QM Research Grants FY11

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "QM Research Grants FY11"

Transcription

1 QM Research Grants FY11 The Development of Technological Pedagogical Content Knowledge (TPACK) in Instructors Using Quality Matters Training, Rubric, and Peer Collaboration: Cheryl Ward, Principle Investigator, University of Akron Findings: Pedagogy is central to the quality development of online course design and that the TPACK (Technological, Pedagogical, Content Knowledge) conceptual framework is key in enabling instructors to develop new schema for a re-conceptualization of content, pedagogy and technology. Posited that use of the Quality Matters process helps instructors develop this complex knowledge that enables them to discuss, develop and implement more effective online learning. Therefore, the purpose of the project was to study the process of how the QM Rubric and QM training help instructors develop TPACK knowledge that enables them to discuss, develop and implement more effective online learning. Here are the research questions that guided the study: Is the QM rubric consistent with the TPACK framework to help instructors construct knowledge in quality design and online instruction? How is the QM rubric implemented and integrated as a catalyst to inform and guide online instructors for quality design and instruction? An alignment between the QM Rubric and the TPACK conceptual framework was done to determine if any gaps existed between the rubric and the six areas of the framework. Three professors of instructional technology and three instructional technology students did independent alignment processes with the TPACK framework and the QM Rubric. One premise of this study was that the QM Program can inform and facilitate knowledge growth in the TPACK areas. The alignment indicated that the QM Rubric is fairly well aligned with the TPACK conceptual framework. It was interesting that a rubric that purports to only address the design elements of an online class aligns so highly with the pedagogical elements in the TPACK conceptual framework. This alignment supports initial contentions that the elements of the QM Rubric foster discussion and knowledge development in more areas than just design of these environments. Technological, pedagogical and content discussions are overlapping and connected in a dynamic way that result in the inability to discuss or work on them in isolation for online course development.

2 Four participants were recruited after they finished QM training. Multiple data resources collected in the study revealed that becoming online learners themselves for the QM training helped the participants understand the needs of online learners. The QM Rubric increased the instructors knowledge of the importance of aligning learning objectives to assessment, instructional activities, and technology integration. Even though QM training and the QM Rubric did not specifically introduce the Technology Pedagogical Content Knowledge conceptual framework to the instructors, it is clear that their knowledge increased in the areas of technology, pedagogy and content. The learning experiences they shared with the researchers about the QM training also demonstrated that they grew to be more sophisticated online instructors because of the way they designed, modified and implemented their online courses through the knowledge they gained. The data analysis results from this study suggest a developmental model that depicts a few key transitional points in order to become effective online instructors, and how QM training can effectively consider these transitional points to deliver the training more efficiently to enhance the quality of online courses with more explicit guidelines to not only course design, but permeate to the other aspects of online teaching and learning. Evaluating the Impact of the Quality Matters Review Process on Student and Faculty Perceptions of Course Quality: Tina Parscal, Principle Investigator, University of the Rockies Findings: Research Questions: What is the extent to which QM certification impacts student perceptions of a course? Which standards have the greatest impact on student perceptions of a course? In an enterprise model of course development, what do instructors perceive as the positive and negative aspects of teaching the same course before and after the QM course review process? UOR commitment to QM at institutional level: Although a QM review is generally a 6-8 week process per course, as the phases dictate, chronological progress is dependent on the outcome of each particular state. If course suggestions need to be applied, the overall length of the process would grow accordingly. These dependencies are critical to the overall lifecycle, but also impacted the data collection phases and survey launches associated with the grant research project participants (faculty and staff) are selected per quarter to complete the APPQMR training. Standard with the most impact: All 8 standards identified at least once Strengths of QM process: Collaboration (4), Alignment (4), Consistency (4)

3 Student survey responses: 4.3 (.68) The instructions on how to get started in the course were clear. (Standard 1) 4.18 (.88) The course outcomes seemed achievable. (Standard 2) 4.31 (.82) The course requirements for student interaction were clearly stated. (Standard 5) Unintended results of this study: In this research we aimed to determine student and faculty perceptions of quality as a result of the QM review process, we discovered that the majority of our courses are QM recognized on the first submission. Although this is not supportive of the grant research process, per se, it does indicate that embedding QM standards in the tools and templates that faculty and the curriculum team use to develop online courses are effective in support of the development of high quality courses. This has led to a high level of student perception of quality on pre-tests. The Faculty Experience in Preparing Faculty to Use the Quality Matters Model for Course Improvement, Carol Roehrs, Principle Investigator, University of Northern Colorado Findings: A descriptive qualitative study to gather information on most efficient and effective ways to use the program by examining the experiences of faculty with QM training and updating of their online courses. Six faculty members volunteered, two for each level of QM training [self (provided with QM Rubric only), short (attended informal QM training session, no follow-up support) and long (attended QM training and follow-up support made available)]. Following training, each course was self-reviewed by the study participant, informally peer reviewed, updated to reflect recommendations and officially QM reviewed. Participants were asked to comment on their experiences. An increase in Rubric scores from peer to QM reviews was seen as evidence that participants were able to improve their courses. Taking QM training helped faculty improve their courses, but how to change the course to meet the standards was sometimes unclear to participants, and the help of instructional designers in course improvement was valued. There was a trend toward more agreement of the self- and official-reviews for faculty who participated in the longer training and for the faculty that had more experience teaching online. Participants reported that they found QM principles and the Rubric to be a valuable approach to improving their online courses.

