Pre-Teacher Preparation Program

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2019-2020)

Program Student Learning Outcomes(PSLOs)

At the completion of Pre-Teacher Preparation Program  the student will be able to:

  1. Demonstrate basic knowledge and concepts related to elementary education;
  2. Task analyze FSM and State curriculum standards, develop lesson plans, deliver lessons using a variety of strategies, develop instructional materials, manage student behavior, and assess student learning in an elementary classroom; and
  3. Demonstrate professionalism.

 PSLO Assessment Report Summary

What we looked at:

Major courses offered for Fall of 2019 to Spring of 2020 focused on PSLOs 1, 2 and 3. Different teaching and assessment strategies were conducted using oral and written presentations, answering quizzes and tests, doing classroom visitations and observations, completion and submission of individual or cooperative learning group reports, peer and classroom teaching. Assessment rubrics were used to ensure that students’ knowledge, critical thinking ability and skills were applied to achieve the program’s learning outcomes.

What we found:

Courses
Fall 19 to
Spring 20
PSLO No. of
Students
Students
who Passed
Students
with D’s
Students
with F’s
Students
with I’s
ED 110 1, 2, 3 16 10 2 4 0
ED 215 1, 2, 3 12 12 0 0 0
ED 292 1, 2, 3 9 9 0 0 0

PSLO 1. Demonstrate basic knowledge and concepts related to elementary education ED 110 students demonstrated knowledge and understanding of teaching as a profession, education terminologies, historical roots of Micronesian education through quizzes and paper submissions checked by using rubrics. In ED 215, the learners defined and explained key terms, concepts, and categories related to exceptionalities, the history and impacts of special education laws, regulations and community values through objective tests and descriptive essays that were scored by rubrics. Using observation report forms, ED 292 students visited elementary schools, observed classes, prepared reports and participated in discussions on observation results, did peer to peer and actual teaching in the elementary classroom.

PSLO 2. Task analyze FSM and State curriculum standards, develop lesson plans, deliver lessons using a variety of strategies, develop instructional materials, manage student behavior, and assess student learning in an elementary classroom.

PSLO 2 was introduced to ED 110 students and strengthened in ED 292 when they visited and observed classes. Using FSM classroom observation rubric and class discussions after each observation, students learned to task analyze curriculum standards, develop lesson plans, deliver and assess learning. ED 215 students were given opportunity to observe individuals with special needs with the assistance of State Department of Education’s Special Education Office to describe approaches, procedures and services used to address the needs of children with exceptionalities and outline the processes required in an Individualized Education Program (IEP) by using written checklist, conducting interviews, and making a written plan of operations.

PSLO 3. Demonstrate professionalism. Both in ED 110 and 292, students’ professionalism was evaluated using rubric. The rubric focused on the following criteria: attendance, promptness, class participation, submission and the quality of assignments submitted, their attire/appearance, and respectfulness of communication. Although the same rubric was not used in ED 215, professionalism of students were also encouraged.

Result:
As reflected in the above table, 100% of both the ED 215 and ED 292 students passed all the PSLOs While in ED 110, 2 out of 16 or 12.5% of students got low passing mark and 4 out of 16 or 25% of students failed.

What we are planning to work on:

Education is the mother of all professions and ED 110 introduces the students to the field of elementary education as a profession, ED 215 exposes students to learners’ exceptionality while ED292 exposes the learners to the realities of the teaching profession. To inspire learners to carry out their goals, we intend to:

  1. Provide more activities and examples of task analysis of FSM and States’ curriculum standards and benchmarks.
  2. Provide more interactions with elementary teachers, school personnel and students through interviews, observations related to classroom management, lesson planning, delivery and assessment of both the regular and special students.
  3. Encourage peer to peer and open class discussions to stress out the problems met in the course of lesson preparation and presentation.
  4. Require students to do self-reflection on concluded activities and demonstration of professionalism.

Recommendations for students:

  1. Maintain regular attendance of classes.
  2. Be prompt in the submission of assignments and requirements.
  3. Communicate more with instructors and advisers to address problems and concerns for improved learning.
  4. Avail of the tutorial services if there are difficulty or confusion with lessons, assignments and activities for better output.
PSLO(s) we are planning to assess in the next academic year:

We will again focus on all the three PSLOs since they are all integrated. We will devise strategies included on “What we are planning to do” as providing more task analysis activities, interactions, peer to peer discussions and self-reflection.


