1
Program Director Self-Study Report
For Program: B.S. in Science Education
Submitted by Program Director Name: Kevin Mason
Year: 2014-2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
The B.S. in Science Education program includes four field experiences in K-12
schools. Students typically complete Pre-Student Teaching (STMED 185) in
the spring semester of their first year. This course requires students to
complete fifty hours of field experience in a middle school classroom. This
experiential learning opportunity introduces students to the roles and
responsibilities of teachers, the nature of students, secondary school
curriculum, the classroom environment, and participation in the classroom.
In the second or third year of the program, students complete Mutliculturalism
(EDUC 330), which includes a fifty hour field placement in a diverse K-12
school setting. During this experience, students interact with students from
diverse backgrounds and develop the knowledge and skills necessary to create
culturally relevant learning experiences for all students.
In the third or fourth year of the program, students complete Pre-Student
Teaching (STMED 360). This course requires 50 hours of field experience in a
high school setting. During this experience, students complete a thorough
context for learning analysis, which includes a description and evaluation of
the unique features of the school, classes, and students they will teach during
the semester. Based on the context for learning, students are able to plan
lessons, implement instruction, and assess student learning during the semester.
The final semester of the program is the student teaching or internship
experience (SCIED 409-424). During this 16 credit experience, students are
immersed in schools full-time for one semester. Students are typically placed
in a middle school setting for one quarter (approximately eight weeks) and in a
high school setting for one quarter (approximately eight weeks). During
student teaching, the students complete the Educative Teacher Performance
2
Assessment (edTPA) to demonstrate their ability to plan, instruct, and assess.
This standardized performance assessment will be required for all student
teachers in the state of Wisconsin in the fall of 2015.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The School of Education and the B.S. in Science Education program have
engaged in multiple recruiting efforts to increase enrollments during the past
several years, in an attempt to offset the declining enrollments in education
across the state and nation. First, the program director has collaborated with
the Marketing Office on campus to develop marketing materials, including a
glossy sheet, brochure, poster, and banner. These materials are utilized at state
and national conferences. They have also been distributed to teachers and
students in middle and high schools through mailings, school visits, and
summer professional development workshops with teachers. In addition, the
program director has collaborated with the admissions office to attend
community events such as the STEM night at a local high school and the
Northern Wisconsin State Fair. The participation of the Science Education
program at the Northern Wisconsin State Fair was also publicized in stories by
the Chippewa Herald and Eau Claire Leader Telegram.
Second, the Program Director met with the Marketing Office at the University
of Wisconsin-Stout in the summer of 2014 to analyze current marketing
practices and recommend new strategies. A marketing plan was established for
the B.S. in Science Education program and the School of Education, which
included an emphasis on the use of Hobsons to generate and nurture leads on
new prospective students. The Program Director attended Hobsons training in
the summer of 2014 and collaborated with the Admissions Office to develop
automated responses to student inquiries using the Hobsons system.
Third, the School of Education supports a Multicultural Recruitment and
Retention Coordinator to recruit pre-service teachers to critical shortage areas
in education, such as science, technology, mathematics, and special education.
Recruitment initiatives include:







attending college fairs
hosting student groups on campus
presenting in classrooms
hosting a summer TEACH Precollege program for high school students
exploring careers in teaching
creating and facilitating a regional Future Educators Association (FEA)
working with UW-Stout Admissions to ensure students complete their
college applications
partnering with local and regional principals, teachers, and other
stakeholders
3

hosting a state-wide teacher career conference available to high school
students.
Retention initiatives include:



overseeing the TEACH Support Network, which provides students with
Praxis test preparation services
a speaker series focused on career development, financial assistance
through scholarships and loan programs, academic advising, research
and leadership skills development workshops
partnering with other UW institutions to facilitate student success in
teaching preparation programs across the state.”
To improve retention and graduation rates, the program director has
emphasized personalized advisement. This includes meeting with prospective
students prior to acceptance into the university, including Campus Preview
days as well as meeting with prospective change of majors and transfer
students. This personal connection helps to create a positive rapport and
environment, which improves retention in the program. The Program Director
of Science Education also meets with every student each semester to guide
them through the B.S. in Science Education program and their professional
preparation.
In addition, the National Science Teachers Association (NSTA) student
organization was created in 2008 to give students opportunities to engage with
other students and professionals. Through this student organization and other
informal measures, students are encourage to support one another as they
progress through the program.
