Outcomes Data: English Teaching
2021-22 2020-21 2019-20 2018-19 2017-18 2016-17 2015-16 2014-15 2013-14 2012-13 2011-12 2010-11
2021-22 Outcomes Data
Part One: Senior Writing Samples (Spring 2022)
A subcommittee composed of Amy Piotrowski and Sonia Manuel-Dupont reviewed ten senior student projects, completed during one of the senior classes (4500, 4510, 4520); in this case, they came from ENGL 4500, taught by Professor Rivera-Mueller. Examiners were not teachers of the course. All of the students were classified as seniors with an English Teaching emphasis in the major. Overall, most students are meeting the three objectives in the acceptable range.
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Rate each student work as unacceptable, marginal, acceptable, or exceptional, using numbers 0-4. Numbers such as 2.5 or 3.5 are acceptable.* |
Reach compelling conclusions through the development of professional documents |
Weigh alternative systems of thought or approaches |
Communicate ideas effectively in writing |
Notes |
|
Student 1 |
3.5 |
3 |
4 |
|
|
Student 2 |
3 |
3 |
3 |
|
|
Student 3 |
3 |
3 |
3 |
|
|
Student 4 |
4 |
3 |
4 |
|
|
Student 5 |
2 |
2 |
2 |
|
|
Student 6 |
3 |
3 |
3 |
|
|
Student 7 |
4 |
4 |
3.5 |
|
|
Student 8 |
3.5 |
3 |
2.5 |
|
|
Student 9 |
3.5 |
3 |
3 |
|
|
Student 10 |
3 |
3 |
3 |
|
|
Averages |
3.25 |
3 |
3.1 |
|
We used the following formula to determine an average:
Exceptional = 4
Acceptable = 3
Marginal = 2
Unacceptable = 1
2022 Results
Learning Objective 1: 3.25 (mean); 2.0-4.0 (range)
Learning Objective 2: 3.0 (mean); 2.0-4.0 (range)
Learning Objective 3: 3.1 (mean); 2.0-4.0 (range)
2021 Results in Comparison
Learning Objective 1: 3.45 (mean); 2.5-4.0 (range)
Learning Objective 2: 3.3 (mean); 2.0-4.0 (range)
Learning Objective 3: 3.5 (mean); 3.0-4.0 (range)
While reviewing these scores, Dr. Rivera-Mueller noted that the expectations and assignments in ENGL 4500
do not reflect our objectives as thoroughly as expectations and assignments from ENGL 4520.
- Action: In the future, our summative assessment of senior portfolios will draw from ENGL 4520.
Part Two: Senior Exit Surveys
Each spring, a Qualtrics survey is administered to graduating seniors in English Teaching. The program includes several professional courses that lead to a degree; licensure is awarded through TEAL in the College of Education and Human Services. The Qualtrics survey queries students on how well they met the stated goals and objectives of the program. These include the following and where they are located within the curriculum:
- Objective 1: To understand reading and writing as socially constructed
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 2: To know about and be able to use a variety of instructional strategies to meet students' diverse needs.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 3: To be able to promote collaborative relationships among students and between students and teacher.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 4: To know about and be able to select age-appropriate course materials.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 5: Know about and be able to select age-appropriate literature, including adolescent literature.
- ENGL 3510
- Objective 6: To know about technological aids in the teaching of literature. (Digital Literacy).
- ENGL 3510, ENGL 4510
- Objective 7: To know about technological aids in the teaching of writing.
- ENGL 3500, ENGL 4500, ENGL 4520, ENGL 4540
- Objective 8: To be able to design and implement effective lesson plans and course curricula.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 9: To have classroom management
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 10: To understand and be able to use assessment strategies appropriate to the subject matter and the age and diversity of students.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
Results of Qualtrics Survey
In response to committee members’ concern that our students don’t always understand current program objectives, a subcommittee (Rivera-Mueller, Manuel-Dupont, Piotrowski) reviewed and revised these objectives. Additionally, a common “Reflections” assignment was developed to be used in all English Teaching courses.
- We revised the Senior Exit Survey to be used as a shorter “Reflections” survey across all the professional suite of English Teaching courses. The pilot survey was completed in-class and followed by a group discussion related to our objectives. Committee members agreed that this in-class approach to assessment was beneficial. We plan to use it again this year as a formative assessment of our emphases, with the summative assessment being the evaluation of senior portfolios.
