Get this or a similar paper done in as fast as 4 hours, 24/7.
NB: We do not sell prewritten papers. All essays are written from scratch according to are specific needs and instructions
please respond to Elizabeth. with. 400. words. ap a style. citations. and refere
please respond to Elizabeth. with. 400. words. ap a style. citations. and references no plagiarism original work please
Academic Program Review: A Comprehensive Evaluation
For this evaluation discussion, I focused on a college-level educator preparation program as an example.
Academic program reviews are conducted to examine, evaluate, and strengthen programs thoroughly. Program quality is evaluated through various areas, these may include, but are not limited to:
The quality of educational programs, including assessing student outcomes (Academic Program Review, 2024),
The quality of scholarly work, creative activity, or research,
The effectiveness of outreach services to the college/university, community, and the profession,
The program’s importance or contribution to other programs within the institution,
The program’s anticipated potential and future expectations (Academic Program Review, 2024).
The review process aims to enhance program quality and assist in determining the program’s ability to respond to future opportunities and challenges. The review evaluates weaknesses and strengths to determine future priorities and helps shape the program’s development plan (Academic Program Review, 2024).
Linking Program Learning Outcomes to Assignments and Assessment Methods:
In a college-level educator preparation program, aligning program learning outcomes with assignments and direct assessment methods is essential to ensure students are meeting the desired competencies. Here is an example of how the assignment and learning outcome (s) can be linked:
Example 1, Create a Classroom Management Plan:
Description: Students will develop a comprehensive classroom management plan incorporating evidence-based strategies for creating a positive and structured learning environment. The plan should address various aspects of classroom management, including establishing expectations, managing transitions, addressing behavior disruptions, and fostering a supportive classroom culture (Pomerance & Walsh, 2020).
Learning Outcome: Upon completing this assignment, students will be able to demonstrate effective classroom management techniques by designing and implementing a personalized classroom management plan that promotes a conducive learning environment for all students (Pomerance & Walsh, 2020).
Direct Assessment Method: This assignment will be assessed using a rubric evaluating the classroom management plan’s thoroughness, coherence, and feasibility. Additionally, students must provide a rationale for their chosen strategies and demonstrate an understanding of how these techniques contribute to effective classroom management (Pomerance & Walsh, 2020).
Alignment: Upon completing this assignment, students can demonstrate effective classroom management techniques by designing and implementing a personalized classroom management plan that promotes a conducive learning environment for all students.
Indirect Method of Outcome Assessment for Non-Academic Services
When evaluating the effectiveness of non-academic services, indirect outcome assessment methods are vital for understanding student satisfaction and the impact these services have. Using national and local measures, institutions can gather comprehensive data to enhance the quality of student support services. Here are two examples of using national and local indirect methods of outcome assessment that illustrate how these methods can effectively measure student satisfaction with non-academic services.
Example 1: National Survey:
Utilize the National Survey of Student Engagement (NSSE) to assess student satisfaction with non-academic services such as career services and counseling. NSSE provides valuable data on student engagement and satisfaction, allowing institutions to benchmark against peer institutions and identify areas for improvement (National Survey of Student Engagement, 2021).
Example 2: Local Survey:
Design a customized survey tailored to the specific non-academic services offered within the institution, such as library resources or student support services. This survey can gather feedback on accessibility, responsiveness, and overall satisfaction, providing actionable insights for continuous improvement.
Analysis of HLC Accreditation Requirements:
The Higher Learning Commission (HLC) accreditation standards include academic and non-academic programs and services. For academic programs, HLC stresses the importance of clearly defined learning outcomes, continuous assessment, and evidence-based improvement (HLC Requirements, 2024). This aligns with the earlier examples, where program outcomes were linked to assessments to ensure student achievement and program.
Additionally, HLC standards address non-academic services, emphasizing the institution’s responsibility to support student success through comprehensive support services. These standards require institutions to assess the effectiveness of career counseling, tutoring, and accessibility accommodations (HLC Requirements, 2024). This mirrors the examples of measuring student satisfaction with non-academic units’ services provided earlier.
Biblical Worldview
Proverbs 16:3 says, “Commit to the Lord whatever you do, and he will establish your plans” (New International Version, 2011). In the context of academic program review, this verse can be interpreted as encouraging administrators and educators to approach their responsibilities with dedication and commitment. It can also remind educators to seek the Lord’s guidance and wisdom in their assessment endeavors.
Conclusion
In conclusion, evaluating an academic program, such as an educator preparation program, involves a multifaceted approach that utilizes both direct and indirect assessment methods. Higher education institutions can ensure quality and effectiveness by linking program learning outcomes to appropriate assessments and measuring student satisfaction with non-academic services. Additionally, adherence to accreditation standards set by regional accrediting agencies such as the Higher Learning Commission provides programs and institutions with a framework for continuous improvement and accountability.
References
Academic Program Review. (2024). Retrieved from The University of Arizona: https://academicaffairs.arizona.edu/apr
Academic Program Review. (2024). Retrieved from Lehman College: https://www.lehman.edu/office-academic-programs/ac…
HLC Requirements. (2024). Retrieved from Higher Learning Commission: https://www.hlcommission.org/Accreditation/hlc-requirements.html#:~:text=Criteria%20for%20Accreditation,-The%20Criteria%20for&text=The%20five%20Criteria%20address%20mission,institutional%20effectiveness%2C%20resources%20and%20planning.
National Survey of Student Engagement. (2021). Retrieved from Center for Postsecondary Research Indiana University School of Education: https://nsse.indiana.edu/nsse/
New International Version. (2011). BibleGateway.com.
Pomerance, L., & Walsh, K. (2020). Promising practices in classroom management training. Teacher Prep Review. Retrieved from National Council on Teacher Quality: https://www.nctq.org/dmsView/Future_Teachers_Class…
Get this or a similar paper done in as fast as 4 hours, 24/7.
NB: We do not sell prewritten papers. All essays are written from scratch according to are specific needs and instructions
Leave a Reply