Tri-College University
Educational Leadership Assessment Report
Fall 1998

Summary of the Data
A. Direct measures

The portfolio was identified as a means for students to demonstrate competence in the knowledge, skill and understanding found in the program. When students completed the portfolio, the portfolio was assessed by a panel of experts [university and practitioners] to determine the students' knowledge and skill. Demonstration of the goals and objective was scored as "does not meet the standard" or "meets the standard." The results of this assessment were used for licensure recommendations and for program assessment. Six students completed portfolios last year. All of the guidelines were demonstrated with a combination of course projects and field related experiences. Exhibit 1 shows the indicators that were not evident in course projects [note: they were completed as part of a practicum or real life situations]. These indicators were used to adjust course requirements.

Yearly follow-up survey of graduates - One year following program completion, students are mailed a survey to determine the student's perception of program components taught and those important to their position.. Exhibit 2 presents baseline data from current field administrators. The results of these surveys were used to determine curriculum changes for the past year. Specific student participation will be included in next year's report. It is the faculty's belief that the graduates from last year should be surveyed one year into their position. The resulting data would be of greater benefit to the program when graduates obtained one year of experience.

Each student who completed the program was required to complete a comprehensive written exam. The exams were situational in nature and require that student use the knowledge and skill developed during the program to complete the exercises [this portion will be implemented fully as faculty develop reliable and valid holistic questions to use for measurement]. All students successfully passed the written examination using this format. From a holistic perspective this form of assessment was appropriate and successful. Students demonstrated skill in all the guidelines. However, identification of each indicator was found to be inappropriate for a comprehensive exam.

B. Indirect measures.

The program is on a continuing accreditation visit by NCC, NCATE, the State of Minnesota's Department of Children, Families, and learning, and the State of North. Dakota's Department of Public Instruction. Results of these visits confirm or suggest changes in program. The program is currently preparing a folio to be presented to the different agencies for accreditation. Included in the folio are a matrix of competencies; courses where the competencies are taught; field experiences made up of clinical experiences, integrated experiences, and practical; and student exhibits that demonstrate competence [this will be completed in February of 1999].

Another component was added to this area. A program advisory was contacted to critique the program. The results of this activity were: the use of adjunct faculty was valued; marketing needed to be increase [the program was a well kept secret]; technology need to be integrated into more courses; the balance of theory to practice was appropriate; the program was current; and flexibility in course offerings and distance accessibility was a strength. Concern was expressed about the amount of emphasis placed upon distance education opportunities v. serving the Fargo/Moorhead area.

Commentary
Curriculum - Several program adjustments have been made in response to this assessment. All courses have been revisited in relationship to the competencies to determine the appropriateness of the competency in each course. Adjustments have been made concerning the placement of the competencies in courses to aid student learning and demonstration. One area, student personnel and guidance, was perceived as weak. This competency will be addressed in the 739 and 738 classes. The other areas of weakness [involving other groups] were viewed as process v. content by nature. Models and clinicals are being developed to offer students the opportunity to apply concepts learned and insure demonstration of competence in courses. Further, multi-technological classes are being developed for student acquisition of knowledge and a seminar approach is being discussed to insure demonstration of competencies.

Budgeting - Several budgeting implications can be derived from this assessment. Changes in curriculum, instruction, and delivery have been discussed as a result of this assessment. Costs involving changes in course outcomes, new course selections, and portfolio assessments will result in changes in faculty assignments. The cost implications of this effort are seen as minimal due to previous adjustments in the previous year. Feedback from the advisor council concerning delivery may affect cost. The faculty is currently attempting to work within the university's current resources to accommodate distance delivery of courses. However, additional program expenses are anticipated for faculty travel, equipment, and time.

Retention - As a result of this assessment, a formal marketing plan is being developed to service student, the field, and the university. The portfolio options has been well received by the field. Courses are going to be offered over ITV to sites in Perham and Graceville. Additional course offerings are going to be offered in the NW region of Minnesota with the cooperation of the NW Area Service Cooperative. In addition, current students are recognized for their contributions to recruit and to aid in future program refinement

Assessment-plan revisions - Faculty use a process called "just-in-time" assessment in classes to determine their performance and the appropriateness of the curriculum. Although this process is recognized as a more informal assessment, its implementation into the assessment plan is viewed as vital to respond to changes that must be made quickly. The current assessment plan does not include on-going use of practitioners. The qualitative nature of the practitioner contribution is viewed to be vital for program improvement. Advisory groups will meet regularly to recommend changes.

Note:  For a copy of the data summaries and exhibits that accompanied the forgoing text, contact Willie Hallford:  hallford@mhd1.moorhead.msus.edu

To view a similar data summary directly on the web, go to the Accounting Department's report.