+ Master of Curriculum & Instruction Program School of Education CECH 2014 Primary Faculty: Linda Plevyak 513-556-5106 linda.plevyak@ucmail.u c.edu
I. Program Overview The Curriculum and Instruction (C & I) program prepares educators to generate, use, and critically examine research in learning and teaching in order to enhance educational practices for learners in formal and informal educational settings across the age range. This document provides the assessment plan for one degree offered in a campus-based and online format (18 MED-DL CI-DL and 18 MED CI). The C & I program is accredited by the Council for the Accreditation of Educator Preparation (CAEP). The C & I program s mission is to develop educational leaders for a variety of settings. We offer several degree options so that students may choose which one best applies to their desired setting. There are six areas of study: Gifted Education, Instructional Design and Technology, National Board of Professional Teaching Standards, STEM Education, Teacher Leader and the Teaching and Learning of School Subjects. Gifted Education The gifted education area of study can be completed as a 15-hour Ohio teaching endorsement or as part of the C&I master s degree. This coursework is designed for licensed K-12 teachers who want to enhance their ability to differentiate instruction and better serve the learning styles of their students. The research-to-practice model allows in-service teachers to implement researchbased practices into their classrooms and immediately enhance the learning outcomes of their students. Coursework is aligned with the Ohio Department of Education Gifted, Creative and Talented Endorsement for Ohio teachers who are interested in pursuing this additional credential. Instructional Design and Technology (IDT) IDT is an interdisciplinary area of study that draws from fields such as cognitive science, education and computer science. The objective of this area of study within the C & I master s program is to prepare professionals for leadership roles in design, evaluation, and use of media and technology for education. By focusing on design, graduate students will learn how to produce instructional technology for any content area, type of learner, or setting. Graduates of the IDT program strand could work in a variety of settings such as, museums, publishing companies, higher education institutions, corporate training settings, health institutions, non- -profit research organizations, and educational media production companies. The focus of the program is to study the underlying learning theories and their implications for the design and use of educational media and technologies. National Board of Professional Teaching Standards (NBPTS) The NBPTS certificate is designed for licensed teachers who are interested in preparing a National Boards portfolio. At the completion of the certificate teachers will have the knowledge and skills to apply for National Board standing. The NBPTS certificate requires 15 credit hours of study and can be a part of the C&I master s degree. Science, Technology, Engineering and Math (STEM) Education STEM education is part of the online C&I master s degree or it could be completed as a 15-hour graduate certificate. This area of study was developed for an online audience of in-service teachers or informal educators. It is not targeted at a specific grade level. The courses are a mix of projects, readings, and development of instructional materials they are not content courses, rather the intention is to get teachers to think about the role of science, mathematics, and technology in the development
and application of knowledge. Teacher Leader The teacher leader area of study is designed for teachers who have mastered their classroom teaching skills and want to influence their wider school community. Endorsed Teacher Leaders provide instructional support, mentoring and coaching, and school-based leadership, as well as professional development in various areas of expertise. Teacher Leaders work collaboratively with administrators and teaching colleagues. Teaching and Learning of School Subjects The area of study in Teaching and Learning of School Subjects develops a community of scholars and professionals committed to promoting research and academic excellence, delivering student- - centered teaching, and building relationships and partnerships with local, regional, national and international communities. It creates professional and scholarly opportunities for graduate students to become theoretically informed and practically equipped practitioners and scholars. Career Pathways Students with a degree in Curriculum and Instruction have many career options in both traditional classroom settings and a variety of non-traditional settings. After graduating from the program of Curriculum and Instruction here at the University of Cincinnati, we have had students that work as educators in National Parks, Museums, Art programs, Music programs, After school Programs, the YMCA, STEM programs, Private Corporations, Zoos/Aquariums, and the Military. There are many options and our faculty are dedicated to making sure that students receive training that applies to their area of interest so that they may develop the skills necessary for their individual situation.
II. Program Outcomes Original: 1. Locate, read and evaluate the findings of educational literature appropriate to the area of concentration. 2. Reflect on current teaching practices in light of educational research and elaborate plans for improvement. 3. Articulate the role of educational research in the development of public policy at local and national levels. 4. Investigate the interaction of curriculum implementation, curriculum theory, and models of instruction in respect to student learning and the learning of all students. 5. Analyze learning environments for the underlying learning theories. Revised: 1. Locate, read and evaluate the findings of educational literature appropriate to the area of concentration. 2. Reflect on current teaching practices in light of educational research and elaborate plans for improvement. 3. Investigate how public policy at local and national levels shapes persistent educational issues and how these issues impact teachers and students. 4. Investigate the interaction of curriculum implementation, curriculum theory, and models of instruction in respect to student learning and the learning of all students. 5. Study learning theories and how they can be used to affect learning environments, and the social, economic and cultural aspects of student learning. 6. Apply, implement or evaluate the systematic design of instruction to real world settings.
