.
Encouragement will be
given to increase the
number of such
assignments. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments, online
components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
250
Demonstrates problem
solving, communication,
and planning skills
necessary for solving
management issues.
1) MFT testing will be
conducted annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
2) Majors take classes that
require students to use
problem solving,
communication, and
planning skills.
Examine course syllabi.
3) Employer Survey will
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Data were analyzed by
Chair and faculty
representative.
On average, management
majors scored in the 51st
percentile of the MFT.
Management students
performed the best in the
areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
From 2000-01 to 2005-06
some senior level courses
have required students to
solve problems through
case applications and
projects. In 2003-04,
online classes allowed
additional focus on these
skills. In 2005-06, most of
the management major
classes required use of
these skills.
This survey will be
250
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
The number of
assignments will be
increased that require
problem solving,
communication, and
planning skills. Professors
will adjust their
assignments to reflect the
use of these skills by
students. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
written assignments, online
components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
251
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from MGT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline
is established data will be
compared to previous
years’ results. At least
75% of the employers will
report that management
majors demonstrate
problem solving,
communication, and
planning skills necessary
for solving management
issues.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of management
majors will report that the
College of Business
program enhanced their
problem solving,
communication, and
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of the
survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01 to
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
251
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
252
planning skills necessary
for solving management
issues.
5) At least 80% of
management majors will
earn credit on The Writing
Proficiency Examination.
60% of management
majors passed the Writing
Proficiency Examination in
2003-04.
70% of management
majors passed the Writing
Proficiency Examination in
2004-05.
59% of management
majors passed the Writing
Proficiency Examination in
2005-06.
Demonstrates the ability
to work as a team member
when completing
management tasks.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
2) Majors take classes that
require students to work in
teams to complete tasks.
Examine course syllabi.
Data were analyzed by
Chair and faculty
representative.
On average management
majors scored in the 51st
percentile of the MFT.
Management students
performed the best in the
areas of Quantitative
Business Analysis,
Management Core
Concepts, and Legal and
Social Environment.
Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
From 2000-01 to 2005-06
some courses have
required students to work
in teams to solve problems
and complete tasks (MGT
327, 499, 695). Beginning
In 2003-04, online classes
allowed additional focus
252
Faculty will require
students to complete
written assignments such
as responding to short
answer questions,
completing discussion
questions on exams, case
studies, research papers
and online assignments as
part of course
requirements. Faculty will
continue to require these
assignments and will be
encouraged to do more of
the same.
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
The number of
assignments requiring
teamwork will be
increased. Professors will
adjust their assignments to
require additional
teamwork. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
253
on these skills.
3) Employer Survey will
be conducted every 5
years beginning spring
2006 using a mail survey.
Mailing list will be
obtained from MKT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline
is established data will be
compared to previous
years’ results. At least
75% of the employers will
report that management
majors demonstrate the
ability to work as a team
member when completing
management tasks.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
This survey will be
conducted upon the
completion of the Business
Graduate Survey. The
Division held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of the
survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01 to
2004-05. Representatives
from each area of study in
the Division provided
253
written assignments, online
components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
254
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of management
majors will report that the
College of Business
program enhanced their
ability to work as a team
member when completing
management tasks.
input into the development
of the survey in 2005-06.
BBA Marketing
Learning Outcome
Identifies and uses
marketing core concepts
Data Collection and
Analysis
Results of Evaluation
Use of Evaluation Results
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
Data were analyzed by
Chair and faculty
representative.
On average, marketing
majors scored in the 50th
percentile of the MFT.
Marketing students
performed the best in the
areas of Management Core
Concepts, Legal and
Social Environment,
Marketing Core Concepts,
and Quantitative Business
Analysis. Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
254
The feedback from this
255
2) Employer Survey will
be conducted every 5 years
beginning spring 2006
using a mail survey.
Mailing list will be
obtained from MKT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
knowledge of marketing
core concepts will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline is
established data will be
compared to previous
years’ results. At least
75% of the employers will
report that marketing
majors demonstrate the
ability to identify and use
marketing core concepts.
3) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
knowledge of marketing
core concepts will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established data will be
compared to previous
years’ results. At least
90% of marketing majors
will report that the College
of Business program
enhanced their ability to
identify and use marketing
This survey will be
conducted upon the
completion of the
Business Graduate Survey.
The Division held
preliminary discussions
regarding the survey in
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
to 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
255
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
256
core concepts.
Pre/Post Marketing Test
will be administered
annually beginning in the
fall 2006. This test will be
administered in MKT 300
(pretest) and MKT 499
(posttest). Comparison of
pre and post data will
indicate level of
improvement. Once a
baseline is established data
will be compared to
previous years’ results.
Demonstrates the ability to
work as a team member
when completing
marketing tasks.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
The marketing curriculum
committee held
preliminary discussions
regarding the test in 200405. The committee
developed the test in
spring 2006.
Test will be administered
Fall 2006
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
Data were analyzed by
Chair and faculty
representative.
On average marketing
majors scored in the 50th
percentile of the MFT.
Marketing students
performed the best in the
areas of Management Core
Concepts, Legal and
Social Environment,
Marketing Core Concepts,
and Quantitative Business
Analysis. Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
2) Majors take classes that
require students to work in
teams to complete tasks.
Examine course syllabi.
From 2000-01 to 2005-06
some courses have
required students to work
in teams to solve problems
and complete tasks (MKT
330, 488, 499).
256
The results of this test will
be analyzed and necessary
adjustments will be made
to the curriculum to
improve the learning
process.
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
The number of
assignments requiring
teamwork will be
increased. Professors will
adjust their assignments to
require additional
teamwork.
Faculty will choose from
the following instructional
methods: guest speakers,
257
cases, written assignments,
online components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
3) Employer Survey will
be conducted every 5 years
beginning spring 2006
using a mail survey.
Mailing list will be
obtained from MKT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. Once a baseline is
established data will be
compared to previous
years’ results. At least
75% of the employers will
report that marketing
majors demonstrate the
ability to work as a team
member when completing
marketing tasks.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
teamwork skills will be
tabulated and cross-
This survey will be
conducted upon the
completion of the
Business Graduate Survey.
The Division held
preliminary discussions
regarding the survey in
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01to
2004-05. Representatives
from each area of study in
the Division provided
input into the development
of the survey in 2005-06.
257
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
258
tabulated. Comparisons
will be made with results
of Employer Survey.
Once a baseline is
established, data will be
compared to previous
years’ results. At least
90% of marketing majors
will report that the College
of Business program
enhanced their ability to
work as a team member
when completing
marketing tasks.
Demonstrates problem
solving, communication,
and planning skills
necessary for developing
marketing strategies and a
comprehensive marketing
plan.
1) MFT testing will be
annually.
Students will score in the
50th percentile on the
Major Field Achievement
Test (MFT). The ETS
Field Achievement Test in
Business is the U.S.
standard benchmarking
measure of business core
administered to business
seniors.
The major field test was
administered to COB
students in 2003-04 and
2004-05. Based on the
results, the Dean chose to
require the test of all COB
students for us as an
assessment tool.
2) Majors take classes that
require students to use
problem solving,
communication, and
planning skills.
Examine course syllabi.
From 2000-01 to 2005-06
some senior level courses
have required students to
solve problems through
case applications and
projects (Mkt 330, 488,
499). In 2003-04, online
classes allowed additional
focus on these skills. In
2005-06, most of the
major classes required use
of these skills.
Data were analyzed by
Chair and faculty
representative.
On average, marketing
majors scored in the 50th
percentile of the MFT.
Marketing students
performed the best in the
areas of Management Core
Concepts, Legal and
Social Environment,
Marketing Core Concepts,
and Quantitative Business
Analysis. Results showed
weaknesses in the areas of
Finance, Economics,
Accounting, and
International Issues.
258
Economics professors will
be encouraged to continue
offering help sessions.
Students will be
encouraged to review core
economics concepts. An
International Business and
Development track has
been added to the
Management major
providing opportunities for
exposure to international
concepts. The results will
be shared with the
Division of Accountancy,
Finance, and Computer
Information Systems for
their review and action.
The number of
assignments will be
increased that require
problem solving,
communication, and
planning skills. Professors
will adjust their
assignments to reflect the
use of these skills by
students. Faculty will
choose from the following
instructional methods:
guest speakers, cases,
259
written assignments,
online components, video
lectures, service learning
activities, and internet
assignments. Faculty will
take advantage of faculty
development opportunities
and will use current text
books and instructional
materials.
3) Employer Survey will
be conducted every 5 years
beginning spring 2006
using a mail survey.
Mailing list will be
obtained from MKT
graduates, career services
and internship records
from the past 5 years.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Business Graduate
Survey. At least 75% of
the employers will report
that marketing majors
demonstrate problem
solving, communication,
and planning skills
necessary for developing
marketing strategies and a
comprehensive marketing
plan.
4) Business Graduate
Survey will be conducted
every 2 years beginning
spring 2006 using a mail
survey. Mailing list of
graduates from the past 5
This survey is currently in
progress. The Division
held preliminary
discussions regarding the
survey in 2004-05.
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
This survey is currently in
progress. The Division
held discussions regarding
the survey from 2000-01
259
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
The feedback from this
survey will be analyzed
and necessary adjustments
will be made to the
curriculum to improve the
learning process.
260
to 2004-05
Representatives from each
area of study in the
Division provided input
into the development of
the survey in 2005-06.
years will be obtained
from Alumni and
department records.
Results of a series of
questions designed
specifically to rate
problem solving,
communication and
planning skills will be
tabulated and crosstabulated. Comparisons
will be made with results
of Employer Survey. At
least 90% of marketing
majors will report that the
College of Business
program enhanced their
ability problem solving,
communication, and
planning skills necessary
for developing marketing
strategies and a
comprehensive marketing
plan.
5) Students will complete
a Marketing Senior
Portfolio annually.
6) At least 80% of
marketing majors will earn
credit on The Writing
Proficiency Examination.
The marketing curriculum
committee held
discussions regarding the
portfolio in 2005-06. This
will begin in the fall 2008
semester.
50% of marketing majors
passed the Writing
Proficiency Examination
in 2003-04.
20% of marketing majors
passed the Writing
Proficiency Examination
in 2004-05.
30% of marketing majors
passed the Writing
Proficiency Examination
in 2005-06.
260
Full-time marketing
faculty will conduct
examination and
assessment of portfolios as
proficient, adequate or
unacceptable.
Faculty will require
students to complete
written assignments such
as responding to short
answer questions,
completing discussion
questions on exams, case
studies, research papers
and online assignments as
part of course
requirements. Faculty will
continue to require these
assignments and will be
encouraged to do more of
the same.
261
BCA – Aviation Management
Learning Outcome
Data Collection and Analysis
Results of Evaluation
Use of Evaluation Results
Aviation Management
students will demonstrate
knowledge of the
functional areas of Fixed
Base Operations and the
role they play in the
aviation industry.
The aviation major will achieve a
score of at least 80 on the course
project measured by common
exam administered to all majors by
all instructors teaching the
Aviation Management Course.
The course project will consist of
simulated operation airport fuel
farm.
84% scored 80 or higher in the
aviation management course project.
Faculty recommend we set our goal
to 90% for students to make 80 or
better on the course project and
remedial attention will be given by
faculty to students who do not make
the initial score.
Assessment goal was met. The
curriculum committee will meet
each semester to determine the bes
course of action to help students
obtain higher scores on their
projects.
Aviation Management
majors will demonstrate
the ability to apply
business knowledge to the
practice of managing an
airport.
The aviation major will achieve a
score of at least 80 on the course
project measured by common
exam administered to
all majors by all instructors
teaching the Airport Management
Course.
The course project will consist of a
study of weather delays at
Memphis International by Federal
Express.
81% scored 80 or higher in the
Airport Management project.
Faculty recommend we set our goal
to 90% for students to make 80 or
better on the course project and
remedial attention will be given by
faculty to students who do not make
the initial score.
Assessment goal was met The
curriculum committee will meet
each semester to determine the bes
course of action to help students
obtain higher scores on their
projects.
Aviation Management
majors will demonstrate a
broad understanding of
the aerospace industry.
The aviation major will achieve a
score of at least 80 on the course
project measured by common
exam administered to all majors by
all instructors teaching the Air
Transportation Course.
The project will consist of a study
of the impact the introduction of
Very Light Jets will have on the
national airspace system.
86% of majors scored 80 or higher
on their course project.
Faculty recommends we improve the
percentage of students achieving a
score of 80 to a goal of 90%.
Assessment goal was met. The
curriculum committee will meet
each semester to determine the bes
course of action to help students
obtain higher scores on their
projects.
BCA – Flight Operations
Learning
Outcome
Department of
Commercial Aviation
majors will demonstrate
effective oral and
written communication
skills.
Data Collection
and Analysis
1) At least 80% of the
departments majors will
earn credit on the writing
proficiency/and or CAAP
exam. Examine data from
Writing Proficiency Exam
and the CAAP.
Results of
Evaluation
Use of Evaluation
Results
70% of the department’ s
majors earned credit on
the writing proficiency
exam.
A review of scores for the
last three years indicates a
upward trend in test
Additional writing
assignments will be added to
course syllabus to improve
student’ s ability to write.
Based upon evaluation results
of the 2004-05 academic year
a written or research project
261
262
scores.
2) At least 90% of the
department of aviation
graduates responding to the
Alumni/Graduate survey
will
Report that the Department
of Aviation Programs
enhanced their
presentation/writing skills.
Department of
Commercial Aviation
majors will demonstrate
the technical skills
required to use and
manage aviation
technology.
Flight Operation majors
will demonstrate a
broad understanding of
the role and skills
required of Commercial
Pilots.
Flight Operation majors
will demonstrate the
ability to reason,
analyze, define and
solve aviation
problems, and make
decisions while
This survey is currently in
progress.
has been added to aviation
classes
to enhance student
writing/presentation skills.
The feedback from this survey
will be analyzed and necessary
adjustments will be made to
the curriculum to improve the
learning process.
The feedback from this survey
will be analyzed and necessary
adjustments will be made to
the curriculum to improve the
learning process.
3) At least 75% of the
employers responding to the
Department’ s Employer
Survey will report that the
Department of Aviation
graduates demonstrated
strong one-on-one
interpersonal skills, written
communications skills and
oral presentation skills.
This survey will be
conducted upon the
completion of the
Business Graduate
Survey.
FAA Private pilot written
examination.
Scores received from
Lasergrade testing center
and maintained in student
portfolios at DSU flight
training center.
Scores are analyzed by
aviation faculty and flight
training staff each semester.
FAA Commercial pilot
practical test standard in
FAA bulletin
FAA-S-8081-12B.
Flight checks are
administered
by FAA designated flight
examiners independent of
DSU.
82% of the majors passed
the FAA Private Pilot
Written examination on
the first attempt.
This is higher than the
national pass rate of 74%.
Assessment goal was met.
Faculty and staff will continue
to evaluate results on a
semester basics with the
thought of raising the goal to
85% for a first time pass rate.
86% of the majors passed
the FAA commercial
checkride on the first
attempt.
This is higher than the
national average of 74%.
Assessment goal was met.
Faculty and staff will monitor
checkride results each
semester to ensure our
program maintains above the
national pass rate average.
Students that did not pass the
first time are given additional
flight training by staff
instructors. The department
has a 100% pass rate on the
second attempt.
64% of the majors passed
the FAA instructor
checkride on the first
attempt.
This is higher than the
national average of 54%.
Assessment goal was met.
Faculty and staff will monitor
checkride results each
semester to ensure our
program maintains above the
national pass rate average.
Students that did not pass the
FAA Certified Flight
Instructor practical test
standard in FAA bulletin
FAA-S-8081-6BS.
Flight checks are
administered by FAA
designated flight examiners
262
263
performing the duties of
a certified flight
instructor.
independent of DSU.
first time are given additional
instructors until they meet the
standard.flight training by
staff
MBA
Learning Outcome
Data Collection & Analysis
Results of Evaluation
Use of Evaluation of
Results
1. MBA and EMBA
1) For 2005-2006, 92% of MGT 1) Faculty members will
1. 85% of students
graduate students
695 students earned a grade increase the number of
completing MGT 695, the
should be able to
of B or better. This
written assignments and
capstone
course
for
this
perform library
program of study, will earn a represented a 1% decline from include more essay
research; should
questions on exams.
possess good writing grade of B or better on their 2004-2005 and 2003-2005 in
skills; and should
final comprehensive project. which 93% of MGT 695
have the ability to
students earned a grade of B
think critically.
or better on the
comprehensive project.
2) At least 90% of the
Graduate Business
2) Survey is currently in
Programs graduates
progress.
responding to the
Alumni/Graduate Survey will
report that the College of
Business programs
enhanced their
presentation/writing skills.
3) At least 75% of the
employers responding to
College of Business
programs Employer Survey
will report that College of
Business graduates
demonstrated strong
interpersonal skills, written
communication skills and oral
presentation skills.
2. College of Business
1) At least 80% of students
majors will
completing CIS 600 course
demonstrate the ability will earn a grade of B or
to use and manage
better on their portfolio of
business and industry special projects requiring the
technology.
use of technology. Students
are required to prepare
portfolios of chapter and
application projects.
2) ) At least 90% of the
Graduate Business programs
graduates responding to the
3) Survey is currently in
progress.
1) For 2005-2006, 91 percent
of CIS 600 students earned
grade of B or better on their
portfolios of special projects.
This represented a 4%
increase from 87% in 20042005 and an 8% increase over
the 83% earning a grade of B
or better on special projects in
2003-2004.
263
2) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the 2006
fall semester.
3) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the
Spring 2007 semester.
2
1) Faculty will continue to
increase the number of
technology-related
assignments. Also, the
University and College of
Business have established a
Computing Across the
Curriculum lab in Broom
Hall. This lab will provide
assistance to students in
completing laboratory
assignments.
264
Alumni/Graduate Survey will 2) Survey is currently in
progress.
report that the College of
Business Graduate programs
enhanced their ability to use
and manage business
technology.
3) Survey is currently in
3) At least 75% of the
progress.
employers responding to
Graduate Business programs
Employer Surveys will report
that College of Business
graduates demonstrated the
ability to apply technology.
3. College of Business
Graduate Programs
students will
demonstrate a broad
understanding of the
functional areas of
business.
4. College of Business
majors will
demonstrate the ability
to reason, analyze,
define, and solve
problems, and make
decisions.
2) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the 2006
-2007 academic year.
3) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the 20062007 academic year.
1) College of Business
Graduate programs students
th
will score in the 50
percentile on the Major Field
Achievement Test (MFT).
The ETS Field Achievement
Test in Business (MBA) is
the U. S. Standard
benchmarking measure of
mastery of concepts,
principles, and knowledge at
the end of study within the
MBA program. The test is
given in the capstone course
(MGT 695). DSU’s College of
Business has administered
the exam to graduate
students twice since 2003.
1) On average, College of
Business Graduate students
th
scored in the 20 percentile
on the ETS exam administered
in Spring 2006. This was
consistent with score earned
in 2004-2005.
1) Existing curriculum
content for MGT 695 and
prerequisite courses were
reviewed to identify where
improvements and enhanced
performance could be
achieved. Faculty will also
assign more case work in
the FIN 600 course.
2) At least 80% of all
graduate students enrolled in
MGT 695, the graduate
capstone course will earn a
grade of B or better on their
final comprehensive project.
2) For 2005-2006, 92% of MGT
695 students earned a grade
of B or better. This
represented a 1% decline from
2004-2005 and 2003-2005 in
which 93% of MGT 695
students earned a grade of B
or better on the
comprehensive project..
2) New faculty members
have assigned to teach the
graduate economics,
accounting, and finance
courses.
College of Business students
th
will score in the 50
percentile on the Quantitative
Business Analysis area
Major Field Achievement
Test (MFT). DSU’s College
of Business has administered
the exam to graduate
students twice since 2003.
1) For 2005-2006, on average,
College of Business Graduate
th
students scored in 30
percentile on the Strategic
Integration area of the ETS
Major Field Test. This is
consistent with the results
observed in previous exams.
1) Faculty will increase the
number of problem-solving
assignments in the MGT
/FIN/ACC/MKT 601 and
ECO 612 courses.
2) At least 90% of the
College of Business
graduates responding to the
Alumni/Graduate Survey will
report that the College of
2) Survey is currently in
Business programs
enhanced their ability to think progress.
264
2) New faculty members
have been assigned to teach
in the ACC 600 and ECO
612 graduate core courses.
265
critically and make decisions.
3) At least 75% of the
employers responding to
3) Survey is currently in
College of Business
progress.
programs Employer Surveys
will report that College of
Business graduates
demonstrated the ability to
define problems and to apply
a systematic approach to
solving business/industry
problems.
Master of Commercial Aviation
Learning Outcome
Data Collection and Analysis
Commercial Aviation MCA
students
will demonstrate an
understanding of the
different kinds of law that
the FAA uses in its
enforcement process.
80% of the students will earn at least
a B on the class project in the course
“ Aviation Regulatory Environment.”
82% scored 80 or higher in
the course project in the
2005-2006
academic year.
Faculty recommends we
raise our goal to 85.
Assessment goal was met.
Remedial attention will be given to
students not scoring 80 or higher.
MCA students will
demonstrate an
understanding of safety
considerations in the design
and operation of airports.
80% of the students will earn at least
a B on the class project in the course
“ Advanced Aviation Safety.”
84% scored 80 or higher on
the course project in the
2005-2006 academic year.
Faculty recommends we
raise the goal to a score of
85.
The curriculum committee will
meet with industry representatives
to make sure we are teaching the
most current procedures.
MCA students will
demonstrate an
understanding of individual
and group behavior
dynamics in the aviation
industry.
80% of the students will earn at least
a B on the class project in the course
“ Advanced Human Factors.”
86% scored 80 or higher on
the course project in the
2005-2006 academic year.
Faculty recommends we
raise the goal to a score of
85.
Pinnacle Airlines training
department has agreed to allow our
students to study their cockpit
resource management program.
This will allow our student’ s
access to the most current CRM
information direct from the
aviation industry.
MPA Learning Outcomes
Results of Evaluation
Use of Evaluation Results
Note – The MPA was reinstated in Fall 2005 with a very small introductory cohort of students.
As such there is no 2-3 year pattern of data available for this program
265
266
Learning Outcome
Data Collection & Analysis
Results of Evaluation
Use of Evaluation of
Results
2. Masters of
1) The MPAC program was
1) Faculty members will
1. 85% of students
Professional
reinstated in the fall 2005
analyze and evaluate the
completing ACC 650 will
Accountancy (MPAC) earn a grade of B or better
semester with the first course results and use them to
graduate students will
make curriculum decisions.
demonstrate effective on their special projects that offered in spring 2006. The
ACC 650 course will be
require them to analyze
oral and written
communication skills corporate and court cases to offered in the fall 2006
and the ability to
semester. Information will be
find, interpret, and apply
perform accounting
relevant statutory, regulatory, gathered at that time.
research.
and judicial information.
2) At least 90% of the MPAC
graduates responding to the
Alumni/Graduate Survey will
report that the College of
Business MPAC programs
enhanced their to conduct
research and communicate
effectively.
2) It is anticipated that the
first graduates will complete
this program in May 2007.
Surveys will be administered
during the fall 2007 semester.
2) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the spring
2008 semester.
3) Employer Survey will be
distributed in fall 2009
semester.
3 Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the spring
2010 semester.)
3) At least 75% of the
employers responding to
College of Business
programs Employer Survey
will report that College of
Business MPAC graduates
demonstrated strong
research skills, interpersonal
skills, written communication
skills and oral presentation
skills.
2. MPAC graduate
1) At least 80% of students
students will
completing special projects in
demonstrate the ability ACC 630 will earn a grade of
to use and manage
B or better on a special
business and industry project that requires them to
technology.
prepare a practice set using
an accounting software
package.
1) The MPAC program was
reinstated in the fall 2005
semester with the first course
offered during spring 2006.
The ACC 630 course will be
offered in the fall 2006
semester. Information will be
gathered at that time.
2
1) Faculty members will
analyze and evaluate the
results and use them to
make curriculum decisions.
2) Survey responses will be
analyzed, and findings will
2) ) At least 90% of the
be used to guide curriculum
MPAC graduates responding
discussions during the spring
to the Alumni/Graduate
2) It is anticipated that the first 2008 semester.
Survey will report that the
graduates will complete this
College of Business MPAC program in May 2007.
Graduate program enhanced Surveys will be administered
their ability to use and
during the fall 2007 semester.
manage business
3) Survey responses will be
technology.
analyzed, and findings will
3) At least 75% of the
employers responding to
3) Employer Survey will be
Graduate Business programs distributed in fall 2009
Employer Surveys will report semester.
that College of Business
MPAC graduates
demonstrated the ability to
apply technology.
266
be used to guide curriculum
discussions during the spring
2010 semester.
267
3. MPAC graduate
students will
demonstrate the ability
to recognize ethical
dilemmas and make
ethical business
decisions.
1) At least 80% of all MPAC
graduate students enrolled in
ACC 677course will earn a
grade of B or better on a
comprehensive project that
requires students to identify a
firm such as Enron and
determine through research
the internal controls
bypassed or violated and
new standards implemented
as a result.
2) ) At least 90% of the
Graduate Business programs
graduates responding to the
Alumni/Graduate Survey will
report that the MPAC
graduate program prepared
them to make ethical
decisions.
1) The MPAC program was
reinstated in fall 2005 with the
first course offered in spring
2006. For 2005-2006, 75
percent of the students
earned a grade of B or better.
2) It is anticipated that the first
graduates will complete this
program in May 2007.
Surveys will be administered
during the fall 2007 semester.
3) Employer Survey will be
3) At least 75% of the
distributed in fall 2009
employers responding to
semester.
