Phase 1 Pre Assessment

Phase 1 Pre Assessment

Timothy Gough Julian Jernigan Britton Spivey

Phase 1 Pre Assessment

Table of Contents Section Page 1. Purpose and Scope.. 3-5 2. Focus..6 3. Data.7-8 4. Target Dates and Timelines.9 5. Resources.9 6. Budget...9 8. Evaluation Plan...10 9. Approval Plan ..10-11 10. Attached Documents..12

Phase 1 Pre Assessment

Section 1 Purpose and Scope A.Background Georgia Southern University is a public higher-learning institution with nationally accredited academic programs in the areas of liberal arts, sciences, and professional studies. The University has earned accreditation by the Southern Association of Colleges and Schools Commission to award baccalaureate, masters, specialists and doctorate degrees. Additionally, Georgia Southern University is a Carnegie Doctoral/Research University comprised of seven colleges; each devoted to student-centered education of both undergraduate and graduate students alike. Georgia Southern Universitys College of Education is organized into three academic departments: The Department of Teaching and Learning; The Department of Curriculum, Foundations, and Reading; and the Department of Leadership, Technology, and Human Development. Each of these departments is committed to, and seeks to provide the knowledge and skills which are needed in the profession of education. Additionally, each department strives to present a diverse array of learning experiences, and a strong commitment to the area of technology. The College of Education recognizes the critical role of technology in all facets of the educational process and strives to provide all its candidates with experiences that allow exploration of a broad range of technologies. Within the College of Education is the Department of Leadership, Technology, and Human Development which offers a broad range of programs that provide school/system-wide and student-oriented support services for traditional and alternative settings. A diverse selection of graduate programs prepare school and community agency personnel in the areas of school and clinical mental health counseling, higher education student services, educational leadership, higher education administration, instructional technology, and school psychology. A doctoral degree program in educational leadership is also offered by this department. In addition to degree programs, the department offers the online teaching and learning endorsement.

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B.Purpose and Scope The Instructional Technology graduate program which is offered by the Department of Leadership, Technology, and Human Development presents the learner with a choice of a traditional classroom-based education as well as a complete online teaching and learning endorsement. However, candidates enrolled in the Instructional Technology program are offered degrees only on the Masters and Specialists levels. Statement of Problem: Georgia Southern University is an excellent institution of higher learning which offers a multitude of educational experiences, however it does not offer a doctoral program in Instructional Technology and that will be the focus of this assessment.

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C.Focus The Level I Needs: The graduate student population (traditional and online) of Georgia Southern University and its access to a doctoral program in Instructional Technology. The Level II: Service providers (instructional personnel) of Georgia Southern University and the increased need for training in order to fulfill the requirements of a doctoral program. The Level III: Additional resources needed to offer the program; additional books, computer software, etc.; additional instructional staff, training; additional funding for all resources (personnel and instructional resources).

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Section 2 Focus The Level I: Graduate student population (traditional and online) at Georgia Southern University. The Level II: Service providers (instructional personnel) of Georgia Southern University. The Level III: Resources needed; additional books, computer software, etc., additional instructional staff, training; additional funding.

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Section 3 Data Data to be Gathered Georgia Southern University New Program Prospectus Source Method

Available Online Username Archived Document and Password Protected Academic Affairs Academic Affairs Handbook Handbook Section 2.03.02 Available Online at: Archived Document http://www.usg.edu/acad USG New Program emic_programs/documents Prospectus /new_program_prospectus _guidelines.pdf See Attachment A Survey Available at: http://www.surveymonke y.com/s/PMK389M See Attachment B Survey Available at: http://www.surveymonke y.com/s/MT3WNYD See Attachment C Survey of Current Faculty

University System of Georgia New program Prospectus

Instructor Interest in Creating a Doctorate Track

Student Interest in Creating a Doctorate Track

Survey of Instructional Technology Student Body

SACS Standards for Doctorate Level Programs

Available Online at: Archived Document http://www.sacscoc.org/ SACS Principles of pdf/2012PrinciplesOfAcred Accreditation PDF itation.pdf See Attachment D

