Department of Education School of Education and Behavioral Sciences Master of Education Program CIP Code : Program Code: 650

Student - Learning Outcomes 1.Curriculum -Develop and deliver curriculum based on theoretical foundations of the discipline (Application) 2.Technology - Demonstrate the use of technology in support of teaching and learning (Application) 3.SPA - Know and/or demonstrate the subject matter, professional knowledge and skills outlined by the respective specialized professional association (Application) 4.Research - Analyze, utilize, and conduct research critically (Evaluation) 5.Diversity -Identify developmental and individual differences and adjust practices accordingly (Application) 6.Assessment -Monitor and assess pupil learning (Application) 7.Reflection - Reflect upon and evaluate his/her own practices (Evaluation) *These objectives align with the following standards: National Board for Professional Teaching, Council for Exceptional Children, International Reading Association, Association for Childhood Education International Program Quality Improvement Report

1.The program outcomes for the Master of Education Program align with these elements of Cameron University’s mission statement: “fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning“ “…prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world;” 2.Cameron University’s Strategic Plan 2013 has as its first commitment that we are “becoming the University of Choice by providing students a top quality education.” All of the program outcomes for the Master of Education Program are in alignment with this primary core value, specifically, we align with: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region. Assure efficient, effective course delivery in multiple formats Attract, develop, and retain diverse, high quality faculty and staff Program Quality Improvement Report Alignment of Outcomes

Alignment of Outcomes (continued) 3.These outcomes relate to our students and Southwest Oklahoma in that we: have programs that continue to meet the needs of graduate students in this area, to include coursework for those who have an alternative teaching license, and courses designed at the wide variety of teaching levels (i.e. elementary, secondary, special education, literacy). constantly assess our students’ needs and offer courses at different sites via ITV and online as the need arises. are continually aiming to attract more diverse students through recruitment efforts. Learning Outcomes: Curriculum, Technology, SPA (content, skills, professional knowledge), Research, Diversity, Assessment, Reflection Program Quality Improvement Report

Measures of Learning Outcomes Direct Measures Portfolio Analysis of Growth (AOG) Paper Dispositional Assessments Indirect Measures Exit Interviews Program Quality Improvement Report

Report on Actions for Previous Priority Outcomes Technology Program Outcome Actions ImplementedWhen Implemented Resource Implications TECHNOLOGY Added 3 Hitachi StarBoards Trained faculty on use of StarBoards Installed summer 2010 Early fall 2010 $4, None TECHNOLOGYImplemented a hybrid class for EDUC Multiculturalism Spring 2010None TECHNOLOGYPurchased 2 laptops for student and faculty use Spring 2010$1, Program Quality Improvement Report

Technology Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio Multimedia Presentation 0%65%35%n= n= n= Analysis of Growth Knowledge of and ability to integrate technology 0%50% n= n= n= Exit Survey Ability to integrate technology in instruction N/A n= n= n= Exit Survey Use information technology N/A n= n= n= Program Quality Improvement Report

Report on Actions for Previous Priority Outcomes SPA Program Outcome Actions ImplementedWhen Implemented Resource Implications SPARenamed reflection rubrics so that course name is included Spring 2010None SPADiscussed importance of emphasizing SPA standards in course at Graduate Faculty Meeting Spring 2010None Program Quality Improvement Report

SPA Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio M.Ed. Reflections from all courses 2%43%55%n= n= n= Analysis of Growth SPA Standards 0%70% 30%n= n= n= Exit Survey Comprehension of Professional Standards in your area N/A n= n= n= Exit Survey Acquired knowledge, skills, and Dispositions delineated in professional, state, and institutional standards N/A n= n= n= Program Quality Improvement Report

Report on Actions for Previous Priority Outcomes Research Program Outcome Actions ImplementedWhen Implemented Resource Implications ResearchImplemented methodology assignment in Introduction to Graduate Research class Spring 2010None ResearchDiscussed importance of integrating educational research in ALL graduate classes in Graduate Faculty Committee meeting and Departmental faculty meeting Fall 2009None Program Quality Improvement Report

RESEARCH Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio Assessment (EDUC 5103 Research Proposal Rubric Methods Data Criteria 5 & 9) 0%31.4%68.6%n= n= n= Analysis of Growth Paper N/A Exit Survey Ability to use research to improve practice N/A n= n= Program Quality Improvement Report

Student-Learning Outcome and Measurements DIVERSITY PROGRAM OBJECTIVE 5 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Identify develop- mental and individual differences and adjust practices accordingly Diversity EDUC 5143 – Multiculturalism in American Education Core course required of all M.Ed. Candidates 1. Portfolio Assessment: Annotated Bibliography 2. Analysis of Growth Paper 3. Exit Survey Content validity – all rubrics were reviewed by faculty and advisory board Inter-rater Reliability - Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts. Analysis of Growth rubrics were reassessed. Each semester Last semester before graduation Program Quality Improvement Report