Graduate Business programs
Employer Surveys will report
that MPAC graduates
demonstrated the ability to
recognize ethical dilemmas
and make ethical decisions.
267
1) This course was offered
for the first time during
Summer 2006. Existing
course content for ACC 677
and prerequisite courses
were reviewed to identify
where improvements and
enhanced performance
could be achieved. Faculty
will also assign more case
work in the ACC 677 course.
2) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the spring
2008 semester.
3) Survey responses will be
analyzed, and findings will
be used to guide curriculum
discussions during the spring
2010 semester.
268
College of Education
Bachelor of Arts in Psychology
Learning
Outcome
Students will have a
general knowledge
base in psychology
(PSY)
Data Collection and
Analysis
Assessment in PSY courses via
tests, papers, & assignments
PSY 490 (Senior Seminar)
Capstone Course Assessment
(1) GRE PSY subject test
(2) Chapter tests over PSY
subject areas
(3) Journal article
presentations &
discussions
*Assessment based on baseline
Results of
Evaluation
Average GRE PSY scores:
Unselected PSY students = 482
*Highly selected national
students = 500
(* students planning on
attending PSY graduate school)
Use of Evaluation
Results
Implementation of more deep learning
and hands-on activities in PSY courses.
Note - PSY students are a little
below the national average. But
ALL PSY students take the GRE
in PSY 490, not just the ones
planning on attending graduate
school (this brings down the
average).
Based on this comparison, the
average PSY student has a high
know knowledge base in
psychology.
Students will
understand and apply
research methods in
psychology (PSY)
Assessment in various PSY
courses (200, 201, 315, 402,
404, 492) through tests, creation
of surveys (validity, reliability),
research proposals, and research
projects
PSY 490 Capstone Course
Assessment
(1) GRE PSY subject test
(2) Chapter tests
(3) Journal article
presentations &
discussions
Chapter tests scores over PSY
subject areas are also high
Because the PSY program
emphasizes experimental
research, students are very
proficient in research methods.
See above GRE PSY score
Note - PSY students produce the
highest amount of research
projects and presentations in the
University.
Student research production
*Assessment based on baseline
268
Keep doing what we are doing: Offer
and maintain student research
opportunities.
269
Students will
understand and use
critical thinking skills
in psychology (PSY)
Students will
understand and apply
psychological
principles to their
lives (personal,
social, &
organizational issues)
(PSY)
Students will be able
to communicate
effectively (i.e.,
Analytical writing
and speaking) (PSY)
Assessment in PSY courses
through tests, papers,
assignments, & discussions
PSY 490 Capstone Course
Assessment
(1) GRE PSY subject test
(2) GRE test
(Verbal/Quantitative)
(3) GRE Analytical
Writing
(4) Chapter tests
(5) Journal article
presentations &
discussions
*Assessment based on baseline
Assessment in PSY courses
through application test
questions, papers, and
discussions
PSY 490 Capstone Course
Assessment
(1) Application test
questions
(2) Journal article
discussions
(3) Career planning
*Assessment based on baseline
Assessment in PSY courses
through application writing
intensive assignments, essay
tests, papers, and oral research
presentations
PSY 490 Capstone Course
Assessment
(1) Journal article
discussions &
presentations
(2) GRE Analytical
Writing test
PSY students’ critical thinking
skills are high considering only
some do not plan on going to
graduate school.
Implementation of more deep learning
activities in PSY courses.
Average scores in PSY 490:
482 GRE PSY
413 GRE Verbal
338 GRE Quantitative
3.00 GRE Analytical Writing I
(note – 3.00 is the required for
acceptance in to DSU graduate
school.)
2.81 GRE Analytical Writing II
Due to the nature of psychology
as a science, there is a great
emphasis on teaching students to
understand and apply
psychological principles to their
lives. Thus, psychology students
are very proficient at doing so.
Implementation of more service
learning activities.
Because of the emphasis on
research and research
presentation and writing, PSY
students greatly improve their
writing and oral presentation
skills as they progress through
the program.
Implementation of more writing
intensive assignments and
presentation/discussion activities in
PSY courses.
3.00 GRE Analytical Writing I
(Note – 3.00 is the required for
acceptance in to DSU graduate
school.)
2.81 GRE Analytical Writing II
Student research production
*Assessment based on baseline
Note - PSY students produce the
highest amount of research
projects and presentations in the
University.
Bachelor of Science in Elementary Education Degree Program
Learning Outcome
Demonstrate mastery of
the knowledge and
skills associated with
Data Collection and
Analysis
College BASE, a criterionreferenced academic
achievement exam
Results of Evaluation
Score reports for the spring 2006
administration of College BASE
will be available June 2006.
269
Use of Evaluation Results
Test results will be used to
establish cut scores and to make
a decision as to whether College
270
both the content and
pedagogy of the
undergraduate degree
program in elementary
education
(covering mathematics,
social studies, science, and
English) will be piloted in
spring 2006 in CEL 301,
Introduction to Education,
as a measure of students’
content knowledge. An
institutional summary, as
well as individual score
reports, will provide data.
Institutional reports and
individual score reports for
PRAXIS II Content:
Elementary Education:
Curriculum, Instruction,
and Assessment, K-5, taken
by all candidates prior to
admission to student
teaching, will be analyzed in
the aggregate to determine
strengths and weaknesses in
candidates’ knowledge of
content and pedagogy in the
field.
Demonstrate the ability
to plan and implement
instruction for diverse
populations in the
elementary school
setting that reflects
Interstate New Teacher
Assessment and
Support Consortium
(INTASC) Standards1
Candidates will plan
instruction for and teach
diverse populations during
field experiences in CEL
317, Principles and
Techniques of Teaching in
Early Childhood, and CEL
318, Principles and
Techniques of Teaching in
the Middle Grades, as well
as in the student teaching
clinical experience. The
STAI (Student Teacher
Assessment Instrument) will
be used to collect data on
candidates’ performance.
The STAI, cross-referenced
to Interstate New Teacher
Assessment and Support
Consortium (INTASC)
Standards, is an instrument
used statewide to measure
teacher candidates’ abilities
Faculty reviewed PRAXIS II
Content test data for spring 2006
student teachers during a retreat
and found that most candidates
scored within the average range
when compared with a national
norm group. More students scored
in the above average range on the
content portion of the PRAXIS
than on the PRAXIS II: Principles
of Learning and Teaching. In
general, a slightly greater
percentage of candidates scored at
the below average range than at the
above average range.
All candidates evaluated in field
and clinical experiences scored at
the acceptable or outstanding level
on final evaluations using the
Student Teacher Assessment
Instrument (STAI) during the fall
2005 and spring 2006 semesters.
While overall scores were at the
acceptable or outstanding level, a
small percentage of candidates in
field experiences did not score as
highly on indicators dealing with
problem solving, critical thinking,
and the use of a variety of
strategies. These have been
recurring themes for the past
several years.
Similarly, all candidates in field
and clinical experiences scored at
270
BASE is a reasonable measure of
content for students in the
program. A decision will be
made as to whether a minimum
score on College BASE will be
required for entry into teacher
education, or the test should be
used for advisement purposes (or
both).
Faculty members determined
that students scored fairly well
on the PRAXIS II Content test in
comparison to national norm
groups, noting that ACT scores
of some candidates indicate that
scholarship is not a strength. In
an effort to strengthen emphasis
on content in the program, the
faculty required students in CEL
317, Principles and Techniques
of Teaching in Early Childhood,
and CEL 318, Principles and
Techniques of Teaching in the
Middle Grades, to plan an
integrated unit comprised of
lessons in all content areas. A
faculty committee also contacted
all content area methods
instructors in an effort to
coordinate best practice
strategies in the respective
content areas.
Based on results from
evaluations of field experiences
in CEL 317/CEL 318, faculty
members have made plans to
incorporate more opportunities
for problem solving, critical
thinking, and planning/teaching
using varied methods throughout
courses across the program.
Teacher work sample was well
received and components will be
further infused throughout the
elementary education program.
Exemplars and range products
were made available to
candidates during the spring
2006 semester and will continue
to be made available to
candidates in 2006-07.
271
Demonstrate ability to
measure impact on
student learning in the
elementary school
setting based on
assessment data
within the following
domains: planning and
preparation; communication
and interaction; teaching
and learning; managing the
learning environment;
assessment of student
learning; and
professionalism and
partnerships.
The Teacher Work Sample
(TWS) will be used during
the student teaching clinical
experience to assess
candidates’ knowledge,
skills, and dispositions
related to best
practice/reflective thought
with respect to a candidate’ s
ability to plan and
implement instruction for a
range of learners with
varying needs. The
components include
contextual factors associated
with learning; the
development of learning
goals; an assessment plan; a
design for instruction;
evidence of instructional
decision making; analysis of
student learning; reflection
and evaluation; a specific
design for instruction
incorporating content areas
within elementary
education; and a researchbased component for
scientific practice. Each
component has an
associated rubric for
assessment.
the acceptable or outstanding level
on final evaluations of the Teacher
Work Sample. The assessment
committee found that the overall
quality of reflections on the
Teacher Work Sample improved
from fall 2005 to spring 2006. The
Teacher Work Sample replaces the
STAI questionnaire which had
been used for many years in an
effort to prompt candidates to
reflect upon their teaching. It was
found to be ineffectual.
The Teacher Work Sample
(TWS) will be used during
the student teaching clinical
experience to assess
candidates’ knowledge,
skills, and dispositions
related to best
practice/reflective thought
with respect to candidate
impact on student learning,
specifically the component
for reflection and
evaluation, with its
All candidates scored at the
acceptable or outstanding level on
the Teacher Work Sample rubrics.
Candidates revealed a strong
ability to analyze test data in terms
of pre- and post-test gains/losses,
but a lesser (though acceptable)
ability to reflect upon the
implications of the data. [Students
were given feedback by
supervisors as they developed their
work sample, allowing them to
improve their scores across the
271
Faculty members found the
Teacher Work Sample to be a
strong methodology for helping
students to focus and reflect
upon their instruction, with
much transfer to actual teaching.
They did, however, find that
candidates still need growth
opportunities for reflection and,
therefore, plan to incorporate
more case studies/field
experiences requiring a
reflective component throughout
272
accompanying rubric.
experience.] While candidates had
in the past administered pre- and
post-tests within their STAI units,
they often neglected to reflect upon
the results in a systematic manner
that impacted their teaching in a
significant manner. The Teacher
Work Sample addresses this
deficiency.
the program.
Demonstrate ability to
plan and implement
instruction in the
elementary school
through a collaborative
network
Candidates in CEL 317,
Principles and Techniques
for Teaching in the Primary
Grades, and CEL 318,
Principles and Techniques
for Teaching in the Middle
Grades, planned and taught
integrated units covering all
content areas through
collaborative group work in
spring 2006. A scoring
guide was used to assess
collaborative planning and
teaching.
Aggregated scores for integrated
units in CEL 317 and CEL 318
revealed that all candidates
successfully collaborated to plan
and teach an integrated unit in the
field during the spring 2006
semester. The unit requirements
were re-evaluated for the 2005-06
term. Candidates have successfully
completed integrated units for the
past eight years, but an increased
effort was made to incorporate all
content areas within the unit and
provide a broader range of
experiences for candidates.
Faculty members were quite
pleased with the results of the
integrated unit planning/teaching
experiences in CEL 317/CEL
318. The faculty had undertaken
a challenging task in requiring
that all subject areas be
integrated within the unit,
requiring candidates to
collaborate with multiple entities
while planning. They found that
the experience was successful
and beneficial, and, therefore,
plan to continue the practice.
Exhibit dispositions
associated with
successful teaching in
the elementary school
The College of Education
Dispositions Rating Scale
(correlated with the Student
Teacher Assessment
Instrument) will be used to
assess students’ dispositions
in CEL 301, Introduction to
Teaching, and CEL 496,
Directed Teaching. The
scale will also be used to
assess individual
candidates’ progress toward
exhibiting the dispositions
throughout the program.
The Scale contains 15
dispositions and associated
indicators correlated with
effective teaching research.
Faculty and clinical supervisors
assessed student/candidate
dispositions in CEL 301,
Introduction to Teaching and CEL
496, Directed Teaching,
as well as in courses and
experiences across the elementary
education program and
conferenced individually with
students/candidates regarding the
assessments during the fall 2005
and spring 2006 semesters.
Overall, they found that students
and candidates have been more
responsive to the development of
their dispositions as a result of the
increased emphasis on dispositions
and related conferences. While
students at initial and intermediate
points in the program exhibited a
range of development with regard
to dispositions, candidates in
student teaching exhibited
acceptable and/or outstanding
dispositions.
In previous years, candidates were
assessed on a number of
dispositions prior to admittance
into Teacher Education and
Student Teaching. Approximately
Faculty members were pleased
with the results of the overall
disposition assessment system,
with use of the Dispositions
Rating Scale central to the
system. A comprehensive effort
was made to teach and assess
appropriate dispositions during
the fall 2005 and spring 2006
semesters. These efforts will be
duplicated and enhanced in
2006-2007, with increased focus
in faculty study groups on how
students rate in the aggregate on
individual indicators, as well as
how their self-assessments
compare with the assessments of
faculty/supervisors, in an effort
to pinpoint strategies for
enhancing dispositions. The
disparity between beginning
students’ scores and candidates’
scores at the exit point indicate
that dispositions can and do
change with experiences, and,
therefore, may be influenced
throughout the elementary
education program.
272
273
5-10% of students/candidates
required improvement plans prior
to admittance, with approximately
an additional 10-15% of
students/candidates requiring
conferences to address weaknesses.
The new dispositions assessment
plan targets students earlier in the
program and in a more systematic
fashion with the hopes of fostering
appropriate dispositions prior to
students/candidates being admitted
to Teacher Education/Student
Teaching. Of course, some
dispositions are most appropriately
developed during the latter stages
of the program.
1
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards were developed by
the Council of Chief State School Officers and member states to guide teacher preparation programs.
Bachelor of Science in Special Education Degree Program
Learning Outcome
Data Collection and Analysis
Results of Evaluation
Demonstrate
mastery of the
content of the
special education
undergraduate
degree program
including, but not
limited to history,
philosophy,
theories, legal and
ethical practices,
service delivery,
curriculum and
instruction
Data will be collected at admission
to student teaching through
PRAXIS I: Pre-Professional Skills
Assessment, PRAXIS Principles of
Learning and Teaching, and
PRAXIS II Specialty Area:
Education of Exceptional Students:
Core Content Knowledge.
Data will be collected at the end of
the program through an electronic
folio which addresses all 10
standards of the Council for
Exceptional Children (CEC), the
special education accrediting body.
The curriculum committee will
review trends in data.
Fall 2005 data were collected through
traditional portfolios. Transition to
electronic portfolios was begun in spring
2006. Preliminary data from the
electronic portfolio trends suggested that
candidate knowledge of legal and ethical
practices and of cultural diversity was
shallow. The committee suggested that
additional course content was needed to
boost these areas.
Demonstrate the
skills to plan and
implement
instruction for
individuals with
exceptional
learning needs in a
Data will be collected in methods
classes (CSP 387*, 347*, 386*,
496*) in the form of lesson plans,
unit plans, and observations. Each
will be evaluated with a rubric.
Methods instructors will evaluate
trends in observations.
Methods instructors in the fall 2005
semester reported that while candidates
demonstrated an ability to plan
sequentially and adapt instruction, they
were weak in the creative use of
activities and materials to enhance
instruction. These results were
Although portfolios were used in previous
semesters, they were in a different format
and results are difficult to compare.
Portfolio responses in previous years
were lacking in detail and hard to
quantify. The new format uses more
specific questions to elicit the information
missing in previous portfolio attempts.
273
Use of Evaluation
Results
Additional course
content is being added
to CSP 348* and CSP
344* to enhance these
content areas. Each
revised syllabus will
have specific diversity
statements with
outcomes. CSP 344 will
include a component on
ethical issues related to
the CEC Code of
Ethics.
The instructor in CSP 388
added hands on “ make
and take” sessions to help
candidates expand their
abilities to create
materials to motivate
student.
274
variety of
classroom settings
consistent with those from student
teachers in the last few years as training
shifted to standards based teaching in
elementary classrooms. The committee
suggested that emphasis in CSP 388* (a
course only offered in the spring) be
shifted to include a focus on teacher
made and adapted materials. The
lesson plans and units developed later
in the spring 2006 semester showed
improvement in the variety of materials
and methods employed as measured in
observations and lesson plan review.
Demonstrate the
skills to measure
student
achievement and
adjust instruction
for maximum
impact on student
achievement
through special
education services
Data will be collected in CSP 345,
Curriculum Based Assessment, and
in field based methods classes
(CSP 347, 387, 386, and 496). In
each class, candidates will assess
students; plan instruction based on
the assessment; measure outcomes
of instruction; and adjust
instruction based on outcome
assessment. Data will be collected
from lesson plans and reflections.
Each will be evaluated with a
rubric. Methods instructors will
evaluate trends from submitted
lesson plans and structured
observations.
Methods instructors reported inconsistent
application of assessment in lesson plans.
Cooperating teachers in the field are less
rigorous in daily assessment and do not
monitor this as closely as they do other
elements of teaching. For several years,
candidates have reported that field
supervisors do not engage in daily
assessment of specific skills, nor do they
assess individual lesson plans. The
curriculum committee members are
committed to the idea that novice teachers
must assess daily to ensure outcomes. The
committee suggested that university
supervisors monitor these practices
carefully and give frequent feedback.
Field supervisors are
conferencing about how
to best improve
practice.
Demonstrate the
candidate’ s
commitment to the
special education
profession and to
lifelong learning by
documenting
participation in
professional
development
activities
Data will be collected in CSP 348,
CSP 388, and CSP 386, each of
which has professional
development as a course
requirement. In each course,
candidates must document the
number of hours and types of
experiences engaged in for
professional development, and
reflect on experiences. In CSP 386,
candidates must set professional
goals and track progress toward
these goals. Instructors will report
to the curriculum committee on the
variety and quality of professional
development activities.
Methods instructors reported an increase
in the number and kinds of professional
development activities in which students
were engaged.
In previous years, professional
development activities tended to be
limited to club meetings and professional
development available on campus. This
year, in addition to local options,
professional development activities
included a national conference and two
special events in the disability community
in Greenville. The committee noted that
this trend is a result of instructors
proactively seeking opportunities and
making these known to the candidates. In
previous years
Instructors continue to
seek opportunities to
provide a variety of
professional
experiences.
*The following titles are provided for referenced courses.
CSP 344 – Assessment of Students with Special Needs
CSP 347 – Special Education Practicum
CSP 348 – Collaborative Partnerships in Special Education
CSP 386 – Special Education Practices and Procedures
CSP 387 – Secondary Level Methods and Practicum in Special Education
274
275
CSP 388 – Education of the Elementary Level Mild/Moderate Disabled Student
CSP 496 – Directed Teaching in Special Education
Bachelor of Science in Athletic Training
Learning Outcome
Demonstrate an
acceptable level
competency in the
National Athletic
Trainers’ Association
Education Councils
Educational
Competencies
Demonstrate an
acceptable level
competency in the
National Athletic
Trainers’ Association
Education Councils
Educational Proficiencies
Data Collection and Analysis
The assessment of the National
Athletic Trainers’ Association
Education Councils Educational
Competencies occurs in all athletic
training education program
didactic courses; HSE 253, HSE
254, HSE 256, HSE 258, HSE 354,
HSE 355, HSE 356, HSE 357,
HSE 451, and HSE 458.
See Attachment C
The assessment of the National
Athletic Trainers’ Association
Education Councils Educational
Proficiencies occurs in all athletic
training education program clinical
courses; HSE 250, HSE 251, HSE
350, HSE 351, and HSE 450
See Attachment D
Demonstrate an
acceptable disposition in
relation to the profession
of athletic training.
Senior exit evaluation.
Collection & Analysis
Results of Evaluation
Exceeds Expectations: 0%
Target: 75%
Acceptable: 25%
Unacceptable: 0%
Recommendations
Evaluation results indicated
that the learning styles of the
ATEP students should be
studied
Exceeds Expectations: 0%
Target: 50%
Acceptable: 50%
Unacceptable: 0%
Recommendations
Explanations and descriptions
of the proficiencies need to be
more clearly stated.
Exceeds Expectations: 100%
Target: 0%
Acceptable: 0%
Unacceptable: 0%
Recommendations
No recommendations were
noted.
See Attachment E
Use of Evaluation Results
Instruction strategies were revised
to allow for various learning styles.
Clinical manuals are being revised
to allow for easier explanations of
proficiencies and easier
evaluations by ACI staff. Clinical
hours are being reviewed to ensure
quality clinical experiences.
Evaluations were deemed
acceptable.
Bachelor of Science in Family & Consumer Sciences
Concentration in Child Development
Learning Outcome
Data Collection and Analysis
275
Results of Evaluation
Use of
Evaluation
Results
276
Identify and assess the stages of
Lab
human
evaluations: Using an
development from conceptionevaluation
through form, students are
adolescence; in areas of physical/motor,
evaluated by child development
social, and emotional growth. teachers on their ability to
recognize and apply
developmentally appropriate
practices when working with
children of various ages
(Appendix 1). Evaluations are
reviewed by faculty to determine
areas for improvement
Development and
implementation of toolkits:
Students develop toolkits,
including lesson plans and
developmentally appropriate
materials, to teach children
specific concepts; Students are
evaluated according to specific
guidelines identified by the
instructor and the Parents Place
Coordinator (Appendix 2).
Additionally, toolkits are taken
to area childcare centers by
students and used with children
They are able to determine from
this application exercise, if their
lesson plans and activities are
clearly written and
developmentally appropriate.
Objective examinations:
Students are given exams to
determine their content
knowledge concerning the stages
of human development. These
exams determine the students’
basic knowledge of child
development. If they do not
have at least 70% knowledge of
the material they will not be able
to effectively apply the
knowledge with children. The
students are required to repeat
the course until content and
application portions of the
course are mastered.
276
Based on lab
evaluations, of the last
30 graduating students
with child development
majors, there were 3
(10%) who had to
repeat courses because
of their inability to
apply developmentally
appropriate practices
for children when
working with them.
Students who had
difficulty applying their
knowledge in working
with children were
given specific remedies
to improve such as:
1. Communicate more
effectively with
children by talking on
their language level;
2. Use positive
communication
or redirection, rather
than saying, "no" or
"stop."
The majority of
students were
successful in creating
developmentally
appropriate toolkits that
demonstrated their
knowledge of the stages
of development;
A few of the original
toolkits prepared by
students, however,
included lesson plans
that lacked specificity
and were poorly
written;
Evaluations were
discussed with students
to provide feedback for
improvement of
materials.
Lab evaluation
forms were
modified to allow
consistency in
evaluation
procedures
throughout the
student’ s course of
study. These
forms, filed in the
student'
s personal
folder in the
Division office, are
used to determine
improvement
throughout the
course of study.
This model has
been effective for
three years.
Students are now
also evaluated at
midterm, so that
they are informed
before the
semester’ s end, of
any difficulties they
may be having.
Remediation efforts
for students who
were not
completely
successful in their
application of
developmentally
appropriate
practices will be
continued. This
feedback will allow
Results of examinations them to learn and
over the past three years
277
demonstrate that at least
90% of the students are
meeting desired content
knowledge thresholds.
apply best practices
in teaching small
children.
Required elements
of the toolkit and its
implementation are
revised and updated
annually. The
instructor will
continue to help
students improve
their written
communication
skills.
Instructional
materials are
reviewed annually;
this year the
curriculum
committee chose to
change a textbook.
The book used in a
course was changed
due to the difficulty
students were
having in
understanding the
content. This
change of book is
to improve the
students’ content
knowledge.
Plan and implement
activities and administer
programs for children that
incorporate early childhood
principles and are based on
developmental needs and
characteristics of children.
Lab evaluations:
Using a Likert-type evaluation
form, students are evaluated by
child development teachers on
their ability to recognize and
apply developmentally
appropriate practices when
working with children of various
277
According to lab
evaluations,
students needed more
classroom instruction
on the development of
age appropriate
activities.
Lab evaluation findings
Additional
opportunities were
created for
participation an
activities and
programs with
young children and
for implementation
278
ages (Appendix 1). Evaluations
are reviewed by faculty to
determine areas for
improvement; This model has
been successful for several
years.
Development and
implementation of
developmentally appropriate
projects and activities:
In order to demonstrate that
child development students
understand and can apply
developmentally appropriate
practices to the projects and
activities that they create and use
with young children,
students'activities are reviewed
by child development teachers
and peers to determine the level
of appropriateness of activities.
Child development faculty also
indicate the amount of assistance
required by the students in the
development of such activities
and lesson plans.
Students must revise their plans
until they receive at least a
satisfactory instructor evaluation
before the activity is
implemented with children.
Internship Evaluations:
During their capstone internship
experience, students spend 200400 hours in an early childhood
classroom setting. The students
observe, interact, teach, and
perform all other requirements
expected of a teacher. The
student is evaluated by the
supervising teacher at midterm
and end of the term. The
supervising teacher completes a
Likert-type evaluation form
when the student teaches a unit
278
further indicated that
students were not
getting enough
opportunities to
participate in and/or
implement activities
and programs for
children that they had
developed in the
classroom.
Results of faculty
evaluations indicated
that 20% of the child
development students
were able to develop
their activities without
instructor assistance;
60% of the students
required activity review
by the instructor one or
two times before it was
satisfactory; 20%
required three or more
instructor reviews
before their
projects/activities were
satisfactory.
98% of the students in
the past three years
of activities and
programs for
young children.
Students went to
the Delta State
University Library
and read books
with infants to 4
year olds in
association with
the "Born To
Read" program.
Opportunities were
created for students
to visit local
kindergarten
classrooms and
share activities on
particular topics.
A newer textbook
edition was
adopted by the
Child Development
faculty to improve
instructional
quality on
developmentally
appropriate
activities.
