Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	[email protected]	2022-01-15T20:56:37.456Z

School	Name of Program	Courses
CHSS	Teacher Education AA Degree: Elementary/Special Education	EDUC 2243,EDUC 2375,ENGL 1120,EDUC 1120,MATH 1110,CEPY 2110,EDUC 1190,EDUC 2315,SPED 2110

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
The AA in Elementary/Special Education has been consistent since 2018 when it was restructured. In 2020-2021, there were 426 declared majors and 61 graduates in the program. This reflects a 13% and 97% increase, respectively, over 2019-2020. Course fill rates and retention rates were above 80% and C-Pass rate was above 70%. This occurred during the pandemic when all courses were offered online. We continued with our Teacher Education Fast Track program to create full time Teacher Education cohorts specifically for Educational Assistants and beginning freshman from Educator’s Rising dual-credit students. Faculty revised curriculum to ensure the course learning objectives are aligned to the summative tasks for each class. Online consensus shells and master syllabi have been maintained for consistency in these LOs and summative assignments. We have a high school consensus shell for EDUC 1120/1190 and have worked with high school dual credit instructors to create more alignment across sections.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

The AA in Elementary/Special Education has been consistent since 2018 when it was restructured. In 2020-2021, there were 426 declared majors and 61 graduates in the program. This reflects a 13% and 97% increase, respectively, over 2019-2020. Course fill rates and retention rates were above 80% and C-Pass rate was above 70%. This occurred during the pandemic when all courses were offered online. We continued with our Teacher Education Fast Track program to create full time Teacher Education cohorts specifically for Educational Assistants and beginning freshman from Educator’s Rising dual-credit students. Faculty revised curriculum to ensure the course learning objectives are aligned to the summative tasks for each class. Online consensus shells and master syllabi have been maintained for consistency in these LOs and summative assignments. We have a high school consensus shell for EDUC 1120/1190 and have worked with high school dual credit instructors to create more alignment across sections.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	13	31	61
Number of declared majors	246	377	426
Average Class Size	19.7	19.8	19
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	13%	14%	13%
Annual C-Pass rate for coursework is 60% or above	74%	76%	73%
Average class fill rate at 60% or above capacity within a term or over a year	85%	86%	81%
Graduate Transfer to 4-year Schools	77%	68%	n/a
Full-time Faculty Coverage by Section	38%	39%	29%

Summarize how your program met or did not meet the target measures based on the data above
As the data show, our program has met or exceeded all targets set by the college. For 2020-2021, we graduated 61 students, which shows growth over the previous year. Our C-pass rate was at 73%, which is particularly notable given that all instruction was shifted online due to the pandemic. Our annual retention rate as informed by the annual withdrawal rate data is at 87%, well above the 70% threshold. Finally, the average class fill rate for 2020-2021 was at 81%. Given the pandemic year, these data reflect a strong program.

Summarize how your program met or did not meet the target measures based on the data above

