Bachelor of Science in Civil Engineering Technology (track in technology education)

Assessment Report, 2014-2015

SOTE, Civil Engineering Technology, Teacher Education Cert.

Assessment Identifiers

Assessment Identifiers

College / School:
School of Teacher Education

Department:
Education

Program / Major / Certificate:
Bachelor of Science in Civil Engineering Technology (Track in Technology Education)

Assessment Coordinator(s)
Dr. K. Mosley

Has there been a change to the Assessment Coordinator(s) since the last assessment plan? Yes

Person(s) responsible for writing and/or submitting this report:
Dr. M Munday

Program Mission Statement

The mission of the School of Teacher Education is to prepare and empower professional educators with the knowledge, skills, and dispositions to teach all students in a global, diverse educational setting; to provide inclusive learning environments; and to demonstrate ethical behaviors.

Has this mission statement been revised since the last plan? Yes

PSLOs

1. Content and Pedagogical Knowledge: Teacher candidates will possess induction level content and pedagogical knowledge as demonstrated by the ability to address state and local curricula and standards that meet the needs of all students through relevant learning experiences.

2. Instruction: Planning, Strategies, Differentiation, and Technology. Teacher candidates will use research-based, instructional strategies and technologies that are relevant to the content and that address individual learning needs and interests to actively engage learners in higher-order and critical thinking.

3. Assessment: Strategies and Use of Data. Teacher candidates will be able to design and select varied diagnostic, formative, and summative assessment tools and strategies that are appropriate for the content and student population and use technology to analyze and develop data-driven solutions to improve instruction and provide constructive feedback to students, parents, and stakeholders.

4. Supportive and Challenging Learning Environment: Teacher candidates will be able to create and maintain a supportive, student-centered academic environment in which learners are challenged and encouraged to become self-directed and reflective learners to achieve at their full potential.

5. Professionalism and Communication: Teacher candidates will exhibit professional ethics and the dispositions expected of an educator through professional development, communication and collaboration with colleagues, and engagement with students and the school community.
The PSLOs were reviewed and revised to align more closely with the mission of the program and to be measurable. Given the program just began in 2013 and admitted students in spring 2014, the outcomes required review after enactment. Previously, the outcomes were written as goals with multiple objectives under each goal that were not clearly measurable nor aligned with the standards set forth by the Georgia Professional Standards Commission, which includes in TASC standards.

LINK TO: Assessment Report, 2014-2015 – Supporting Documents

Assessment Results (PSLOs)