Part Three: PPAT Scores
- Spring 2022 (mean = 40.19); Fall 2022 (mean 36.70). In Fall 2023, the Utah State Board of Education will require that students score a 36 or higher on the PPAT in order to earn professional licensure. Members of the English Teaching Committee are making appropriate adjustments to their curriculum and instruction to best prepare students for this high-stakes assessment. Manuel-Dupont suggested using case studies in ENGL 4520 to prepare students for the PPAT and to help them recognize the breadth of skill levels of their future students.
- Action: Pilot a new textbook from NCTE that includes case studies and review the following website for application in ENGL 4520: https://www.justiceinschools.org/case-overview
- Students need additional expertise in data collection and analysis. A foundation for these skills is laid in ENGL 3470, but the committee feels they should be buttressed in other courses in preparation for the PPAT. Committee members discussed the possibly generating data for students to practice data analysis and curricular/instructional decision making.
- Action: Committee members will find or create examples of sample data and share with the committee for further review and possible use in English Teaching courses, with particular emphasis on ENGL 4520.
2020-21 Outcomes Data
Part One: Senior Portfolios (Spring 2021)
A subcommittee composed of Amy Piotrowski and Joyce Kinkead reviewed ten senior student projects, completed during one of the senior classes (4500, 4510, 4520); in this case, they came from ENGL 4500, taught by Professor Rivera-Mueller, and ENGL 4510 taught by Professor Gunsberg. Examiners were not teachers of the course. All of the students were classified as seniors with an English Teaching emphasis in the major. Overall, students are meeting the three objectives in an acceptable to exceptional range with higher averages than our 2020 assessment. We not quite ready to indicate a causal relationship, but we believe the addition of an introductory clinical experience ENGL 3500/SCED 3300 may be having a beneficial effect on our students’ preparedness.
Our students continue to score weakest on this objective: “Weigh alternative systems of thought or approaches.” In terms of assessing the assessment, we wonder if that objective should be revisited by the department?
We particularly commend our faculty members who taught these courses during a difficult period of working while the pandemic affected course delivery. We also commend our advisor, Susan Parkinson.
|
Rate each student work as unacceptable, marginal, acceptable, or exceptional, using numbers 0-4. Numbers such as 2.5 or 3.5 are acceptable.* |
Reach compelling conclusions through the development of professional documents |
Weigh alternative systems of thought or approaches |
Communicate ideas effectively in writing |
Notes |
|
Student 1 |
3.5 |
3.5 |
3.5 |
|
|
Student 2 |
4 |
3.5 |
4 |
|
|
Student 3 |
4 |
3.5 |
4 |
|
|
Student 4 |
3 |
3 |
3.25 |
|
|
Student 5 |
3.5 |
3.25 |
3.5 |
|
|
Student 6 |
3.5 |
3.75 |
3.5 |
|
|
Student 7 |
3.75 |
3.75 |
3.5 |
|
|
Student 8 |
3 |
3.5 |
3.75 |
|
|
Student 9 |
2.75 |
2.5 |
2.5 |
|
|
Student 10 |
3.5 |
3 |
3.5 |
|
|
Averages |
3.45 |
3.3 |
3.5 |
|
We used the following formula to determine an average:
Exceptional = 4
Acceptable = 3
Marginal = 2
Unacceptable = 1
2021 Results
Learning Objective 1: 3.45 (mean); 2.5-4.0 (range)
Learning Objective 2: 3.3 (mean); 2.0-4.0 (range)
Learning Objective 3: 3.5 (mean); 3.0-4.0 (range)
2020 Results in Comparison:
- Learning Objective 1: 3.3 (mean); 2.4-4.0 (range)
- Learning Objective 2: 3.16 (mean); 2.0-4.0 (range)
- Learning Objective 3: 3.24 (mean); 2.5-4.0 (range)
Part Two: Senior Exit Surveys
Each spring, a Qualtrics survey is administered to graduating seniors in English Teaching. The program includes several professional courses that lead to a degree; licensure is awarded through TEAL in the College of Education and Human Services. The Qualtrics survey queries students on how well they met the stated goals and objectives of the program. These include the following and where they are located within the curriculum:
- Objective 1: To understand reading and writing as socially constructed
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 2: To know about and be able to use a variety of instructional strategies to meet students' diverse needs.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 3: To be able to promote collaborative relationships among students and between students and teacher.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 4: To know about and be able to select age-appropriate course materials.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 5: Know about and be able to select age-appropriate literature, including adolescent literature.
