Melvina Discussion: Week 10 Reflection 1. What Is The Purpos ✓ Solved

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Melvina Discussion: Week 10 Reflection 1. What is the purpose

What is the purpose of program evaluation? Program evaluation is a systematic process of collecting, analyzing, and using data to answer fundamental questions regarding a program. The purposes are not for critique or to raise fears but to find out how the program is performing and opportunities for improvements. Program evaluation helps program managers find out what works and what does not work. With this, they can capitalize on what benefits the program and also find means to improve.

Additionally, through a program evaluation, management can know the effectiveness of a program to the stakeholders and also monitor progress toward objectives more effectively and efficiently.

What was the program's level of quality? What data from your evaluation indicated this level? Jamestown College BA Mathematics program has tried to align its goals and objectives with the institutional goals and vision. The program has its strengths and weaknesses as well. However, its performance is not the best; I would recommend that they capitalize on their strengths and use the resources available to make improvements on their weaknesses. The performance in meeting their learning outcomes is poor; proof of the poor performance and negative feedback has been recorded by the students. Based on the program's performance, it is evident that the program's objectives are not in line with the institutional goals such as increasing the enrollment rate, promoting academic quality, and enhancing the curriculum.

How might your recommendations improve the program? In my evaluation process, I offered three recommendations: remaining enterprising, persistent in its recruiting efforts, and increasing the undergraduate enrollment rate. The program must ensure that its instructional and teaching techniques are student-centered. It should assist the student in gaining a solid understanding of the modules as well as developing a clear and precise approach to assessing student learning. With the effective implementation of these recommendations, the program will improve its effectiveness, the students will have a better experience, and it will meet its objectives.

These three recommendations will not only help the program in meeting its learning outcomes but also fulfill the institutional goals in totality.

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The purpose of program evaluation is critical in assessing the effectiveness and quality of educational programs. For instance, it systematically collects data, analyzes results, and implements changes aimed at improving a program’s performance (W.K. Kellogg Foundation, 2004). Program evaluations are not merely for critique; they also serve to identify areas needing improvement and ensure programs align with institutional goals. In the context of Jamestown College's BA Mathematics program, effective evaluation can reveal the strengths and weaknesses of the program, guiding necessary enhancements.

At Jamestown College, the evaluation of the BA Mathematics program uncovered noteworthy concerns. Data indicated that enrollment had decreased significantly, reflecting a reduction of more than 30% over five years (University of Jamestown, 2018). Such a decline raises red flags suggesting that the program may not be attracting interest or meeting the students’ needs. Compounding the issue, the program was failing to meet established accreditation standards and the curriculum offered lacked relevance in an increasingly technology-driven job market.

Moreover, the average GPAs and grades within the department were disappointingly low, further suggesting a quality issue within the program. These indicators can serve as evidence of a program that may require a substantial overhaul to meet both educational standards and societal needs (Scriven, 1991).

To address these challenges, it is essential to make strategic recommendations. Firstly, the development of an effective course evaluation process would provide valuable insights into program effectiveness and areas necessitating enhancement (Hargreaves, 2002). A transparent feedback mechanism allows stakeholders—students and faculty alike—to voice their experiences, shaping the program’s future.

Secondly, increasing professional development opportunities for faculty members can promote the use of innovative instructional technologies that enhance learning experiences (Desimone, 2009). This can notably improve faculty engagement and ensure that instructors are better prepared to teach relevant subjects, like Computer Programming, driven by current industry standards (Cook, 2005).

Finally, establishing a comprehensive program plan tailored to student needs may facilitate higher success rates within the mathematics program (Kirkpatrick & Kirkpatrick, 2006). Such a plan should offer guidance, resources, and support for students navigating their studies while emphasizing the importance of academic mentorship to bolster student retention and success.

The importance of these recommendations cannot be overstated. By capitalizing on these strategies, Jamestown College's Mathematics program may see improvements in its performance, better preparing students for the realities of a globalized job market. Ultimately, enhancing this program will enable the institution as a whole to thrive and contribute to educational excellence.

In summary, the aim of program evaluation is to systematically gather insights that not only identify shortcomings but also highlight successful aspects of educational initiatives. For Jamestown College’s BA Mathematics program, embracing the suggested recommendations could lead to substantial transformations, fostering an environment that supports both academic success for students and alignment with institutional goals.

References

  • Cook, L. (2005). Faculty Development: The Key to Successful Change in Higher Education. Journal of College Teaching, 53(1), 78-84.
  • Desimone, L. (2009). Improving Impact Studies of Teacher Education: The Role of Teacher Professional Development. Educational Evaluation and Policy Analysis, 31(2), 181-203.
  • Hargreaves, A. (2002). Teaching in a Knowledge Society: Education in the Age of Insecurity. Education Canada, 42(1), 12-16.
  • Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
  • Scriven, M. (1991). Evaluation Thesaurus. SAGE Publications.
  • University of Jamestown. (2018). Best Colleges-US News and World Report. USNews.com.
  • W.K. Kellogg Foundation. (2004). Logic Model Development Guide.
  • Trochim, W. M. (2006). The Research Methods Knowledge Base. Internet Document. Retrieved from socialresearchmethods.net.
  • Patton, M. Q. (2008). Utilization-Focused Evaluation. SAGE Publications.
  • Briggs, D. C. (2007). Testing and Assessment in Education. Educational Measurement: Issues and Practice, 26(4), 73-78.

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