Fall 2010 - McNeese State University

McNeese State University—Institutional Review &
Program Prioritization (Fall 2010)
Academic Program Review
Program Name:
Degree:
Department:
College:
Report Author(s):
Date:
Elementary Education
B.S.
Teacher Education
Burton College of Education
Linda Hurst, Ed.D.
Sept. 13, 2010
(Complete this form for each program under your supervision)
I. External Demand for the Program
A. Student Demand: From Academic Program Analysis provided by IR.
Incoming FTF or FT Graduate Student Demand For The Program
(5-Year Trend)
05-06
06-07
07-08
08-09
09-10
AVG
301
288
250
227
248
253
Enrollment in Program (5-year Trend)
050606
07
Total
41
35
Freshman
102 101
Sophomore
57
58
Junior
57
47
Senior
85
82
Other Undergraduate
0
0
Graduate (degree0
0
seeking)
Graduate (non-degree
0
0
0708
32
84
53
49
64
0
0
0809
33
62
56
43
66
0
0
0910
32
80
58
44
66
0
0
AVG
35
86
56
48
73
0
0
0
0
0
0
seeking)
B. Employer Demand: Based on your best knowledge and information, describe employer demand according to the following
chart, defining ―current‖ as within the last 3-5 years. Then, provide any additional evidence or reasoning behind the
categorization. Parenthetical examples in chart are a way of thinking about rankings.
Employer Demand (highlight more than one if appropriate)
Current Demand
Estimated Productivity Ratio*




Extremely High
High
Medium
Low
1:1
Demand Characteristics




Consistent
Cyclical
Trending Upward
Trending Downward
Explanation/Discussion (box will expand)
Current Demand: The demand for certified elementary educators is consistently high. The steady
enrollment is also proof of the extremely high demand. The elementary education program is the largest
program in the Dept. of Teacher Education at McNeese, demonstrating both the popularity of the
program and the need for quality certified teachers.
Estimated Productivity Ratio – 1:1
Demand Characteristics: This demand has increased as the state has moved toward inclusion in the
elementary grades. This move has created a demand for teachers who are knowledgeable in Special
Education as well as elementary skills. An Elementary Education degree from McNeese provides
coursework and experiences in Special Education that prepares graduates for this need.
Based on dialog and experience with local educators and school personnel in the five-parish area (Allen,
Beauregard, Calcasieu, Cameron, and Jeff Davis), there is a belief that MSU graduates have a better
understanding of the specific needs of the students. This is especially true with regards to language and
culture. Additionally, this region has been significantly impacted in the last five years by natural disasters
and financial difficulties which have had a negative impact on the students affected and the schools
themselves, as they attempt to recover and provide effective instruction and programming. The
prevailing belief is that MSU students have an investment in this region and want to be a part of the
efforts to provide a quality education for all students.
Additionally, as more and more “baby boomers” reach retirement age, even more teaching positions will
become available. Because the majority of elementary teachers are women, job opportunities
frequently occur when spouses are transferred from the area or women want to become stay-at-homemoms. Many McNeese graduates already have been hired in the five parish area we serve and many inand out-of-state school recruiters regularly attend the McNeese Teacher Fairs seeking employees from
our soon-to-be graduates.
*Express numerically to reflect the difference between demand for graduates in the field and rate at which the program
produces graduates; e.g. 5:3 demand five for every three we graduate.
C. Community/Other External Demand: Describe the community demand for, or reliance on, the program (e.g. some integral
facet of the program performs a community service function such that without the program, the function could not be taken
over by some other mix of entities).
According to the National Assessment of Educational Programs (2007), Louisiana elementary students ranked 47th in
mathematics achievement in the United States. Through courses such as EDUC 334 and EDUC 335, we are enabling preservice teachers to enter the workplace with more knowledge and better skills to better meet students needs. For 2009,
Louisiana once again finished 47th in its ranking of student achievement and moved up from a 2008 ranking of 50th to 48th
in the category designed to measure a child’s chance for success, including parental education and income. However, the
state ranks number two in how it measures education progress and number six in its programs to improve teacher quality.
These statistics show that teacher education programs in Louisiana are well above the nation’s average. The elementary
education students also possess top technology skills as demonstrated by the fact that BCoE is the Promethean Center for
Excellence. This knowledge is enhanced when elementary education students enter classrooms where the instructor has
computer skills and when they are given the opportunity to assist public school classroom teachers with incorporating
technology into their classrooms. The elementary education courses require field experience hours that are completed in
elementary public school settings (gr. 1-5) during the school day.