18 CI 7001 Educational Research for Masters Students 18 CI 7002 Curriculum and Instruction: Theories and Trends 18 CI 7003Teaching and Learning in Diverse Schools 18 CI 7004 The Role of Teachers in a Democratic Society 18 CI 70710 Improving Instructional Effectiveness: Clinical Experience 18 CI 7090 Capstone Project or Thesis III. Curriculum/Program Map Required Courses Identified in the P-1 KEY: I = Introduced D = Developed A = Assessed 1. Locate, read and evaluate the findings of educational literature appropriate to the area of concentration. I, D I A 2. Reflect on current teaching practices in light of educational research and elaborate plans for improvement. 3. Investigate how public policy at local and national levels shapes persistent educational issues and how these issues impact teachers and students. 4. Investigate the interaction of curriculum implementation, curriculum theory, and models of instruction in respect to student learning and the learning of all students. 5. Study learning theories and how they can be used to affect learning environments, and the social, economic and cultural aspects of student learning. I, D I D, A I I, D, A I, D, A D, A I D D A 6. Apply, implement or evaluate the systematic design of instruction to real world settings. I, D, A I, D
IV. Methods and Measures Different types of data will be collected and utilized in the assessment process: Research paper Analysis of student work Development of lessons/units Reflections on learning Rubrics Review of literature Presentations Case studies Action research Capstone project
Assessment Measures Aligned with Program Outcomes Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person 1. Locate, read and evaluate the findings of educational literature appropriate to the area of concentration. 2. Reflect on current teaching practices in light of educational research and elaborate plans for improvement. 3. Investigate how public policy at local and national levels shapes persistent educational issues and how these issues impact teachers and students. 4. Investigate the interaction of curriculum implementation, curriculum theory, and models of instruction in respect to student learning and the learning of all students. Class facilitation, capstone project CI 7001 Research paper CI 7090 Capstone project Teaching resource development CI 7001 Research paper CI 7010 Clinical experience Research paper, peer review paper CI 7001 Research paper Curriculum analysis, curriculum dialogue, microteaching CI 7004 Peer review paper CI 7002 Curriculum analysis CI 7010 Clinical experience Compiled at end of Compiled at the end of Compiled at end of Compiled at end of 5. Study learning theories and how they can be used to affect learning environments, and the social, economic and cultural aspects of student learning. 6. Apply, implement or evaluate the systematic design of instruction to real world settings. Research paper, peer review paper, capstone project Curriculum analysis, future curriculum trends, microteaching CI 7001 Research paper CI 7003, 7004, 7090 Peer review paper, analysis, capstone project CI 7002 Curriculum analysis CI 7010 Clinical experience Compiled at end of Compiled at end of
V. Assessment Infrastructure Assessment Infrastructure CECH for CAEP Accredited Programs Programs within the College of Education, Criminal Justice, and Human Services (CECH) that are nationally accredited receive support from the CECH Office of Assessment and Continuous Improvement (OACI). The data collection and summarization is managed by that office. Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. By December 15, each program faculty is required to have analyzed the data provided and develop next steps in terms of program improvement. These next steps are returned to OACI and a report is generated. Any curriculum changes must be submitted by review by March 15. OACI also has a web site that has all the assessment documents that were developed and maintained through our major accrediting body: Council for the Accreditation of Educator Preparation (CAEP). [The National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) were combined into CAEP recently.] CECH has a web site that has links to ALL our CAEP programs and their assessment data. There is a section entitled Signature Embedded Assessments as well as Initial Licensure Programs submitted through Specialized Program Associations. Each of those links has between 6-8 assessments required by our professional organizations. Data from past assessments is also on that site. [ASIDE: CECH and UC is among the first universities to become accredited by CAEP our visit was November 2012; Board of Directors Spring 2013 to award us CAEP accreditation for 7 years (Until Fall 2018).] NCATE/CAEP page on the CECH web site: http://www.uc.edu/cech-accreditation/educator-prep.html
Policies and procedures for data collection, analysis, and use are summarized in these three improvement cycles, documented in the description of our assessment system and provided here: Candidate Performance and Program Improvement Cycle For Fall Semester Program Meetings ( Work) The following data is aggregated and summarized for decision-makers in program areas: Admissions data New SPA standards Performance on all SPA assessments Handbook and candidate materials reviewed Data posted to web site By December 1 (Program faculty responsible) Data-based decisions made regarding the programs submitted to OACI Summary report by program area submitted to University Council on Educator Preparation/Associate Deans Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data Submission of new programs to Ohio Board of Regents for fall approval cycle By November 15, Fall Semester (Program Faculty responsible; ) Finalize major curriculum changes and develop proposals to be considered by the School leadership Submit curriculum proposals to the School Leadership Monitor progress of proposals During Spring Semester, April 1 ( submits info to appropriate office) Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution Submit updates to bulletins to Associate Dean [there is discussion at the university level about the need for bulletins if the info is on our web sites] Late Spring Semester (by April 15)- works with Dean s office, Student Services Center (SSC) Dean s office submits official updates to bulletins [see note above about bulletin] Dean s office submits official updates to website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole re: edits to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs
Unit Operations Improvement Cycle for accreditation purposes For Fall Semester Program Meetings ( Work) Unit Heads, Dean s office The following data is aggregated and summarized for decision-makers in program areas: Prior year budget results Budget projects for current academic year Results of administrator evaluations Accreditation annual reports Faculty productivity Student Satisfaction Survey results Reports on grants and projects Candidate employment rates Handbook and candidate materials reviewed by program faculty By December 1 (s, School Leadership team, Unit Head) Identify areas needing attention and report to OACI via Program Development Plan Launch searches for faculty vacancies for the next fall Identify potential grant opportunities During Fall Semester (November 15) (completed by s) Submit curriculum proposals to School leadership Monitor progress of proposals Explore potential areas of outreach During Spring Semester (by March 1) Unit Head, CECH Graduate Director, Unit Grad Directors Complete course schedules for coming year Complete load reporting for academic year Finalize Graduate Assistant/Graduate Incentive Award allocation By March 15 (Office of Assessment and Continuous Improvement) Initiate Student Satisfaction Survey (after reviewing survey items with OACI Advisory Group) Late Spring Semester (by April 15) Dean s office submits official updates to bulletins [see note above about bulletin] Dean s office submits official updates to website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs
VI. Findings N/A VII. Use of Findings N/A