Finally, the School of Education provides supports and resources for students
to successfully complete the assessments required for teacher licensure in the
state of Wisconsin, including the PRAXIS I Core Exam, PRAXIS II Content
Exam, Portfolios, and the Educative Teacher Performance Assessment
(edTPA). These retention efforts are supported and supervised by the
Multicultural Recruitment and Retention Coordinator in the School of
Education.
1.1.3 Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
The School of Education is committed to integrating diversity into all teacher
education programs, including the B.S. in Science Education. This is clearly
4
describe in the third objective of the program (Section 2.1.1.), which states that
students will be able to “understand how students differ in their approaches to
learning and create instructional opportunities that are adapted to diverse
learners, including those with disabilities and exceptionalities.”
Students in the School of Education are required to complete Multiculturalism
(EDUC 330). This course teaches students about the diversity of students in
K-12 schools and prepares teachers to develop culturally relevant lessons to
meet the needs of diverse learners. As mentioned previously, the course also
requires 50 hours of participation in a diverse classroom setting in K-12
schools.
Furthermore, students are required to complete Inclusion (SPED 430). This
course teaches students about the inclusion of students with special needs in
the regular classroom, including students with physical, emotional, social,
behavioral, or learning disabilities. This course prepares teacher candidates to
design lessons that include appropriate accommodations and modifications so
that all students can be successful in the classroom. Courses in Educational
Psychology (EDUC 303 ) and Reading and Language Development (RDGED
382 ) also help prepare teacher candidates to work with the diversity of learners
and learning abilities in the classroom.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
Students in the Science Education program are required to complete Science,
the Environment, and Sustainability (BIO 111). According to the course
description, this course introduces students to the “relationship of humans to
the natural environment with a focus on sustainability.” This includes topics
such as ecological principles, global ecological problems, resource utilization,
species extinction, human population dynamics, and climate change.
Throughout the program, students have many opportunities to study topics
related to environmental sustainability. The issue of environmental
sustainability is addressed in many of the required and elective science courses.
The exact science courses completed in the program varies, depending on the
science teaching certifications selected by the student. In addition, students
also have the option to complete a variety of general education courses that
relate to diversity (section 1.1.3) or sustainability (1.1.4), including courses in
the Arts and Humanities, Social and Behavioral Sciences, Contemporary
Issues, and Social Responsibility and Ethical Reasoning.
5
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1 State the approved program objectives.
The objectives for the B.S. in Science Education program are based on the Ten
Wisconsin Educator Standards. Upon completion of the Science Education
program, students will be able to:
1. Understand the central concepts, tools of inquiry, and structures of the science
disciplines she or he teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.
2. Understand how young people learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development in
the context of science education
3. Understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners, including those with
disabilities and exceptionalities.
4. Understand and use a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills to
prepare for life in a scientifically sophisticated society.
5. Use an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
6. Use knowledge of effective verbal, nonverbal, and medial communication
techniques to foster activity inquiry, collaboration, and supportive interaction in
the science education classroom and laboratory.
7. Design instruction based upon sound knowledge of science, related disciplines,
students, the community, and the goals of science education.
8. Understand and use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
9. Use reflective practices to continually evaluate the effects of his or her choices
and actions on learning, students, parents, and colleagues.
10. Demonstrate the professional and ethical behavior necessary to foster professional
relationships with colleagues, parents, and agencies in the community to support
student learning.
2.1.2 Describe processes and initiatives employed in determining the need for
program revision?
The need for program revisions arise from a variety of different needs, issues, and
stakeholders. The Science Education program curriculum is reviewed by multiple
internal and external stakeholders on the Advisory Committee. The Advisory
6
Committee for the B.S. in Science Education is composed of faculty members in the
School of Education, faculty members in the College of Science, Technology,
Engineering, and Mathematics, and elementary, middle school, and high school
science teachers from local school districts. The Advisory Committee reviews the
results of the Assessment in the Major report each fall and evaluates if any program
revisions are needed.
For example, after collaborating with the Advisory Committee, the program was
revised in 2010 to add a freshmen level pre-student teaching field experience (STMED
185). In 2012, the program was revised to add two new science teaching minor
certifications: Environmental Science (Wisconsin teaching license 615) and Earth and
Space Science (Wisconsin teaching license635). As a result, the program now offers
students the option to choose among four major certifications and five minor
certifications, which lead to teaching licensure in the State of Wisconsin.