SPED 352 Survey of Programs for Exceptional Learners, This is the Introduction to Special Education course which examines
history, laws and issues influencing Special Education in inclusive classrooms and provides an overview of the characteristics,
and educational needs of exceptional learners, 10 hours FE.
Student Learning Outcomes:- The
student will:
1. Review and write an abstract of
articles on
Various disabilities.
Assessment
KSDs
Journal Articles
(topics are on
disabilities)
Article Reviews
graded with a
rubric. Must meet
DK1,
4;
DS1;
PK1,
2;
PS4;
90% of criteria
listed. (6 @ 10pts
ea.)
Read Case study,
lectures, chapter
summary
RK2;
RS1
3. Examine and define the nature and
characteristics of various disabilities.
Article research,
Chapter readings
Lectures
K1.1,
K1.2,
K2.2,
K4.1,
K4.4,
S4.1,
{IIIB
1,2,3
;}
4. Identify/describe characteristics of
various disabilities and complete field
experiences
Exams
FE Reflections
K1.1,
K1.2,
K2.2,
K4.1,
K4.3,
K4.4,
S1.2,
S2.2,
S4.1
2. Examine historical background
related to
the field of special education as well as
legislation and litigation.
K1.1
{IIIB
1,2,3
}
The students are assigned to one cooperating teacher who assigns the candidate to one student. The candidate will work directly
with the student as a tutor in the subject chosen by the teacher. The candidate will observe strengths and weaknesses in the
student’s ability to complete a task.
As a service learning project several sections of this course will participate in an afterschool tutorial program, in the two hour block
of time the candidates will do math and reading activities with the students. Elementary education students also participate in the
Calcasieu Social Studies Fair in the spring of each year. Some go to the state level Social Studies Fair and participate as judges.
Some sections of this course are entirely online. Online courses require students to be independent learners and excellent time
managers. Candidates are expected to read widely, write coherently and comprehensively and engage themselves in all course
activities without exception. These experiences will certain improve the quality of the graduates that MSU sends into the local
school districts.
Students in the online courses will be asked to post written work and to engage in written dialogue with other class members. Those
opportunities to reflect and collaborate can improve the learning experience of the students in class, which will carry over to their
field experiences and ultimately define their abilities as future educators.
D. Program Size: Does the demand support a full program, or will a minor serve the needs?
Our enrollment is evidence that our program meets the public demand. Visiting lecturers and overloads for faculty are often
required to meet the teaching demands. EDUC 204 is an elective in other degree programs.
II. Internal Demands on the Program
A. Provide FTE faculty per SCHs taught for the following periods (fall terms only):
FTE Faculty
assigned to
program
FTE Faculty
SCHs
Program
Major
SCHs
08-09
09-10
Avg
13.4
15
14.2
5388
7125
6257
6738
7589
7164
B. Service/Offerings: Describe the internal demands on the program. What courses, services, faculty expertise, resources, or
other features integral to the program would, if they were no longer available, adversely affect other programs? What ―majorsupport‖ courses does the program offer (not including General Education courses).
There are 21 courses offered in the elementary education program, outside of the university core requirements. Some of
these courses are a part of the elementary alternative certification program. Students can, with the addition of one more
special education course, receive an add-on certificate in special education upon completion of the elementary degree plan
and passage of required PRAXIS examinations. With the exception of one faculty member, all faculty teach in the above
named programs. Visiting lecturers and overloads for faculty are often required to meet the teaching demands. Education
204 is an elective in other degree programs. SPED 352 is also taken as an elective in other degree programs.
III. Program Inputs and Processes
A. FTE Faculty Profile: Please include information on faculty in the program: those included in section I.A. (above), and faculty
for AY 10-11.
Name
Gerald Calais
Mike Cass
High
est
Degr
ee
Ph.D
Ed.D
T, TT,
NT
Rank
FT/P
T
Gwendolyn Duhon
Ph.D.
T
Neil Terence Faulk
Ed.D.
T
Laura Fontenot
Yvette Garner
M.Ed
Ed.D.
NT
Asst.
Prof.
Asso.
Prof.
Asst.
Prof.
Instr.
FT
Dustin Hebert
Ph.D.
Rose Henny
Linda Hurst
M.S.
Ed.D.
NT
Asst.
Prof.
Asst.
Prof.
Instr.
Asst.
Prof.
Years at
McNeese
T
Prof.
FT
19
FT
3
FT
12
FT
12
FT
3
FT
5
FT
7.5
FT
2
Deborah King
Ph.D.
T
Sandra Leder
Ph.D.
T
Judy Mondy
Ed.D.
Kamal SeSalem
Ph.D.
Faye White
Royce Zant
Ph.D.
Ed.D.
T
Asso.