4 Feedback from the faculty peer reviewers was seen as helpful, as was feedback from the official QM review teams. Participants lamented the lack of time they had to learn how to use the Rubric and to participate in the study. Despite their ability to make improvements, instructors wanted to have help from experts when they were updating their courses so they could get things right the first time they worked on the course. The experiences of the faculty were positive overall. They liked the Rubric and whatever training they had. The pervasive theme in faculty comments was lack of time to assess and revise their courses, much less to participate in the study, which implies that new approaches or processes may need to be devised to support faculty efforts to improve their courses. These findings support administrative efforts to develop and support faulty peer review programs, perhaps starting with self-review, and to provide expert help with instructional design for faculty who are seeking to improve the quality of their online courses. Impact of Quality Matters Recognition on Course Attrition Rates, Salvatore Diomede, Principle Investigator, Cleveland State University Findings: Attrition in distance higher education is a common problem. Although recent studies have pointed to more and more colleges improving their online retention rates (Parry, 2010). There are many factors that go into determining whether or not a student is likely to continue with his or her studies. Diaz and Cartnal (2006) identified four broad categories of factors that help explain and predict attrition in distance education: student situations, student dispositions, institutional systems and course content. Course design, which QM attends to, falls under the category of institutional systems factors. Although course design is important, this prediction model shows that other factors, both internal and external to the student, play a role in explaining attrition, too. This project was an attempt by the research team to organize a baseline study examining whether course design has an impact on course attrition. In this study 11 courses were reviewed and improved during one semester (level of improvement was not detailed) and offered by the same instructor the next semester. While there is no statistical evidence that QM impacts students online experience and/or withdrawal rates, students responses to open-ended questions about their online experience do suggest QM standards are important to their positive learning experience. Student comments reflect three major themes: In order to reduce students frustration, courses should have clear course/unit-level objectives, organization, and instructor expectations; additionally, clear instruction on how to proceed and where to find various course components should be provided. Many

5 participants (especially those participants from non-qm courses) expressed concern about organizational and navigational issues. To promote students positive experience in an online course, sufficient interaction and engaging activities or materials are also necessary. Nonresponsiveness of instructors was noted as a frustration. Unfortunately it appears that some instructors believe online teaching is about presenting reading materials/notes and then testing what students have learned. From both QM standards and students perspectives, more interactive activities and materials are necessary, such as synchronous online interaction, case studies, videos, etc. While QM standards might facilitate students positive online learning experience, without an instructor s positive presence, students are very likely left with a negative online experience. Initially, we (researchers) were surprised to see quite a few very negative comments about online courses (even some QM-recognized courses). After more detailed examination of students feedback, we found that students were talking about instructor presence, which is more of a delivery-related aspect, rather than course design itself. Therefore, even if a course is well designed, it does not mean students will automatically glean a positive experience from the course. A well-designed course still needs an instructor s creative and diligent delivery. Discussion: Although this study as completed in a short, two-semester "turn-around" did not find statistically significant evidence either supporting or refuting QM s effect on withdrawal rates, there are ways to expand upon the research to tell a greater piece of the story of attrition. One important factor in future research would be to control for the delivery variable - meaning instructor level of interaction with students. According to our survey, instructor presence seems to have a direct effect on students perceptions about their online learning experience. This very likely impacts decisions students are making when deciding to persist or withdraw from a course. Therefore, to further understand the effects of QM recognition on attrition, a more accurate control for variables is necessary. Additionally, a longitudinal study may provide a more complete set of data for comparison. This study had only one semester of data available for the QM-recognized courses, which provided for a limited comparison to the three years of previous data for the pre-qm courses. Further studies could examine multiple semesters of post-qm recognition in comparison to an equal length of time of pre-qm offerings. Quality Matters Research Grants FY10 Project Title: Linking Course Design to Learning Processes Using the Quality Matters and Community of Inquiry Frameworks Researchers: Karen Swan, James J. Stukel Distinguished Professor of Educational Leadership, University of Illinois Springfield

