Assessment Details
Academic Year: 2020-2021 Level: Undergraduate
Campus Department: Lynch School of Education & Human Development [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Elementary Education BA (Link)
Description of Data Collection:
The department is measuring achievement of outcomes through performance in courses and using two additional measures (one direct and one indirect):
a. Direct: Boston College Candidate Assessment of Performance Form and Evidence Binder (BC-CAP): This measure assesses candidate performance on the five outcomes listed above according to the criteria established by the state (unsatisfactory, needs improvement, proficient, and exemplary).
b. Indirect: Exit surveys (completed at program completion), One-Year Out, Two-Years Out, and Three-Years Out: These measures assess program completers’ sense of being well-prepared in the five learning outcomes.
Review Process:
The Office of Field and Practicum Experiences monitors the BC-CAP performance. Faculty discuss results of the BC-CAP in department meetings. Faculty also discuss survey results in connection to the learning outcomes and identify implications for continuous program improvement in a department meeting each year.
Resulting Program Changes:
Based on a review of enrollment data and Exit Survey results, the department was concerned with the number of undergraduate students leaving the teacher education licensure programs (elementary education or secondary education) prior to the full practicum. The data indicated students were consistently transferring to other majors in the second and third year of the program. Based on the Exit Survey and exit interviews done by Lynch School Student Services, students were leaving the licensure program to complete a major that affords them more flexibility to complete multiple majors as well as participate in extracurricular activities such as athletics and study abroad experiences. However, students also indicated that they still wanted to be teachers, and have plans to pursue licensure via a master’s degree. Based on data from enrollment and student interviews, the department pursued a non-licensure undergraduate teacher education major, Transformative Educational Studies, with a coordinated pathway to one of BC’s graduate licensure programs. This will serve to increase enrollment at the undergraduate level (non-licensure), as well as increase enrollment at the graduate level (licensure-track). This program was launched in the 2019-2020 academic year and has already seen strong enrollment.
Date of Most Recent Program Review:
Based on a review of enrollment data and Exit Survey results, the department was concerned with the number of undergraduate students leaving the teacher education licensure programs (elementary education or secondary education) prior to the full practicum. The data indicated students were consistently transferring to other majors in the second and third year of the program. Based on the Exit Survey and exit interviews done by Lynch School Student Services, students were leaving the licensure program to complete a major that affords them more flexibility to complete multiple majors as well as participate in extracurricular activities such as athletics and study abroad experiences. However, students also indicated that they still wanted to be teachers, and have plans to pursue licensure via a master’s degree. Based on data from enrollment and student interviews, the department pursued a non-licensure undergraduate teacher education major, Transformative Educational Studies, with a coordinated pathway to one of BC’s graduate licensure programs. This will serve to increase enrollment at the undergraduate level (non-licensure), as well as increase enrollment at the graduate level (licensure-track). This program was launched in the 2019-2020 academic year and has already seen strong enrollment.
Attachments (if available)