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Academic Assessment Program

Curriculum & Instruction

University of Central Arkansas

Mission Statement

The mission of the Department of Childhood and Special Education is to prepare teachers to successfully meet the challenges of becoming a reflective educator who models the principles of lifelong learning and demonstrates the ability to meet the educational, social, and emotional needs of diverse learners.

Goals

The Department of Childhood and Special Education will

• provide diversified faculty and course offerings for the study of childhood and special education.
• provide a program in elementary and special education that will (a) prepare students to implement developmentally appropriate educational practices in the public schools, (b) provide specialized training for teachers of exceptional children, and (c) prepare those who wish to pursue advanced study in graduate or professional schools.
• collaborate with the public schools and other educators to develop and maintain for students a program of field and clinical experiences adequate to support their development as teachers.
• graduate students who are involved in scholarly activities such as research, reflective and creative thinking, and implementation of best practices in education to better meet the needs of the larger community.
• foster within the central Arkansas community an acceptance of individuals, thus enhancing transdisciplinary opportunities for education and communication.

1a. At least 95% of the students completing the baccalaureate program in Childhood Education will score at or above the 60th percentile on the National Teacher Examination.

1b. At least 95% of the students completing the baccalaureate program in Childhood Education will maintain a grade point average of 2.5 or higher (in major and cumulative) throughout the program.

2a. At least 95% of the students completing the baccalaureate program in Childhood Education will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluations, audio-visual representations, projects and other documentation of completed research, reflective and creative thinking, and best practices in childhood education. A mean score of 2.5 or higher on a four-point rubric (or similar minimum score) will be attained for the portfolio.

2b. At least 95% of the students completing the baccalaureate program in Childhood Education will maintain a grade-point average of 2.5 or higher (in major and cumulative) throughout the program.

3a. At least 80% of the students completing the baccalaureate program in Childhood Education will respond positively on UCA Follow-Up Survey of Program Graduates in Childhood and Special Education administered by the Center for Academic Excellence by indicating that they rate their training at UCA as 7 or higher on a scale of 1 to 10, with 10 being most positive.

3b. At least 95% of the students completing the baccalaureate program in Childhood Education will maintain a grade point average of 2.7 or higher (in major or cumulative) if they wish to pursue advanced study in graduate or professional school.

4a. At least 95% of the students completing the baccalaureate program in Childhood Education will have on file in the Office of Professional Field Services documentation of the number of successfully completed hours in rural, urban, and/or suburban field and directed teaching experiences with required minimum grade.

4b. At least 95% of the students completing the baccalaureate program in Childhood Education will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluation, audio-visual representations, projects and other documentation of completed research, reflective and creative thinking, and best practices in childhood education. A mean score of 2.5 on a four-point scoring rubric (or similar minimum score) will be attained for the portfolio.

Prerequisites

GPA of 3.0 or above. Senior standing. Permission of instructor.

Catalog Description

Reading and a research problem in education selected by the student under the direction of the instructor.

Purpose

The course centers upon the ability of the student to research a problem in early childhood or elementary education thoroughly and report the research in thesis format to the assigned instructor

Objectives

Under the direction of the assigned instructor, the student will be able to:

1. Research a significant problem in education
2. Report the problem in thesis format

Goal

The goal of the course is to assist the student in developing research skills in applying knowledge base essentials that will enhance the concept of life-long learning in the classroom.

Evaluation of Student Performance

The senior faculty member who has directed the honors project will evaluate the honors student's paper, using the departmentally approved "Rubric for Childhood Education 4321 Honors Paper in Childhood Education."

1a. At least 95% of the students completing the baccalaureate program in Special Education will score at or above the 60th percentile on the National Teacher Examination.

1b. At least 95% of the students completing the baccalaureate program in Special Education will maintain a grade point average of 2.5 or higher (in major and cumulative) throughout the program.

2a. At least 95% of the students completing the baccalaureate program in Special Education will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluations, audio-visual representations, projects and other documentation of completed research, reflective and creative thinking, and best practices in special education. A mean score of 2.5 or higher on a four-point rubric (or similar minimum score) will be attained for the portfolio.

2b. At least 95% of the students completing the baccalaureate program in Special Education will maintain a grade-point average of 2.5 or higher (in major and cumulative) throughout the program.

3a. At least 80% of graduates will respond positively on UCA Follow-Up Survey of Program Graduates in Childhood and Special Education administered by the Center for Academic Excellence by indicating that they rate their training at UCA as 7 or higher on a scale of 1 to 10, with 10 being most positive.

3b. At least 95% of the students completing the baccalaureate program in Special Education will maintain a grade point average of 2.7 or higher (in major or cumulative) if they wish to pursue advanced study in graduate or professional school.

