Phase I Needs Assessment

7/27/2019 Phase I Needs Assessment

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Phase 1 Pre Assessment

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Phase 1 Pre AssessmentTimothy Gough

Julian Jernigan

Britton Spivey


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Table of Contents

Section Page

1. Purpose and Scope.. 3-5

2. Focus...6

3. Data..7-8

4. Target Dates and Timelines..9

5. Resources...9

6. Budget...9

8. Evaluation Plan..10

9. Approval Plan ...10-11

10. Attached Documents..12


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Section 1 Purpose and Scope

A. Background

Georgia Southern University is a public higher-learning institution with nationally

accredited academic programs in the areas of liberal arts, sciences, and professional

studies. The University has earned accreditation by the Southern Association of

Colleges and Schools Commission to award baccalaureate, masters, specialists and

doctorate degrees. Additionally, Georgia Southern University is a Carnegie

Doctoral/Research University comprised of seven colleges; each devoted to student-

centered education of both undergraduate and graduate students alike.

Georgia Southern Universitys College of Education is organized into three academic

departments: The Department of Teaching and Learning; The Department of

Curriculum, Foundations, and Reading; and the Department of Leadership,

Technology, and Human Development. Each of these departments is committed to,and seeks to provide the knowledge and skills which are needed in the profession of

education. Additionally, each department strives to present a diverse array of

learning experiences, and a strong commitment to the area of technology.

The College of Education recognizes the critical role of technology in all facets of the

educational process and strives to provide all its candidates with experiences that

allow exploration of a broad range of technologies.

Within the College of Education is the Department of Leadership, Technology, and

Human Development which offers a broad range of programs that provide

school/system-wide and student-oriented support services for traditional andalternative settings. A diverse selection of graduate programs prepare school and

community agency personnel in the areas of school and clinical mental health

counseling, higher education student services, educational leadership, higher

education administration, instructional technology, and school psychology. A doctoral

degree program in educational leadership is also offered by this department. In

addition to degree programs, the department offers the online teaching and learning

endorsement.


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B. Purpose and Scope

The Instructional Technology graduate program which is offered by the Department of

Leadership, Technology, and Human Development presents the learner with a choice

of a traditional classroom-based education as well as a complete online teaching and

learning endorsement. However, candidates enrolled in the Instructional Technology

program are offered degrees only on the Masters and Specialists levels.

Statement of Problem: Georgia Southern University is an excellent institution of

higher learning which offers a multitude of educational experiences, however it does

not offer a doctoral program in Instructional Technology and that will be the focus of

this assessment.

C. Focus

The Level I: The graduate student population (traditional and online) of Georgia

Southern University and its access to a doctoral program in Instructional

Technology.

The Level II: Service providers (instructional personnel) of Georgia Southern

University and the increased need for training in order to fulfill the

requirements of a doctoral program.

The Level III: Additional resources needed to offer the program; additional books,computer software, etc.; additional instructional staff, training;

additional funding for all resources (personnel and instructional

resources).


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Section 3 Data

Data to be Gathered Source Method

Georgia Southern University NewProgram Prospectus

Available Online Usernameand Password ProtectedAcademic AffairsHandbookSection 2.03.02

Archived DocumentAcademic AffairsHandbook

University System of Georgia Newprogram Prospectus

Available Online at:http://www.usg.edu/academic_programs/documents/new_program_prospectu

s_guidelines.pdfSee Attachment A

Archived DocumentUSG New ProgramProspectus

Instructor Interest in Creating aDoctorate Track

Survey Available at:http://www.surveymonkey.com/s/PMK389MSee Attachment B

Survey of CurrentFaculty

Student Interest in Creating aDoctorate Track

Survey Available at:http://www.surveymonkey.com/s/MT3WNYD

See Attachment C

Survey ofInstructionalTechnology Student

Body

SACS Standards for DoctorateLevel Programs

Available Online at:http://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfSee Attachment D

Archived DocumentSACS Principles ofAccreditation PDF

ALA/AASL Standards for DoctorateLevel Programs

Available Online at:http://aims.ncate.org/ProgRev/Agreements/Form203.pdf

See Attachment E

Archived DocumentALA/AASLstandards foraccreditation

ISTE Standards for DoctorateLevel Programs

Available Online at:http://aims.ncate.org/ProgRev/Agreements/Form409.pdfSee Attachment F