6 Findings: 1. Results indicate no differences on the CoI survey but differences approaching significance on the outcome measures. On average, students in the spring 2010 class outperformed students in the fall 2009 classes on both the final exam and the research proposal, and their overall grade point averages were slightly higher. None of these differences were statistically significant as measured by independent samples t-tests, but differences in scores on the research proposal approached significance (p=.053). 2. Findings suggest that revising course around stated objectives resulted in better student outcomes related to them, especially concerning the ability to write a research proposal. Although there may be a ceiling effect operating with respect to outcome measures as well, the authors believe that greater numbers (from summer and fall 2010 sections of EDL 541) may yield significant results. (The study is on-going.) 3. Researchers suggested that student performance may have improved because the QM revision led instructors to focus on objectives and the mapping of objectives to outcomes, and that such focus translated into their activity in the course. This possibility will be explored further through qualitative means. 4. Finally, it should be pointed out that findings concerning course outcomes support the notion that the QM and CoI frameworks are orthogonal in nature. The linking of online course design to implementation and learning processes to course outcomes is long overdue in distance education. This ongoing study is not only a first step in that direction, but it employs what are probably the two most commonly used theoretical frameworks in online education in the process. Project Title: Quality Matters Rubric as "Teaching Presence": Application of Community of Inquiry Framework to Analysis of the QM Rubric s Effects on Student Learning Researcher: Anna A. Hall, PhD, Delgado Community College Findings: QM Rubric implementation as new design and organization : 1. Increases teacher and teaching presences 2. Reduces direct management on DB/ personalizes management by moving it to the teacher domain (personal ) 3. Reduces student self-management (i.e., group concerns ) on DB, thus, indirectly reducing student social presence 4. Has a positive effect on student higher-order cognitive presence via higher teaching presence 5. Teacher presence, student social presence and QM positively affect course satisfaction 6. QM and higher-order cognitive presence positively affect DB grades

7 Project Title: The Impact of Quality Matters Standards on Student Perception of Online Courses Researcher: Evelyn Knowles, Park University Findings: Differences when surveying before/after by students and QM master reviewer 1. The certified master reviewer found that both courses did not meet many of the standards. However, the vast majority of students disagreed and concluded that the course met the standards. Yes, Yes, Yes answers on survey. 2. Discussion why the surprising differences? Since the students scored all of the QM standards positively on both the initial and redeveloped courses, this may indicate a discrepancy in their level of expectations when compared to the certified master reviewer s expectations. Perhaps, students did not access or read the content items necessary to meet the QM standards. Another possibility is that during the teaching function of delivery the "instructor" contributed clarifying statements and directions. Project Title: Maricopa Quality Matters Program Review Researchers: Christy Alarcon, Jennifer Strickland, Shelley Rodrigo; Maricopa Community Colleges 1. Survey and a focus group conducted by the Maricopa Center for Learning and Instruction of 20 of 67 QM-certified faculty and administrators for baseline data on impact of QM participation and dissemination throughout the expansive Maricopa Community College system (10 colleges, 4,000 faculty, 250,000 students). 2. Knowledge gained during QM training was shared informally through conversations (100%). A majority of responders reported sharing QM information at department committee meetings (75%), at college-wide meetings (60%) and by distributing the QM Rubric to colleagues (65%). 3. Alignment between learning objectives, outcomes/competencies and course materials was the area that had the most impact due to the QM training. Most faculty and administrators realized that alignment was the key thing to make the course design effective. 4. A prominent theme that emerged was that the biggest obstacle for faculty to develop online and hybrid courses is funding by their respective colleges. Our data has shown that the colleges with the most success with QM were those that implemented a funding model structure. 5. The creation of EDUlearning Community at MCC allowed faculty to become familiar with the QM process before deciding to submit their course for an official QM review. This is a department initiative that creates a sense of community among online and adjunct

8 faculty. Project Title: QM Standard 8 Pilot Project Researcher: Ed Bowen, Dallas TeleCollege Recommendation: Accessibility is as much about the user as it is about the course. Student involvement in accessibility efforts is strongly suggested. This project was designed to gather student input on thoughts and ideas about accessibility.

