l : T h e o n l i n e G r ad u ate P r ogr am i n E d u c ... Systematic...C urre nt l y u nde rgra d a nd g ra d h a ve s e pa ra t e o ne s – n e e d t o m e e t t o r e w ri t

Morningside College Education Graduate Program: Systematic Program Evaluation Plan

The following plan was adapted originally from the Guidelines for the Evaluation of Distance Education (On-Line Learning) found on the Higher Learning Commission website at https://www.ncahlc.org/Document-Library/publications.html?highlight=WyJndWlkZWxpbmVzIGZvciB0aGUiLCJ0aGUgZXZhbHVhdGlvbiBvZiIsIm9mIGRpc3RhbmNlIGVkdWNhdGlvbiJd]. The purpose of this plan is to provide ongoing guidance for monitoring and continually improving key processes associated with supporting and delivering the graduate education programming. The plan also names many supporting documents as evidence of key processes.

Guideline l: The online Graduate Program in Education is appropriate to the institution’s mission and purposes. Element 1-A: The mission, vision, and student learning outcomes (SLOs) of the Graduate Program in Education are congruent with those of Morningside College and consistent with relevant professional education standards and guidelines for the preparation of education professionals and are reviewed periodically and revised as appropriate to meet the needs of the professional field of education.

PROCESS

Component

Where Document/ Information is

found

Responsibility Frequency of Assessment Assessment Method

Mission, Vision, & SLOs

Graduate Catalog, Morningside/Graduate websites, student forms, marketing print materials and social media, syllabi

Graduate Education Department Chair

January; every two years, beginning 2016

Review institutional mission; compare to Program mission and SLOs; review local, state, and national standards and regulations in Education; analyze the state of the industry in relation to new

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https://www.ncahlc.org/Document-Library/publications.html?highlight=WyJndWlkZWxpbmVzIGZvciB0aGUiLCJ0aGUgZXZhbHVhdGlvbiBvZiIsIm9mIGRpc3RhbmNlIGVkdWNhdGlvbiJd

https://www.ncahlc.org/Document-Library/publications.html?highlight=WyJndWlkZWxpbmVzIGZvciB0aGUiLCJ0aGUgZXZhbHVhdGlvbiBvZiIsIm9mIGRpc3RhbmNlIGVkdWNhdGlvbiJd

tracks, endorsements, strands, and partnerships.

IMPLEMENTATION

Date

Results of Data Collection and Analysis

Action

January 2016 Chap. 79 IAC requires common common mission/vision from unit. Currently undergrad and grad have separate ones – need to meet to rewrite

Developed new mission, vision, and belief statements at unit meeting. Approved by unit 4/27/16

January 2017 SLOs need to be reviewed/revised to ensure alignment with new mission/vision

Graduate faculty reviewing/revising SLOs – Revisions made to specific SLO’s. Assessment rubrics revised to fit new outcome. Core courses corresponding to the outcome and their revision needs were identified. Revised SLO’s and relevant course revisions effective fall term 2017.

Element I-B: The mission, vision and SLOs are articulated publicly.

PROCESS

Component


found


Mission, Vision, & SLOs

Graduate Catalog, Morningside/Graduate websites, student forms, marketing print materials and social media, syllabi

Director of Graduate Education

Annually in March

Review location of information and adjust as needed

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IMPLEMENTATION

Date


Action

March 2016 Website and catalog reflect current mission/vision/SLO Developed new mission, vision, and belief statements at unit meeting. Approved by unit 4/27/16

August 2016 Catalog published with new mission/vision March 2017

Faculty finished reviewing/revising SLO’s Courses will be revised by Fall 2017 term and 17-18 Grad Catalog and website will reflect these changes at that time.

August 2017 17-18 Graduate Catalog, Student Resource Center, and college website updated with new SLOs.

Element I-C: Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree/endorsement completion requirements, tuition, and fees are accurate.

PROCESS

Component Where Document/ Information is found Responsibility Frequency of

Assessment Assessment Method

Information dissemination

Website(s), emails & phone, Marketing Materials, Social Media, & Graduate Catalog


Prior to each term

Review all materials & website for accuracy and modify as necessary

IMPLEMENTATION

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Date


Action

August 2016 Graduate Catalog needs to be updated Edits and revisions complete and new 2016-2017 Graduate Catalog (including academic calendar) posted on website – Updated catalog and materials

August 2016 Main college website (internet) – difficult for students to locate graduate education information, mixed information for current and prospective students

Main college website revised with new link to graduate and online programs. General email to all students at the beginning of Fall term directed them to new catalog.

August 2016 Printed marketing materials need updating Special Ed flyer updated. Professional Educator flyer updated in October before fall conferences start.

January 2017 Errors found on main college website regarding application process

Directed to webmaster to fix

January 2017 Current Graduate Website was difficult to navigate New simplified page (Student Resource Center) has replaced this website. (Started March 2017)

January 2017 Students do not regularly read/review information sent to them at the beginning of their program, ie how to apply for internship, candidacy, add endorsement, etc.

Began sending out Monday Memos - weekly emails with “just in time” information about important dates, frequent questions, etc. (Started February 2017)

April 2017 Changes from the BOEE in the Reading Specialist endorsement were noted along with the last date to recommend.

All students currently in this program are being notified and advised on how to complete program.

July 2017 Changes to SPED endorsements approved Monday Memo 7/17/17 notified students about course changes. Curriculum changes have minimal impact on current students.

August 2017 MAT SPED degree changes go into effect with fall admission Information has been posted on the Student Resource Center, main college website, and in the catalog.

August 2017 New catalog and academic calendar posted on Student Resource Center.

September 2017 SARA notice sent to all students Element I-D: Academic policies of Morningside College and the Graduate Program in Education are congruent. These policies support achievement of the mission, vision, and expected SLOs. These policies are equitable and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression.

