The School of Education collects and analyzes data, on an on-going basis, relative to candidate performance and unit operations related to content and pedagogical knowledge (professional and State standards), content and pedagogical performance (clinical practice), instructional planning, candidate impact on student learning, and dispositions (professional, State, and institutional). The purpose of this data collection and analysis is to evaluate the progress of candidates and to improve programs.
There are five phases of the SOE Assessment System. In phase one, the Assessment Coordinator collects, analyzes, and summarizes the assessment data at the admission, retention, and program exit checkpoints. In the second phase, summarized data from candidate assessments, including data from the six required key assessments, and unit operations are disseminated for review and discussion to: SOE faculty and staff, SOE Curriculum Committee, College of Education and Health Services, and the Teacher Education Advisory Committee, which includes school partners.
During phase three, the SOE Curriculum Committee (SOE program faculty, Chair and Assistant Chair of SOE, and the Assessment Coordinator) has the primary responsibility to analyze the assessment data related to content and pedagogical knowledge (state standards), content and pedagogical performance (clinical practice), instructional planning, candidate impact on student learning, and dispositions (professional, state, and institutional) and develop the Assessment Reports. These reports represent how these data are used to improve both candidate performance and program quality. The Assessment Reports, while based on individual assessments, are a summary of findings, faculty’s interpretations, and changes to be made at the program and unit levels.
In phase four, the SOE Curriculum Committee discusses the Assessment Reports with the SOE Department at regularly scheduled meetings throughout the academic year, and makes recommendations for ongoing program and unit improvement. During the fifth phase, these recommendations are implemented according to a specified timeline. The recommendations then become part of the Assessment System elements during the next assessment review cycle.
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Phone: (630) 829-1930
Dr. Sunil Chand is Professor and Director of the Ed.D. program in the Center for Higher Education and Organizational Change at Benedictine University in Lisle, Illinois. The Ed.D. seeks to prepare mid-career professionals for leadership positions in higher education. He came to Benedictine in 2009 having served as President, College of DuPage, in Illinois, and Executive Vice President, Academic and Student Affairs at Cuyahoga Community College in Ohio. Prior to that, in the UK he was Vice President, Academic Services, at Richmond, The American University in London, where he went after ten years at Triton College, Illinois, serving in the developmental education program and later as Dean, Arts and Sciences. He came to the US having been a faculty member and Head of the Department of English at St. Stephen's College, Delhi, India. Professional contributions include conference presentations, publications, and commission service and leadership development at local, state and national levels. He earned his doctorate in Literature from Kent State University, Ohio, and earlier degrees in English from Delhi University, Delhi, India.