Master of Education - Online. University of San Diego Exit Survey Results

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1 Master of Education - Online School of Leadership and Education Sciences University of San Diego 2015 Exit Survey Results This report was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, 2015

2 Exit Survey Overview Executive Summary The School of Leadership and Education Sciences (SOLES) - Office of Accreditation & Assessment administers the Exit Survey to graduating students at the University of San Diego (USD) annually. The Exit Survey affords students the opportunity to reflect on their program experiences and to provide valuable feedback utilized for program review. This report is specific to the results for the Masters of Education Online for 2015 (referred to as MEd Online). The Masters of Education Online is a new program and therefore no comparison data is available. Rating Scale Two different five-point rating scales were used in this survey. The goal is to have mean response ratings in the four to five range for each item. The rating scales used are: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1) Extremely Well (5), Fairly Well (4), Moderately (3), Poorly (2), Not At All (1) Response Rate Table 1 shows the percent of USD-MEd Online graduates who responded to the Exit Survey in Nineteen of the twenty-two USD-MEd Online graduates responded to the 2015 Exit Survey, yielding a response rate of 86%. Table 1 Exit Survey Response Rates for MEd Online Program Graduates Program Completion Year Total Number of MEd Online Graduates* Total Number of MEd Online Respondents Exit Survey Response Rate % *Note: Refers to the number of graduates for which correct addresses were obtained. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 2 of 28

3 Summary of Findings Graduating students were asked to rate aspects of the MEd Online Program in nine areas. The 2015 Cronbach s alpha values were as follows: faculty (.88); advisors (.83); intellectual climate (.95); program support and communication (.84); university support (.70); career preparation (.92); enhanced knowledge and skills (.82); technology skills developed (.77); and the overall program (.87), suggesting relatively high internal consistency of survey item responses. (Note that a reliability coefficient of.70 or higher is considered acceptable in most social science research situations.). All 2015 mean ratings were in the desired four to five range (using a 5 point scale). Figure 1 shows the 2015 means. These ratings indicate high levels of student satisfaction with the MEd Online Program at the University of San Diego. *Rating Scale 1: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1) ^Rating Scale 2: Extremely Well (5), Fairly Well (4), Moderately (3), Poorly (2), Not At All (1) This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 3 of 28

4 Professional Experiences MEd Online graduates were asked about their professional experiences. Figure 2 shows graduates employment information and application of knowledge and skills gained. FIGURE 2. EXPERIENCES OF MED ONLINE GRADUATES(N=19) 100% Worked During Program Apply Knowledge and Skills Gained Weekly or Daily 95% 0% 20% 40% 60% 80% 100% 2015 Graduate Testimonials I had excellent professors and I feel like I learned a lot from them. I think one element I enjoyed was the interactive discussions. The program helped to improve my instruction and in meeting the needs of my students. I also was exposed to a variety of technology links that I used often with my students to enhance their learning. The program offered flexibility with working full time. I felt that the professors were very understanding and encouraging of my goals. The professors always worked with me to help as well as really wanted to get to know me as a teacher and a student. Overall, the classes I felt were tailored to what I was looking for and I learned a lot from each class. My students as well as my instructional practices have improved from these classes. For an online program, I felt that I built excellent relationships with my classmates (especially those who entered into the program at the same time as me) and the professors and administration worked cohesively to ensure that expectations for learning were high, while providing appropriate support throughout the program. I felt that every course addressed a critical area of education and that the courses were well-designed and meaningful. I felt that my professors and advisor truly cared about my success, both personally and professionally. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 4 of 28

5 Factors Most Important to Overall Satisfaction with the MEd Online Program When 2015 MEd Online graduates were asked which factors were most important in their overall satisfaction with the MEd Online Program, they cited faculty, coursework, various modes, interactive discussions, research applications, hands-on approach, program reputation, program flexibility (online format), and relationships with faculty and peers as contributing to their overall satisfaction. Graduates comments regarding overall satisfaction are shown in Table A10 in the Appendix. Suggestions for Improving the MEd Online Program When 2015 MEd Online graduates were asked for suggestions for improving the MEd Online Program, they listed: Action Research in a pre-school setting; awareness of school holidays; more discussions on course readings, personal thoughts, and implications; adding a break between courses; adjustments to grading; adding a video component; adjustments to curriculum; adding a specialization in educational technology; and adjustments to faculty responsibilities. Graduates suggestions for improvement are shown in Table A11 in the Appendix. When 2015 MEd Online graduating students were asked to share what particular skills, areas or topics not covered but should be in the MEd Online Program, they listed: more technology, IEP and 504 forms, more in depth math instructional strategies, Engineering Design Process, Japanese Lesson Study Model, and working with students with learning disabilities. Graduates comments are shown in Table A12 in the Appendix. Fulfillment of Program Goals Exit survey data from MEd Online graduates serve as evidence of program goal fulfillment. Program Objectives: As educators, we strive to operate and create an inclusive environment that promotes collaboration among students of all backgrounds. It is the responsibility of educators to leverage 21st century curriculum to meet the needs of a globalized, digital society and prepare students to succeed. USD s Master of Education program prepares educators to take student engagement to new heights by exploring and implementing classroom inquiry. Responding professionally to the demands of Common Core State Standards with classroom lessons is a critical aspect of K12 education. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 5 of 28

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