4a. At least 95% of the students completing the baccalaureate program in Special Education will have on file in the Office of Professional Field Services documentation of the number of successfully completed hours in rural, urban, and/or suburban field and directed teaching experiences with required minimum grade.

4b. At least 95% of the students completing the baccalaureate program in Special Education will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluation, audio-visual representations, projects and other documentation of completed research, reflective and creative thinking, and best practices in special education. A mean score of 2.5 on a four-point scoring rubric (or similar minimum score) will be attained for the portfolio.

1a. At least 95% of the students completing the graduate program in Early Childhood will score at or above 500 on the National Teacher Examination.

1b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

2a. At least 95% of the students completing the graduate program in Early Childhood will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluation, audio-visual representations, and other documentation of completed research, reflective and creative thinking, and developmentally appropriate practices in education. A mean score of 3.0 on a four-point scoring rubric will be attained for the portfolio.

2b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

7a. At least 95% of the students completing the graduate program in Early Childhood will score at or above 500 on the National Teacher Examination.

7b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

1a. At least 95% of the students completing the graduate program in Early Childhood will score at or above 500 on the specialty area of the National Teacher Examination.

1b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

2a. At least 95% of the students completing the graduate program in Early Childhood will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluation, audio-visual representations, and other documentation of completed research, reflective and creative thinking, and developmentally appropriate practices in education. A mean score of 3.0 on a four-point scoring rubric will be attained for the portfolio.

2b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

7a. At least 95% of the students completing the graduate program in Early Childhood will score at or above 500 on the National Teacher Examination.

7b. At least 95% of the students completing the graduate program in Early Childhood will maintain a grade point average of 3.5 or higher throughout the program.

1a. At least 95% of the students completing the graduate program in Gifted Education will meet state minimum requirements on National Teacher Exam Professional Knowledge areas and university requirement for Graduate Record Exam.

1b. At least 95% of the students completing the graduate program in Gifted Education will maintain a grade point average of 3.5 or higher throughout the program.

2a. At least 95% of the students completing the graduate program in Gifted Education will maintain a portfolio which includes (a) notes from class and (b) appropriate literature and research.

2b. At least 95% of the students completing the graduate program in Gifted Education will provide written responses and oral discussion of current and seminal research related to the nature and needs of gifted students.

4a. At least 95% of the students completing the graduate program in Gifted Education will maintain a portfolio which includes (a) notes from class, (b) appropriate literature and research, (c) program models, (d) a teaching unit complete with lesson plans and reflecting the Integrative Education Model, and (e) reflective journal.

4b. At least 95% of the students completing the graduate program in Gifted Education will achieve a mean score of 3.5 on a 4 point rubric designed for portfolio evaluation.

4c. At least 95% of the students completing the graduate program in Gifted Education will successfully complete practicum requirements as delineated in the practicum handbook.

5a. At least 95% of the students completing the graduate program in Gifted Education will maintain a portfolio which includes (a) notes from class, (b) appropriate literature and research, (c) program models, (d) a teaching unit complete with lesson plans and reflecting the Integrative Education Model, (e) reflective journal, and (f) evidences of practicum experiences reflecting best practices.

5b. At least 95% of the students completing the graduate program in Gifted Education will join and participate as a student in area and/or national gifted education organizations.

1a. At least 95% of the students completing the graduate program in Reading will score at or above 550 on the reading specialty area of the National Teacher Examination.

1b. At least 95% of the students completing the graduate program in Reading will maintain a grade point average of 3.5 or higher throughout the program.

2a. At least 95% of the students completing the graduate program in Reading will score at or above 550 on the Reading Specialty Area of the National Teacher Examination.

2b. At least 95% of the students completing the graduate program in Reading will maintain a grade point average of 3.5 or higher throughout the required core reading graduate courses.

3a. At least 95% of the students completing the graduate program in Reading will complete a portfolio which includes student-selected artifacts such as lesson plans, journal entries, essays, evaluation, audio-visual representations, and other documentation of completed research, reflective and creative thinking, and best practices in reading education. A mean score of 3.0 on a four-point scoring rubric will be attained for the portfolio.

3b. At least 95% of the students completing the graduate program in Reading will maintain a grade point average of 3.5 or higher throughout the program.

1a. At least 95% of the students completing the graduate program in Special Education will meet state minimum requirements on National Teacher Exam Professional Specialty Knowledge areas and university requirement for the Graduate Record Exam.

1b. At least 95% of the students completing the graduate program in Special Education will maintain a grade point of 3.5 or higher throughout the program.

2a. At least 95% of the students completing the graduate program in Special Education will maintain a portfolio which includes (a) notes from class and (b) appropriate literature and research. A mean score of 3.0 or higher on a four point rubric will be attained for the portfolio.

2b. At least 95% of the students completing the graduate program in Special Education will provide two responses to current and seminal research relative to the nature and needs of individuals with special needs and achieve a grade of 85% or higher.