PROGRAM REVIEW in Associate of Arts in Teacher Preparation 

Completed by

Joy Guarin

AR Review Cycle

Fall 2014- Spring 2016

Program Goals 

 

Program Learning outcomes

 (Upon successful completion of this certificate, students will be able to) 

1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.

2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.

3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, science,

and social sciences.


Program History 

This section describes the history of the program. This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.

In 2009, Associated of Science degree program in teacher education-elementary program at state campuses was phased

out and was replaced by the Associate of Arts degree program in teacher preparation program . The program started at

Yap campus in summer of 2009 with 2 students .

Program Description 

The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.


This program provide students with courses rich in content, theoretical foundations and practical experiences

(methodology) which are designed to address the needs of pre-service and in –service teachers who may want to pursue

the baccalaureate degree at UOG (College Catalog).

Program Admission Requirements 

This section describes the requirements for admission into the program and other requisites.

High School graduates and General Educational Development( GED) certificate holders who are not accepted into

or are not interested in a degree program may apply for admission into an entry level certificate of achievement program.

Applicants with significantly low scores are ineligible for admission. Other certificates of achievement program are offered

when criteria for offering the program are met. Admissions requirements vary with the program. Application forms are

available at Yap campus.

Program Certificate/Degree Requirements

This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

 General Education Core Requirements ...................................................................................................29 Credits  English (9 credits)

· English (9 credits) , EN 110 Advanced Reading (3) , EN 120a Expository Writing (3), EN 120b Expository Writing II (3)

· Mathematics (3 credits) , Any 100 level mathematics course

· Natural Sciences (7 credits

· Social Sciences (3 credits) , SS 150 History of Micronesia (3)

  • Computer Applications (3) , CA 100 Computer Literacy (3)

· Physical Education (1 credit) Any choice of any ESS offering (1)

· Humanities (3 credits) , Any course in music, history, literature, philosophy, or language (recommended: MU 101) (3)

 

 Major Requirements ......................................................................................................................................40 Credits 

  • AR 101 Intro to Art (3)

· ED 210 Intro to Professional Teaching (3)

· ED 215 Intro to exceptional Children (3)

· ED/PY 201 Human Growth and Development (3)

· EN 200 series (EN 201 Introduction to Literature (3)

  • EN 205 Literature of the Sea (3)

· EN 208 Introduction to Philosophy (3)

  • EN.CO 205 Speech Communication (3)

· ED 292 Practicum Observation and Participation (3)

  • MS/ ED 210 Math for Teachers (3)
  • Science with lab (4)

· SS 120 Introduction to Geography (3)

· SS 126 Pacific Geography or SS 170 World History or SS 171 World History II (3)

  • SS/PY 101 General Psychology (3)

 GRADUATION REQUIREMENT ...................................................................................................................70 Credits 

 Program Courses and Enrollment

This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

 Program Enrollment

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Total

32

32

32

26

122

 

  •  Enrollment during the last four semesters are above 25. 

Number of Sections, Course enrollment

Courses Number

Number of section

Course Enrollment

Semester

EN 201

1

30

Fall 2014

SC 130

1

20

Fall 2014

ED 210

1

10

Fall 2014

ED 292

1

6

Fall 2014

PY 101

1

16

Fall 2014

ED 215

1

12

Spring 2015

SC 120

1

23

Spring 2015

SS 170

1

14

Spring 2015

ED 292

1

4

Spring 2015

AR 101

1

15

Spring 2015

MS/ED 210

1

15

Fall 2015

SS 170

1

6

Fall 2015

SC 130

1

21

Fall 2015

PY 201

1

7

Fall 2015

AR 101

1

9

Fall 2015

EN 208

1

11

Spring 2016

ED 292

1

1

Spring 2016

SC 120

1

23

Spring 2016

ED/PY101

1

14

Spring 2016

SS 170

1

10

Spring 2016

 Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

Name of Faculty 

Full time/Part time 

Degrees held 

Rank 

1. Joy Guarin

Full time

DVM.,MS, PhD

Professor

2. Jovita Masiwemai

Full time

MEd., BA, AS

Assistant Professor

3. Rosa Tacheliol

Full time

MEd, BA

Assistant professor

4. Rhoda Velasquez

Full time

MA Med, PhD. ongoing, BSE

Associate Professor

5. Robert Yangerluo

Full time

MA, BA

Assistant Professor

Faculty student ratio for the program For 2014-2016

Number of Faculty

Number of students

Faculty Student Ratio

5

122

1:24

 Program Indicators

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

 Assess-ment of course student learning out-comes of program courses 

 