Archived DocumentISTE Standards forAccreditation
http://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.surveymonkey.com/s/PMK389Mhttp://www.surveymonkey.com/s/PMK389Mhttp://www.surveymonkey.com/s/PMK389Mhttp://www.surveymonkey.com/s/MT3WNYDhttp://www.surveymonkey.com/s/MT3WNYDhttp://www.surveymonkey.com/s/MT3WNYDhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form409.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://aims.ncate.org/ProgRev/Agreements/Form203.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdfhttp://www.surveymonkey.com/s/MT3WNYDhttp://www.surveymonkey.com/s/MT3WNYDhttp://www.surveymonkey.com/s/PMK389Mhttp://www.surveymonkey.com/s/PMK389Mhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdfhttp://www.usg.edu/academic_programs/documents/new_program_prospectus_guidelines.pdf


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GAPSC Standards for Certification Available Online at:http://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfSee Attachment G

Archived DocumentGAPSC CertificationGuidelines

GAPSC Timeline for TransitionPlan Cutoff

Available Online at:http://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition

_Plan_New_Fields_20110930.pdfSee Attachment H

Archived DocumentGAPSC CertificationGuidelines

Center for Instructional Designand Technology Occupational

Outlook Report

Available Online at:http://idtcenter.org/reso

urces/See Attachment I

InformationalWebsite
http://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://idtcenter.org/resources/http://idtcenter.org/resources/http://idtcenter.org/resources/http://idtcenter.org/resources/http://idtcenter.org/resources/http://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Commission/policies_guidelines/Downloads/Transition_Plan_New_Fields_20110930.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdfhttp://www.gapsc.com/Rules/Current/Certification/505-2-.041.pdf


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Section 4 Timeline and Target Dates

Event Target Date

Collect Data from Governing Bodies October 10th

Review of Collected Data October 17th

Distribute Student and Faculty Surveys October 23rd-24th

Compile Data from Student and Faculty Surveys October 25th-31st

Completion of report December 2nd

Submission of Report December 9th

Full implementation TBA

Evaluation of implementation TBA

Formative evaluation Ongoing during

Assessment

Section 5 Resources

Access to the Georgia Southern University Academic Affairs Handbook

Time to review all literature from the data gathering

Access to Instructional Technology Student Body, both Physical (on campus)

and Digital(On-Line)

Access to Instructional Technology Faculty

Time to compile data from both Faculty and Student Body Surveys

Sections 6 Budget

Budget should be minimal, since all of the resources can be reviewed, produced, and

completed digitally.


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Section 7 Evaluation Plan

In order to insure success throughout the project, a formative evaluation along with a

project map will be used. The project map will serve 2 functions: illustrate the vision

of the project and outline the steps in which the project will take place. This will be

created by the needs assessor and the committee prior to beginning the pre-

assessment [B1]. The project map will be used as a formative evaluation which will

monitor the plan and how it develops. The needs assessor and the committee will

confirm tasks are being carried out in a timely fashion. If problems should arise,

corrective action will take place.

Section 8 Contingency Plan

Based on data analysis from Phase 1 adjustments may be made to Phase 2. If data

produces evidence that establishing a doctoral program for Instructional Technology

will not benefit or profit stakeholders then other options must be surveyed.


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Section 9 Approval Plan

Memorandum of AgreementA needs assessment will be conducted at Georgia Southern University to determine if Georgia

Southern University should create a doctoral program in Instructional Technology. The needsassessor duties will include

Stating the purpose and scope of the problem

Stating the focus of the levels 1, 2, and 3 needs

Create a project map

The Needs Assessment Committee will be comprised of students currently pursuing a masters or

specialist in the Georgia Southern Instructional Technology program, instructional personnel,

and stakeholders. The duties of this committee will include:

Participate in focus groups that will carefully review SACS , ALA/AASL, ISTE

and GAPSC standards

Reviewing data that has been collected

Locate resource that will aid in the needs assessment process

Create a project map

_________________________ (Needs Assessors signature)

_________________________ (Committee members signature)








Phase I Needs Assessment

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Transcript of Phase I Needs Assessment