STUDENT HANDBOOK
Doctor of Education in
Career and Technical Education
(Ed.D. CTE)
Table of Contents
Welcome to University of Wisconsin-Stout ............................................................................... 3
Doctor of Education in Career and Technical Education Program ........................................ 4
Delivery ..................................................................................................................................... 4
Program Goals ........................................................................................................................... 4
Curriculum ................................................................................................................................. 5
Ed.D. CTE Course Sequence ..................................................................................................... 6
Elective Credits .......................................................................................................................... 7
Transfer Credit ........................................................................................................................... 7
Doctoral Committee ................................................................................................................... 7
Preliminary Examinations .......................................................................................................... 7
Doctoral Dissertation ................................................................................................................. 8
Preparation for Research ............................................................................................................ 8
Dissertation Process Timeline .................................................................................................. 10
Admission Requirements and Processes .................................................................................. 11
Program Requirements ............................................................................................................. 11
Application Deadline ................................................................................................................ 11
Non-Degree Seeking Ed.D. CTE .............................................................................................. 11
Application Process .................................................................................................................. 11
Student Expectations ................................................................................................................. 13
Academic Performance ............................................................................................................. 13
Professional Dispositions and Academic Conduct ................................................................... 13
Travel to Campus ...................................................................................................................... 13
Resources for Graduate Students............................................................................................. 14
Student Services ........................................................................................................................ 14
Instructional Technologies ........................................................................................................ 15
Research .................................................................................................................................... 15
Updated: 11/3/2015
Student Communications ........................................................................................................... 17
Graduation/Commencement Ceremony ................................................................................... 18
List of Appendices ....................................................................................................................... 19
Appendix A: Program Planning Sheet ...................................................................................... 20
Appendix B: Course Descriptions ............................................................................................ 21
Appendix C: Ed.D. Program Faculty Directory........................................................................ 23
Appendix D: Application for the Doctoral Preliminary Examination ...................................... 24
Appendix E: Your Doctoral Committee ................................................................................... 25
Appendix F: Preliminary Examination Process ........................................................................ 26
Appendix G: Doctoral Dissertation and Final Defense Approval Form................................... 27
Updated: 11/3/2015
Welcome to University of Wisconsin-Stout
The University of Wisconsin-Stout (UW-Stout) is a comprehensive, career-focused polytechnic
university where students, faculty, and staff use applied learning, scientific theory, and research
to solve real-world problems, grow the state’s economy, and serve society. UW-Stout has a long
and rich history of providing a distinctive array of programs that produce graduates who are
prized in the marketplace. Year in and year out, well over 90 percent of our students are
employed within one year after graduation, and most of them work in their field of study.
Although students come to UW-Stout for myriad reasons, they all benefit from our active,
innovative, and technology-rich environment. Our applied learning approach combines theory
and practice to fully engage students in learning, and we constantly gauge and respond to the
new demands of business, industry, and society. This ensures that our graduates are well
positioned for the marketplace. UW-Stout offers 24 accredited graduate programs and 50
undergraduate programs: Together serving over 9,000 students each year.
UW-Stout is located in Menomonie, Wisconsin, just 60 miles east of St. Paul/Minneapolis,
Minnesota.
University of Wisconsin-Stout and Career and Technical Education
UW-Stout has provided leadership for the field of Career and Technical Education (CTE) since
federal funding was made available for teacher training in Vocational Education. Since 1918,
UW-Stout has been a pioneer in preparing quality instructors for career and technical education
with the B.S. in Vocational Education, now the B.S. Career and Technical Education and
Training. In 1936, a Master of Science (M.S.) degree in Vocational Education was launched
(renamed in 2000 to Career and Technical Education) and graduates over 2000 graduates to date.
An Education Specialist (Ed.S.) degree in Industrial/Vocational Education was developed in
1968 to serve technical college instructors and administrators with a course of study and program
recognized as a terminal degree within the technical college system. To date UW-Stout has
awarded about 200 Education Specialist degrees in Vocational/Industrial Education, now called
Ed. S in Career and Technical Education.
Recognized nationally and internationally, UW-Stout’s CTE programs attract students from
across the country and around the world. These programs prepare instructors and leaders for
secondary and postsecondary settings such as high schools, community colleges, public and
private technical colleges, and industrial training programs. Graduates train and retrain adult
workers in the critical skills needed in society’s rapidly changing world.
Updated: 11/3/2015
Doctor of Education in Career and Technical Education Program
The Educational Doctorate in Career and Technical Education (Ed.D. CTE) is the highest degree
awarded at UW-Stout. It builds on UW-Stout’s M.S. and the Ed.S. Degrees in Career and
Technical Education to prepare leaders who will provide vision, direction, leadership, and the
day-to-day management of educational activities in technical colleges and other postsecondary
settings as well as secondary divisions of CTE. The curriculum prepares graduates to set
educational standards and establish policies and procedures to achieve goals and maximize
student learning. Students acquire competencies to enable them to develop academic programs;
monitor student progress; hire, train, motivate, and evaluate teachers and other staff; manage
counseling and other student services; administer recordkeeping; prepare budgets; and handle
relations with staff, parents, current and prospective students, employers, and the community.