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PROCESS



Policies Website(s) & Graduate Catalog Director of Graduate Education

Annually in January

Review in light of college mission, vision and SLOs

IMPLEMENTATION

Date


Action

January - March 2016 Gathered input on policies from Stakeholders. Since there were major policy revisions last year, a limited number of policies needed revision. Major revisions needed on Academic Standing, application fee, writing prompts

Subcommittee (Dean of Nursing and Grad Ed Director) met to work out details of revised academic standing policy. Other catalog edits handled by administrative support personnel. Policies published in 16/17 catalog.

January 2017 Some policies need revision and refinement. Asked for input from Stakeholders will all revisions due 5/1/17

Edits for 17-18 catalog need to be done by 6/1/17

August 2017 Catalog done and posted on website and Student Resource Center

Element 1-E: Students enrolled in the courses and programs fit the profile of the students the institution intends to serve.

PROCESS

Component


found


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Student Profile Website, online application, Graduate Catalog, AIMS


Annually Monthly and aggregated annually

Review materials in light of recruitment and admission policies; track admissions for degree and endorsement

IMPLEMENTATION

Date


Action

December 2016 Posted admission requirements indicated students must hold a teaching license and must submit transcripts. Copy of license or web posting of license is submitted. Accurate information on website, catalog, and in AIMS

None at this time.

December 2016 Review of website and application indicates students must reside within an NC-SARA member state. Students from outside these states are not admitted. However, this information is not in the catalog and needs to be included in catalog for next academic year

Include NC-SARA information in 17/18 catalog

September 2017 Annual SARA statement sent to students September 2017 Do not have regular schedule for tracking admission data, ie

endorsement vs degree, matriculation (admission to registration), denies

Need to review this data as a department SSS

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Guideline 2: The institution's plans for developing, sustaining and, if appropriate, expanding on-line learning offerings are integrated into its regular planning and evaluation processes.

Element 2-A: Development and ownership of plans for online learning extend beyond the administrators directly responsible for it and the programs directly using it. Planning documents are explicit about any goals to increase the scope of the graduate education program and about the number of students to be enrolled in it.

PROCESS

Component


found


Program development and sustenance

Strategic Plans Associate VP for Graduate Programs, College Provost

Annually in September

IMPLEMENTATION

Date


Action

August/September 2016

Senior staff review enrollment goals for Graduate education yearly with specific targets that are manageable within the resources available. Our enrollment goal for AY 2016-17 was a modest increase of 3% in MAT students compared to last AY 2015-16. (Note: To date, our MAT enrollment is flat.)

No action at this time

September 2017 As a result of the academic review and prioritization process, Graduate Education has been identified as an area for growth and new program development.

Need business plan. Guidance for this is still in process by senior staff.

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Element 2-B: Plans for the graduate program in education are linked effectively to budget and technology planning to ensure adequate support for current and future offerings and demonstrate the institution’s capacity to assure an appropriate level of quality.

PROCESS

Component


found


Program expansion Strategic Plans, Budget Planning Documents

Associate VP for Graduate Programs, Provost

Annually in October

IMPLEMENTATION

Date


Action

August - September 2016

The Graduate Education programs support expenses have increased by approximately $500,000 between FY 2014 and 2017 (35% increase). During the same period credit hours generated increased by 15%. Resources have been intentionally allocated to improve student learning and success.

Will be reevaluated Summer 2017 as part of President’s Prioritization and Administrative Restructuring Process.

October 2016 Students currently have access to 24/7 tech support through eClass4Learning, an online graduate writing center, and online data analysis center. The college has added an educational technologist to support course development.

Will be reevaluated Summer 2017 as part of President’s Prioritization and Administrative Restructuring Process.

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September 2017 Review of course templates in Moodle shows need for further improvement and consistency in design principles related to teaching and learning

Three full-time faculty have completed the initial Quality Matters training.

Element 2-C: The institution and the graduate program in education conduct needs analysis to support program expansion and/or revision.

PROCESS

Component


found


Program expansion Minutes of Graduate Committee, Minutes of College Board Meetings, Strategic Planning Documents, Needs Analyses

Department Chair of Graduate Education

Annually in November

Review state shortage areas and endorsement changes; analyze program enrollments; analyze local, state, and national trends; analyze needs analysis data

IMPLEMENTATION

Date


Action

Fall 2016 - Spring 2017

Sioux City Schools expressed interest in an urban studies program for their faculty.

Meeting on Feb. 20 with Sioux City Schools administrative team to learn of needs and explore next steps.


Faculty explored model graduate programs for new program initiatives and opportunities

Initial new programming priorities identified in diversity, Autism, STEMS and technology.

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Faculty and staff explored ways of creating new concentrations within program areas to address needs of profession.

A strand or concentration in Autism, 12 hrs. of electives to support students seeking an MAT in SPED, gained Graduate Committee and Full Faculty approval and effective Fall 2017.

Fall 2017 STEM: Completing STEM core development for new endorsement (in progress)

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Guideline 3. Online learning is incorporated into the institution’s systems of governance and academic oversight.

Element 3-A: Online learning is represented on institutional boards and committees.

PROCESS

Component


found


Online learning representation

Minutes of Board of Directors, Graduate Committee and other institutional committees

VP for Graduate Programs

Annually in June

Summarize minutes reflecting online representation

IMPLEMENTATION

Date


Action

May 2014 College Board of Director’s created a new committee, The Graduate Programs Committee. This committee provides direction, oversight, and consultation at the highest level at Morningside College.

None at this time. The Graduate Programs Committee meets with VP, Grad Ed Department Chair, Director Grad Ed, and Dean of Nursing at least twice a year.

April 2014 College’s Senate restructured the Graduate Committee, which was subsequently approved by the General Faculty. The most significant change is that the Graduate Committee is now chaired by faculty instead of administration, although curriculum was and is ultimately approved by the full-faculty.