1 Past AOL reports and reviews are available at http://www.kennesaw.edu/cetl/aol/reports.html

1 Past AOL reports and reviews are available at http://www.kennesaw.edu/cetl/aol/reports.html 1 ASSURANCE OF LEARNING REPORT DEGREE PROGRAM: Master of Science in Information Systems (MSIS) REPORT AUTHOR(S): Amy B. Woszczynski, PhD SUBMISSION DATE: January 29, 2010 1. Following up on the previously

More information

Online Learning. Satisfaction of Students with Online Learning

Online Learning. Satisfaction of Students with Online Learning Online Learning Satisfaction of Students with Online Learning Online learning has been shown to be an effective method of delivering course content, however the success of an online learning initiative

More information

Assuring Quality in Large-Scale Online Course Development

Assuring Quality in Large-Scale Online Course Development Assuring Quality in Large-Scale Online Course Development Tina Parscal University of the Rockies tina.parscal@rockies.edu Deborah Riemer Ashford University deborah.riemer@ashford.edu Abstract Student demand

More information

Measuring Online Course Design: A Comparative Analysis

Measuring Online Course Design: A Comparative Analysis Internet Learning Volume 3 Issue 1 Spring 2014 Article 6 March 2014 Measuring Online Course Design: A Comparative Analysis Jiyu You The University of Toledo Sue Ann Hochberg The University of Toledo Phoebe

More information

The University of Arizona

The University of Arizona The University of Arizona FORMAT AND GUIDELINES FOR GRADUATE CERTIFICATE APPROVAL Directions: 1. Provide information regarding the proposed graduate certificate in the format requested on the attached

More information

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience The culminating experience for the Masters of Education degree with

More information

Educational Psychology Program HLC Report (AY 2011-2012 Prepared by Caron A. Westland & Jung-In Kim October 2011

Educational Psychology Program HLC Report (AY 2011-2012 Prepared by Caron A. Westland & Jung-In Kim October 2011 Page 1 University of Colorado Denver School of Education and Human Development Educational Psychology Program HLC Report (AY 2011-2012 Prepared by Caron A. Westland & Jung-In Kim October 2011 Educational

More information

Assessment. Show US The Learning. An Institution-Wide Process to Improve and Support Student Learning. College of DuPage

Assessment. Show US The Learning. An Institution-Wide Process to Improve and Support Student Learning. College of DuPage Student or participant learning or satisfaction Outcomes of the processes Reporting and feedback from the assessment measures Show US The Learning Delivery processes Planning processes An Institution-Wide

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Research on the Impact of the Quality Matters Course Review Process. Ron Legon Executive Director The Quality Matters Program / MarylandOnline

Research on the Impact of the Quality Matters Course Review Process. Ron Legon Executive Director The Quality Matters Program / MarylandOnline Research on the Impact of the Quality Matters Course Review Process Ron Legon Executive Director The Quality Matters Program / MarylandOnline Jean Runyon Director, Innovative Teaching Center College of

More information

College of Arts, Sciences, and Letters. Process for Quality Online Course Development and Delivery

College of Arts, Sciences, and Letters. Process for Quality Online Course Development and Delivery College of Arts, Sciences, and Letters Process for Quality Online Course Development and Delivery Approved by CASL Executive Committee, September 10, 2014 CASL Online Learning Advisory Committee (OLAC)

More information

Pathway to Master Online Instructor Program

Pathway to Master Online Instructor Program Pathway to Master Online Instructor Program Preparing faculty for online education Peter You, Ph.D. 6/30/2015 The University of Toledo offered its first online course in 1998 and its first fully online

More information

MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students

MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students Jaya Kannan Associate Professor and Director, Learning Centre Metropolitan College of

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

Math TLC. MSP LNC Conference Handout. The Mathematics Teacher Leadership Center. MSP LNC Conference Handout. !!! Math TLC

Math TLC. MSP LNC Conference Handout. The Mathematics Teacher Leadership Center. MSP LNC Conference Handout. !!! Math TLC The Mathematics Teacher Leadership Center The Mathematics Teacher Leadership Center () A Mathematics and Science Partnership Serving Northern Colorado and Wyoming! 1! Vision The Mathematics Teacher Leadership

More information

Paralegal Studies Assessment Report 2005-2006. Introduction

Paralegal Studies Assessment Report 2005-2006. Introduction Paralegal Studies Assessment Report 2005-2006 Introduction The Paralegal Studies program volunteered to use the elumen Achievement System to assess student learning for the 2005-2006 academic year. We

More information

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance R. Lance Hogan, Ph.D., Assistant Professor, Eastern Illinois University Mark A. McKnight,

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Making the Leap: Developing and Implementing Hybrid and Online Courses. Professors John H. Shannon and Susan A. O'Sullivan-Gavin.