- ENGL 3510
- Objective 6: To know about technological aids in the teaching of literature. (Digital Literacy).
- ENGL 3510, ENGL 4510
- Objective 7: To know about technological aids in the teaching of writing.
- ENGL 3500, ENGL 4500, ENGL 4520, ENGL 4540
- Objective 8: To be able to design and implement effective lesson plans and course curricula.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 9: To have classroom management
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
- Objective 10: To understand and be able to use assessment strategies appropriate to the subject matter and the age and diversity of students.
- ENGL 3500, ENGL 3510, ENGL 4500, ENGL 4510, ENGL 4520, ENGL 4540
Results of Qualtrics Survey
- Our students don’t always understand current program objectives, and as a result, we have formed a subcommittee (Rivera-Mueller, Manuel-Dupont, Piotrowski) to review and revise.
- Action: Once the objectives are revised, then develop a common “Reflections” assignment that will be used in all English Teaching courses to develop familiarity with them.
- Update 9.28.21: Our Curriculum Committee approved a set of revised objectives that are more concise. Additionally, we have revised the Senior Exit Survey to be used as a shorter “Reflections” survey across all the professional suite of English Teaching courses. The survey will be completed in class and followed by a group discussion. We see this as modeling important teaching and learning behavior in addition to collecting anonymous feedback on the program.
- A student suggested that being able to revise a lesson plan “on the fly” is an important skill.
- Action: Gunsberg and Manuel-Dupont are developing an assignment for “when the unexpected happens” in the classroom. Ben is collecting instances from ENGL 3500, the first clinical experience, during Fall 2021.
We have mapped these objectives as well as our PPAT (replacing Praxis exams) onto our curriculum in the following matrices.
Objectives Mapped by Course for English Teaching Program
3500 |
3510 |
4500 |
4510 |
4520 |
4540 |
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To understand reading and writing as socially constructed practices. |
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To know about and be able to use a variety of instructional strategies to meet students' diverse needs. |
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To be able to design and implement effective lesson plans and course curricula. |
To be able to design and implement effective lesson plans and course curricula. |
To be able to design and implement effective lesson plans and course curricula. |
To be able to design and implement effective lesson plans and course curricula. |
To be able to design and implement effective lesson plans and course curricula. |
To be able to design and implement effective lesson plans and course curricula. |
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PPAT Tasks |
3500 |
3510 |
4500 |
4510 |
4520 |
4540 |
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Task 1: Knowledge of Students and the Learning Environment |
Task 1: Knowledge of Students and the Learning Environment |
Task 1: Knowledge of Students and the Learning Environment |
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Task 2: Assessment and Data Collection to Measure and Inform Student Learning |
Task 2: Assessment and Data Collection to Measure and Inform Student Learning |
Task 2: Assessment and Data Collection to Measure and Inform Student Learning |
Task 2: Assessment and Data Collection to Measure and Inform Student Learning |
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Task 3: Designing Instruction for Student Learning |
Task 3: Designing Instruction for Student Learning |
Task 3: Designing Instruction for Student Learning |
Task 3: Designing Instruction for Student Learning |
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Task 4: Implementing and Analyzing Instruction to Promote Student Learning |
Task 4: Implementing and Analyzing Instruction to Promote Student Learning |
Task 4: Implementing and Analyzing Instruction to Promote Student Learning |
Task 4: Implementing and Analyzing Instruction to Promote Student Learning |
2019-20 Outcomes Data
A subcommittee composed of Sonia Manuel-Dupont and Joyce Kinkead reviewed ten senior student projects, completed during one of the senior classes (4500, 4510, 4520); in this case, they came from ENGL 4510 taught by Professors Gunsberg and Piotrowski. Examiners were not teachers of the course. All of the students were classified as seniors with an English Teaching emphasis in the major. Overall, students are meeting the three objectives in a satisfactory way with eight solidly in satisfactory/acceptable range. We had two outliers, one exceptional, and one marginal.