Additional classtime is now
dedicated to the
instruction of
creating
developmentally
appropriate
activities.
Faculty determined
several years ago
that students
cannot successfully
take over 12
semester hours,
including the
internship hours,
279
of instruction. An Internship
Evaluation form is utilized to
evaluate the student'
s
performance (Appendix 3).
The internship academic
supervisor collects the
evaluations from the supervising
teachers. These forms are filed
in the office of the internship
supervisor for future reference.
At midterm the evaluations are
used to give feedback to the
student in areas that need
improvement. The internship
supervisor meets with the
individual students to review
their progress.
At the end of the term the
internship supervisor assigns a
grade according to the
performance of the student.
Students are given copies of the
evaluations and reviewed one on
one with the internship
supervisor. Recommendations
for improvement are made to
help improve students'ability to
work with children.
279
have achieved at least
an acceptable rating in
their internship
experience. Students
who failed to meet
expectations were
required to repeat until
acceptable performance
was achieved.
Two areas cited as
weaknesses on
internship evaluations
related to dependability
and independence.
Based on findings over
time from the internship
evaluations, the
following
recommendations were
made and changes
implemented
accordingly:
1. Reduce amount of
academic load in the
term.
2. Provide detailed
instruction on
expectations of the
internship site and
supervisor.
3. In the area of
dependability, students
need to understand the
importance of their
consistency in working
with children and
employers.
4. Students need to
work with less
supervision during their
internship experiences.
during their
internship
semester.
Student interns are
now required to
meet as a group
twice with the
internship
academic
supervisor to
receive detailed
instructions
regarding
internship
requirements.
Before reporting to
the internship site,
interns must meet
once individually
with the academic
supervisor to
discuss specific
requirements and
to address
questions.
The importance of
dependability is
emphasized in
group and
individual
meetings.
A packet of
expectations the
student must meet
has been developed
for the supervising
teacher. The
supervising teacher
is encouraged to
allow the student to
work
independently.
Meetings are held
by the internship
academic
supervisor and the
supervising teacher
when an adequate
level of
independence is
not being allowed.
280
Communicate well, in both
verbal and written language,
with individuals,
children, and families.
Parent Newsletter:
Students learn to effectively
communicate with parents in a
written format by working in a
group to develop an
informational newsletter.
Parenting tips are presented as
well as other pertinent
information, such as important
dates and events.
Students present newsletters
orally to class; instructor
evaluates newsletters using an
objective grading sheet, and
provides written feedback
(Appendix 4).
Lab evaluations:
Using a Likert-type evaluation
form, students are evaluated by
child development teachers on
their ability to interact with
children and staff. Students are
further evaluated on their ability
to communicate with children of
different temperaments.
Evaluations are reviewed by
faculty to determine areas for
improvement. This model has
been successful for several
years.
Internship Evaluations:
During their capstone internship
experience, students spend 200400 hours in an early childhood
classroom setting. The students
observe, interact, teach, and
perform all other requirements
expected of a teacher. The
student is evaluated by the
supervising teacher at midterm
and end of term by completion
of a Likert-type evaluation form
(Appendix 3).
The internship academic
supervisor shares the evaluation
results with the student and
informs the student of areas for
improvement.
280
Based on instructor
feedback, 25% of the
students were
unsatisfactory in their
written communications
in the newsletter. The
instructor provided
substantial feedback to
improve written
material.
Students are
referred to the
Learning Curve lab
for tutorial
computerized
language skill
improvement.
Based on findings of
the evaluations, a large
majority of students
communicate well with
children of all types.
The majority of the
students are also
evaluated as having
satisfactory ability to
communicate well with
other individuals and
with staff.
Students are given
feedback from teachers
and instructors on better
ways to communicate
with children according
to their developmental
level.
When implicated,
remedies for
improvement are
introduced.
Students need
encouragement to
carefully observe
teachers and how
they effectively
communicate in the
childcare facility.
The university
classroom
discussions
emphasize
effective
communication
methods for
teachers to use with
children.
Based on findings of
the evaluations, a large
majority of students
communicate well with
children of all types.
The majority of the
students are also
evaluated as having
satisfactory ability to
communicate well with
other individuals and
Feedback has
indicated that
students need
additional
opportunities to
present parenting
workshops.
281
with staff.
Students are given
feedback from teachers
and instructors on better
ways to communicate
with children according
to their developmental
level.
281
282
Appendix 1
282
283
Appendix 2
283
284
Appendix 3
284
285
285
286
Appendix 4
286
287
Bachelor of Science in Family & Consumer Sciences
Concentration in Fashion Merchandising
Learning Outcome
Data Collection and Analysis
Results of Evaluation
Internship Evaluation;
Internship Manual;
Research papers
Using specific competencies
that have been suggested by
our Division’ s Advisory
Council over the years, the
employment supervisors rate
each student intern using a 4point Likert-type scale and
provide feedback comments.
(Fashion Merchandising
Internship Evaluation Form in
Appendix 5). An objective
evaluation form is used by the
instructor and the employment
supervisor to evaluate
internship manuals; An
objective rating sheet is used
by the instructor to objectively
evaluate research papers
Design and wardrobe analysis
portfolio; Class projects;
An objective evaluation form
is used to evaluate portfolios
and projects
Over the past ten years,
100% of student interns
have been rated above
average or higher on their
evaluation forms by
employment supervisors.
100% of these students were
also rated satisfactory or
higher on their internship
manuals by academic
advisor and employment
supervisors; Based on an
evaluation rating sheet, 85%
of students earned a
satisfactory or higher rating
from instructor on career
research papers
90% of students produced
portfolios and projects that
were rated satisfactory or
higher by the instructor;
Wardrobe analysis
project was
amended to
incorporate revised
software;
Identify theories of
change which have
impact on consumer
acceptance.
Design and historic costume
portfolio; Style portfolio;
Historic costume project;
An objective evaluation form
is used to evaluate portfolios
and projects
Current assessment
methods are
satisfactory.
Identify the roles of
manufacturers,
retailers and
consumers as related
to the apparel
industry.
Internship evaluation;
Internship manual; Research
papers;
Using specific competencies
that have been suggested by
our Division’ s Advisory
Council over the years, the
employment supervisors rate
each student intern using a 4point Likert-type scale and
provide feedback comments
(Appendix 5). An objective
evaluation form is used by the
instructor and the employment
Historic costume portfolios
and projects required all
students to satisfactorily
design or construct products
that incorporated their
content knowledge and
research;
Over the past ten years,
100% of student interns
have been rated above
average or higher on their
evaluation forms by
employment supervisors.
100% of students were rated
above average or higher on
their internship manuals by
academic advisor and
internship supervisor.
Identify
responsibilities and
demonstrate skills
necessary for a
variety of positions
in the fashion
industry.
Evaluate and select
merchandise based
on individual and
family values and
lifestyles.
287
Use of Evaluation
Results
One research
project was added
to enhance
knowledge base for
research papers
Additional readings
were assigned to
enhance knowledge
base for research
papers
288
Design, prepare and
present activities
which incorporate
business and
creative concepts.
Evaluate the impact
of fabrication,
design and the
function of apparel
and/or textile
products on human
behavior and
lifestyles.
supervisor to evaluate
internship manuals; An
objective evaluation form is
used to evaluate papers
Design portfolio; Historic
costume portfolio; Style
portfolio; Historic costume
project; Trend board project;
Fashion show; Window
display; Professional
Development Portfolio;
An objective evaluation form
is used to evaluate portfolios
and projects by the instructor;
Fashion show and Window
Display evaluations are also
evaluated by all students
enrolled in those classes using
a Likert-type grading scale
accompanied by feedback
comments; Professional
Development Portfolios are
evaluated by three faculty
members in the Division,
using an objective evaluation
form
Lab notebook;
An objective evaluation form
is used to evaluate notebooks
Appendix 5
75% of students earned at
least a satisfactory or
higher rating from their
instructor on class portfolios
and projects; 90% of
students earned a very
satisfactory or higher rating
on class portfolios and
projects; 90% of students
earned a very satisfactory or
higher rating on their
fashion show production
and window display, as
rated on an objective
evaluation form by their
instructor and by their peers;
90% of students earned a
very satisfactory or higher
rating on their Professional
Development Portfolio
Students who
earned less than a
satisfactory level
on portfolios and
projects received
additional
instructions for
increasing their
knowledge and
improving their
skills in areas of
deficiency.
75% of students earned a
satisfactory or higher rating
from instructor on lab
notebooks
Students who
earned less than a
satisfactory level
on notebooks
received additional
instructions for
increasing their
knowledge in areas
of deficiency.
Fashion Merchandising
Name
Internship Appraisal
PERFORMANCE TRAITS
4 = Excellent
3 = Above Average
2 = Average
1 = Below Average
ATTRIBUTES
______ Attendance
______ Assertiveness
______ Cooperation
______ Decision-making
______Enthusiasm
______ Flexibility
______ Initiative
______ Leadership
NA = Not Applicable
CUSTOMER SERVICE
______ Prompt approach
______ Determines needs
______ Solves problems
______ Meets objectives
______ Courteous close
______ Suggestive selling
______ Professional manner
______ Product knowledge
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289
______ Sales productivity
______ Maturity
______ Problem-solving
______ Punctuality
______ Reliability
______ Self-insight
______ Tactfulness
QUALITY OF WORK
______ Ability to learn new tasks quickly
______ Adaptability to new tasks
______ Ability to carry out tasks on time
______ Dependability on follow through
______ Attention to details
______ Consistency in quality of work
______ Consistency in quantity of work
______ Knowledge of systems and procedures
______ Ability to handle extra tasks
______ Ability to work under pressure
ATTITUDE
______ Ability to accept criticism
______ Adherence to company policies
______ Willingness to do tasks assigned
APPEARANCE/MANNER
INTERPERSONAL RELATIONS
______ Well groomed with respect to store
and/or department standards
______ Courteous to customers and other employees
______ Sincere in dealing with customers and other
employees
______ Voice, poise, dignity
______ Ability to inspire confidence
______ Relationship with supervisors
______ Relationship with co-workers
______ Relationship with customers
SUMMARY RATING
My overall self performance rating is:
( ) Excellent
( ) Above Average
( ) Average
Fashion Merchandising Internship Appraisal
( ) Below Average
QUALITATIVE REMARKS
Name of Intern ______________________________________________________________
AREAS OF PERFORMANCE STRENGTHS
Attributes
______
Attitude
_____________________
Appearance/Manner
_______
Customer Service
Quality of Work
______
Interpersonal Relations
______
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290
AREAS FOR PERFORMANCE IMPROVEMENTS
Attributes
Attitude
Appearance/Manner
Customer Service
Quality of Work
Interpersonal Relations
GENERAL COMMENTS
Would you recommend hiring the student intern if an opening existed? ( ) Yes
( ) No
Bachelor of Science Degree in Family & Consumer Sciences
Concentration in Nutrition and Dietetics
Learning Outcome
Data Collection and Analysis
Results of Evaluation
Apply knowledge
of nutrition needs
of individuals and
groups from
conception until old
age.
Menus are developed and evaluated
through the use of USDA food
database and Computrition
software. Individual summaries are
provided for each student.
Using specific competencies
developed by the American Dietetic
Association, the facility preceptors
(in each Supervised Practice
location: FCS 477, FCS 478, and
FCS 479) rate each student using a
5-point Likert-like scale and provide
feedback comments.
(Competencies/evaluation form
included in Appendix 6.)
Students complete a minimum of 10
nutrition assessments and case
studies during Supervised Practices
(FCS 477 and FCS 479), and
formally present one of these case
studies to faculty, preceptors, and
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
requirements” .
Faculty are pleased with
the results of the 2005
evaluations. Based on
results of future
evaluations, faculty may
add or modify menuplanning projects.
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
Faculty are pleased with
the results of the 2005
evaluations. Based on the
results of future
evaluations, the faculty
may increase the number
Describe the
processes of
digestion,
absorption, and
metabolism of
nutrients in the
290
Use of Evaluation Results
291
body, particularly
the relationship of
nutrition and
exercise to weight
control.
Describe the
various
organizational
frameworks used in
foodservice
systems and be able
to list advantages
and disadvantages
of each.
Assess nutritional
status of individual
patient’ s/client’ s
health status.
Develop a business
or operating plan
appropriate for a
commercial or
institutional
foodservice setting.
local registered/licensed dietitians.
Using specific competencies
developed by the American Dietetic
Association, the facility preceptors
(in each Supervised Practice
location) rate each student and
provide feedback comments.
(Competencies/evaluation form
included in Appendix 6.)
Class assignments include roleplaying of employee disputes,
problem-solving steps, employee
scheduling and other foodservice
management functions. Students
develop a professional portfolio with
written documentation of these
experiences as well as accounts of
their onsite experiences within the
Supervised Practice in Foodservice
Management (FCS 478). Portfolio
contents are evaluated in concert
with the ADA competencies for the
specific Supervised Practice
rotation.
Students complete a minimum of 10
nutrition assessments and case
studies during Supervised Practices
(FCS 477 and FCS 479), and
formally present one of these case
studies to faculty, preceptors, and
local registered/licensed dietitians.
Using specific competencies
developed by the American Dietetic
Association, the facility preceptors
(in each Supervised Practice
location) rate each student and
provide feedback comments.
(Competencies/evaluation form
included in Appendix 6.)
Students complete Inlet Isles Case
Study as well as a business plan and
budget for a mythical business of
their choosing. Students develop a
professional portfolio with written
documentation of the business plan,
291
requirements” .
or specific types (specify
the number of cases with
diabetes, cardiovascular
disease, digestive
disorders, inborn errors of
metabolism, etc.) of
nutrition assessments and
case studies required.
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
requirements” .
Feedback from facility
preceptors indicated
that students would
benefit from prior
exposure to
commercial/institutiona
l kitchens/bakeries
prior to beginning the
rotation.
*Note: since that
recommendation, the
division of FCS has
opened the Ada
Swindle Mitchell
Foods Laboratory and
students have been
utilizing that laboratory
since the beginning of
spring 2006.
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
requirements” .
Based on the results of the
2005 evaluations, faculty
have determined that
there may be a need for
more “ hands-on” projects
within foodservice
organizations prior to the
beginning of the
Supervised Practice. To
that end, a practicum is
being developed that will
be integrated into FCS
460 Foodservice
Management. This
practicum will allow the
student to gain
experiences and apply
content knowledge in
both retail and
institutional foodservice
operations. A
standardized third-party
evaluation process will be
developed (similar to that
used in the Supervised
Practice rotations).
Faculty are pleased with
the results of the 2005
evaluations. Based on the
results of future
evaluations, the faculty
may increase the number
or specific types (specify
the number of cases with
diabetes, cardiovascular
disease, digestive
disorders, inborn errors of
metabolism, etc.) of
nutrition assessments and
case studies required.
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
Based on the results of the
2005 evaluations, faculty
have determined that
there may be a need for
more “ hands-on” projects
within foodservice
292
Describe the
functions of major
food ingredients in
food systems; make
rational menu and
food choices,
exhibiting an
understanding of
cost per serving,
labels, and food
standards.
budget and other necessary
elements. Additionally, content
knowledge from this experience is
evaluated as part of the students’
onsite experiences within the
Supervised Practice in Foodservice
Management (FCS 478). Portfolio
contents are evaluated in concert
with the ADA competencies for the
specific SP rotation.
requirements” .
Feedback from facility
preceptors indicated
that students would
benefit from prior
exposure to
commercial/institutiona
l kitchens/bakeries
prior to beginning the
rotation.
*Note: since that
recommendation, the
Division of FCS has
opened the Ada
Swindle Mitchell
Foods Laboratory and
students have been
utilizing the laboratory
since the beginning of
spring 2006.
Students participate in laboratory
experiments, menu design for
catering, and produce catering
events for DSU and Cleveland
community events. Students include
these events in the professional
portfolio, in which written
documentation of the menu, budget
and other necessary elements can be
found. Additionally, content
knowledge from this experience is
evaluated as part of the students’
onsite experiences within the
Supervised Practice in Foodservice
Management (FCS 478). Portfolio
contents are evaluated in concert
with the ADA competencies for the
specific SP rotation.
Most of the students (9
out of 10 Supervised
Practice rotations)
received scores of
“ met” or “ exceeded
entry-level
requirements” .
Feedback from facility
preceptors indicated
that students would
benefit from prior
exposure to
commercial/institutiona
l kitchens/bakeries
prior to beginning the
SP rotation.
*Note: since that
recommendation, the
division of FCS has
opened the Ada
Swindle Mitchell
Foods Laboratory and
students have been
utilizing the laboratory
since the beginning of
spring 2006.
292
organizations prior to the
beginning of the
Supervised Practice. A
practicum is being
developed that will be
integrated into FCS 460
Foodservice Management.
This practicum will allow
the student to gain
experiences and apply
content knowledge in
both retail and
institutional foodservice
operations. A
standardized third-party
evaluation process will be
developed (similar to that
used in the Supervised
Practice rotations). In
addition, the division is
utilizing the Foods
Laboratory to allow
students to provide
catering for a number of
functions on campus.
Based on the results of the
2005 evaluations, faculty
has determined that there
may be a need for more
“ hands-on” projects
within foodservice
organizations prior to the
beginning of the
Supervised Practice.
Students are now utilizing
the Foods Laboratory to
provide catering for a
number of functions on
campus. A standardized
third-party evaluation
process will be developed
(similar to that used in the
Supervised Practice
rotations) so that the
recipient of the catered
function can provide
objective and subjective
(taste and presentation)
feedback.
293
Perform basic
principles of
preparing and
serving food in
quantity; practice
good sanitation in
food preparation
and food safety.
Appendix 6
Students participate in laboratory
experiences that include food
preparation, sanitation and service.
Many of these experiences are
linked to catering events, which are
documented in the professional
portfolio. Content knowledge from
this experience is evaluated as part
of the students’ onsite experiences
within the Supervised Practice in
Foodservice Management (FCS
478) and by the completion of the
ServSafe Certification. Portfolio
contents are evaluated in concert
with the ADA competencies for the
specific SP rotation.
All students become
ServSafe Certified prior
to entering Supervised
Practice FCS 478. The
ServSafe program has
become the industry
standard in food safety
training and is accepted
in almost all United
States jurisdictions that
require foodservice
employee certification.
The ServSafe program
provides accurate, upto-date information for
all levels of
students/employees on
all aspects of handling
food, from receiving
and storing to preparing
and serving.
Faculty are pleased with
the results of the 2005
evaluations, in which
100% of students
successfully completed
the ServSafe program
certification the first time.
Based on future results,
the faculty will determine
necessary changes in
laboratory experiences.
Nutrition/Dietetics
FCS 477 SUPERVISED PRACTICE PROGRESS ASSESSMENT
Student Name _________________________
Mid-experience Appraisal______
Practice Site___________________________________
End of Experience Appraisal__________
Experience Date___________
Rating Scale
1 student exceeded entry-level performance
2 student has met entry-level performance
3 student adequately progressing toward entry-level performance
4 student needs improvement to meet entry-level performance
5 student has not been working on key indicators of competency
N/A= not applicable or not observed
Comp #
CD1
CD3
SP
Site
EVALUATION CRITERIA FOR FCS 477
1.
Is accountable as a professional
• Maintains professional behavior
• Maintains professional appearance
• Keeps time commitments
• Manages supervised practice time effectively
• Observes relevant policies/procedures in setting.
• Maintains confidentiality of information on
293
1
2
3
4
5
294
•
•
•
Comp #
SP
Site
patients, personnel, etc.
Takes initiative for own learning
Takes responsibility for self-evaluation.
Participates in professional activities.
EVALUATION CRITERIA FOR FCS 477
NA
1
2
3
4
5
NA
1
2
3
4
5
2. Integrates research and technology into delivery of
optimal nutrition/nutrition services to all persons, within
the scope of practice.
• Plans care for individuals using current research
and methods in dietetics.
• Uses principles and literature to support nutrition
diagnosis and treatment.
• Uses established norms in analyzing data
• Uses principles of behavior change and counseling
in development and revision of care plan.
• Applies computer and other technologies into
practice of dietetics.
• Uses principles of epidemiology to assess health
risks within a community health setting
CD6
CD13
3. Is skillful in interpersonal and written communication.
• Interacts effectively with all who impact on dietetic
services.
• Interacts effectively with patients/clients
• Communicates information to clients orally and in
writing
• Documents nutritional services appropriately
• Generates written communication specific to task
CD2
Comp #
CD4
CD11
CD5
4.
SP
Site
Refers clients/patients to other dietetics
professionals or disciplines when a situation is
beyond one’ s level or area of competence.
EVALUATION CRITERIA FOR FCS 477
5. Performs self-assessment and participate in professional
development.
6. Develops and review education materials for target
populations.
7. Participate in legislative and public policy processes as
they affect food, food security, and nutrition.
294
295
CD8
8. Provide dietetics education in supervised practice
settings (perform).
CD10
9. Demonstrate the ability to supervise education and
training for target groups
CD12
10. Participate in the use of mass media for communitybased food and nutrition programs.
CD15
11. Develop and measure outcomes for food and nutrition
services and practice (perform)
CD32
12 Assess nutritional status of individual patients/clients
with complex medical conditions, ie, more complicated
health conditions in select populations, eg, renal disease,
multi-system organ failure, trauma
CD33
13. Demonstrate the ability to manage the normal nutrition
needs of individuals across the lifespan, ie, infants through
geriatrics and a diversity of people, cultures, and religions
CD34
14. Design and implement nutrition care plans as indicated
by the patient’ s/client’ s health status (perform)
Comp #
SP
Site
EVALUATION CRITERIA FOR FCS 477
CD38
15. Coordinate and modify nutrition care activities among
caregivers (perform).
CD40
16. Refer patients/clients to appropriate community services
for general health and nutrition needs and to other primary
care providers as appropriate (perform)
CD41
17. Conduct general health assessment, eg. blood pressure,
vital signs (perform)
CD43
18. Provide nutrition care for population groups across the
lifespan, ie, infants through geriatrics, and a diversity of
people, cultures, and religions (perform)
CD44
19. Provide nutrition care for population groups across the
lifespan, ie, infants through geriatrics, and a diversity of
people, cultures, and religions (perform)
CD45
20. Conduct community-based health promotion/disease
prevention programs
CD46
21. Participate in community-based food and nutrition
program development and evaluation
TOTAL =
DIVIDED by 21 =
295
NA
1
2
Score for supervised practice
experiences
3
4
5
296
Strengths______________________________________________________________________________________
_____________________________________
_____________________________________________________________________________________________
_____________________________________
_____________________________________________________________________________________________
_____________________________________
_____________________________________________________________________________________________
_____________________________________
Target Areas for
Improvement__________________________________________________________________________________
________________________
_____________________________________________________________________________________________
_____________________________________
_____________________________________________________________________________________________
_____________________________________
_____________________________________________________________________________________________
_____________________________________
_____________________________________
Student Signature
____________________________
____________________________________
________________
Faculty/Supervisor Signature
Date
FCS 478 SUPERVISED PRACTICE PROGRESS ASSESSMENT
Student Name _________________________
Mid-experience Appraisal______
Practice Site___________________________________
End of Experience Appraisal__________
Rating Scale
1 student exceeded entry-level performance
2 student has met entry-level performance
3 student adequately progressing toward entry-level performance
4 student needs improvement to meet entry-level performance
5 student has not been working on key indicators of competency
N/A= not applicable or not observed
296
Experience Date___________
297
Comp
#
SP
Site
CD1
CD3
Comp
#
CD6
CD13
11.
SP
Site
1
EVALUATION CRITERIA FOR FCS 478
2
3
4
5
Is accountable as a professional
• Maintains professional behavior
• Maintains professional appearance
• Keeps time commitments
• Manages supervised practice time effectively
• Observes relevant policies/procedures in
setting.
• Maintains confidentiality of information on
patients, personnel, etc.
• Takes initiative for own learning
• Takes responsibility for self-evaluation.
• Participates in professional activities.
EVALUATION CRITERIA FOR FCS 478
2. Integrates research and technology into delivery
of optimal nutrition/nutrition services to all persons,
within the scope of practice.
• Plans care for individuals using current
research and methods in dietetics.
• Uses principles and literature to support
nutrition diagnosis and treatment.
• Uses established norms in analyzing data
• Uses principles of behavior change and
counseling in development and revision of
care plan.
• Applies computer and other technologies into
practice of dietetics.
• Uses principles of epidemiology to assess
health risks within a community health setting
3. Is skillful in interpersonal and written
communication.
• Interacts effectively with all who impact on
dietetic services.
• Interacts effectively with patients/clients
• Communicates information to clients orally
and in writing
• Documents nutritional services appropriately
• Generates written communication specific to
task
297
N
A
1
2
3
4
5
298
CD2
Comp
#
4.
SP
Site
Refers clients/patients to other dietetics
professionals or disciplines when a situation is
beyond one’ s level or area of competence.
EVALUATION CRITERIA FOR FCS 478
CD4
5. Performs self-assessment and participate in
professional development.
CD11
6.
CD8
7. Provide dietetics education in supervised practice
settings (perform).
1
2
3
4
5
N
A
1
2
3
4
5
Develops and review education materials for
target populations.
8. Demonstrate the ability to supervise quality
improvement, including systems and customer
satisfaction for dietetics service and/or practice.
CD14
9.
CD16
Participate in organizational change and planning
and goal-setting processes
CD17
10. Participate in business or operating plan
development
CD18
11. Demonstrate the ability to supervise the collection
and processing of financial data
12. Perform marketing functions
CD19
13. Participate in human resources functions
CD20
CD21
14. Participate in facility management, including
equipment selection and design/redesign of work units
CD22
15. Demonstrate the ability to supervise the integration
of financial, human, physical, and material resources
and services.
