weber state university annual assessment of evidence … ed/ntm... · weber state university annual...

1

Weber State University Annual Assessment of Evidence of Learning

Department/Program: Networking Management and Business Multimedia Academic Year of Report: 2012-2013 Date Submitted: November 13, 2013 Report authors: Allyson Saunders, NTM Department Chair NTM Faculty Contact Information: Elizabeth Hall 383 Phone: 801-626-6823 Email: [email protected]

2

A. Brief Introductory Statement (Update):

Our department has three separate introductory statements related to the three different majors. Listed below is the introductory statement for Business Education Composite Teaching Major: The Business Education Composite Teaching major is in the Network Technology and Business Multimedia (NTM) Department in the College of Applied Science and Technology (COAST) at Weber State University (WSU.) Students are also encouraged to complete the Business/Marketing Education Teaching minor. With this major and minor, students are prepared to teach business and marketing courses in secondary schools. The degrees offered include

Business Education Composite Teaching Bachelor of Science Degree Business Education Teaching Minor Business/Marketing Education Teaching Minor

Graduates with a Business Education Composite Teaching major are licensed to teach in the secondary schools and are endorsed to teach business education courses. The business core includes accounting, marketing, management, business law, and economics. Skills classes include computer applications (multimedia, web page design, desktop publishing, networking, spreadsheets, and word processing.) Students also complete education and methods courses that prepare them to teach and manage a classroom of individuals with a variety of abilities and needs. Students obtaining the business minor are also eligible for state endorsement to teach business education courses in the secondary schools. Students obtaining the business/marketing teaching minor are eligible to teach state approved courses in business and marketing.

3

B. Mission Statement Update

The Network Technology and Business Multimedia Department is committed to providing the highest quality undergraduate programs while preparing students to assume roles in decision making, leadership, research, and service to community and business. The department assists students in developing, communicating, and applying knowledge for the technical and professional world as well as gaining a desire for lifelong learning.

4

C. Student Learning Outcomes Update

At the end of their study at WSU, students in this program will 1. Possess effective business communication skills. 2. Possess knowledge and skills of technology. 3. Obtain licensure. 4. Implements effective ethics and professionalism.

5

D. Curriculum Update

Curriculum Map

Core Courses in Department/Program

Department/Program Learning Outcomes

Le

arn

ing

Ou

tco

me

1:

Eff

ect

ive

Bu

sin

ess

C

om

mu

nic

ati

on

S

kil

ls

Le

arn

ing

Ou

tco

me

2:

Eff

ect

ive

C

om

pu

tati

on

al

Skil

ls

Le

arn

ing

Ou

tco

me

3:

Kn

ow

led

ge

an

d

Sk

ills

Le

arn

ing

Ou

tco

me

4:

Imp

lem

en

tati

on

of

De

cisi

on

-Ma

kin

g

an

d P

rob

lem

So

lvin

g

Sk

ills

Le

arn

ing

Ou

tco

me

5:

Lic

en

sure

Le

arn

ing

Ou

tco

me

6:

Kn

ow

led

ge

of

Eth

ics

an

d P

rofe

ssio

na

lism

NTM 2010 Business English E NA I NA NTM 2080 Database Applications NA E NA NTM 2200 Computer Operating Systems NA E NA NTM 2300 Introduction to LAN Management NA E NA I NTM 2534 Video Editing Techniques U NA E NA NTM 2334 Intro to Multimedia Web Animation NA E NA NTM 2531 Exploring Multimedia Applications U NA NA I NTM 2532 Web Page Design & Development NA Artifact NA E NTM 2533 Image Editing Solutions NA Artifact NA NTM 3000 Advanced Word Processing NA E NA NTM 3070 Advanced Spreadsheet Applications NA E NA NTM 3100 Desktop Publishing U NA Artifact NA NTM 3250 Business Communication A NA NA E ECON 1010 Economics as a Social Science NA NA COMM 2110 Intro to Interpersonal & Small Group Comm E NA NA I ACCTNG 2010 Survey of Accounting NA E NA I FIN 1010 Personal Finance NA E NA MGMT 3010 Organizational Behavior & Management U NA NA I MKTG 3010 Marketing Concepts & Practices U NA E NA I BSAD 3200 Legal Environment of Business U NA E NA E

6

Core Courses in Department/Program

Department/Program Learning Outcomes

Le

arn

ing

Ou

tco

me

1:

Eff

ect

ive

Bu

sin

ess

C

om

mu

nic

ati

on

S

kil

ls

Le

arn

ing

Ou

tco

me

2:

Eff

ect

ive

C

om

pu

tati

on

al

Skil

ls

Le

arn

ing

Ou

tco

me

3:

Kn

ow

led

ge

an

d

Sk

ills

Le

arn

ing

Ou

tco

me

4:

