Ed.S. Program

Media Program - Program Emphasis in School Library Media

Links to:  "Bread and Butter Goals" and "Visionary Goals"
Numbers in the parentheses correspond to the College of Education’s Conceptual Framework.

The student will:

1. demonstrate knowledge of how students and other members of the learning community learn and effectively integrate the library media program into the school’s curriculum in order to foster student achievement (8)
2. demonstrate effective leadership skills to initiate, facilitate and evaluate transformational systemic change to ensure the library media program is central to the instructional program of the school (2) (9)
3. demonstrate knowledge and a high degree of skill when making media and instructional technology decisions that will influence effective transformational systemic change in the schools (1) (10)
4. demonstrate leadership and effective strategic planning while infusing media and instructional technology into the school’s instructional program (4)
5. demonstrate an understanding of media and technology operations and concepts (8)
6. create and promote a positive, technology rich learning environment that nurtures a sense of community and a respect for diverse cultures and learners in the school (7)
7. motivate and guide members of the learning community in appreciating literature and related materials while they pursue lifelong learning (3)
8. effectively develop the school’s library media collection to meet specific information needs of the learning community by critically evaluating the existing collection and building it as needed following collection development policies and procedures (8)
9. serve as a leader in modeling and assisting others in the learning community in accessing information efficiently and effectively (3) (5)
10. use information accurately, creatively, and skillfully with the learning community (8)
11. continue to pursue information related to his/ her personal interests (3)
12. excel in information seeking and knowledge generation (10)
13. serve as a facilitator in getting others in the learning environment to recognize the importance of information to a democratic society (9)
14. practice ethical, legal, and socially acceptable behavior regarding information and information technology and ensure others in the school are up to date on these policies (2),
15. serve as a leader in promoting a positive, media and technology rich learning environment that nurtures a sense of community and a respect for diverse cultures and learners in the school (5) (7)
16. participate effectively in groups to pursue and generate information (5)
17. effectively use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning (2) (8) (10)
18. demonstrate an awareness of research and its use of the school to make program improvements (8) (9)

Assessment Processes and Expected Results of School Library Media Learning Outcomes

1. Analyses of student portfolios of written work will, on the average, indicate adequate, good, or excellent written communication skills.
2. Analyses of student portfolios of computer work will, on the average, indicate adequate, good, or excellent World Wide Web (Internet), spreadsheet, and word processing skills.
3. Starting salaries for our students will equal or exceed average salaries for similar positions in the geographic areas indicated.
4. Student performance during the oral examination by the student’s committee will indicate adequate oral communication skills, appropriate social skills, awareness of the ethical, political, and global aspects of business, and an adequate level of satisfaction with the program.
5. Alumni surveys will indicate adequate or higher level of satisfaction with the program.
6. Course grades in the school library media classes will indicate adequate or higher levels of knowledge and skills in oral/ written communication, ethical understanding, and school library media skills.
7. Grades in the Practicum will indicate adequate or higher levels of knowledge and skills in school library media.

Assessment Processes and Expected Results of School Library Media Learning Outcomes at the Ed.S. Level

1. Analyses of student portfolios of written work will, on the average, indicate adequate, good, or excellent written communication skills.
2. Analyses of student portfolios of computer work will, on the average, indicate adequate, good, or excellent World Wide Web (Internet), spreadsheet, word processing, and multimedia skills.
3. Starting salaries for our students will equal or at least average salaries for similar positions in the geographic areas indicated.
4. Student performance during the oral examination by the student’s committee will indicate adequate oral communication skills, appropriate social skills, awareness of the ethical, political, and global aspects of business, and an adequate level of satisfaction with the program.
5. Analyses of student research papers during orals exams will indicate he or she has an understanding of research, its use in the schools to make program improvements, and an ability to successfully design, conduct, and write a five chapter research paper following the department and College of Education procedures.
6. Alumni surveys will indicate adequate or higher level of satisfaction with the program.
7. Course grades in school library media classes will indicate adequate or higher levels of knowledge and skills in oral/ written communication, ethical understanding, leadership, and school library media skills.
8. Feedback from the department’s Advisory Committee and practitioners in the field will demonstrate the department is producing quality school library media specialists who have the skills and leadership qualities that are required for the positions they are assuming in the schools.

Assessment Processes and Expected Results of the Media Program in School Library Media - Learning Outcomes

Students enrolled in the Media Program with a program emphasis in School Library Media participate in a variety of classes delivered through both face to face and distance technologies. Assessment processes and expected results for both types of classes are treated in the same manner. In the delivery of distance classes some additional assessments measure are put into place.

