Program Review-Pre-Teacher Preparation

AP Full Official:

Campus: National Campus/System-Wide

Completed by: Magdallena Hallers

AP Review Submission Date:

AR Review Cycle: Fall 2012-Spring 2014

1. Program Goals

   1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.
   2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.
   3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, science, and social sciences.

2. Program History

   In 1963 The Trust Territory of he Pacific Islands and the University of Hawaii created the Micronesian Teacher Education Center (MTEC) to provide in-service teacher training. MTEC began offering a pre-service associate of science degree program in teacher education in 1969. In 1970 MTEC became Community College of Micronesia (CCM). CCM added an in-service teacher education degree through the merging of the College’s extension program and the district teacher education centers in 1974. CCM was first accredited by the Western Association of Schools and Colleges in 1978. In 1982 the Third-year Certificate of Achievement programs in Elementary and Special Education were added. In 1992 the FSM established COM-FSM as a public corporation, and in 1993 CCM became COM-FSM. Also in 1993, the Certificate of Achievement in Preschool Teacher Education was added. In 1994 the Third-year Certificate of Achievement in Related Services Assistant was added, followed by the Third-year Certificate of Achievement program in Educational Leadership Academy in 1995. In 1996 the Associate of Science Degree program in Early Childhood Education was approved. In 1998 an agreement was signed with the University of Guam (UOG) to establish a branch UOG campus at the National Campus to offer fourth-year courses in elementary education to enable students to earn their bachelor’s degree from UOG. This agreement was followed by a collaborative arrangement between COM-FSM and UOG to offer the fourth-year elementary education program. This arrangement is now known as the COM-FSM/UOG Partnership BA Program. In 2002 a Bachelor of Arts Degree program in Elementary Education was approved by the Board of Regents but the substantive change proposal for this degree program was not approved by WASC. In 2009 the Associate of Science Degree program in Teacher Education- Elementary was phased out and replaced by the Associate of Arts Degree program in Teacher Preparation. In 2011 this program was renamed the Associate of Arts in Pre-teacher Preparation- Elementary. During 2009-2011 the Associate Degree programs in Early Childhood and Special Education were “shelved” due to low enrollment.

3. Program Descriptions

   Originating as a teacher training institution, COM-FSM through its education division continues the task of bettering education in Micronesia. Programs are carefully designed to equip students with the necessary knowledge and skills to meet the challenges of teaching effectively in a culturally relevant manner. At present the college offers an Associate of Arts in Pre-Teacher Preparation- Elementary. These programs provide students with courses rich in content, theoretical foundations and practical experiences (methodology), which are designed to address the needs of pre-service and in-service teachers who may want to, pursue the baccalaureate degree at UOG.

   Through a collaborative effort, UOG offers the Partnership BA in Elementary Education at the national campus making it possible for students to earn a bachelor’s degree from UOG without leaving the FSM. Students who are interested in this program should be aware that the associate degree and the third-year in teacher preparation-elementary have been articulated to meet the requirements of the bachelor’s degree.

4. Program Admission Requirements

   Admission to the AA degree in Pre-Teacher Preparation is per the COM-FSM admissions policy as stated in the catalog.