Prof.
Asst.
Prof.
Asst.
Prof.
Asst.
Prof.
Prof.
FT
7.5
FT
11
PT
23
FT
5.5
FT
12
Asst.
Prof.
FT
3
B. Faculty Qualifications Summary (for faculty represented in above chart).
1. Of the faculty members in the program, what percentage has terminal degrees?
There are 13 full time and one part-time faculty members in the elementary education program. Of these faculty
members, 12 out of the 14, or 86%, have terminal degrees.
2. Of the faculty members in the program, what percentage is tenured? There are 13 full-time faculty members, with
two of these in non-tenure-track Instructor positions. Of the 11 in tenure-track positions, five are tenured, or 45%.
C. Faculty Service Assignments: Identify the faculty member by name and each applicable service commitment by name.
Name
Univ Committee
College Committee
Dept
Committee or
other Deptspecific work
Academic
Advisor
Advisor to
Student
Organization
Deborah M. King
Faculty-Senate Rep.
NCATE
Conceptual Framework
Committee Member
Early
Childhood
Program
Coordinator
Early Childhood
Advisor
A+PEL
Advisor
NCATE Standard 1
Committee Member
Reading
Coordinator
Early Childhood
Alternative
Certification
Advisor
Education 200
Early Childhood
Non-paid
Univ-based
External
Service
Other
Univspecific
service
(identify
service
Seminar
Committee
Chair
Graduate
Committee
Assistant
Department
Head
Sandra Leder
MAT Advisor
Dept. wide
advising
Sponsor
Kappa Kappa
Iota
Judy Mondy
Gwendolyn Duhon
Gerald Calais
MSU Athletic Committee
NCATE Standard V
Neil Faulk
Faculty Advising Committee

Dustin Hebert





NCATE assessment
coordinator

Commencement (chair)
Alternative/Electronic
Learning
Information Technology
Steering
Presidential Inauguration
Website Redesign
Technology
(Chair)
 Assessment (cochair)
 Dispositions
(co-chair)
 Education
Advisory
 COE Curriculum
Committee chair
 Search Committee
for Asst. Professor
of Educ.
 Teaching and
Learning conference
Linda Hurst
Laura Fontenot

PK-20

Coordinator/Field
Experience
Coordinator
M.Ed. C&I
Secondary
Coordinator
Alt Cert
Committee
M.Ed. CUIN
Program
Coordinator
 NCATE
committee
 NCATE
Standard 5
Committee
 Reading
Committee
Organizing
workshop
Kappa
Kappa Iota
Teacher
Inservice
Teacher
Education Dept.
ELEM, Alt Cert
Student
Athlete
advisor
 Liaison to
enrollment
information
 Phi Kappa
 Phi
Treasurer
NonTraditional
Student
Organization
124 Elem.
Ed. Students
Teachers
Are
Readers
(TAR)
sponsor
 Project
S.O.A.R.
 Social
Studies
Fair
Calcasieu
Art Fest

Kamal SeSalem
 Academic Appeals Committee 
 Graduate Counsel




Mike Cass
 Curriculum Review
Committee


Rose Henny
 Freshman Foundation
Committee
 Student Advisory Committee
 Campus Life Committee
D. Curriculum Design

Professional
Development
Committee
Search committee
for Counselor
Education
Search Committee
for Asst. Prof. of
Spec. Educ.
Search Committee
for Dept. Head
Search Committee
for Asst. Prof. of
Math
NCATE Standard 2
NCATE Standard 1
Committee
Search Committee
for Reading
Professor
Teaching and
Learning conference
 Special
Education
Redesign
Committee
 M.Ed. (Spec.
Ed.) Program
Coordinator
 Served on 50
graduate
final
examinations
committees
 Chaired 18
graduate
final
examinations
committees
 SPED
 26 Elem./Sped
Redesign
 12
Committee
MAT/SPED
 Program
Coordinators
Committee
 Graduate
MAT/MED
Student
Committees
 Search
 Sped, Elem &
Committees
Alt.Cert
Co-Sponsor
SCEC
 SCEC,
 Blue Key
Honor
society
 MSU
Gospel
Choir
Service
Learning
Instructor
1. What discipline-based theories or principles underlie the program’s current curricular design?
Core values in professional preparation guide program design. The Association for Childhood Education
International (ACEI) provides standards for professional preparation.
The theories and theorists of development and multiculturalism which underlie current curricular design include:
Behaviorism, Constructivism, Piaget’s Theory of Development, Erikson’s Psychosocial Theory, Vygotsky’s Theory of
Cognitive Development, Kolberg’s Stages of Moral Development, Bronfenbrenner & Transaction Systems Theory,
Socrates, Plato, Horace Hallen, Jams Banks, Bill Martin, and Geneva Gay.