Face to Face Classes	Distance Classes
Beginning of the Program Students meet with their assigned advisors and develop a timely plan of study based on their educational background, experiences, programmatic needs and expected graduation timeline. Students complete an advising assessment at the end of the session, with the expectation being the advisement was helpful and informative.	Beginning of the Program Same procedure as face to face Cohort programs delivered through distance technologies have an assigned advisor that works with the group to plan their program, problem solve, and meet the diverse needs of students in a timely manner.
At the beginning of the Program Students attend a face-to-face orientation program the first Saturday of fall semester to become familiarized with a variety of program information. An overview of the program, classes, the use of distance technologies, assessment procedures, services available, orals, and graduation requirements are presented. Students also have an opportunity to ask questions about the program. This information is available online for students to review. At the conclusion of the program students are asked to complete a written assessment of the orientation program, with expectation that the orientation program was helpful and informative in introducing them to the program, selected information about State University of West Georgia, and the technologies utilized for the program delivery.	At the beginning of the Program Same as the face-to-face orientation. For cohort programs delivered through distance technologies the group advisor will deliver the orientation face to face at the students’ school.
During the program Students will assess the quality of academic advisement as adequate in meeting their educational needs as they progress through the program. Faculty will evaluate students’ media and instructional technology skills as meeting the program expectations through a multitude of measures: (a) formative evaluation (i.e., surveys, bulletin board postings in WebCT, notecards, discussions.), (b) student presentations,  (c) student written works, (d) collaborative work with others,  (e) online communications,  (f) student projects,  (g) field based projects, (h)  summative evaluations Summative surveys, administered to all students using the University instrument will report students are learning effectively and are satisfied with their classes.	During the program Same as the face-to-face program. In addition students may be assessed by: the number and quality of information in  bulletin board postings, participation in chat room activities, online exams and/or quizzes, uploading and downloading projects, e-mail communication with the class and the instructor, GSAMS class participation, GSAMS class presentations Summative surveys administered though the Distance and Distributed Learning Office will report students are satisfied with the distance classes and the learning effectively.  this includes GSAMS,  WebCT, and HorizonLive.
End of the Program Analyses of student portfolios* at the end of the program will indicate the appropriate quality of his/ her written, communication, information, media and technology skills.  *Beginning Fall '02, all new student portfolios must be electronic portfolios. Analyses of student performance at the end of his/ her program during the exit oral exam will indicate appropriate information, communication and social skills; awareness of the ethical, political, and global aspects of media and instructional technology and satisfaction with the program. Exit program surveys will indicate adequate or higher level of satisfaction with the students’ media and instructional technology program.	End of the Program   Same as the face to face
After the Program Student performance in the field will be adequate as assessed by employers, practitioners, colleagues, and the students themselves. Beginning Fall '02, electronic program effectiveness surveys will be used with our former graduates.  The form will be available online and postcards sent requesting graduate input. Starting salaries for our students will equal salaries for similar positions in the geographic areas indicated.	After the Program Same as face to face

Media Learning Outcome Assessment Results for the 2002-2003 Fiscal Year

STUDENTS: The department seeks to attract quality graduate level students interested in media to its program. Academic quality is evident in students’ grades, awards, and honors received. Some of those include:

1. Many students have been selected by their schools as media specialist of the year
2. An increasing number of students and graduates are doing presentations and/or papers at state conferences (i.e., Council of Media Organizations, Georgia Technology Conference)
3. There is approximately a 95% retention rate of majors.
4. Grades in courses demonstrate students are doing high quality work.
5. The vast majority of students have jobs within three months of graduation

Outcomes of our curriculum include the following:

• Students use multimedia extensively in their courses
• Faculty use multimedia in all classes and model its effective use in the classroom
• 100% of the courses utilize distance technologies (i.e., GSAMS, WebCt, Epic Learning)
• 100% of the courses have written and/or oral communication assignments.
• 100% of the courses have information access assignments.
• 100% of the courses have technology assignments.
• 100% of the courses require critical thinking and application skills in school library media.
• Student portfolios show above average written, media, and instructional technology skills.
• Discussions with alumni reflect a high degree of satisfaction with the program.
• Student exit oral exams show students are competent in media and instructional and know the job expectations and role they will play in the schools in effectively integrating technology into the learning environment.
• All courses contain diversity perspectives.
• Analysis of course syllabi by the Chair show program learning outcomes are being achieved by students and assessed by instructors.
• Analysis of instructors teaching media and instructional technology by the Chair in face to face or distance classes demonstrate faculty are delivering expressed program objectives.

Examples of the Use of Assessment Results

1. More courses were redesigned and delivered using more online distance technologies to meet the needs of our distance students throughout the state based on student feedback during and at the end of their program (e.g.., WebCT,  HorizonLive, SaberLearning)
   • MEDT 8461, Diffusion of Innovations, was changed from a GSAMS class to an online class.
2. More GSAMS sites have been added to distance courses to reach more distance students in the state.
3. The two research courses are now taught by the MIT department.