SSU Strategic Plan Goal	PSLO	Semester	Professor	Courses	Assessment Artifacts and Instruments	Target Levels	Results and Analysis of Results	Actions in Response to Results
Academic Engagement and Achievement	1. Content and Pedagogical Knowledge - Teacher candidates will possess induction level content and pedagogical knowledge as demonstrated by the ability to address state and local curricula and standards that meet the needs of all students through relevant learning experiences.	Fall 2014	K. Cunningham	EDUC 2000 Educational Technology	Instructional Software for 21st Century Teaching PowerPoint - PowerPoint Rubric	70 % of enrolled students will achieve >70%	TARGET 1 MET 100% of enrolled students achieved >70%	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2015-2016 academic year: In the fall 2016 faculty will provide samples of best practices. Students will also be reminded of the importance of completing and submitting assignments.
Academic Engagement and Achievement		Spring 2015	K. Cunningham	EDUC 3200 Curriculum and Assessment	Microteaching - Microteaching Rubric	70 % of enrolled students will achieve >70%	TARGET 2 MET 100% of enrolled students achieved >80%.
Academic Engagement and Achievement	2. Instruction: Planning, Strategies, Differentiation, and Technology - Teacher candidates will use research-based, instructional strategies and technologies that are relevant to the content and that address individual learning needs and interests to actively engage learners in higher-order and critical thinking.	Fall 2014	K. Cunningham	EDUC 2000 Educational Technology	Technology Midterm - Answer Key	70 % of enrolled students will achieve >70%	TARGET 1 MET 100% of enrolled students achieved >70%.	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2015-2016 academic year: Students will be reminded of the importance of completing and submitting assignments.
Academic Engagement and Achievement	3. Assessment: Strategies and Use of Data - Teacher candidates will be able to design and select varied diagnostic, formative, and summative assessment tools and strategies that are appropriate for the content and student population and use technology to analyze and develop data-driven solutions to improve instruction and provide constructive feedback to students, parents, and stakeholders.	Fall 2014	K. Cunningham	EDUC 2000 Educational Technology	Bullying Documentary Guide Scores	80 % of enrolled students will achieve >80%	TARGET MET 85.71% of enrolled students achieved >80%	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2015-2016 academic year: Students will be reminded of the importance of completing and submitting assignments.
Academic Engagement and Achievement	4. Supportive and Challenging Learning Environment - Teacher candidates will be able to create and maintain a supportive, student-centered academic environment in which learners are challenged and encouraged to become self-directed and reflective learners to achieve at their full potential.	Spring 2015	K. Cunningham	EDUC 3200 Curriculum and Assessment	Lesson Plan Midterm - Lesson Plan Rubric	70 % of enrolled students will achieve >80%	TARGET MET 90.91% of enrolled students achieved >80%	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2015-2016 academic year: Students will be reminded of the importance of completing and submitting assignments.
Academic Engagement and Achievement	5. Professionalism and Communication - Teacher candidates will exhibit professional ethics and the dispositions expected of an educator through professional development, communication and collaboration with colleagues, and engagement with students and the school community.	Fall 2014	A. Moore	EDUC 2120 Social and Cultural Influence of Teach & Learn	Field Experience Reflection - Writing Assignment Rubric and time log sheet	Students will achieve >70%	TARGET MET 100% of students earned 70% or above for field observations (completed hours and written log).	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2015-2016 academic year: Faculty will make in the spring 2015 field experience a greater portion of the final grade for the class so students will see importance and complete field experience.

Assessment Results (POs)