2. How does the curricular design operate to ensure students graduating from the program demonstrate competency
appropriate to the discipline for the level at which they earn a degree?
The curriculum is layered starting with historical information and broad-based educational foundations. As students
matriculate through their courses and identify specific degree programs to pursue, the curriculum is tailored to the
content required by that particular program.
Passage of PRAXIS exams are required for both entry into the program and prior to student teaching, resulting in
highly qualified and certified teachers at the completion of the program.
3. Is the program curriculum designed for flexibility, giving students an array of options or potential paths of focus? OR
4. Is the program curriculum deliberately sequenced so that students must progress along a designated path to achieve
completion?
Yes. There is a specific sequence to the courses in the different degree programs and students are required to meet
certain program standards to matriculate through their programs.
In addition, many of the courses are offered as web, web-hybrid, evening classes, as well as summer sessions.
5. How often is the program changed? What evidence are these changes based on?
Typically, programs are changed when mandates are issued from the State Board of Education, NCATE or SACS.
6. How is the program able to adapt to external curricular demands? (e.g. caps on total hours, general education
requirements, and so on).
Program adaptability is facilitated by administration leadership and flexibility in implementing changes.
7. How is the program curriculum designed to accommodate transfer students?
Effective transcript reviews assist in identifying which courses can be accepted from other universities. These reviews
also assist in providing meaningful advisement to students transferring to MSU.
8. Are there courses, concentrations, paths or other facets of the curriculum that can be reduced—either because of lack of
demand, lack of resources (faculty), or combined with courses in other programs to create more efficient (in-demand)
concentrations?
The elementary program is in the process of eliminating three courses from the degree plan in order to address the
state mandate of a 120 hour program. This will eliminate student choice between several courses in the program.
E. Learning Outcomes Assessment Plan
1. Describe the program’s assessment system via the following chart. Provide any additional comments or explanations
after the chart.
Learning Outcome
Student Learning Outcome 1: Graduates
apply critical thinking in academic and
professional environments.
Courses/Places
Where Assessed
EDUC 468
Assessment Method(s)
Actual Data From Assessment:
 The mean score of the FEE III
indicators aligned with this
outcome for candidates
completing this program in the
2009-2010 academic year are
as follows:
Content: 4.8
Lesson Planning: 5.0
Assessment of Student
Learning: 4.9
 The pass rate on the first
attempt for the PRAXIS II
content exam for 2009-2010
program completers was 70%
 The pass rate on the first
attempt for the PRAXIS II
PLT exam for 2009-2010
program completers was 87%
 The mean score of the SES
indicators aligned with this
outcome for candidates
completing the program in
2009-2010 academic year are
as follows:
Planning: 4.8
Management: 4.7
Teacher Education Training:
4.3
Student Learning Outcome 2: Graduates
formulate and express ideas effectively
through oral, written and/or technological
communications in academic and
professional environments.
EDUC 468
Actual Data From Assessment:
 The mean score of the FEE III
indicators aligned with this
outcome for candidates
completing this program in the
2008-2009 academic year is:
Dispositions: 5.0
 The mean growth score
between the midterm and final
FEE III indicator alighned
with this outcome for
candidates completing this
program in the 2009-2010
academic year is:
Dispositions: 1.1
 The mean score of the SES
indicators aligned with this
outcome for candidates
completing this program in
2009-2010 academic year is:
Instruction: 5.0
Student Learning Outcome 3: Graduates
analyze the global community to make
sound judgments in academic and
professional environments.
 The mean score of
Professional Dispositions
Qualities Instrument for
candidates completing this
program in 2009-2010 is: 5.0
 The mean score of the FEE III
indicators aligned with this
outcome for candidates
completing this program in the
2009-2010 academic year is:
4.9
 The mean score of the FFEE
indicators aligned with this
outcome for candidates
completing this program in the
2009-2010 academic year is:
Diversity: 5.0
The mean growth score between
the Midterm and the Final FEE
III indicator alighned with this
outcome for candidates
completing this program in the
2009-2010 academic year is:
Diversity: 1.1
F. Instructional Methods Used in Program:
1. Traditional Format: This section attempts to obtain a profile of how technology is used in traditional, face-to-face
courses in the program, and ultimately across campus. Identify the following:
i. Percentage of courses taught through traditional lecture, where technology use is relatively minimal (e.g.
blackboard is used to post syllabus, maybe handouts):
50% of courses taught through traditional lecture, where technology use is relative minimal (e.g. blackboard is
used to post syllabus, maybe handouts).