CD23
16. Demonstrate the ability to supervise production of
food that meets nutrition guidelines, cost parameters,
sand consumer acceptance.
Comp
#
N
A
SP
Site
EVALUATION CRITERIA FOR FCS 478
CD24
17. Demonstrate the ability to supervise development
and/or modification of recipes/formulas
CD25
18. Demonstrate the ability to supervise translation of
nutrition into foods/menus for target populations
CD26
19. Demonstrate the ability to supervise design of
menus as indicated by the patient’ s/client’ s health
status
298
299
CD27
20. Participate in applied sensory evaluation of food
and nutrition products.
CD28
21. Demonstrate the ability to supervise procurement,
distribution, and service within delivery systems.
CD29
22. Demonstrate the ability to manage safety and
sanitation issues related to food and nutrition.
CD47
23. Demonstrate the ability to supervise communitybased food and nutrition programs.
FS2
24. Demonstrate the ability to manage menu
development for target populations
FS7
25. Demonstrate the ability to manage safety and
sanitation issues related to food and nutrition.
BE2
26. Develop business or operating plan (perform).
BE6
27. Demonstrate the ability to supervise coordination
of services.
TOTAL =
DIVIDED by 27 =
Score for
supervised
practice
experiences
299
Strengths________________________________________________________________________________________
_____________________________
300
____________________________________________________________________________________________________
________________________
____________________________________________________________________________________________________
________________________
____________________________________________________________________________________________________
________________________
Target Areas for
Improvement_________________________________________________________________________________________
___________
____________________________________________________________________________________________________
________________________
____________________________________________________________________________________________________
________________________
____________________________________________________________________________________________________
________________________
_____________________________________
Student Signature
___________________________________
_______________________________________
Faculty/Supervisor Signature
Date
300
Dat
301
FCS 479 SUPERVISED PRACTICE PROGRESS ASSESSMENT
Student Name _________________________
Mid-experience Appraisal______
Practice Site___________________________________
End of Experience Appraisal__________
Experience Date___________
Rating Scale
1 student exceeded entry-level performance
2 student has met entry-level performance
3 student adequately progressing toward entry-level performance
4 student needs improvement to meet entry-level performance
5 student has not been working on key indicators of competency
N/A= not applicable or not observed
Comp
#
SP
Site
CD1
CD3
Comp
#
EVALUATION CRITERIA FOR FCS 479
1.
SP
Site
NA
1
2
3
4
5
1
2
3
4
5
Is accountable as a professional
• Maintains professional behavior
• Maintains professional appearance
• Keeps time commitments
• Manages supervised practice time effectively
• Observes relevant policies/procedures in setting.
• Maintains confidentiality of information on
patients, personnel, etc.
• Takes initiative for own learning
• Takes responsibility for self-evaluation.
• Participates in professional activities.
EVALUATION CRITERIA FOR FCS 479
301
N
A
302
2. Integrates research and technology into delivery of
optimal nutrition/nutrition services to all persons,
within the scope of practice.
• Plans care for individuals using current research
and methods in dietetics.
• Uses principles and literature to support nutrition
diagnosis and treatment.
• Uses established norms in analyzing data
• Uses principles of behavior change and
counseling in development and revision of care
plan.
• Applies computer and other technologies into
practice of dietetics.
• Uses principles of epidemiology to assess health
risks within a community health setting.
CD6
CD13
3. Is skillful in interpersonal and written communication.
• Interacts effectively with all who impact on
dietetic services.
• Interacts effectively with patients/clients
• Communicates information to clients orally and
in writing
• Documents nutritional services appropriately
• Generates written communication specific to task.
CD2
Comp
#
CD4
5.
SP
Site
Refers clients/patients to other dietetics professionals
or disciplines when a situation is beyond one’ s level or
area of competence.
EVALUATION CRITERIA FOR FCS 479
5. Performs self-assessment and participate in
professional development.
CD11
6. Develops and review education materials for target
populations.
CD7.
7. Demonstrate the ability to supervise documentation of
nutrition assessment and interventions
CD8
8. Provide dietetics education in supervised practice
settings (perform).
CD9
9. Demonstrate the ability to supervise counseling,
education, and/or other interventions in health
promotion/disease prevention for patient/clients needing
medical nutrition therapy for common conditions, eg,
hypertension, obesity, diabetes, and diverticular disease.
CD10
10. Demonstrate the ability to supervise education and
training for target groups
302
N
A
1
2
3
4
5
303
CD14
11. Demonstrate the ability to supervise quality
improvement, including systems and customer satisfaction
for dietetics service and/or practice.
CD15
12. Develop and measure outcomes for food and nutrition
services and practice (perform)
CD18
13. Supervise the collection and processing of financial
data
CD19
14. Perform marketing functions
15. Participate in human resources functions
CD20
Comp
#
SP
Site
EVALUATION CRITERIA FOR FCS 479
CD26
16. Demonstrate the ability to supervise design of menus
as indicated by the patient’ s/client’ s health status
CD27
17. Participate in applied sensory evaluation of food and
nutrition products.
CD30
18. Demonstrate the ability to supervise nutrition
screening of individual patients/clients.
2
3
4
5
N
A
1
2
3
4
5
20. Assess nutritional status of individual patients/clients
with complex medical conditions, ie, more complicated
health conditions in select populations, eg, renal disease,
multi-system organ failure, trauma
CD32
21. Manage the normal nutrition needs of individuals
across the lifespan, ie, infants through geriatrics and a
diversity of people, cultures, and religions
CD33
CD34
22. Design and implement nutrition care plans as
indicated by the patient’ s/client’ s health status (perform)
CD35
23. Demonstrate the ability to manage monitoring of
patients’ /clients’ food and/or nutrient intake
24. Select, implement, and evaluate standard enteral and
parenteral nutrition regimens, ie, in a medically stable
patient to meet nutritional requirements where
recommendations/adjustments involve primarily
macronutrients (perform)
CD36
CD37
1
19. Demonstrate the ability to supervise nutrition
assessment of individual patients/clients with common
medical conditions, eg. hypertension, obesity, diabetes,
diverticular disease.
CD31
Comp
#
N
A
SP
Site
EVALUATION CRITERIA FOR FCS 479
24. Develop and implement transitional feeding plans, ie,
conversion from one form of nutrition support to another,
eg. total parenteral nutrition to tube feeding to oral diet
(perform)
303
304
25. Coordinate and modify nutrition care activities among
caregivers (perform)..
CD38
26. Conduct nutrition care component of interdisciplinary
team conferences to discuss patient/client treatment and
discharge planning
CD39
27. Refer patients/clients to appropriate community
services for general health and nutrition needs and to other
primary care providers as appropriate (perform)
28. Conduct general health assessment, eg. blood
pressure, vital signs (perform)
CD40
CD41
29. Demonstrate the ability to supervise screening of the
nutritional status of the population and/or community
groups
CD42
30. Provide nutrition care for population groups across the
lifespan, ie, infants through geriatrics, and a diversity of
people, cultures, and religions (perform)
CD44
CD45
31. Conduct community-based health promotion/disease
prevention programs
32. Participate in community-based food and nutrition
program development and evaluation
CD46
33. Conduct community-based food and nutrition
CO2
NT6
Comp
#
34. Conduct counseling and education for patients/clients
with complex needs, ie, more complicated health
conditions in select populations, eg, renal disease, multisystem organ failure, trauma.
SP
Site
NT10
35. Participate in the care of patients/clients requiring
adaptive feeding devices
FS2
36. Demonstrate the ability to manage menu development
for target populations
TOTAL =
N
A
EVALUATION CRITERIA FOR FCS 479
DIVIDED by 36 =
1
Score
for
supervis
ed
practice
experien
ces
Strengths______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
304
2
3
4
5
_____________________________________________________________________________________
Target Areas for Improvement________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________
Student Signature
Date
_____________________________________
Faculty/Supervisor Signature
Date
305
305
SUMMARY OF SUPERVISED PRACTICE PROGRESS ASSESSMENTS
306
Student Name____________________________Course No.____________Date____________
Mid-experience Assessment____________End of Experience Assessment__________
Cumulative Score for All Supervised Practice Experiences in the Course_____________
Strengths:
Improvements Noted:
Target Areas for Improvement:
Target Areas Where Additional Experience is Needed:
Delta State University Instructor:_________________________________________________
Signature
Students Signature_____________________________________________________________
Signature
Facility Preceptors for the Course:
Facility:
Bachelor of Science in Health, Physical Education, & Recreation
Exercise Science
Learning Outcome
Assess, interpret, and
develop appropriate
exercise programs for
the general population
Demonstrate
competence in group
exercise leadership
Data Collection and
Analysis
PER 461 Project –
Client profile with
developed programs
for Cardio-Respiratory
fitness, muscle fitness,
flexibility, and body
composition
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used
by the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are
indicated in column 3
PER 361 assignment –
Plan, choreograph, and
implement a group
exercise class
Collection & Analysis
Results of Evaluation
Exceeds Expectations: 5%
Target: 15%
Acceptable: 75%
Unacceptable: 5%
Use of Evaluation
Results
Practice sessions were
reviewed and revised.
Opportunities for
tutoring in math were
investigated.
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Exceeds Expectations: 25%
Target: 50%
Acceptable: 15%
Unacceptable: 10%
Recommendations
306
Practice sessions and
demonstration
opportunities were
reviewed for
improvement.
Date
Date
Demonstrate
acceptable content
knowledge related to
exercise testing and
prescription, as well as
the health benefits of
physical activity
Demonstrate
acceptable
competence in
technical skill
assessment
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used
by the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are
indicated in column 3
Assignments and
exams in required
content courses
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used
by the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are
indicated in column 3
PER 360 Practical
Exam –
Measuring cardiorespiratory endurance,
body composition,
muscular strength,
flexibility, muscle
endurance
307
Consideration should be
given to the
changes/improvements
indicated in column 4.
Observation sessions
were implemented.
Exceeds Expectations: 15%
Target: 45%
Acceptable: 30%
Unacceptable: 10%
Presentation techniques
were reviewed. Some
revisions were made.
Professional
development
opportunities were
implemented.
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Exceeds Expectations: 15%
Target: 60%
Acceptable: 15%
Unacceptable: 10%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Lab session techniques
were reviewed.
Requests were made for
improved lab facilities
and smaller lab classes.
Bachelor of Science-HPER
Physical Education
Learning Outcome
Write a statement of
philosophy related to
personal beliefs and
values which will
impact quality
physical education
instruction and/or
physical activity
leadership
Data Collection and
Analysis
Written philosophy
assignments are
included in PER 386,
PER 391, PER 487, &
HSE 439.
Collection & Analysis
See Attachment B
Results of Evaluation
Exceeds Expectation: 5%
Target: 85%
Acceptable: 10%
Unacceptable: 0% *
******************
Recommendations:
Evaluations indicated that
the final draft might be
enhanced by periodic
revisions throughout the
307
Use of Evaluation
Results
Practice drills may be
revised to allow
improvements
throughout the course.
308
semester.
Demonstrate
acceptable content
knowledge related to
physical activity and
its affect on healthy
lifestyles
Assignments and
examinations in
required content
courses
Exceeds Expectations: 5%
Target: 60%
Acceptable: 30%
Unacceptable: 5%
Praxis II
Content Knowledge
Test 0091 (optional)
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Presentation methods
and materials, as well
as course assessment
techniques were
reviewed. Some
revisions were
implemented.
Bachelor of Science in Health, Physical Education, & Recreation
Sports Information
Learning Outcome
Write a statement of
philosophy related to
competitive sports,
including
sportsmanship, team
play, winning vs.
losing, behavior of
players, coaches, and
fans.
Data Collection and
Analysis
Assignments and
projects in PER 470,
471, 442
Results of Evaluation
Exceeds Expectations: 10%
Target: 75%
Acceptable: 15%
Unacceptable: 0%
Collection & Analysis
See Attachment B
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Develop acceptable
skills and content
knowledge related to
techniques of coaching
competitive sports.
Assignments and
projects in PER 343,
346, 347, 349
Exceeds Expectations: 5%
Target: 60%
Acceptable: 30%
Unacceptable: 5%
Demonstrate acceptable
skills and content
knowledge in writing
and reporting
techniques, including
interviewing, news
Assignments and
projects in JOU 201,
202, 203, 302, 305
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3
Collection & Analysis
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Exceeds Expectations: 5%
Target: 65%
Acceptable: 25%
Unacceptable: 5%
Recommendations
308
Use of Evaluation
Results
The components to be
included in the
philosophy statement
will be reviewed to
ensure that material is
current.
Content and
requirements will be
reviewed to ensure
that all material is
current.
Grades in journalism
courses will be
monitored. A
committee will review
to determine which
courses best serve the
reporting, print layout
and design, and
photojournalism
Demonstrate and
practice acceptable
skills in the
management of sports
information, including:
journalism skills and
sport statistics.
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3
Duties and
responsibilities in PER
475 – Internship
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3
309
Consideration should be
given to the
changes/improvements
indicated in column 4.
purposes of the degree
program
Exceeds Expectations: 5%
Target: 65%
Acceptable: 30%
Unacceptable: 0%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
The division faculty
committee will
continue to refine the
internship assessment
process with the
assistance of site
supervisors.
Bachelor of Science in Health, Physical Education, & Recreation
Sports Management
Learning Outcome
Write a statement of
philosophy related to
competitive sports,
including
sportsmanship, team
play, winning vs.
losing, behavior of
players, coaches, and
fans.
Develop acceptable
skills and content
knowledge related to
techniques of coaching
competitive sports.
Data Collection and
Analysis
Assignments and
projects in PER 470,
471 ,442
Collection & Analysis
See Attachment B
Assignments and
projects in PER 343,
346, 347, 349
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this project,
will be used by the
instructor to evaluate
the performance of the
Results of Evaluation
Exceeds Expectations: 10%
Target: 80%
Acceptable: 10%
Unacceptable: 0%
Use of Evaluation
Results
Practice drills were
deemed satisfactory.
Some revisions were
made.
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Exceeds Expectations: 5%
Target: 60%
Acceptable: 30%
Unacceptable: 5%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
309
Presentation
techniques and
materials were
reviewed. Some
revisions were made.
310
students.
The findings of the
evaluation are indicated
in column 3
Demonstrate acceptable
skills and content
knowledge in the
business aspects of
sports organization and
administration
Assignments and
projects in business
courses
Collection & Analysis
A scoring rubric, as
indicated in the course
syllabus for this project,
will be used by the
instructor to evaluate
the performance of the
students.
The findings of the
evaluation are indicated
in column 3
Assigned duties and
responsibilities during
PER 475 – Internship.
Exceeds Expectations: 10%
Target: 60%
Acceptable: 30%
Unacceptable: 5%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Grades in business
courses will be
monitored. A
committee will review
to determine which
courses best serve the
purposes of the
degree program.
Bachelor of Science in Education – Physical Education
Learning Outcome
Plan and implement a
quality unit of
instruction in physical
education, giving
attention to diversity,
standards, and
effective content
progression
Data Collection and
Analysis
PER 487 requires a
written unit of
instruction using
guidelines for the
Student Teacher
Assessment
Instrument.
The unit plan is fully
implemented in CUR
498 Directed
Teaching.
Single lesson plans,
used in peer teaching
and field experiences
are included in PER
314, PER 315, PER
386, PER 455, and
HSE 439.
The STAI* (Att.A) or
a rubric based on the
STAI is used to assess
the assignments
above.
See Attachment A
Results of Evaluation
Exceeds Expectations: 5%
Target: 60%
Acceptable: 30%
Unacceptable: 5%
The Student Teaching
Assessment Instrument
(STAI) is used both
formatively and
summatively to assess
critical outcomes for all
teacher education
candidates.
See Att. A for additional
information.
any specific
recommendations re: need
to improve as noted in next
column
Recommendations:
Evaluations indicated the
need for better instruction
related to innovative
presentation techniques and
310
Use of Evaluation
Results
Revisions will be
studied and possibly
implemented for:
Presentation
techniques,
Practice materials and
drills.
Learning Outcome
Data Collection and
Analysis
Write a statement of
philosophy related to
personal beliefs and
values which will
impact quality
physical education
instruction
Written philosophy
assignments are
included in PER 386,
PER 391, PER 487, &
HSE 439.
Demonstrate
acceptable content
knowledge related to
physical activity and
its effect on healthy
lifestyles
Assignments and
examinations in
required content
courses
Collection & Analysis
See attachment B
Praxis II
Content Knowledge
Test 0091
Results of Evaluation
innovative lead-up games
and practice drills.
Exceeds Expectation: 5%
Target: 85%
Acceptable: 10%
Unacceptable: 0%
Recommendations
Evaluations indicated that
the final draft might be
enhanced by periodic
revisions throughout the
semester.
The rubric for the Praxis
Exam is established by the
Education Testing Service.
.All program completers
recorded a passing score.
311
Use of Evaluation
Results
Practice drills may be
revised to allow
improvements
throughout the course
of study.
Plans have been
implemented to hold
study sessions for
students prior to the
Praxis exam.
Recommendations
Evaluation results indicated
that study/review/practice
sessions might be of benefit
to the students.
M.Ed. - Counselor Education Program
Learning Outcome
Counseling students will
demonstrate an
appropriate knowledge
base in the eight core
areas identified by the
Commission on
Accreditation of
Counseling and Related
Education Programs
(CACREP). The eight
areas are:
Professional Identity
Helping Relationships
Assessment
Group Work
Career
Development
Data Collection and Analysis
CPCE (Counselor Preparation
Comprehensive Exam)
NCE (National Counselor
Exam)
The CPCE is offered every
semester and students are
eligible to sit for the exam
after taking CED 609; the
NCE is offered every spring
semester and students are
eligible to sit for the exam
while they are in their last
semester of coursework in the
program.
The CPCE generates a score
based on a national standard
and the faculty determine a cut
score, usually .5 standard
deviations below the mean.
This has been determined to
represent minimal competency
for exiting counseling
students. The CPCE is “ NCE
like” in that it has a .91
311
Results of Evaluation
Data from the last three years
indicate that DSU student pass
rates are strong and means and
standard deviations are at or
slightly below national norms
(CACREP and non CACREP
programs).
[see summary tables at end of
Educational Program
Learning Outcome
Assessment Plan (Counselor
Education Program) table.
Program faculty review results
of the CPCE and the NCE in
formal faculty meetings and
discuss changes to curriculum
within the program and in
specific courses. Faculty
determined that student
acquisition in content areas
remains stable and that
practical application of student
learning (skills,
Use of Evaluation Results
Faculty have developed
“ Survival Skills” tutorial
programs to assist students in
preparation for the CPCE and
NCE exams. Study guides are
also made available to
students through the IRC in
the library.
Human Growth and
Development
Social/Cultural Diversity
Research and Program
Evaluation
correlation with the NCE.
The NCE generates a national
counseling program and a
national CACREP program
score. The cut score is
established semi annually by a
national testing panel. The
program tracks NCE results
yearly as a corollary
assessment source for program
improvement
Counseling Students will
demonstrate a strong
skills base in relationship
building skills,
theoretical orientation,
basic therapeutic
intervention, and case
conceptualization.
Counseling students are
observed closely in at least
five clinical courses (CED
630, 601, 604, 609, and 610 or
619).
Documented taped session
reviews in 630 and 604 and
site supervisor observations
reflected in formal evaluations
serve to monitor student
progress. Competency
checklists are used to
document areas of weakness
and to help remediate student
performance as needed (See
Appendix A)
Counseling students
display a disposition
towards professional and
ethical conduct, a
sensitivity toward and
ability to effectively
work with diversity, and
an acceptance of the
personhood of those with
whom they work.
As part of the clinical
observations (Documented
taped session reviews and site
supervisor observations
reflected in formal
evaluations) faculty review
and discuss student progress in
the areas of professional and
ethical conduct, and an
appreciation for diversity;
multicultural issues are
covered in all coursework with
the foundational course as
CED 616. Students are
evaluated by committee from
use of the competency sheets
and performance in the
classroom.
Students are required as part
of their internship experiences
(CED 610 or 619) to present at
a professional conference.
Many take the opportunity to
Counseling students will
have an appreciation for
research and presentation
at professional
conferences and activity
312
conceptualization, relationship
building, theoretical
orientation, ethical
functioning, etc.) remains
strong. While exact
correlations between the
CPCE and the NCE cannot be
drawn from the current DSU
data, national data indicates a
.9 correlation between passing
the CPCE and passing the
NCE. Faculty anticipate that
program students will also
reflect this trend.
For the fall 05 and spring 06
semesters, documented
observations indicated that 10
students self-selected out in
630; 7 students self-selected
out or were mandated to repeat
the course in 604; 1 repeated
609; and all students moved
successfully through 610 or
619. This process is
determined by program faculty
to be an effective “ gate
keeping” process. Results
indicated that students exiting
the program had numerous
deficiencies in each of the
competency checklists (See
Appendix A). Faculty will
continue to monitor which
students are struggling and
how to best support them in
skill acquisition.
Faculty and site supervisor
observations have indicated
that many students who selfselect or who are advised out
of the counseling program are
those who also fail to develop
the ability to work effectively
with diverse populations, or
develop professional and
ethical conduct.
Experiential and didactic
experiences serve to develop a
disposition toward
appreciating diversity
All graduating students to date
have fulfilled this requirement.
Students generally present and
co-present with other students
and faculty. Recommendations
312
Documented observations
indicate that faculty maintain
rigor in their assessment of
student skill acquisition and
that students who fail to meet
established benchmarks selfselect out of the program, are
remediated, or advised out of
the program. Faculty
determined that no changes
need to be made to this
process.
Faculty continue to dialogue
about didactic and experiential
activities that will enhance the
curriculum in student
acquisition of knowledge of
skills.
Faculty teaching introductory
courses (CED 600, 601, and
630) will keep other program
faculty apprised of concerns
about student ethical
development.
This continues to be an
ongoing requirement in the
program. Faculty continue to
dialogue about how to
motivate students to become
in professional
organizations.
present at the DSU Annual
Spring Conference or the
state’ s MCA conference.
Students are observed and/or
required to submit
documentation of these
presentations.
are that faculty continue to
encourage students to copresent.
313
members of state and national
professional organizations
(MCA; ACA).
Summary Tables
Counselor Preparation Comprehensive Exam (CPCE) Pass Rates
CPCE Administration
Dates
4/7/06 (Spring 06) retake
3/3/06 (Spring 06)
10/28/05 (Fall 05)
7/16/05 (Summer 05)
3/11/05 (Spring 05)
NCE Administration
Spring 06
Spring 05
Spring 04
Spring 03
Spring 02
# of Students
Tested
5
10
13
6
3
# of Students Tested
9
7
10
8
12
Counselor Exam (NCE) Pass Rates
# of Students
Passed
3
4
9
1
2
# of Students
Passed
unavailable
6
8
7
7
National
Master of Education in Educational Leadership (Educational Administration and
Supervision)
Learning Outcome
Note: The College of
Education has been
accredited by the
National Council for
Accreditation of
Teacher Education
since 1954. As a part of
the ongoing
accompanying selfstudy, this newly
formed division has
continuously engaged
Data Collection and
Analysis
Results of Evaluation
313
Use of
Evaluation Results
in program evaluation
and improvement even
as this division was
previously a part of
another division. We
have recently
developed several new
instruments in order to
formalize data
collection and analysis.
Also note that all
coursework for the
master’s degree is
numbered at the 600
level, indicating the
required level of rigor
above that of
undergraduate
courses.
314
Continued 100% Pass Rate
for our students (summer
’ 05). 25% scored at or above
the 75th National Percentile.
Women slightly outperformed men. Our students
scored slightly higher than the
state average in Analysis of
Information and Decision
Making and slightly lower in
the other three areas. Have
maintained a 100% pass rate
on the SLLA for at least eight
years.
School Leaders
Licensure Assessment
(SLLA)1
Develop and articulate
a school vision of
learning
Comprehensive
Examination2
All 15 students passed in
summer. Comprehensive
examinations have always
been given for this program
and have been similar to the
SLLA for at least eight years.
All students have successfully
passed the examination (is a
requirement for graduation)
with approximately 5-10%
requiring two attempts to be
successful.
Educational Leadership
Preparation Programs
Questionnaire (ELPPQ)3
This survey represents an
attempt to gather more
consistent quantitative data:
we have always colleted
feedback from stakeholders in
informal interviews, advisory
meetings, and personal
contact. We realized the need
for a more systematic and
formal process for receiving
feedback from stakeholders.
Received surveys from 49
current students, graduates,
employers, and other
stakeholders. 80% of
respondents marked Above
Expected at This Level on
314
Emphasized the Evaluations of
Actions and Synthesis of
Information and Problem
Solving in practice sessions and
comprehensive examination.
Will evaluate again in fall ’ 06
when summer ’ 05 scores are
received. Individual student
scores as well as overall group
trends are evaluated each year
and curricular changes are made
based upon strengths and
weaknesses.
Will evaluate again in summer
’ 06 as we consistently do every
year
Have established a new advisory
board, the School Leadership
Council, to facilitate the formal
feedback process from a sample
of all stakeholders including
students, faculty, P-12 teachers
and administrators, and
community leaders. This group
meets each semester and
corresponds more frequently via
email. Will discuss at fall faculty
meetings and continue collecting
data
Manage a school’s
operation and
resources
Internship Mentor
Evaluations4
School Leaders
Licensure Assessment
(SLLA)1
Comprehensive
Examination2
Collaborate with
families and other P-12
community members
question number 8
(internship); 79% marked this
response on question number
5 (ethics); and 76% marked
this response on question
number 1 (vision). 29%
marked Average for
Experience on question
number 4 (community) and
on question number 6 (larger
context).
Faculty and coordinator have
always kept close
relationships with mentors;
immediate action is taken to
rectify any problems interns
manifest during field
experiences. Students are
back on campus each
Wednesday during the 12week internships and for 1-2
weeks between internships.
