Summary of the Case American Intercontinental Universit y1 Master of Education Program

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1 Summary of the Case American Intercontinental University 1 Master of Education Program The Summary of the Case is written by the auditors and approved by program faculty. The Summary reflects the auditors understanding of the case the faculty are making for accreditation. The University is pursuing the Inquiry Brief Proposal path due to the need to collect more substantial data to support the University s claims. This decision was made after discussion with TEAC officials and an audit of program courses, policies and procedures, and a review of the robust Institutional Effectiveness data by the School of Education faculty. The School of Education currently offers six specific specializations to graduate students under the umbrella of one program offering. Neither the program nor specializations currently lead to certification recommendations. The AIU Master of Education program (MEd) is offered 100% through an online methodology to adult learners located in various states and countries. The specializations are as follows: Adult Education and Training Classroom Integration of Technology Curriculum and Instruction for Educators Educational Assessment and Evaluation Instructional Design and Technology Leadership of Educational Organizations This document follows the Inquiry Brief Proposal format suggested by TEAC. Areas such as School demographics, admissions requirements, and distinguishing features are addressed and the programs to be eventually evaluated by TEAC personnel are identified.the second section of the document contains three claims made by the School of Education related to TEAC principles and standards for educational leadership programs, TEAC s Quality Principle I, and Evidence of Candidate Learning. These claims deal with areas of candidate learning associated with educational leadership, professional knowledge, strategic decision-making, learning how to learn, multicultural perspectives, use of appropriate technology and caring leadership skills. The third section of this Inquiry Brief Proposal provides an in-depth review of assessment instruments selected by School faculty to support programmatic claims. The final sections of the report include the Results and Discussion sections. AIU, described as a for-profit institution, was founded in Europe in 1970 on the premise that universities should transcend the bounds of the traditional, theoretical approach to education by providing students with a curriculum that can help prepare them to pursue their professional interests in many of today's most opportunistic industries. For more than 40 years, AIU has offered an innovative approach to education at its campuses in Atlanta, South Florida, Houston, and London, as well as on the award-winning Virtual Campus of AIU Online, which was launched in 2001 and recognized as a separate campus in In January 2001, Career Education Corporation (CEC) acquired the University. The initial design of the med program by a group of subject matter experts and an online web design team, was implemented in

2 2002 and worked within the structure already used for the undergraduate programs created for AIU Online. As the fields have grown more and more competitive, AIU has responded by developing curricula that can provide students with industry-current degree programs and focused specializations in business, criminal justice, design, education and information technology. Overall design of curriculum and content were supervised by the provost, the program chair, and the director of instructional design for the University. The MEd program began providing courses to students in early At that time, the emphasis on the program was on the use of technology in education and training. The original program had three intended audiences: learners interested in academic applications of technology, individuals interested in commercial business applications of a med degree, and military personnel. The first program version consisted of 48 Quarter Hours provided in eight graduate courses. The faculty for the program were hired specifically for the subject matter and topics included in the program, and included professors with Ph.D. and EdD. qualifications. The faculty also had practical experience in the fields in which they taught. MEd Starts and Graduation Historical Data by Specialization and Gender Concentration/Specialization Gender Start Year First Time Starts Graduated % Curriculum and Instruction Female % % % % % % % Female Total % Male % % % % % % Male Total % % % % % % Total % Curriculum and Instruction Total %

3 Educational Assessment and Evaluation Female % % % % % % Female Total % Male % % % % % % Male Total % Total 2 Educational Assessment and Evaluation Total % Instructional Technology Female % % % % % % % Female Total % Male % % % % % % % Male Total % % % % % Total % Instructional Technology Total %

4 Leadership of Educational Organizations Female % % % % % % Female Total % Male % % % % % % Male Total % % % % % Total % Leadership of Educational Organizations Total % Specialization in Adult Education and Training Female % % Female Total % Male % % Male Total % Total 1 Specialization in Adult Education and Training Total % Specialization in Classroom Integration of Technology Female % % Female Total %

5 Male % % Male Total % Total 1 Specialization in Classroom Integration of Technology Total % Specialization in Curriculum and Instruction for Educators Female % % Female Total % Male % % Male Total % % Total % Specialization in Curriculum and Instruction for Educators Total % Specialization in Educational Assessment and Evaluation Female % % Female Total % Male % % Male Total % Specialization in Educational Assessment and Evaluation Total % Specialization in Instructional Design and Technology Female % % %

6 Female Total % Male % % Male Total % Total 6 Specialization in Instructional Design and Technology Total % Specialization in Leadership of Educational Organizations Female % % Female Total % Male % % Male Total % % Total % Specialization in Leadership of Educational Organizations Total % Program Description The role of instructors, instructional designers, and curriculum developers has changed dramatically over the past decade. The emphasis in education today focuses on ensuring educational programs help learners understand abstract concepts, solve problems, work as effective team members, and develop critical thinking skills. The Master of Education Degree provides a solid foundation for effective educational practice and career advancement for all levels of educational practitioners, including K- 12, higher education, and corporate learning. AIU s graduate programs and course work are organized and delivered to provide students with an advanced theoretical framework of professional practices and mastery of appropriate discipline-specific tools to identify and solve problems within their field of study. The AIU Graduate Studies Outcomes are: 1. Professional mastery: identify and analyze current trends, theories, opportunities and challenges within specific disciplines.

