MEd Special Education Program. University of San Diego Exit Survey Results

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1 MEd Special Education Program with the Preliminary Mild to Moderate Credential 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 and Assessment administers the Exit Survey to graduating and credential completing 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 graduates who earned a MEd in Special Education with the preliminary mild to moderate education specialist credential for the year 2015, with combined data from 2014, 2013, and 2012 provided for comparison purposes. 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 graduates of the MEd Special Education Program with the Preliminary Mild to Moderate Credential who responded to the Exit Survey for the last four years. The sample sizes for 2014, 2013, and 2012 were each less than five, and therefore combined. The four year trend ( ) in response rates are 44% and 57%, respectively. Table 1 Exit Survey Response Rates for Masters/Preliminary Education Specialist Graduates Program Total Number of Total Number of Exit Survey Completion Years Graduates* Respondents Response Rate % Combined % *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 26

3 Summary of Findings Graduates were asked to rate aspects of the MEd Special Education Program with the Preliminary Mild to Moderate Credential in nine areas. The 2015 Cronbach s alpha values were as follows: faculty (.90); advisors (.91); intellectual climate (.96); program support and communication (.90); university support (.83); career preparation (.97); enhanced ability through coursework (.95); technology skills developed (.97); and the overall program (.93), 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.) Four of the nine 2015 mean ratings were in the desired four to five range (using a 5 point scale). Figure 1 shows the comparison of 2015 means, with combined means. These ratings indicate moderate levels of student satisfaction with the MEd Special Education Program with the Preliminary Mild to Moderate Credential 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 set of questions was added to the Exit Survey in 2014, which had less than five responses and could not be reported for comparison purposes. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 3 of 26

4 Professional Experiences Graduates of the MEd Special Education Program with Preliminary Mild to Moderate Credential were asked about their professional experiences. Figure 2 shows graduates employment information and application of knowledge and skills gained. FIGURE2. EXPERIENCESOF GRADUATESOFTHEMED SPECIALEDUCATION WITH PRELIMINARY MILD TO MODERATECREDENTIAL(N=7) 100% WorkedDuringTheirProgram ApplyKnowledge&SkillsGained WeeklyorDaily 83% 0% 20% 40% 60% 80% 100% 2015 Graduate Comments Regarding Factors Most Important to Overall Program Satisfaction Great professors who made personal relationships with the students. I felt supported during my entire time at USD, a wonderful experience. One of the most important aspects of my program was learning about English Language Learner students. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 4 of 26

5 Factors Most Important to Overall Satisfaction with the MEd Special Education Program with Preliminary Mild to Moderate Credential When 2015 graduates were asked which factors were most important in their overall satisfaction with the MEd Special Education Program with Preliminary Mild to Moderate Credential, they cited faculty, coursework, and hands-on learning as contributing to their overall satisfaction. Graduates comments regarding overall satisfaction are shown in Table A10 in the Appendix. Suggestions for Improving the MEd Special Education Program with Preliminary Mild to Moderate Credential When 2015 graduates were asked for suggestions for improving the MEd Special Education Program with Preliminary Mild to Moderate Credential, they listed: adjustments to the student-teaching placement process, adjustments to faculty responsibilities, more affordable and local internationalization options, adjustments to coursework, and better communication of program requirements. Graduates comments are shown in Table A11 in the Appendix. When 2015 graduates were asked to share what particular skills, areas or topics not covered but should be in the MEd Special Education Program with Preliminary Mild to Moderate Credential, they listed: IEP process, data collection on students with special needs, classroom management, communicating with parents, and emotional challenges of teaching. Graduates comments are shown in Table A12 in the Appendix. Fulfillment of Program Mission Exit survey data from graduates serve as evidence of program goal fulfillment. Emphasize to candidates the connection between theory and practice, weaving together university-based coursework and thoughtfully designed field experiences. Provide candidates with the opportunity to develop the knowledge, skills and strategies needed to flourish in their own classrooms, as well as the critical habits of mind and reflective practice that will allow them to grow as educators throughout their careers. Expose candidates to the values, concepts and themes needed to become ethical, civicminded and committed leaders in their chosen fields. This document was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, Page 5 of 26

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