Division of Education

Division of Education

Program Review

SY07-08

Summary

This document is submitted by the Division of Education based on the health indicators specified in Appendix T of the Curriculum Handbook. The data used for this report was provided by OAR and IRPO. Since spring 2006, the division has developed and revised its assessment plan to evaluate the success of its programs. The division has divided its program learning outcomes in four major components: Academic Content Knowledge (ACK), Pedagogical Content Knowledge (PCK), Instructional Strategies (IS), and Professionalism (P). Three working groups consisted of the division faculty were formed develop and utilize existing assessment instruments to collect data for each of the components of the program learning outcomes. The results gathered by eachof the working groups are presented in this report. There were no data from the IS working group since its members are no longer working with the division during the time of this report.

Student learning assessment outcome (SLO) assessments were provided by the faculty who taught the education courses during fall 2007 and spring 2008. Onlyten courses were included in this report. Student satisfactory rating is not included in this report since the division did not conduct any survey during the school year. Following are the recommendation by the division based on the results of the health indicators.

Recommendations

1. Redesign the collection of retention and graduation data to reflect a more accurate percentage (%) of retention and graduation rate.
2. Develop a mechanism to track cohort of students who enrolled and graduated from division programs.
3. Develop assessment instruments in each of the subject areas taught in the elementary and secondary schools; and assess the present COM-FSM curriculum in light of the curriculum expected to be delivered within the school systems. This must include the high school, private school and pre-elementary curricula, benchmarks and standard.
4. Revise course outlines and syllabi based on recommendations by the SLO assessments.
5. Complete SLO assessments for all courses offered by the Division to determine the practicality of the program outcomes.
6. Produce own student satisfaction survey for the education division program.
7. Establish a capacity within the instructional divisions to share SLO assessment of courses offered in the major requirements of the AA in Teacher Preparation-Elementary degree program among the instructional faculty.
8. Design activities for the “Teacher Corp” Program to complement the programs being offered by the Division.
9. Integrated Distance Education into course delivery to address needs of incumbent teachers on all the FSM States.
10. Use the data collected from the group assessment and SLO assessment initiatives to improve programs.
11. Increase quantity and quality of teachers produced.

Program Description

The Division of Education is responsible for teaching all early childhood, teacher preparation-elementary, third-year certificates of achievement in teacher preparation-elementary, special education and related services and partnership BA in elementary education programs at the COM-FSM National Campus. The Division has nine instructors, one administrative assistant, one temporary clerk for the Partnership BA program and one information specialist. Through Supplemental Education Grant (SEG) and contractual agreements from FSM National Division of Education, the Division also implemented activities under Teacher Corps and the Special Education Programs for Pacific Island Entities (SEPPIE).

Program Mission

The mission of the Division of Education is to develop knowledgeable, competent and dedicated teachers for the schools in the FSM.

The division acknowledges that its programs are far-reaching; hence, the mission is complex and its implementation complicated. Nonetheless, the division makes clear in its role in serving the general undergraduate population in FSM, its majors, and its degreeseekers in additional programs such as the third-year and the baccalaureate programs.

Program Goals

1.To prepare students to be able to teach in the FSM Early Childhood programs.

2.To develop students with skills, competencies, and attitudes to be successful in the third-year CA in Teacher Preparation – Elementary program.

3.To develop students with pedagogical and content knowledge, teaching skills and professionalism.

4.To prepare students to be successful in the Partnership BA program.

5.To pass the FSM NDOE certification requirements.

Associate Degree in Early Childhood Education

Program Learning Outcomes

Upon successful completion of the Early Childhood Education program, student will be able to:

1. Demonstrate basic knowledge of the foundations and concepts related to early childhood education.
2. Demonstrate familiarity with curriculum and a variety of instructional strategies for preschool students.
3. Demonstrate basic knowledge in the following areas: art; child abuse and neglect; nutrition, health and safety; math; infant and toddler care; teaching students with special needs; language development; roles of community; and interrelationships between the family.

Program Course Matrix

The parts of the PLO content is introduced (I), developed (D) and mastered (M) in different courses throughout the degree program.

Program Admission Requirements

Admission to the AS degree in Early Childhood Education is per the COM-FSM admissions policy as state in the catalog.

Associate Degree in Teacher Preparation – Elementary

Pre-service and in-service students majoring in the division’s degree programs may enroll in the Education AA/AS degree programs and continue into the third-year programs at the national campus.

Program Learning Outcomes

Students completing the AA degree program in Teacher Preparation-Elementary will be expected to demonstrate the following competencies:

1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.
2. Demonstrate familiarity with a variety of instructional strategies for elementary school students.
3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, math, science and social sciences.

Program Course Matrix

The core courses for the AA degree in Teacher Preparation-Elementary cover different parts of the PLO content. The parts of the PLO content is introduced (I), developed (D) and mastered (M) in different courses throughout the degree program.