 

Table 1.Fall 2014

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of stu-dents with “W”

5

No. of stud-ents successful of SLO 1

5

SLO 2

5

SLO 3

5

SLO 4

5

SLO 5

5

SLO 6

5

SLO 7

5

SLO

8

Percent-age required CLOs 

MS/ED 210

Rhoda Velasquez

7

0

7

7

7

7

 


 


 


 


100

EN/CO 205

Rosa Tacheliol

17

0

17

17

16

17

17

 


 


 


99

EN 201

Rosa Tacheliol

13

0

12

10

11

10

 


 


 


 


83

ED 292

Rosa Tacheliol

6

0

6

6

6

6

 


 


 


 


100

SC 130

Joy Guarin

20

1

19

19

19

19

19

19

 


 


95

ED 210

Darrell Hollloman

10

0

8

8

8

8

9

9

9

9

85

ED/PY 201

Robert Yangerluo

8

1

7

7

7

7

7



 


88

SS 120

Robert Yangerluo

9

1

6

6

6

6




 


67

SC/SS 115

Joy Guarin

11

0

11

10






 


96

SS/PY 101

Robert Yangerluo

16

0

13

13

11

12




 


77

Average












89

 Note: EN 201, EN/CO 205, SS 170, SC 130, SS PY 101,SC/SS 115- students are combined with other program 

Table 2. Spring 2015

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of stu-dents with “W”

5

No. of stud-ents success-ful of SLO 1

5

SLO 2

5

SLO 3

5

SLO 4

5

SLO 5

5

SLO 6

5

SLO 7

5

SLO

8

Percentage required CLOs 

SS 170

Robert Yangerluo

14

0

12

12

12

12

12

12

12

 


86

SC 120

Joy Guarin

23

1

22

22

22

20

19

19

 


 


90

ED 215

Darrell Holloman

12

1

11

10

9

10

11

 


 


 


85

EN 208

Rosa Tacheliol

30

1

26

28

27

 


 


 


 


 


90

ED 292

Darrell Holloman

4

0

4

4

4

4

 





100

Average












90

 Note: SS 170, SC 120, PY 101, AR 101- students are combined with other program 

 

Table 3 .Fall 2015

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of stu-dents with “W”

5

No. of stud-ents success-ful of SLO 1

5

SLO 2

5

SLO 3

5

SLO 4

5

SLO 5

5

SLO 6

5

SLO 7

5

SLO

8

SS 170

Robert Yangerluo

6

1

6

6

6

6

6

6

6

 


SC 130

Joy Guarin

21

0

21

21

19

19

19

19

19

 


SS 120

Robert Yangerluo

18

1

18

18

18

18

 


 


 


 


ED 292

Rosa Tacheliol

2

0

2

2

2

2

 





EN 201

Rosa Tacheliol

15

0

12

12

12

12

 





ED/PY 201

Robert Yangerluo

7

1

6

6

6

6

6




SC 111

Joy Guarin

15

3

10

13

13

12

10

12

12

14

MS ED 210

Rhoda Velasquez

15

1

15

15

15

15

 





Average












Continuation


5

SLO 6

5

SLO 7

5

SLO

8

Percentage required CLOs

 


 


 


 


100

 


 


 


 


93

 


 


 


 


100

 


 


 


 


100

 


 


 


 


80

 


 


 


 


86

 


14

14

14

78

 


 


 


 


100

Average

 


 


 


92%

Table 4. Spring 2016

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of stu-dents with “W”

5

No. of stud-ents success-ful of SLO 1

5

SLO 2

5

SLO 3

5

SLO 4

5

SLO 5

5

SLO 6

5

SLO 7

5

SLO

8

Percentage required CLOs

SS 170

Robert Yangerluo

10

0

7

7

7

7

7

 


 


 


70

SC 120

Joy Guarin

23

1

21

13

21

15

16

 


 


 


75

EN 208

Rosa Tacheliol

10

2

6

6

6

 


 


 


 


 


60

ED 292

Rosa Tacheliol

1

0

1

1

1

1

 





100

PY 101

Robert Yangerluo

14

2

10

10

10

10

 





71

Average












75%

 Note: SS 170, SC 120, PY 101, AR 101- students are combined with other program 

CSLOs achievement percentage-87%

 

 

 

 Assessment of program student learning outcomes 

 

Program Student Learning Outcomes(PSLOs) 

 

At the completion of Pre-Teacher Preparation Program, the student will be able to:

1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.