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 1 | 8 | 1 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 1 | 8 | 1 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 1 | 8 | 1 |
We used the following formula to determine an average.:
Exceptional = 4
Acceptable = 3
Marginal = 2
Unacceptable = 1
Results:
- Learning Objective 1: 3.3 (mean); 2.4-4.0 (range)
- Learning Objective 2: 3.16 (mean); 2.0-4.0 (range)
- Learning Objective 3: 3.24 (mean); 2.5-4.0 (range)
2018-19 Outcomes Data
A subcommittee composed of Amy Piotrowski and Joyce Kinkead met on October 31, 2019 to complete this part (Part I) of the department’s assessment procedure. Examiners were not teachers of the course. We examined 10 student papers/projects, which had been completed as part of the students’ work in English 4500, Teaching Writing. We consider English 4500 and English 4510 our “senior” classes. All of the students were classified as seniors with an English Teaching emphasis in the major.
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 10 | 0 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 10 | 0 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 0 | 10 | 0 |
We used the following formula to determine an average.:
Exceptional = 4
Acceptable = 3
Marginal = 2
Unacceptable = 1
Learning Objective 1: 3.3
Learning Objective 2: 3.1
Learning Objective 3: 3.3
2017-18 Outcomes Data
A subcommittee composed of Steve Shively and Sonia Manuel-Dupont met on October 29, 2018 to complete this part (Part I) of the department’s assessment procedure. Examiners were not teachers of the course. We examined 10 student papers/projects, which had been completed as part of the students’ work in English 4500, Teaching Writing. We consider English 4500 and English 4510 our “senior” classes. All of the students were classified as seniors with an English Teaching emphasis in the major or an English Teaching minor.
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 6 | 4 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 3 | 7 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 0 | 3 | 7 |
We used the following formula to determine an average.:
Exceptional = 4
Acceptable = 3
Marginal = 2
Unacceptable = 1
Learning Objective 1: 3.3
Learning Objective 2: 3.1
Learning Objective 3: 3.3
2016-17 Outcomes Data
On 15 September 2017, Ben Gunsberg and Steve Shively of the English Teaching Assessment committee met to evaluate the work of ten graduating English Teaching students. The essays are from Spring of 2017 from English Teaching Capstone courses. Individual readers evaluated each essay in light of three learning objects.
PART 1 of 2: DIRECT MEASURES (Rubric of Student Work)
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 2 | 8 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 6 | 4 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 0 | 3 | 7 |
PART 2 of 2: INDIRECT MEASURES
Student Responses Collected in
- Interviews (English Education Student Advisory Group);
- Writing assignments (8 clinical students were asked about most “impactful practices”), and a
- Qualtrics Senior Exit Survey (23 of 54 students responded; 10 took all classes in traditional delivery; 10 took a mix of traditional and technology enhanced; 3 took all classes in technology-enhanced environment.)
- Students continue to fret about their ability to teach grammar.
- Students are concerned about the Praxis examination for teacher licensure.
- Students are divided on whether or not faculty should use a standardized template for lesson plans.
- Students want teaching experience early and often.
2015-16 Outcomes Data
On 3 November 2016, Joyce Kinkead, Sonia Manuel-Dupont, and Jessica Rivera-Mueller of the English Teaching Assessment committee met to evaluate the work of ten graduating English Teaching students. The essays are from Spring of 2016. Individual readers evaluated each essay in light of three learning objects.
PART 1 of 2: DIRECT MEASURES (Rubric of Student Work)
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 5 | 5 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 7 | 3 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 0 | 6 | 4 |
PART 2 of 2: INDIRECT MEASURES (Student Interviews)
- Student Responses Collected in Interviews and a Qualtrics Senior Exit Survey
- We feel that there is a good balance of theory and practice.
- Professors should be more explicit about how they are modeling classroom management.
- We need more honest feedback from peers about our classroom presentations.
- Teaching extended lessons (more than 20 minutes but over several days) is helpful.
- Having clinical experience attached to English classes rather than SCED courses would be helpful.
- Encourage English Teaching majors to take jobs as tutors, Writing Fellows, or Undergraduate Teaching Fellows for the experience.
