Student Learning. OBJECTIVE Evaluator Teacher Initials indicate completion Pre-Conference and Approval Date: SLO must be submitted by the first working day of October and finalized by the last working day in October. (Optional) Mid-Year Review Date: Student Growth Discussed —Date: Xxxx the appropriate growth rating below. STUDENT GROWTH RATING Based on final assessment data, the student growth rating is: < 65% attained > or = 65%, but < 85% attained > or = 85% attained HIGH EXPECTED LOW FORMAL OBSERVATION –observations attached Evaluator Teacher Initials indicate completion PROFESSIONAL PRACTICE RATING Total Score: # of Components: Average Score: Based on Average Score: Unsatisfactory (1.00-1.49) Basic (1.50-2.49) Proficient (2.50-3.49) Distinguished (3.50-4.00) DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY SUMMATIVE TEACHER PERFORMAN CE Combining Professional Practice Rating and Student Growth Rating, the Overall Professional Practice Rating is: LOW EXPECTED HIGH DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY EXCEEDS EXPECTATIONS MEETS EXPECTATIONS BELOW EXPECTATIONS OVAL INDICATES RATING IS SUBJECT TO REVIEW SIGNATURES: The signature of the teacher shall not imply that the teacher agrees with the evaluation, but merely indicates that the evaluation has been discussed. We have discussed the evaluation. EVALUATOR: DATE: TEACHER: DATE: APPENDIX F South Dakota School Counselor Evaluation Name: Position: School: Year: Please refer to the School Counselors’ Level of Performance Rubric for the following: U= Unsatisfactory B = Basic P = ProficientD = Distinguished Domain 1: Planning and Preparation U B P D 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program, integrated with the regular school program 1f: Developing a plan to evaluate the counseling program Domain 1 – Comments: (evidence of strengths and areas of improvement) Domain 2: The Environment U B P D 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school. 2e: Organizing physical space Domain ...
Student Learning. How have the results of student outcomes assessment and program or accreditation review been used on the proposed change? How will this change increase student learning and program effectiveness? Given the many pressures placed on the financial sector due to legislative mandate, it is important that educational institutions respond to the needs of the financial services industry. Preparing college graduates for careers in financial services requires a broad based education grounded in a commitment to liberal learning. By completing a degree in financial services, the student builds upon the foundation provided by general education requirements with a business core and twenty-seven hours of course work in the major. The major requires all students to complete an overview of financial services with specific course work in the areas of banking, investments, and insurance with a focus on ethical decision making. Students in the major then declare a track in one of the four areas associated with financial services: accounting, banking, insurance, and investments. The creation of this major allows the College of Business at Indiana State University to meet its goal of creating a special focus on the emerging needs of the financial services industry. Providing students with a broad understanding of the industry, yet with specific and detailed background in one of the sectors of the industry, allows the College of Business to produce future business leaders for this dynamic industry. This program is supported by the Networks Financial Institute initiative and by the college corporate advisory board. Statements of support from the financial services industry are attached as an appendix to this proposal. In this appendix are statements from Xxxxxxxxx Xxxx, Executive Director of Networks Financial Institute; Xxxxxx Xxxxxxxxx, retired insurance company executive; Xxxxxxx Xxxxxxxxxx, Partner, Xxxxx & Xxxxxxx and B&D Consulting, and Chair of Financial Services Practice; Xxxx Xxxxxx, retired Insurance Commissioner, NAIC President, and insurance company president and CEO; Xxxxx Xxxxxx, President, Xxxxxx Consulting LLC, and Chairman of the Board of Trustees, ISU Foundation. Xxx Xxxx of NFI said "Indiana State University is in a prime position to increase its leadership role in developing qualified employees for this dynamic, growing sector. With proven success in core financial areas including finance, accounting and insurance, ISU can assure its continued leadership role ...
Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient-based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre-requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post-professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year pr...
Student Learning. PLAN (SLP)
Student Learning. The Chemistry Department has a student outcomes assessment plan that has been used successfully for several years. Furthermore, our program is subject to rigorous periodic (5-year) accreditation reviews by the American Chemical Society. The proposed changes, however, were precipitated by neither of these. Rather, Chem 410 is no longer necessary for chemistry majors due to recent advances in technology. In the past the course emphasized the use of printed sources of chemical information. The current availability and ease of use of electronic databases and other internet resources has eliminated the need for an entire course devoted to chemical information. Chemistry students will instead learn, for example, literature searching and use of online abstract sources in Chem 355 and other courses as appropriate. The inclusion of some material from Chem 410 and the increased emphasis on instrumental analysis necessitate the Chem 355 increase from 1 to 2 credit hours. This credit-hour change to 355 will enhance student learning by allowing time for prelaboratory lectures and by giving students sufficient time for instrumental analysis. Adequate instrumental training is essential because most students who seek employment as bachelors degree chemists find themselves in jobs that involve the use of various chemical instruments. Preprofessional students who are majoring in chemistry and students bound for graduate programs in chemistry will also benefit by becoming more exposed to chemical instrumentation. The banking of Chem 410 will enhance program effectiveness and relevance because one credit hour will be devoted to organic laboratory techniques and instrumentation in Chem 355, rather than chemical information that is rapidly becoming outdated. Throughout the past decade Professors Xxxxx and Xxxx have been keeping up with universally recognized course epxectations by shoehorning some new lecture material into 421 which is currently a 3-hour combined lab/lecture course. Obviously, this cannot be a permanent solution, and the time has come to change 421 from 3 credit hours to 4; that is, from a 2-lecture-per-week-plus-lab course to a 3-lecture-per-week-plus-lab course. In order to keep the chemistrya major at 69 credit hours, we are submitting accompanying proposals to decrease the number of credit hours of 461L and 465L from 2 to 1. This credit hour change to 421 will enhance student training by giving students increased exposure to the material that is traditional...
Student Learning. 3.1. Students are empowered to be self-reflective, set individual learning goals, and articulate goals with others.
Student Learning. This transfer will support recruitment and retention for students with a technology focus. Programs to be transferred to the College of Technology: Baccalaureate Safety Management Major CIP code: 150701 Major code: A222 Baccalaureate Occupational Health and Safety Minor CIP code: 150701 Baccalaureate Industrial Hygiene Minor CIP code: 150701 Courses to be transferred to the College of Technology, Department of Built Environment: HLTH 212 Introduction to Industrial Health and Safety HLTH 314 Industrial Health and Safety Legislation HLTH 315 Industrial Hygiene I HLTH 315L Industrial Hygiene I Laboratory HLTH 318 Industrial Accident Prevention I HLTH 319 Industrial Accident Prevention II HLTH 328 Fire Protection Systems/Techniques HLTH 335 Industrial Hygiene II HLTH 335L Industrial Hygiene II Laboratory HLTH 411 Analysis Techniques in Industrial Health and Safety HTLH 416 Administration of Industrial Health and Safety Programs HLTH 423 Current Issues and Training Concepts in Industrial Health and Safety HLTH 460 Human Factors/Ergonomics HLTH 492 Professional Field Practice Internship in Safety Management Preferred effective term: Spring 2011 PROGRAM ELIMINATIONS COLLEGE OF ARTS AND SCIENCES: Science Education
Student Learning. This transfer will support recruitment and retention for students with a technology focus. Programs to be transferred to the College of Technology: Master of Arts Occupational Safety Management CIP code: 131307 Major code: A271 Master of Science Occupational Safety Management CIP code: 131307 Major code: A271 Courses to be transferred to the College of Technology: SFTY 605 Occupational systems Analysis SFTY 606 Human Factors/Ergonomics in Safety Management SFTY 607 Transportation Management SFTY 608 Safety Legislation, Litigation, and Compliance SFTY 610 Safety Inspection, Assessment, and Control SFTY 629 Field Research Project in Health or Safety SFTY 630 Foundations in Occupational Health and Safety Management SFTY 631 Fundamentals of Industrial Hygiene Preferred effective date: Spring 2011 UNDERGRADUATE APPROVALS NEW COURSES COLLEGE OF TECHNOLOGY: Built Environment CNST 351 – Professional Internship 3 credits Coordinated work experience in industry, which results in a comprehensive written report of the experience. A-F grading Preferred effective term: Summer I 2011 CNST 430 – Senior Seminar 1 credit Career planning in construction management. A-F grading Preferred effective term: Fall 2011 COURSE REVISIONS COLLEGE OF TECHNOLOGY: Built Environment CNST 306 - Commercial Design and Construction 3 credits Planning a commercial steel and/or concrete building from a program with a specific site, including code requirements, detailed drawings, and project cost estimate. Prerequisites: CNST 106. Change description and remove prerequisites to: CNST 306 - Commercial Design and Construction 3 credits A review of the various systems that are required for a complete and functional commercial building including interface issues, sustainability, codes and standards. A-F grading Preferred effective term: Fall 2011 CNST 318 - Strength of Building Materials 3 credits Analysis of internally induced stresses as the result of externally applied forces in various types of structural members used in the construction process. Prerequisites: CNST 218 or MET 302. Change title, description, and prerequisites to: CNST 318--Statics and Strength of Materials 3 credits Analysis of static forces in construction materials, and application of this knowledge to the design of structural components and systems. Prerequisite: MATH 123. A-F grading Preferred effective term: Fall 2011 CNST 420 - Plane Surveying 3 credits Basic surveying, use of instruments, recording and computing data, site...
Student Learning. The curriculum revision is the result of strategic planning sessions conducted by the SAHE instructional faculty in Spring 2007. Using professional standards for competencies of student affairs professionals as proposed by the American College Personnel Association and the Council for the Advancement of Standards in Higher Education, the faculty determined how best to meet professional standards through the SAHE curriculum. This revision will bring the SAHE program in line with current best practices in student affairs professional preparation programs. The elimination of the requirement for coursework in behavioral sciences results from its lack of usefulness in admission decisions. This requirement is a holdover from the SAHE program’s previous alignment with the former Department of Counseling; its inclusion in the SAHE admission standards was reasonable in alliance with the other programs in counseling. With our shift to the ELAF department and our shift in focus away from counseling and toward administration, the coursework that undergraduates complete as part of a general education program are sufficient prerequisites for success in the SAHE program. Proposed Catalog Copy: Master of Science—Student Affairs and Higher Education (39 semester hours minimum) CIP Code: 131102 Major Code: The master’s degree program in Student Affairs Administration is designed to provide professional training for entry positions in the student affairs field at university, college, and two-year post-secondary levels. Focus areas of performance include residence halls, student development, management, admissions, financial aid, student activities, student health promotion, career development, non- traditional student populations, and other areas. A corollary purpose is to provide a foundation for advanced work in this field and the closely related fields of counseling, guidance, and higher education. The program is offered on-campus and as distance education, although SAHE 533, SAHE 641, and SAHE 652 or their equivalent must be taken in a traditional classroom.
Student Learning. The Human Resource Development major will provide students in the HRD major with an opportunity to gain an overview of the discipline through course assignments, in-class discussions, group projects, and self-exploration. These experiential learning opportunities will allow the students to examine how the functions of HRD can be applied. Proposed Catalog Copy: Human Resource Development for Higher Education and Industry (51 semester hours) CIP Code: 521001 Major Code: Required courses: Human Resource Development: 276—3 hrs.; 350—3 hrs.; 355—3 hrs.; 420—3 hrs.; 425—3 hrs.; 473—3 hrs.; 480—3 hrs.; 489—3 hrs.; 495—3 hrs. Technology Management: 351—3 hrs.; 369—3 hrs.; 385—3 hrs.; 394—3 hrs.; 429—3 hrs.; 468—3 hrs. Directed Electives (6 hours.): Students must select 6 hours of elective courses from the Technology Management Department. Preferred effective term: Fall 2008 PROGRAM SUSPENSIONS Sociology Major (39 semester hours) CIP Code: 451101 Major Code: 4022 Brief Summary: The proposed suspension of the sociology major represents a redefinition of the role of sociology at Indiana State University, not the elimination of the discipline, curriculum, or associated programming. The proposed suspension (or internal elimination) is the result of a lengthy process within the Department of Sociology to explore the ability of the program’s existing faculty to deliver a quality undergraduate major. This project began with a 2002 program revision that sought to address staffing pressures associated with retirements and resignations. In 2005, the ability to deliver the revised curriculum and other obligations (GenEd, Social Science Education, and select courses in other major/minors) was further challenged as a result of two faculty departures. In the spring of 2006, three of the four sociology faculty forwarded a memorandum to Interim Xxxx Xxxxx requesting that the undergraduate major be suspended. The memorandum noted staffing issues and the inability of the current faculty to deliver the major’s required 30 hours of sociology, increased substitutions, and growing number of TBA courses. Additionally, sociology enrollments have been experiencing a decline in recent years. In the fall of 2006, the sociology major was ranked in “Category III—Realign, Reorganize, or Integrate”: thus reinforcing the need to reposition the role of sociology at ISU and underscoring that future investment is unlikely. In response to the challenges facing the major, the results of prioritization...