Making the Leap: Developing and Implementing Hybrid and Online Courses. Professors John H. Shannon and Susan A. O'Sullivan-Gavin. Making the Leap: Developing and Implementing Hybrid and Online Courses Professors John H. Shannon and Susan A. O'Sullivan-Gavin June 13, 2012 Ø Why develop an hybrid or online course? Ø What s the difference?

More information

Changing Practice in an Ed.D. Program

Changing Practice in an Ed.D. Program 1 Changing Practice in an Ed.D. Program Beth Kania-Gosche, Lynda Leavitt, and Sherrie Wisdom In the Spring 2010 semester, an anonymous, electronic satisfaction survey was sent to all Ed.D. students (a

More information

TVCC Distance Learning Faculty Handbook. Distance Learning. Faculty Handbook. 1 P age

TVCC Distance Learning Faculty Handbook. Distance Learning. Faculty Handbook. 1 P age Distance Learning Faculty Handbook 1 P age Contents Distance Learning at Trinity Valley Community College... 3 Mission Statement... 3 Definition (EBB Legal 19 TAC 4.103(9))-... 3 TVCC Distance Learning

More information

Baker College - Master of Business Administration Program Assessment Report 2013-2014. CGS Assessment Report: MBA Program 2013-2014

Baker College - Master of Business Administration Program Assessment Report 2013-2014. CGS Assessment Report: MBA Program 2013-2014 CGS Assessment Report: MBA Program 2013-2014 Table of Contents Assessment Process Overview... 2 Assessment Report... 4 Assessment Process... 4 Results: Direct Measures of Student learning... 5 Results:

More information

MPA Program Assessment Report Summer 2015

MPA Program Assessment Report Summer 2015 MPA Program Assessment Report Summer 2015 Introduction: This was the second full year for doing learning outcomes assessment based on the 2009 NASPAA accreditation standards and conducting our exit interviews

More information

The University of Hawai i Community Colleges Online Learning Strategic Plan

The University of Hawai i Community Colleges Online Learning Strategic Plan The University of Hawai i Community Colleges Online Learning Strategic Plan GOAL 1,2,3,4,5 DESCRIPTION OUTCOMES RESEARCH QUESTIONS AND DATA REPORTING FURTHER CONSIDERATIONS Overview As an important subset

More information

Online Teaching and Learning Certificate Academic Assessment Plan 2013-14

Online Teaching and Learning Certificate Academic Assessment Plan 2013-14 Online Teaching and Learning Certificate Academic Plan 2013-14 University of Florida Online Teaching and Learning Certificate Albert D. Ritzhaupt aritzhaupt@coe.ufl.edu Table of Contents A. Rationale...

More information

The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College

The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College Kathryn Miller Associate Professor Big Sandy Community and Technical College

More information

Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities

Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities Wen-Hua Teng ( 鄧 文 華 ) Department of Asian Studies The University of Texas at Austin whteng@mail.utexas.edu ABSTRACT With

More information

Teacher Evaluation. Missouri s Educator Evaluation System

Teacher Evaluation. Missouri s Educator Evaluation System Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.

More information

2. Recognizing and Promoting Quality in Online Education

2. Recognizing and Promoting Quality in Online Education College of Education, Health and Human Services University of Michigan Dearborn Quality Online Course Development and Delivery Plan DRAFT of June 20, 2014 The Curriculum Committee of the College of Education,

More information

Curriculum, Instruction, and Professional Development EDS

Curriculum, Instruction, and Professional Development EDS Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description

More information

the Role of the Principal as Literacy Leader: A Continuum of practice

the Role of the Principal as Literacy Leader: A Continuum of practice Edmonton Public Schools K-12 Literacy for 21 st Century Learners Draft: Oct 3, 2011 the Role of the Principal as Literacy Leader: A Continuum of practice K-12 Literacy for 21 st Century Learners Table

More information

Electronic Portfolio Implementation in the Metro Academies Program at San Francisco State University and City College of San Francisco

Electronic Portfolio Implementation in the Metro Academies Program at San Francisco State University and City College of San Francisco Electronic Portfolio Implementation in the Metro Academies Program at San Francisco State University and City College of San Francisco Prepared for Community Health Works at San Francisco State University

More information

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing

More information

Summary of the Case University of Virginia Reading Education Progra m1 October 27-30, 2014 Authorship and approval of the Inquiry Brief

Summary of the Case University of Virginia Reading Education Progra m1 October 27-30, 2014 Authorship and approval of the Inquiry Brief Summary of the Case University of Virginia Reading Education Program 1 October 27-30, 2014 The Summary of the Case is written by the auditors and approved by program faculty on October 28, 2014. The Summary