- We feel comfortable in evaluating reading and writing but not as much experience in evaluating listening and speaking.
- We need more instruction in being a “teacher performer,” having a presence in front of the classroom.
- We think we are well prepared to teach English, but we may have difficulty with students who are below level or who are English language learners.
- Students appreciated the technical writing course (English 3400) that helped them practical applications in writing: web design; blogs; Weebly; digital projects, proposals.
- They appreciated having resume and letter of application integrated in English 4500.
- They’d like more interaction with in-service teachers (e.g., students interested in technical items like renewing license, laws).
- They recommend a student chapter of NCTE.
- Please clarify the benefits of Honors to English Teaching.
- We like that English Commons features regular announcements as we pay more attention to Canvas than to email.
- The new Appointment Manager for advising is terrific.
- Student Responses Collected on Surveys about Integration of Information Technology in English Education classes.
Background information: in 2014, information technology objectives were integrated into the professional suite of English Education courses, ensuring that specific objectives were addressed in particular courses. To measure the effectiveness of that approach, students enrolled in the courses responded to an end-of-term survey about the degree of competence they felt with each objective.
Information Technology Integration Matrix - English Teaching Program
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Required English Education Courses |
3510: Teaching Young Adult Literature |
3520: Multicultural American Literature |
4520: Teaching Literacy in Diverse Settings |
4500: Teaching Writing |
4510: Teaching Literature
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| Digital Humanities | X | X | |||
| Google Drive (including Forms) | X | X | X | X | |
| Educational videos: film and edit | X | X | X | ||
| Google Earth | X | X | |||
| YouTube: (must be able to download a Youtube video) | X | X | X | X | |
| Blogs and Wikis | X | X | |||
| Technology in the Classroom: Smart Boards (interactive white boards); e-tablets | X | X | |||
| Prezi | X | X | X | ||
| UEN, TeacherLink, Pioneer (for finding lesson plans) | X | X | |||
| Copyright (modules developed by the Library Staff) | X | X | X | X | |
| Web page development | X | ||||
| Video Conferencing (e.g., Skype, Google Hangout, Facetime) |
X |
Which of the following best describes the impact of this class on your competency in using Google Docs?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 21% |
| I made some gains in this skill because of this class. | 37% |
| I made no gains in this skill because of this class. | 21% |
| Not applicable: I already had mastered these resources | 21% |
| Grand Total | 100% |
Which of the following best describes the impact of this class on your competency in using Google Docs?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 21% |
| I made some gains in this skill because of this class. | 37% |
| I made no gains in this skill because of this class. | 21% |
| Not applicable: I already had mastered these resources | 21% |
| Grand Total | 100% |
| Courses: ENGL 3510, 3520, 4500 |
Which of the following best describes the impact of this class on your competency with film-making tools?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 20% |
| I made some gains in this skill because of this class. | 51% |
| I made no gains in this skill because of this class. | 28% |
| Grand Total | 100% |
| Courses: ENGL 3510, 4500, 4510 |
Which of the following best describes the impact of this class on your competency with YouTube?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 13% |
| I made some gains in this skill because of this class. | 58% |
| I made no gains in this skill because of this class. | 28% |
| Grand Total | 100% |
| Courses: ENGL 3510, 4500, 4510 |
Which of the following best describes the impact of this class on your competency in creating Prezi presentations?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 50% |
| I made some gains in this skill because of this class. | 38% |
| I made no gains in this skill because of this class. | 13% |
| Grand Total | 100% |
| Courses: ENGL 3510, 3520 |
Which of the following best describes the impact of this class on your competency with UEN, TeacherLink, and Pioneer Online Library resources?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 21% |
| I made some gains in this skill because of this class. | 34% |
| I made no gains in this skill because of this class. | 45% |
| Grand Total | 100% |
| Course: ENGL 4500 |
Please assess how this class helped you learn to create web pages:
|
Responses |
Total |
| I made great gains in this skill because of this class. | 26% |
| I made some gains in this skill because of this class. | 21% |
| I made no gains in this skill because of this class. | 53% |
| Grand Total | 100% |
| Course: ENGL 4510 |
Which of the following best describes your skill and experience with skill in video conferencing resources?