Imp

lem

en

tati

on

of

De

cisi

on

-Ma

kin

g

an

d P

rob

lem

So

lvin

g

Sk

ills

Le

arn

ing

Ou

tco

me

5:

Lic

en

sure

Le

arn

ing

Ou

tco

me

6:

Kn

ow

led

ge

of

Eth

ics

an

d P

rofe

ssio

na

lism

NTM 3600 Principles of Business/Marketing Education U NA E NA E E NTM 3610 Methods of Teaching Business/Marketing Subjects U NA Artifact NA I E EDUC 1010 Exploring Teaching U NA NA I CHFAM 1500 Human Development or Psych 3140 Psych of Adolescence

U NA NA

EDUC 3220 Foundations of Diversity U NA E NA I EDUC 3265 The Exceptional Student U NA E NA I EDUC 3900 Preparing, Teaching, and Assessing Instruction U NA E NA I EDUC 3935 Reading & Writing Across the Secondary Curriculum U NA E NA EDUC 3315 Media Integration in the Secondary Curriculum U NA E NA EDUC 3910 Secondary Education Practicum U NA E NA EDUC 4940 Clinical Practice in Secondary Education A NA A NA E A EDUC 4950 Integrated Secondary Clinical Practice Seminar U NA E NA E I Notea: Define words, letters or symbols used and their interpretation; i.e. 1= introduced, 2 = emphasized, 3 = mastered or I = Introduced, E = Emphasized, U = Utilized, A = Assessed Comprehensively; these are examples, departmental choice of letters/numbers may differ Noteb: Rows and columns should be transposed as required to meet the needs of each individual department

7

E. Assessment Plan

Learning Outcomes Assessment Plan for Business Education Composite Teaching Major Outcome Assessment Plan Learning Outcome 1 Possess effective business communication skills

Continue to assess written and oral communication in each section of NTM 3250 using the rubric. Continue to assess using student teaching evaluation form.

Learning Outcome 2 Possess knowledge and skills of technology

Continue assessment using the Praxis II exam results and student teaching form.

Year 1 Action Taken: 2012 Artifacts are in place for technology courses in multimedia using Canvas. Courses for artifacts are NTM 2532, NTM 3100. Year 2 Action to Be Taken: 2013 Assess how artifacts are working for students. Add additional artifacts for two more multimedia courses in addition to NTM 2532 and NTM 3100. Year 3 Action to Be Taken: 2013 Determine statistics on how students are meeting excellent criteria using the artifacts.

Learning Outcome 3 Obtain licensure

Year 1 Action Taken: 2012 Gathered employment statistics and added that to the assessment information.

Learning Outcome 4 Implements effective ethics and professionalism

Continue assessing ethics and professionalism using the student teaching evaluation form.

8

F. Report of assessment results for the most previous academic year: a. Evidence of Learning: Courses within the Major

Evidence of Learning: Courses within the Business Education Composite Teaching Major

Program Learning

Goal

Measurable Learning Outcome

Method of Measurement

Direct and Indirect

Measures*

Findings Linked to Learning Outcomes Interpretation

of Findings

Action Plan/Use of

Results

Goal 1: Students will possess effective business communica-tion skills

Learning Outcome 1a: Students will maintain a score of 3.5 or higher on the writing assessment.

Measure 1a: Writing Assessment Rubric

1a:

Measure 1: Since 2009 when this data was collected, students have maintained an average score above 3.5 on the written communication assessment.

Measure 1: Annually evaluate the individual element sub scores on the individual writing element sub scores.

4.11

3.86

4

4.25

3.6

3.7

3.8

3.9

4

4.1

4.2

4.3

Academic Year

2009 2010 2011 2012

Written Assessment

9

Evidence of Learning: Courses within the Business Education Composite Teaching Major Program Learning

Goal



Direct and Indirect

Measures*


of Findings

Action Plan/Use of

Results

Learning Outcome 1b: Students will maintain a score of 3 or higher on the oral communica-tion assessment.

Measure 1b: Oral Communica-tion Assessment Rubric

1b:

Measure 2: Since 2009 when this data was collected, students have maintained an average score of 3.0 on the oral communication assessment

Measure 2: Annually evaluate the individual element sub scores on the oral element sub scores.

Learning Outcome 1c: Students will achieve a score of 3.0 or higher.

Measure 1c: Student Teaching Final Evaluation Form

1c: Of 11 students evaluated, all were on target with an average score of 4.94 by meeting basic minimum of all areas of evaluation including: Plan curriculum and design instruction to enhance student learning a. Provides evidence of Education/Marketing Education content knowledge relevant to lesson being taught b. Design curriculum aligned to CTE Standards and Objectives c. Uses classroom media technologies effectively as teaching tools for student learning d. Demonstrates effective planning for current lesson presentation e. Presents material in a way that is relevant to real business situations f. Connects current lesson with overall unit being taught

1c: All students met the basic requirement.