7 2. Critical analysis: evaluate, integrate and critique a wide range of opinions, beliefs, abstract ideas and data to inform judgment, identify and solve problems and, where appropriate, propose new hypotheses. 3. Knowledge acquisition/management: demonstrate an innovative approach to the application, acquisition and interpretation of knowledge within the disciplines, and use that knowledge and understanding to solve problems in new or unfamiliar environments. In addition, the MEd program maintains a set of outcomes. These MEd Program Outcomes include: Analyze research findings to respond to academic, physical, social and cultural differences in educating students and recommend method modifications based on research results. Design educational programs that effectively address objectives integrating the appropriate use of various instructional media and technologies for learning. Develop educational programs that use the appropriate criteria for selecting curricular content, organization of content and methods of curriculum evaluation. Create a plan for implementation of learning content in various educational settings. Evaluate the opportunities and challenges involved in the organizational development and delivery of learning programs using formative and summative instruments. Evaluate educational situations and problems in order to develop and substantiate solutions using leadership and management strategies. (AIU Catalog, p.79) Then following from the existing Graduate Studies Outcomes and the MEd Program, Program faculty and administration developed a set of Program Claimsconnected to the program for the purpose of the TEAC process. These Program Claims include: o o Graduates of the Master of Education (MEd) program at American InterContinental University (AIU) acquire the professional knowledge required to lead and manage in a variety of learning environments. They understand organizational theory and development, as well as human resource management. The Master of Education degree provides a solid foundation for effective practice and career advancement for education practitioners including K-12, higher education, and corporate learning. (Quality Principle I, 1.1 Professional Knowledge) American InterContinental University graduates demonstrate competence in designing educational experiences. Graduates are able to evaluate educational situations and problems in order to develop and substantiate solutions using leadership and management strategies. (Quality Principle I, 1.2 Strategic decision making )

8 o American InterContinental University graduates demonstrate caring leadership skills. Students develop a solid foundation in learning theory, instructional design, and instructional technology, enabling them to employ appropriate criteria for selecting curricular content, to organize content, and to determine methods of curriculum evaluation. (Quality Principle I, 1.3 Caring and Effective Leadership Skills) MEd program leaders and faculty identify measures and indicators for tracking program performance and student learning. A variety of direct and indirect measures of student learning are employed to assess and improve programs through the University s institutional effectiveness process. For example, the program has a capstone course with culminating assignments, providing students the opportunity to demonstrate achievement of the program learning outcomes. In addition, course outcomes and assignments are mapped to program learning objectives throughout the program, providing formative feedback to instructors on student progress. Cross-Cutting Themes TEAC has identified learning how to learn, multicultural perspectives, and technology as integrated themes necessary for a successful educational leadership program. In further support of these themes, the Standards, Assessment, and Professional Development Committee of the Partnership for 21 st Century Skills has identified knowledge work, thinking tools, digital lifestyles, and learning research as the four driving forces of 21 st century learning (Trilling & Fadel, 2009). AIU s Master of Education program embraces and reflects these powerful learning elements throughout the courses in the program. Specifically, the curriculum is intentionally designed to provide students with an advanced theoretical framework for professional practice, mastery of appropriate discipline-specific tools, multicultural perspectives to enable the identification and solution of challenges, and an award winning digital platform to support diverse learning needs and authentic assessment options. The cross cutting themes of learning to learn, diversity, and technology are mapped to Master of Education program outcomes. This mapping is evident in course CMAP s. Program outcomes of AIU s MEd state that students will: Analyze research findings to respond to academic, physical, social and cultural differences in educating students and recommend method modifications based on research results. Design educational programs that effectively address objectives integrating the appropriate use of various instructional media and technologies for learning. Develop educational programs that use the appropriate criteria for selecting curricular content, organization of content and methods of curriculum evaluation. Create a plan for implementation of learning content in various educational settings. Evaluate the opportunities and challenges involved in the organizational development and delivery of learning programs using formative and summative instruments.

9 Evaluate educational situations and problems in order to develop and substantiate solutions using leadership and management strategies. Demonstrate advanced, discipline appropriate communication skills in written and presentation formats. Master of Education faculty and administrative staff believe data collected through the identified assessment instruments and assessment methods will provide evidence to support the claims that graduates are competent, caring, and qualified. Further, the alignment between program standards, industry standards, and TEAC Quality Principles provide additional support for these claims. Specifically, the AIU mission focuses on preparing students academically, personally, and professionally for successful careers. Therefore, the MEd program aligns the subject matter requirements with content that supports the AIU mission. By incorporating the Standard Occupational Classification (SOC) and Occupational Employment Statistics (OES) from 2012 Bureau of Labor Statistics ( systems used by Federal statistical agencies to classify workers into occupational categories, the MEd program is able to identify the academic, personal, and professional competencies needed of graduates for career success. To further align the program, the curriculum is reviewed by the MEd Advisory Board, which is comprised of notable experts in the targeted discipline and industry. The MEd curriculum is mapped through the AIU Course Mapping and Assessment Plan (CMAP) process, which ties measurable program level objectives to terminal course objectives. Terminal course objectives are mapped to unit objectives, which are measured by higher order thinking assessment artifacts. In addition, every course in the MEd program includes a Common Assessment element for formative program and learner assessment. The assessment system employed by the program includes a variety of types of measures. These measures include: Student work samples Course grades Graduate employment responses Rubric assessment data Capstone presentation and project scores and rubrics Alumni survey results Faculty survey results Employer survey results Advisory board minutes Data collected from the assessment system set of measures is used by the Program to make decisions about program revisions, edits, and directions to continue to promote effective student learning and match student and professional area needs. 1 Program options include: Adult Education and Training

10 Classroom Integration of Technology Curriculum and Instruction for Educators Educational Assessment and Evaluation Instructional Design and Technology Leadership of Educational Organizations The state of Illinois, at its discretion, offers licensure to program completers in these option areas.

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