|
Responses |
Total |
| I made great gains in this skill because of this class. | 4% |
| I made some gains in this skill because of this class. | 30% |
| I made no gains in this skill because of this class. | 66% |
| Grand Total | 100% |
| Course: ENGL 4500 |
Which of the following best describes the impact of this class on your understanding of copyright laws for teachers?
|
Responses |
Total |
| I feel confident about copyright law and the ethical use of materials. | 37% |
| I have learned some copyright law information, but I do not yet feel confident. | 57% |
| I do not know about copyright laws for teachers. | 6% |
| Grand Total | 100% |
| Course: ENGL 3510, 4510, 4520 |
2014-15 Outcomes Data
PART 1 of 2: DIRECT MEASURES (Rubric of Student Work)
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 2 | 7 | 3 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 2 | 4 | 6 |
| Learning Objective 3: Communicate ideas effectively through writing |
0 | 0 | 4 | 8 |
PART 2 of 2: INDIRECT MEASURES (Student Interviews)
| Survey Question |
Response |
Percent |
| 1. Objective 1: To understand reading and writing as socially constructed practices. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
12 16 3 2 1 |
35% 47% 9% 6% 3% |
| Total | 34 |
100% |
| 2. Objective 2: To know about and be able to use a variety of instructional strategies to meet students' diverse needs. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagee |
12 17 4 0 1 |
|
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Total |
34 |
100% |
|
3. Objective 3: To be able to promote collaborative relationships among students and between students and teacher. |
13 17 3 0 1 |
38% 50% 9% 0% 3% |
| Total | 34 | 100% |
| 4. Objective 4: To know about and be able to select age-appropriate course materials. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
12 13 6 2 1 |
35% 38% 18% 6% 3% |
| Total | 34 | 100% |
| 5. Objective 5: Know about and be able to select age-appropriate literature, including adolescent literature. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
11 17 3 2 1 |
32% 50% 9% 6% 3% |
| Total | 34 | 100% |
| 6. Objective 6: To know about and be able to use technological aids in the teaching of literature (Digital Literacy). With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
11 19 2 1 1 |
32% 56% 6% 3% 3% |
| Total | 34 | 100% |
| 7. Objective 7: To know about and be able to use technological aids in the teaching of writing (Digital Literacy). With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
9 18 5 1 1 |
26% 53% 15% 3% 3% |
| Total | 34 | 100% |
| 8. Objective 8: To be able to design and implement effective lesson plans and course curricula. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
11 15 5 1 2 |
32% 44% 15% 3% 6% |
| Total | 34 | 100% |
| 9. Objective 9: To have classroom management skills. With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
7 12 4 9 2 |
21% 35% 12% 26% 6% |
| Total | 34 | 100% |
| 10. Objective 10: To understand and be able to use assessment strategies appropriate to the subject matter and the age and diversity of students With respect to this objective my classes were effective: 1 Strongly agree 2 Agree 3 Neutral 4 Disagree 5 Strongly disagree |
9 16 4 3 2 |
|
| Total | 34 | 100% |
| 11. Classroom Instruction Delivery 1. I took all of my classes in English in traditional classroom environment. |
17 4 13 |
50% 12% 38% |
| Total | 34 | 100% |
| 12. Tell us about your major and/or minor
1. I am an English Teaching major and have a teaching minor in another area. |
29 5 0 |
85% 15% 0% |
| Total |
34 | 100% |
| 13. What are your post-graduation plans? A teaching job? Graduate school? Professional school? Time off? | teaching or subbing/ teaching job/teaching job/ hopefully a teaching job and graduate school/ teaching job at AFJH/ Teaching and grad school/ teaching job/ I am pursuing a teaching position or a position with a language program/ teaching job/ teaching job/ A teaching job/ Either getting a job or taking some time off/ teaching job or time off until I can secure a Teaching Position/ Teaching job/ teaching job/ Either getting a job or taking some time off./ Teaching job or time off until I can secure a teaching position/ teaching position/teaching job / teaching job/ Time off with kids while my wife does graduate school./ I will either get a teaching job or take some time off./ Most likely teaching job, maybe grad school/ A teaching job and then eventually graduate school/A teaching job/ Middle School Teacher/ Real Estate and Teaching School/ After student teaching, I am hoping for a teaching job./ Some time off and then a teaching job/ Teaching at the secondary level and eventually going back to school so I can teach at the collegiate level./ Teaching job/ Teaching job/ Teaching job |
|
| Total | 32 | |