85% of evaluations fell in the
superior or above average
categories. Individual
faculty/student conferences
were held for students who
were not rated at this level to
discuss problem areas.
Student grades in internship
courses reflect the scores
given by mentors on the
Internship Mid-Term
Feedback and the Internship
Performance Assessment
forms. Significant growth
from the beginning to the end
of the program was observed
in all students.
315
In conferencing with students
concerning mentor evaluations,
we learned that the students were
not receiving feedback from the
mentors. We have subsequently
added a discussion of giving
constructive feedback to students
to our mentor training beginning
June 2006.
Will evaluate again in summer
’ 06
Will evaluate again in summer
’ 06
Continued 100% Pass Rate
for our students (summer ’ 05)
All 15 students passed in
summer ’ 05
Growth Portfolio5
100% of students scored
passing grades in summer ’ 05
Have developed a detailed
scoring rubric. Will evaluate
again in summer ’ 06
Comprehensive
Examination2
School Leaders
Licensure Assessment
(SLLA)1
All 15 students passed in
summer ’ 05
Will evaluate again in summer
’ 06
Continued 100% Pass Rate
for our students (summer ’ 05)
315
Will evaluate again in summer
’ 06
Act with integrity and
ethically within a
school context in a
professional manner
Understand the larger
educational context
including cultural
differences and legal
ramifications for
school leaders
Notes:
Dispositions Rating
Scale Self-evaluation6
Given in early spring 2006
and again in late spring 2006.
Students scored themselves
lowest on items 4.1, 13.1, and
15.2. They scored themselves
highest on 7.1, 7.2, 8.2, 14.3,
16.3, and 16.4.
Dispositions Rating
Scale Faculty
Evaluation6
The faculty scored the
students slightly higher than
they scored themselves
overall.
Openness to Diversity
and Challenge Survey7
Given to all MEd students in
spring 2006. 83% or greater
scored a 4 or 5 on every item
except item number 5 (I enjoy
taking courses that challenge
my beliefs and values). 67%
scored a 4 or 5 on that item.
Educational Leadership
Preparation Programs
Questionnaire (ELPPQ)3
Received information from
program graduates that in the
past students had not been
given enough feedback on
assignments.
316
This group of students rated
themselves lowest on creativity
and dependability and highest on
grooming and appearance and
ethics. Multiple individual
conferences were held with
faculty and students about
individual needs.
The largest difference was in
creativity. Faculty will facilitate
students’ appreciation for their
own creativity and take a
broader definition of creativity.
Each student will be evaluated
again before the end of the
program to ensure that all items
are at a satisfactory level prior to
graduation.
Will address in fall faculty
meetings and continue to address
diversity issues in courses.
Developed new rubrics and
scoring guides and gave a great
deal of instructor feedback to
students on assignments.
1
The SLLA is a national examination which our Masters level students take near the completion of the program. It is published by
Education Testing Service and is based upon the Interstate School Leaders Licensure Consortium (ISLLC). Standards for School
Leaders and a passing score of at least 154 is required by the state of Mississippi in order to be eligible for a School Administrators
License. The ISSLC standards are parallel to the Educational Leadership Constituent Council (ELCC) standards and are attached (see
Attachment A).
2
The Comprehensive Examination is taken during the last semester of the program and is modeled after the SLLA (see Attachment B).
It is a written individual assessment designed to demonstrate the student’ s knowledge and understanding as well as analyze, apply, and
synthesize information from the entire program of study.
3
The ELPPQ is a questionnaire based upon the ISSLC standards which is given to a sample of current students, graduates, employers,
and other community stakeholders anonymously (see Attachment C).
4
The Internship Mentor (Site Supervisor) Evaluations are completed by the mentor 6 weeks into each internship (Internship Mid-Term
Feedback form) and at the end of each 12 week internship (Internship Performance Assessment form). Please see Attachment D.
5
The Growth Portfolio is a cumulative product consisting of student work samples and projects that assess the student’ s ability related
to the ISLLC standards including self analysis of strengths/weaknesses, and plans for continued growth. Although the student collects
work through out the program, the final portfolio is presented near the end of the program.
6
The Dispositions Rating Scale (see Attachment E) is given to all students as a self-evaluation during the required, core class, ELR
605 (Educational Research and Statistics) and is intended to ensure that all students understand our expectations for them ethically and
professionally. Faculty feedback is given throughout the entire program in the form of placement of flags for deficient or exemplary
behavior in the student’ s file, student/faculty conferences, improvement plans when necessary, and faculty review for all students
upon application for comprehensive examinations (see Attachment F for the protocol which is followed).
7
The Openness to Diversity and Challenge Survey is give to all students during the required, core class, EPY 601 (Psychology of
Learning) (see Attachment G).
(Attachment A)
Standards for Advanced Programs in Educational Leadership
For Principals, Superintendents, Curriculum Directors, and Supervisors
NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION
Published January, 2002
Standard 1.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
316
317
articulation, implementation, and stewardship of a school or district vision of learning
supported by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff.
Standard 3.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment.
Standard 4.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with families and
other community members, responding to diverse community interests and needs, and mobilizing
community resources.
Standard 5.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner.
Standard 6.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.
Standard 7.0: Internship. The internship provides significant opportunities for candidates to
synthesize and apply the knowledge and practice and develop the skills identified in Standards 16 through substantial, sustained, standards-based work in real settings, planned and guided
cooperatively by the institution and school district personnel for graduate credit.
(Attachment B)
The School Leaders Licensure Assessment
The School Leaders Licensure Assessment (SLLA) measures whether entry-level
principals and other school leaders have the standards-relevant knowledge believed
necessary for competent professional practice.
The six-hour assessment is divided into four sections:
Evaluation of Actions I (1 hour) - Ten short vignettes covering situations a principal might encounter.
Candidates respond to a focused question that asks for next steps, factors influencing a decision, or
possible consequences of an action.
Evaluation of Actions II (1 hour) - Six longer vignettes. Each presents a dilemma based on typical
school issues. Candidates analyze the circumstances and respond to a focused analytical question that
requires prioritizing action steps or articulating the relevant issues.
Synthesis of Information and Problem Solving (2 hours) - Two case studies involving teaching and
learning issues. In each case, candidates propose a course of action to address a complex problem,
referring to a set of documents, and a short scenario describing a school and its community.
Analysis of Information and Decision Making (2 hours) - Seven documents that relate to teaching and
learning issues. Candidates answer two questions about each document.
The School Leaders Licensure Assessment (SLLA) consists of 25 constructed-response questions, ranging
from short vignettes requiring a brief response to much longer case study exercises.
(Attachment C)
Delta State University
College of Education
Center for Rural School Leadership and Research
317
318
Educational Leadership Preparation Programs Questionnaire
Thank you for taking the time to complete this short survey. Your input is crucial to us as we continuously
seek ways to improve our programs. We welcome any additional information you would like to supply; the
contact information is at the end of the survey. Thank you again.
Please respond to each question by marking the appropriate box.
Question:
Please base
response on graduates’ amount
of work experience at the time of
your contact with them.
1. Graduates can facilitate the
development, articulation,
implementation, and stewardship
of a school vision of learning
supported by a school community.
2. Graduates can promote a
positive school culture, provide an
effective instructional program,
apply best practice to student
learning, and design
comprehensive growth plans for
staff.
3. Graduates can manage the
organization, operations, and
resources of a school.
4. Graduates can collaborate with
families and other community
members, respond to community
interests and needs, and mobilize
community resources.
5. Graduates act with integrity,
fairly, and ethically.
Above
expected
at this
level
Average
for
experience
Below
expected
at this
level
Need Extreme
Improvement
6. Graduates can understand,
respond to and influence the larger
context.
7. During the
internships/practicum courses/field
experiences students are able to
apply the above skills and
knowledge to an appropriate
degree for his/her stage in the
degree program.
Question:
Please base
Above
Average
Below
Need Extreme
response on graduates’ amount
expected
for
expected
Improvement
of work experience at the time of
at this
experience
at this
your contact with them.
level
level
8. Experiences during
internships/practicum courses/field
experiences are designed to
accommodate the students’
individual needs.
9. In your opinion, what are the greatest strengths of the DSU educational leadership programs?
10. In what ways could the DSU educational leadership programs be improved?
318
Unable
to
Answer
Unable
to
Answer
319
11. Please make any additional comments here:
Please mark all of the following that describe you.
Graduate of leadership program: MEd _____ EdS _____ EdD _____
Current student: MEd _____ EdS _____ EdD _____
Employer of graduate(s) from leadership program: MEd _____ EdS _____ EdD _____
Parent of leadership student: MEd _____ EdS _____ EdD _____
Community/business member: ______
Consultant/adjunct/faculty: _____
MS Department of Education: _____
(Attachment D)
Delta State University
College of Education
Center for Rural School Leadership and Research
Internship Mid-Term Feedback
Mentor
Administrative Intern
Date
1.
On a scale of 1 – 5, with 5 being the highest, please rate the intern’ s performance to date and support
your rating with a brief explanation:
2.
In what ways has the intern shown initiative and /or leadership potential?
3.
What is the intern’ s strength to date?
4.
What are your concerns about this intern?
5.
Do you need an immediate visit or contact?
6.
Have you discussed this information with the intern?
Please return to Kathleen B. Jenkins, P. O. Box 3217, DSU, Cleveland, MS 38733 by
September 11, 2006.
(Attachment D continued)
Delta State University
College of Education
for Rural School Leadership and Research
319
Center
320
Master’ s Level Cohort Program
Intern Performance Assessment
2005-06
Intern
Mentor
School
Date
Question:
Please base
response on graduates’ amount
of work experience at the time of
your contact with them.
Above
expected
at this
level
Average
for
experience
Below
expected
at this
level
Need Extreme
Improvement
1. Graduates can facilitate the
development, articulation,
implementation, and stewardship
of a school vision of learning
supported by a school community.
2. Graduates can promote a
positive school culture, provide an
effective instructional program,
apply best practice to student
learning, and design
comprehensive growth plans for
staff.
3. Graduates can manage the
organization, operations, and
resources of a school.
4. Graduates can collaborate with
families and other community
members, respond to community
interests and needs, and mobilize
community resources.
5. Graduates act with integrity,
fairly, and ethically.
6. Graduates can understand,
respond to and influence the larger
context.
7. During the
internships/practicum courses/field
experiences students are able to
apply the above skills and
knowledge to an appropriate
degree for his/her stage in the
degree program.
Question:
Please base
Above
Average
Below
Need Extreme
response on graduates’ amount
expected
for
expected
Improvement
of work experience at the time of
at this
experience
at this
your contact with them.
level
level
8. Experiences during
internships/practicum courses/field
experiences are designed to
accommodate the students’
individual needs.
9. In your opinion, what are the greatest strengths of the DSU educational leadership programs?
320
Unable
to
Answer
Unable
to
Answer
321
10. In what ways could the DSU educational leadership programs be improved?
11. Please make any additional comments here:
Please use the checklist below to assess the performance of the cohort member who has interned in your
school.
Punctuality
Attendance
Appropriate attire
Ability to organize
Ability to perform tasks
Problem analysis
Decisiveness
Ability to use supervision
Ability to delegate
Personal motivation
Judgment
Teamwork
Ethical behavior
Written communication
Oral communication
Tact in dealing with stressful
situations
Interpersonal relations
Ability to work with support
staff
Ability to work with
professional staff
Ability to cope with stress
Ability to communicate with
faculty
Ability to relate to students
Sensitivity to diversity issues
Quality of final project
Overall leadership
performance
Superior
Above
Average
Average
Below
Average
Unsatisfactory
Unable to
Observe
What areas would you recommend for the intern to concentrate on in his/her continued
professional development?
Please comment on any other aspect of the intern’ s performance. You may use the back of the
sheet for additional comments.
321
322
(Attachment E)
Delta State University
Center for Rural School Leadership and Research
Dispositions Rating Scale
Student Name:____________________________
Rater:_____________________________ Date:_________
Degree Program: ____________________________________
Appraisal Scale:
1 – Does not meet expectations
No opportunity to observe
2 – Meets a few expectations but not sufficient
Characteristic (Disposition)
Rating
Flexibility:
1.1 responds promptly and effectively to
unexpected
occurrences in the classroom and to the
needs of
colleagues and administration
1.2 adapts willingly to change and contributes
positively
to the needs of the workplace
Attendance and Participation:
2.1 attends all expected classes, meetings, and
trainings
Required
2.2 contributes meaningfully to meetings and
does not
just “ show up”
Punctuality:
3.1 arrives to all expected classes, meetings,
and
trainings required on or before expected
start time
3.2 completes assignments on or before due
dates
Dependability:
4.1 behaves in a consistent and professional
manner that
contributes positively to the environment
4.2 shows responsibility in all aspects of
professional
Functioning
Poise and Confidence:
5.1 handles self professionally in actions and
speech
322
3 – Meets expectations
N/O –
4 – Exceeds expectations
Evidence for a 1 or 2 Rating
323
5.2 carries self with self-assurance without
feeling
threatened by others’ accomplishments or
abilities
5.3 realistically appraises own abilities and
the ability to
risk despite perceived weaknesses
Characteristic (Disposition)
continued
Maturity and Judgment:
Rating
6.1 accurately assesses the context of complex
situations
(in the workplace) and responds
appropriately
6.2 consults with colleagues and
administrators as needed
and acts independently within the scope of
training
6.3 avoids personalizing conflict in
emotionally-charged
Situations
6.4 effectively demonstrates knowledge of
safety
measures and the handling of emergencies
Grooming and Appearance:
7.1 appears well groomed, attending to both
neatness and
personal hygiene
7.2 selects attire that does not detract from
professional
functioning and is consistent with other
professionals
within the workplace
Sensitivity
8.1 effectively demonstrates empathy and
compassion
toward others within the professional
context while
maintaining learning expectations
8.2 maintains confidentiality of sensitive
student and
colleague information
8.3 effectively demonstrates acceptance of
diversity (e.g.,
exceptionalities, gender, race, SES)
Attitude:
9.1 conveys a positive (helpful, upbeat)
disposition in the
Workplace
9.2 takes responsibility for emotional states
and behavior
and adjusts when needed
9.3 hears and responds appropriately to
feedback from
peers and supervisors without becoming
defensive
323
Evidence for a 1 or 2 Rating
324
Initiative:
10.1 is proactive and anticipates what a
situation calls for
and responds appropriately
10.2 consults with others when necessary
10.3 asks for feedback about the impact of
work
Resourcefulness:
11.1 uses materials appropriately in the
classroom and
other professional settings
11.2 employs multiple technologies to aid the
teaching
Process
11.3 responds with flexibility
Characteristics (Disposition)
continued
Enthusiasm:
Rating
12.1 generates excitement, passion, and
interest within
students and colleagues
12.2 motivates self to perform well in spite of
circumstances that are not optimal
Creativity:
13.1 is inventive
13.2 recognizes and uses personal talents to
facilitate
professional functioning
Collaboration:
14.1 engages in successful home-school
partnerships
14.2 works effectively with community and
social services
Agencies
14.3 collaborates appropriately with
professional
colleagues, as appropriate
Professional Growth:
15.1 demonstrates value of lifelong learning
15.2 engages in self-reflection for continuous
Improvement
15.3 takes advantage of opportunities for
professional
Development
Ethics:
324
Evidence for a 1 or a 2 Rating
325
16.1 fulfills legal and contractual obligations
while
applying laws and procedures fairly
16.2 expects school community to demonstrate
integrity
and exercise ethical behavior
16.3 protects the rights of faculty, staff, and
students
16.4 treats people fairly, equitably, and with
dignity and
Respect
16.5 accepts responsibility for school
operations and
recognizes the impact of administrative
decisions of
others
16.6 models strong values, beliefs, and a
professional code
of ethics
My signature below indicates that the dispositions assessment system was explained to
me by the faculty of the Center for Rural School Leadership and Research and that I
received a copy for my reference. I understand that I must exhibit these dispositions
consistently throughout the program in order to be recommended as having satisfactorily
met all the requirements of my program.
Candidate’ s Signature:_________________________________________
Date:___________________
(Attachment F)
Delta State University
College of Education
Center for Rural School Leadership & Research
Proposed Protocol for Dispositions
Revised February, 2006
1.
Candidates will complete the Dispositions Rating Scale during ELR 605 and ELR 702 as a selfassessment.
2.
Flag forms will be placed in each candidate’ s folder: Yellow for warning, red for deficiency, and
green for exemplary.
3.
Faculty who note evidence of deficiencies or exemplary practices in a candidate relevant to a
disposition area enter this information on the appropriate flag form, provide details related to the
reason for concern or commendation, and hold a conference with the candidate regarding
concerns.
4.
Based upon the number and severity of dispositional deficiencies, faculty will refer the candidate
to the advisor or to a faculty committee for counseling. The faculty members and candidate will
establish a written plan for improvement that will become part of the candidate’ s file. The plan
will specify how and when the improvement will occur.
325
326
5.
Upon application for comprehensive examinations, faculty will meet to review each candidate
in light of the dispositions. The Dispositions Rating Scale must be completed on all candidates at
these two assessment points.
6.
If the deficiency(ies) persists, the faculty will meet to consider whether or not the candidate should
continue in the program.
(Attachment G)
DELTA STATE UNIVERSITY
COLLGE OF EDUCATION
OPENNESS TO DIVERSITY AND CHALLENGE SURVEY*
Name ___________________________Major ______________
Date_____________
Degree Program ______________________________________
Directions: Respond to the following items concerning diversity by circling the number that most closely
reflects your attitude. The numerical scale is as follows:
5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, 1 = Strongly Disagree
5 4 3 2 1
1. I enjoy having discussions with people whose ideas and values are different
from my own.
5 4 3 2 1
2.
The real value of a college education lies in being introduced to different
3.
I enjoy talking with people who have values different from mine because it
values.
5 4 3 2 1
helps me understand myself and
my values better.
5 4 3 2 1
4.
Learning about people from different cultures is a very important part of my
5 4 3 2 1
5.
I enjoy taking courses that challenge my beliefs and values.
5 4 3 2 1
6.
The courses I enjoy the most are those that make me think about things
college education.
from a different perspective.
5 4 3 2 1
7.
Contact with individuals whose background (e.g., race/ethnicity,
skills/ability, gender, socioeconomic
status, language) is different from my own is an essential part of my college
education.
5 4 3 2 1
8.
I enjoy courses that are intellectually challenging.
* Used with permission from the following:
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college
students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75,
249 – 284. January 20, 2006
Master of Education – Health, Physical Education, & Recreation
Learning Outcome
Data Collection and
Results of Evaluation
326
Use of Evaluation
Supervise and
administer programs in
physical education and
physical activity,
including leagues,
tournaments, and
special events.
Plan a comprehensive
curriculum for physical
education based on
national and state
standards, to include
objectives, teaching
strategies, and
assessments.
Demonstrate
knowledge of scientific
principles of human
movement, including
physical fitness
assessment and
planning, as they relate
to the development and
maintenance of healthy
lifestyles.
Analysis
Assignments in PER
601, related to physical
education programs
and event planning,
staffing, & budgeting.
Clinical Practice in
PER 611 involving
planning and
implementation of
special events
Collection & Analysis?
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3.
Specific assignments in
PER 684 and PER 680
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3
Lab activities in HSE
636 and PER 684
A scoring rubric, as
indicated in the course
syllabus for this
project, will be used by
the instructor to
evaluate the
performance of the
students.
The findings of the
evaluation are indicated
in column 3
327
Exceeds Expectations: 20%
Target: 60%
Acceptable: 20%
Unacceptable: 0%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Results
Time lines for the
clinical practice
activities were
reviewed and revised to
facilitate more efficient
planning and
implementation of
events.
Exceeds Expectations: 30%
Target: 50%
Acceptable: 10%
Unacceptable: 5%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Taskstream will be
used to provide
feedback on a more
consistent basis.
Content related to
teaching strategies and
assessment will be
improved.
Exceeds Expectations: 30%
Target: 60%
Acceptable: 10%
Unacceptable: 0%
Recommendations
Consideration should be
given to the
changes/improvements
indicated in column 4.
Lab experiences were
reviewed and revised to
emphasize application
techniques.
Master of Education in Elementary Education Degree Program
327
328
Learning Outcome
Demonstrate
understanding of
knowledge and skills
associated with the
content of the M. Ed.
degree program in
elementary education
Demonstrate skill in
planning and
implementing
instruction for diverse
populations in the
elementary school,
while exhibiting
appropriate
dispositions for
effective teaching at
the master’ s level
Data Collection and
Analysis
A comprehensive
examination will be
administered each
semester to candidates in
the final courses of the
M.Ed. A rubric will be
used to evaluate the
exams. Distribution of
scores will be analyzed to
assess strengths and
weaknesses in the
program.
In CEL 610, Effective
Instruction, candidates
will be required to plan
and teach a lesson plan in
an approved school
setting. A rubric will be
used to assess planning,
management,
implementation, and
dispositions. In CEL 630,
Practicum in Elementary
Education, candidates will
be required to plan and
implement a teaching unit.
A rubric will be used to
assess their
planning/teaching and
related dispositions. A
distribution of the scores
on rubrics will be used to
analyze data.
Results of Evaluation
Data showed that the
majority of students
enrolled in the program
acquired the knowledge
and skills associated
with its content. A small
percentage
(approximately 1 out of
15) of students failed to
pass all portions of the
exam. This pattern has
been constant for the
past three to five years.
Program advisors
reviewed inadequate
responses in light of the
course content and
recommended that
faculty meet with
individual candidates
for remediation. In
addition, candidates
evidenced a need for
improved composition
and organization skills
associated with
advanced elementary
education study, to be
addressed through
conferences and
referrals to writing
tutorials.
Formative assessment
showed that candidates
need additional help in
planning and teaching
lessons commensurate
with an advanced level
of understanding.
Faculty members
recommend that specific
feedback be provided on
an individualized basis
and that a more specific
and detailed rubric be
developed for use in
CEL 630, Practicum in
Elementary Education,
where clinical practice
occurs.
Use of Evaluation
Results
The M.Ed. program has
been revamped to
streamline and focus its
content so that
candidates will master
essential knowledge and
skills. Proposed
curriculum changes
have been approved and
are being implemented.
Conferences were held
with candidates
exhibiting writing
deficiencies, and
referrals were made to
the writing tutorials in
the Technology Lab.
.
Individual conferences
were held with
candidates throughout
CEL 610, Effective
Instruction, to guide
their planning and
implementation. School
supervisors were
identified to serve in a
coaching capacity in the
field. A more detailed
planning rubric was
developed for use in
CEL 630, Practicum in
Elementary Education,
to reinforce skills.
Conferences were held
with students to discuss
dispositions and plan
strategies to overcome
weaknesses.
NOTE: CEL 630 is
328
329
taught Summer I, so
data associated with
that course will be
available at the end of
Summer I, 2006. Prior
data is not available, as
this is a new
assessment.
Demonstrate the ability
to assess student
learning and create
appropriate learning
opportunities at both
lower and upper
elementary grade
levels through
reflective practices
associated with master
teachers
Teaching units will be
used in CEL 630,
Practicum in Elementary
Education, during summer
2005. A clinical feedback
form will be used to
determine candidates’
abilities to assess student
learning and plan/adapt
instruction based on
assessment results. Related
dispositions will be
assessed using the
feedback form as well.
The instructor and
program coordinator will
review the data to make
necessary
program/curriculum
modifications.
NOTE: The curriculum
team desired to make
changes to the data
collection/evaluation
procedures that would not
be achievable by Summer
II, 2005. Therefore, two
procedures are identified.
The Teacher Work Sample
will replace the previously
outlined procedures
beginning Summer I,
2006.
An analysis of scores
received on clinical
feedback forms
indicated that a
significant number of
candidates needed
additional strategies for
working with students at
all levels of elementary
education. A strength
identified was the
ability of candidates to
make practical
application of theory,
but weaknesses
prevailed in teaching
content at grade levels
to which candidates
were not assigned in the
field.
A recommendation was
that additional modeling
of teaching strategies at
all grade levels in
clinical settings be
added to the curriculum
across the M.Ed.
program.
The Teacher Work Sample
(TWS) will be used in CEL
630, Practicum in
Elementary Education,
during Summer I 2006 to
assess candidates’
knowledge, skills, and
dispositions related to best
practice/reflective thought
with respect to candidate
impact on student
learning. The TWS has
eight components, each
assessed with an
individual rubric. The
329
Clinical faculty
members from the
teaching field were
identified to serve as
models for candidates
in the M.Ed. program in
elementary education.
Graduate faculty have
met to identify
strategies for ensuring
that exposure to best
practices at all grade
levels in the elementary
school be incorporated
into coursework.
Course syllabi are under
revision and are to
reflect this increased
emphasis.
330
components include
contextual factors
associated with learning;
the development of
learning goals; an
assessment plan; a design
for instruction; evidence of
instructional decisionmaking; analysis of
student learning; reflection
and evaluation; a specific
design for instruction
incorporating content
areas within elementary
education; and a researchbased component for
scientific practice.
Demonstrate advanced
proficiency in the use
of technology in
teaching in the
elementary school
During ELR 605,
Educational Research and
Statistics, candidates’
proficiency in technology
applications (word
processing, spreadsheets,
presentations, and
telecommunications) will
be assessed in the
Technology Lab in the
College of Education.
Scores will be analyzed by
an assessment team to
determine
strengths/weaknesses.
Data will also be collected
in individual courses on
specific instructional
technology competencies.
A curriculum team will
review performance data
on these competencies and
make recommendations.
The COE made a decision
to place the tech. exam in
ELR 605 in order to reach
all candidates.
