Foundational & Graduate Studies in Education

1. Foundational & Graduate Studies in Education Using Data to Inform Practice COE Faculty Meeting 8/17/11 College of Education

2. Foundational & Graduate Studies in Education Who are we? Adult & Higher Ed – MA & EdS Counseling – MA & EdS Educational Technology – MA, EdS, EdD Foundations – Supports undergrad & grad programs campus wide School Administration – MA (sunsetting), EdS, EdD Teacher Leader – Fifth Year & MA (17+ options)

3. Describe Data (i.e., What was collected?) • How/when were these data analyzed? • How did these data inform the program? • What specific program changes were made as a result of the data analysis. Questions to Consider

4. Describe Data (i.e., What was collected?) Counseling –A survey was mailed to all current and former (alumni) students in the counseling programs. The counseling program had previously emphasized a master’s in mental health and student input was sought to evaluate this decision. Adult & Higher Education –All EdS students in the EDAH program underwent an internal program audit to determine program status and eligibility to remain in the program.

5. Describe Data (i.e., What was collected) Educational Technology - Data collection focused on how the program is addressing state and national standards, addressing the digital disconnect, and integration of technology within educational disciplines. Data was collected through the exit portfolio, exit exam, and an alumni survey. Educational Administration – Results of the Kentucky Principals Test (KyPT), School Leaders Licensure Assessment (SLLA), candidates’ exit portfolios, and enrollment data were collected to assess the MA in educational administration program.

6. How/when were these data analyzed? Counseling –The data were entered, analyzed, and report completed by the Departmental Assessment Coordinator. The Department Chair and the counseling faculty reviewed the report and made decisions based on these data. Adult & Higher Education –Data were analyzed on a student-by-student basis, between January 2010 and September 2010.

7. How/when were these data analyzed? Educational Technology - The exit exam and portfolio are administered and evaluated each semester. A survey has been used every other year to get input from alumni concerning program content and applicability. Educational Administration – In team meetings, through emails, and informal discussions, these data are discussed with a focus on (1) Do these reports reflect gaps in the curriculum; (2) Are the needed skills a part of a course(s); and, (3) Do empirical data reflect that candidates are being treated fairly?

8. How did these data inform the program? Counseling –It was found approximately 80% of the students were interested in a school counseling master’s degree. Additionally, students requested expansion of online classes (EDF 610 and EDGC 661 were offered online at that time.). Adult & Higher Education –Data analysis revealed that the current layout of the program was confusing for students and program coordinators,. Also, the program structure forced students to take excessive coursework outside of the Adult and Higher Education program framework.

9. How did these data inform the program? Educational Technology - The data from the exit exams and portfolio have shown that the data being collected is limited as it was primarily from the core courses and did not adequately demonstrate the full potential of technology integration. Educational Administration – Though all targets have either been met, or nearly met, classroom instruction will change because we will be transitioning to a newly designed EdS Advanced Educational Leadership.

10. What specific program changes have been made as a result of the data analysis? Counseling –The master’s in counseling degree leading to provisional certification as KY P-12 school counselor received more emphasis. The counseling faculty identified courses that could be offered online---and three courses that could not be offered online. Adult & Higher Education –The program was re-designed to include an 18-hour specialization (required for all community-college teachers, who comprise a large percentage of program enrollees), 9-hour research core, and 33-hour EDAH program core.

11. What specific program changes have been made as a result of the data analysis? Educational Technology –Now students provide no less than two projects demonstrating educational technology skills rather than paper-based projects. The portfolio requires the inclusion of a project reflecting candidates’ specific learners including all media materials developed. Educational Administration –Input from employer surveys, alumni surveys, advisory council, and focus groups provided specific skills and content needed by today’s school leaders. Program and course structure reflect these identified skills.