5. Program Course Matrix

   ED 292(SLOs)	PLO 1	PLO 2	PLO 3
   1. The student will demonstrate of how curriculum standards and benchmarks are used at an elementary school using student learning outcomes	I	ID	ID
   2. The student will prepare appropriate lesson plans based on FSM or State-approved minimum curriculum standards and deliver at least one lesson before a group.	I	ID	I
   3. The student will understand how to use assessment instruments to detect student-learning (strengths and weaknesses)	I	ID	I
   4. The student will conduct school site vitiations.	I	ID	ID
   MS/ED 210a(SLOs)	PLO 1	PLO 2	PLO 3
   1. Identify different strategies to solve problems, reflect and clarify his/her own thinking about mathematical ideas and situations.	I		D
   2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.	I		D
   3. Demonstrate competence in understanding numerous ways of representing numbers, relationships among numbers, and the numeration system and its operations.	I		D
   4. Demonstrate competence in understanding the systems of measurement; the US custom and the metric system.	I		D
   5. Develop understanding of the study of shapes in space, and geometry.	I		D
   ED 210(SLOs)	PLO 1	PLO 2	PLO 3
   1. Explain the four foundations or roots of traditional (pre-colonial) education, and the purposes of education in Spanish, German, Japanese and Trust Territory governments.	I
   2. Explain curriculum in terms of formal and informal curriculum; content standards, benchmarks, and standards; as well as curriculum scope and sequence	I		!
   3. Explain and give examples of “barriers to learning” and explain and give examples of various methods and strategies teachers use in overcoming student learning barriers.	I	I
   4. Explain various ways in which evidence of learning is designed and gathered, to include the relationship between Student Learning Outcomes and Bloom’s Taxonomy.	I	I
   5. Explain and gives examples of creating a positive physical and psychological environment for learning in the classroom.	I		I
   6. Explain Programs Learning Outcomes and INTASC Standards and note the background knowledge necessary for professional teachers	I		I
   7. List and explain the elements of professionalism and certification in general and specifically what must be done to achieve and maintain FSM teacher certification.	I
   8. Explain school administration in terms of responsibility and authority; the teachers’ role in the educational organization; the importance of community relations; as well as the role of the various professional educators in community relations.	I
   ED/PY 201(SLOs)	PLO 1	PLO 2	PLO 3
   1. Become knowledgeable of the developmental theories and their application in a Micronesian context;	D		D
   2. Demonstrate an understanding of the biology of human development;			I
   3. Develop an understanding of the major cognitive and emotional/social developmental stages of individuals from birth to young adulthood;	D		I
   4. Become knowledgeable of the various aspects and issues of middle childhood years; and	D		D
   5. Demonstrate knowledge of the various aspects and issues of adolescent development.			D
   ED 215(SLOs)	PLO 1	PLO 2	PLO 3
   1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.	I	I	I
   2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.	I
   3. Become knowledgeable of common key terms and concepts that are used in special education.	I
   4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.	I	ID	iD
   5. Become knowledgeable of the special education process and services.	I	I

6. Program Courses and Enrollment

   	National				Chuuk				Yap				Kosrae
   Course	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13
   ED 210a	48	26	40	15	28	26	18	24	0	11	0	11	9	16	8
   ED 215	28	24	23	22	22	31	23	13	0	0	0	11	0	0	0
   MS/ED 210	29	27	25	21	25	30	24	29	0	13	12	0	14	0	0
   ED/PY 201	52	48	51	55	31	21	14	9	12	0	7	0	0	0	12
   ED 292	49	32	15	24	18	25	20	20	10	8	4	4	3	3	2	0
   Total	204	157	154	137	124	133	99	95	22	32	23	26	26	19	22	26

7. Program Faculty

8. Program Course Matrix

   ED 292(SLOs)	PLO 1	PLO 2	PLO 3
   1. The student will demonstrate of how curriculum standards and benchmarks are used at an elementary school using student learning outcomes	I	ID	ID
   2. The student will prepare appropriate lesson plans based on FSM or State-approved minimum curriculum standards and deliver at least one lesson before a group.	I	ID	I
   3. The student will understand how to use assessment instruments to detect student-learning (strengths and weaknesses)	I	ID	I
   4. The student will conduct school site vitiations.	I	ID	ID
   MS/ED 210a(SLOs)	PLO 1	PLO 2	PLO 3
   1. Identify different strategies to solve problems, reflect and clarify his/her own thinking about mathematical ideas and situations.	I		D
   2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.	I		D
   3. Demonstrate competence in understanding numerous ways of representing numbers, relationships among numbers, and the numeration system and its operations.	I		D
   4. Demonstrate competence in understanding the systems of measurement; the US custom and the metric system.	I		D
   5. Develop understanding of the study of shapes in space, and geometry.	I		D
   ED 210(SLOs)	PLO 1	PLO 2	PLO 3
   1. Explain the four foundations or roots of traditional (pre-colonial) education, and the purposes of education in Spanish, German, Japanese and Trust Territory governments.	I
   2. Explain curriculum in terms of formal and informal curriculum; content standards, benchmarks, and standards; as well as curriculum scope and sequence	I		!
   3. Explain and give examples of “barriers to learning” and explain and give examples of various methods and strategies teachers use in overcoming student learning barriers.	I	I
   4. Explain various ways in which evidence of learning is designed and gathered, to include the relationship between Student Learning Outcomes and Bloom’s Taxonomy.	I	I
   5. Explain and gives examples of creating a positive physical and psychological environment for learning in the classroom.	I		I
   6. Explain Programs Learning Outcomes and INTASC Standards and note the background knowledge necessary for professional teachers	I		I
   7. List and explain the elements of professionalism and certification in general and specifically what must be done to achieve and maintain FSM teacher certification.	I
   8. Explain school administration in terms of responsibility and authority; the teachers’ role in the educational organization; the importance of community relations; as well as the role of the various professional educators in community relations.	I
   ED/PY 201(SLOs)	PLO 1	PLO 2	PLO 3
   1. Become knowledgeable of the developmental theories and their application in a Micronesian context;	D		D
   2. Demonstrate an understanding of the biology of human development;			I
   3. Develop an understanding of the major cognitive and emotional/social developmental stages of individuals from birth to young adulthood;	D		I
   4. Become knowledgeable of the various aspects and issues of middle childhood years; and	D		D
   5. Demonstrate knowledge of the various aspects and issues of adolescent development.			D
   ED 215(SLOs)	PLO 1	PLO 2	PLO 3
   1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.	I	I	I
   2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.	I
   3. Become knowledgeable of common key terms and concepts that are used in special education.	I
   4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.	I	ID	iD
   5. Become knowledgeable of the special education process and services.	I	I

