Results of an Undergraduate Program Evaluation Process: A Comparative Study of Curriculum and Real-World Job Skills
Several years of undergraduate students’ exit surveys in an Instructional Design and Technology Department report self-assessment on undergraduates’ entry level skills compared to exit level skills. These skills are compared to what employers are reporting nationally as required skills and to an analysis of employer job postings. For at least three years, undergraduate are asked to complete a survey as they prepare to graduate from a B.S. program in instructional design and technology. Generally, students show a marked increase in self-reported skills in specific technology skills. While employers occasionally request such skill, they tend to emphasize an understanding of the instructional design process and project management for instructional projects.
Areas for program growth are discussed, including integration of technology into instructional design, working in teams toward project completion, and learning to interact and inform important stakeholder groups; such as clients, content experts, and learners/end-users. Directions and suggestions are provided for undergraduates in this field as we prepare them for professional roles in this rapidly changing field.
||Workforce, Undergraduate Skills, Undergraduate Job Perspectives, Instructional Design, Educational Technology
Journal of the World Universities Forum, Volume 3, Issue 3, pp.59-68.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 598.708KB).
Department Chair, Department of Instructional Design and Technology, Western Illinois University, Macomb, IL, USA
As a professional educator I have pushed the envelope of creative and forward thinking in higher education and technology. I am currently exploring social networking tools and simulations’ possibilities for higher education, gaming’s potential for teaching and learning, as well as continuous improvement models for the 21st century. I have a strong academic background in program evaluation, assessment, and technology. I believe in the necessity of effective program evaluation and feedback for continuous improvement; a area too long neglected in higher education. Additionally, I have been very engaged in work force development and corporate training. I model continuous improvement in my own growth and development.
Associate Professor, Department of Instructional Design and Technology, Western Illinois Universtiy, Macomb, IL, USA
Leaunda S. Hemphill teaches K-12 technology integration, visual design, and instructional design courses in the Instructional Design and Technology Department at Western Illinois University in Macomb, Illinois. She has a Ph.D. in Instructional Technology and has worked in instructional design, training delivery, and cutting-edge technology in corporate and academic organizations. She has a M.S. in English, a B.S. in Secondary Education (teaching certification in English and Earth Science), and a B.S. in Geology. Dr. Hemphill’s current research includes the development of K-12 online teaching modules, construction of an instrument to assess the interactivity of online instruction, development of scoring protocols for evaluating the quality of student online writing products, evaluation of online informal science education sites, and evaluation of technology workshops for K-12 teachers, principals, and parents.
Professor of Educational Leadership, Department of Educational Leadership, Western Illinois University, Macomb, IL, USA
Donna McCaw teaches graduate and doctoral coursework in educational leadership at Western Illinois University, Macomb, IL. She has been the principal investigator for the ISAMS project – a science and math teacher professional development project funded by the Illinois Board of Higher Education: No Child Left Behind Teacher Improvement Grant. Dr. McCaw received her doctorate in curriculum and instruction from Illinois State University. She has a M.A. in counseling, a M.S.Ed. and a B.S. in speech and language pathology. Before teaching at the university Dr. McCaw served as an elementary school principal and director of curriculum. She has worked extensively with schools and districts on continuous improvement, professional development, and literacy. She has co-authored a 2007 book: Accountability for Results: The Realities of Data-Driven Decision-Making.
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