Teacher Preparation Program
The Teacher Preparation program reviews student performance on Praxis I, which measures competence in reading, writing, and mathematics. Aggregate data on student performance are discussed with the appropriate discipline departments to determine areas of improvement. Student performance results on Praxis II, which measures knowledge in the content area supporting the student’s intended certification area, are aggregated and discussed with the discipline departments in which the content is taught. Student performance on these certification examinations are routinely discussed with the P-16 Council composed of faculty from education and other University colleges, school-based faculty and administrators, and community members to identify patterns of performance indicating needed programmatic changes or student support service changes. Appropriate departments have made changes in courses and in curricula in direct response to the indicated needs, including more specific course alignment with the expected candidate competencies, and expanding Praxis workshops for candidates.
|Licensure Pass Rate for Teacher Education Students|
|PRAXIS Pass Rate||100%||100%||100%|
Example: Evaluation of Student Achievement Using Placement Data
In assessing the extent to which graduates in degree programs have met competencies, programs evaluate placement rates that include job and professional schools. Programs such as draft design technology, electronics engineering technology, nursing, and public administration rely heavily on job placement data to analyze student achievement. In addition to tracking job placement data, these programs also solicit feedback from the employers of their graduates, as well as feedback from their employed graduates. This feedback along with the placement data is used to make improvements to the program such that student achievement is supported.
Listed in the table below are placement data for electronics engineering technology (EET) graduates for three academic years. The faculty use these data along with feedback from EET graduate employers to determine the level of student achievement.
|Electronics Engineering Technology (EET) Program Graduates|
if Master Student
Initial or Current Employment/
Job Title/Other Placement
|1||2003-04||2007-08||Pepsi Co./ Process Engineer|
|2||2003-04||2007-08||Penzoil Shell Oil|
|3||2003-04||2007-08||Asst. Manager/Adv. Auto Parts|
|5||2002-03||2007-08||Johnson Control/ Project Engineer|
|8||2003-04||2007-08||Standard Tech/Computer Technician|
|9||2003-04||2007-08||Sudden Link/ Broadband Technician|
|12||2001-02||2006-07||Fugro Geosemce/ Auv Technician|
|13||2001-02||2006-07||City of Baton Rouge/Engr. Technician|
|18||2000-01||2006-07||La Tech Univ/graduate school-MBA|
|24||2000-01||2005-06||American Elect Power/Proj. Engr.|
Highlighted in the following table are other assessment tools that the electronics engineering technology faculty use to evaluate student achievement.
|Electronics Engineering Technology Program Educational Objectives Assessment|
|Assessment Tools||Assessment Administered||Data Evaluated|
|Student Survey||Once a Year||End of Spring Semester|
|Alumni Survey||Once a Year and Continuously During the Year||End of Spring Semester|
|Employer Survey||Once a Year||End of Spring Semester|
|Industrial Advisory Board||Every Spring Semester||End of Spring Semester|
|Senior Exit Survey||Every Semester||Every Semester|
Career Planning & Placement
The University evaluates overall job placement data to assist in determining if degree programs are preparing graduates who are competitive. These data are collected annually and used not only to evaluate student achievement but also to evaluate the placement services provided by the University.
|Academic Year||Number of Students Surveyed||Percentage of Students with Jobs/Attending Graduate School|