More information

The Trials and Accomplishments of an Online Adjunct Faculty Member

The Trials and Accomplishments of an Online Adjunct Faculty Member 4 The rate of expansion of online classes at community colleges has required hiring and training faculty for the online class offerings. The demand is being met in large part by adjunct faculty, who, as

More information

The New Student Experience

The New Student Experience Valencia College Quality Enhancement Plan: The New Student Experience Fall 2014 Report Prepared by Dr. Christina Hardin Director, New Student Experience Initial Goals and Intended Outcomes Valencia s New

More information

Standards for Professional Development

Standards for Professional Development Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students

More information

Blended Course Evaluation Standards

Blended Course Evaluation Standards Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.

More information

Rio Salado College Assessment of Student Learning Executive Summary: Annual Report 2010-2011

Rio Salado College Assessment of Student Learning Executive Summary: Annual Report 2010-2011 Rio Salado College Assessment of Student Learning Executive Summary: Annual Report 2010-2011 Introduction Rio Salado College s first assessment plan was implemented in 1991. In the two decades since then,

More information

On Track: A University Retention Model. Utilizing School Counseling Program Interns. Jill M. Thorngren South Dakota State University

On Track: A University Retention Model. Utilizing School Counseling Program Interns. Jill M. Thorngren South Dakota State University On Track: A University Retention Model Utilizing School Counseling Program Interns Jill M. Thorngren South Dakota State University Mark D. Nelson and Larry J. Baker Montana State University Bozeman Barbara

More information

Aurora University Master s Degree in Teacher Leadership Program for Life Science. A Summary Evaluation of Year Two. Prepared by Carolyn Kerkla

Aurora University Master s Degree in Teacher Leadership Program for Life Science. A Summary Evaluation of Year Two. Prepared by Carolyn Kerkla Aurora University Master s Degree in Teacher Leadership Program for Life Science A Summary Evaluation of Year Two Prepared by Carolyn Kerkla October, 2010 Introduction This report summarizes the evaluation

More information

Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program

Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program Seung Youn (Yonnie) Chyung, Ed.D Visiting Assistant Professor Instructional & Performance Technology College

More information

Advantages and Disadvantages of Various Assessment Methods

Advantages and Disadvantages of Various Assessment Methods Advantages and Disadvantages of Various Assessment Methods 1. Standardized Exams (Commercial) Advantages Convenient Can be adopted and implemented quickly. Reduces or eliminates faculty time demands in

More information

College/School/Major Division Assessment Results for 2012-2013

College/School/Major Division Assessment Results for 2012-2013 College/School/Major Division Assessment Results for 2012-2013 1) College/School: School of Agriculture: Animal Science Unit 2) Review your student learning outcomes (SLOs). Please update as needed. The

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

Assessment of Critical Thinking Institutional Learning Outcome (ILO)

Assessment of Critical Thinking Institutional Learning Outcome (ILO) Assessment of Critical Thinking Institutional Learning Outcome (ILO) This is a summary of the work completed by the University from summer 2013 to winter 2015 in the first effort to design an ILO rubric,

More information

Proposal Title: Implementation of Argument-Driven Inquiry for General Chemistry Laboratory Courses

Proposal Title: Implementation of Argument-Driven Inquiry for General Chemistry Laboratory Courses Proposal Title: Implementation of Argument-Driven Inquiry for General Chemistry Laboratory Courses Abstract: Argument-driven inquiry is a laboratory curriculum that has been developed, extensively researched,

More information

How to Build Effective Online Learner Support Services

How to Build Effective Online Learner Support Services How to Build Effective Online Learner Support Services www.contactnorth.ca www.contactnord.ca How to Build Effective Online Learner Support Services Online support services for learners can be as important

More information

Systemwide Program to Support and Enhance Academic Quality in Online Courses

Systemwide Program to Support and Enhance Academic Quality in Online Courses Systemwide Program to Support and Enhance Academic Quality in Online Courses March 5, 2014 Introduction The CSU follows the national, accelerating trend of significant growth in online teaching and learning.

