Proposal: Assessment of Master of Arts in Teaching (MAT) Program at Jacksonville University

            Team:      Marcelle Bessman and Robert A. Hollister

 

Background

 

The Jacksonville University Master of Arts in Teaching, Mathematics is designed

to prepare participants for  high school and community college teaching careers.

Requirements for acceptance into the program is a bachelor’s degree and successful completion of the undergraduate calculus sequence.   Students who already have a Master’s degree in some discipline must take at least eighteen hours of MAT-designated mathematics courses to be certified to teach mathematics in a high school or community college. Students who do not already have a Master’s degree in some discipline are required to complete 30 hours of MAT-designated mathematics courses and take a comprehensive examination.  Two additional mathematics courses may be substituted for the comprehensive examination.  Additional degree requirements are nine hours of specified graduate level education courses offered through our School of Education.

 

            Since successful MAT students may be preparing students for entrance into the university with advanced placement or as two-year transfers, they must have the breadth and depth of mathematical knowledge to be able to answer their students’ questions adequately.   The overriding aim of this proposed assessment process is to examine and evaluate the preparation they are receiving from our program.

 

Assessment of Current Goals

 

1.    Surveys and Interviews

 

a.             Faculty

i.  Query faculty about which of  the goals are implemented in their courses and how this is accomplished.

           

b.             Current Students

i.   Survey current students about the goals that were addressed in these courses to obtain student perception of the purpose of the various class activities.

                       

ii.   Follow up with group interviews addressing the same or related issues as in survey.  Groups should consist of 2-3 students and one member of the assessment team.  The groups should include students at various levels in their programs of study.  With permission of the participants these sessions will be recorded for review by the assessment team and subsequently, the Department faculty.

                       

c.              Students who completed their program of study in the last ten years

i.                         What courses did you take?

                       

ii.   Which courses were useful in preparing you with respect to the content of the courses you currently teach?

                       

iii.                      What did you find most useful about the MAT program?

                       

iv.                      What changes, if any, would you suggest making?

                       

2.   After reviewing and organizing this information, meet with the full Department to evaluate and , if necessary revise, the existing goals and their implementation. 

 

Development of an On-Going Assessment Process

 

1.    Portfolios

a.    Students will be asked to maintain an electronic portfolio containing specified materials produced by the student in each class as well as a statement of the students’ own assessment of what they gained from the program.

           

b.     An electronic portfolio for each student will be maintained in the Department by faculty that have taught that student.

           

 

c.      These two views of the student’s work will be compared by Department faculty to determine congruence of perceptions.

           

2.    Exit Interviews

a.     Students leaving the program due to graduation, completion of program of study, or for other reasons, will be interviewed regarding their experiences in the program as well as topics addressed above-described surveys.

           

3.    Follow-Up Surveys

a.     One year and five years after a student has left the program a brief mail survey, similar to that used in 1. c., will be distributed; responses will be collated and reviewed with respect to evidence of appropriateness of goals and evaluation of their implementation