2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.

3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature,

science, and social sciences.

What we looked at: 

The Yap Campus focused on number 2 PSLO. Listed below is the assessment plans for the above mentioned PSLO.

• PSLO #2: Develop a rubric to assess lesson delivery in their practicum course

What we found: 

• For PSLO #2, 6 of 6 or 100% of students achieved an average of 91% on their lesson delivery (Fall 2014)

• For PSLO #2, 4 of 4 or 100% of students achieved an average of 95% on their lesson delivery (Spring 2015)

• For PSLO #2, 2 of 2 or 100% of students achieved an average of 88.5% on their lesson delivery(Fall 2015)

What we are planning to work on: 

Continue to use cooperative learning strategies.

Recommendations for students: 

Continue to keep up the good performance and attitudes in class. Enroll in higher education program.

 Program enrollment (historical enrollment patterns, student credits by major) 

Table 1A. Enrollment patterns by major 

 

Term

Number of Enrolled students

(Yap)

Overall number of students enrolled

(Chuuk,Pohnpei Kosrae, National, and Yap)

Percentage

(%)

Fall 2014

32

307

10

Spring 2015

32

239

13

Fall 2015

32

235

14

Spring 2016

26

217

12

Average

31

250

12%

 

 Table 1B. Enrollment of the program as compared to the total enrollment of Yap campus 

Term

Number of Enrolled students

(Yap)

Yap Campus enrollment

Percentage

(%)

Fall 2014

32

188

17

Spring 2015

32

191

17

Fall 2015

32

183

18

Spring 2016

26

162

16

Average

31

181

17

Table 2 Credits by major

 

Term

Number of Credits

of Enrolled students

(Yap)

Overall number of students enrolled

(Chuuk,Pohnpei Kosrae, National, and Yap)

Percentage

Fall 2014

276

3583

8

Spring 2015

340

3354

10

Fall 2015

380

2778

14

Spring 2016

258

2557

10

Average

313.5

3068

10%

 * Average enrollment of 31 or 12% at Yap campus . Same enrollment of 

 32 for 3 semester (Fall 2014, Spring 2015, and Fall 2015) and decrease to 

26 during the Spring 2016. 

 *Average number of credits of enrolled students is 313.5. 

Average class size

Table 1 Average class size

 

Term

1

Section

2

Enroll/Max

3

Enrollment

4

Enroll/Ratio

(3/2)

5

Average Class Size

3/1)

Fall 2014

5

125

82

66

16

Spring 2015

5

113

68

60

12

Fall 2015

5

126

58

46

9

Spring 2016

5

123

59

48

10

Average





12

*Average class size is 12

Course completion rate

 

 Table 1. Fall 2014 Completion Rate per Course 

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of students with “W”

5

Number of students with a grade of D/F

6

Number of students completed the course with C and up

7

Completion rate

(6/3)

MS/ED 210

Rhoda Velasquez

7

0

0

7

100

EN/CO 205

Rosa Tacheliol

17

0

1

16

94

EN 201

Rosa Tacheliol

13

0

1

12

92

ED 292

Rosa Tacheliol

6

0

0

6

100

SC 130

Joy Guarin

20

1

0

19

95

ED 210

Darrell Hollloman

10

0

2

8

80

ED/PY 201

Robert Yangerluo

8

1

0

7

88

SS 120

Robert Yangerluo

9

1

1

7

78

SC 115

Joy Guarin

11

0

1

10

91

SS/PY 101

Robert Yangerluo

16

0

3

13

81

Average


117

3

9

 


90%

 Note: AR 101, SC 120, PY 101- students are combined with other program 

 

 Table 2. Spring 2015 Completion Rate per Course 

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of students with “W”

