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CCTC Accreditation


1. Program Summary

1.1 Program Summary

University Overview

Mount Saint Mary’s University (MSMU) is a not-for-profit institution of higher education, established nearly 100 years ago, providing a first-class college education to members of the greater Los Angeles community, with a significant student enrollment of low-income, first-generation college attendees. A Hispanic-Serving Institution, MSMU presently offers academic programs of instruction leading to Associates, Bachelors, Masters, and Doctorate (Doctor of Physical Therapy or Clinical Psychology (PsyD)), primarily through traditional classroom-based delivery modality, from two campuses (Chalon and Doheny) in the City of Los Angeles.

Since 1960, Mount Saint Mary's University has offered coeducational graduate programs that offer masters degrees and attract women and men of all ages, religious backgrounds, and professional interests to the University's Doheny Campus. MSMU currently has 11 active graduate programs, 9 of which are at the Masters level, and 2 at the Doctoral level. MSMU enrolls approximately 900 students in graduate programs. 

*Please note that all content in this review describe our program without accommodations due to COVID-19. Please see the section related to COVID-19 to see what temporary modifications have been put into place. 

Leadership within the Induction program. The Induction Leadership team includes the Program Director, the Induction Coordinator, and the Mentor and Outreach Coordinator. This team meets bi-weekly to discuss the needs of the program. The members of this team work closely with the instructors, coaches, mentors, and portfolio reviewers. The Program Director oversees practices within the program, is a liaison with university administrative offices that serve candidates (i.e. the registrar, student accounts, etc.), and advises potential candidates. The Induction Coordinator manages the day-to-day logistics of the program, interfaces with program instructors, portfolio reviewers, and the Mentor Coordinator. The Mentor Coordinator creates the training modules for the mentors, communicates with the mentors, and monitors the Mentor/Mentee collaborative logs. 

Communication within the Induction Program and with the Institution (L.E.A. or IHE). The Induction program director reports to the Chair of the Department of Education. The Director of Induction meets biweekly with the Induction Coordinator and the Mentor and Outreach Coordinator. The director of Induction represents the program at all Education Department meetings. The leadership team communicates with all stakeholders (instructors, coaches, mentors, and portfolio reviewers) regularly each semester through team meetings, instructor meetings, and mentor trainings.

Mentoring Design in the Induction Program. Each Induction student selects his/her/their own mentor on site. If no teacher with a matching credential is on-site, the candidate is matched with a credential-alike mentor within the first 30 days of the program. Mentors meet with Induction candidates weekly to support the Induction candidate as he/she/they complete their Induction Portfolio. Mentors meet weekly with their teacher candidates on average an hour a week to listen to, support, and guide teachers. Mentors complete a Mentor Collaborative Log to keep track of weekly meetings and discussions. These logs are submitted to the Instructor of the Field Mentorship course and are included in the teacher’s Induction Portfolio. Students who do NOT have a credential-alike Mentor on their campus are provided with a credential-alike Coach to offer additional support. Candidates meet 6 weekends per semester with an instructor who provides content on best teaching practices. The instructor is supported by a team of coaches who supports small groups of candidates preferably with matching credentials. Portfolio Reviewers assess Inquiry Project documents at the beginning and end of the inquiry process and are available via email for support as needed.

Qualifications, Selection, and Training of Mentors. The Mentor Requirements are given to each potential candidate upon the initial advisement. Mount Saint Mary's University provides mentors with training opportunities in formative assessment and mentoring skills. Mentors attend a beginning of the year Mentor Orientation where they receive the Induction Program Guidebook. Mentors receive ongoing training through online modules and also receive a Mentor Collaborative Syllabus which is aligned with the candidates’ course syllabus. Mentors participate in five modules each semester to support Mentors as they guide their teachers through the plan, teach, reflect, apply cycle. Each mentor module has a feedback form. This form allows the Mentor and Program Coordinators to see the quality of conversations between mentor and mentee. Mentors complete the feedback form prior to the seminar (once every 2-3 weeks). If mentors do not complete the feedback form, then an email is sent to remind mentors to provide the feedback. Between both the Mentor Collaborative Logs and the Mentor Module Feedback Forms, we are able to see both the quality and quantity of the mentor-mentee relationship.

Means for Stakeholder Input (Stakeholders--instructors, mentors, coaches, candidates). In December, at our annual Adjunct Meeting and convening of university supervisors, coaches, and portfolio reviewers, we gather and share feedback about the Induction Program. During this meeting we discuss the areas of strength and areas that need improving based on Mentor feedback and Candidate surveys. We analyze the number of candidates who successfully complete student portfolios and the quality of those portfolios in order to align expectations throughout the program. At this meeting we also look at candidate program feedback of the courses, mentors and instructors to improve program design. We build on what is going well in addition to bolstering areas of concern.

Description of how the program assesses the quality of services. The Induction Program uses both formal and informal means to assess the quality of services of the Instructors, Mentors, and Coaches. At the end of each class, instructors gather feedback from candidates who respond to a short, three to four question survey about that day's class. Similarly, the mentors evaluate the effectiveness of each Mentor Module. Additionally, the University conducts a formal review of instructors using an anonymous evaluation process to gather the candidates’ feedback on the effectiveness of their instructors. In addition to the formal

evaluation, the Induction Program asks candidates and mentors to complete a survey at the end of each semester about the quality of support they received from their mentors and coaches. Finally, at the end of each year, candidates complete a survey about the quality of the overall Induction Program for the year. This year for the first time, we will be surveying the portfolio reviewers to assess the quality of the portfolios that candidates submit.

Program modifications over the recent two years (excluding those due to COVID 19). The Induction Program has focused on creating a leadership team, reorganizing our teaching staff, recruiting more coaches and streamlining our portfolio program. Program wide, we began collecting feedback more uniformly at each class to better meet the candidates’ and mentors’ needs. We continue to meet annually at the mid-year meeting, but have invited more members of our team to include coaches and portfolio reviewers. We restructured the coaching model to offer more individualized and small group support to each candidate in addition to subject matter and grade level support. We wrote a grant to supplement teachers' professional development opportunities within the program and we are continuing to grow and improve our offerings of optional professional development workshops for both mentor and teacher candidates. Finally, in the coming year we will streamline the inquiry project completion and review by allowing students to focus on one CSTP per project to further individualize the program toward student needs.

1.1.1 Location, Delivery Models, and Pathways

LocationDelivery ModelPathway
Doheny Campus Hybrid Traditional Induction
Doheny Campus Hybrid Early Completer Option for Induction (Accelerated)

*During COVID related restrictions, all courses were converted to fully online.