The program is also reviewed annually by the Wisconsin Department of Public
Instruction (DPI) to ensure that the program is meeting the needs of students and the
requirements of the state of Wisconsin for teacher licensure. In particular, the DPI has
specific content guidelines that must be addressed to approve each of the science
teaching certifications that lead to teaching licensure. Furthermore, the program is
also accredited by the National Council for the Accreditation of Teacher Education
(NCATE), which reviews the program every five years.
In 2013, the need for program revision arose from changes to the general education
requirements at the University of Wisconsin-Stout. At that time, a program revision
was completed to align with the new general education requirements. The 2013
program revision also replaced PHYS 250 Light and Color with PHYS 151
Astronomy. This revision was made because the Physics Department discontinued
offering PHYS 250 Light and Color.
2.1.3 Check all that apply regarding the program:
X_ Traditional, on campus program
___Offsite location
___Online program
2.1.4 Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
The Science Education program engages students in a variety of different scholarly
activities. There are four experiential learning opportunities required in the program,
as described in Section 1.1.1. In each course, students are required to collect detailed
observations and discuss the implications of their findings in written reflections. More
specifically, the students are required to collect and analyze data on student learning
7
during the Pre-Student Teaching (STMED 360) and Student Teaching (SCIED 409424) experiences. During the student teaching experience, students complete the
Educative Teacher Performance (edTPA) assessment, which is analogous to an action
research project in schools.
Students learn specifically about educational research in the Capstone in Math and
Science Education (STMED 401) course. This course also requires students to
complete a literature review on a topic related to math and science education. Students
spend several weeks discussing important findings from the research literature and
how to implement evidence-based practices in their own classrooms. The final
assignment in the Capstone course requires students to create a Professional
Development Plan (PDP) to identify areas of needed professional growth aligned to
Wisconsin Educator Standards, based on what they have learned from the research
literature.
The students are also required to review and reflect on research throughout their
education coursework, to apply learning theories in a practical context. The
educational coursework in the program requires students to learn the art of teaching, as
well as the science of teaching. Teaching itself is a creative endeavor. Throughout
their preparation, students will be asked to create a variety of different learning
activities that build upon prior knowledge, relate science to the learner, the engage the
learner, and develop understanding of the content area. These types of experiences are
included in nearly everyone course offered in the School of Education, including
university-based and field-based courses.
Many of the students also complete an Advanced Experience (BIO 489, CHEM 489,
or PHYS 489) as a science elective, where they have the opportunity to work with a
faculty member from the science department conducting scientific research or projects
related to the scholarship of teaching and learning. In addition, students may choose
to participate in the National Science Teacher Association (NSTA) Student Chapter
which offers opportunities for service, professional development, and attending
professional conferences. Several students have even presented their scholarly work at
state and national conferences, including: the Wisconsin Association for
Environmental Education (WAEE) Conference, the Wisconsin Society of Science
Teachers (WSST) Conference, and the National Science Teachers Association
(NSTA) Conference.
2.1.5 Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The Science Education program is approved by the Wisconsin Department of Public
Instruction (DPI) and accredited by the National Council for the Accreditation of
Teacher Education (NCATE). Both agencies exert a significant influence on the
curriculum of program. The Science Education program must meet all requirements
for teacher licensure in the State of Wisconsin, as described in Wisconsin Law PI-34.
8
The NCATE Standards for accreditation align well with the Wisconsin Educator
Standards. The School of Education has developed assessment systems to
demonstrate student knowledge and performance relative to each of the DPI and
NCATE standards. The assessment data is included in the Assessment in the Major
reports and used for the purposes of continual program improvement.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Dr. Kevin Mason
STMED 101 Introduction to Math and Science Education
STMED 185 Pre-Student Teaching
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
STMED 401 Capstone in Math and Science Education
SCIED 409-424 Student Teaching or Teaching Internship
Dr. David Stricker
STMED 260 Curriculum, Methods, and Assessment
Dr. Sylvia Tiala
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
Dr. Kenneth Welty
STMED 460 Teaching Methods
Dr. Michael Mensink
EDUC 303 Educational Psychology
Dr. Alan Block
EDUC 326 Foundations of Education
Dr. Virginia Lea
EDUC 330 Multiculturalism
Dr. Lama Othman
SPED 430 Inclusion
Dr. Kimberly Martinez
RGDED 382 Content Area Reading
Ms. Krista James
BIO 111 Science, Environment, and Sustainability
2.2.2 What additional faculty/academic staff expertise is needed?
There are many faculty and staff from the Biology, Chemistry, and Physics
Departments that teach the required and elective science courses for each
certification offered in the program.