9. Program Courses and Enrollment

   	National				Chuuk				Yap				Kosrae
   Course	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13
   ED 210a	48	26	40	15	28	26	18	24	0	11	0	11	9	16	8
   ED 215	28	24	23	22	22	31	23	13	0	0	0	11	0	0	0
   MS/ED 210	29	27	25	21	25	30	24	29	0	13	12	0	14	0	0
   ED/PY 201	52	48	51	55	31	21	14	9	12	0	7	0	0	0	12
   ED 292	49	32	15	24	18	25	20	20	10	8	4	4	3	3	2	0
   Total	204	157	154	137	124	133	99	95	22	32	23	26	26	19	22	26

10. Program Faculty

11. Program Course Matrix

    ED 292(SLOs)	PLO 1	PLO 2	PLO 3
    1. The student will demonstrate of how curriculum standards and benchmarks are used at an elementary school using student learning outcomes	I	ID	ID
    2. The student will prepare appropriate lesson plans based on FSM or State-approved minimum curriculum standards and deliver at least one lesson before a group.	I	ID	I
    3. The student will understand how to use assessment instruments to detect student-learning (strengths and weaknesses)	I	ID	I
    4. The student will conduct school site vitiations.	I	ID	ID
    MS/ED 210a(SLOs)	PLO 1	PLO 2	PLO 3
    1. Identify different strategies to solve problems, reflect and clarify his/her own thinking about mathematical ideas and situations.	I		D
    2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.	I		D
    3. Demonstrate competence in understanding numerous ways of representing numbers, relationships among numbers, and the numeration system and its operations.	I		D
    4. Demonstrate competence in understanding the systems of measurement; the US custom and the metric system.	I		D
    5. Develop understanding of the study of shapes in space, and geometry.	I		D
    ED 210(SLOs)	PLO 1	PLO 2	PLO 3
    1. Explain the four foundations or roots of traditional (pre-colonial) education, and the purposes of education in Spanish, German, Japanese and Trust Territory governments.	I
    2. Explain curriculum in terms of formal and informal curriculum; content standards, benchmarks, and standards; as well as curriculum scope and sequence	I		!
    3. Explain and give examples of “barriers to learning” and explain and give examples of various methods and strategies teachers use in overcoming student learning barriers.	I	I
    4. Explain various ways in which evidence of learning is designed and gathered, to include the relationship between Student Learning Outcomes and Bloom’s Taxonomy.	I	I
    5. Explain and gives examples of creating a positive physical and psychological environment for learning in the classroom.	I		I
    6. Explain Programs Learning Outcomes and INTASC Standards and note the background knowledge necessary for professional teachers	I		I
    7. List and explain the elements of professionalism and certification in general and specifically what must be done to achieve and maintain FSM teacher certification.	I
    8. Explain school administration in terms of responsibility and authority; the teachers’ role in the educational organization; the importance of community relations; as well as the role of the various professional educators in community relations.	I
    ED/PY 201(SLOs)	PLO 1	PLO 2	PLO 3
    1. Become knowledgeable of the developmental theories and their application in a Micronesian context;	D		D
    2. Demonstrate an understanding of the biology of human development;			I
    3. Develop an understanding of the major cognitive and emotional/social developmental stages of individuals from birth to young adulthood;	D		I
    4. Become knowledgeable of the various aspects and issues of middle childhood years; and	D		D
    5. Demonstrate knowledge of the various aspects and issues of adolescent development.			D
    ED 215(SLOs)	PLO 1	PLO 2	PLO 3
    1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.	I	I	I
    2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.	I
    3. Become knowledgeable of common key terms and concepts that are used in special education.	I
    4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.	I	ID	iD
    5. Become knowledgeable of the special education process and services.	I	I