None at this time. The Graduate Committee meets 1-2 times a month to discuss matters related to the Graduate Programs.

Element 3-B: Approval by faculty of online learning courses and programs follows standard processes used in the college or university.

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PROCESS

Component


found


Program/Course Approval

Minutes of Graduate Committee and Faculty Meetings


Annually in July

Track proposed changes sent to Graduate Committee

IMPLEMENTATION

Date


Action

Beginning summer, 2015.

Faculty annually review results of summer assessment workshop, student artifacts to assess extent of learning as related to the selected SLO’s (student learning outcomes). Curriculum changes are identified and plans developed for completion and implementation of reforms and revisions.

Summer 2016-spring 2017

Findings revealed (1) need for major course revision of EDUC 502 and minor revision to EDUC 522, and (2) revisions to SLO’s no. (1) and (4); and (3) revisions to the respective rubrics for both SLO’s.

-Graduate Faculty approval of revisions to SLO’s no. (1) and (4), rubrics for assessment of both SLO’s, and minor course revisions to EDUC 511. Pilot course with revisions offered spring 2017; full implementation scheduled for fall 2017. -Graduate Committee and full faculty approval of major course revisions to EDUC 502. Revisions made during summer 2017 with implementation planned for fall 2017.

Fall 2016- spring 2017

Faculty question the fit and appropriateness of SLO (3) for the program and as one that can be assessed: Provide leadership and collaborate with others. As a result, a revised outcome is proposed, a “host course” in the core is identified for future assessment of student artifacts, course goals and outcomes are revised, and specific content revisions identified.

-Graduate Faculty approval of revised SLO no. (3) and revised rubric for assessment. -Graduate Committee and full faculty approval of course revisions to EDUC 611.

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Summer-Fall 2017 Summer assessment workshop returned to SLO (2) addressing research skills. Findings revealed improvements in all areas of the rubric. However, more specific findings revealed gaps in students’ abilities to conduct deeper analysis and interpretation of results, based on their data. Qualitative data also revealed need to further improve the rubric and the assessment process itself.

Faculty reviewed results and drafted preliminary report (September 2017). Final report will include specific plans for research courses revisions, refinement of the rubric for SLO (2), and continuous improvements to the assessment processes.

Element 3-C: The graduate program in education as a whole and its courses are evaluated on a periodic basis to determine program effectiveness and foster ongoing improvement; appropriate changes informed by the assessment/evaluation process are documented.

PROCESS

Component


found


-Course Level -Program Level, MAT Degrees -Program Level, Endorsement

Systematic Evaluation Plan; yearly reports of planned activities

Graduate Education Department Chair, Faculty, and Program Coordinators

Annually (course level) -Three-year cycle, review of SLO’s and assessment -Three-year cycle,

-student feedback (IDEA), specific questions aligned to course objectives; review of course currency by lead faculty and program coordinators ------------------------------------ -summer assessment workshops, review and scoring of student artifacts from selected core courses aligned with appropriate SLO --------------------------------------- -summer review of state standards in specific endorsement programs, check for alignment with course objectives

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endorsement programs

(crosswalk) and review courses for currency -

IMPLEMENTATION

Date


Action

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-Summer - Fall 2015, Program Level MAT Professional Educator --------------------- -Fall 2015, Program Level MAT SPED Degrees (4)

-The summer workshop focused on two SLO’s beginning with no. (2) Conducts, analyses and synthesizes research; revealed students’ work as scored in six categories by the reviewers, was minimal and/or less than competent. The data, reinforced by ten recommendations from the participants, suggested that students needed more guidance with using existing knowledge, research and theory, conclusion, analysis, and limitations and recommendations. A second assessment addressed SLO no. (5) Uses knowledge of current local and global trends, practices & issues in education. Student artifacts from the comprehensive exam that was part of EDUC 624 were reviewed and scored. The overall mean score in six categories suggested that students’ work was unsatisfactory and less than minimal. The data, reinforced by ten recommendations from faculty, suggested three program changes: eliminate the comprehensive exam as a course and MAT requirement, revise SLO no. (5), and create a new course to address the revised SLO. ---------------------------------------- -The previously mentioned summer workshop and subsequent discussions led to broader questions of equity in foundation core requirements between the MAT Professional Educator (that requires 18 hrs) and four related MAT’s in Special Education that required 6-9 hrs. Review of respective degree requirements suggested considerable differences in the quantity and rigor of the core requirements.

-The research sequence and the research courses underwent significant changes as a result of the information learned from the program assessment. First, the two-course research sequence was changed to a three-course sequence, while maintaining the same number of credit hours, six. The three new courses were implemented fall of 2016: EDUC 697, EDUC 698, and EDUC 699. The Graduate Faculty revised SLO no. (5) to Use critical thinking skills to evaluate trends and issues in education. The Graduate Committee approved eliminating the Comprehensive Exam (as part of the previously described description of changes to the research sequence). ------------------- -The Graduate Faculty recommended to the Graduate Committee that all MAT degrees, in addition to Professional Educator, require the same 18 hrs. of foundation core, beginning with all new, entering students, Fall 2017. The Graduate Committee and Morningside Faculty approved the recommendations, Fall 2016.

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-Summer-Fall 2016 -The summer workshop addressed SLO’s no. (1) Assessment and problem-solving strategies, and no. (4) Uses technology to support learning and productivity. Program performance was measured by scoring a separate educational artifact for each learning outcome. For assessment of SLO no. (1), the overall scoring in five categories and observations and suggestions by participating faculty led to six specific course and curriculum revisions were needed. -For assessment of SLO no. (4), the overall scoring in four categories and observations and suggestions by participating faculty led to four specific course and curriculum revisions.

