Leadership Studies. Doctoral Program. Assessment Plan. Fall 2003

Transcription

1 Leadership Studies Doctoral Program Assessment Plan Fall 2003

2 ASSESSMENT PLAN FOR EdD IN EDUCATIONAL LEADERSHIP Program Philosophy and Mission Marshall University was first granted the authority to offer a doctorate in education with a specialization in Educational Leadership in March of This represented a move from the cooperative agreement with WVU to offer a joint program in Educational Leadership Studies, which began in This program is designed to offer eligible students in Southern West Virginia and neighboring states the opportunity to earn the Doctor of Education (EdD) degree in either public school or higher education administration. The majority of coursework and other requirements will be met on the South Charleston campus, although some coursework is available on the Huntington campus. The mission of the doctoral program in Educational Leadership is to prepare practitioners to be reflective, ethical leaders who contribute to best practice in higher education and public school administration. Program faculty are committed to creating a community of scholars through mentoring, engaging in collaborative research, and maintaining a focus on the practice of educational leadership. Students completing the program are expected to: 1. Demonstrate a broad and indepth knowledge and understanding of the field of educational leadership; 2. Demonstrate an indepth knowledge and understanding of a selected minor/cognate area; 3. Demonstrate knowledge and skill as scholars and researchers; 4. Become participants and active contributors in the community of scholars;

3 5. Become reflective, ethical leaders who contribute to best practice in the field of educational leadership. The program mission is consistent with the missions of the Graduate School of Education and Professional Development, the College of Education and Human Services and the overall mission of Marshall University. The recently completed institutional strategic plan, Owning the Opportunity, identifies the development of doctoral programs as one of Marshall s major initiatives for the next planning period. The program mission is also consistent with the conceptual framework, Preparing the Experienced Professional, that guides the development of advanced education programs within the COEHS Professional Education Unit. Assessment Model The assessment model guiding this plan is based on the concept of assessment as a process through which information is collected and used as a basis for forming judgments. These judgments then provide the basis for decisions (actions) about the program. The model is depicted graphically in Exhibit 1. The plan is developed around components focused on program, student and faculty assessment. The plan is also designed to be consistent with NCA and institutional assessment guidelines/criteria, ISLLC standards and NCATE program evaluation and candidate performance assessment expectations. The essential elements of the model are the multiple assessment strategies that are employed. The strategies, a description of the data/information collected and the judgments that are formed about students, program and faculty are described in Exhibit 2. A description of the assessment strategies for the specific student outcomes for the program can be found in Exhibit 3.

4 Technology Utilization Program and school databases provide technology-based support for the program. These databases facilitate ready access to information regarding student status, progress and performance. Data Utilization The data gathered through this assessment process are summarized/synthesized and shared with the program faculty and administrators. These data then become critical components of ongoing faculty discussions and serve as an important information source for the faculty retreats. These data become important elements in the judgments that are formed about program strengths, weaknesses and needs. These judgments then become the basis for decisions abut program changes/actions.

5 EXHIBIT 1 ASSESSMENT MODEL Program Faculty Student Collect Data/ Information Form Judgments Decisions (Actions)

6 ASSESSMENT STRATEGY Admissions Assessments Annual Faculty/Student Seminar Student Enrollment Monitoring Annual Student Progress Review Program Planning Process Comprehensive Assessment Development of Prospectus EXHIBIT 2 PROGRAM ASSESSMENT MATRIX INFORMATION/DATA COLLECTED MAT Test Scores GPA Writing Sample Interview Data Personal Statement Informal and formal feedback from new and experienced students, faculty and administration Course rosters Information on student progress or areas of concern conducted by committee chair Annual Doctoral Report Semester Enrollment report Previous coursework Student goals Knowledge and understanding of major, cognate and foundation/research area Student abilities to develop a workable research proposal INFORMATION/DATA UTILIZATION (JUDGMENTS/DECISIONS Quality of applicant pool Admissions Quality of program admits Fit of applicant Congruence of student goals with program Quality/effectiveness of seminar Program strengths/weaknesses Individual student progress Course availability Adequacy of student progress Identification of student problem areas Identification of other program or faculty issues Develop plan of study Student competency in major, cognate and foundation/research area Potential program/course changes Adequacy of student competing in research Potential program modifications Adequacy of student competency Program research productivity Student experience Curriculum Faculty support Program changes Dissertation Defense Student ability to complete and defend research proposal Program Exit Survey Graduate perceptions regarding multiple facets of program and experience Employer Survey Employer perception regarding program graduates Five-Year Program Review Data on program performance Program adequacy Program productivity Program viability Student Publications, Presentations and Awards

7 EXHIBIT 3 ASSESSMENT OF STUDENT OUTCOMES NT OUTCOME ASSESSMENT TOOL OR APPROACH STANDARDS/BENCHMARK PERSON OR OF RESPONSIBL trate a broad and inledge and ng of the field of leadership. Course Assessments & Final Class Grade Qualifying Assessment for Admission to Doctoral Candidacy Defense of Dissertation Satisfactory Course Completion Satisfactory Completion using criteria on pg. 18, Doc Student Handbook Satisfactory Completion Doctoral Faculty Me Doctoral Faculty Me Doctoral Faculty Me trate an in-depth and understanding of inor/cognate area Course Assessments & Final Class Grade Satisfactory Cognate Course Completion Cognate Faculty Me Cognate Advisor trate knowledge and lars and researchers Prospectus Document Residency Fulfillment Qualifying Assessment for Admission to Doctoral Candidacy (portfolio) Acceptance of Proposal Satisfactory Defense of Portfolio Acceptable or Exceptional Evaluation Score participants and ibutors in the of scholars Residency Fulfillment Dissertation Satisfactory Defense of Portfolio reflective, ethical o contribute to best the field of leadership Dissertation Qualifying Assessment for Admission to Doctoral Candidacy (Portfolio) Successful Defense

8