1c: Annually evaluate the individual element sub scores on student teaching evaluations.

4.47

4.32

4.67

4.53

4.1

4.2

4.3

4.4

4.5

4.6

4.7

Academic Year

2009 2010 2011 2012

Oral Assessment

10


Goal



Direct and Indirect

Measures*


of Findings

Action Plan/Use of

Results

Goal 2: Students will possess effective knowledge and skills.

Learning Outcome 2a: Students pass the business education Praxis exam.

2a: Praxis Exam for Business Education Test 100

2a: Of the 24 students who took this exam, 20 passed with a score of 650 or better (83 percent.)

2a: The passing score for this exam was 650. This exam has been replaced by BE 101.

2a: NA

Measure 2b: Praxis Exam for Business Education Test 101

2b: Of the 16 students who took this new exam from 2010-2013, 100% passed.

2b: The passing score for this exam is 154.

2b: Annually monitor the passing rate. To obtain sub score information from ETS (Praxis)

Learning Outcome 2c: Students will achieve a score of 3.0 or higher.

Measure 2c: Student Teaching Final Evaluation Form

2c: Of 11 students evaluated, all were on target with an average score of 4.95 by meeting basic minimum of all areas of evaluation including: Engage and support all students in learning a. Communicate instruction clearly and accurately b. Presents concepts to promote understanding c. Keeps students engaged in learning concepts being taught d. Uses a variety of teaching methods for differing learning abilities e. Encourages team or group discussion where appropriate to enhance learning

2c: All students met basic requirement.

2c: None needed

11


Goal



Direct and Indirect

Measures*


of Findings

Action Plan/Use of

Results

Goal 3: Students will obtain the first level of licensure

Learning Outcome 3: Obtaining employment as a secondary business/ marketing teacher.

Measure 5: Employment

3: 2012-13 Employment Data (5/6 student obtained teaching positions)

3: The 1 student who did not obtain employment is continuing to seek employment in a limited employment area (83 percent placement).

3: Continue to work with students to seek employment.

Goal 4: Students will demonstrate knowledge of ethics and profession-alism

Learning Outcome 4: Student will achieve a score of 3.0 or higher.

Measure 4: Student Teaching Final Evaluation Form

4: Of 11 students evaluated, all were on target with an average score of 4.97 by meeting basic minimum of all areas of evaluation including: Demonstrating professionalism to support student learning a. Uses legal classroom practices b. Uses ethical classroom procedures c. Maintain professional demeanor and appearance

4: All students met the basic requirement.

4: Annually evaluate the individual element sub scores on student teaching evaluations.

*At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s).

12

c. Evidence of Learning: General Education Courses (see CIL General Education Report)

13

G. Summary of Artifact Collection Procedure

Artifact Learning Outcome Measured When/How Collected? Where Stored? 2532 Personal Website Project 3-Possess knowledge and skills of

technology Artifacts collected to represent different levels of Poor/Acceptable/Excellent

Canvas—stored in individual class Canvas page

2533 Book Cover Project 3-Possess knowledge and skills of technology

Artifacts collected to represent different levels of Poor/Acceptable/Excellent


3100 Marketing Card Project 3-Possess knowledge and skills of technology



3610 Learning Activity Packets 3-Possess knowledge and skills of technology



14

Appendix A Report of progress on ‘non-learning-outcome recommendations’ from previous 5 year program review (optional): Date of Program Review: March 2, 2012

Recommendation Progress Description

Recommendation 1: Revised Major/Minors

The major should be a combination business and marketing education degree.

2013: Worked with NTM and SST faculty to revise major and minors. Met with USOE business education and marketing education specialists in 2013 and have input and approval completed. Next Step: take revisions through WSU curriculum committees.

Recommendation 2 Revised Major/Minors

Consider eliminating NTM 2300 from the program since it appears to be similar to NTM 2200 already required.

2013: NTM 2200 is operating systems and NTM 2300 is LAN management, which is different curriculum. However, the current curriculum allows students to choose NTM 2300 LAN Management or NTM 2534 Video Editing Techniques. The merit of keeping these two courses in this major will be considered as the major is revised to include both business and marketing education.


If the majors were qualified in both business and marketing education, then students wishing to obtain a minor in business education could be given three choices: Business Core, Technology, and Marketing. An additional minor in Multimedia may be considered in the future when the course required by the state licensing agency is in place.

2013: This recommendation goes along with Recommendation 1.

3D Animation Review the possibility of adding a 3D animation course to 2014: Consider developing the 3D

15

Course the major to make students eligible for the USOE multimedia endorsement.

course and then adding it to the major.


