Educational Technology Leadership

Program Assessment


Candidate Admissions Assessment


Admission to the program is based on the assessment of the following prerequisites:











Candidate Mid-Point Assessment


Candidates are assessed continuously throughout the program based on the following criteria:






·        Assessment in coursework. Candidates must demonstrate an ability to integrate learning theories and instructional design principle into technology. These skills are assessed by the individual course projects and progress in course work.








Candidate Exit Assessment







All the core courses in the Graduate Program in Educational Technology have projects as their assignments. The student’s projects are used as the basis for the assessment. The following questions are considered in the assessment:






Candidate Follow-Up Assessment




·        Questionnaires are sent to our graduates.  These students are asked to identify their current position in their schools and/or industry.


Program Assessment


Follow-Up Assessment


The graduate Program in Educational Technology has participated in SEAS follow-up studies with our graduate candidates. We used three kinds of forms:


1.      Printed Survey Document

2.      Electronic Survey Document

3.      PDF Survey Document



In addition to SEAS follow-up studies, the Graduate Program in Educational Technology has a short program form as a follow up assessment tool. Below is the short Follow-Up Assessment Tool we mail to our students after they graduate from the program. We ask our students to provide the following information:


1. Personal


·        Age: _________


·        Gender: _______



q       Teacher


q       Counselor


q       Administrator


q       Non-school related employment


q       Not currently employed


q       Other



2.  Degree Completed (You may check both responses)


q       Master Degree:

q       Certificate Degree:


3. Quality  (Please indicate your belief about each of the following aspects of your education by using the following scaleJ


Very high quality

High quality

Adequate quality

Low quality

Very low quality







¾    Classroom facilities

¾    Facilities (e.g., Computer lab, classrooms)

¾    Classroom instruction

¾    Faculty expertise

¾    Faculty devotion

¾    Innovation in teaching

¾    Innovation in offering new courses

¾    Innovation in program structure

¾    Technology Instruction

¾    Teaching of educational software

¾    Teaching of authoring tools

¾    Responding to my individual needs as a student

¾    Availability of advisor

¾    Availability of faculty

¾    Availability of courses to complete my degree

¾    Convenience of time and day for course offerings

¾    Academic advising

¾    Career advising (job, special challenges in technology, etc.)

¾    Graduate project advising

¾    Safety and security

¾    Overall quality


The survey result is gathered each year and they are organized according to four major categories:



·        Classroom instruction

·        Teaching of educational software











The results of these categories are then shared with other faculty and the Department of Teacher Education.


Best Practice & Research:


·        In order to satisfy the ever-changing demands of the information age, the faculty in the program are expected to design courses that reflect current and emerging technology and current research in learning theories and instructional design. For example, our students are working with the technology team at NASA to integrate learning theories into emerging technologies. This collaboration is carried out in several different layers. First, the educational technology team from NASA is taking courses in our graduate program and working very closely with the coordinator of the program. Second, about nineteen of our current students are taking courses at NASA preparing to design instructional units using NASA’s content. Third, a National Science Foundation grant has been submitted to formalize our relationship. Finally, a textbook is being completed by the coordinator of the program about learning theories and their application to multimedia design. The book uses all NASA examples and the staff at NASA is editing it.


Professional Organizations:


All full-time faculty in the program are members of professional organizations such as American Educational Research Association (AERA) and others. Each year, the faculty will participate in the following organization to ensure that the graduate program meets the standards that have been specified by the following organizations:


Professional Standards:

·        The program will also be reviewed in terms of the standards specified by NCATE. The program meets and exceeds the standards specified by the following organizations: