Assessment

Mission Statement

The Department of Instructional Technology provides an environment in which graduate students and faculty explore, develop, and disseminate technologies of instruction and information impacting education, business, industry, and government.

Recent revision:
Our mission: to maximize the effectiveness of human effort in instruction and information sharing.

Assessment Plan

Instructional Technology & Learning Sciences uses several methods to evaluate its effectiveness and collect evaluation data on an ongoing basis.

1. Students

Graduating doctoral students complete an exit survey made available in their graduation packet. These are returned to the department for analysis
Periodically, the website is used to administer online surveys to current and/or graduate students.
All MS students complete a capstone project and portfolio, which are periodically reviewed by the faculty to inform program changes.
All PhD students are reviewed annually by the faculty.

2. Faculty

Faculty participate in bi-weekly faculty meetings, in which departmental changes may be initiated.
Faculty participate in yearly retreats, in which departmental changes may be initiated.
The curriculum committee initiates changes in programs and requirements.
The curriculum committee maintains program planning sheets. These are linked from the website.
As part of the P&T process, courses are periodically subject to peer review.

3. Other

The department maintains a dashboard file, tracking important indicators every year. These include student credit hours, student residency, enrollment by degree, ethnic background of students, number of FTE students, number of degrees conferred, number of faculty, total program costs, student mean GPA, number of applications, and % acceptance.  The dashboard is linked below.
A regents review involving outside reviewers is completed every seven years.
Studies directed at assessing needs of students are conducted in the context of classes.
Web site traffic is carefully monitored using Google Analytics. This provides a view of student and outsider interests in our programs.

In toto, these data provide information to the faculty as it deliberates and structures programmatic offerings to keep current with demands from the field of practice and from the discipline.

Learning Objectives

Association for Educational Communications and Technology standards were developed in conjunction with NACTE and Educational Communications and Instructional Technologies standards. They provide initial standards (for undergraduate programs) and advanced standards (for graduate programs). All standards used here are for advanced or graduate programs.

Mapping

Curriculum and Program Learning Objectives.pdf
Curriculum and Program Learning Objectives.xls

Outcomes Data

Outcomes Data (pdf)

Dashboard 2002-2009 (pdf)

Instructional Technology Needs Assessment Study

2004 Executive Summary
2004 Appendix
2004 Assessment (full version) .pdf
2001 External Regents Review (full version)

Data-based Decisions

Data-based Decisions (pdf)

ITLS Faculty Directory

ITLS Faculty Directory

InsT Course Descriptions with Syllabi

InsT Courses with Syllabi