The passing rate on the
technology proficiency
examination was
approximately 95
percent. A review of
individual performance
related to course
competencies indicated
that specific tutorials
would be helpful to
some candidates. A
recommendation is that
referrals be made on an
individual basis by
course instructors.
Further, it is
recommended that in
courses where field
teaching/clinical
practice occurs,
instructional technology
be evidenced in
planning and teaching.
Conferences were held
to refer candidates to
appropriate tutorials
throughout courses in
the program. Course
syllabi for CEL 610,
Effective Instruction,
and CEL 630,
Practicum in
Elementary Education,
were revised to more
clearly indicate how
technology is to be
infused throughout
teaching.
Master of Education in Special Education Degree Program
Learning Outcome
Demonstrate mastery of
the content of the
M.Ed. degree program
in special education,
including, but not
limited to history,
philosophy, theories,
Data Collection and
Analysis
Data will be collected at
the end of the program
through an electronic
folio which addresses
all 10 standards of the
Council for Exceptional
Children (CEC), the
Results of Evaluation
Use of Evaluation Results
Comprehensive exams given
Summer II 2005 and Fall 2005
showed mixed results. While
most candidates had overall
strong performance, 3 out of 11
candidates did not pass.
Weaknesses were in the area of
Faculty members are
developing a precomprehensive exam system
to add a requirement to take
and pass formative
comprehensive examination
exercises in targeted classes.
330
legal and ethical
practices, service
delivery, curriculum
and instruction
special education
accrediting body. Data
will also be collected on
the results of the
comprehensive exams at
the end of the program.
The curriculum
committee will review
trends in data.
Content mastery will be
also measured through
the PRAXIS Specialty
Area: Education of
Exceptional Student:
Core Knowledge.
content depth and quality of
writing. Candidates taking
spring 2006 comprehensive
exams were the 3 candidates
retaking the exams. This is a
shift from a trend of a 100%
passing rate for several years.
We feel this is in part caused by
a change in the preparation of
our candidates before entering
the program. In the past, most
candidates had undergraduate
degrees in education or a minor
in special education in their
undergraduate degrees. Now
many candidates enter the
program with no background in
education.
The electronic portfolio is
being field tested; preliminary
submissions suggested that the
portfolio will allow faculty to
better measure content depth
and breadth. Initial results are
inconclusive. Candidates were
not required to complete the
entire portfolio. The parts of
each section completed showed
a more detailed application of
principles than were seen in
previous versions of the
portfolio.
331
All candidates taking the
PRAXIS Specialty Area test in
special education passed.
Demonstrate skills
associated with the
master’ s level in special
education in planning
and implementing
instruction for
individuals with
exceptional learning
needs in a variety of
classroom settings
Data will be collected in
methods classes (CSP
643, 686, 547, 647) in
the form of lesson plans
and observations. Each
will be evaluated with a
rubric. Methods
instructors will evaluate
trends in observations.
Methods instructors in the fall
2005 semester reported that
while candidates demonstrated
an ability to plan instruction,
they were weak in sequencing
and adapting instruction. They
were also weak in the creative
use of activities and materials
to enhance instruction. The
faculty members recognize a
need to enhance the field
experience and instructional
planning components in CSP
643 and 686. The lesson plans
in spring 2006 semester
internships and practicum
showed a lack of consistency in
application.
Again, this points to the lack of
preparation of candidates
coming into the program. In
previous years, an assumption
was made that candidates had
331
Faculty members are
reworking practicum and
field experience components
in CSP 643, 686, 547 and
647 to build in more
accountability, more varied
experiences, and a better
feedback loop.
at least a passing knowledge of
lesson planning and classroom
organization, and the
coursework was designed to
enhance this knowledge. It was
also assumed that most, if not
all, candidates were employed
in classrooms. Increasingly,
candidates do not have a
background in education and
are not employed in the
classroom. This necessitates a
shift in course content to the
fundamentals of classroom
instruction.
Demonstrate skills
associated with the
master’ s level in special
education in the
measurement of student
achievement and
adjustment of
instruction for
maximum impact on
student achievement
Demonstrate the
candidate’ s
commitment to the
special education
profession and to
lifelong learning by
documenting
participation in
professional
development activities
Data will be collected in
CSP 545, Curriculum
Based Assessment, and
in field based methods
classes (CSP 643, 686,
547, and 647). In each
class, candidates are
required to assess
students; plan
instruction based on the
assessment; measure
outcomes of instruction;
and adjust instruction
based on evaluation of
outcomes. Data will be
collected from lesson
plans and reflections.
Each will be evaluated
with a rubric. Methods
instructors will evaluate
trends from submitted
lesson plans and
structured observations.
Data will be collected in
CSP 547 and CSP 647,
each of which has
professional
development as a course
requirement. In each
course, candidates will
be required to document
the number of hours
spent and types of
experiences engaged in
for professional
development, reflecting
upon experiences.
Candidates are required
to set professional goals
and track progress
toward these goals.
Instructors will report to
the curriculum
committee on the
332
Methods instructors reported
inconsistent application of
assessment in lesson plans.
Cooperating teachers in the
field are less rigorous in daily
assessment and do not monitor
this as closely as they do other
elements of teaching. The
curriculum committee members
are committed to the idea that
novice teachers must assess
daily to ensure outcomes.
For several years, candidates
have reported that field
supervisors do not engage in
daily assessment of specific
skills, nor do they assess
individual lesson plans.
Field supervisors are
conferencing about how to
best improve practice.
The committee suggested
that university supervisors
monitor these practices
carefully and give frequent
feedback.
Methods instructors reported an
increase in the number and
kinds of professional
development activities
students/candidates engaged in.
The committee noted that this
trend is a result of instructors
proactively seeking
opportunities and making these
known to the candidates.
In previous years, professional
development activities tended
to be limited to club meetings
and professional development
available on campus. This year,
in addition to local options,
professional development
activities included a national
conference and two special
events in the disability
community in Greenville.
Instructors continue to seek
opportunities to provide a
variety of professional
experiences.
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333
variety and quality of
professional
development activities.
*The following titles are provided for referenced courses.
CSP 545 - Special Education Assessment
CSP 547 - Internship in Special Education
CSP 643 - Programming for Individuals with Mild/Moderate Exceptional Learning Needs
CSP 647 - Practicum in Special Education
CSP 686 - Education of Individuals with Mild/Moderate Exceptional Learning Needs
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Master of Arts in Teaching Degree Program
Learning
Outcome
Demonstrate
proficiency in
basic preprofessional and
content
knowledge the
Mississippi
Department of
Education
requires for
Alternate Route Teacher
Education
candidates
through the
Master of Arts
in Teaching
degree program
Demonstrate the
ability to plan
and implement
instruction that
meets the needs
of diverse
learners in the
classroom
setting
Data Collection and Analysis
Data will be collected prior to
program admission through
scores on PRAXIS I PreProfessional Skills Assessment
(PPST), a measure of basic
skills in reading, writing, and
mathematics, and PRAXIS II:
Subject Assessments, measures
of specific subjects that K-12
educators will teach, as well as
general and subject-specific
teaching skills and knowledge.
The Master of Arts in
Teaching (MAT) Committee
will review scores and note
trends.
Initial data were collected on
Master of Arts in Teaching
candidates in CSD 632*,
CEL/CUR 612*, and
CEL/CSD 614* using
instructor-created rubrics.
University supervisors also
collected data via a program –
developed teacher evaluation
form the first semester of
CEL/CUR 650*, the year-long
internship.
However, in order to provide
more substantial and
standardized data, second
semester University
supervisors will implement the
Student Teacher Assessment
Instrument (STAI) and
Teacher Work Sample (TWS),
which will also be integrated
into CEL/CUR 650 course
content.
The STAI is an instrument
used statewide to measure
teacher candidates’ abilities
within the following domains:
planning and preparation;
communication and
interaction; teaching and
learning; managing the
learning environment;
assessment of student
learning; and professionalism
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Results of Evaluation
Use of Evaluation Results
All applicants admitted to the
Master of Arts in Teaching
(MAT) program have met or
exceeded the Mississippi
Department of Education’ s
minimum cut scores.
The College of Education
created within the Technology
Lab a self-paced tutorial
system, The Learning Curve,
where applicants can prepare
for PRAXIS tests using
tutorials.
The MAT is in its initial year
of implementation, but a
review of last year’ s data
showed the majority of
applicants did not take the
required PRAXIS
examinations or make the
minimum MDE PRAXIS I or
II score.
Methods instructors reported
that a significant number of
candidates had difficulty
conceptualizing and
developing long range, i.e., a
unit plan or curriculum map.
A review of first semester
evaluation data showed
candidates need continuing
support in developing
planning skills.
A review of logs documenting
collaboration with mentor
teachers showed that
candidates need more
assistance in developing long
range plans.
Program supervisors and
planners, in reviewing STAI
and TWS data, determined that
areas of strength for
candidates were reflection and
classroom management, while
identifying state curriculum
competencies and objectives,
identifying contextual factors
for learning, instructional
planning, collaborative
planning, and the use of
cooperative grouping
strategies with students were
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A Master of Arts in Teaching
brochure was created with
resources for PRAXIS
information.
“ Basic Skills Test Prep
Course,” a PRAXIS
preparation C-D Rom, has also
been made available to
applicants.
Course content will be
restructured to introduce the
Teacher Work Sample and the
STAI earlier in courses
throughout the program of
study. Teacher Work Samples
and the STAI will be
implemented in CEL/CUR
650 in fall 2006. Specific
content identified as
weaknesses in a review of data
will be emphasized throughout
the program.
The program coordinator will
explore ways to strengthen the
mentor component, especially
as it relates to planning and
implementing instruction.
The program coordinator will
collaborate with supervisors
and Division Chair to adapt
Teacher Work Samples and
the STAI to the realities and
constraints of the MAT
program.
Demonstrate the
ability to
complete a
successful field
experience
Demonstrate the
ability to
measure student
achievement,
employ
classroom
management,
and adjust
instruction for
maximum
impact on
student learning
335
and partnerships.
The TWS assesses candidates’
knowledge, skills, and
dispositions related to best
practice/reflective thought
with respect to candidate
impact on student learning.
The components include
contextual factors associated
with learning; the
development of learning goals;
an assessment plan; a design
for instruction; evidence of
instructional decision making;
analysis of student learning;
and reflection and evaluation.
The Teacher Work Sample and
STAI are divided into
components, assessed with
individual rubrics, and aligned
with instruments used at other
universities.
areas of weakness.
The Master of Arts in
Teaching Program is a yearlong experience in the field.
As such, instructors in
CEL/CUR 611*, CEL/CUR
612 and CEL/CSD 614, as
well as CSP 546*, (the four
pre-teaching or summer
courses) will use a variety of
case studies, instructional
strategies, and resources to
help prepare candidates for the
field.
Data will be collected via
journals candidates will keep
during fall 2005 in CEL/CUR
650.
Qualitative data from
candidates’ reflection journals
suggested that the majority felt
adequately prepared after the
first four courses.
First semester supervisors
used a program-created
evaluation form, but second
semester they implemented the
use of the STAI and Teacher
Work Sample, which were also
integrated into CEL/CUR 650
course content.
A cursory data analysis
suggests that a significant
number of MAT interns need
to become more skilled in
using varied instructional
strategies and resources.
CEL/CUR 650 content will be
restructured around the
teaching of the STAI and
Teacher Work Sample at the
beginning of the fall 2006
semester.
Data also showed that
candidates need additional
support in monitoring and
adjusting instruction as well as
managing the classroom
environment.
University supervisors will
examine and better understand
their roles in supporting MAT
candidates through feedback
related to the STAI and
Teacher Work Sample.
Approximately a fourth of the
principals interviewed voiced
concerns that MAT interns,
like the rest of their staff,
stress MCT preparation to the
The program coordinator will
communicate and collaborate
with principals as well as
MCT consultants in order to
help candidates maximize
Principals provided informal
feedback through interviews to
university supervisors during
site visits. A more formal
survey instrument is under
development for use in year
two.
Quantitative data needs to be
collected after the first four
courses in order to determine
how well the pre-teaching
courses prepare candidates for
their clinical experiences and
to ascertain areas of concern.
A journal requiring candidates
to reflect throughout their first
semester of teaching
experiences should be
required, not optional.
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Demonstrate a
commitment to
the teaching
profession and
to lifelong
learning as
evidenced by
reflection,
collaboration,
and a
commitment to
professional
development
The College of Education
Dispositions Rating Scale
(Domain VI of the Student
Teacher Assessment
Instrument: Professionalism
and Partnerships) will be used
to assess candidates’
professional dispositions. The
rating scale contains 12
indicators dealing with the
candidate’ s ability to exhibit
professional behaviors
associated with effective
teaching and collaborate with
educational partners. The
quantitative data will be
collected in CEL/CUR 650
during spring 2006. A
teaching philosophy will also
be collected from each student
as a measure of professional
dispositions during the fall
2005 and spring 2006
semesters. A rubric will be
used to evaluate these
assignments.
their impact on student
learning.
The instructor reviewed the
dispositions and philosophies,
as well as qualitative data,
with each candidate and
shared concerns, questions and
comments. Instructors
recommended that these be
reviewed early in the
internship so that candidates
could make needed
improvements/capitalize on
strengths. They should be
revisited throughout the
internship and resubmitted for
review at the end of the
experience. There was a wide
range in the responses,
underscoring the need to
address the status of each with
candidates individually.
Internship
instructors/supervisors will
review candidate
dispositions/philosophies at
the onset of the fall 2006
internship and use them as
points of conversation
throughout the clinical visits,
culminating in a second
assessment of candidates’
dispositions/philosophies at
the end of the internship in
spring 2006 in order to note
changes over the course of the
academic year.
Qualitative data will be
provided through candidates
sharing reflective journals and
anecdotes of their activities.
Demonstrate a
commitment to
diversity by
working with
diverse
candidates,
faculty, and
students in
various settings
Quantitative data will be
collected using the Openness
to Diversity and Challenge
Survey (Pascarelli et al, 2004)3
spring 2006 semester near the
end of the CEL/CUR 650
internship. The survey,
adopted by the College of
Education, contains eight
statements on a range of
diversity stances, requiring
candidates to assess their
degree of comfort with the
diversity issues using a Likert
scale.
336
exclusion of all else.
Initial data analysis suggested
that the majority of candidates
are open to the facets of
diversity represented on the
survey.
Survey results and the
corresponding qualitative
statements will continue to be
reviewed. Trends in reponses
to the eight-item survey will
be noted and used to plan
experiences that will promote
respect for diversity issues
within the program.
After completing the survey,
candidates will provide
complementary qualitative
data in which they will explain
how (if) their ratings changed
over the course of the year and
reasons for changes or the lack
thereof. The instructor will
review survey results.
The program coordinator will
explore ways to document
candidates’ professionalism as
reflected through their
philosophies and dispositions,
and documented by activities
as varied as attending
workshops, reading journals,
and supporting co-curriculum
activities at their respective
schools.
The survey needs to be
implemented in CEL/CUR
650
at the beginning of the fall
2006 semester and followed
up at the end of the CEL/CUR
650 spring 2007 semester, and
supplemented with qualitative
data.
Opportunities for diverse
candidates, students, and
faculty to work together will
be structured throughout the
MAT program.
The bibliography for course
syllabi will be revised to
include diverse scholars who
represent different
perspectives on pedagogy.
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337
Demonstrate
proficiency in
the use of
technology as a
tool to enhance
teaching and
learning
Candidates take CML 509*, a
distance learning course that
focuses on the use of
technology in the school
setting and culminates with the
COE Technology Assessment.
The Technology Assessment is
a self-paced exam consisting
of the following four sections:
word processing, spreadsheets,
presentations, and
telecommunications.
The Technology Assessment
was administered for the first
time in spring 2006. A review
of selected candidates’
performance to date indicated
that some will need individual
tutorials.
The results of the Technology
Assessment and performance
on individual course outcomes
will be used to direct students
to tutorials available in the
College of Education
Technology Lab.
The Technology Assessment is
also administered in ELR 605*
in the Technology Lab in the
College of Education.
All other courses in the MAT
program require candidates to
demonstrate varying degrees
of proficiency in instructional
technology.
* The following titles are provided for referenced courses.
CML 509 – Technology in Education
CSP 546 – Advanced Survey of Exceptional Children
CEL/CUR 611 – Classroom Management and Organization
CEL/CUR 612 – Development, Assessment, and Evaluation
CEL/CSD 614 – Methods of Instruction in Elementary/Secondary Schools
CSD 632 – Secondary Curriculum Planning, Theory, Organization and Development
CEL/CUR 650 – Dimensions of Learning/Internship
ELR 605 – Methods of Educational Research and Statistics
3
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation
college students: Additional evidence on college experiences and outcomes. The Journal of Higher
Education, 75, 249 – 284.
Educational Specialist in Elementary Education Degree Program
Learning Outcome
Demonstrate
ability to conduct
and utilize
scientific and
action research
related to best
practices in
elementary
education at the
specialist’ s level
Data Collection and Analysis
Students in the Ed. S. program
will conduct scientific and action
research related to best practices
in the elementary school through
an action research module
assignment in both CEL 705,
Practicum in Early Childhood
Education, and CEL 706,
Practicum in Upper Elementary
Middle School. A rubric will be
used to assess the modules.
Results of Evaluation
Data showed that candidates in CEL
705 (fall 2005) and CEL 706 (fall
2006) generally were able to conduct
basic research related to best
practices and gained much needed
information from doing so. 100% of
students enrolled in the practicum
courses successfully completed the
module. Their weakest scores were in
organization of research and results.
This has been a recurring pattern for
the past three years.
Use of Evaluation Results
The information obtained from th
rubrics will be used to refine and
further develop the research proj
in the courses under consideratio
This is necessary since best prac
are always in a state of revision.
Specifically, more detailed direc
will be developed to accompany
rubric to improve candidates’
organization skills.
Demonstrate
understanding of
A comprehensive examination
will be administered each
Data showed that the majority of
students enrolled in the program
The Ed.S. program is evaluated i
light of the information obtained
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338
knowledge and
skills associated
with the content of
the Ed.S. degree
program in
elementary
education
semester to candidates in the
final courses of the Ed.S. A
rubric will be used to evaluate
the exams. Distribution of
scores will be analyzed to assess
strengths and weaknesses in the
program.
acquired the knowledge and skills
associated with the content. There
was a 100% pass rate on the
examination, with no retakes. This
pass rate has been constant for the
past five years.
from the analysis of the
comprehensive examination. No
recent changes have been made,
the faculty carefully considers
changes in light of the data colle
Demonstrate the
ability to plan and
implement
innovations in
elementary
teaching
emanating from
research-based
practices and
reflective of
National
Professional
Teaching Board
Standards
(NPTBS)2
Assignments in CEL 705,
Practicum in Early Childhood
Education, and CEL 706,
Practicum in Upper Elementary
Middle School, are reflective of
National Professional Teaching
Board Standards (NPTBS).
Candidates’ will be required to
plan and teach a unit correlated
with National Professional
Teaching Board Standards. The
assignment will be assessed
through a rubric developed by
graduate faculty.
In addition, candidates will be
required to complete a correlated
Teacher Work Sample (TWS), a
reflective study of their teaching
and its impact, to include the
following components:
contextual factors associated
with learning; learning goals; an
assessment plan; a design for
instruction; an analysis of
student learning; reflection and
evaluation; a specific design for
instruction incorporating content
areas within elementary
education; and a research-based
component for scientific practice
(related to NPTBS). Each
component has a related rubric.
Data showed that generally students
were able to plan and implement
lessons effectively in accordance
with the National Professional
Teaching Board Standards. A 100%
pass rate on the teaching assignment
was achieved during the fall 2005
and spring 2006 semesters. Review
of the data revealed that candidates
need greater skill in associating their
classroom practices with National
Professional Teaching Board
Standards. This was the first year
that NPTBS Standards have been
emphasized consistently.
Graduate faculty members teach
courses and supervising practicu
experiences at the specialist’ s lev
will make stronger connections t
National Professional Teaching
Board Standards (NPTBS) in cou
content. Course syllabi were revi
to reflect NPTBS.
Demonstrate skill
in planning and
implementing
instruction for
diverse
populations, while
exhibiting
appropriate
dispositions for
teaching at a
specialized level
During spring 2006, in CEL 706,
Practicum for the Intermediate
Grades, candidates will be
required to plan and teach a unit
in an approved school setting. A
Teacher Work Sample will be
completed in conjunction with
the unit. Related rubrics will be
used to assess planning,
teaching, and dispositions. A
distribution of the scores on
rubrics will be used to analyze
data.
An analysis of scores on the teaching
unit and related Teacher Work
Sample completed in CEL 706 in
spring 2006 revealed that candidates
generally worked well with students
at all levels of elementary education.
A strength identified was the ability
of candidates to make practical
application of theory. Two of three
candidates in CEL 706, Practicum in
Upper Elementary Middle School
Education, showed weaknesses in
connecting classroom teaching
practices to scientific research via
National Professional Teaching
Board Standards.
Graduate faculty have met to ide
strategies for ensuring that expos
to best practices at all grade leve
the elementary school be
incorporated into coursework. A
specialist level syllabi are revised
increased emphasis will be place
helping candidates make researc
based connections to classroom
practice.
2
The National Board for Professional Teaching Standards was established in 1987 to set high and rigorous standards for what
accomplished teachers should know and be able to do. It is governed by a board of directors comprised of classroom teachers, school
administrators, legislators and others from a cross-section of community, business, and government sectors.
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Educational Specialist Degree in Educational Administration and Supervision
(Educational Leadership)
Learning Outcome
Note: The College of
Education has been
accredited by the
National Council for
Accreditation of
Teacher Education
since 1954. As a part of
the ongoing
accompanying selfstudy, this newly
formed division has
continuously engaged
in program evaluation
and improvement even
as this division was
previously a part of
another division. We
have recently
developed several new
instruments in order to
formalize data
collection and analysis.
Also note that all
coursework for the
specialist degree is
numbered at the 700
level, indicating the
required degree of
rigor above that of
master’s level courses.
Data Collection and
Analysis
Comprehensive
Examination1
Develop and articulate
a school vision of
learning
Educational Leadership
Preparation Programs
Results of Evaluation
Use of Evaluation Results
Comprehensive
examinations have
always been given for
this program and have
been similar to the
SLLA for at least four
years. Coursework and
comprehensive
examinations have a
higher degree of
difficulty in the
specialist program than
in the masters. For
example, the
comprehensive exam at
the master’ s level is
allotted 2 hours and at
the specialist level it is
allotted 3 hours. All
students have
successfully passed the
examination (is a
requirement for
graduation) with
approximately 15%
requiring two attempts
to be successful. 13 took
exam and all passed; 2
Continue examination based upon
SLLA
339
Have established a new advisory
board, the School Leadership
Council, to facilitate the formal
Questionnaire (ELPPQ)2
Manage a school’s
operation and
resources
Practicum Projects3
Comprehensive
Examination1
of those had follow-up
interviews in order to
verify adequate
knowledge base.
This survey represents
an attempt to gather
more consistent
quantitative data: we
have always colleted
feedback from
stakeholders in informal
interviews, advisory
meetings, and personal
contact. We realized the
need for a more
systematic and formal
process for receiving
feedback from
stakeholders. Received
surveys from 49 current
students, graduates,
employers, and other
stakeholders. 80% of
respondents marked
Above Expected at This
Level on question
number 8 (internship);
79% marked this
response on question
number 5 (ethics); and
76% marked this
response on question
number 1 (vision). 29%
marked Average for
Experience on question
number 4 (community)
and on question number
6 (larger context).
Results for fall 2005 and
spring 2006 consisted of
58% receiving a rating
of “ exceeds
expectations” and 28%
“ meets expectations”
and 12% Incomplete.
These grades were taken
from the four action
research projects
completed for each
course.
13 took exam and all
passed; 2 of those had
follow-up interviews
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340
feedback process from a sample
of all stakeholders including
students, faculty, P-12 teachers
and administrators, and
community leaders. This group
meets each semester and
corresponds more frequently via
email. Will discuss at fall faculty
meetings and continue collecting
data
We have required more variety in
the project sites and given more
direct instructions about the type
of acceptable projects. We will
pursue avenues to decrease the
percent of students who are
unable to complete the course in
one semester (mainly through
advisement and initial instructor
course explanations). Because an
Incomplete is computed into the
overall GPA as an F, students are
motivated to finish the course
quickly or they are placed on
academic probation.
Continue examination based upon
SLLA
Collaborate with
families and other P-12
community members
Comprehensive
Examination1
Educational Leadership
Preparation Programs
Questionnaire (ELPPQ)2
Act with integrity and
ethically within a
school context in a
professional manner
Dispositions Rating
Scale Self-evaluation4
Dispositions Rating
Scale Faculty
Evaluation4
Understand the larger
educational context
including cultural
differences and legal
ramifications for
school leaders
Openness to Diversity
and Challenge Survey5
Philosophy Statement7
Continue examination based upon
SLLA
Received surveys from
49 current students,
graduates, employers,
and other stakeholders.
80% of respondents
marked Above Expected
at This Level on
question number 8
(internship); 79%
marked this response on
question number 5
(ethics); and 76%
marked this response on
question number 1
(vision). 29% marked
Average for Experience
on question number 4
(community) and on
question number 6
(larger context).
Given to all students in
ELR 702 in February.
Students scored
themselves highest in
grooming and
appearance and
sensitivity and lowest in
poise and confidence
and collaboration.
Will discuss at fall faculty
meetings
There were no major
faculty/student
differences in scores.
Given to all EdS
students in spring 2006.
71% or greater scored a
4 or 5 on every item
except item number 5 (I
enjoy taking courses that
challenge my beliefs and
values). 64% scored a 4
or 5 on that item.
