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School Evaluation Summary

School Evaluation Summary

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Published by: rickrobinson5706 on Jul 23, 2012
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1
School Evaluation SummaryEDTECH 501
 – 
Boise State UniversityRichard A. Robinson Jr.Institution:
The University of Mount Charleston (UMC)
Demographics:
28,203 students22,534 undergraduates55% Female, 45% Male73% Full-time students47% White, 17% Asian, 15% Hispanic, 8% Black, 5% Unknown, 4%International, 1% Native American
1.
 
Administrative:a.
 
PolicyBehavioral (
 Intelligent
):
As mentioned in the following quotation, the university is considered Intelligent as theexisting policy
addresses the needs of all stakeholders. “
The primary mission of theOffice of Information Technology is to support and enhance teaching, research, scholarlyand creative production, and administration through the effective management and use of information technology resources
.”
 Resource/infrastructure (
 Intelligent
):
The school has sufficient resources, a well-designed infrastructure, and a very technicalresponsive support system and because of that is considered an Intelligent administrativesystem.
b.
 
PlanningBehavioral (
 Intelligent
):
From experience with an online program at the school, I have determined that it meets the
Intelligent benchmark because it is obvious that is has a “comprehensive” and “school
-
wide” plan.
 
Resource/infrastructure (
 Intelligent
):
The actual technology plan could not be located for the university but given all otherinformation presented one has to assume that the plan is
Intelligent and has a “formalevaluation” phase that has a “connection to
[the]
 planning”
phase.
c.
 
Budget
 
2
Behavioral (
 Intelligent
):Resource/infrastructure (
 Intelligent
):
The “comprehensive long
-
term” administrative b
udget information was not found foreither category through research of the institution. But given other information it isdeemed an Intelligent technology system.
d.
 
Administrative Information:Behavioral (
 Intelligent
):
During my online experience with this institution the “daily use of electronic systems”were routine and the use of “paper systems” were non
-existent.
Resource/infrastructure (
 Intelligent
):
The school meets this benchmark as the “administrative systems are available to all
 
administrators and staff.”
 
2.
 
Curricular:a.
 
Electronic InformationBehavioral (
 Intelligent
):
The school has met the requirements for being considered an Intelligent design as thefaculty and
students are “dependent upon information resources and use them daily.”
Resource/infrastructure (
 Intelligent
):
The university meets the benchmark as faculty, students, and administrators havecontinuous access to all electronic information through the Office of InformationTechnology.
b.
 
AssessmentBehavioral (
 Intelligent
):
For online programs, my only firsthand experience with the school, the assessmentsystem rates as an Intelligent
one as “technology” was “an essential part of theassessment process.”
 
Resource/infrastructure (
 Intelligent
):
This information was not available for review, as I am not a part of the administration orfaculty, but given the data in this document one must assume that it is an Intelligent
system whose “assessment tools are available for student and staff use.”
 
c.
 
Curricular Integration
 
3
Behavioral (
 Intelligent
):
The university has an extensive training program for faculty and staff,
and it “
providesclassroom technology and an on-line course management system to support the academic
aims” of the
faculty.
Resource/infrastructure (
 Intelligent
):
Given all data it is safe to assume that the school has sufficient resources andinfrastructure in place to make it possible all curricular areas to have access totechnology.
d.
 
Teacher UseBehavioral (
 Intelligent
):
Today, teachers are not able to be effective without using some form of technology. Atthe school, teachers have access to and use on a regular basis many forms such as email,document sharing, group discussions, and video presentations.
Resource/infrastructure (
 Intelligent
):
At the school, teachers “have access to appropriate technology” to use for instruction in
their particular field of study and is considered Intelligent.
e.
 
Student UseBehavioral (
 Intelligent
):
For online programs at the school, students
“cannot meet outcomes
 
without” using the“technology frequently.” For instance, most online programs expect learners to interact
with the course content on a daily basis and only an Intelligent school can provide that.
Resource/infrastructure (
 Intelligent
):
As stated above, all students have “consistent and regular access to appropriatetechnologies” and must use them on regular basis to be successful.
 
3.
 
Support:a.
 
Stakeholder InvolvementBehavioral (
 Intelligent
):
At the university many groups are represented in the technology
planning and
implementation” process.
For example, the school has many committees involved in theprocess such as theCourse Management System Coordinating Committee (CMSCC),the

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