More information

SDA Bocconi Learning Goals

SDA Bocconi Learning Goals An introductory guide to AACSB AoL (Assurance of Learning) at SDA Bocconi M.Brusoni P.Egi March 2012 Index SDA Bocconi AACSB Accreditation Process Assurance of Learning - AoL Process SDA Bocconi Learning

More information

Annual Goals for Psychology

Annual Goals for Psychology Annual Goals for Psychology 2010-2011 Curriculum Assessment Department of Psychology Curriculum Assessment Action Item To develop and implement appropriate assessment means to go with the specific learning

More information

Northeastern State University Online Educator Certificate

Northeastern State University Online Educator Certificate Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning

More information

Measuring Outcomes in K-12 Online Education Programs: The Need for Common Metrics. Liz Pape Virtual High School. Mickey Revenaugh Connections Academy

Measuring Outcomes in K-12 Online Education Programs: The Need for Common Metrics. Liz Pape Virtual High School. Mickey Revenaugh Connections Academy Measuring Outcomes in K-12 Online Education Programs: The Need for Common Metrics Liz Pape Virtual High School Mickey Revenaugh Connections Academy Matthew Wicks Illinois Virtual High School/Matthew Wicks

More information

Part I Program SLO Assessment Report for 2013 14

Part I Program SLO Assessment Report for 2013 14 Degree/Certificate: BA and MS Major/Option: Communication Disorders Submitted by: Lesli Cleveland, PhD, CCC SLP Date: November 17, 2014 Part I Program SLO Assessment Report for 2013 14 Part I for the 2013

More information

Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education

Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education Assessment F12-S13 FOR ACADEMIC YEAR: 2012-2013 PROGRAM: MAT/Science and Mathematics Education SCHOOL: NS&M

More information

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment?

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment? Assessment METHODS What are assessment methods? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

More information

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 Department of Instructional Technology School of Education/College of Education and Leadership #92 Instructional Technology

More information

Subject: Proposal for Innovative and Creative Undergraduate Teaching Historical Context: Rationale:

Subject: Proposal for Innovative and Creative Undergraduate Teaching Historical Context: Rationale: Date: Jan. 9, 2014 To: Michael Vaughn, Provost Madonne Miner, Dean of College of Arts and Humanities From: Toni Asay, English faculty Brooke Kelly, English faculty Becky Marchant, English faculty Subject:

More information

Wisconsin Educator Effectiveness System. Principal Evaluation Process Manual

Wisconsin Educator Effectiveness System. Principal Evaluation Process Manual Wisconsin Educator Effectiveness System Principal Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17

More information

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Advanced Professional Education s MA in Educational Administration, Post MA in Educational Administration,

More information

First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D.

First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D. Running Head: USE OF INSTRUCTIONAL TECH First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom Heather E. Arrowsmith Kelly D. Bradley 1 University of Kentucky 1 Use

More information

Human Development and Learning in Social and Educational Contexts (EDP 201) Spring 2012 Syllabus

Human Development and Learning in Social and Educational Contexts (EDP 201) Spring 2012 Syllabus Human Development and Learning in Social and Educational Contexts (EDP 201) Spring 2012 Syllabus Course Instructor Darrel Davis Ph.D. Teaching Assistants Jennifer Ewing Ms. Claire Kunesh Ms. Offices Posted

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

MAOL: 2013-2014 Assessment Report. Master of Arts in Organizational Leadership (MAOL) Assessed by: MAOL Faculty

MAOL: 2013-2014 Assessment Report. Master of Arts in Organizational Leadership (MAOL) Assessed by: MAOL Faculty Master of Arts in Organizational Leadership (MAOL) Assessed by: MAOL Faculty Cycle of Assessment: Fall 2013-Spring 2014 Mission Statement: The Master of Arts in Organizational Leadership is designed to

More information

Program Outcomes and Assessment

Program Outcomes and Assessment Program Outcomes and Assessment BS Child Development Program Outcomes October 2013 Creative and Critical Thinkers Program Outcomes Courses Courses Standard 1. Understanding and Applying Developmental Knowledge

More information

specific content of the assessments to reflect current research trends and practices in professional counseling.

specific content of the assessments to reflect current research trends and practices in professional counseling. Overview 2013 As a result of our CACREP self-study process, the Educational Faculty has modified current assessments to encompass core standards as well as specific standards for school counseling and

More information

Graduate School of Education Education & Special Education Programs

Graduate School of Education Education & Special Education Programs Graduate School of Education Education & Special Education Programs MISSION: The mission of the Master of Science in Education and Special Education Programs is to educate, train, and graduate individuals

More information

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

Professional Education Unit

Professional Education Unit NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...