5

Number of students with a grade of F

6

Number of students completed the course

7

Completion rate

(6/3)

SS 170

Robert Yangerluo

14

0

2

12

86

SC 120

Joy Guarin

23

1

5

17

74

ED 215

Darrell Holloman

12

1

2

9

75

EN 208

Rosa Tacheliol

30

1

4

25

83

ED 292

Darrell Holloman

4

0

0

4

100

AR 101

Karen Simion

15

0

5

10

67

Total/Average Rate


98

3

18

 


81%

 Note: SS 170, SC 120, PY 101- students are combined with other program 

   Table 3. Fall 2015 Completion Rate per Course 

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of students with “W”

5

Number of students with a grade of F

6

Number of students completed the course

7

Completion rate

(6/3)

SS 170

Robert Yangerluo

6

1

0

6

100

SC 130

Joy Guarin

21

0

2

19

91

SS 120

Robert Yangerluo

18

1

1

17

94

ED 292

Rosa Tacheliol

2

0

0

2

100

EN 201

Rosa Tacheliol

15

0

3

12

80

ED/PY 201

Robert Yangerluo

7

1

1

6

86

SC 111

Joy Guarin

18

3

0

15

83

MS ED 210

Rhoda Velasquez

16

1

0

15

94

AR 101

Karen Simion

13

4

0

9

69

Average


116

11

7

 


89%

 Note: SS 170, SC 120, PY 101, AR 101- students are combined with other program 

 Table 5. Spring 2016 Completion Rate per Course 

 

1

Course No.

2

Instructor Name

3

No. of students enrolled

4

No. of students with “W”

5

Number of students with a grade of F

6

Number of students completed the course

7

Completion rate

(6/3)

SS 170

Robert Yangerluo

10

0

2

7

70

SC 120

Joy Guarin

23

1

2

20

87

EN 208

Rosa Tacheliol

10

2

1

7

70

ED 292

Rosa Tacheliol

1

0

0

1

100

PY 101

Robert Yangerluo

14

2

3

9

64

Total/Average Rate


58

5

8

 


78%

 Note: EN 201, EN/CO 205, SS 170, SC 130, SS PY 101- students are combined with other program 

 

 Rate of students with W- 5.7 %; Rate of students with a grade of F/D-11  %; General completion rate- 

 84.5%

 Student persistence rate (semester to semester) 

Persistence rate is based on Fall new students (full time) cohorts who return the following Spring semester.

1

Number of New students , Full time for Fall 2014

2

Same students, Spring 2015

2/1

Persistence Rate

(%)

1

1

100

1

Number of New students , Full time for Fall 2015

2

Same students, Spring 2016

2/1

Persistence Rate

(%)

7

6

86

 Persistence rate- Fall 2014 to Spring 2015- 100%; Fall 2015-Spring 2016- 86% 

 Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs) 

Retention rate is based on Fall new students (full time) cohorts who return the following the Spring semester

1

Number of New students , Full time for Fall 2014

2

Same students, Fall 2015

2/1

Retention Rate

(%)

1

1

100

1

Number of New students , Full time for Fall 2015

2

Same students, Fall 2016

2/1

Retention Rate

(%)

7

2

29

 Retention Rate –Fall 2014-Fall 2015- 100%; Fall 2015-Fall 2016- 29% 

 Success rates on licensing or certification exams (CTE, TP, Nursing, etc) 

 

 

NONE

 

 

 

 

 

Graduation rate based on yearly number

 

 

 

 

 

 

Term

Number of Graduates

Fall 2014

5

Spring 2015

6

Fall 2015

6

Spring 2016

4

Total

21

Students seat cost

At the present tuition rate of $135 per credit the total seat cost per student completing this program is $5400.

The table below shows detailed information.

 

Major Courses 

Credits 

CPC 

CPS 

AR 101

3

$ 135

$ 405

ED 210

3

$ 135

$ 405

ED 215

3

$ 135

$ 405

ED/PY 201

3

$ 135

$ 405

EN 201

3

$ 135

$ 405

EN 205

3

$ 135

$ 405

EN 208

3

$ 135

$ 405

EN.CO 205

3

$ 135

$ 405

ED 292

3

$ 135

$ 405

MS/ ED 210

3

$ 135

$ 405

Science with lab

4

$ 135

$ 540

SS 120

3

$ 135

$ 405

SS 126

3

$ 135

$ 405

SS/PY 101

3

$ 135

$ 405

TOTAL  

44 

 


$5940  

Major Requirements 

40 

 


$5400 

 CPC- Cost Per Credit, CPS- Cost Per Student 

 Cost of duplicate or redundant courses, programs or services 


Students’ satisfaction rate

A survey was conducted on teachers behaviors for each class at the end of every semester. There were

10 items in the survey and students were asked to rate each class according to these items on a scale

of 1 to 5; 1 being never , 2 is rarely, 3 as sometimes, 4 is usually and 5 being always.