| 14. What didn't we ask you that you'd like to tell us about how the English Teaching Program can be improved? | I felt that these classes contained a lot of the same information. They should be more diverse and teach different things. We need to get out into the classrooms earlier to see if this is something that we actually want to do. It's a waste of time and money to wait until our last three to start observing and being in the classrooms. It's so so long. I think some of the English requirements could be eliminated. It feels like I had to take every single class offered by the English Department. I thought the Teching Literature Class taught by Dr. Gunsberg was really great. He talked a lot about assessment and writing as part of the literature unit. I feel completely unprepared to teach grammar. I'm so nervous to be hired and not be able to teach the fundamentals of grammar. Also, I feel like we need more experience actually teaching. I think I taught once in each class for 15-30 minutes a semester. I didn't feel prepared for clinicals with it. I like how were introduced to english teaching in the class Young Adult Literature. In many of my english major classes. We don't talk about teaching as much as simply analyzing the literature but by assembling the skills you can holpefully be able to teach the material. I enjoy whenever a class is geared towards teaching english skills like this class was. Application is key. We discuss a lot of ideas, but I would like to see more of it applied, and applied beyond teaching our peers. It would be great to collaborate with a local school, but we even just viewing examples through videos or something would be helpful. I feel like I have an abstract view of what is expected for teachers, but I'd really like a more concrete notion of what being a teacher really requires. I like that. I really would like to see more of an effort to have students instruct in front of the class. The times we did were very valuable as I was trying to see if I wanted to do teaching as a career. Too often we were focused more on course content rather than being up in front of the class teaching, which is just important as course content. I can't stress that enough!! I wanted way more time in front of the class teaching. Perhaps talk a bit more about classroom management. Incorporate just a bit about it, and take a small amount of time to talk about how to handle different situations. I feel like it is classroom management more than anything that probably both worries us as future teachers and gets some to quit in the first few years. We get a class on this in the Education department, but hearing a little on other teachers' takes on it would be nice. Cut some of the education classes, a lot of the courses could be combined. Work on improving teaching methods with respect to distance Ed students. Those students pay tuition and want to learn just like on campus students. Curriculum and class time should accommodate both not cater to only on campus students. No one should feel left out. |
|
| Total | 13 |
Notes
English Education/Teaching Program Student Advisory Group Meeting
Julia Carroll, Kameron Going, Danielle Gomm, Justin Vance, Ashley Waddoups
30 November 2015
- Are you finding overlap between English and Secondary Education courses?
- SecEd Methods seemed naïve about English methods courses and development of plans. SCED 3600 and 3210 also overlap.
- Classroom Management:
- SecEd 3110 gets into topics such as expletives to your face. Some noted that we “do a lot of classroom management tactics in English”; it’s more integrated in English as it’s taught in context.
- Consider role playing for classroom management.
- Professors should be more explicit about what they are doing is classroom management, and they are demonstrating. (Example: one professor indicated when a late student arrived in class that she recommended a designated row for tardy students who wouldn’t then disrupt others. It was a quick nuts and bolts tip.)
- Are you finding aspects of pedagogical instruction (how to teach) that are redundant or you are not getting sufficient practice in?
- Opportunities to teach: We need more class feedback and more honest feedback. Please offer critique.
- Teaching extended lessons are helpful. For example, in English 4500 our small group taught for a week. Extended lessons like this are helpful.
- 20 minutes of teaching is not enough; more teaching experience is needed. Appreciated the comprehensive unit plans in Teaching Literature and Teaching Literacy in Diverse Classrooms. Appreciated teaching an entire week in Teaching Writing.
- Consider teaching a “group” of students for a longer period of time. So, not teaching the entire class but rolling out a longer lesson for a few students so it doesn’t take up so much class time.
- Clinical experience attached to English course would be useful in getting teaching experience if the experience required various teaching opportunities.
- Tutoring writing is excellent prep: Writing Fellows; Writing Center.
- Clinical experiences should be attached to English classes rather than SecEd courses. Lesson plans in the SecEd course don’t always fit the clinical experience.