SSU Strategic Plan Goal	PO Goal	Enabling Strategies	Measures	Targets	Results and Analysis of Results	Actions in Response to Results
Priority 1. Academic Engagement & Achievement: Advancing knowledge through research, scholarship, and creative inquiry	1. Provide an educator preparation program that enables students to possess the knowledge, skills, and dispositions to be effective teachers.	1.a. Hold bi-monthly curriculum audits and assessment meetings to review program curricula and student data on the GACE for alignment. 1.b. Increase uniformity and consistency in education coursework	1.a. Pass rates on the GACE content assessments and education students� performance as measured by GPA at time of graduation. 1.b. Develop a format for an eportfolio. 1.c. Identify key assessments and submit data. 1.d. Develop rubrics for common assessments.	1.a. 80% of students who take GACE content assessments will pass on the first attempt. 80% of graduates will complete the program with a minimum cumulative GPA of 3.0. 1.b. An eportfolio template will be developed. 1.c. Data from key assessments in the new education courses that are offered will be collected by the Assessment Manager. 1.d. A draft microteaching lesson plan template and rubric were developed.	TARGET MET 1.a. During AY 2014-2015 no graduates took the GACE content test prior to graduation. 100% of program graduates (n=1 math concentration student) were at the target; GPA was 3.02 for the one graduate. (see PO 1.1. a. Evidence) 1.b. An eportfolio template was created by an education faculty member and was piloted. 1.c. Data were collected by the Assessment Manager but the artifacts were not organized into an eportfolio. Some faculty identified key assessments, but this was still in process across all three programs with math completed by the end of 2015. 1.d. A micro-teaching rubric was drafted with the most recent version, amended as of 08. 09.16, attached as evidence. (see PO 1.1.b. Evidence)	OVERALL: TARGET MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: SOTE was founded in 2013 with three concentrations launched in spring 2014; this accounts for limited data during that year related to this report see PO 1. 1.1. c. Evidence). The students who enrolled added certification as a concentration area to their academic majors. There were no program completers in 2013-2014 and 1 during 2014-2015. Because data were so limited, it was difficult to determine the significance of current data. Few education course syllabi had key assessments identified during 2013-2014 due to the program just being initiated, and LiveText resulted in an evidence room for initial accreditation but was just being developed by the end of 2015 to gather data in an eportfolio format. Description of any changes for improvements which were made during the course of the 2014-2015 academic year: A review of the initial Program Outcomes and Student Program Learning Outcomes, resulted in revisions. As assessment data increased due to more courses being offered, assessment meetings were held to determine how to warehouse and review the data and course artifacts, resulting in a pilot eportfolio by a math education faculty member. A review of the processes in place related to assessment found a need for greater coordination in this area. Description of the expected use of results that will be addressed in the 2015-2016 academic year: A micro-teaching lesson plan template and standards-aligned rubric serving as a key assessment in several courses was developed and will be piloted in 2015-2016. Key assessments need to be identified and aligned to the revised PSLOs. More frequent curriculum audits and assessment meetings are needed, as is the leadership of a permanent dean, thus far interim deans have been in place. Development of a Bachelor of Science degree in Education (BSED) is proposed to increase enrollment. All of the above actions are to be developed and/or implemented in 2015-2016.
Priority 5. Technological Competitiveness: Supporting a technologically advanced living and learning environment.	2. Provide on-going support to education students to increase the teaching force with educators who are well prepared to teach in the STEM areas.	2.a. Provide technology access to students in the Educator Preparation Program (EPP) 2.b. Engage education students with P-12 students in STEM related activities.	2.a. Establish a STEM lab and designate funds for the enhancement of SOTE for hardware and software purchases and STEM equipment 2.b. Establish a STEM Academy for P-12 students	2.a. Designate space and design a STEM Lab and obtain funding for STEM technology 2.a. Establish a STEM Academy for P-12 students	TARGET MET 2.a. STEM Teaching and Learning Lab was established in 2014-2015 with dedicated space provided in Hubert Hall in collaboration with the College of Science and Technology (COST). Title III funds were awarded to outfit the STEM Lab and provide education students with ipads, laptops, video cameras, and clickers for use in the field. (see Equipment Inventory List PO 2.1. a. Evidence) 2.b. STEM Academy and STEM days were established to engage education students with P-12 students, as well as STEM days throughout year (see PO 2. 2.a. Evidence.)	OVERALL: TARGET MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: A designated space and funding for equipment were needed to enhance the preparation of STEM educators and to garner interest in STEM among P-12 students and their teachers. A Title III grant was obtained and utilized primarily to address those needs. Description of any changes for improvements which were made during the course of the 2014-2015 academic year: With the addition of a well-equipped STEM lab and technology access for education students, STEM Academy and STEM days were implemented so that pre-service teachers could gain greater experience in working with P-12 students prior to clinical practice. Description of the expected use of results that will be addressed in the 2015-2016 academic year: A second lab is designated to be equipped with STEM equipment and resources to expand professional development to practicing teachers College (see PO 2.2.b. Evidence).
