Home  |  Faculty & Staff  |  Multimedia Books   | Curriculum & Materials Center | Advising Assessement Overview of Our  Elementary Education Associate of Arts Program What courses are offered in our Elementary Education Associate of Arts Program? EDU 111: Foundations of Education (3 cr) EDU 238: Children's Literature (3 cr) EDU 290: Methods & Materials in Navajo Education (3 cr) EDU 292: Bilingual/Bicultural Education (3 cr) EDU 240: Special Education (3 cr)   What is the purpose of this program? Its mission, goals, and outcomes? Our Elementary Ed web page explains this. When are the courses offered? See our Course Alignment Worksheet. Are our courses transferrable? The worksheet (Guide for Transferability) indicates courses that are transferrable as electives or education courses. Assessment Cycle Report is reviewed and updated at the end of each academic year to guide subsequent years assessment plans. AY 2006-2007 AY 2005-2006   Program Matrices AY 2007 - 2008 AY 2006 - 2007 (Spring) AY 2006 - 2007 (Fall) AY 2005 - 2006 Report for the College's Assessment Committee 2006-2007 Report of May Work 2006-2007 Results (SLAPR) 2006-2007 SLAPR in new reporting format 2006-2007 Assessment Report & Plan 2005-2006 Assessment Report & Plan  2005-2006 Report of May Work 2005-2006 Assessment Plan 2004-2005 Assessment Report   Rater Worksheets for Student Artifacts from EDU Courses Rater Worksheets used SP07 CDTE AA Elementary Education Meeting Minutes May 2007   How do we organize and carry out assessment for this program? The AA Elementary Education program is the first CDTE program to be assessed as a part of the College-wide Assessment Plan. The faculty work for shared understanding and then implement a program assessment process through faculty-wide meetings at the beginning and end of each semester. The Coordinator of the Program (currently Thomas P. Benally) is designated as the one responsible for semester-long tracking and implementing decisions made in the faculty-wide assessment meetings.   Initially, a plan was developed to ensure consensus for the assessment process of the program. Four steps were identified and followed: Step 1: Organizing Ideas & Developing Instruments Step 2: Gathering Data & Organizing data for review Step 3: Critiquing Data & Reporting Step 4: Informing Stakeholders of Program Successes & Changes    for improvement of student learning and program appropriateness.   In our second phase, the faculty reviewed the assessment process. We agreed that we must stay committed to one artifact per course. Also, a change in the artifact must be approved through our EOS meetings and not by the individual instructor. We also agreed that in the EOS May 2006 meeting we would attempt to assess all artifacts provided from each of the courses. After assessing artifacts, we analyzed the scoring and discussed changes in the matrix. All faculty reviewed the artifacts to assess their appropriateness for addressing the program goals. As a result of this process,changes were made to the matrix and detailed suggestions were provided to faculty responsible for specfic courses for the  AY FA06SP07. In our third, which began at EOS May 2007 and will be ongoing, we are assessing all EDU major courses. We gather artifacts from each course according to the matrix and analyze data each Spring semester. Any changes recommended will be addressed in the following AY which begins in the Fall of each year. We are now exploring other ways to assess student learning for the EDU program beyond student work provided as a part of their major coursework.   ©2005-08 Center for Diné Teacher Education, Diné College, Tsaile, AZ 86556 Questions? Contact CDTE@dinecollege.edu Updated 10 April 2008.