2.3
Facilities – Respond to the following:
9
2.3.1 Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The Science Education program utilizes the facilities and resources available in
the College of Education, Health, and Human Sciences. While the School of
Education does not have a building to house all of its programs, the School of
Education office is located in 267 Heritage Hall. The School of Education
office offers many resources and services for the students and faculty of the
Science Education program.
The Science Education faculty and courses are located in the Communication
Technology building. The program director’s office is located in 225G
Communication Technology. These offices were built in the fall of 2013 for
faculty and staff in the School of Education. The Science and Technology
Education lab in 230 Communication Technology also provides space and
resources to support the Science Education program, including the services of
Barbara Bauer, the lab supervisor.
In 2009, a Lab Modernization Grant was approved to purchase equipment for
the classroom in 224 Communication Technology. This is the classroom
where science, technology, and math education courses are typically taught.
The grant funded the purchase of a SMART Board so that these students could
learn to use this instructional technology. It also funded the purchase of four
mobile lab stations as well as the equipment to stock each station. These
mobile lab stations are housed in 224 Communication Technology and used by
students in their STMED courses to design and teach science lessons.
The Science Education program also benefits from the facilities and resources
in the College of Science, Technology, Engineering, and Mathematics. In
particular, students use the facilities and equipment in the Jarvis Hall Science
Wing to complete the 40 credits of required science in the program.
2.3.2 What added facility needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
The Science Education program is in need of a new Microteaching Lab for the
Teaching Methods (STMED 460) course. Microteaching assignments require
students to teach short lesson to peers in a classroom like setting, video record
the lesson, and analyze the effectiveness of the lesson. The room previously
used as the microteaching lab was recently remodeled into a new conference
room (220 Communication Technology Building). Currently, students must
check out a camera from room 230 and reserve room 220 to complete their
microteaching assignments. Unfortunately, the conference room does not
simulate the classroom environment very well and is often utilized by faculty
10
and staff in the School of Education for other purposes. Students in the
science, technology, and math education programs would benefit greatly from
a space designated specifically as a microteaching lab. This space should
include an interactive whiteboard, student desks or tables, a teacher station, and
cameras for video recording. It should also be clearly identified as a
microteaching lab with appropriate signage.
2.4
Resources for the Program – Respond to the following:
2.4.1 Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
In collaboration with the program director, the library staff has purchased and
maintained collections of digital and print resources for students in the Science
Education program. The digital resources include access to research literature
databases and a library webpage with internet resources specifically in science
education. The print resources include preparatory materials for the PRAXIS I
and PRAXIS II teacher licensing exams and middle and high school level
science textbooks. The quality and relevance of the materials are very good.
The quantity of science textbooks in the library could be improved. If an
assignment is given in a STMED course that requires a science textbook, such
as creating a course outline or writing a lesson plan, there is a need for more
than one copy of each textbook to appropriately serve the needs of the students.
2.4.2 List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
In 2013, the program successfully obtained a Research Equipment Grant from
the College of Education, Health, and Human Sciences to purchase i-Pads for
documenting and analyzing teacher performance during the student teaching
semester.
2.4.3 Describe other resources (if any) needed to meet the program objectives?
The Science Education program has been successful in obtaining grants for the
purchase of lab materials and instructional technologies that are essential for
preparing effective science teachers in the 21st century. These include the Lab
Modernization and Research Equipment grants previously described.
However, the Science Education program does not have an annual budget for
the storage, maintenance, or replacement costs associated with these lab
materials and instructional technologies. A budget for these items would allow
the program to sustain these resources so that are graduates are prepared to use
11
lab materials and instructional technologies effectively as future science
teachers.
3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
Science teachers are in high demand in the state of Wisconsin and across the nation.
The United States Department of Education lists science teachers as a teacher shortage
area for the state of Wisconsin (http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf).