 

 The following are the items used in the survey  

 

1

Overall, this instructor was effective.

2

The instructor welcomed and encouraged questions and comments.

3

The instructor presented the course content clearly.

4

The instructor emphasized the major points and concept.

5

The instructor was always well prepared.

6

The instructor made sure that the students were aware of the Student Learning Outcomes (SLOs) for the course.

7

The instructor gave clear directions and explained activities or assignments that emphasized the course SLOs.

8

The instructor planned class time and assignments that encouraged problem solving and critical thinking.

9

The instructor demonstrated thorough knowledge of the subject.

10

I received feedback on assignments/quizzes/exams in time to prepare for the next assignment/quiz/exam.

 

 

 

 

 

 

 

 

 

 

 

 Students’ Satisfaction Survey Results(Weighted Means)  

Legend:  

N -Number of students; AWM Average Weighted Mean; D – Descriptive Equivalent;U- Usually; A- Always 

 

The table below shows detailed information on the students’ satisfaction survey during Fall 2014.

Instructor

Subject

N

1

2

3

4

5

6

7

8

9

10

WM

DE

ED 210

Darrell Holloman

8

4.3

4.6

4.4

4.4

4.8

4.5

4.4

4.5

4.6

4.8

4.52

A

EN 201

Rosa Tacheliol

11

4.9

4.7

4.9

4.8

4.9

4.8

4.9

4.8

4.8

4.8

4.85

A

EN CO 205

Rosa Tacheliol

15

4.9

5

4.9

4.9

4.9

5

5

4.9

5

5

4.96

A

ED 292

Rosa Tacheliol

5

5

5

5

5

5

5

5

4.8

5

5

4.98

A

MS/ED 210

Rhoda Velasquez

5

5

5

4.8

4.4

4.8

4.4

4.8

4.8

4.8

4.8

4.76

A

SC 115

Joy Guarin

6

4.8

4.8

4.5

4.5

4.5

4.8

4.8

4.7

4.8

4.8

4.7

A

SC 130

Joy Guarin

17

4.5

4.4

4.5

4.5

4.6

4.7

4.4

4.5

4.6

4.4

4.5

A

SS 120

Robert Yangerluo

8

4.4

4.9

4.4

4.8

4.1

4.6

4.8

4.5

4.8

4.8

4.54

A

SS PY 101

Robert Yangerluo

12

4

4.1

3.6

4.4

3.5

3.8

3.9

4

4

4

3.93

U

PY 201

Robert Yangerluo

7

4

4.3

4.4

4.3

3.7

4.1

4

4

4.1

4.1

4.12

A

Joy Guarin

SC 111

9

4.6

4.6

4.7

4.6

4.8

4.7

4.6

4.6

4.8

4.4

4.64

A

Joy Guarin

SC 120

17

4.6

4.4

4.5

4.7

4.7

4.7

4.7

4.7

4.8

4.6

4.64

A

Robert Yangerluo

SS 170

12

4.3

4.4

4.4

4.6

4.3

4.3

4.6

4.3

4.7

4.5

4.4

A

Darrell Holloman

ED 215

10

4.3

4.5

4

4.3

4.5

4.5

4.4

4.6

4.6

4.3

4.4

A

Darrell Holloman

ED 292

3

5

5

5

5

5

5

5

5

5

5

5

A

Spring 2015

Fall 2015

Instructor

Subject

N

1

2

3

4

5

6

7

8

9

10

WM

DE

EN 201

Rosa Tacheliol

13

4.85

4.85

4.92

4.85

4.77

4.92

4.85

4.85

4.92

4.54

4.83

A

ED 292

Rosa Tacheliol

2

5

5

5

5

5

5

5

5

5

5

5

A

MS/ED 210

Rhoda Velasquez

12

4.58

4.5

4.67

4.58

4.66

4.58

4.58

4.67

4.67

4.5

4.6

A

SC 130

Joy Guarin

18

4.78

4.72

4.72

4.72

4.89

4.78

4.67

4.75

4.83

4.83

4.77

A

SC 111

Joy Guarin

15

4.6

4.47

4.53

4.73

4.8

4.6

4.67

4.47

4.87

4.67

4.64

A

SS 170

Robert Yangerluo

6

4.33

4.67

4.5

4.3

4.67

4.5

4.5

4.67

4.67

4.67

4.55

A

PY 201

Robert Yangerluo

5

4.6

4.6

4.2

4.0

4.0

4.2

4.6

4.6

4.8

4.8

4.44

A

  •  Average of general weighted means is 4.62 or “Always” 

Alumni data


 Employmen data and employer feedback (employer survey) 

Graduate Number

Year

Working?

