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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  




Examples of data-driven changes in programs and courses 

       Each year, the unit offers Project Impact seminars Exhibit 4b.3 for faculty on the needs of and best practices for educating students for whom English is not their first language. Also, a series of workshops, entitled Conversations on Diversity, Exhibit 4b.2 is offered each year to provide professional development opportunities for faculty and initial and advanced program candidates. This series of workshops and others offered through the Teacher Development address various aspects of diversity. In the redesigned initial and advanced programs, new courses were created to better prepare candidates to work more effectively with students representing diverse populations. Two new initial courses (EDUC 211 and SPED 495) were added to the initial, undergraduate program.  The two advanced courses included in the redesigned advanced program are SPED 667 , which focuses on meeting the needs of all students in an inclusive class, and EDUC 660.
       A dyslexia simulation workshop
Exhibit LASS 1.6 is offered each semester as a professional development opportunity for initial and advanced candidates and faculty.  Also, a committee on differentiated instruction formed a few years ago reconvened in 2007 to continue the work begun with a Board of Regents grant Exhibit 2c.10. During 2003-2004, workshops on differentiated instruction were presented by an ASCD trainer for school teams of classroom teachers and principals, COEHD faculty, and teacher candidates.  Pre- and post-surveys were administered to gauge participantsí knowledge and use of the teaching pedagogy. The research findings were reported at a national conference and in a journal article. A follow-up study was initiated in 2006, and the report will be completed in 2008.
       Data from the PRAXIS II Content Knowledge tests required for early childhood, elementary, middle school, and secondary candidates found that scores on the social studies tests were lower than other content areas. Disaggregated data ordered from ETS provided more specific information for decision-making. A committee comprised of COEHD and partner college representatives was formed in 2007
Exhibit 2c.11. A plan of action is being developed to identify ways to provide professional development opportunities to improve scores and to better prepare candidates to teach social studies for the purpose of positively impacting student learning.
       Based on data derived from Early Childhood courses in the Department of Teaching and Learning, faculty decided to develop a new educational psychology course. The proposed course will emphasize early childhood development issues and parental involvement.
       Faculty in the Middle School area of concentration in the initial program developed a plan of action to increase professional development opportunities focused on the social and emotional issues of young adolescents.  A presentation was provided on this topic as part of the Conversations of Diversity.
       Special Education faculty noted a need for improvement that was indicated by the results of the PRAXIS II: Education of Exceptional Students: Core Content Knowledge (0353) test.  A new special education course was added and is required for advanced candidates in all areas of concentration in the Department of Teaching and Learning. The emphasis of the course is on service delivery for students with disabilities in inclusive settings.
       After reviewing data results from comprehensive exams and analyzing research about the most effective ways to assess candidatesí content knowledge, the comprehensive examination was replaced by an action research project in most areas of concentration in advanced programs in the Department of Teaching and Learning and the Department of Educational Leadership and Technology.
       In secondary education programs in the Department of Teaching and Learning, changes were initiated based on data.  In the fall of 2007, a group of mathematics professors developed a mentoring system for teaching candidates on year prior to the date of taking the PRAXIS II Content Area test. They will track the progress of candidates participating in the mentoring program.  Among the English Education candidates, there is a 100% pass rate on the PRAXIS II Content Area test. Faculty are reviewing ways to improve scores to the upper quartile.
       In the Educational Leadership program, assessment data showed that candidates in online classes were not acquiring necessary content. To remedy the problem, there will be an increase in face-to-face class meetings by one hour per week.  Candidate performance will be tracked to see if improvements results from the change.




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