Skip to main content Skip to main navigation Skip to footer content

AAQEP Accreditation 2022

Standard 3 Aspect E

Preparation programs ensure that candidates, upon completion, are ready to engage in professional practice, to adapt to a variety of professional settings, and to grow throughout their careers. Effective program practices include: consistent offering of coherent curricula; high-quality quality, diverse clinical experiences; dynamic, mutually beneficial partnerships with stakeholders; and comprehensive and transparent quality assurance processes informed by trustworthy evidence. Each aspect of the program is appropriate to its context and to the credential or degree sought.

Internal Audit Process:
Program faculty randomly selected one completer from those students who finished the program in the Fall 2019, Spring 2020, Fall 2020 and Spring 2021. Data were then collected and analyzed for each individual which includes the following:

  1. Credential program admission grade point average
  2. Early field experience grade (pass/fail)
  3. CBEST results 
  4. Academic advising
  5. CI 161 completion
  6. EHD 155A Mid-Term and Final Evaluation
  7. EHD 155B Mid-Term and Final Evaluation
  8. EHD 155A and EHD 155B Student Teacher Placement Sites
  9. EHD 155A and EHD 155B completion status
  10. Site Visitation Project Score
  11. Teaching Sample Project Score
  12. AGRI 281 Project grade
  13. Program Completer Follow Up Survey
  14. Employment Status

Outcome from Audit Process:
Results of the audit showed that 3 out of the 4 completers finished the program in two semesters as planned. One student did struggle, which required her to repeat EHD 155A (initial student teaching). Further analysis and discussion with program faculty was completed and led to the conclusion that the location of her placement site was problematic. The long distance from her residence, transportation challenges, and financial issues led to her withdrawing from EHD 155A. Once the student was able to repeat, faculty consulted with her to select a placement site in close proximity to her residence and suited her educational needs.

Subsequently, the program faculty have tried to place students at school sites within a reasonable commuting distance from their residence. This has been challenging due to the large number of student teachers in the program. The availability of online credential classes has meant that students don’t have to be on campus for as many courses as in the past. This has allowed more of our students to reside and complete student teaching outside of our local area. In doing so, we have identified more placement sites that better suit our candidates both for their location and the quality of their student teaching experience.

Process for Ensuring Data Quality through Validity, Reliability, Trustworthiness, & Fairness:

The Agricultural Education faculty and our program Advisory Committee are involved in the selection and review of our instrumentation and data collection practices.  When appropriate, the faculty conduct reliability analysis of our instruments utilizing SPSS software to calculate reliability coefficients to demonstrate the internal reliability of these measures.  As experts in the field, our faculty and advisory members have reviewed our instruments to ensure face and content validity.  

Our reliability analyses have yielded moderate to high alpha coefficients, leading us to conclude that our instruments are reliable.  Our efforts to ensure validity of our measurements have led to a few updates to our instruments which have ensured that our measurement items align with our program and CTC expectations.

  • Employer Follow Up Survey - See Appendix E for data quality summary
  • Program Completer Follow Up Survey - See Appendix E for data quality summary

Aspect F →