ii. Percentage of courses where half or more of instruction is technology-delivered (e.g. blackboard is used for
disseminating instructional materials and testing/receiving student work):
50% of courses where half or more of instruction is technology-delivered (e.g. blackboard is used for
disseminating instructional materials and testing/receiving student work.
iii. Percentage of courses where technology/media forms some or part of the subject of the course instruction (e.g. a
film studies course)
2. E-Learning Education: This section directly relates to elements and measurements on the Louisiana GRAD act.
i. Please identify e-learning program courses offered in 09-10. Include the course, the number of e-learning
sections, # enrolled (total for all sections), and SCHs. Indicate with an ―x‖ whether the course was 50-99% elearning or 100% e-learning.
Note: if different sections of the same course can be answered differently in the % e-learning boxes, then list them separately.
Program Major Courses
# of
# enrolled
SCHs
Place an “x” in the
sections
appropriate box.
50-99% e100% elearning
learning
EDUC 204
4
175
X
EDUC 216
2
117
X
SPED 352
2
82
X
SPED 336
1
31
X
SPED 424
2
39
X
SPED 443
1
22
X
SPED 445
1
8
X
Program Service Courses
# of
sections
# enrolled
SCHs
Place an “x” in the
appropriate box.
50-99% e100% elearning
learning
ii. Can this program be offered 100% online? Explain why or why not and how long it would take before it could
be offered 100% online. Discuss what resources or support might be necessary to support such a move.
It would be difficult to offer this program 100% online due to the overall nature of the program. If it were
100% online, the resources required would include, but not be limited to, video equipment for taping lectures,
and licenses for uploading professional videos to web courses. Of major concern would be the Field
Experience component as persons enrolled and living outside of the five-Parish area could have difficulty
complying with the Field Experience requirements. Training teachers requires a great deal of face-to-face
instruction and demonstration. Although this might be accomplished via an online program, quality would
definitely suffer. It is therefore our recommendation that the majority of the courses for the elementary
education program be offered in a face-to-face or web-hybrid setting.
G. Academic Program Analysis: Please attach the document provided by Institutional Research.
H. Recruitment Strategies: In what ways does the program actively recruit new students? Does the program have a system for
responding to student inquiries, for advertising classes, or otherwise increasing program exposure? Provide any data that
shows the results of recruitment initiatives. If no program or plan exists, describe one that can be reasonably created.
Freshman Foundation classes for the Elementary Education department are always full. The faculty take time to meet new
freshmen to encourage them to stay in the program. There is a yearly high school career day where the Department of
Teacher Education showcases the individual programs.
In addition, the Department of Teacher Education is currently implementing a web-page that can be easily accessed on the
university’s current web site. This page will include, but not be limited to, faculty information, degree plans, recommended
sequence of courses, virtual tours of department highlights and courses, reading clinic information, service learning
opportunities, advising hours, field experience options, scholarships, course offerings, technology capabilities and seminars.
The department also offers 2 seminars per semester to teacher candidates where information specific to entering the school
of education are discussed. Faculty members are available at the conclusion of the seminar to meet and discuss course
benefits, requirements, course sequence, and advising.
I. Advising: Include a student to advisor ratio. Describe the advising process for the program. For example, how are advising
assignments made? What activities constitute an advisor’s responsibility, and are these activities coordinated among advisors
across the program? Include any feedback from students on the effectiveness of the advising experience. Is effective advising
rewarded? If no advising or evaluation system is in place, describe one that will be developed and implemented.
The Elementary Education advisors currently consist of two full-time faculty members. These advisors are available a
minimum of 10 hours per week with opportunities for students to schedule appointments. The faculty advisors consult and
assist each other on a regular basis to assure that elementary teacher candidates are provided the support and direction
necessary to successfully matriculate through the program. The advisors provide additional office hours during advising
weeks and the first week of registration and late registration each semester.
On average, the ratio of advisors to students is 50:1. Typically, department heads assign advisees to faculty based on areas of
specialization. Advisors responsibilities include meeting with students to discuss schedules, degree programs and
PRAXIS/ACT/SAT information. There is an advisee handbook that is issued to faculty with updated information about degree
plans, competency exams and forms to use. Most students seem to want an advisor that responds to their questions
truthfully and in a timely manner. They want their calls and e-mails returned within 48 hours and they would like to be able
to meet with their advisors at a time that is convenient to them.
Advising is an element of the Annual Performance Review for each faculty member; however there is not an evaluation or
reward system in place at this time. It has been recommended that the students complete an advisor survey annually in
order to better meet the needs of the advisees. It should be noted that effective advisement has a definite link to students
completing their degree programs within 4-5 years.
J. Retention Initiatives: Describe activities to encourage student retention in the program. If no current activities exist, describe
efforts that the program can make to increase retention of students. Provide, if available, any data that shows student retention.
There are a large number of students who take the beginning EDUC classes after taking the Introduction to Education (EDUC
204). During these courses, faculty members encourage students to continue their quest to become elementary school
teachers by applying for entrance into the Elementary Education program.
The implementation of the entrance into education seminars has provided consistent and accurate information for the
teacher candidates. The additional office hours during advising week and the beginning week of registration periods, as well
as the advisors’ willingness to advise beyond the required 10 hours, assist with reaching students providing the support
necessary to stay on course and complete the program. Options are offered for students that may need assistance with
licensure exams, math tutoring and writing.
K. Transfer Student Support: Describe the extent to which any special support or effort is made to help transfer students
transition to your program. Describe any successes or challenges with respect to transfer student populations.
Transfer students are referred to the program coordinator for elementary education. Transcripts are reviewed, degree plans
are updated, and course sequences are discussed. The student is then assigned an advisor. Transfer students that phone are
forwarded a degree plan and a recommended course sequence and told that once an unofficial transcript is made available,
an evaluation of course substitutions will be completed. The student is also advised that an official transcript evaluation will
be requested by the department for official verification.
L. Resource Assessment: Are there resources within the program that might be shifted to better achieve the program’s mission?
Are there inter-program/departmental collaborations that might be possible? Are there processes, practices, or policies that the
program can employ, modify, or delete that would help it to better teach its students?
All resources and faculty are being utilized to the fullest capacity.
V. Quality of Program Outcomes
A. Student Learning Outcomes
Program
MAT Elementary Education
Year
SLO
TM
MM
CA
NM
%
2008
SLO 1
4
3
3
0
75.0%
2008
SLO 2
1
1
0
0
100.0%
2008
SLO 3
4
1
4
1
25.0%
2008
Total
9
5
7
1
55.6%
2009
SLO 1
5
3
1
0
60.0%
2009
SLO 2
1
100.0%
5
5
0
Plan
Score
2
2009
SLO 3
4
4
0
0
100.0%
2009
Total
14
12
1
1
85.7%
2010
SLO 1
4
2
2
0
50.0%
2010
SLO 2
4
3
1
0
75.0%
2010
SLO 3
3
2
1
0
66.7%
2010
Total
11
7
4
0
63.6%
3
3
Explanation of Data & Assumptions
This chart indicates the levels of benchmark attainment for each University Student Learning Outcome for a three-year period, along with a score for the quality
of the assessment plan as described on the annual Master Plan/Progress Report for the program. Column indicators for data correspond thusly:
 TM = total measures (number of assessments used to determine achievement of objective;
 MM = measures met; number total measures where benchmark was met or exceeded;
 CA = Actions/decisions or other revisions based on data;
 NM = New measure/new assessment created.
The plan score rubric is as follows:
 0 = No activities or reports
 1 = Assessment activities need improvement--measures may not include benchmarks; markers may not clearly address objective; may not include data
where data should be present; provides little to no discussion of results;
 2 = Assessment activities developing--changes may be needed to clarify measures, benchmarks; there may be problems with data on only a few
markers; discussion may need more development; overall, plan shows effort but needs revision to make assessment system effective; score may also be
assigned to new plans or plans with substantial changes from the previous year;
 3 = Assessment activities on target--benchmarked measures clearly support objective and include communicative data with clearly applicable
actions/decisions related to outcomes; minimal changes may be needed to make plan and process clear and communicative to a broad campus audience.
B. Completer Data & Tracking (provide at least a three-year period of information, if possible; in any case identify the period
of time considered for response).
Program
% passing licensure,
certification, or other such
instrument, if applicable
%
passing
Exam Name
first
time
Total for degree
06-07
07-08
08-09
09-10
#5710
#5710
#5710
#5710
88.5
82
84
86.5
06-07
07-08
08-09
09-10
#5720
#5720
#5720
#5720
97.5
76
84
76
06-07
07-08
08-09
09-10
#5730
#5730
#5730
#5730
94
98
89
92
06-07
07-08
08-09
09-10
#0014
#0014
#0014
#0014
74
85
85
80
06-07
07-08
08-09
09-10
#0522
#0522
#0522
#0522
94
90
88.5
83.5
Job
Placement—
In Field (% of
Completers)
w/in 1 year
Job
Placement—
Unrelated
Field (% of
Completers)
w/in 1 year
Job
Placement—
In Louisiana
(% of
Completers)
w/in 1 year
Further
Education %
of
Completers)
C. Employer Satisfaction: What evidence is there of employer satisfaction with program graduates?
D. Student Satisfaction: What evidence is there of student satisfaction with the program?
E. Faculty Performance and Contributions
1. Provide average SEI scores for 5-year period. Only include faculty assigned to program on the list provided by IR.
2005
4.55
2006
4.55
SEI Averages
2007
2008
4.56
4.62
2009
4.56
AVG
4.57
2. Provide a detailed list (up to 10) of faculty-student research projects.
3. Provide examples of recognition faculty bring to the program in the area of non-paid public service (up to five
examples).