7 students earned ratings
of “ exceeds
expectations” ; 5 earned
“ meets expectations” ;
and 5 earned “ minimally
acceptable”
Notes:
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13 took exam and all
passed; 2 of those had
follow-up interviews
1
By administering the scale to the
students, we are defining
concretely expected dispositional
behaviors. We expect that the
class discussions and selfevaluations will improve our
students’ dispositions.
These will be continuously
addressed by faculty by use of the
flag system for exemplary or
problem behavior and all students
must have successful scores in
order to take comprehensive
examinations.
Will address in fall faculty
meetings. Possibly advanced
students have well-established
beliefs and values and do not
enjoy challenging those.
Will give an example paper of
excellence to students when make
assignment next time. Will
emphasize APA and written
expression more when give the
assignment.
The Comprehensive Examination is taken during the last semester of the program and is modeled after the
School Leaders Licensure Assessment (SLLA) (see Attachment A). It is a written individual assessment
designed to demonstrate the student’ s knowledge and understanding as well as analyze, apply, and
synthesize information from the entire program of study. The SLLA is a national examination which our
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students take prior to licensure as a state administrator (most of our students have already passed the
SLLA before they begin the specialist program). It is published by Education Testing Service and is based
upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and a
passing score of at least 154 is required by the state of Mississippi in order to be eligible for a School
Administrators License. The ISSLC standards are parallel to the Educational Leadership Constituent
Council (ELCC) standards and are attached (see Attachment B).
2
The Educational Leadership Preparation Programs Questionnaire (ELPPQ) is a questionnaire based upon
the ISSLC standards which is given to a sample of current students, graduates, employers, and other
community stakeholders anonymously (see Attachment C).
3
Students take six hours of Practicum coursework which requires eight projects (action research) in area
schools or districts (excluding where they are currently working) and requiring a minimum of 160 hours of
work. Please see Attachment H for Course Directions and Attachment I for an example of the Contract
Form the students complete.
4
The Dispositions Rating Scale (see Attachment E) is given to all students as a self-evaluation during the
required, core class, ELR 702 (Educational Research Design) and is intended to ensure that all students
understand our expectations for them ethically and professionally. Faculty feedback is given throughout the
entire program in the form of placement of flags for deficient or exemplary behavior in the student’ s file,
student/faculty conferences, improvement plans when necessary, and faculty review for all students upon
application for comprehensive examinations (see Attachment F for the protocol which is followed).
5
The Openness to Diversity and Challenge Survey is give to all students during the required, core class,
CUR 701 (Philosophy of Education) (see Attachment G).
6
The Philosophy Statement is a written statement of the student’ s personal philosophy of education as it
relates to the philosophies studied and the student’ s educational practice (aims of education,
morality/ethics, curriculum, instructional methods, and role of the teacher and school leader).
(Attachment A)
Standards for Advanced Programs in Educational Leadership
For Principals, Superintendents, Curriculum Directors, and Supervisors
NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION
Published January, 2002
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the development, articulation, implementation,
and stewardship of a school or district vision of learning supported by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by promoting a positive school culture, providing an effective
instructional program, applying best practice to student learning, and designing comprehensive professional
growth plans for staff.
Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by managing the organization, operations, and resources in a
way that promotes a safe, efficient, and effective learning environment.
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing community resources.
Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by understanding, responding to, and influencing the larger
political, social, economic, legal, and cultural context.
Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and
apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial,
sustained, standards-based work in real settings, planned and guided cooperatively by the institution and
school district personnel for graduate credit.
(Attachment B)
The School Leaders Licensure Assessment
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The School Leaders Licensure Assessment (SLLA) measures whether entry-level principals and other
school leaders have the standards-relevant knowledge believed necessary for competent professional
practice.
The six-hour assessment is divided into four sections:
Evaluation of Actions I (1 hour) - Ten short vignettes covering situations a principal might encounter.
Candidates respond to a focused question that asks for next steps, factors influencing a decision, or
possible consequences of an action.
Evaluation of Actions II (1 hour) - Six longer vignettes. Each presents a dilemma based on typical
school issues. Candidates analyze the circumstances and respond to a focused analytical question that
requires prioritizing action steps or articulating the relevant issues.
Synthesis of Information and Problem Solving (2 hours) - Two case studies involving teaching and
learning issues. In each case, candidates propose a course of action to address a complex problem,
referring to a set of documents, and a short scenario describing a school and its community.
Analysis of Information and Decision Making (2 hours) - Seven documents that relate to teaching and
learning issues. Candidates answer two questions about each document.
The School Leaders Licensure Assessment (SLLA) consists of 25 constructed-response questions, ranging
from short vignettes requiring a brief response to much longer case study exercises.
(Attachment C)
Delta State University
College of Education
Center for Rural School Leadership and Research
Educational Leadership Preparation Programs Questionnaire
Thank you for taking the time to complete this short survey. Your input is crucial to us as we continuously
seek ways to improve our programs. We welcome any additional information you would like to supply; the
contact information is at the end of the survey. Thank you again.
Please respond to each question by marking the appropriate box.
Question:
Please base
response on graduates’ amount
of work experience at the time of
your contact with them.
Above
expected
at this
level
Average
for
experience
1. Graduates can facilitate the
development, articulation,
implementation, and stewardship
of a school vision of learning
supported by a school community.
2. Graduates can promote a
positive school culture, provide an
effective instructional program,
apply best practice to student
learning, and design
comprehensive growth plans for
staff.
3. Graduates can manage the
organization, operations, and
resources of a school.
4. Graduates can collaborate with
families and other community
343
Below
expected
at this
level
Need Extreme
Improvement
Unable
to
Answer
344
members, respond to community
interests and needs, and mobilize
community resources.
5. Graduates act with integrity,
fairly, and ethically.
6. Graduates can understand,
respond to and influence the larger
context.
7. During the
internships/practicum courses/field
experiences students are able to
apply the above skills and
knowledge to an appropriate
degree for his/her stage in the
degree program.
Question:
Please base
Above
Average
Below
Need Extreme
response on graduates’ amount
expected
for
expected
Improvement
of work experience at the time of
at this
experience
at this
your contact with them.
level
level
8. Experiences during
internships/practicum courses/field
experiences are designed to
accommodate the students’
individual needs.
9. In your opinion, what are the greatest strengths of the DSU educational leadership programs?
10. In what ways could the DSU educational leadership programs be improved?
11. Please make any additional comments here:
Please mark all of the following that describe you.
Graduate of leadership program: MEd _____ EdS _____ EdD _____
Current student: MEd _____ EdS _____ EdD _____
Employer of graduate(s) from leadership program: MEd _____ EdS _____ EdD _____
Parent of leadership student: MEd _____ EdS _____ EdD _____
Community/business member: ______
Consultant/adjunct/faculty: _____
MS Department of Education: _____
(Attachment E)
Delta State University
Center for Rural School Leadership and Research
Dispositions Rating Scale
Student Name:____________________________
Rater:_____________________________ Date:_________
Degree Program: ____________________________________
Appraisal Scale:
344
Unable
to
Answer
1 – Does not meet expectations
– No opportunity to observe
2 – Meets a few expectations but not sufficient
Characteristic (Disposition)
3 – Meets expectations
N/O
4 – Exceeds expectations
Rating
Evidence for a 1 or 2 Rating
Rating
Evidence for a 1 or 2 Rating
Flexibility:
1.1 responds promptly and effectively to
unexpected
occurrences in the classroom and to the
needs of
colleagues and administration
1.2 adapts willingly to change and contributes
positively
to the needs of the workplace
Attendance and Participation:
2.1 attends all expected classes, meetings, and
trainings
Required
2.2 contributes meaningfully to meetings and
does not
just “ show up”
Punctuality:
3.1 arrives to all expected classes, meetings,
and
trainings required on or before expected
start time
3.2 completes assignments on or before due
dates
Dependability:
4.1 behaves in a consistent and professional
manner that
contributes positively to the environment
4.2 shows responsibility in all aspects of
professional
Functioning
Poise and Confidence:
5.1 handles self professionally in actions and
speech
5.2 carries self with self-assurance without
feeling
threatened by others’ accomplishments or
abilities
5.3 realistically appraises own abilities and
the ability to
risk despite perceived weaknesses
Characteristic (Disposition)
continued
Maturity and Judgment:
6.1 accurately assesses the context of complex
situations
(in the workplace) and responds
appropriately
345
345
346
6.2 consults with colleagues and
administrators as needed
and acts independently within the scope of
training
6.3 avoids personalizing conflict in
emotionally-charged
Situations
6.4 effectively demonstrates knowledge of
safety
measures and the handling of emergencies
Grooming and Appearance:
7.1 appears well groomed, attending to both
neatness and
personal hygiene
7.2 selects attire that does not detract from
professional
functioning and is consistent with other
professionals
within the workplace
Sensitivity
8.1 effectively demonstrates empathy and
compassion
toward others within the professional
context while
maintaining learning expectations
8.2 maintains confidentiality of sensitive
student and
colleague information
8.3 effectively demonstrates acceptance of
diversity (e.g.,
exceptionalities, gender, race, SES)
Attitude:
9.1 conveys a positive (helpful, upbeat)
disposition in the
Workplace
9.2 takes responsibility for emotional states
and behavior
and adjusts when needed
9.3 hears and responds appropriately to
feedback from
peers and supervisors without becoming
defensive
Initiative:
10.1 is proactive and anticipates what a
situation calls for
and responds appropriately
10.2 consults with others when necessary
10.3 asks for feedback about the impact of
work
Resourcefulness:
11.1 uses materials appropriately in the
classroom and
other professional settings
11.2 employs multiple technologies to aid the
teaching
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347
Process
11.3 responds with flexibility
Characteristics (Disposition)
continued
Enthusiasm:
Rating
12.1 generates excitement, passion, and
interest within
students and colleagues
12.2 motivates self to perform well in spite of
circumstances that are not optimal
Creativity:
13.1 is inventive
13.2 recognizes and uses personal talents to
facilitate
professional functioning
Collaboration:
14.1 engages in successful home-school
partnerships
14.2 works effectively with community and
social services
Agencies
14.3 collaborates appropriately with
professional
colleagues, as appropriate
Professional Growth:
15.1 demonstrates value of lifelong learning
15.2 engages in self-reflection for continuous
Improvement
15.3 takes advantage of opportunities for
professional
Development
Ethics:
16.1 fulfills legal and contractual obligations
while
applying laws and procedures fairly
16.2 expects school community to demonstrate
integrity
and exercise ethical behavior
16.3 protects the rights of faculty, staff, and
students
16.4 treats people fairly, equitably, and with
dignity and
Respect
16.5 accepts responsibility for school
operations and
347
Evidence for a 1 or a 2 Rating
348
recognizes the impact of administrative
decisions of
others
16.6 models strong values, beliefs, and a
professional code
of ethics
My signature below indicates that the dispositions assessment system was explained to
me by the faculty of the Center for Rural School Leadership and Research and that I
received a copy for my reference. I understand that I must exhibit these dispositions
consistently throughout the program in order to be recommended as having satisfactorily
met all the requirements of my program.
Candidate’ s Signature:_________________________________________
Date:___________________
(Attachment F)
Delta State University
College of Education
Center for Rural School Leadership & Research
Proposed Protocol for Dispositions
Revised February, 2006
1.
2.
3.
4.
5.
6.
Candidates will complete the Dispositions Rating Scale during ELR 605 and ELR 702 as a selfassessment.
Flag forms will be placed in each candidate’ s folder: Yellow for warning, red for deficiency, and
green for exemplary.
Faculty who note evidence of deficiencies or exemplary practices in a candidate relevant to a
disposition area enter this information on the appropriate flag form, provide details related to the
reason for concern or commendation, and hold a conference with the candidate regarding
concerns.
Based upon the number and severity of dispositional deficiencies, faculty will refer the candidate
to the advisor or to a faculty committee for counseling. The faculty members and candidate will
establish a written plan for improvement that will become part of the candidate’ s file. The plan
will specify how and when the improvement will occur.
Upon application for comprehensive examinations, faculty will meet to review each candidate in
light of the dispositions. The Dispositions Rating Scale must be completed on all candidates at
these two assessment points.
If the deficiency(ies) persists, the faculty will meet to consider whether or not the candidate should
continue in the program.
(Attachment G)
DELTA STATE UNIVERSITY
COLLGE OF EDUCATION
OPENNESS TO DIVERSITY AND CHALLENGE SURVEY*
Name ___________________________Major ______________
Degree Program ______________________________________
348
Date_____________
Directions: Respond to the following items concerning diversity by circling the number that most
closely reflects your attitude. The numerical scale is as follows:
5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, 1 = Strongly Disagree
5 4 3 2 1
349
1. I enjoy having discussions with people whose ideas and values are different
from my own.
5 4 3 2 1
2.
The real value of a college education lies in being introduced to different
3.
I enjoy talking with people who have values different from mine because it
values.
5 4 3 2 1
helps me understand myself and
my values better.
5 4 3 2 1
4.
Learning about people from different cultures is a very important part of my
5 4 3 2 1
5.
I enjoy taking courses that challenge my beliefs and values.
5 4 3 2 1
6.
The courses I enjoy the most are those that make me think about things
college education.
from a different perspective.
5 4 3 2 1
7.
Contact with individuals whose background (e.g., race/ethnicity,
skills/ability, gender, socioeconomic
status, language) is different from my own is an essential part of my college
education.
5 4 3 2 1
8.
I enjoy courses that are intellectually challenging.
* Used with permission from the following:
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college
students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75,
249 – 284. January 20, 2006
Course Directions
(Attachment H)
Practicum Project
This course consists of completing four projects in the designated area for the course you are taking.
AED 636 (Practicum I) is designed for the building level (principals and assistant principals); AED 736
(Practicum II) is designed for the central office level (assistant superintendents, curriculum coordinators,
etc.); and AED 737 (Practicum III) is designed for the superintendent level.
You will be completing four projects in a school or district under the supervision of a mentor of your
choice (please see Mentor Letter). Each of these projects will require from 20 to 30 hours of YOUR time
(not the mentor'
s). Each mentor may ONLY be used for one of the four projects; you may use a school or
district for ONLY one project per course; you may not use your own school for a project.
Before actual work is begun on a project, you will be submitting a contract (see Contract Form) to me
via email which explains exactly what you plan to do. Upon my approval you may then begin your work.
You will be making short presentations to your classmates after the projects are completed which focus on
the decision making process, not the results, of your project.
Please see Syllabus, Topic Ideas, and the Example Contracts for appropriate ideas for your projects.
Please read the General Notes for more direction. Submit a Self-reflection assignment after you complete
each project. The Rubric will be used to score your projects.
Feel free to email me with any questions at
. I'
m looking forward to working with each of you. I
hope you'
ll find this to be a very useful and practical course which will add to your confidence as you begin
or continue your educational administrative careers.
349
350
Although there are three courses taught together in this practicum, you will notice that there are two
different levels for the course numbers (600 and 700 levels). This should be an indication to the student of
differential expectations of quality of work according to level of course for which the student is registered.
Not only are there varied appropriate topics for each course, but also the selection of a mentor with a wider
range of experience and responsibilities and a higher quality of final product are expected as the course
level increases. This higher level should be reflected in the contracts that the student submits for instructor
approval.
Suggested topic ideas:
AED 636: Your focus is on the principal or assistant principal. You might want to focus on scheduling,
policy and procedures, discipline, school climate (and people skills), or instructional leadership (improving
teachers).
AED 736: Your focus is on the central office staff. Of particular interest to you would be legal issues,
curriculum, central office personnel roles, and regulations.
AED 737: Your focus is on the superintendent or assistant superintendent. Financial issues, leadership
(visioning), and those of public relations (dealing with the community and the board) are possibilities for
you.
For example, you might consider: District (or school) improvement plans, needs assessment projects,
district (or school) curriculum redesign projects, district (or school) based strategic plans, district (or
school) simulations, and district (or school) intervention plans.
FYI:
Verbs that CAN be measured
The following verbs are good ones to use for your contract objectives: write, label, solve, read,
demonstrate, identify, participate, compare, construct, analyze, summarize, differentiate
Verbs NOT to use
The following are verbs that CANNOT be measured and therefore should not be used for contract
objectives: understand, believe, instill, know, comprehend, foster, appreciate, grasp, enjoy
(Attachment I)
Practicum Project Contract
Instructions: Please complete one form for each contract. You may then copy it to
an email and send it to me at…..
Check which course: AED 636 _____;
AED 736 _____ or
AED 737 _____
Name: __________________________________
Date: ________________
Student ID Number: ________________________
Contract Number: ______
EACH CONTRACT WILL REQUIRE 20-30 HOURS OF THE STUDENT'S TIME.
Describe the demographics of the school or district you are using for this project:
(most of this information can be located on the MS Dept. of Ed. website)
Include: Location; Grades (i.e. P-2; K-5; etc.); Number of students enrolled; Number or
percent eligible for free and reduced lunch; Racial breakdown; Gender breakdown;
Achievement Level of the school (i.e. Priority, Level 4, etc.)
I. School or district demographics:
350
II.
351
A. Learning Objectives: State as objectives the performance outcomes of this contract
(approximately three.)
What do you expect to learn from completing this project?
For each learning objective list all ELCC Standard Elements which you believe completing
this objective will meet for you (i.e. 2.1, 2.4, 3.1, 3.4, and 5.2)
B. Activities/Learning Resources and Strategies: Briefly describe how each objective will be
accomplished. Include the "Time" involved and the "Material Resources Needed." What actions
will you take and
exactly what will you do?
C. Evidence of Accomplishment of Objectives: For each objective, indicate how the results will
be judged. What will you turn in to show that you accomplished each objective?
D. Criteria and Means for Validating Evidence: How can outcomes be verified, reviewed or
checked. Include "Target Completion Date."
Doctor of Education Degree in Professional Studies
Learning Outcome
Note: The College of
Education has been
accredited by the
National Council for
Accreditation of
Teacher Education
since 1954. As a part of
the ongoing
accompanying selfstudy, this newly
formed division has
continuously engaged
in program evaluation
and improvement even
as this division was
previously a part of
another division. We
have recently
developed several new
instruments in order
to formalize data
collection and analysis.
Also note that all
coursework for the
specialist degree is
numbered at the 800
level (with a few 700
level courses included),
indicating the required
degree of rigor above
that of specialist level
courses.
Develop and articulate
a school vision of
learning
Data Collection and
Analysis
Comprehensive
Examination1
Results of Evaluation
Use of Evaluation
Results
Coursework and
comprehensive
examinations have a
higher degree of
difficulty in the doctoral
program than in the
specialist. For example,
the comprehensive
exam at the specialist
level is allotted 3 hours
and at the specialist
Continued use of the
Doctoral Admission and
Curriculum Council, a
group of faculty and
staff from across the
university to help with
decision making for the
program. Earlier
analysis revealed that
our comprehensive
examination was not
351
level it is allotted 8
hours. 10 students
passed all sections on
the first attempt; 7
passed on the second
attempt; 10 are still in
the process of re-taking.
Educational Leadership
Preparation Programs
Questionnaire (ELPPQ)2
Manage a school’s
operation and
resources
Practicum Projects3
This survey represents
an attempt to gather
more consistent
quantitative data: we
have always colleted
feedback from
stakeholders in informal
interviews, advisory
meetings, and personal
contact. We realized the
need for a more
systematic and formal
process for receiving
feedback from
stakeholders. Received
surveys from 49 current
students, graduates,
employers, and other
stakeholders. 80% of
respondents marked
Above Expected at This
Level on question
number 8 (internship);
79% marked this
response on question
number 5 (ethics); and
76% marked this
response on question
number 1 (vision). 29%
marked Average for
Experience on question
number 4 (community)
and on question number
6 (larger context).
Grades for fall 2005 and
spring 2006 consisted of
58% A’ s and 28% B’ s
and 12% Incomplete.
These grades were taken
from the four action
research projects
completed for each
course.
352
352
demanding enough and
that our students were
weak in the area of
research. We have
added a required
research course,
strengthened our
comprehensive exam,
and added study courses
and tutoring for our
students who are
retaking sections of the
comprehensive exam.
Have established a new
advisory board, the
School Leadership
Council, to facilitate the
formal feedback process
from a sample of all
stakeholders including
students, faculty, P-12
teachers and
administrators, and
community leaders.
This group meets each
semester and
corresponds more
frequently via email.
Will discuss at fall
faculty meetings and
continue collecting data
We have required more
variety in the project
sites and given more
direct instructions about
the type of acceptable
projects. We will pursue
avenues to decrease the
percent of students who
are unable to complete
the course in one
semester (mainly
through advisement and
initial instructor course
explanations). Because
353
Comprehensive
Examination1
Collaborate with
families and other P12 community
members
Dissertation4
Comprehensive
Examination1
10 students passed all
sections on the first
attempt; 7 passed on the
second attempt; 10 are
still in the process of retaking.
3 graduates this year;
titles: Cultural
Implications of
Indigenous Blues Music
in the Mississippi
Delta; Teacher-Student
Interaction: Analyzing
Hinds County School
District Classrooms;
Impact of Intermediate
Courses on First Year
Retention and
Academic Performance
in English Composition
and College Algebra at
a Southern Regional
University
10 students passed all
sections on the first
attempt; 7 passed on the
second attempt; 10 are
still in the process of retaking.
353
an Incomplete is
computed into the
overall GPA as an F,
students are motivated
to finish the course
quickly or they are
placed on academic
probations.
Earlier analysis revealed
that our comprehensive
examination was not
demanding enough and
that our students were
weak in the area of
research. We have
added a required
research course,
strengthened our
comprehensive exam,
and added study courses
and tutoring for our
students who are
retaking sections of the
comprehensive exam.
We have dropped or
reconfigured
dissertation committees
for our inactive
students. We have
offered training for
dissertation chairs and
committee members and
developed a new
dissertation manual and
a new program student
handbook. We have
changed the minimum
number of hours for the
dissertation from 9 to 12
to more realistically
reflect the typical
timeframe for
completion of the
dissertation.
Earlier analysis revealed
that our comprehensive
examination was not
demanding enough and
that our students were
weak in the area of
research. We have
added a required
research course,
strengthened our
comprehensive exam,
and added study courses
and tutoring for our
354
students who are
retaking sections of the
comprehensive exam.
Act with integrity and
ethically within a
school context in a
professional manner
Dispositions Rating
Scale Self-evaluation5
Dispositions Rating
Scale Faculty Evaluation5
Understand the larger
educational context
including cultural
differences and legal
ramifications for
school leaders
Openness to Diversity
and Challenge Survey6
Educational Leadership
Preparation Programs
Questionnaire (ELPPQ)2
Notes:
Given to all students in
ELR 702 in February.
Students scored
themselves highest in
grooming and
appearance and
sensitivity and lowest in
poise and confidence
and collaboration.
By administering the
scale to the students, we
are defining concretely
expected dispositional
behaviors. We expect
that the class
discussions and selfevaluations will
improve our students’
dispositions.
There were no major
faculty/student
differences in scores.
These will be
continuously addressed
by faculty by use of the
flag system for
exemplary or problem
behavior and all
students must have
successful scores in
order to take
comprehensive
examinations.
Will address in fall
faculty meetings and
continue to address
diversity issues in
courses. Possibly
advanced students have
well-established beliefs
and values and do not
enjoy challenging those.
Given to all EdD
students in spring 2006.
73% or greater scored a
4 or 5 on every item
except item number 5 (I
enjoy taking courses
that challenge my
beliefs and values). 64%
scored a 4 or 5 on that
item.
Received surveys from
49 current students,
graduates, employers,
and other stakeholders.
80% of respondents
marked Above Expected
at This Level on
question number 8
(internship); 79%
marked this response on
question number 5
(ethics); and 76%
marked this response on
question number 1
(vision). 29% marked
Average for Experience
on question number 4
(community) and on
question number 6
(larger context).
1
Will discuss at fall
faculty meetings and
continue collecting data
The Comprehensive Examination is taken during the semester before Dissertation Seminar, covers
academic areas from the program, and is based upon the School Leaders Licensure Assessment (SLLA)
354
355
(see Attachment A). It is a written individual assessment designed to demonstrate the student’ s
knowledge and understanding as well as analyze, apply, and synthesize information from the entire
program of study. The SLLA is a national examination which our students take prior to licensure as a state
administrator (most of our students have already passed the SLLA before they begin the doctoral program).
It is published by Education Testing Service and is based upon the Interstate School Leaders Licensure
Consortium (ISLLC) Standards for School Leaders and a passing score of at least 154 is required by the
state of Mississippi in order to be eligible for a School Administrators License. The ISSLC standards are
parallel to the Educational Leadership Constituent Council (ELCC) standards and are attached (see
Attachment B).
2
The ELPPQ is a questionnaire based upon the ISSLC standards which is given to a sample of current
students, graduates, employers, and other community stakeholders anonymously (see Attachment C).
3
Students take six hours of Practicum coursework which requires eight projects (action research) in area
schools or districts (excluding where they are currently working) and requiring a minimum of 160 hours of
work. Please see Attachment H for Course Directions and Attachment I for an example of the Contract
Form the students complete.
4
All Doctor of Education students are required to complete a Dissertation before graduation. The doctoral
dissertation is the written record of the candidate’ s individual, original research and scholarship and
successfully advances the limits of human knowledge. The topic must be appropriate to and significant in
the academic field, require a mastery and exhaustive exercise of research techniques, and demonstrate
critical thought and facility of expression. The dissertation must, in the professional opinion of the graduate
faculty, make an original contribution, and it must demonstrate the candidate’ s fitness to continue the
advancement of knowledge in the student’ s competency.
5
The Dispositions Rating Scale (see Attachment E) is given to all students as a self-evaluation during the
required, core class, ELR 702 (Educational Research Design) and is intended to ensure that all students
understand our expectations for them ethically and professionally. Faculty feedback is given throughout the
entire program in the form of placement of flags for deficient or exemplary behavior in the student’ s file,
student/faculty conferences, improvement plans when necessary, and faculty review for all students upon
application for comprehensive examinations (see Attachment F for the protocol which is followed).