12. Program Courses and Enrollment

13. Program Certificate/Degree Requirements

    General Education Core Requirements ………………29credits

    English (9 credits):
    EN 110 Advanced Reading (3), EN 120a Expository Writing (3), EN 120b Expository Writing II (3)

    Mathematics (3 credits): Any 100 level or above mathematics course (recommended: MS 100 College Algebra or MS 101 Algebra & Trigonometry or MS 150 Statistics)

    Natural Sciences (7 credits)
    A science course w/laboratory (4 credits);
    Science without lab((recommended: SC101 Health Science or SC112 Nutrition or ESS/SC 200 Fundamentals of Wellness and Physical Fitness) (3)

    Social Science (3 credits)
    SS 150 History of Micronesia (3)

    Computer Applications (3 credits):
    CA 100 Computer Literacy (3)

    Physical Education (1credits):
    Any Choice of any ESS offering(1)

    Humanities (3 credits):
    Any course in music, history, literature, philosophy, or language (recommended: MU 101) (3)

    
    Major Requirements…………………………………………40credits
    • AR 101 Intro to Art (3)
    • ED 210 Intro to Professional Teaching (3)
    • ED 215 Intro to exceptional Children (3)
    • ED/PY 201 Human Growth and Development (3)
    • EN 200 series (EN 201 Introduction to Literature (3); and EN 205 Literature of the Sea (3)
    • EN 208 Introduction to Philosophy (3)
    • EN/CO 205 Speech Communication (3)
    • ED 292 Practicum Observation and Participation (3)
    • MS/ ED 210 Math for Teachers (3)
    • Science with lab (4)
    • SS 120 Introduction to Geography (3)
    • SS 126 Pacific Geography or SS 170 World History or SS 171 World History II (3)
    • SS/PY 101 General Psychology (3)

    Graduation Requirement……………………………………….70 Credits

    Pre-Teacher Preparation Suggested Schedule

    First Semester
    EN 110 Advanced Reading……..3
    EN 120a Expository Writing I……..3
    SS 150 Micronesian History……..3
    CA 100 Computer Literacy……..3
    ESS course……………………1
    MS 100 or MS 101 or MS 150……..3
    Total Credits……..16

    Second Semester
    EN 120b Expository Writing II……..3
    SS120 Introduction to Geography……..3
    Science with Lab……..4
    EN/CO 205 Speech Communication……..3
    SS/PY 101 General Psychology……..3
    Total Credits……..16

    Summer Session
    ED/PY 201 Human Growth and Development……3
    AR 101 Introduction to Art……………….3

    Third Semester
    MS/ED 210a Math for Teachers……..3
    EN 208 Introduction to Philosophy……..3
    Humanities elective*……..3
    ED 210a Intro to Professional Teaching…3
    Science without Lab……..3
    Total Credits……..15

    Fourth Semester
    Science with Lab……..4
    EN 200 Elective……..3
    ED 215 Intro. to Exceptional Children……..3
    SS 125 or SS 170 or SS 171……..3
    ED 292 Practicum……..3
    Total Credits……..16

Program Course Matrix

ED 292(SLOs)	PLO 1	PLO 2	PLO 3
1. The student will demonstrate of how curriculum standards and benchmarks are used at an elementary school using student learning outcomes	I	ID	ID
2. The student will prepare appropriate lesson plans based on FSM or State-approved minimum curriculum standards and deliver at least one lesson before a group.	I	ID	I
3. The student will understand how to use assessment instruments to detect student-learning (strengths and weaknesses)	I	ID	I
4. The student will conduct school site vitiations.	I	ID	ID
MS/ED 210a(SLOs)	PLO 1	PLO 2	PLO 3
1. Identify different strategies to solve problems, reflect and clarify his/her own thinking about mathematical ideas and situations.	I		D
2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.	I		D
3. Demonstrate competence in understanding numerous ways of representing numbers, relationships among numbers, and the numeration system and its operations.	I		D
4. Demonstrate competence in understanding the systems of measurement; the US custom and the metric system.	I		D
5. Develop understanding of the study of shapes in space, and geometry.	I		D
ED 210(SLOs)	PLO 1	PLO 2	PLO 3
1. Explain the four foundations or roots of traditional (pre-colonial) education, and the purposes of education in Spanish, German, Japanese and Trust Territory governments.	I
2. Explain curriculum in terms of formal and informal curriculum; content standards, benchmarks, and standards; as well as curriculum scope and sequence	I		!
3. Explain and give examples of “barriers to learning” and explain and give examples of various methods and strategies teachers use in overcoming student learning barriers.	I	I
4. Explain various ways in which evidence of learning is designed and gathered, to include the relationship between Student Learning Outcomes and Bloom’s Taxonomy.	I	I
5. Explain and gives examples of creating a positive physical and psychological environment for learning in the classroom.	I		I
6. Explain Programs Learning Outcomes and INTASC Standards and note the background knowledge necessary for professional teachers	I		I
7. List and explain the elements of professionalism and certification in general and specifically what must be done to achieve and maintain FSM teacher certification.	I
8. Explain school administration in terms of responsibility and authority; the teachers’ role in the educational organization; the importance of community relations; as well as the role of the various professional educators in community relations.	I
ED/PY 201(SLOs)	PLO 1	PLO 2	PLO 3
1. Become knowledgeable of the developmental theories and their application in a Micronesian context;	D		D
2. Demonstrate an understanding of the biology of human development;			I
3. Develop an understanding of the major cognitive and emotional/social developmental stages of individuals from birth to young adulthood;	D		I
4. Become knowledgeable of the various aspects and issues of middle childhood years; and	D		D
5. Demonstrate knowledge of the various aspects and issues of adolescent development.			D
ED 215(SLOs)	PLO 1	PLO 2	PLO 3
1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.	I	I	I
2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.	I
3. Become knowledgeable of common key terms and concepts that are used in special education.	I
4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.	I	ID	iD
5. Become knowledgeable of the special education process and services.	I	I

