general, the respondents did not feel that the TPA helped them learn important knowledge and skills (only 24 percent agreed). The college made several changes based on the results of the TPA survey. It reviewed the sequence of the credential courses to better support the TPEs. Additional orientation sessions were held for students. In addition, the College joined with the student group Associated Students Incorporated (ASI) to provide TPA preparation sessions in winter 2011. The unit plans to merge TPA data with directed teaching evaluations to assess whether the TPA predicts teaching performance in the field. Other Significant Findings The College was commended for: 1) Developing a new conceptual framework in 2008; 2) Updating the Strategic Plan through the development of the Strategic Priorities, Initiatives, and Objectives document, and thus fulfilling the recommendation made by the PRS in 2006 to strengthen the Strategic Plan; 3) Achieving continued accreditation by the National Council for Accreditation of Teacher Education (NCATE); 4) Achieving above the CSU mean on the quality of CCOE teacher candidates and Education Specialist; 5) Developing innovative programs, including the Los Angeles Urban Teacher Residency program (LAUTR), the Principals’ Residency Network (PRN), and the Doctorate in Educational Leadership; 6) Developing a CCOE assessment data warehouse in 2009; and 7) Achieving a two-year accreditation in 2011 by the Council for Accreditation of Counseling and related Educational Programs (CACREP) for the MS in Counseling degree program. Philosophy Student Learning Outcomes-BA Philosophy Expected learning outcomes for undergraduate programs focus on (a) knowledge of philosophy, and (b) acquisition of the interpretive, analytic and critical skills of philosophical inquiry, including the ability to construct and evaluate arguments. Knowledge Outcomes: Knowledge of some of the philosophical texts in the history of Western philosophy Knowledge of contemporary philosophical methods Knowledge of some of the main currents and issues in contemporary philosophy for example, in metaphysics, epistemology, logic, philosophy of language, philosophy of mind, philosophy of science, philosophy of law, ethics, political philosophy, and aesthetics. Knowledge of the fundamentals of logic and critical thinking. Ability Outcomes: The ability to understand, analyze, and critically evaluate complex arguments and theories. The ability to identify and critically evaluate the underlying presuppositions of methodologies, theories, and arguments in various areas, e.g., science, law, religion, and public policy. The ability to develop reasoned support for one's own opinions on theoretical and practical matters.
general, the respondents did not feel that the TPA helped them learn important knowledge and skills (only 24 percent agreed). The college made several changes based on the results of the TPA survey. It reviewed the sequence of the credential courses to better support the TPEs. Additional orientation sessions were held for students. In addition, the College joined with the student group Associated Students Incorporated (ASI) to provide TPA preparation sessions in winter 2011. The unit plans to merge TPA data with directed teaching evaluations to assess whether the TPA predicts teaching performance in the field. Other Significant Findings The College was commended for: 1) Developing a new conceptual framework in 2008; 2) Updating the Strategic Plan through the development of the Strategic Priorities, Initiatives, and Objectives document, and thus fulfilling the recommendation made by the PRS in 2006 to strengthen the Strategic Plan; 3) Achieving continued accreditation by the National Council for Accreditation of Teacher Education (NCATE); 4) Achieving above the CSU mean on the quality of CCOE teacher candidates and Education Specialist; 5) Developing innovative programs, including the Los Angeles Urban Teacher Residency program (LAUTR), the Principals’ Residency Network (PRN), and the Doctorate in Educational Leadership; 6) Developing a CCOE assessment data warehouse in 2009; and 7) Achieving a two-year accreditation in 2011 by the Council for Accreditation of Counseling and related Educational Programs (CACREP) for the MS in Counseling degree program. Philosophy Student Learning Outcomes-BA Philosophy Expected learning outcomes for undergraduate programs focus on (a) knowledge of philosophy, and (b) acquisition of the interpretive, analytic and critical skills of philosophical inquiry, including the ability to construct and evaluate arguments. Knowledge Outcomes: Knowledge of some of the philosophical texts in the history of Western philosophy Knowledge of contemporary philosophical methods Knowledge of some of the main currents and issues in contemporary philosophy for example, in metaphysics, epistemology, logic, philosophy of language, philosophy of mind, philosophy of science, philosophy of law, ethics, political philosophy, and aesthetics. Knowledge of the fundamentals of logic and critical thinking. Ability Outcomes: The ability to understand, analyze, and critically evaluate complex arguments and theories. The ability to identify and critically evaluate the underlying presuppositions of methodologies, theories, and arguments in various areas, e.g., science, law, religion, and public policy. The ability to develop reasoned support for one's own opinions on theoretical and practical matters.
CampusAssessmentReports.docx