Students use appropriate APA style in written papers.

Doctoral students in Developmental Education Administration will study and utilize the standards of APA 6th edition to complete writing assignments

Number of students reaching a basic proficiency with APA 6th edition format as rated on a department-generated common rubric used to assess a written assignment.

Eighty percent of current cohort will submit a written assignment document that will demonstrate basic proficiency with APA format. This includes page setup, reference citations, and headings.

The results from the Student Knowledge and Usage of APA objective indicated that the criterion was met with 91% of students meeting the objective for the assessment period. It is believed that the communication with students about this requirement was effective. All faculty teaching each of the first year courses in in the program addressed this criterion and offered information about the requirement and resources to assist in meeting it. The challenge was with learning some of the APA formatting requirements so quickly – especially for students that had used other scholarly writing formats (such as MLA).

The lowest category assessed was “Citing Quotes Correctly.” Two students showed challenges in these areas. Students also had challenges with headings, internal references, and title pages. However, it is the opinion of the director that this early emphasis on learning APA will work to the benefit of students as they move through the program. Although it is understood that some challenges exist with regard to APA formatting, students understand that the goal is to become highly proficient over the course of the doctoral program. This will make the writing and publication of their dissertation research go more smoothly.

An exercise will be implemented where an instructor in a writing intensive course will work with students online to go over APA issues on submitted assignments.

All entering students will be reuqired to purchase the latest edition of the APA manual.

Doctoral students in Developmental Education Administration will procure and utilize essential technology to engage synchronously and asynchronously in doctoral courses.

Doctoral students in Developmental Education Administration will procure and utilize essential technology to engage synchronously and asynchronously in doctoral courses.

Students Access and Engage with Instructors Using Technology. Students effectively using technology to engage on synchronous and asynchronous course activities while instructors assess proficiency using a common rubric.

Ninety percent of current cohort will present a class project to the instructor online in a synchronous fashion. This will require appropriate equipment and knowledge as well as skills in developing presentations. Routine course participation on the Ecourse Learning Management System is also required.

The results from the Essential Technology objective indicated that the criterion was met with 97% of students meeting the objective for the assessment period. It is believed that the communication with students about this requirement was quite effective. The program director, secretary, faculty, and selection committee all addressed this criterion at some point in the early stages of student entry to the program.

The only two categories where students had challenges were “Working Camera and Mic” and “High-Speed Internet Connection.” One student in each category showed challenges in these areas. We were advised by all students that they had access to a high speed Internet connection. The challenge is that some connections operate more effectively than others. As a result, there are occasional drops in connectivity. Students are advised to have a back-up plan (such as the option to work online from home and office). They are also advised not to get frustrated by technology issues and to communicate with instructors about challenges and solutions. With regard to the “Working Camera and Mic,” this is a program requirement. However, occasionally a student misses the requirement – possibly due to expense or availability. Overall it appears that students entering this fully online program have a good sense of our reliance on technology and have taken steps to meet this objective.

Faculty and staff will continue to use the opportunities of application interviews, orientation, and class time early in the semester to inform and remind students of the technology requirements.

Faculty will engage students in alternatives to engage in when technology difficulties occur. Those options include phoning and/or emailing to reschedule appointments, investigating alternative connectivity options, and freeing up bandwidth when needed.