-Graduate faculty identified six specific course/curriculum revisions for EDUC 502, including changes to the course objectives. In addition, the rubric for future assessment was revised in fall of 2016.. The Graduate Committee and Morningside Faculty approved the course modification. Course revisions will be completed in summer, 2017 and effective for fall 2017. -Graduate faculty identified four specific course/curriculum revisions for EDUC 522. In addition, a minor revision to the the rubric for future assessment was made. Changes to the course syllabi and related activities were made in fall of 2016 and a pilot section testing the revisions was offered in spring of 2017 and subsequently reviewed. Full implementation of the revisions will occur in fall, 2017.

July - August 2017 Academic coordinators and lead instructors met to review curriculum crosswalk for endorsement classes and alignment with Department of Education standards

Changes in curriculum in effect Fall 2017

Element 3-D: Contractual relationships and arrangements with consortial partners are clear and guarantee that the institution can exercise appropriate responsibility for the academic quality of all online learning offerings provided under its name.

PROCESS

Component

Where Document/ Information is found


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Partners Partner Contracts, Graduate

Committee minutes Coordinator for Educational Partners

Annually in March

Discussions held with partners and contracts reviewed before contracts sent in April

IMPLEMENTATION

Date


Action

October 14, 2015 Graduate Committee does not have adequate oversight of approval process for partner courses.

Approval process reviewed and revised and a system for random audits of approved partner courses syllabi was proposed.

March 2, 2016 Graduate Committee completed random audit of approved courses. Revised process appears to be effective.

Recommendations for improvement were noted in minutes. As a whole the committee agreed with the processes in place. (attached GC minutes)

October 5, 2016 Same as above No changes needed at this time. September & October 2017

Graduate Committee will complete audit of approved courses.

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Guideline 4. Curricula for the graduate program in education is coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats. Element 4-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student learning outcomes that are congruent with the program’s mission, vision, and with the roles for which the program is preparing its graduates.

PROCESS

Component



Curriculum development: Mission, SLOs, Course objectives

Curriculum, Coordinators, and Faculty Meetings

Chair, Coordinators, and Faculty

-For every individual course revision, new course development, or new program or, -Every 3 years for foundations core courses; Every 4 years for endorsements

Faculty review courses and programs for congruency with mission, vision, and needs of educators.

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and strand courses

IMPLEMENTATION

Date


Action

Summer-fall 2015 Need determined to revise 6 hr. research sequence to more closely align with program SLO’s and department mission.

-Graduate Committee and Faculty approval of new research course proposals: EDUC 697, 698, and 699; elimination of EDUC 501 and 624 and the Comprehensive Exam.

Summer-fall 2016 Review of MAT Degrees revealed significant differences in the core requirement standards and rigor.

Faculty agreed to eliminate four MAT degrees and add a new MAT Degree, SPED. Faculty agreed to require all 18 hours of foundation core for the new MAT Degree in SPED. Graduate Committee and Morningside Faculty approved revisions in March, 2017.

Summer-fall 2016 -Review of SLO (3) by Graduate Faculty. Findings revealed SLO was too narrowly defined and did not reflect current research and values.

-Revised SLO (3) by expanding breadth and depth to reflect the value of creating a community of learners reflecting many dimensions of diversity, which will capture the previously, more narrow focus of the outcome and relevant course, EDUC 611. Course revision planned for completion spring 2018.

Summer 2017 Summer workshop results revealed SLO (2), research skills, still reflects what we value and need to measure.

-None at this time.

Element 4-B: Curricula are developed, implemented, and revised to reflect relevant professional Education standards and guidelines, which are clearly evident within the curriculum and expected student outcomes (individual and aggregate). The

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master’s degree curricula builds on the InTASC standards (required for Iowa teacher licensure) and incorporate concepts included in the Iowa Teaching Standards and the National Board for Professional Teaching Standards.

PROCESS

Component


found


Curriculum Development

CDAP, Graduate Education Faculty and Curriculum Meetings minutes, Coordinator Meetings and Summer Workshop Summary), Graduate Committee Meeting minutes,


Rotation basis according to CDP for curriculum review

Faculty review courses and programs for congruency with Unit Mission, Vision and Belief Statements, educational best practices and nationally recognized standards.

IMPLEMENTATION

Date


Action

June 2016- March 2017.

Summer workshop findings (review of SPED and Reading standards alignment with course objectives) revealed duplication in SPED curricula and program internship practices that exceeded state requirements.

Graduate Committee and Morningside Faculty approved reducing all SPED endorsement hrs. from 28 to 24 credit hrs., modifying six and eliminating two , SPED courses.

Element 4-C: The curriculum is logically structured to enable students to achieve the student learning outcomes. The master’s curriculum builds on a foundation comparable to baccalaureate level Education knowledge. Scheduling of courses provides students with a dependable pathway to ensure timely completion of degrees and teaching endorsements.

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PROCESS

Component


found


Education Curriculum Structure and scheduling

Website, Graduate Catalog Graduate Education Department Chair, Director of Graduate Education

Annually in July

Students, Instructors, and Lead Coordinators evaluation/feedback related to course schedule, analysis of time to complete the degree

IMPLEMENTATION

Date


Action

July 2016 Coordinators for endorsement programs review alignment of endorsements with state standards annually. As part of this review, course sequences and rotations are reviewed as well.

Because there are a limited number of sequenced courses in the endorsement programs and most courses are offered multiple times each year, at the present time there are no changes needed.

July 2016 Faculty feedback reveals many students enrolling in the research courses with little or no previous graduate coursework.

Graduate Faculty approve a prerequisite of 18 hrs. of successfully completed graduate course-work for enrollment in EDUC 697.

March 2017 Degree completion data shows that 75% of degree-seeking students are able to complete the degree within 5 years. Currently policy allows students 7 years.

No change at this time. Most students are part-time and working on classes while teaching full time. This pace appears appropriate.

Summer 2017 Faculty and Advising Staff feedback reveals many students not sufficiently familiar with what to expect when they first enroll in a foundations core course.

Llist of FAQ’s by faculty to advise students and link to the Student Resource Center regarding what to expect in their foundations core courses. Completion planned for fall 2017.

Element 4-D: Teaching-learning practices and environments support the achievement of expected student outcomes.

PROCESS

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Component


found


Teaching/Learning Practices ----------------- Environments

Full-Time and Adjunct Faculty Evaluation Processes -Full-Time (Faculty Handbook) -Adjunct Evaluation memorandum (process and self-assessment form) -Student Feedback from IDEA ------------------------------ -LMS (Moodle) course shells -Course syllabi - Quality Matters Strategic Plan

-Chair -Chair, Coordinators, and Staff ---------------------- -Coordinators, AAC’s and Educational Technologist -Faculty -Faculty and Staff

-Full time Faculty, annually; new adjunct faculty, first semester and as needed; experienced adjunct faculty, every three terms. -every semester --------- -annually (minor revisions), every 3 years (major revisions) -selected courses identified for review according to

-(full-time) the respective evaluation process according to the Faculty Handbook. -(new adjunct) first term following adjunct evaluation process. -(experienced adjunct) every third term following adjunct evaluation process. -Faculty review IDEA results independently. Coordinators review and intervene as necessary and/or integrate findings into evaluation processes. ----------------------- - Coordinators, faculty leaders, and key staff review Moodle course shell designs for QM standards compliance -Faculty leaders submit new or revised course syllabi to coordinators and/or faculty for approval -Faculty and staff follow the prescribed guidelines for QM standards and the QM Strategic Plan.

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QMSP with foundations core courses first priority and courses common to multiple endorsement programs, second priority. .

IMPLEMENTATION

Date


Action

Summer 2016 Review of current process revealed major gaps in how adjunct evaluation was being conducted. Results indicated need to standardize a process and to centralize its administration.

Chair and committee developed new plan and process winter, 2017. Pilot project with five coordinators and nine adjunct conducted in summer 2017.

August-September 2017

Results of Pilot Project (See previous action) reviewed. Results indicated coordinators were successful and participating adjuncts benefited from the process. Minor revisions to the calendar were recommended.

Chair formally implemented adjunct evaluation beginning fall 2017. All new adjuncts will be evaluated and all returning adjuncts every three terms.

Fall 2015-summer 2016

Graduate Faculty member and Technologist, with support from College Provost and Vice President of Graduate Programs and Assessment began exploring feasibilty of using Quality Matters

-Graduate Faculty member and Technologists developed a strategic plan for QM; plan approved by Morningiside faculty

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as our standard for course design. Findings from other colleges using QM and from QM representatives revealed opportunities for growth and improvement in Graduate Education’s course design standards and that membership with QM was appropriate.

and administration, submitted and approved by QM in winter 2017. -Three full-time graduate faculty completed QM initial training, Using the QM Rubric, summer-fall 2017. -Additional training planned for summer 2018; additional faculty to be identified, 2018.

Element 4-E: Curriculum development and design processes ensure effective communication among faculty members who design curriculum, faculty members who interact with students, and faculty members who assess student learning.

PROCESS

Component


found


Faculty communication

-Minutes/notes from the following: Faculty, Curriculum, and Coordinators meetings. -Regular email communications between Coordinators, AAC’s, and Dept. Chair; news and updates from Chair to faculty; email and phone communications. -Regular communications by email from Administrative Staff on important administrative processes supporting academic functions.

-Chair, Coordinators and AAC’s -Chair, Coordinators, -Adm. Staff Supporting Faculty

Annually in June beginning 2018.

Survey of satisfaction and effectiveness of communications with all faculty and key staff.

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IMPLEMENTATION

Date


Action

June 2018 to be determined to be determined

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Guideline 5. The institution evaluates the effectiveness of its online learning programs, including the extent to which the student learning outcomes are achieved, and uses the results of its evaluations to enhance the attainment of the goals.

Element 5-A: Individual student performance is evaluated by faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedure for individual student performance are defined and consistently applied.

PROCESS

Component


found


Student performance evaluation

Course syllabi, final evaluation for degree found in 624 (see note below - new curriculum Fall 2016)


Throughout each term

Methods defined by syllabi and reviewed during curriculum evaluations

IMPLEMENTATION

Date


Action

Fall 2016 Summer Assessment Workshop 2015 revealed significant deficiencies in student learning relative to SLO (2) Research Skills.

Research core revised in fall-winter of 2015-16. New research core implemented fall 2016. EDUC 501 and EDUC 624 eliminated. New courses, EDUC 697, 698, 699 developed and implemented fall 2016.

Spring 2017 Review by Lead Coordinator of Research Core of major research activities in research courses revealed inconsistencies in how faculty were evaluating and grading major assignments.

Lead Coordinator developed and delivered assignment rubric norming exercise for training new faculty and ongoing development of current faculty.

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Element 5-B: Student achievement of program SLOs is evaluated with defined and consistent methods.

PROCESS

Component


found


Achievement of SLOs

SLO assessment process, endorsement program standards crosswalk, annual assessment reports.


Annually in Summer

IMPLEMENTATION

Date


Action

Evaluation of artifacts related to SLO’s as explained previously.

Element 5-C: Instructors and students have a voice in curriculum and policy development.

PROCESS

Component



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Instructor/student voice in curriculum and policy development

Minutes of Education Advisory Committee, focus survey summaries

Director of Graduate Education, Graduate Education Department Chair

Annually in June

Review process for input and actual participation of Graduate Faculty and students in curricular and policy assessment/development, summarize data from web-based focus surveys

IMPLEMENTATION

Date


Action

6/16 Faculty have primary responsibility for all curriculum matters Continuation of current curriculum approval process and oversight by the Faculty and the Chari.

fall 2016 to spring 2017.

