Vol.5, No. 6     Published by Assessment Resource Office, ENMU     Date: 4-9-97

    This issue of the DATAWave provides a sampling of the initial assessment results for departments in the College of Education and Technology, the College of Fine Arts, and the College of Business. These are results from the 1995-96 Academic Outcomes Assessment Plans at Eastern.

Early Childhood Education

• All students successfully completed two unit plans.
• All students participated in interviews and explained how they exhibited mastery of all competencies.
• All graduates completed all licensing requirements.

Family And Consumer Sciences

• 100% of students completing the Senior Seminar demonstrated an understanding of content areas through portfolios.
• 87% of graduates in 1995 and 1996 are employed in positions related to their discipline.
• 85% of graduates demonstrated an understanding of critical thinking through a professional portfolio.
• The mean score for FCS students completing the Critical Thinking Scale of the Collegiate Assessment of Academic Proficiency was 62.33 while the national mean score was 62.7.
• All graduates completed group work assignments in core courses.
• At least 90% of graduates agreed with the statement, "Group work has helped in understanding and accepting differences in others."

Physical Education
    [not available at this time]

Psychology
    [not available at this time]

Technology

• Eight students completed a capstone course and exit examination. Fifty percent scored 80% or higher, twelve percent scored 75-79%, and thirty-eight percent scored 70-74%.
• Greater than ninety percent of students agreed or strongly agreed with the statement, "I am well prepared for my first position using my technology degree."
• Eight students completed the course and the senior project. Seventy-six percent scored 80% or higher, twelve percent scored 75-79%, and twelve percent scored 70-74% on the formal written technical report. (Greater than ninety percent of the presentations were found to be acceptable by ENMU faculty.)

Educational Administration, Graduate Program

• From the fall of 1995 through the summer of 1996, nine graduate students with degree emphases in educational administration successfully completed the comprehensive examinations.
• From the fall of 1995 through the spring of 1996, 14 students completed the two semester internship program. All of these students received an "excellent" evaluation from their supervising district administrator. This exceeded the assessment plan criteria of 80%.
• During the spring of 1996, the graduate office of the School of Education sent out a survey to regional school districts. The results of that survey indicated that 84% of the responding school administrators reported that Eastern's program has prepared beginning administrators effectively. This exceeded the assessment plan criteria by 4%.
• All interns agreed that their program of study has changed their perspective to that of a school administrator. The interns, through their journal entries, also demonstrated a school administrator's perspective of the educational process.

Elementary And Bilingual Education, Undergraduate Program

• The program has exceeded the established criteria for Outcomes/Objectives #1 (that 80% of graduates will demonstrate their ability to communicate orally and in writing at a level commensurate with their preparation).
• The program has exceeded the established criteria for Outcomes/Objectives #2 (that 80% of graduates will demonstrate a repertoire of teaching methods and assessment procedures appropriate to the level and needs of the students, and that 80% of graduates will be observed demonstrating a repertoire of teaching methods and assessment procedures appropriate to the level and needs of the students).
• The program has exceeded the established criteria for Outcomes/Objectives #3 (that 80% of graduates will demonstrate their ability to implement appropriate activities related to multiculturalism and diversity through their teaching, and that 80% of graduates will be observed implementing appropriate activities related to multiculturalism and diversity through their teaching).

Elementary Education, Graduate Program

• The program has met the standard for Outcomes/Objectives #1 (that 80% of graduates will prepare professional portfolios in which systematic thought about their practice is evident and the ability to, and valuing of, learn[ing] from experience is evident; 80% of graduates will demonstrate through their teaching systematic thought about their practice and that they have learned from their experiences; and 80% of graduates will demonstrate through the formal application of research the ability to think systematically and to learn from experience).
• More than 80% of graduates demonstrated research-based practices in the classroom.
• More than 80% of graduates demonstrated the ability to understand and apply educational research.
• Established criteria have been met for this standard (that graduates will demonstrate the ability to create, enrich, maintain, and alter instructional settings to meet the diverse needs of students through practice).
• More than 80% of graduates demonstrated an in-depth understanding of how knowledge in their subject is created, organized, linked to other disciplines, and applied to real world settings.

General Education Emphasis, Graduate Program
    100% of students completing the General Education emphasis during the 1995-1996 academic year wrote a comprehensive exam, and all passed.