Program Admission Requirements

Admission to the AA degree in Teacher Preparation-Elementary is per the COM-FSM admissions policy as state in the catalog.

Program Learning Outcomes

Students completing the Third-year Certificate of Achievement in Teacher Preparation-Elementary will be expected to demonstrate the following competencies:

1.Demonstrate comprehension and application of the FSM elementary school curriculum standards.

2.Apply a variety of teaching approaches to meet learning needs of FSM elementary school students.

3.Assess and evaluate learning of the elementary student at both the formative and summative levels.

4.Organize and manage an elementary classroom environment for learning.

5.Demonstrate comprehension and application of learning theories and principles, human development, language development, educational foundations, sociocultural issues and strategies for teaching students with special needs.

6.Demonstrate professionalism.

Program Course Matrix

I = Introduced, D = developed and practiced with feedback, M = demonstrated at the mastery level appropriate for graduation

Program Admissions Requirements

Admission to the Third-Year CA in Teacher Preparation-Elementary was based on the following criteria for school year 2007-2008:

1. Associate Degree Criteria
2. Student can take up to two courses without officially admitted into the program.
3. Student has to be admitted to go further (take up to three or more courses)

1. GPA Criteria
2. 2.5 CumGPA Minimum (Students with CumGPA below 2.5 will be reviewed and considered by the sub-committee.)

1. Balance Criteria
2. Clear account

1. Pre-requisite Criteria
2. ED 210a, ED 215 and ED/PY 201 for third-year in Teacher Preparation
3. ED 210a, ED 215 and ED/PY 201 for third-year in Special Education

Changes were made to the admission requirements for this program and approved by the BOR during spring 2008. The reason for this change is to align itsadmissions requirement withthe Partnership BA in Elementary Education program.

Faculty and Staff

Benson Moses

B.A., University of California at Berkeley

Robert Andreas

Sylvia Henry

Josephine Kostka

Health Indicators

Program Enrollment/Graduation Outcome

The data collected for this indicator is based on the semester enrollment and graduates by program since fall 2005. There is a need for the college to track cohorts of students who entered into the degree and certificate programs and how long it takes before they graduate. Over the years, we have had students who left the college after completing their degree or certificate, while others continue with the next program.

Following is the program track at the COM-FSM National Campus:

The demography of the student population for the programs offered at the national campus varies on a semesterly basis. The program enrollment includes pre-service and in-service teachers from the FSM states. During the regular semesters, the enrollment is mostly pre-service students.

Note: Enrollment data for summer 2008 is not available at OAR or IRPO.

Graduates by States

Average Class Size

Seat Cost (SY2004-05)

The 2007-2008 Education operation budget was $341,074. The seat cost is too negligible to be considered, but the calculations are included only as examples.

Course Completion Rate (Pass/Fail)

Employment data

The effort to collect data of the in-service and pre-service students who have completed the associate and third-year programs has not been completely successful. Since fall 2005, the Division has maintained a database of those who graduated from its programs. Figure 1shows the percentage of the graduates from each of the FSM States.

The table below summarizes the number of graduates per program since fall 2005. Since summer 2007, most of the graduates of the Third-year Certificate of Achievement in Teacher Preparation-Elementary program continue enrollment in the Partnership BA in Elementary Education program offered at the National Campus. This is a UOG baccalaureate program offered at the COM-FSM National Campus. This program is attracting student graduating from other associate degree programs such as CIS, HCOP, Liberal Arts, Agriculture to apply for the Third-year CA in Teacher Preparation. Currently, the program has a total of fifty-two (52) students accepted and enrolling in the program.

Graduates by Program (2005-2008)

Transfer data

The following tables show the number of students from fall 2007 and spring 2008 who continue on with our third-year program; the Partnership BA in Elementary Education Program; and/or went straight back to work after receiving a degree. Those who went back to work are in-service teachers from Pohnpei DOE who need to get their associate degree as required by the FSM Certification. Only the students who graduated from the programs at National Campus during fall 2007 and spring 2008 are being tracked.

AA/AS Degree Graduates

Third-Year Graduates

Learning Outcome Assessment

Program Learning Outcome (PLO) Level: The parts of the PLO content is introduced (I), developed (D) and Mastered (M) in different courses throughout the degree program.

1. Course outline needs to be updated toalign with the ED 292 course.

1. Course syllabus needs to be updated to match textbook used.
2. Changes need to be made to some student learning outcomes (such as 2.b., 2.c., & 2.d). Instead of having them as separate student learning outcomes-combine them.
3. Rewrite and combine slo 4 and 5; disability by disability to match textbook.
4. Having a checkout (written test) on several disability categories confused the students (4.a., 5.a., & 5.b., -last group of disabilities); teach and assess each disability separately.

1. Eight students did not pass 4.a., 5.a., & 5.b., -last group of disabilities.

1. Course outline needs to be updated for
2. better course assessment purposes
3. Easier delivery of course
4. Better match text book

1. With several student learning outcomes, five students did not pass.