• Program Courses and Enrollment

  	National				Chuuk				Yap				Kosrae
  Course	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13	SP14	F12	Sp13	F13
  ED 210a	48	26	40	15	28	26	18	24	0	11	0	11	9	16	8
  ED 215	28	24	23	22	22	31	23	13	0	0	0	11	0	0	0
  MS/ED 210	29	27	25	21	25	30	24	29	0	13	12	0	14	0	0
  ED/PY 201	52	48	51	55	31	21	14	9	12	0	7	0	0	0	12
  ED 292	49	32	15	24	18	25	20	20	10	8	4	4	3	3	2	0
  Total	204	157	154	137	124	133	99	95	22	32	23	26	26	19	22	26

• Program Faculty

  Magdalena Hallers
  Chairperson/ Professor
  B.A., University of Guam
  M.Ed., University of Guam
  mhallers@comfsm.fm

  Paul Gallen
  Professor of Education
  B.A., University of Guam
  M.Ed., University of Hawaii
  paulg@comfsm.fm

  Robert Andreas
  Associate Professor
  B.A., University of Guam
  M.A., University of Hawaii, Manoa
  andreas@comfsm.fm

  Sylvia Henry
  Partnership BA Coordinator
  A.A., College of Micronesia-FSM
  B.A.E., University of Guam
  shenry@comfsm.fm

  Dr. Richard Womack
  Professor of Education/Business
  B.A., University of California at Berkeley
  M.Ed./Ed.D., University of Nevada, Reno
  rwomack@comfsm.fm

  Susan Moses
  Professor
  B.S., University of Illinois
  M.Ed., University of Oregon
  smoses@comfsm.fm

  Dr. Sven Mueller
  Instructor
  M.A., Free University of Berlin, Germany
  Ed. D., Indiana University
  drsven@comfsm.fm

  Josephine Kostka
  Administrative Assistant
  A.A. Community College of Micronesia
  josephine@comfsm.fm

  Robert Asher Hallens
  Computer Lab Monitor
  A.A.S., College of Micronesia-FSM
  ashehall@comfsm.fm

Program Indicators

1)Assessment of Course Learning Outcomes (National Campus)