Display of Assessment Data DIVERSITY Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio Assessment – EDUC 5143 Multiculturalism in American Education 4%50%46%n= n= n= Analysis of Growth Paper – Role and importance of diversity 0%30%70%n= n= n= Exit Survey – Work with diverse students N/A n= n= Program Quality Improvement Report

Analysis of Assessment Data DIVERSITY Program Quality Improvement Report

Action Plan for Student Learning Outcome Diversity Program Outcome ActionImplementation Timeline Resource Implications Diversity Change format of class from 8 weeks to 16 weeks Action based on scores below 3.00 in 3 areas of Annotated Bibliography assignment (n=20): 1. Research question: Topic Rationale Reading analysis 2.7 Action was necessary because the average score excluding mechanics was 2.9 Spring 2011None Program Quality Improvement Report

Student-Learning Outcome and Measurements TECHNOLOGY PROGRAM OBJECTIVE 2 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Demonstrate the use of technology in support of teaching and learning Technology EDUC 5913 – Multimedia in the Classroom Core course required of all M.Ed. Candidates 1. Portfolio Assessment: Multimedia Presentation 2. Analysis of Growth Paper 3. Exit Survey Content validity – all rubrics were reviewed by faculty and advisory board Inter-rater Reliability - Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts. However, the rubric for Multimedia in the Classroom was not included in this study because the same instructor teaches this course each semester. Analysis of Growth rubrics were reassessed. Each semester Last semester before graduation Program Quality Improvement Report

Display of Assessment Data TECHNOLOGY Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio Assessments EDUC 5913 – Multimedia Presentation 0%65%35%n= n= n= Analysis of Growth Paper Knowledge of and ability to integrate technology 0%50% n= n= n= Exit Survey Ability to integrate technology in instruction N/A n= n= n= Program Quality Improvement Report

Analysis of Assessment Data TECHNOLOGY Program Quality Improvement Report

Action Plan for Student Learning Outcome Technology Action Plan Program Outcome ActionImplementation Timeline Resource Implications TECHNOLOGY Increase use of technology by obtaining a grant for Apple Ipads Justification: Cameron teacher education students learn on a weekly basis the need for effective communication of objectives and content to students. This necessary skill teaches candidates to create content delivery vehicles that will motivate and inspire students to learn. Emerging technology holds promise that it will provide a new and more effective platform to promote student learning. The Apple iPad is at the forefront of new technology using application driven tools to provide a new and fundamentally different way to communicate and retrieve content for users. Placing this emergent technology in instructional technology course work for teaching candidates will place Cameron’s graduates in the forefront of teaching. Spring 2011$5,000 Program Quality Improvement Report

Student-Learning Outcome and Measurements RESEARCH PROGRAM OBJECTIVE 1 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Analyze, utilize, and conduct research critically Research EDUC 5103 – Introduction to Graduate Research Core course required of all M.Ed. Candidates 1. Portfolio Assessment: Multimedia Presentation 2. Analysis of Growth Paper 3. Exit Survey Content validity – all rubrics were reviewed by faculty and advisory board Inter-rater Reliability - Beginning Fall 2009 started inter-rater reliability studies on portfolio artifacts. Research Proposal Rubrics were reassessed. Analysis of Growth rubrics were reassessed. Each semester Last semester before graduation Program Quality Improvement Report

Display of Assessment Data RESEARCH Mean Scores Scale: 1=Poor 2=Below Average 3=Average 4=Above Average 5 = Superior The minimum average required to pass is Mean Mean Mean Portfolio Assessment (EDUC 5103 Research Proposal Rubric Methods Data Criteria 5 & 9) 0%31.4%68.6%n= n= n= Analysis of Growth Paper N/A Exit Survey Ability to use research to improve practice N/A n= n= Program Quality Improvement Report

Analysis of Assessment Data RESEARCH Program Quality Improvement Report

Action Plan for Student Learning Outcome Research Program Outcome ActionImplementation Timeline Resource Implications RESEARCH Continue with implementation of methodology assignment because it has been in effect for spring ’10 and summer ‘10 N/ANone RESEARCHHave EDUC 5103 candidates give a presentation on article analysis assignment Spring 2011None Program Quality Improvement Report

Published Information on Graduates Academic Year 09-10Working In DisciplineUnknown Summer Fall (Teaching and Learning) 0 Spring (4 Elementary, 4 Teaching and Learning) 1 Total101 Program Quality Improvement Report