The national shortage of science teachers has also been well publicized. In his 2006
State of the Union address, President George Bush stressed the need to recruit 30,000
more science and mathematics teachers in the United States. In the 2011 State of the
Union address, President Barrack Obama expressed the need to recruit 100,000 new
teachers in the fields of science, technology, engineering, and mathematics.
The shortage of science teachers is also well documented in the research literature.
According to a report published by the Consortium for Policy Research in Education,
the “nation is facing a teacher shortage crisis, especially for mathematics and science,
resulting primarily from an insufficient production of new teachers” (Ingersoll &
Perda, 2009). The most severe shortage of science teachers is in the physical sciences.
The authors reported that 38% of secondary schools in the United States had openings
in physical science and 37% of secondary schools reported having difficulty filling the
position (Ingersoll & Perda, 2009). As a result of the state and national shortage,
graduates of the B.S. in Science Education program have maintained a 100% job
placement rate since the program began at UW-Stout in 2009.
Ingersoll, R. & Perda, D. (2009). The Mathematics and Science Teacher Shortage:
Fact and Myth. Consortium for Policy Research in Education.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
Because the Science Education program began in 2009, the results and usefulness of
the alumni follow-up surveys have been limited by very small sample size. The 2012
alumni general survey and program specific survey from 2012 had only one response.
The 2012 employer survey had no responses. The 2014 employer survey had only one
response. The response to the 2014 alumni general survey and program specific
survey was slightly better, with three responses out of four surveys sent, resulting in a
75% response rate.
On the 2014 alumni general survey, the three respondents ranked the overall
effectiveness of the program as a 3.33 on a 5.00 point scale and their overall
experience as a 3.50 on a 5.00 point scale. All three alumni who responded were
currently employed full-time as teachers, with an average salary of $41,576. When
12
asked what could be improved at UW-Stout, the alumni suggested more afternoon and
evening classes, more online classes, reducing the laptop fee, and higher enrollments
in the Science Education program. When asked what they liked best about UW-Stout,
the alumni identified the following features:









Laptops
technology focus
small classes
emphasis on career readiness
Kevin Mason
science professors
tutoring
research projects
community science events.
The alumni rated the program the highest in the following areas: the utilization of
technology (mean score of 4.33 on a 5.00 point scale), appreciating the natural or
physical sciences (mean score of 4.33 on a 5.00 point scale), and academic advising
(mean score of 4.33 on a 5.00 point scale). The lowest scores were achieved in the
following areas: writing effectively (mean score of 2.33 on a 5.00 point scale),
appreciating the value of literature and the arts (mean score of 2.33 on a 5.00 point
scale), making decisions ethically (mean score of 2.33 on a 5.00 point scale), and
maintaining a sense of physical well-being (mean score of 2.00 on a 5.00 point scale)
According to the 2014 program specific alumni survey, the program effectively
prepared them to understand the central concepts of the discipline they teach (mean
score of 4.67 on a 5.00 point scale) and create meaningful learning experiences (mean
score of 4.67 on a 5.00 point scale). The greatest area for improvement was the ability
to create appropriate instruction for diverse groups (mean score of 3.00 on a 5.00 point
scale), modify curricula when instructing students with disabilities (mean score of 3.00
on a 5.00 point scale), resolve conflicts between students and between students and
staff (mean score of 3.00 on a 5.00 point scale), and deal with crises or disruptive
situations (mean score of 2.67 on a 5.00 point scale). These results will be shared with
the instructors of the Multiculturalism (EDUC 330), Inclusion (SPED 430), and Lab
and Classroom Management (STMED 390) courses so that improvements can be
made. In addition, the School of Education is working to develop new embedded
signature assessments for these courses that will be aligned to the Educative Teacher
Performance Assessment (edTPA). The edTPA will assess the ability of each student
teacher to create instruction for diverse groups, accommodate and modify instruction
for students with disabilities, and create a learning environment of respect and rapport.
The data generated from the edTPA will help to inform program decisions moving
forward.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
13
The program specific surveys of the students, faculty, and advisory committee also
had relatively low sample sizes. There were three responses to the 2014 student
survey, resulting in a response rate of 43%. The students rated the program the highest
in the following areas: enhancement of problem solving skills (mean score of 4.67 on a
5.00 point scale), clear program objectives (mean score of 4.67 on a 5.00 point scale),
and the accessibility of the advisor (mean score of 5.00 on a 5.00 point scale). One
student reported, “I have loved my time here at Stout, and would recommend this
program to future students interested in Science Education.” The students reported the
strengths of the program to be:
 the advisor
 the curriculum requirements
 creating lessons
 resources for creating lessons
 the instructors
 field experiences
 Dr. Mason.