More information

Critical Thinking in Online Discussion Forums

Critical Thinking in Online Discussion Forums Critical Thinking in Online Discussion Forums Research Notes Bob Loser (rloser@nvcc.edu) Northern Virginia Community College 2012 1 2 Garrison et al. (2000) Summary of the Community of Inquiry (COI) Theory

More information

AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION

AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette Julie M. Little-Wiles

More information

Creating Quality Developmental Education

Creating Quality Developmental Education ***Draft*** Creating Quality Developmental Education A Guide to the Top Ten Actions Community College Administrators Can Take to Improve Developmental Education Submitted to House Appropriations Subcommittee

More information

Assessing the quality of online courses from the students' perspective

Assessing the quality of online courses from the students' perspective Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,

More information

Program Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i

Program Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand

More information

Arizona s Master Teacher Program. Program Overview

Arizona s Master Teacher Program. Program Overview Arizona s Master Teacher Program Program Overview Overview Since 2006, the Arizona K12 Center has been home to Arizona s Master Teacher Program. The mission and purpose of the Arizona Master Teacher Program

More information

Outcome: Compare and contrast different research methods used by psychologists including their respective advantages and disadvantages.

Outcome: Compare and contrast different research methods used by psychologists including their respective advantages and disadvantages. BS Psychology FY14 Closing the Loop: Previous FY Assessment Summary Annual Assessment Summary Ongoing Providing Department: BS Psychology Responsible Roles: In the text box below, please complete your

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

Education Unit Assessment Analysis Guide

Education Unit Assessment Analysis Guide Education Unit Assessment Analysis Guide...committed to promoting equity, excellence, and ethics in urban schools and communities 1 Unit Assessment Analysis Guide Introduction Form 1: Education Unit Core

More information

CTL 2009 ADVANCED PROGRAM REPORT

CTL 2009 ADVANCED PROGRAM REPORT CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

Department of Secondary Education Kutztown University of Pennsylvania. Master s Degree Portfolio Project

Department of Secondary Education Kutztown University of Pennsylvania. Master s Degree Portfolio Project Department of Secondary Education Kutztown University of Pennsylvania Master s Degree Portfolio Project Introduction The portfolio project serves as the capstone activity for the master s degree program

More information

Master s in Education - Literacy Assessment Plan

Master s in Education - Literacy Assessment Plan Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of

More information

Student Feedback on Online Summer Courses

Student Feedback on Online Summer Courses Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in

More information

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler

More information

EFRT 305 Human Development and Learning

EFRT 305 Human Development and Learning EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field

More information

Conversion Program Curriculum & Instruction Certification

Conversion Program Curriculum & Instruction Certification Conversion Program Curriculum & Instruction Certification Individuals wishing to acquire certification in Curriculum and Instruction based upon previously completed Curriculum and Instruction (or equivalent)

More information

Program: Organizational Leadership. Department: Psychology. College: Arts & Sciences. Year: 2014-2015

Program: Organizational Leadership. Department: Psychology. College: Arts & Sciences. Year: 2014-2015 Program: Organizational Leadership Department: Psychology College: Arts & Sciences Year: 2014-2015 Primary Faculty: Stacie Holloway 513-556-0176 Stacie.Furst-Holloway@uc.edu Faculty : Donna Chrobot Mason

More information

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

EDTC Program Assessment Framework

EDTC Program Assessment Framework EDTC Program Assessment Framework The University of Delaware s Master of Education in Educational Technology (EDTC) program aligns with both of the international standards bodies that inform the design

More information

2009 MASTER PLAN/PROGRESS REPORT

2009 MASTER PLAN/PROGRESS REPORT 2009 MASTER PLAN/PROGRESS REPORT Academic Program: School Counseling, M.Ed Person Responsible: Dr. Christine Anthony Date Submitted: May 22, 2009 Mission: The Master of Education in School Counseling endeavors

More information

Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices

Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices Presenter: Barry Sugarman, MBA, Ph.D. Vice President, Strategic Planning and Product Initiatives Laureate

More information

1. Is the program overall effective in preparing candidates to meet the expected outcomes?

1. Is the program overall effective in preparing candidates to meet the expected outcomes? Wichita State University Educational Psychology Program Committee Annual Report Calendar Year 2007 Template Adopted by Unit Assessment Committee 3-11-05, Last Revised 6-25-07, 2-15-08 Submitted April 2008,

More information

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA)

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION 1: COVER SHEET 1. Institution Name

More information

The California Teaching Performance Assessment (CalTPA) Frequently Asked Questions

The California Teaching Performance Assessment (CalTPA) Frequently Asked Questions The California Teaching Performance Assessment (CalTPA) Frequently Asked Questions The information presented in this guide is meant to serve as introductory information. After reading this document, candidates

More information

Jean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106

Jean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106 Educational Technology in Introductory College Physics Teaching and Learning: The Importance of Students Perception and Performance Jean Chen, Assistant Director, Office of Institutional Research University

More information

UNM Department of Psychology. Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico

UNM Department of Psychology. Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico Department of Psychology Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico A. College, Department and Date 1. College: College of Arts & Science

More information