The Program Director identifies specific policy concerns and recommends review and/or revisions to the Chair who addresses them at Faculty meetings. Policy recommendations included: summer enrollment into EDUC 698 and criteria for admissions into candidacy.

Faculty developed and implemented a policy and procedure for “permission only” to enrollment summer EDUC 698; faculty approved an 18 hr. minimum of graduate credit at Morningside for admissions into candidacy.

6/16 Students have an active voice in curriculum matters through their ongoing feedback to faculty as well as completion of the IDEA course evaluation surveys that include questions on course objectives, relevancy, and effectiveness.

Continuation of IDEA for acquiring student feedback and measuring course effectiveness.

6/16 Policies are reviewed annually. Student concerns are noted by the program director and discussed at this annual review. Students have the right to appeal policy decisions to the Graduate Committee.

None at this time

8/17 No policy changes for next academic year, although there has been interested expressed in changing policy on grade changes

Needs to be discussed by faculty and Graduate Committee

Element 5-D. The program sets appropriate goals for student completion of the master’s degree, assesses its achievement of these goals, and uses the results for improvement.

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PROCESS

Component


found


Retention Goals Graduate Committee Minutes, AIMS


Annually in July

Review degree completion data

IMPLEMENTATION

Date


Action

3/17 Degree completion data shows that 75% of degree-seeking students are able to complete the degree within 5 years. Currently policy allows students 7 years.

No change at this time. Most students are part-time and working on classes while teaching full time. This will be discussed at our 4/12/17 department meeting as part of program outcomes.

4/17 At department meeting discussed setting goal for 80% Program Goal written - need to define action steps to achieve goal - to be written at department retreat in Aug. 2017

8/17 Students not aware of 7 year completion timeline even though policy is in catalog

Build review of this timeline into Checkpoints 2 and 3 in new advising model

Element 5-E: The program regularly evaluates the effectiveness of the academic and support services provided to students in its online courses and uses the results for improvement.

PROCESS

Component


found


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Academic and Support Services

Usage data for library, writing lab, eClass4Learning, advising data,


Annually in June

Analyze usage data and program completion survey

IMPLEMENTATION

Date


Action

12/16 Survey was sent to all current students in December 2016. While many students were aware of the online writing center, the Tech Support Help Desk, and Library Instruction and Reference Help, few students were aware of eClass4Learning (even though there is a link in every class) and few were aware of the Data Analysis Lab. (this lab is only relevant and needed for a few classes). The majority of students have not used any of these services.

Student services needs to be promoted more prominently in the new Student Resource Center and be referenced in the Student Orientation.

12/16 This survey also included questions about advising. Clearly the majority of students are satisfied with the current advising model, although there is room for improvement.

Once departmental restructuring, which includes major shifting of advisees, is completed late this spring, a concerted focus on improving advising is needed.

9/1/16 Title IX - Haven Plus link sent to grad student by Karmen TenNapel

None at this time

8/17 Need for new student orientation and more proactive advising New student orientation and new advising model rolled out

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Guideline 6. Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the student learning objectives are appropriately qualified and effectively supported. Element 6-A: Faculty members are (a) appropriately sufficient in number to accomplish the mission, vision, and expected student and faculty outcomes; (b) academically prepared for the areas in which they teach; and (c) experientially prepared for the areas in which they teach.

PROCESS

Component


found

Responsibility

Frequency of Assessment

Assessment Method

Faculty Quantity Term master list of courses and instructors, hiring protocol, Strategic faculty staffing plan


Annually in Oct. or Nov.

Faculty/staff discussions to review enrollment, class-sizes, and overall distribution of students in all programming.

Faculty Qualifications

-Hiring: Faculty Handbook (procedures for Full-time) -Adjunct Position Description (Ad) -Criteria for “in lieu of” a terminal degree -Records: Vita in Personnel files C

Full-Time: Faculty committee through Chair recommends finalist to Provost for approval. Adjunct: Coordinators recommend finalists to Chair for approval.

-Full-time faculty criteria is reviewed and modified to fit specific needs prior to posting ads -Adjunct hiring criteria annually reviewed and matched to specific program needs.

Review of application documents for evidence of academic qualifications including but not limited to: -Educational Degree -Specific content area(s) -Teaching Experience in subject area -online teaching experience -past or present endorsement (for (certain some programs)

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IMPLEMENTATION

Date


Action

NA NA Element 6-B: Adjunct instructors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, vision and expected student outcomes.

PROCESS

Component


found


Adjunct Instructor Quantity

Term master list of courses and instructors, hiring protocol, Strategic faculty staffing plan


Annually in Oct or Nov

Faculty/staff discussions to review enrollment, class-sizes, and overall distribution of students in all programming.

Adjunct Instructor Qualifications

-Adjunct Position Description (Ad) -Criteria for “in lieu of” a terminal degree -Records: Vita in Personnel files C

Adjunct: Coordinators recommend finalists to Chair for approval.

Adjunct hiring criteria annually reviewed and matched to specific

Review of application documents for evidence of academic qualifications including but not limited to: - Educational Degree - Education license - Specific content area - Teaching Experience

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program needs.

-online teaching experience -past or present endorsement (for (certain some programs)

IMPLEMENTATION

Date


Element 6-C: Staff are academically and experientially qualified for their role in assisting in the achievement of the mission, vision and expected student outcomes.

PROCESS

Component


found


Staff Quantity

Graduate Education staff job descriptions, Strategic staffing plan


Annually in June

Strategic staffing plan analysis

Staff Qualifications Vita in Personnel file, College Employee Handbook, Hiring Protocol (Employment Standards) on website


At hire and annually in July/August

Review of documents for evidence of qualifications including but not limited to: - Educational Degree - Experience Annual performance review

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IMPLEMENTATION

Date


Action

8/16 All program staff - area coordinators and support staff - submitted information about time spent carrying out various functions assigned to them. This was done, in part, to assist the department chair and director in departmental restructuring. A new structure was proposed which better differentiates between academic and administrative functions of staff.

Goal for completing transition to new department structure scheduled for June 1, 2017.

8/16 Performance Evaluations were conducted for all program staff. All staff are adequately prepared to carry out functions assigned to them.

None at this time

8/17 Performance Evaluations conducted. Need some revisions of job descriptions and realignment of some responsibilities. Also need to develop procedure handbook for office processes.

Element 6-D: The institution and program provide and support an environment that encourages scholarship, professional development, service, and practice in keeping with the mission, vision, and expected faculty, adjunct instructor, and staff outcomes.

PROCESS

Component


found


Encouragement of scholarship, professional development,

(Full time)College Faculty Handbook: criteria for evaluation and advancement includes scholarship and professional development.


Annually in June

Full time: Faculty Senate and Provost review annually adequacy of development activities and budgetary support, making modifications

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service, and practice ----------------- Development Workshops and Retreats (Adjunct)

Adjunct) Moodle 101 (orientation and training for online teaching), Moodle Boot Camp for Assistant Academic Coordinators (Moodle Design Features to make course modifications) ---------------------------------- Past agendas, notes, and summaries of summer workshops and meetings.

-For Adjunct: Coordinators, Adm. Staff, Technologists, and Chair ------------------------ Coordinators of Endorsement and Strands programs.

Annually in June --------------- Annually following results of summer workshops and in winter, prior to setting next summer’s agenda.

according to overall fiscal needs and status of college. --------------------- Survey of participants (feedback) Observations of Coordinators

IMPLEMENTATION

Date


Action

NA NA

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Guideline 7. The institution and program provide effective student and academic services to support students enrolled in the graduate program in education.

Element 7-A: Academic support services are sufficient to ensure quality and to meet program and student needs.

PROCESS



Academic support services in student learning center. Disability Services, Online help and tutorials, library services, Online Writing Center, Advising

Graduate Catalog; Graduate student policies on website, Graduate Education staff minutes, course evaluations

Director of Graduate Education in Education

Annually in June

Usage date of support services; feedback from support services; Feedback from instructors and students

IMPLEMENTATION

Date


Action

9/1/16 Title IX - Link sent to grad students by Karmen TenNapel - not usage report

Should be repeated Fall 2017

9/1/16 Disability Services - Reports for Associate Dean of Academics - Spring 16 - 3 students, Summer 16 - 3 students, Fall 16 - 4 students.

No further action at this time. Students in need of this service appear to be aware of it. It is also noted in the Student Services section of the webpage. (and now the SRC 3/17)

10/1/16 eClass4Learning - average support time with students 7.3 hours per month.

Based on student feedback (reported elsewhere), even though the link for eCLass4Learning is in every course, they are not aware of it. Needs to be more prominently displayed in courses.

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12/16 Writing Center - During 15-16 AY, approximately 100 papers were uploaded for review. This fall there was a significant increase in the number of students using this service and additional staff was hired for Spring 2017 to work directly with online graduate students. Writing Center anticipates usage will double from Ay 15-16 to AY 16-17. Additional staff person received explicit direction from graduate research program staff on expectations in writing.

Need to continue to monitor these numbers. Seems to be a large amount of usage, particularly since students

10/16 Data Analysis lab - Summer 2016 thirteen students scheduled appointments. Fall 2016, 107 students requested appointments. Additional staffing needed

Hired additional person for data center starting the end of October 2016

12/16 Advising - Based on student services survey tiven 12/16 the majority of students are satisfied with the current advising model. Students are aware of this service and use it. With the extremely large numbers of advisees it is difficult to have any real sense of continuity with advisees or any way to really evaluate usages and services.

Once departmental restructuring, which includes major shifting of advisees, is completed late this spring, a concerted focus on improving advising is needed. Part of this focus needs to include methods of measuring the ongoing effectiveness of advising and documenting student usage.

1/17 There was a perceived need within the department to provide information on a “just in time” basis.

Monday MEMOs are now being sent out on a weekly basis to all students in the program.

8/17 Research Center appointments - 441 for Summer 2017

9/17 Requested data from Disability Services, Writing Center, Data Analysis lab

Element 7-B: An appropriate online learning orientation program is provided for students.

PROCESS

Component


found


Student orientation Orientation program Director of Graduate Education

Annually in October

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IMPLEMENTATION

Date


Action

7/2015 The current “orientation program” consists of a series of webpages and contains information students need to know. However, it needs to be reworked into a better package and made more visible to online students.

Following a needs analysis and options, a plan for an orientation program will be developed by January 2016

3/17 New Student Resource Center was opened 3/20/17 which provides numerous supports to new students as well as current students.

None at this time

8/17 New student orientation was opened and all new students are directed to it in advance of initial advising meeting

Collect data to refine orientation and monitor usage

Element 7-C: Students have ready access to 24/7 tech support.

PROCESS

Component


found


Tech Support EClass4Learning usage reports Director of Graduate Education

At the end of each term

Request and review usage reports

IMPLEMENTATION

Date


Action

38

Spring 2016 eClass4Learning - it was discovered that eClass4Learning was not providing 24/7 services, even though it was agreed to in contract.

Contacted by Mike Husman, director of Tech Services and the contract was reviewed. Services now provided on 24/7 basis.

10/1/16 eClass4Learning - average support time with students 7.3 hours per month.

Based on student feedback (reported elsewhere), even though the link for eCLass4Learning is in every course, they are not aware of it. Needs to be more prominently displayed in courses.

9/17 Requested data from eClass4Learning Element 7-D: Student complaint processes are clearly defined. Formal student complaints are reviewed according to established policies.