Reading Education Emphasis, Graduate Program

• 100% of graduates passed the comprehensive exam last year.
• Survey of graduates conducted by graduate office indicated over 80% of graduates "strongly agree" with the statement of being well prepared.
• All graduates were able to write a well developed essay presenting their beliefs about best practices through the Comprehensive Exam and coursework exams.
• Most graduates submitted a journal article to NMJR or similar journal. Some were accepted for publication.

Secondary License Program
    During the past year, 65 students completed the SED license program. Of those students, only 19 reported their NTE scores to ENMU. Of this small, non-representative sample, 76% scored within or above the Average Performance Range (a scale reported by the Educational Testing Service) in General Knowledge. This percentage is 4 points below the stated criterion level. On Professional Knowledge, 52% scored within or above the Average Performance Range. This percentage is 28 points below the stated criterion level. With so few students reporting scores, conclusions would be speculative.

Special Education, Undergraduate
    Data was collected only on the students who completed the entire special education program at ENMU including student teaching.

• Of the 13 students, 11 (85%) found employment in the public schools; 1 (8%) went to graduate school; 1 (8%) is unknown.
• 100% of graduates developed and wrote an Individual Education Plan for a special education student.
• 100% of graduates employed classroom assessment techniques and developed a plan for systematic teaching of social behavior.
• 100% of graduates developed and implemented a comprehensive assessment and intervention plan for academic growth.
• 100% of graduates presented written and oral descriptions (outlines) of a program for students in special education, following guidelines adopted by department faculty.
• 100% of graduates worked effectively and appropriately with parents, community agency personnel, and team members.
• 100% obtained license.

Special Education, Graduate Program
    The results of the school administrator survey indicated that 86% or more of the administrators agreed or strongly agreed that graduates met the outcomes of the special education program. Eighty-six percent agreed that graduates of the Master's program read research critically; used research to become more effective in assessment, instructional strategies, and classroom management; and were aware of and used current teaching methods and materials effectively. Ninety-five percent of the administrators agreed that graduates were aware of and used technologies effectively.
    The alumni survey indicated that 86% of the graduates of the Master's program strongly agreed or agreed that they had the ability to read research critically, 75% agreed they had the ability to utilize research to become more effective in instructional strategies, and 86% agreed that graduate studies provided them with the skills to improve instructional strategies. The rate of successful completion of the exit requirement of a project, thesis, or comprehensive exam for graduate students in special education in the 1995-96 school year was 70%.

Art
    Based on DCD (Demonstration of Conceptual Development presentations) evaluation forms/videotapes/final papers/Lorraine Schula grants/and portfolios--80% of students graduated during Spring/Summer/Fall 1996 scored average or better in writing skills, presentation skills, self-evaluation skills, and ability to synthesize technical and art concepts into actual work.

Music, Undergraduate Program

• 95% of students attempting to pass the Sophomore Hurdle succeeded (departmental examination of music theory, music history, and aural skills and analysis).
• 95% of graduates have obtained a position in music or have been accepted into a graduate music program.
• All graduates have demonstrated competencies in at least one performance area.
• All performance majors presenting junior/senior recitals in 1995-96 successfully completed this requirement.
• All music education majors student teaching in 1995-96 successfully completed this requirement.

Music, Graduate Program
    Due to the number of program graduates, results are not reported here in order to ensure student confidentiality.

Theatre And Dance

• 100% of the 10 students who graduated in Theatre and Dance within the last 18 months successfully demonstrated academic familiarity with basic dramatic concepts at a level competitive for entry-level professional positions or advanced studies, academic familiarity with basic dramatic theories at a level competitive for entry-level professional positions or advanced studies, and academic familiarity with basic dramatic literary and research sources and methodologies at a level competitive for entry-level professional positions or advanced studies.
• 100% of the 10 students who graduated in Theatre and Dance within the last 18 months successfully demonstrated sufficient competencies in practical performance and/or design skills at a level competitive for entry-level professional positions or advanced studies, developed the ability to analyze and interpret dramatic material at a level competitive for entry-level professional positions or advanced studies, and demonstrated the ability to relate theory to theatrical literature and performance at a level competitive for entry-level professional positions or advanced studies.
• 100% of the 10 students who graduated in Theatre and Dance within the last 18 months successfully demonstrated their ability to fairly and openly approach a play, character, design, etc., without preconceived personal notions at a level considered sufficiently mature to be competitive with others completing similar programs at other institutions; developed an understanding of the relationship between theatrical principle, theory, history and psychological elements and the creation of dramatic work at a level considered sufficiently mature to be competitive with others completing similar programs at other institutions; and developed the ability to set clear goals and assess outcomes and a working understanding of theatre and dance as collaborative, evolutionary art forms at a level considered sufficiently mature to be competitive with others completing similar programs at other institutions.