Conversely, the students suggested the following weaknesses and areas for
improvement: difficulty scheduling science courses, number of required science
classes, and more science examples in STMED courses. The students rated the
following areas the lowest: repetition or overlap of content (mean score of 3.33 on a
5.00 point scale) and time required to complete the program (mean score of 3.33 on a
5.00 point scale). The program currently requires 120 credits. However, the
scheduling of lab-based science courses as well as the completion of teacher licensing
exams and requirements can create challenges for transfer and change of major
students attempting to complete the program in less than four years.
There were five responses to the instructor survey, resulting in a response rate of 71%.
The instructors in the program believed that the program benefited from quality lab
facilities (mean score of 4.67 on a 5.00 point scale), effective leadership from the
program director (mean score of 4.80 on a 5.00 point scale), and adequate number of
course sections being scheduled (mean score of 5.00 on a 5.00 point scale). When
asked about the strengths of the program, one instructor commented, “Most of the
students bring a lot of content knowledge to the course.” Another instructor noted that
“Dr. Mason is extremely easy to work with and he thoroughly understands the
challenges associated with grooming the next generation of science educators.”
On the other hand, the instructors believed that the classroom facilities could be
improved (mean score of 3.80 on a 5.00 point scale) and instructors could be given
more opportunities to participate in program decisions (mean score of 4.00 on a 5.00
point scale). One instructor in particular rated the opportunity to participate in
program decisions as a two on a five point scale. When asked to identify areas for
improvement, an instructor also suggested that the program needed to “bridge the gap
between professional courses and clinical experiences.” This issue is currently being
addressed by the instructors of the Pre-Student Teaching (STMED 360), Lab and
14
Classroom Management (STMED 390), and Teaching Methods (STMED 460). These
instructors are working to better align the assignments completed during the field
experience with the curriculum of the university-based courses. Students are also
being advised to complete these three courses concurrently.
There were nine responses to the advisory committee survey, resulting in a response
rate of 82%. The advisory committee meets twice per year. The student learning data
is shared with the advisory committee members during the fall meeting. This provides
the advisory committee members opportunities to provide recommendations for
program improvement. When asked about the strengths of the program, the advisory
committee identified the following items:
 flexibility in their course choices
 students graduate in a timely manner
 strong leadership
 integration of STEM education programs
 strong students
 good student teaching sites
 good job placement rate
 input from members of different academic settings
 good communication
 great curriculum
 good program director
 well organized program.
When asked to identify areas for improvement, the advisory committee identified the
following items:
 additional pre-student teaching and student teaching experiences
 increased enrollment
 new program advisory committee members
 more outreach experiences
 recruitment
 reliable and valid data collection with larger samples
 stronger connections on campus to content faculty
Several of these issues have recently been addressed. An additional pre-student
teaching experience (STMED 185) was added to the program in 2010. The
development of marketing strategies to recruit new students and increase enrollment is
a current being addressed and will continue to be an important goal for the program.
These and other findings from the surveys will be shared with the Advisory
Committee to determine if program revisions or other actions are needed.
4.
Program evidence of continuous improvement – Respond to the following:
15
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
The Science Education programs has many unique and attractive qualities. First and
foremost, the program boasts a 100% job placement rate, since the program began in
2009. Most of the graduates of the program are teaching somewhere in the state of
Wisconsin, meeting a local need for science teachers in middle and high schools. A
few graduates have chosen to find positions in other states, including Minnesota,
Washington, and Arizona.
Another unique and attractive quality of the B.S. in Science Education program at the
University of Wisconsin-Stout is the faculty. All of the faculty in the science and
technology education programs, who teach the STMED courses, have experience in K12 schools and have completed doctorates in their field. This allows the STMED
instructors to connect theory to practice and better prepare future teachers for the
classroom.
The four field experiences required in the program also help the students to connect
theory and practice. In the Science Education program, students complete their first
pre-student teaching experience during the spring semester of their freshmen year.
Before student teaching, they will complete two more pre-student teaching
experiences. In the final semester of the program, students complete a full-time
student teaching experience in their subject area. Together, these experiences help
students to apply what they have learned at the university to the K-12 classroom.