Priority 1. Academic Engagement and Achievement: Advancing knowledge through research, scholarship, and creative inquiry	3. Provide opportunities for students to succeed on qualifying certification assessments.	3. Review GACE results and provide GACE preparation opportunities and support based on results.	3. Provide opportunities for GACE preparation to education students. .	3. Increase opportunities for GACE preparation.	TARGET MET 3.a. GACE preparation software was purchased with Title III funds and installed on computers in the STEM Teaching and Learning Lab. 3.b. Students were scheduled for practice sessions on this software and for tutoring by faculty, if needed. 3.c. Practice booklets, available from GACE, were provided to students.	OVERALL: TARGET MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: Results showed that students were struggling on basic GACE tests in reading, writing, and math. Software was purchased and preparation times were scheduled. Description of any changes for improvements which were made during the course of the 2014-2015 academic year: Students had difficulty arranging transportation to GACE testing sites, so SSU became a designated testing site for the GACE. Software for GACE preparation was installed in the STEM Teaching and Learning Lab and faculty set appointments for students needing preparation work. Description of the expected use of results that will be addressed in the 2015-2016 academic year: GACE preparation for the entry level testing continues to be a need because of SSU being an access institution. More strategies to integrate GACE-based instruction into the existing curriculum are being explored, as are additional computers designated for GACE preparation, which will be worked on during 2015-2016.
Priority 2. Community and Economic Development: Enhancing sustainable partnerships and alliances	4. Develop and maintain collaborative partnerships with local and regional schools, school districts, and community stakeholders that inform the preparation of teachers and educational practice.	4.a. Establish MOUs with local and regional P-12 schools by hiring a Field and Clinical Experience Coordinator. 4.b. Develop new or expanded partnerships with P-12 schools and other institutions. 4.c. Seek funding opportunities for partnership programs that address the needs of students seeking to become educators.	4.a. Establish MOUs 4.b. Expand partnership activities, participating in joint professional development activities, and/or establishing new PD schools. 4.c. Seek and apply for partnership grants in the area of STEM.	4.a. Renew all existing MOUs 4.b. Establish at least one new partnership activity. 4.c. Apply for one new grant with a partner.	TARGET MET 4.a. Twelve MOUs were established (see sample PO 4.1.a Evidence for a renewed MOU in effect from 2014-to present) 4.b. Established a professional development school (PDS) site PDS at Oglethorpe Charter School (OCS) 4.c. A Noyce Scholarship Program grant application was submitted to the National Science Foundation (NSF) SSU�s SOTE and COST faculty in partnership with Savannah Technical College (see PO 4.1.c.1. Evidence)	OVERALL: TARGET MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: MOUs were developed with the launch of SOTE in 2013. With the addition of a Field and Clinical Experience Coordinator position, a PDS was developed. Grants were applied for and obtained in partnership with other institutions including: the Noyce Scholarship Program through NSF, Building Capacity to Positively Impact P-12 Student Learning (2014-2015), and CORE – Collaborative Regional Education - Investing in Innovation (i3) Description of any changes for improvements which were made during the course of the 2014-2015 academic year: A STEM Academy was established as outreach to the community and private and public school students, which led to increased partnership activity and interaction of education students with P-12 students and teachers PO 4.1.c. 1. Evidence). The Noyce Scholarship Program FSF 14-508 was awarded and launched in 2014-2015 College (see PO 4.1.c.1. Evidence). In addition, the following grants were applied for and awarded: in 2014-2015 Building Capacity to Positively Impact P-12 Student Learning (2014-2015). (see PO 4.1.c. 2. Evidence) and CORE – Collaborative Regional Education - Investing in Innovation (i3) Grant Sub-agreement with Jacksonville State University (2014-2017). (see PO 4.1.c. 3. Evidence). Description of the expected use of results that will be addressed in the 2015-2016 academic year: The program intend to develop additional partnerships and programs given the success experienced to date and to continue with multi-year grant activities during 2015-2016.