College Of Business--Undergraduate Programs

• The mean score for the College of Business on the MFAT (Major Field Achievement Test) exceeded the national average for every semester, including summer, since 1992. In addition to a COB average, students by discipline are expected to meet standards in their area of expertise.
• Exit interviews conducted two to three weeks prior to graduation indicated the following percent of interviewees with a job or job offer: Fall 1995, 54.5%; Spring 1996, 69%; Fall 1996, 52.6%. The IT Department also tracks this informally, and their tracking shows that the job offer rate for IT graduates has exceeded 75% since the Spring 1994.
• Exit Survey and Exit Interview by Dean every semester yield the following percentage of students who are extremely satisfied, very satisfied, or satisfied with their career preparation: Fall 1995, 71%; Spring 1996, 87%; Fall 1996, 80%.
• A degree audit is conducted for all students who preregister for COB courses. Prerequisites are checked, and if prerequisites are not met, students receive written notification from the Dean. In Fall 1996, 72 students received letters of prerequisite deficiency, and corrective action was implemented. In Spring 1997, 52 students received letters, and a follow-up registration audit reveals that all of these students had either registered for the prerequisite, provided proof or completion, or received a faculty waiver.
• The IDEA evaluation system uses student teaching evaluations of faculty members to establish percentile rankings. The national standard is to accept a performance above the 30th percentile. Percentage of students rating COB faculty in the "Overall" acceptable range for semesters Fall 1994 to Spring 1996 was between 62% and 65%.
• Exit Survey and Exit Interview by Dean every semester yield the following percentage of students who are extremely satisfied, very satisfied, or satisfied with the level and manner of instruction: Fall 1995, 87%; Spring 1996, 88%; Fall 1996, 90%.

College Of Business--MBA Program

• Graduate Coordinator reviews all applicants for GMAT scores and undergraduate preparation. In 1995-96, of the 13 people fully accepted into the program, 1 already had completed a Master's degree, and the GMAT score was waived; 1 had an old score (523) and is repeating the test; 1 had a GMAT score of less than 450 and is also repeating the test. The need for leveling courses is determined prior to acceptance into the MBA program. The Graduate coordinator is the academic advisor to each MBA student and verifies completion of required leveling classes.
• 75% (6 of 8 students) passed the MBA Comprehensive Exam the first time.
• Average score on MFAT for group was 172.6; National Average (for seniors) was 155.8. The standard was met.
• 86% of graduates who responded to the survey sent out in 1995-96 reported that academic preparation was good or excellent (80% is Standard). Overall, it appears that the graduate program is meeting its goals in terms of quality of student.
• (1) Percentage of students rating Graduate faculty in the "Overall" acceptable range was 83%, compared to 75% for COB; (2) percentage of students rating Graduate faculty in the acceptable range for "Would Like Instructor Again" was 42%, compared to 62.5% for COB; (3) percentage of students rating Graduate faculty in the acceptable range for "Improved Attitude Toward Field" was 66%, compared to 62.5% for COB.
• Student evaluations of teaching, using the IDEA system, reveal that in Fall 95 through Summer 96: (1) 83% of the "Overall" category, compared to 70% for the national norm; (2) only 42% of the graduate faculty received satisfactory notes compared to the national norm of 70% for "Would Like Instructor Again"; (3) and 66% in the "Improved Attitude Toward Field" compared to the national norm of 70%.

Eastern New Mexico University is an affirmative action and equal opportunity employer. The University does not discriminate on the basis of race, color, national origin, sex, or handicap in its programs, activities, or employment. Persons seeking additional information about the University's nondiscrimination policy should contact the Executive Director for Planning & Analysis, ENMU Station #2, Portales, NM 88130.

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