IHE Master's Performance Report

Transcription

1 IHE Master's Performance Report East Carolina University Overview of Master's Program The College of Education at East Carolina has a long-standing commitment to the delivery of quality graduate education and offers students a variety of options to pursue advanced study. Seven complete programs are offered via distance education and all graduate programs have some courses that are offered on line All programs are fully accredited by NCATE and the North Carolina State Board of Education. In addition, many of the programs are also accredited by their learned societies. The COE offers the Master of Arts in Education (MAEd) for individuals with initial teaching licenses. These programs include advanced competency coursework in professional education and the content area. The MAEds are designed to provide knowledge and experiences that result in the evolvement of candidates who exit as "teacher leaders". They are offered in business education, elementary education, English education, family and consumer sciences education, health education, history education, instructional technology, marketing, math education, middle grades, physical education, reading, science education, and special education. In addition, art education and music education are offered in professional schools outside the College of Education and meet all advanced standards. All MAEd candidates receive extensive training in diversity, communication, action research, advanced pedagogy and content. The culminating product required of all candidates is supportive of and aligned with National Board requirements. The College of Education also has a Master of Arts in Teaching (MAT). This program is designed for individuals with a nonteaching baccalaureate degree and leads to a teaching license. It meets the basic and advanced pedagogy skills and advanced content requirements. The COE also offers a Master of Science degree in Counselor Education, Vocational Education and Instructional Technology Education, a Master of Arts degree in Science Education, and a Master of Library Science degree. Advanced degrees in educational leadership include the Master of School Administration (MSA), a six-year program in educational administration and supervision (EdS) and a Doctor of Education Degree (EdD) in Educational Leadership. Advanced degrees are also available in Counselor Education (EdS) and Library Science (CAS). Special Features of Master's Program The master s programs in the COE include innovations in higher education and reflect best practices in the field. The MAEd programs are designed around several special features. All MAEd candidates must take a group of core courses prior to progressing to their specialty area s course work. The core courses focus on advanced knowledge and skills in the areas of diversity, leadership, communications, and research. The specialty area programs then build upon this core requiring candidates to plan research products and in-depth studies of content curricula and pedagogy that can be enhanced and demonstrated in their classrooms. The candidates' products and demonstrations are assessed by measuring their impact on the academic achievement of their students. Culminating products, which are aligned with National Board Standards, are presented at the end of their degree work. During the academic

2 year a cohort group was formed to serve students in Halifax County pursuing the MAEd in elementary education; the MAEd in special education, which is a totally online program, enrolled two cohorts of 20 students each during the fall and spring semesters, and the MAEd in elementary education cohorts in Carteret, Onslow and Johnston counties completed their programs. In addition, a cohort of community college employees pursuing the EdD with a concentration in higher education administration was formed and began the program in fall The program in Educational Leadership also added new concentrations in Library Science and Instructional Development to prepare students for positions as administrators and leaders to help resolve educational issues and problems in higher education and similar educational settings

3 II. CHARACTERISTICS OF STUDENTS A. Headcount of students formally admitted to and enrolled in programs leading to licensure. Full Time Male Female Graduate American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Black, Not Hispanic Origin 3 Black, Not Hispanic Origin 10 White, Not Hispanic Origin 8 White, Not Hispanic Origin 43 Other 1 Other 3 Total 12 Total 56 Licensure-Only American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 0 White, Not Hispanic Origin 0 White, Not Hispanic Origin 0 Other 0 Other 0 Total 0 Total 0 Part Time Male Female Graduate American Indian/Alaskan Native 3 American Indian/Alaskan Native 4 Black, Not Hispanic Origin 13 Black, Not Hispanic Origin 55 Hispanic 1 Hispanic 3 White, Not Hispanic Origin 119 White, Not Hispanic Origin 461 Other 3 Other 9 Total 139 Total 532 Licensure-Only American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Black, Not Hispanic Origin 1 Black, Not Hispanic Origin 0 White, Not Hispanic Origin 1 White, Not Hispanic Origin 8 Other 0 Other 0 Total 2 Total 8

4 B. Quality of students admitted to programs during report year. Masters MEAN GPA 3.12 MEAN MAT 47 MEAN GRE 1,476 MEAN NUMBER OF YEARS TEACHING EXPERIENCE NUMBER EMPLOYED IN NC SCHOOLS Comment or Explanation: NA NA C. Program Completers (reported by IHE). Program Area Masters Degree Graduate Licensure Only N= #Completing NC=# Licensed in NC N NC N NC Prekindergarten (B-K) Elementary (K-6) Middle Grades (6-9) Secondary (9-12) Special Subject Areas (K-12) Exceptional Children (K-12) Vocational Education (7-12) Special Service Personnel Total Comment or Explanation:

5 D. Satisfaction of program completers/employers with the program in general and with specific aspects of the program, as rated on a 1 (lowest) to 4 (highest) scale. Satisfaction with... Program Completers Employer Satisfaction with the quality of the graduate program Better prepared to connect subject matter and learner's needs Better prepared to implement research-based approaches in education Better prepared to assume leadership roles Better prepared to facilitate learning for diverse students Better prepared to engage in continuous professional development Number of Surveys Received Number of Surveys Mailed