ALA/AASL Standards for Doctorate Available Online at: Archived Document Level Programs http://aims.ncate.org/Pro ALA/AASL standards gRev/Agreements/Form20 for accreditation 3.pdf See Attachment E ISTE Standards for Doctorate Level Programs Available Online at: Archived Document http://aims.ncate.org/Pro ISTE Standards for gRev/Agreements/Form40 Accreditation 9.pdf See Attachment F Available Online at: Archived Document

GAPSC Standards for Certification

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http://www.gapsc.com/R ules/Current/Certification /505-2-.041.pdf See Attachment G GAPSC Timeline for Transition Plan Cutoff Available Online at: http://www.gapsc.com/C ommission/policies_guideli nes/Downloads/Transition_ Plan_New_Fields_20110930 .pdf See Attachment H

GAPSC Certification Guidelines Archived Document GAPSC Certification Guidelines

Center for Instructional Design and Technology Occupational Outlook Report

Available Online at: Informational http://idtcenter.org/resou Website rces/ See Attachment I

Phase 1 Pre Assessment

Section 4 Timeline and Target Dates Event Collect Data from Governing Bodies Review of Collected Data Distribute Student and Faculty Surveys Compile Data from Student and Faculty Surveys Completion of report Submission of Report Full implementation Evaluation of implementation Formative evaluation Target Date October 10th October 17th October 23rd-24th October 25th-31st December 2nd December 9th TBA TBA Ongoing during assessment

Section 5 Resources

Access to the Georgia Southern University Academic Affairs Handbook Time to review all literature from the data gathering Access to Instructional Technology Student Body, both Physical (on campus) and Digital(On-Line) Access to Instructional Technology Faculty Time to compile data from both Faculty and Student Body Surveys

Sections 6 Budget Budget should be minimal, since all of the resources can be reviewed, produced, and completed digitally.

Phase 1 Pre Assessment

Section 7 Evaluation Plan In order to insure success throughout the project, a formative evaluation along with a project map will be used. The project map will serve 2 functions: illustrate the vision of the project and outline the steps in which the project will take place. This will be created by the needs assessor and the committee prior to beginning the pre-assessment[B1] . The project map will be used as a formative evaluation which will monitor the plan and how it develops. The needs assessor and the committee will confirm tasks are being carried out in a timely fashion. If problems should arise, corrective action will take place.

Section 8 Contingency Plan Based on data analysis from Phase 1 adjustments may be made to Phase 2. If data produces evidence that establishing a doctoral program for Instructional Technology will not benefit or profit stakeholders then other options must be surveyed.

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Section 9 Approval Plan MemorandumofAgreement AneedsassessmentwillbeconductedatGeorgiaSouthernUniversitytodetermineifGeorgiaSouthern UniversityshouldcreateadoctoralprograminInstructionalTechnology.Theneedsassessordutieswill include Statingthepurposeandscopeoftheproblem Statingthefocusofthelevels1,2,and3needs Createaprojectmap TheNeedsAssessmentCommitteewillbecomprisedofstudentscurrentlypursuingamastersor specialistintheGeorgiaSouthernInstructionalTechnologyprogram,instructionalpersonnel,and stakeholders.Thedutiesofthiscommitteewillinclude: ParticipateinfocusgroupsthatwillcarefullyreviewSACS,ALA/AASL,ISTEand GAPSCstandards Reviewingdatathathasbeencollected Locateresourcethatwillaidintheneedsassessmentprocess Createaprojectmap

________________________ (Needsassessorssignature) _________________________ (Committeememberssignature) _________________________ (Committeememberssignature) _________________________ (Committeememberssignature) _________________________ (Committeememberssignature)

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_________________________ (Committeememberssignature) _____________________________ (Committeememberssignature) _____________________ (Committeememberssignature) _________________________ (Committeememberssignature)

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