With the change in minors, an adjustment to the Principles (NTM 3600) and Methods (NTM 3610) class should be considered. Consider offering two methods courses: one for the business core and marketing areas and the other for the technology and multimedia areas. If the concepts of the Principles course were divided into these two methods courses, no additional courses would be required for students. These changes would allow minors to take the methods course appropriate to their area of study.

2013: Align the two methods/principles courses with the revised major in business and marketing. NTM 3600 will be Methods of Teaching Marketing Education NTM 3610 will be Methods of Teaching Business Education.

Recommendation 5 Learning Outcomes

Standard C (Student Learning Outcomes and Assessment.) The program already has several solid assessment instruments that could be used to back-map assessments and program outcomes. With the change in the Principles and Methods courses suggested above, the course objectives should be based upon the outcomes defined in the student teaching evaluations and the state endorsement requirements. The program must provide evidence to the USOE that the necessary coursework required for endorsement approval is provided. The program must also show that students are competent in their degree subject matter because USOE will begin statewide endorsement reviews during institutions’ national accreditation visits. Programs not meeting coursework and student competency standards and objectives will not be allowed to recommend their graduates for state licensure.

2013: The current learning outcomes are now major specific to the Business Education Composite Teaching Major and minors. The Department Learning Outcomes 2 and 4, which were not applicable to this major have been eliminated. The Learning Outcomes have been renumbered 1 through 4. The outcomes have been reviewed and aligned with the USOE requirements and assessments.

16

Recommendation 6 Learning Outcomes

The USOE has adopted new teaching standards that must also be addressed in the program outcomes and objectives to ensure that students are able to meet the requirements moving from Level 1 to Level II licensure. Evidence that programs meet these standards will most likely required as part of the state program review process. Graduates will also be required to have and maintain a professional teaching portfolio as they move through the licensure processes. The program needs to consider how to help students show evidence of content knowledge and teaching skills through a portfolio that is begun during their program. As the program designed the outcomes and assessment system, the review process will become more meaningful as data relating to the skills and knowledge of the students is collected. These can then be used to drive purposeful program decisions and change.

2013: Decide on an appropriate electronic portfolio option that could be used in multiple courses including NTM 3600 and NTM 3610 (methods courses.)

2014: Implement the portfolio as part of the major.

Recommendation 7 Advisory Groups

Standard G (Relationship with External Communities.) The department should consider combining with the SST department in the marketing area for both concurrent enrollment and possible advisory involvement. A gap appears to exist in the marketing area regarding advisory groups. With the change to a Business and Marketing Education Composite major, a marketing presence should be involved in the advisory groups.

2013: Work with the SST department to develop the revised major and marketing education teaching minor using advisory groups in both business and marketing. 2014: Develop an appropriate advisory group for the revised major and minors.

Recommendation 8 Recruitment

Adding recruitment efforts with both SST and Secondary Education should also help more students to become award of the program.

2013: Revise the major/minors. Secondary Education already does a good job of recruiting for business education; however, additional avenues of recruitment will be pursued. Posters have been developed and given to secondary school instructors, which market the business education major.

17

Also, during student teaching visits, secondary teachers are encouraged to send more students into the major. 2014: Work with SST to determine appropriate/innovative recruitment opportunities.

Recommendation 9 Advising

Standard D (Academic Advising.) Consideration should be given to adding a department advisor to help alleviate the workload of the faculty. The advisor could be shared with another department.

2014: Pursue discussion with Dean to determine possibility and timeframe.

Recommendation 10 Faculty

Adding two new faculty members to the department must be a priority. One position should replace the faculty member retiring as soon as budgets allow. An additional faculty member as indicated in the previous program review is extremely needed.

2013: One new faculty member was hired for the Business/Multimedia major, which includes courses used by Business Education majors.

Challenge 1 Mission Statement

Since the mission statement is a general statement for the entire department, it involves other majors. However, a comment in the statement about the education component is suggested.

2013: The mission statement was discussed in the October 2013 faculty meeting. The decision was made to keep the mission statement simple and related to the entire department.

18

Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes). The NTM Department faculty are confident in students’ content knowledge as evidenced by the 100 pass rate on the Praxis II exam, which is a content-specific exam for business education. Because the Praxis exam changed in 2010, only the data from 2010 to 2012 is available for review. Students are also succeeding at student teaching and obtaining employment as business teachers. The NTM Department faculty are confident in the students’ ability to achieve the student outcomes.

2) With whom did you share the results of the year’s assessment efforts? On the web, telecom advisory committee

The results of the year’s assessment efforts are shared on the web through this assessment report, with the NTM faculty during department meetings, and with the Utah State Office of Education Business Education Advisory Committee.

3) Based on your program’s assessment findings, what subsequent action will your program take?

The most important item this year is to take the changes to the Business/Marketing Education Composite Major and minors through curriculum at Weber State.

weber state university annual assessment of evidence … ed/ntm... · weber state university annual...

Documents