As the data show, our program has met or exceeded all targets set by the college. For 2020-2021, we graduated 61 students, which shows growth over the previous year. Our C-pass rate was at 73%, which is particularly notable given that all instruction was shifted online due to the pandemic. Our annual retention rate as informed by the annual withdrawal rate data is at 87%, well above the 70% threshold. Finally, the average class fill rate for 2020-2021 was at 81%. Given the pandemic year, these data reflect a strong program.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1. Analyze how multicultural perspectives shape their interactions with community, parents, and children.	All EDUC and CEPY AA Courses	In-class Activities Class Project Survey	Multicultural perspectives have been the backbone of our programs for over 15 years. As such, course assignments and activities have been designed to specifically course learning objectives as they relate to multicultural perspectives. All students successfully completing EDUC coursework (specifically EDUC 1120, EDUC 2243, and EDUC 2315) have demonstrated competency in this area. Additionally, a student survey was administered in the Fall of 2020 and Spring of 2021 that asked students to rate their level of agreement with the extent to which the course content prepared them to meet course learning objectives. A total of 278 survey responses were collected in the five teacher education courses and students indicated an average rating of 4.21 of alignment between course learning objectives and summative assessments/assignments in the courses (with the highest rating of alignment being a 5).
2. Apply knowledge of the code of conduct and ethics of their profession.	All EDUC and CEPY AA Courses		Course assignments and activities have been designed to specifically address course learning objectives as they relate to professional ethics codes of conduct. All students successfully completing EDUC coursework (specifically EDUC 1120, EDUC 1190) have demonstrated competency in this area. Students in the EDUC 1190 practicum course are also evaluated by host teachers relative to professional conduct. Students who do not meet the minimum professional expectations are not able to complete the course Additionally, a student survey was administered in the Fall of 2020 and Spring of 2021 that asked students to rate their level of agreement with the extent to which the course content prepared them to meet course learning objectives. A total of 278 survey responses were collected in the five teacher education courses and students indicated an average rating of 4.21 of alignment between course learning objectives and summative assessments/assignments in the courses (with the highest rating of alignment being a 5).
3. Apply knowledge of working with diverse populations to their professional practice.	All EDUC and CEPY AA Courses		Course assignments and activities have been designed to specifically address course learning objectives as they relate to working with diverse populations. All students successfully completing EDUC coursework (specifically EDUC 1120, EDUC 2315, and SPED 2110) have demonstrated competency in this area. Additionally, a student survey was administered in the Fall of 2020 and Spring of 2021 that asked students to rate their level of agreement with the extent to which the course content prepared them to meet course learning objectives. A total of 278 survey responses were collected in the five teacher education courses and students indicated an average rating of 4.21 of alignment between course learning objectives and summative assessments/assignments in the courses (with the highest rating of alignment being a 5).
4. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities.	All EDUC and CEPY AA Courses	In-class Activities Survey	The teacher education coursework is designed to support collaboration and build collaborative learning skills. Course assignments and activities have been designed to specifically address course learning objectives as they relate to Collaboration. All students successfully completing EDUC and CEPY coursework have demonstrated competency in this area. Additionally, a student survey was administered in the Fall of 2020 and Spring of 2021 that asked students to rate their level of agreement with the extent to which the course content prepared them to meet course learning objectives. A total of 278 survey responses were collected in the five teacher education courses and students indicated an average rating of 4.21 of alignment between course learning objectives and summative assessments/assignments in the courses (with the highest rating of alignment being a 5).
5. Demonstrate professional behaviors in the field setting.	All EDUC and CEPY AA Courses	Clinical Practicum Evaluation	All students must complete the EDUC 1190 Introduction to Education practicum where they complete 45 hours in a K-12 school setting working with a teacher and their class. Host teachers provide feedback and a formal assessment of students on a 20-item evaluation of student conduct as it relates to professional behaviors. Students who do not demonstrate competency in all areas are not able to complete the course. Additionally, a student survey was administered in the Fall of 2020 and Spring of 2021 that asked students to rate their level of agreement with the extent to which the course content prepared them to meet course learning objectives. A total of 278 survey responses were collected in the five teacher education courses and students indicated an average rating of 4.21 of alignment between course learning objectives and summative assessments/assignments in the courses (with the highest rating of alignment being a 5).

Interpretation of Assessment findings
The successful complete of course assignments and activities, paired with the relatively high completion rates for courses indicates that program learning outcomes are being met through the delivered curriculum. This is particularly seen in practicum settings where students are evaluated by outside professionals with regard to program learning objectives. Student responses to the survey indicate that they perceive a high degree of alignment between course assessments and course learning objectives. In other words, they feel that the course prepared them to meet learning objectives.

Interpretation of Assessment findings

The successful complete of course assignments and activities, paired with the relatively high completion rates for courses indicates that program learning outcomes are being met through the delivered curriculum. This is particularly seen in practicum settings where students are evaluated by outside professionals with regard to program learning objectives. Student responses to the survey indicate that they perceive a high degree of alignment between course assessments and course learning objectives. In other words, they feel that the course prepared them to meet learning objectives.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	For the upcoming year, the Teacher Education program will look to restructure the evaluation of learning outcomes to be closely aligned to specific summative assessments, as is already done in our Alternative Teacher Licensure Program. We also will be looking to the work done by the Assessment Academy to guide these changes.	Need for greater clarity on areas of improvement within each individual course. Current data, generally, is limited to the program as a whole.
2021-2022
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

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