Location

In School?

Location

1-4

Fall 2014

Yes

DOE



5-6

Fall 2014



Yes

Yap Campus/ Fiji

1-3

Spring 2015

Yes

DOE



4-6

Spring 2015



Yes

2-States; 1- National

1-4

Fall 2015

Yes

DOE



5- 6

Fall 2015



No


1-4

Spring 2016

Yes

DOE



Graduates from Fall 2014-Spring 2016

 15 or 71.4% of the graduates are working for DOE 

 Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC) 

NONE  Average enrollment of 31 or 12% at Yap campus . A decrease in enrollment and credits by 

 major from Spring 2015 to Spring 2016 in overall enrollment (in all campuses) . 

 * Average number of credits of enrolled students is 313.5. 

Transfer rate


 Analysis

Findings

This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation. 

  •  Enrollment during the last four semesters are above 25. 
  •  One section was opened for all courses offered during the last four semesters . 
  •  5 out of 29 courses offered during the last four semesters had students less than 
  •  10. Majority of the courses is the ED 292 which is Practicum Observation and 

Application class. 

  • Faculty Student Ratio is 1:24
  •  Course Level Assessments was completed during Fall 2014, Spring 2015, 
  •  Fall 2015 and Spring 2016. CSLOs achievement percentage-87%  
  •  Average enrollment of 31 or 12% at Yap campus . Same enrollment of 

 32 for 3 semester (Fall 2014, Spring 2015, and Fall 2015) and decrease to 

26 during the Spring 2016. 

  •  Average number of credits of enrolled students is 313.5. 
  • Average class size is 12
  •  Rate of students with W- 5.7 %; Rate of students with a grade of F/D-11  %; 

General completion rate- 84.5% 

  •  Persistence rate- Fall 2014 to Spring 2015- 100%; Fall 2015-Spring 2016- 86%.  
  •  Retention Rate –Fall 2014-Fall 2015- 100%; Fall 2015-Fall 2016- 29%  
  •  Number of Graduates during the FY 2014 to FY 2016 is 21. 
  •  During Fall 2014, Spring 2015, and Fall 2015 instructors were evaluated by the 

Students. 

  •  Average of general weighted means is 4.62 or “Always” 
  •  Most graduates are employed at the DOE (15 out of 21 or 71.4%) 

Recommendations

This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs. 

 1. Need to know the reason why students withdraw. 

2.   Course Level Assessment should be completed by faculty every semester. 

 3. The following are the suggestions from the Course Level Assessments: 

 

 ED 292 Observation Practicum- Tests, rubrics, and checklists (classroom 

 Observation and Lesson Delivery) accompany ED 292 text from COM- 

 FSM for uniformity throughout the COM-FSM campus. 

 

 MS 100 College Algebra-Additional white board inside the classroom is 

 needed to cater more space on math illustrations during class discussion 

 and lecture.

 

 ED/PY 201 I like teaching classes that are more than 12 students in 

 attendance- it will be nice to teach this class with at least 15-20 students. 

 We get more of a variety of open discussion and group 

 work/presentation.

 

 ED 292 Observation Practicum -  Tests, rubrics, and checklists (classroom 

 Observation and Lesson Delivery) accompany ED 292 text from COM- 

 FSM for uniformity throughout the COM-FSM campus. 

 








Unit Assessment Report

  Report Period: 2013-2014 

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