- English methods courses emphasize being flexible and versatile. Not the same with SecEd—more rigid.
- Clinicals: Communication Studies teaching minor reported in weekly seminar with Dr. Brad Hall. Some reading. 30 hours per major/minor; Office of Field Experience assigns teacher. Don’t forget the minors.
- Which course should have the paired experience?
- Pairing with 4220 also opens up possibilities with after-school clubs, classrooms. Would prefer a variety of class experiences. (One student observed 20 different teachers.)
- Proposal on Clinical Experience Coming – based on student suggestions.
- Do you feel that you are getting a good balance of theory and practice? (Can you identify theorists in the field who influence your teaching philosophy?)
- Good balance. Yes.
- Like theory: enjoyed reading the teaching books. Faculty choose really good books.
- Do you like the new online scheduling system for advising—Appointment Manager?
- Love it. So much better. Takes the hassle out of it. Definitely streamlined communication. Delighted.
- Do they feel comfortable in evaluating all areas of language arts: listening, speaking, writing, reading?
- Feel comfortable in reading and writing. Not as much experience in listening and speaking. Could use more instruction in how to assess.
- What should you expect at various levels in terms of students’ writing abilities? [Writing Fellows/UTFs are surprised at low level of college students’ writing skills.]
- *Note to Joyce: share NWP writing samples from various levels.
- Action: add more explicit work in listening and speaking to our classes.
- Are can we help students become better teacher performers? (Oral interpretation).
- Consider stance such as shoulders back.
- Intonation, timbre, and pitch.
- On the spot speeches (pair topic with name of student for impromptu speech or discussion)
- Would like to have more critical feedback from peers.
- Videotaping: Panopto, Camtasia. (Pair to begin with feedback; then over to foursome.) Could even do that with voice recording.
- Encourage more engagement in authentic experience such as Poe in the Dark—even go through the rehearsal process.
- Teachers should have public speaking/acting course. They highly recommend Public Speaking (Gen Ed); interpersonal communication could help with difficult students.
- Consider TedX talks for advice on speaking: http://www.inc.com/ss/jeff-haden/20-public-speaking-tips-best-ted-talks.
- We think "how to teach film" is a gap; our students tend to think of film as time filler. Is this a teaching approach we should emphasize more?
- Appreciated the film class with Dr. McCuskey. Learned how to critique films and understand the techniques behind films.
- In their experience, film was a “day off” for the teacher.
- Incorporate film into the Teaching Literature class. What are the parallels between teaching a literary text and a film (e.g., making predictions)?
- Summary is easy for students, but analysis is more difficult. Film analysis could be helpful.
- Reactions to the Qualtrics Survey on assessing the program?
- Would have liked the ability to qualify choice. Add comments to each question.
- Not applicable option.
- What haven’t we asked you?
- Sonia discussed new capstone.
- The portfolio is seen as arbitrary; this Teacher Work Sample could be more effective.
- English teaching classes are more applicable. Diversify the approaches to teaching to ensure there are creative approaches.
- (Danielle) Took the literacy class through SecEd (Amy Wilson) was really good. She applied the practices. Her model lessons were really helpful.
2013-14 Outcomes Data
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 1 | 7 | 4 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 1 | 7 | 4 |
| Learning Objective 3: Communicate ideas effectively through writing | 0 | 1 | 7 | 4 |
2012-13 Outcomes Data
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 6 | 6 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 4 | 8 |
| Learning Objective 3: Communicate ideas effectively through writing | 0 | 0 | 6 | 6 |
2011-12 Outcomes Data
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 10 | 0 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 0 | 10 | 0 |
| Learning Objective 3: Communicate ideas effectively through writing | 0 | 0 | 10 | 0 |
2010-11 Outcomes Data
Common Learning Objectives in English Education |
Unacceptable:Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete |
Marginal:Evidence that the student has mastered this objective is provided, but it is weak or incomplete |
Acceptable:Evidence shows that the student has generally attained the objective |
Exceptional:Evidence demonstrates that the student has mastered this objective at a high level |
| Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts | 0 | 0 | 7 | 3 |
| Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications | 0 | 2 | 8 | 0 |
| Learning Objective 3: Communicate ideas effectively through writing | 0 | 0 | 7 | 3 |