Faculty from the elementary education department are involved in several non-paid public service activities, including
Habitat for Humanity, Project S.O.A.R, Families Helping Families, Literacy Council, Up for Downs - Downs Syndrome,
Social Studies Fair and Calcasieu Parish Arts Fest.
F. Faculty Research (cover a five-year period, if possible. In any case, indicate the period of time this data will cover)
1. Portfolio of Intellectual Contributions
Faculty (list alphabetically)
Books
Only include faculty currently
employed at McNeese.
Gerald Calais
Mike Cass
Gwendolyn Duhon
Neil Faulk
Laura Fontenot
Yvette Garner
Dustin Hebert
Rose Henny
Linda Hurst
Deborah King
Sandra Leder
Judy Mondy
Kamal SeSalem
Royce Zant
1
Research
Monogra
phs
Peer
Reviewe
d
Journals
Chapters
1
1
3
2
Peer
Reviewe
d
Proceedi
ngs
Peer
Reviewe
d Papers
Presentat
ions
Faculty
Research
Seminars
Non-Peer
Reviewe
d
Journals
Other /
Grants
6
6
1
1
2
Gwendolyn Duhon
Book Chapters:
1. Duhon, G. & others. (2009). The impact of Hurricane Katrina: The voices of the children. In A. Esmail’s, J. Takoma’s, and R.
Duhon-Sells’ (eds.). The devastating impact of Hurricanes Katrina & Rita on health and education: Voices of the children.
Lewiston, NY: The Edwin Mellen Press.
2. Duhon, G. & others. (2009). Be the beacon of light that reflects: Peace education in behavior and interaction. In R. DuhonSell’s, A Esmail’s and J. Takona’s (eds.). Youth violence in American schools: How it can be alleviated. Lewiston, NY: The
Edwin Mellen Press.
Articles:
1. Duhon, G. , Duhon-Ross, A. & Duhon-Jeanlouis G. (2005-2006). Motivating the urban child. Journal of Urban Education:
Focus on enrichment, New Orleans: Southern University at New Orleans.
Linda Hurst
Books:
Hurst, L.W. (2009). Making connections for life long learning: A step-by-step guide for developing thematic units that work.
Southlake, TX: Fountainhead Press.
Articles:
Hurst, L. (Fall, 2008), ―What's Harry Potter got that teachers haven't? Bedazzle your students with the charm of content reading
through the magic of comprehension circles.‖ Collaborations: the official journal of the Louisiana early childhood association. pp.
10-14.
Peer Reviewed Papers Presentations:
1. May, 2010 – Bill Martin Symposium, Commerce, Texas. “MORE Games that teach: Using “junk” and creativity to design
board and card games to teach reading, math, phonics, social studies, science, and grammar games.”
2. May, 2010 – Bill Martin Symposium, Commerce, Texas. “Button Stories: Using Manipulatives as Story-starters.”
3. April, 2009 – The Association of Tutoring Professionals. Albuquerque, NM. ―Cross-Age Tutoring: Undergraduate Teacher
Candidates Mentor At-Risk 3rd Graders.”
4. May, 2009 – Bill Martin Symposium, Commerce, Texas. “Games that teach: Using “junk” and creativity to design board and
card games to teach reading, math, phonics, social studies, science, and grammar games.”
5. April, 2009 - National Writing Project. Presented at Urban Sites National Conference in Louisville, "Copy-Change: Using
predictable text to build confidence and writing skills in novice writers from children to adults."
6. April, 2005 – Bill Martin Symposium, Commerce, Texas. “Hands-On Collaborative Writing: Teaching the Writing Process
with Hands-On Materials and Activities.”
Grants:
 Palermo Professorship in Education, McNeese State University, Lake Charles, LA – May 2009 $1,000.00
Other:
 Winner of the 2009 Bloom Honor Book Award for best children’s middle-grade mystery novel.
Hurst, L. & Lee, L. (in publication). The seeing eye detectives: Case of the missing dog. Austin, TX: Blooming Tree Press.
