Salt Lake Community College

DQP Adventure

Lois Oestreich
Education Department
March 19, 2014

By PresenterMedia.com

 Final Analysis EDU 1010

Specialized Knowledge

Scope of the field of study, core theories,

terminologies: Students will demonstrate
substantive knowledge of the historical and
theoretical aspects of education in American public
and private schools; understand historical contexts
and current applications of appropriate teaching
methods; understand how to access and interpret
the Utah State Office of Education Core Curriculum;
and understand multiple roles of teachers.

Tuning: Outcome 1: Learner Development;

Outcome 2: Learner Differences; Outcome 3:
Learning Environments

 Final Analysis EDU 1010

Broad, Integrative Knowledge
Existing knowledge or practice is advanced, tested, and revised in education: Salt Lake
Community College AS Degree-seeking students will complete courses in the following areas:

Composition
Quantitative Literacy
American Institutions
Lifelong Wellness
Biological Science
Fine Arts

Humanities
Interdisciplinary
Social Science
Physical Science
Education Core

 Final Analysis EDU 1010

Intellectual Skills

Intellectual skills addressed in EDU 1010:

Students will effectively communicate orally and in writing various facets

of contemporary issues in teaching and education

Through targeted assignments students will use and interpret data

relevant to educational research and practice and develop and present
cogent, coherent, error-free writing

Teaching demonstrations allow students to explain and evaluate Utah

Core curriculum concepts

Tuning: Outcome 5: Assessment; Outcome 8: Reflection and Continuous

Growth

 Final Analysis EDU 1010

Applied and Collaborative Learning

Knowledge and skills acquired in academic settings

may be applied to a field-based challenge:

Students will participate in 15 field experience

hours in a K-12 classroom setting.

Tuning: Outcome 10: Professional and Ethical

Behavior

 Final Analysis EDU 1010

Civic and Global Learning

Civic and global learning will be applied to a fieldbased challenge:

Students will participate in 15 field experience

hours in a K-12 classroom setting.

 Final Analysis EDU 1010

Now What?

The foundation of Salt Lake Community Colleges

education major, Orientation to Education (EDU
1010), is the first preservice course required for
elementary, secondary, and special education
degree-seeking students. This course explores the
challenges and rewards of teaching in elementary
and secondary schools. Students research and
discuss historical perspectives, philosophies, social
and legal issues, student diversity, professionalism,
availability of teaching positions, and school
governance. In addition, students prepare to
transfer to a four-year teacher preparation
program. The education department DQP analysis
indicated EDU 1010 activities, assignments,
projects, and assessments meet these criteria.

 Final Analysis EDU 1010

Now What?

The EDU 1010 signature assignment combines field

experience hours/writings with the course
professional portfolio project. Students collect and
organize artifacts that document their journey
through the first two years of a preservice program.
Students will transfer the electronic portfolio
(ePortfolio) to their receiving four-year college or
university. This semester (Spring 2014) is the
inaugural run for the combined signature
assignment project. Analysis of the assessment
data should reveal whether or not this assignment
meets cited goals and objectives.

 Final Analysis EDU 1010

Now What?

Field experience hours in EDU 1010 were designed

to help students explore a working K-12 classroom.
Conversations with knowledgeable educational
professionals serve as powerful tool from which
students can think about teaching as a profession
and determine whether or not to pursue a career in
education.

Signature Assignment Rubric EDU 1010

Professional Portfolio & Reflection
Signature Assignment Rubric EDU 1010 Professional Portfolio & Reflection
Criteria
Well Below
Below
Meets
Exceeds
Expectations
Expectations
Expectations
Expectations

Interpretation
Comprehension:
The student
demonstrated
comprehension of
the significance of
field work
Analysis
Consider
Conflicting
Opinions and Points
of View:
The student
considered
conflicting opinions
and points of view
as they pertained
to licensure issues
Evaluation
Determine the
Merit, Worth, and
Impact
The student
demonstrated
abilities to assess
the merit, worth,
and impact of field
work on his/her
preservice program
Inference
Creativity:
Inventive:
The student
demonstrated the
ability to use
unconventional
delivery systems in
his/her teaching
demonstration
Metacognition
Reflection:
The student
demonstrated
his/her abilities to
examine the quality
of his/her thinking
with a focus on
biases,
assumptions,
beliefs, feelings,
and the process of
working in a
classroom

Student
misunderstood
the value of
field experience

Student outlined
the basic
parameters of
the field
experience

Student
comprehended
the important
elements of
field experience
in a K-12
classroom

Student
thoroughly
understood the
nuances found
in a K-12
classroom

Student does
not identify two
or more
perspectives
that addressed
licensure issues

Student
identified two or
more
perspectives
that addressed
licensure issues

Student
explained two or
more
perspectives
that addressed
licensure issues

Student
thoroughly
examined two or
more
perspectives
that addressed
licensure issues;

Student does
not identify the
merit, worth,
and impact of
field work to
his/her
preservice
program

Student
identified the
merit, worth,
and impact of
field work with
no connection
to researchbased opinions

Student
explained
personal beliefs
about field work
with no clear
link to researchbased opinions
of merit, worth,
and impact to
his/her
preservice
program

Student
thoroughly
explained
personal beliefs
of the merit,
worth, and
impact of field
work on his/her
preservice
program

Student
replicated a
delivery system
discussed or
modeled in
class

Student used a
proven/common
delivery system

Student
experimented
with a delivery
system that was
not discussed in
class

Student
generated an
unconventional
teaching
demonstration
approach that
exceeded
course
requirements

Student
overlooked or
does not state
his/her own
thinking

Student
mentioned
his/her thoughts
or beliefs

Student
described
his/her own
thinking

Student deeply
examined the
quality of
his/her own
thinking

 Final Analysis EDU 1010

Now What?

This second-round DQP course analysis

documented proficiency in: Specialized Knowledge;
Broad, Integrative Knowledge; Intellectual Skills;
and Applied and Collaborative Learning/Civic and
Global Learning at the associate degree level.

 Final Analysis EDU 1010

Now What?

No gaps were noted in EDU 1010. However, later

this semester SLCC faculty will meet with members
of the University of Utah elementary education
faculty to discuss the transferability of this course
and whether or not course adjustments are
warranted.