SSU Strategic Plan Goal

PO Goal

Enabling Strategies

Measures

Targets

Results and Analysis of Results

Actions in Response to Results

Priority 1. Academic Engagement & Achievement:

Advancing knowledge through research, scholarship, and creative inquiry

1. Provide an educator preparation program that enables students to possess the knowledge, skills, and dispositions to be effective teachers.

1.a. Hold bi-monthly curriculum audits and assessment meetings to review program curricula and student data on the GACE for alignment.

1.b. Increase uniformity and consistency in education coursework

1.a. Pass rates on the GACE content assessments and education students� performance as measured by GPA at time of graduation.

1.b. Develop a format for an eportfolio.

1.c. Identify key assessments and submit data.

1.d. Develop rubrics for common assessments.

1.a. 80% of students who take GACE content assessments will pass on the first attempt. 80% of graduates will complete the program with a minimum cumulative GPA of 3.0.

1.b. An eportfolio template will be developed.

1.c. Data from key assessments in the new education courses that are offered will be collected by the Assessment Manager.

1.d. A draft microteaching lesson plan template and rubric were developed.

TARGET MET

1.a. During AY 2014-2015 no graduates took the GACE content test prior to graduation. 100% of program graduates (n=1 math concentration student) were at the target; GPA was 3.02 for the one graduate. (see PO 1.1. a. Evidence)

1.b. An eportfolio template was created by an education faculty member and was piloted.

1.c. Data were collected by the Assessment Manager but the artifacts were not organized into an eportfolio. Some faculty identified key assessments, but this was still in process across all three programs with math completed by the end of 2015.

1.d. A micro-teaching rubric was drafted with the most recent version, amended as of 08. 09.16, attached as evidence. (see PO 1.1.b. Evidence)

OVERALL: TARGET MET

Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: SOTE was founded in 2013 with three concentrations launched in spring 2014; this accounts for limited data during that year related to this report see PO 1. 1.1. c. Evidence). The students who enrolled added certification as a concentration area to their academic majors. There were no program completers in 2013-2014 and 1 during 2014-2015. Because data were so limited, it was difficult to determine the significance of current data. Few education course syllabi had key assessments identified during 2013-2014 due to the program just being initiated, and LiveText resulted in an evidence room for initial accreditation but was just being developed by the end of 2015 to gather data in an eportfolio format.

Description of any changes for improvements which were made during the course of the 2014-2015 academic year: A review of the initial Program Outcomes and Student Program Learning Outcomes, resulted in revisions. As assessment data increased due to more courses being offered, assessment meetings were held to determine how to warehouse and review the data and course artifacts, resulting in a pilot eportfolio by a math education faculty member. A review of the processes in place related to assessment found a need for greater coordination in this area.

Description of the expected use of results that will be addressed in the 2015-2016 academic year: A micro-teaching lesson plan template and standards-aligned rubric serving as a key assessment in several courses was developed and will be piloted in 2015-2016. Key assessments need to be identified and aligned to the revised PSLOs. More frequent curriculum audits and assessment meetings are needed, as is the leadership of a permanent dean, thus far interim deans have been in place. Development of a Bachelor of Science degree in Education (BSED) is proposed to increase enrollment. All of the above actions are to be developed and/or implemented in 2015-2016.

Priority 5. Technological Competitiveness:

Supporting a technologically advanced living and learning environment.

2. Provide on-going support to education students to increase the teaching force with educators who are well prepared to teach in the STEM areas.

2.a. Provide technology access to students in the Educator Preparation Program (EPP)

2.b. Engage education students with P-12 students in STEM related activities.

2.a. Establish a STEM lab and designate funds for the enhancement of SOTE for hardware and software purchases and STEM equipment

2.b. Establish a STEM Academy for P-12 students

2.a. Designate space and design a STEM Lab and obtain funding for STEM technology

2.a. Establish a STEM Academy for P-12 students

TARGET MET

2.a. STEM Teaching and Learning Lab was established in 2014-2015 with dedicated space provided in Hubert Hall in collaboration with the College of Science and Technology (COST). Title III funds were awarded to outfit the STEM Lab and provide education students with ipads, laptops, video cameras, and clickers for use in the field. (see Equipment Inventory List PO 2.1. a. Evidence)

2.b. STEM Academy and STEM days were established to engage education students with P-12 students, as well as STEM days throughout year (see PO 2. 2.a. Evidence.)

OVERALL: TARGET MET

Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: A designated space and funding for equipment were needed to enhance the preparation of STEM educators and to garner interest in STEM among P-12 students and their teachers. A Title III grant was obtained and utilized primarily to address those needs.

Description of any changes for improvements which were made during the course of the 2014-2015 academic year: With the addition of a well-equipped STEM lab and technology access for education students, STEM Academy and STEM days were implemented so that pre-service teachers could gain greater experience in working with P-12 students prior to clinical practice.

Description of the expected use of results that will be addressed in the 2015-2016 academic year: A second lab is designated to be equipped with STEM equipment and resources to expand professional development to practicing teachers College (see PO 2.2.b. Evidence).