 Hurst, L. (Fall, 2008), ―The spider.‖ Collaborations: the official journal of the Louisiana early childhood association.
 Winner, fourth place: Writing on Walls Short Story contest (2005).
 Hurst, L.W. ―The Stolen Photographs‖. The Storyteller. Jan.-Mar. 2005.
 Hurst, L.W. ―Grandma to the Rescue!‖ The Storyteller. April-May 2005.
 Hurst, Linda Whittington (2005). ―Chosen for Keeps‖. In Writing on Walls Anthology. Maynard, AR: Fossil Creek
Publishing.
 Hurst, L.W. (2005). ―My Day in the Navy‖ and ―The Anniversary Present‖ In Blair, N. & Carter, P. [Eds]. (2005). Veterans of
Freedom and Other Stories. Garland, TX: City of Garland Publication.
Deborah King:
Grants:
1. Applied and Received
2008-2009 Teacher Collaboration in Inclusive Settings Grant - $150,000.00
2. Applied and Received
2009-2010 Teacher Collaboration in Inclusive Settings Grant - $150,000.00
3. Applied and waiting on approval (Oct. 1, 2010). 2010-2011 Teacher Collaboration in Inclusive Settings Grant - $150,000.00
Rose Henny:
Grants:
 Palermo Professorship in Education, McNeese State University, Lake Charles, LA – May 2009 $1,000.00
V. F. White:
Regional Journals:
 Cuevas, P.C., White, V.F., Belk, E.J., Larmon, M., Teaching and learning in the brain compatible classroom. The Journal of
the Southeastern Regional Association of Teacher Educators, Winter 2005, vol. 14, nl.
2. Summary of Types of Intellectual Contributions
Faculty Name (list alphabetically)
VI. Revenue and Resources Generated by the Program
Briefly identify any revenue or resources generated by the program.
Learning
and
Pedagogical
Research
Contributions to
Practice
DisciplineBased
Research


Fees charged, other than tuition (include amount of fee and total revenue by semester or academic year).
Grants and/or Contracts (number, amount, time-table)
The Palermo Grant (2009) provided money for a collaborative writing project between three MSU education classes and third
grade students at Pearl Watson Elementary, an at-risk public school in Lake Charles. During this project, MSU teacher
candidates were paired with third graders during their Language Arts block. Together, they wrote and illustrated a book
which was published by Student Treasures. Each child received a copy of his/her book at a special ceremony honoring these
young authors. The purpose of this collaboration was to give MSU teacher candidates the opportunity to work one-on-one
with at risk students with the goal of making a difference in the child’s attitude toward writing as well as to improve the
child’s individual writing skills. Third graders were selected because they will be formally tested in writing in the following
grade.


Equipment Grants (identify any equipment received and estimated value and/or funds received specifically for purchase of
equipment—include amount and date)
Identify any potential revenues: fundraising, gifts, grants, other not yet acquired.
VII. Cost/Expenses Associated with the Program
A separate cost study based on formulae set forth by the University of Louisiana System will be supplied for each program.
VIII. Program Branding
Reflect on your program as a whole: its course offerings, availability, modes of delivery, faculty strengths, opportunities for unique
student experience (travel, research, internship, campus social interaction), clarity of the nature of the program and its potential for
impact on students’ lives as you respond to the following:
1. If you were a student entering McNeese what features would keep you in the program?
The main features that would keep me in the program would include a caring faculty, a superior program and an affordable
education.
2. How, when, and how often are the best features of your program communicated to students, and how would you improve upon
that communication?
Communication regarding the program features occurs in many avenues, including the advising process, class discussions, email correspondence and personal conversations.
McNeese offers an array of services to entering students that assist with retention efforts such as orientation sessions,
Freshman Foundation courses, tutoring services and numerous computer labs funded with TASC monies. These services are
typically communicated to students through recruitment activities and online. The information about these services seems to
reach their target audiences.
IX. Opportunity Analysis
As a whole, McNeese is committed to recruiting a qualified, diverse population of students, ensuring their academic progress, and
finally producing highly capable, professionally-adaptive graduates. Given the current status of your program as you have outlined it
in the above sections, if funds or resources were available to you, how would you appropriate them to better ensure your program
facilitates any or all aspects of recruiting, retention/progression, or graduation.
Free Blackboard training and 24-hour telephone support to students taking online and web-based courses would be appreciated by
all students involved in courses that utilize Blackboard. It would be wonderful to have greater participation from school districts in
the five parish area (Allen, Beauregard, Calcasieu, Cameron, and Jeff Davis) in designing field experiences, student teaching
experiences and opportunities for action research at their schools.
Signatures of Participating Faculty
Name
Date