6
The Openness to Diversity and Challenge Survey is given to all students during the required, core class,
SUP 831 (Supervisory Techniques) (see Attachment G).
(Attachment A)
Standards for Advanced Programs in Educational Leadership
For Principals, Superintendents, Curriculum Directors, and Supervisors
NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION
Published January, 2002
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the development, articulation, implementation,
and stewardship of a school or district vision of learning supported by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by promoting a positive school culture, providing an effective
instructional program, applying best practice to student learning, and designing comprehensive professional
growth plans for staff.
Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by managing the organization, operations, and resources in a
way that promotes a safe, efficient, and effective learning environment.
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing community resources.
Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
355
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural context.
356
Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and
apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial,
sustained, standards-based work in real settings, planned and guided cooperatively by the institution and
school district personnel for graduate credit.
(Attachment B)
The School Leaders Licensure Assessment
The School Leaders Licensure Assessment (SLLA) measures whether entry-level principals and other
school leaders have the standards-relevant knowledge believed necessary for competent professional
practice.
The six-hour assessment is divided into four sections:
Evaluation of Actions I (1 hour) - Ten short vignettes covering situations a principal might encounter.
Candidates respond to a focused question that asks for next steps, factors influencing a decision, or
possible consequences of an action.
Evaluation of Actions II (1 hour) - Six longer vignettes. Each presents a dilemma based on typical
school issues. Candidates analyze the circumstances and respond to a focused analytical question that
requires prioritizing action steps or articulating the relevant issues.
Synthesis of Information and Problem Solving (2 hours) - Two case studies involving teaching and
learning issues. In each case, candidates propose a course of action to address a complex problem,
referring to a set of documents, and a short scenario describing a school and its community.
Analysis of Information and Decision Making (2 hours) - Seven documents that relate to teaching and
learning issues. Candidates answer two questions about each document.
The School Leaders Licensure Assessment (SLLA) consists of 25 constructed-response questions, ranging
from short vignettes requiring a brief response to much longer case study exercises.
(Attachment C)
Delta State University
College of Education
Center for Rural School Leadership and Research
Educational Leadership Preparation Programs Questionnaire
Thank you for taking the time to complete this short survey. Your input is crucial to us as we continuously
seek ways to improve our programs. We welcome any additional information you would like to supply; the
contact information is at the end of the survey. Thank you again.
Please respond to each question by marking the appropriate box.
Question:
Please base
response on graduates’ amount
of work experience at the time of
your contact with them.
Above
expected
at this
level
Average
for
experience
1. Graduates can facilitate the
development, articulation,
implementation, and stewardship
of a school vision of learning
356
Below
expected
at this
level
Need Extreme
Improvement
Unable
to
Answer
357
supported by a school community.
2. Graduates can promote a
positive school culture, provide an
effective instructional program,
apply best practice to student
learning, and design
comprehensive growth plans for
staff.
3. Graduates can manage the
organization, operations, and
resources of a school.
4. Graduates can collaborate with
families and other community
members, respond to community
interests and needs, and mobilize
community resources.
5. Graduates act with integrity,
fairly, and ethically.
6. Graduates can understand,
respond to and influence the larger
context.
7. During the
internships/practicum courses/field
experiences students are able to
apply the above skills and
knowledge to an appropriate
degree for his/her stage in the
degree program.
Question:
Please base
Above
Average
Below
Need Extreme
response on graduates’ amount
expected
for
expected
Improvement
of work experience at the time of
at this
experience
at this
your contact with them.
level
level
8. Experiences during
internships/practicum courses/field
experiences are designed to
accommodate the students’
individual needs.
9. In your opinion, what are the greatest strengths of the DSU educational leadership programs?
10. In what ways could the DSU educational leadership programs be improved?
11. Please make any additional comments here:
Please mark all of the following that describe you.
Graduate of leadership program: MEd _____ EdS _____ EdD _____
Current student: MEd _____ EdS _____ EdD _____
Employer of graduate(s) from leadership program: MEd _____ EdS _____ EdD _____
Parent of leadership student: MEd _____ EdS _____ EdD _____
Community/business member: ______
Consultant/adjunct/faculty: _____
MS Department of Education: _____
357
Unable
to
Answer
358
(Attachment E)
Delta State University
Center for Rural School Leadership and Research
Dispositions Rating Scale
Student Name:____________________________
Rater:_____________________________ Date:_________
Degree Program: ____________________________________
Appraisal Scale:
1 – Does not meet expectations
No opportunity to observe
2 – Meets a few expectations but not sufficient
Characteristic (Disposition)
Rating
Flexibility:
1.1 responds promptly and effectively to
unexpected
occurrences in the classroom and to the
needs of
colleagues and administration
1.2 adapts willingly to change and contributes
positively
to the needs of the workplace
Attendance and Participation:
2.1 attends all expected classes, meetings, and
trainings
Required
2.2 contributes meaningfully to meetings and
does not
just “ show up”
Punctuality:
3.1 arrives to all expected classes, meetings,
and
trainings required on or before expected
start time
3.2 completes assignments on or before due
dates
Dependability:
4.1 behaves in a consistent and professional
manner that
contributes positively to the environment
4.2 shows responsibility in all aspects of
professional
Functioning
Poise and Confidence:
5.1 handles self professionally in actions and
speech
5.2 carries self with self-assurance without
feeling
threatened by others’ accomplishments or
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3 – Meets expectations
N/O –
4 – Exceeds expectations
Evidence for a 1 or 2 Rating
359
abilities
5.3 realistically appraises own abilities and
the ability to
risk despite perceived weaknesses
Characteristic (Disposition)
continued
Maturity and Judgment:
Rating
6.1 accurately assesses the context of complex
situations
(in the workplace) and responds
appropriately
6.2 consults with colleagues and
administrators as needed
and acts independently within the scope of
training
6.3 avoids personalizing conflict in
emotionally-charged
Situations
6.4 effectively demonstrates knowledge of
safety
measures and the handling of emergencies
Grooming and Appearance:
7.1 appears well groomed, attending to both
neatness and
personal hygiene
7.2 selects attire that does not detract from
professional
functioning and is consistent with other
professionals
within the workplace
Sensitivity
8.1 effectively demonstrates empathy and
compassion
toward others within the professional
context while
maintaining learning expectations
8.2 maintains confidentiality of sensitive
student and
colleague information
8.3 effectively demonstrates acceptance of
diversity (e.g.,
exceptionalities, gender, race, SES)
Attitude:
9.1 conveys a positive (helpful, upbeat)
disposition in the
Workplace
9.2 takes responsibility for emotional states
and behavior
and adjusts when needed
9.3 hears and responds appropriately to
feedback from
peers and supervisors without becoming
defensive
Initiative:
359
Evidence for a 1 or 2 Rating
360
10.1 is proactive and anticipates what a
situation calls for
and responds appropriately
10.2 consults with others when necessary
10.3 asks for feedback about the impact of
work
Resourcefulness:
11.1 uses materials appropriately in the
classroom and
other professional settings
11.2 employs multiple technologies to aid the
teaching
Process
11.3 responds with flexibility
Characteristics (Disposition)
continued
Enthusiasm:
Rating
12.1 generates excitement, passion, and
interest within
students and colleagues
12.2 motivates self to perform well in spite of
circumstances that are not optimal
Creativity:
13.1 is inventive
13.2 recognizes and uses personal talents to
facilitate
professional functioning
Collaboration:
14.1 engages in successful home-school
partnerships
14.2 works effectively with community and
social services
Agencies
14.3 collaborates appropriately with
professional
colleagues, as appropriate
Professional Growth:
15.1 demonstrates value of lifelong learning
15.2 engages in self-reflection for continuous
Improvement
15.3 takes advantage of opportunities for
professional
Development
Ethics:
16.1 fulfills legal and contractual obligations
while
applying laws and procedures fairly
360
Evidence for a 1 or a 2 Rating
361
16.2 expects school community to demonstrate
integrity
and exercise ethical behavior
16.3 protects the rights of faculty, staff, and
students
16.4 treats people fairly, equitably, and with
dignity and
Respect
16.5 accepts responsibility for school
operations and
recognizes the impact of administrative
decisions of
others
16.6 models strong values, beliefs, and a
professional code
of ethics
My signature below indicates that the dispositions assessment system was explained to me by the faculty of
the Center for Rural School Leadership and Research and that I received a copy for my reference. I
understand that I must exhibit these dispositions consistently throughout the program in order to be
recommended as having satisfactorily met all the requirements of my program.
Candidate’ s Signature:_________________________________________
Date:___________________
(Attachment F)
Delta State University
College of Education
Center for Rural School Leadership & Research
Proposed Protocol for Dispositions
Revised February, 2006
7.
Candidates will complete the Dispositions Rating Scale during ELR 605 and ELR 702 as a selfassessment.
8.
Flag forms will be placed in each candidate’ s folder: Yellow for warning, red for deficiency, and
green for exemplary.
9.
Faculty who note evidence of deficiencies or exemplary practices in a candidate relevant to a
disposition area enter this information on the appropriate flag form, provide details related to the
reason for concern or commendation, and hold a conference with the candidate regarding
concerns.
10. Based upon the number and severity of dispositional deficiencies, faculty will refer the candidate
to the advisor or to a faculty committee for counseling. The faculty members and candidate will
establish a written plan for improvement that will become part of the candidate’ s file. The plan
will specify how and when the improvement will occur.
11. Upon application for comprehensive examinations, faculty will meet to review each candidate in
light of the dispositions. The Dispositions Rating Scale must be completed on all candidates at
these two assessment points.
12. If the deficiency(ies) persists, the faculty will meet to consider whether or not the candidate should
continue in the program.
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362
(Attachment G)
DELTA STATE UNIVERSITY
COLLGE OF EDUCATION
OPENNESS TO DIVERSITY AND CHALLENGE SURVEY*
Name ___________________________Major ______________
Date_____________
Degree Program ______________________________________
Directions: Respond to the following items concerning diversity by circling the number that most closely
reflects your attitude. The numerical scale is as follows:
5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, 1 = Strongly Disagree
5 4 3 2 1
1. I enjoy having discussions with people whose ideas and values are different
from my own.
5 4 3 2 1
2.
The real value of a college education lies in being introduced to different
3.
I enjoy talking with people who have values different from mine because it
values.
5 4 3 2 1
helps me understand myself and
my values better.
5 4 3 2 1
4.
Learning about people from different cultures is a very important part of my
5 4 3 2 1
5.
I enjoy taking courses that challenge my beliefs and values.
5 4 3 2 1
6.
The courses I enjoy the most are those that make me think about things
college education.
from a different perspective.
5 4 3 2 1
7.
Contact with individuals whose background (e.g., race/ethnicity,
skills/ability, gender, socioeconomic
status, language) is different from my own is an essential part of my college
education.
5 4 3 2 1
8.
I enjoy courses that are intellectually challenging.
* Used with permission from the following:
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college
students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75,
249 – 284. January 20, 2006
Course Directions
(Attachment H)
Practicum Project
This course consists of completing four projects in the designated area for the course you are taking. AED
636 (Practicum I) is designed for the building level (principals and assistant principals); AED 736
(Practicum II) is designed for the central office level (assistant superintendents, curriculum coordinators,
etc.); and AED 737 (Practicum III) is designed for the superintendent level.
You will be completing four projects in a school or district under the supervision of a mentor of your
choice (please see Mentor Letter). Each of these projects will require from 20 to 30 hours of YOUR time
(not the mentor'
s). Each mentor may ONLY be used for one of the four projects; you may use a school or
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363
district for ONLY one project per course; you may not use your own school for a project.
Before actual work is begun on a project, you will be submitting a contract (see Contract Form) to me
via email which explains exactly what you plan to do. Upon my approval you may then begin your work.
You will be making short presentations to your classmates after the projects are completed which focus on
the decision making process, not the results, of your project.
Please see Syllabus, Topic Ideas, and the Example Contracts for appropriate ideas for your projects.
Please read the General Notes for more direction. Submit a Self-reflection assignment after you complete
each project. The Rubric will be used to score your projects.
Feel free to email me with any questions at
. I'
m looking forward to working with each of you. I
hope you'
ll find this to be a very useful and practical course which will add to your confidence as you begin
or continue your educational administrative careers.
Although there are three courses taught together in this practicum, you will notice that there are two
different levels for the course numbers (600 and 700 levels). This should be an indication to the student of
differential expectations of quality of work according to level of course for which the student is registered.
Not only are there varied appropriate topics for each course, but also the selection of a mentor with a wider
range of experience and responsibilities and a higher quality of final product are expected as the course
level increases. This higher level should be reflected in the contracts that the student submits for instructor
approval.
Suggested topic ideas:
AED 636: Your focus is on the principal or assistant principal. You might want to focus on scheduling,
policy and procedures, discipline, school climate (and people skills), or instructional leadership (improving
teachers).
AED 736: Your focus is on the central office staff. Of particular interest to you would be legal issues,
curriculum, central office personnel roles, and regulations.
AED 737: Your focus is on the superintendent or assistant superintendent. Financial issues, leadership
(visioning), and those of public relations (dealing with the community and the board) are possibilities for
you.
For example, you might consider: District (or school) improvement plans, needs assessment projects,
district (or school) curriculum redesign projects, district (or school) based strategic plans, district (or
school) simulations, and district (or school) intervention plans.
FYI:
Verbs that CAN be measured
The following verbs are good ones to use for your contract objectives: write, label, solve, read,
demonstrate, identify, participate, compare, construct, analyze, summarize, differentiate
Verbs NOT to use
The following are verbs that CANNOT be measured and therefore should not be used for contract
objectives: understand, believe, instill, know, comprehend, foster, appreciate, grasp, enjoy
(Attachment I)
Practicum Project Contract
Instructions: Please complete one form for each contract. You may then copy it to
an email and send it to me at…..
Check which course: AED 636 _____;
AED 736 _____ or
AED 737 _____
Name: __________________________________
Date: ________________
Student ID Number: ________________________
Contract Number: ______
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EACH CONTRACT WILL REQUIRE 20-30 HOURS OF THE STUDENT'S
TIME.
364
Describe the demographics of the school or district you are using for this project:
(most of this information can be located on the MS Dept. of Ed. website)
Include: Location; Grades (i.e. P-2; K-5; etc.); Number of students enrolled; Number or
percent eligible for free and reduced lunch; Racial breakdown; Gender breakdown;
Achievement Level of the school (i.e. Priority, Level 4, etc.)
I. School or district demographics:
II.
A. Learning Objectives: State as objectives the performance outcomes of this contract
(approximately three.)
What do you expect to learn from completing this project?
For each learning objective list all ELCC Standard Elements which you believe completing
this objective will meet for you (i.e. 2.1, 2.4, 3.1, 3.4, and 5.2)
B. Activities/Learning Resources and Strategies: Briefly describe how each objective will be
accomplished. Include the "Time" involved and the "Material Resources Needed." What actions
will you take and
exactly what will you do?
C. Evidence of Accomplishment of Objectives: For each objective, indicate how the results will
be judged. What will you turn in to show that you accomplished each objective?
D. Criteria and Means for Validating Evidence: How can outcomes be verified, reviewed or
checked. Include "Target Completion Date."
School of Nursing
Learning
Outcome
BSN 1st write
NCLEX-RN pass
rate
BSN-Nursing
Data Collection and
Results of Evaluation
Analysis
Annual Report from the
National Council of
State Boards of Nursing
to Schools of Nursing
(SON) re 1st write of
NCLEX-RN pass rates.
NCLEX 1st write pass rate
01-02 02-03
03-04 04-05 0506
92% 89% 94% 75% *83%
*The 2005-2006 pass rate is calculated
on 10/12/13 successful 1st writes (One
graduate has not yet taken the NCLEXRN).
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Use of Evaluation
Results
The NCLEX-RN was
revised to increase the
difficulty level in 2004.
This revision was done
because of rising
national 1st write pass
rates over the preceding
3 years. The format was
also changed to include
“ alternate format”
questions. Students
graduating in 2005
were given full
scholarships to a
professional NCLEX
review course offered
in house at the SON
and self-study
requirements for NUR
408 were increased. In
2006, the
Placement of NUR 408
365
Nursing Synthesis
(formerly NUR 492)
was changed to the final
(5th) semester plan of
study instead of the 4th
semester.
HESI testing was
initiated for each
clinical nursing course
due to high correlations
with their test scores
and NCLEX-RN 1st
write success.
Hours were again
increased for
independent NCLEX
review with
individualized study
plans during NUR 406
Nursing Preceptorship
for students identified
with learning needs
(based on HESI RN
Exit scores
Specific
baccalaureate
program outcomes
(PO) (based on
Commission on
Collegiate Nursing
Education (CCNE)
accreditation
criteria:
Continuous
Improvement Progress
Report submitted
December 15, 2005 to
CCNE
1.
HESI exit testing report
of results downloaded
from online exit exam
(X3) testing during the
last semester of the
program.
Anonymous annual end
of program surveys
conducted with pencil
and scantron sheets in
Apply nursing,
natural and
behavioral
science
concepts to the
practice of
nursing (clinical
concepts or
CC).
Letter received from CCNE dated May
4, 2006 “ All Standards continue to be
met.” (Appendix G)
DSU SON mean HESI score/national
mean HESI score (national percentile
rank)
Exam 1: 757/856 (23.42)
Exam 2: 864/856 (50.88)
Exam 3: 854/856 (48.01)
1. Mean score-Clinical Concepts
Exam 1: = 770
Exam 2: 845
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A professional (student
arranged) NCLEX
review course was
offered on campus by
Hurst Review over
spring break in March
2006 (arranged by
seniors graduating in
spring 2006). All senior
students (N = 13)
attended the review.
Continue to
demonstrate continued
compliance with CCNE
accreditation standards
through periodic
reporting and
reaccreditation selfstudy and site visit
scheduled for fall of
2010.
All testing in NUR 408
conducted using HESI
RN Exit Exam. First
HESI Test administered
initial class session to
determine individual
areas of weakness; Test
2 administered midterm
following class review
sessions & independent
2. Deliver care to
the client system
using critical
thinking (CT),
appropriate
communication
(AC), therapeutic
nursing
interventions
(TNI), and
cultural awareness
(CA) within the
nursing process
(NP) and
standards of care
(SOC)
(legal/ethical
considerations).
3. Practice
leadership as a
self-directed
professional who
is accountable to
self, society, and
the evolving
nursing
profession.
classrooms, scantrons
run by faculty secretary
and reported as
aggregate data by the
Program Effectiveness
Committee (PEC) to the
SON Faculty
Organization during
monthly meetings as
appropriate.
Anonymous annual
employer/advisory
council pencil and
paper surveys
distributed at
the DSU spring health
care professions career
fair and at the annual
fall SON open house.
Surveys are distributed
and collected by the
SON resource assistant
and tabulated by the
PEC committee.
Aggregate results are
reported as compiled to
the SON Faculty
Organization during
monthly meetings as
appropriate.
6. Provide nursing
care that assists
the client to
achieve well-
2. Mean score
Exam 1:
CT = 755
AC = 788
TNI = 761
CA = 594
NP = 1032
SOC = 716
Exam 2:
CT = 879
AC = 873
TNI = 876
CA = 819
NP = 884
SOC = 871
Exam 3:
CT = 844
AC = 850
TNI = 855
CA = 720
NP = 847
SOC = 867
3. Mean score-Leadership
Exam 1: = 734
Exam 2: = 909
Exam 3: = 848
4. Participate in
research to
enhance health
care delivery.
5. Improve health
care delivery
through
interdiscip-linary
collaboration,
coordination, and
consultation (safe,
effective, care
environment or
SECE).
Exam 3: 833
4. Mean score-Research/Theory
Exam 1: = 311
Exam 2: = not tested
Exam 3: = not tested
5. Mean score-SECE
Exam 1: = 805
Exam 2: = 890
Exam 3: = 880
BSN student end of
program surveys of
achievement of program
outcomes using a 1-5
Likert scale with 1
6. Mean score
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review (as stipulated by
test 1 scores). Final
HESI RN Exit Exam
administered following
completion of NUR 406
when seniors return to
campus. HESI scores
were predictive of
improvement or
continued weakness
from test 1 through test
3. Scores and percentile
ranks increased
dramatically between
exams 1 and 2, and then
dropped slightly on
exam 3. Recommend
students take any
professional review
course(s) closer to
graduation and actual
writing of the NCLEXRN. Will evaluate
effectiveness of HESI
test remediation
measures taken at initial
Faculty Org. meeting in
August 2006 when 1st
write NCLEX-RN pass
rates for this class are
reported.
End of course HESI
tests were implemented
this academic year
(initiated fall 2005) for
each nursing course as
the final exam and to
identify areas needing
remediation. Plan to
implement HESI
entrance exams as part
of admission criteria for
the SON starting spring
2006. Weight for
entrance exam scores to
be developed Fall 2006.
Focus on individualized
study plans for each
course and encourage
students to utilize HESI
remediation tools for
NUR 408 and related
classes (case studies,
studyware) to maximize
course success,
progression and 1st
write NCLEX-RN pass.
Continue to obtain
feedback from BSN
being
(Physiological
integrity or PI)
while respecting
individual health
care beliefs
(Psychosocial
Integrity or PsI).
being poor and 5 being
excellent.
BSN employer/advisory
council annual surveys
(N = 16) of employee
achievement of program
outcomes using a 1-5
Likert scale with 1
being very little extent
and 5 being very great
extent.
367
Exam 1:
PI = 747
PsI = 639
students, alumni and
employers and monitor
ratings and
recommendations for
improvement.
Continue to monitor
national education,
practice (NCLEX) and
MS IHL standards for
BSN programs and
revise curriculum as
needed.
Exam 2:
PI = 875
PsI = 924
Exam 3:
PI = 838
PsI = 878
End of program surveys
Mean score
PO 1: = 3.9
PO 2: = 3.33
PO 3: = 4.0
PO 4: = 3.5
PO 5: = 3.4
PO 6: = 3.9
Q1 under additional information on the
surveys-Would you recommend DSUs
BSN program to a friend?
Yes = 92%
No response = 8%
Employer/advisory council surveys
Mean score
PO 1: = 4.5
PO 2: = 4.7
PO 3: = 4.8
PO 4: = 3.4
PO 5: = 3.5
PO 6: = 4.0
MSN-Nursing
Learning
Outcome
Master of Science
in Nursing (MSN)
Family Nurse
Practitioner
Certification Exam
pass rates
(No results for
Nurse Educator or
Nurse
Administrator
certification due to
Data Collection
and Analysis
Results of Evaluation
Use of
Evaluation
Results
Student self-report
FNP certification
results
FNP Certification 1st write pass rate
01-02 02-03
03-04 04-05 05-06
100% 100% 100% 100% 100%
2001-Program
delivery
converted to
online. 20022006-No program
or course changes
necessary.
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368
1st cohort coming
through-due to
graduate in 2007).
MSN Program
Outcomes:
Specific MSN
program outcomes
(PO) (based on
Commission on
Collegiate Nursing
Education (CCNE)
accreditation
criteria:
Reaccreditation
self study and
CCNE site visit
October 12-14,
2005
Self, study, letter and certificate of
accreditation for 10 years received from
CCNE dated May 1, 2006-“ all Standards
met with no compliance concerns.”
(Appendix F)
Continue to
demonstrate
continued
compliance with
CCNE
accreditation
standards through
periodic reporting
(CIPR due June
30, 2011) and
reaccreditation
self-study (site
visit to take place
in the fall of
2015).
1. Incorporate
theories and
research in
development and
implementation
of evidence
based practice.
MSN
comprehensive
exam. Exam at end
of program which
was word
processed and
blind graded by
two (2) MSN
faculty members
(each exam was
assigned a code
number)
88% (15/17) 1st write pass rate
Two FNP
students were
unsuccessful on
the MSN
comprehensive
final exam.
Directed on
content to study
by FNP track
director. Both
students
scheduled to
retake comps in
July 2006.
2. Incorporate
information
technology in the
enhancement of
health care.
3. Apply principles
of leadership to
promote
effective change
in the healthcare
delivery system.
4. Demonstrate
competency in
practice through
application of
advanced
nursing
knowledge and
skills.
5. Demonstrate an
appreciation of
human diversity
in the delivery of
appropriate,
Anonymous
annual end of
program surveys
(N = 16)
measuring
program outcomes
conducted with
pencil and
scantron sheets in
classrooms,
scantrons run by
faculty secretary
and reported as
aggregate data by
the Program
Effectiveness
Committee (PEC)
to the SON
Faculty
Organization
during monthly
meetings as
appropriate.
End of program surveys
Mean score
PO 1: = 4.3
PO2: = 4.1
PO3: = 4.05
PO4: = 4.25
PO5: = 4.2
Continue to
obtain feedback
from graduate
students, alumni
and employers
and monitor
ratings and
recommendations
for improvement.
Continue to
monitor national
education and
practice standards
for MSN
programs for
family nurse
practitioner
(FNP), nurse
administers (NA)
and nurse
educators (NE)
and revise
curriculum as
needed.
Q1 under additional information on the
surveys-Would you recommend DSU’ s
MSN program to a friend?
Yes = 94%
No = 6%
368
individualized
health care.
Annual
employer/advisory
council pencil and
paper surveys (N =
12) distributed at
the DSU spring
health care
professions career
fair and at the
annual fall SON
open house.
Surveys are
distributed and
collected by the
SON resource
assistant and
tabulated by the
PEC committee.
Aggregate results
are reported as
compiled to the
SON Faculty
Organization
during monthly
meetings as
appropriate.
Employer/advisory council surveys
Mean score
PO 1: = 3.75
PO2: = 4.0
PO3: = 4.7
PO4: = 3.6
PO5: = 3.6
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