Priority 1. Academic Engagement and Achievement:

Advancing knowledge through research, scholarship, and creative inquiry

3. Provide opportunities for students to succeed on qualifying certification assessments.

3. Review GACE results and provide GACE preparation opportunities and support based on results.

3. Provide opportunities for GACE preparation to education students.

3. Increase opportunities for GACE preparation.

TARGET MET

3.a. GACE preparation software was purchased with Title III funds and installed on computers in the STEM Teaching and Learning Lab.

3.b. Students were scheduled for practice sessions on this software and for tutoring by faculty, if needed.

3.c. Practice booklets, available from GACE, were provided to students.

OVERALL: TARGET MET

Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: Results showed that students were struggling on basic GACE tests in reading, writing, and math. Software was purchased and preparation times were scheduled.

Description of any changes for improvements which were made during the course of the 2014-2015 academic year: Students had difficulty arranging transportation to GACE testing sites, so SSU became a designated testing site for the GACE. Software for GACE preparation was installed in the STEM Teaching and Learning Lab and faculty set appointments for students needing preparation work.

Description of the expected use of results that will be addressed in the 2015-2016 academic year: GACE preparation for the entry level testing continues to be a need because of SSU being an access institution. More strategies to integrate GACE-based instruction into the existing curriculum are being explored, as are additional computers designated for GACE preparation, which will be worked on during 2015-2016.

Priority 2. Community and Economic Development:

Enhancing sustainable partnerships and alliances

4. Develop and maintain collaborative partnerships with local and regional schools, school districts, and community stakeholders that inform the preparation of teachers and educational practice.

4.a. Establish MOUs with local and regional P-12 schools by hiring a Field and Clinical Experience Coordinator.

4.b. Develop new or expanded partnerships with P-12 schools and other institutions.

4.c. Seek funding opportunities for partnership programs that address the needs of students seeking to become educators.

4.a. Establish MOUs

4.b. Expand partnership activities, participating in joint professional development activities, and/or establishing new PD schools.

4.c. Seek and apply for partnership grants in the area of STEM.

4.a. Renew all existing MOUs

4.b. Establish at least one new partnership activity.

4.c. Apply for one new grant with a partner.

TARGET MET

4.a. Twelve MOUs were established (see sample PO 4.1.a Evidence for a renewed MOU in effect from 2014-to present)

4.b. Established a professional development school (PDS) site PDS at Oglethorpe Charter School (OCS)

4.c. A Noyce Scholarship Program grant application was submitted to the National Science Foundation (NSF) SSU�s SOTE and COST faculty in partnership with Savannah Technical College (see PO 4.1.c.1. Evidence)

OVERALL: TARGET MET

Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: MOUs were developed with the launch of SOTE in 2013. With the addition of a Field and Clinical Experience Coordinator position, a PDS was developed. Grants were applied for and obtained in partnership with other institutions including: the Noyce Scholarship Program through NSF, Building Capacity to Positively Impact P-12 Student Learning (2014-2015), and CORE – Collaborative Regional Education - Investing in Innovation (i3)

Description of any changes for improvements which were made during the course of the 2014-2015 academic year: A STEM Academy was established as outreach to the community and private and public school students, which led to increased partnership activity and interaction of education students with P-12 students and teachers PO 4.1.c. 1. Evidence). The Noyce Scholarship Program FSF 14-508 was awarded and launched in 2014-2015 College (see PO 4.1.c.1. Evidence). In addition, the following grants were applied for and awarded: in 2014-2015 Building Capacity to Positively Impact P-12 Student Learning (2014-2015). (see PO 4.1.c. 2. Evidence) and CORE – Collaborative Regional Education - Investing in Innovation (i3) Grant Sub-agreement with Jacksonville State University (2014-2017). (see PO 4.1.c. 3. Evidence).

Description of the expected use of results that will be addressed in the 2015-2016 academic year: The program intend to develop additional partnerships and programs given the success experienced to date and to continue with multi-year grant activities during 2015-2016.