Courses and SLOs	Fall 2012	Spring 2013	Fall 2013
ED 210 Intro. to Teaching	Not Available	N=26	N=40
CLO 1	Not Available	20 (76%)	17 (42%)
CLO 2	Not Available	22 (84%)	20 (50%)
CLO 3	Not Available	20 (76%)	23 (57%)
CLO 4	Not Available	22 (84%)	20 (50%)
CLO 5	Not Available	23 (88%)	19 (47%)
CLO 6	Not Available	20 (76%)	20 (50%)
CLO 7	Not Available	19 (73%)	17 (42%)
CLO 8	Not Available	20 (76%)	Not Available
ED 215 Intro. to Except. Children	N=22	N=24	N=23
CLO 1
SSLO1.1	18 (81%)	23 (95%)	22 (95%)
CLO 2
SSLO2.1	20 (90%)	24 (100%)	22 (95%)
SSLO2.2	16 (72%)	20 (83%)	20 (86%)
CLO 3
SSLO3.1	16 (72%)	18 (75%)	15 (65%)
SSLO3.2	18 (81%)	19 (79%)	21 (91%)
CLO 4
SSLO4.1	16 (72%)	20 (83%)	16 (69%)
SSLO4.2	19 (86%)	19 (79%)	15 (65%)
CLO 5
SSLO5.1	13 (59%)	24 (100%)	17 (73%)
SSLO5.2	17 (77%)	21 (87%)	17 (73%)
SSLO5.3	17 (77%)	22 (91%)	17 (73%)
SSLO5.4	18 (81%)	22 (91%)	23 (100%)
ED/PY 201 Human Growth & Dev.		N=48	N=51
CLO 1	Not Available	26 (54%)	14 (27%)
SSLO1.1	)
CLO 2	Not Available	27 (56%)	25 (49%)
SSLO2.1	Not Available	Not Available	Not Available
SSLO2.2	Not Available	Not Available	Not Available
SSLO2.3	Not Available	Not Available	Not Available
SSLO2.4	Not Available	Not Available	Not Available
CLO 3	Not Available	Not Available	Not Available
SSLO3.1	Not Available	36 (75%)	25 (49%)
SSLO3.2	Not Available	38 (79%)	Not Available
SSLO3.3	Not Available	32 (66%)	24 (47%)
SSLO3.4	Not Available	40 (83%)	25 (49%)
MS/ED 210 Math for Tchrs.		N=27	N=25
CLO 1	Not Available	27 (100%)	22 (88%)
CLO 2	Not Available	27 (100%)	23 (92%)
CLO 3	Not Available	20	23 (92%)
CLO 4	Not Available	27 (100%)	23 (92%)
CLO 5	Not Available	27 (100%)	23 (92%)
CLO 6	Not Available	27 (100%)	23 (92%)
ED 292 Practicum		N=32	N=15
CLO 1	Not Available	26 (81%)	12(80%)
SSLO1.1
CLO 2	Not Available	32 (100%)	15(100%)
SSLO2.1
CLO 3	Not Available	30 (93%)	15(100%)
SSLO3.1
CLO 4	Not Available	30 (93%)	15(100%)
SSLO4.1

2) Assessment of Program Student Learning Outcome: Division assessed all program learning outcomes. The results are shown below.

Program Outcome	Assessment	Target	Spring 2013 Results	Fall 2013 Results
Demonstrate basic knowledge of the foundations and concepts related to elementary education.	All exiting AA graduates will take a composite exam on Education 200 level courses	60%	7 of the 15 students achieved 60% or higher on the composite exam.	Not available
Demonstrate familiarity with a variety of instructional strategies for elementary school students.	Juried review of video tapes of teaching performance using a rubric	70%	28 of the 32 students achieved 70% or higher on the rubric.	All (15) students achieved 70% or higher on the rubric.
Demonstrate basic knowledge in the following areas: art, language, literature, science, math and social studies.	All exiting AA graduates will take a composite exam on content in the following areas: art, literature, science, philosophy, and social studies. ll exiting AA graduates will take NSTT Math section, Gates McGinittie, and writing sample	70%	2 of the 27 students achieved 70% or higher on the exam.	Not available

Program Enrollment

Term.		National	Pohnpei	Chuuk	Kosrae	Yap	Total
Spring 2011	AA	116	14	181	44	30	385
Fall 2011	AA	131	40	234	37	33	475
Spring 2012	AA	129	26	227	36	33	451
Fall 2012	AA	138	21	212	31	37	439
Spring 2013	AA	130	8	196	36	34	404
Fall 2013	AA	118	9	163	37	30	357
Spring 2014	AA

Enrollment since spring 2011 fluctuates, with the lowest in fall 2013 semester.

4) Average Class Size by Term

Term.	Sections	Max Enrollment	Enrollment	Enrollment Ratio	Average Class Size
Fall 2011	27	579	425	73.4%	15.7
Fall 2012	32	560	450	80.4%	14.1
Fall 2013	26	547	401	73.3%	15.4
Spring 2011	22	480	373	77.7%	17.0
Spring 2012	27	615	471	76.6%	17.4
Spring 2013	30	650	507	78.0%	16.9