Another strength of the program is that students begin taking professional courses in
their major during their freshmen year by taking Introduction to Math and Science
Education (STMED 101). This also allows Science Education students to make
professional connections with students and faculty in their major earlier in their
academic career. Many of the students also make professional connections with
faculty in the science departments, which results in opportunities to work with science
faculty on research or grant-funded projects during their time at UW-Stout. In
addition, students also have the opportunity to get connected with other Science
Education majors through the student chapter of the National Science Teachers
Association (NSTA). This student organization also encourages participation in
volunteer and professional development activities for Science Education students.
The unique design of the B.S. in Science Education program at UW-Stout allows
students to choose from a variety of different science certifications, including majors
in broadfield science, biology, chemistry, and physics as well as minors in biology,
chemistry, physics, earth and space science, and environmental science. The array of
choices in the program has made the program attractive to change of major students,
transfer students, and students with previous science degrees. Students who have
completed previous coursework in science are generally able to apply those credits to
one of the science certifications offered in the program. As the number of freshmen
has decreased throughout the UW system, our unique design has allowed upper
16
classroom to join the program and complete the degree in a timely manner.
Furthermore, the program allows students to complete two certifications (one major
certification and one minor certification), while graduating within four years with 120
credits. Most other similar programs in Wisconsin and across the country require
additional credits for a second certification. Graduating with two science teaching
certifications makes our graduates even more marketable in the field. It also is
consistent with the needs of schools, where most science teachers are required to teach
more than one subject (e.g. biology and chemistry).
The weakness of the program is low enrollment, which parallels a supply shortage of
future science teachers in the state of Wisconsin and the nation (Section 3.1). The
recruitment of new science teachers is a local, state, and national priority. In response
to low enrollments, the program director has engaged in additional marketing and
recruiting efforts (Section 1.1.2). The program is also designed without a single
discrete course in Science Education, which accommodates a small program. Instead,
the Science Education students complete professional education courses with
Technology Education and Math Education students (in STMED courses) and
complete science courses with other science-related majors. The collective
enrollments in the Science, Technology, and Math Education programs allow the
STMED courses to be offered at least once per year and make each of these programs
sustainable, despite the declining enrollments in education.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
This is the first program review for the B.S. in Science Education program, which
began in 2009.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
First, the Program Director for the B.S. in Science Education will continue to
collaborate with the Marketing Office at the University of Wisconsin-Stout and the
Multicultural Recruitment and Retention Coordinator in the School of Education to
increase enrollment through a strategic marketing plan.
Second, the faculty and staff in the School of Education will continue to prepare for
the implementation of the Educative Teacher Performance Assessment (edTPA),
which will begin in the fall of 2016 in the state of Wisconsin.
Third, improvements will be made as needed as a result of the Wisconsin Department
of Public Instruction (DPI) continual review process and the National Council for the
Accreditation of Teacher Education (NCATE) review.
5.
Attachments - Include electronic links to the following:
17
5.1 Links of specific program information to be included:
 Current assessment in the major:
https://info.uwstout.edu/Pages/DetailList.aspx?Category=Quality&Subcategory=U
niversity+Assessment&SurveyType=Undergraduate+Assessment+in+the+Major
 Program plan sheet: http://www.uwstout.edu/programs/bsscied/ppc.cfm
 Individual program facts:
https://info.uwstout.edu/Pages/DetailList.aspx?Category=Students&Subcategory=
Program+Facts&SurveyType=Science+Education
 Current program advisory committee (not available on the website)
Chuck Bomar, CSTEM, UW-Stout
Sylvia Tiala, SOE, UW-Stout
Krista James, Biology, UW-Stout
Forrest Schultz, Chemistry, UW-Stout
Laura McCullough, Physics, UW-Stout
Kevin Mason, SOE, UW-Stout


Harold Vlcek, Menomonie High School
Bob Boone, Menomonie Middle School
Dennis Weibel, Retired Elementary Teacher
Mary Hopkins-Best, CEHHS, UW-Stout
Brian McAlister, SOE, UW-Stout
Kristine Olson, Elk Mound High School
Other items that may be helpful to PRC: Add-on Science Certifications
http://www.uwstout.edu/programs/bsscied/prospect/ao_cert.cfm
Other items requested by the consultant: None requested