PROCESS

Component


found


Student complaints Graduate website, Graduate Catalog: Policy on Complaints and Appeals, minutes of Graduate Committee; Student Complaint Files and Records

Graduate Education Department Chair, Graduate Committee Chair, and Graduate Dept. Adm. Assistant

Annually in September

Policy review; yearly list of complaints and disposition of them

IMPLEMENTATION

Date


Action

Fall 2016 Nature of complaints suggested an alternative option was needed for students needing to further improve

-Fall 2016 Research Course Coordinator and Chair developed “special arrangement contracts” with adjunct faculty to work with individual students to

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their research proposals following completion of EDUC 697.

improve the quality of their research proposal while simultaneously enrolled in the subsequent course, EDUC 698.

Element 7-E: Students are provided with reasonable and cost-effective ways to participate in the institution’s system of student authentication.

PROCESS

Component


found


Student Authentication

Graduate website, Graduate Catalog


Annually in February

Review current system in light of regulations and explore other options if needed

IMPLEMENTATION

Date


Action

2/2017 There is currently no cost to students. Upon admission to the program, students are assigned a unique college user name. This user name is required for log in to all secure information

None at this time

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on the college website, including Moodle, CampusWEB, and emails. Students are required to use their Morningside College email for all official correspondence. This is reinforced via emails, on the Student Resource Center and in the new student orientation.

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Guideline 8. The institution provides sufficient resources to support and, if appropriate, expand the graduate program in education. Element 8-A: Fiscal and physical resources are sufficient to enable the program to fulfill its mission, vision, and SLOs. Adequacy of resources is reviewed and modified as needed.

PROCESS

Component


found


Budget and Physical Resources

Graduate budget, Student Program Completion survey (in 624), course evaluations, faculty and staffing plans, program expansion needs analysis

Associate VP Graduate Programs

Annually Determine priority needs and evaluate if needs are fiscally supported. Student evaluation of resources (i.e. 624), Review for sufficiency and adequacy from student and faculty feedback. Student and faculty feedback; Review professional development and scholarship funds usage

IMPLEMENTATION

Date


Action

January 2017 The fiscal and physical resources are sufficient. The None at this time

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allocating of resources is an ongoing process determined through a multi-step process. Initially data is intentionally collected, shared, discussed and budget priorities are brought to Senior Staff. For Academic Year the following new budget priorities were supported: development of a Data Resource Center to assist students with MAT level research. Switch to Diagnostic Form of the IDEA Course Evaluation Survey, the more expansive form which yields increased data for faculty development purposes. Increased utilization of Quality Matters for course development and faculty support. All of the above were based upon data, perceived need, and feedback.

Element 8-B: The program and institution prepare a multi-year budget that includes resources for assessment of program demand, marketing, appropriate levels of faculty and staff, faculty and staff development, library and information resources, and technology infrastructure.

PROCESS

Component


found


Budgeting Strategic Plan, budget plans Associate VP Graduate Programs

Annually in October

Review program needs

43

IMPLEMENTATION

Date


Action

Fall 2016 Currently Morningside College projects a three year for Board review. However, long-term projections have proven difficult in a very fluid environment. Marketing and hiring are centralized within the College. Projections call for modest increases in technology, assessment, and development. Faculty and staff levels are currently under review and 2016-17 has seen a faculty and staff hiring freeze until a long term fiscal plan is in place.

None at this time

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Guideline 9. The institution assures the integrity of its online learning program. Element 9-A: The institution has in place effective procedures through which to ensure that the student who registers in a distance education program is the same student who participates in and completes the course or program and receives the academic credit. The institution makes it clear in writing that these processes protect student privacy and notifies students at the time of registration or enrollment of any projected additional costs associated with the verification procedures. (a federal requirement)

PROCESS

Component


found


Student Verification

Graduate website and Graduate Catalog


Annually in October

Review policies

IMPLEMENTATION

Date


Action

10/16 When students apply to the program, they are issued Morningside College credentials and create their own password. This information is used by students to access their Morningside email account, CampusWEB, and Moodle. All official communication with students is to their Morningside email account. There are no costs associated with this.

None at this time

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Element 9-B: The institution/program policies on academic integrity include explicit references to online learning.

PROCESS

Component


found


Academic Integrity Graduate website, Graduate Catalog, course syllabi


June Review and revise as needed

IMPLEMENTATION

Date


Action

6/16 Review of current academic integrity policy as posted in catalog includes specific references to online learning

Policy in place, needs to be explicitly included in new student resource pages

6/17 The Student Resource Center in Moodle contains section on Academic Integrity.

Policy is identical to undergrad and needs to be revised for 17-18 catalog to explicitly refer to online learning.

Element 9-C: Issues of academic integrity are discussed during the orientation for online students.

PROCESS

Component


found


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Academic integrity in student orientation

Student orientation program Director of Graduate Education

Annually in January

Review information in program for congruency with College policies and practices

IMPLEMENTATION

Date


Action

7/16 A formal student orientation program has not yet been developed. Addressed in policy in catalog only.

Following a needs analysis, a plan for the orientation program will be in place by January 2017

3/17 The Student Resource Center in Moodle contains section on Academic Integrity.

None at this time.

8/17 Academic Integrity needs to be intentionally addressed with new students

Section on academic integrity included in new student orientation

Element 9-D: Training for faculty members in the graduate program in education includes consideration of issues of academic integrity, including ways to reduce cheating.

PROCESS

Component


found


Faculty training Faculty handbook, adjunct faculty handbook; Faculty resources on graduate website; professional development activities report


Annually in January

Review faculty materials and activities related to academic integrity

47

IMPLEMENTATION

Date


Action

7/2015 Information related to academic integrity is available for faculty, although specific training has not been offered.

Training for TurnItIn - need to find out who is responsible for this or how we get this (note added 12/16) Need a list of classes that use this resource.

4/2017 Instructor Resource Center contains training for TurnItIn and describes process for handling academic integrity issues.

None at this time

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