5) Course Completion Rate by Term

Fall 2012

Campus	Course	Enrolled	ABC or P	ABCD or P	%ABC or P	%ABCD or P
Chuuk	ED 210	28	25	27	89.3%	96.4%
Kosrae		9	8	9	88.9%	100.0%
National		48	25	34	51.2%	70.8%
Pohnpei		0	0	0	0%	0%
Yap		0	0	0	0%	0%
Chuuk	ED 215	25	19	22	86.4%	100.0%
Kosrae		0	0	0	0%	0%
National		26	12	15	46.2%	57.7%
Pohnpei		0	0	0	0%	0%
Yap		0	0	0	0%	0%
Chuuk	ED 292	18	15	15	83.3%	83.3%
Kosrae		3	3	3	100%	100%
National		49	37	41	75.5%	83.7%
Pohnpei		0	0	0	0%	0%
Yap		10	10	10	100%	100%
Chuuk	MS/ED 210	25	19	20	76.0%	80.0%
Kosrae		14	14	14	100%	100%
National		29	24	26	82.8%	89.7%
Pohnpei		0	0	0	0%	0%
Yap		0	0	0	0%	0%
Chuuk	ED/PY 201	31	26	27	83.9%	87.1%
Kosrae		0	0	0	0%	0%
National		52	20	31	38.5%	59.6%
Pohnpei		0	0	0	0%	0%
Yap		12	11	12	91.7%	100%

Spring 2013

Campus	Course	Enrolled	ABC or P	ABCD or P	%ABC or P	%ABCD or P
Chuuk	ED 210	26	22	25	84.6%	96.2%
Kosrae		16	11	15	68.8%	93.8%
National		29	13	18	44.8%	62.1%
Pohnpei		0	0	0	0%	0%
Yap		11	8	10	72.7%	90.9%
Chuuk	ED 215	31	26	27	83.9%	87.1%
Kosrae		0	0	0	0%	0%
National		29	13	18	44.8%	62.1%
Pohnpei		1	1	1	100%	100%
Yap		0	0	0	0%	0%
Chuuk	ED 292	25	20	23	80.0%	92.0%
Kosrae		3	3	3	100%	100%
National		31	28	29	90.35%	93.5%
Pohnpei		2	2	2	100%	100%
Yap		8	8	8	100%	100%
Chuuk	MS/ED 210	30	25/td>	25	83.3%	83.3%
Kosrae
National		27	26	26	96.3%	96.3%
Pohnpei		1	1	1	100%	100%
Yap		13	13	13	100%	100%
Chuuk	ED/PY 201	21	15	16	71.4%	76.2%
Kosrae		0	0	0	0%	0%
National		51	20	29	39.2%	56.9%
Pohnpei		0	0	0	0%	0%
Yap

Fall2013

-Data not available

Course Completion and Withdrawal

Term	Students	ABC or P%	ABCD or P%	W&
Spring 2011	389	82.3%	90.0%	4.1%
Fall 2011	449	76.6%	88.0%	5.3%
Spring 2012	510	74.7%	84.9%	7.5%
Fall 2012	475	71.4%	80.8%	4.6%
Spring 2013	545	70.6%	78.7%	7.0%
Fall 2013	419	71.6%	80.9%	4.1%

6) Persistence and Retention (new full time students)

Major	Degree	New Students FT 2011_3	Students 2012_1	Students 2012_3	Persistence Spring 2012	Retention Fall 2012
Teacher Preparation	AA	62	55	36	88.7%	58.1%

Major	Degree	New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
Teacher Preparation	AA	62	49	39	79.0%	62.9%

7)Graduation Rate

Cohort	New Full Students	Graduation Rate 100%	Graduation Rate 150%	Graduation Rate 200%
Fall 2008FT	14	0.0%	7.1%	35.7%
Fall 2009FT	26	0.0%	46.2%	69.2%
Fall 2010FT	84	0.0%	15.5%	%

Graduates

Major	Degree	AY2010/11	AY2011/12	AY2012/13
Teacher Preparation	AA	22	48	89

Major	Degree	AY2010/11	AY2011/12	AY2012/13
Teacher Ed. Preparation	AS	67	34	8

Graduation rate from AY2011 to AY2012/13 has increased from 22 to 89.

8) Student Seat Cost

9) Cost of Duplicate or Redundant Courses/Programs/Services

10) Revenue Generated by Program-Tuition (program allocated; grant income)

1.  
2.  

3. Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits	Tuition Generated
   Fall 2011	3054	389	1621	490	450	6004	$690,460
   Fall 2012	2740	267	1650	248	363	5268	$605,820
   Fall 2013	2019	361	1456	106	357	4299	$494,385
   Spring 2011	2400	476	1406	161	357	4800	$552,000
   Spring 2012	2770	336	1566	309	398	5379	$618,585
   Spring 2013	2448	269	1555	78	397	4747	$545,905

   11) Students Satisfaction Rate

   12) Alumni data

   None

   13) Employment data and employer feedback (employer surver)

   14) Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

   15) Transfer rate/Follow Up

   Semester Graduated	3rd Year Teacher Prep.Program Enrollment
   Fall 2012	4
   Spring 2013	16
   Fall 2013	22

   
   

   9. Analysis

Findings:

1. Assessment of Course Learning Outcomes. Course level assessment formats vary in that some are assessed at the specific level and some at the general level. Course level assessments for fall 2012 are not available. The expectations for the course level assessments must be clearly articulated and shared with the faculty for a consistent format.
   

   Below are summaries developed by the instructors who taught and developed the course level assessments.

   ED 210 Introduction to Teaching. Students performed remarkably well in the course except three students who failed due to chronic absenteeism.

   ED 215 Introduction to Except. Children. There is a decline in students’ performance in most of the student learning outcomes in fall 2013. The decline in students’ performance is the result of lack of preparation and missed course work as a result of absenteeism.

   ED/PY 201 Human Growth and Development. (Not available) Most student learning outcomes are not covered in both semesters. Data shows that with the decline in students’ performance, about half of the class population did not meet expectations of each student learning outcome.

   MS/ED 201 Math for Teachers. All students passed the course with a grade of “C” or better except two who failed to due to chronic absenteeism.

   ED 292 Practicum. All students performed very well and passed the course in fall 2013 compared to students’ performance in spring 2013.

2. Assessment of Program Student Learning. The assessment results are not available for fall 2013 except for PSLO #2.
3. Program Enrollment. Program enrollment system wide dropped, hence effecting student enrollment in the pre-teacher preparation program.
4. Average Class Size. Average class varies ranging from 14.1 to 17.4 percent. The average class size for spring 2013 is 16.9. for 30 program sections. Class size is also affected by the maximum enrollment for ED 292, which is 15 students.
5. Course Completion Rate. Course completion rate system wide is 70.6% or higher for A B C or P and 78.7% or higher for A B C D or P. Course completion rate is above the average which is 68%.
6. Persistence and Retention Rate. Student persistent rate for spring 2011 to fall 2012 is 88.7%. For fall 2012 to spring 2013, student persistent rate is 79%. There is 9.7% decrease in student persistence from spring 2011 to spring 2013. The retention rate increased by 4.8% in fall 2013, from 58.1% in all 2012 to 62.9% in fall 2013.
7. Graduation Rate by Academic Year. There is an increase in the graduation rate (150% and 200%) for fall 2008 and 2009, and a decrease in graduation rate (150%) for fall 2010.
8. Student Seat Cost. No student seat cost available.
9. Cost of Duplicate or Redundant Courses/Programs/Services.
10. Revenue Generated by Program-Tuition (program allocated; grant income)
11. Student Satisfaction Rate
12. Alumni Data
13. Employment Data and Employer Feedback
14. Program Added or Cancelled at Nearby Institutions (PCC,GCC, Hawaii Schools, UOG, CMI, NMC). None
15. Transfer Rate/Follow Up. The information available for the office is for students who enroll into the Teacher Preparation program. Information for students transferring to other institutions is not available.

Recommendations:

1. Assessment of Course Learning Outcomes. Expectations and training for inputting data on TracDat should be clearly articulated to faculty. Faculty should complete and submit course level assessments every semester on a timely manner.
2. Course outlines need to be reviewed and updated. Course level assessment results and recommendations need to be taken into account when updating course outlines.
3. Assessment of Program Student Learning.
   
   1. There is a need to review the composite exam used for PSLO #1 for validity and reliability.
   2. The division needs to determine on how to assess PSLO # 3.
4. Program Enrollment. There is a need do an extensive recruitment at the high schools and participate in recruitment visits.
5. Average Class Size. There is a need to plan and schedule courses accordingly, for some of the courses have low enrollment.
6. Course Completion Rate. Though the course completion rate is above average, there is a need for proper student advising and counseling to encourage and motivate students. Instructional strategies need to be taken into account to meet the different learning styles of students.
7. Persistence and Retention Rate. There is a need to develop mechanisms to help students focus and prepare on their studies. There is also a need to integrate different teaching strategies to help motivate students and improve class attendance and fulfillment of course requirements.
8. Graduation Rate by Academic Year. There is a need to advise students properly so they can graduate and transition into the Teacher Prep. Program. Students need to be aware of the requirements of the TYC and the Partnership programs.
9. Student Satisfaction Rate. Awaits results from IRPO.
10. There is a need to develop a mechanism to help with alumni data, employment data, employer feedback, and transfer rate/follow up.