The program is a cohort-based, hybrid delivery model that includes both on campus weekend
and evening courses, as well as supplemental online instruction, and fully online courses. The
Ed.D. CTE admits a new cohort annually.
Delivery
The Ed.D. CTE utilizes accelerated, online, and hybrid delivery methods. Its curriculum
includes 60 credits of advanced coursework, delivered via a cohort-executive education
model. Of the required courses, 19 credits are offered in an accelerated face-to face
weekend/online hybrid format and 21 credits are offered online. Eight credits of electives may
be taken via the delivery method of the student’s choice. Twelve dissertation credits are
completed independently, away from campus.
Program Goals
Upon completion of this program, graduates will be able to:
1. Effectively lead educational entities and communities for career and technical
education
2. Use, analyze, and synthesize data for program planning and decision making
3. Engage in continuous quality improvement practices
4. Develop faculty and staff to be leaders in their respective fields
5. Secure and administer funding
6. Promote and model ethical behavior appropriate to the profession
7. Articulate a comprehensive philosophy of CTE that connects education, work, and
economic development at all levels
Updated: 11/3/2015
Curriculum
The first required course is an Introduction to Ed.D. CTE Program. In this course, students are
introduced to cohort and learning communities; develop their program plan; establish goals; and
propose a research agenda. Students begin to conceptualize research ideas and work
collaboratively with their colleagues. Because the majority of students in the program are working
adults, a synergy of ideas, resources, and connections naturally emerge. Learning communities
among adult students have been proven to support the retention of students in academic
programming.
The curriculum includes content on the historical underpinnings, philosophy and comparative
practices of CTE; including global exploration, pedagogy, curriculum and assessment strategies.
Finally, leadership theory/practice, policy, and budgetary matters and their application to practice
are included in the curriculum to prepare graduates for the administrative leadership positions
within secondary and postsecondary career and technical education.
The Ed.D. CTE requires educational research including the completion of a doctoral
dissertation. Research is guided by individual student goals with guidance from a faculty
member supporting their research project. The research project includes contemporary as well as
traditional research methodologies.
Course descriptions are available in Appendix B.
Updated: 11/3/2015
Ed.D. CTE Course Sequence
Fall – Year 1
CTE 901 Introduction to the Ed.D. CTE Program
CTE 902 Philosophy and Practice of CTE
Credits
2
3
WinTerm – Year 1
CTE 903 Educational Leadership in CTE
Spring – Year 1
CTE 904 Social and Economic Foundations of CTE
CTE 905 CTE Curriculum Systems
Summer – Year 1
CTE 912 Educational Policy and Leadership
Fall – Year 2
CTE 911 Comparative Systems in CTE
CTE 725 Quality Initiatives in CTE
WinTerm – Year 2
CTE 913 Program Planning, Development and
Evaluation
3
3
1 Weekend + Online
3
3
2 Weekends + Online
Online
3
Fall – Year 3
CTE 921 Qualitative and Mixed Research Methods
CTE 906 Applied Statistical Analysis for Education
WinTerm – Year 3
CTE 995 Dissertation Credits
Spring – Year 3
CTE 995 Dissertation credits
Updated: 11/3/2015
2 Weekends + Online
Online
Online
Online
2 Weekends + Online
3
1 Weekend + Online
3
3
2 Weekends + Online
Online
3
Independent
9
Online
3
3
Summer – Year 2
CTE 915 Quantitative Research Methods
Total Credits
2 Weekends + Online
Online
Spring – Year 2
CTE 922 Strategic Planning and Administration in CTE 3
CTE 914 Research Seminar
2
Electives
Delivery
8
60
Independent
Elective Credits
Students have eight credits of electives in the program. Elective credit coursework must be at the
700-level or above and approved by the Program Director. Some suggested elective courses
include:
• CTE 725 Quality Improvement in Education
• CTE 746 Seminar: Leading & Managing Student Services in Higher Education
• CTE 775 Independent International Experience
• CTE 746 Seminar: Writing a Literature Review
• EDPSY 850 Psychology of Development
• EDUC 741 Grant Writing
• ICT 710 Learning Technologies
• INMGT 750 Organizational Development
• SCOUN 733 Lifespan Career Development
• TECH 733 Impacts of Technology
• Institutional Research (Certification and Competency modules)
• Evaluation Studies (Certification and Competency modules)
• Others by advisement
Transfer Credit
Students may transfer in credit (up to 20 credits) from a regionally accredited institution. It is up
to the discretion of the Program Director to determine the suitability of transfer coursework to the
degree. Considerations include a grade of a B or higher and date of course(s) completion.
Doctoral Committee
The doctoral committee is composed of three UW-Stout faculty. The committee is to include three
faculty members that have approved Graduate Faculty Status (see UW-Stout Graduate School
Policy 4.0); one of the faculty members will serve as committee chair. The committee chair needs
to be a CTE Faculty member; the other two supporting members are selected based on the
students’ area of research and expertise. The directory of Ed.D Program faculty can be found in
Appendix C.
It is required that the doctoral committee be approved prior to the Application for Preliminary
Examination/ABD Status. The Application for Preliminary Examination/ABD Status can be
found in Appendix D.
The Doctoral Committee Chair works individually with the student to develop their research
topic and proposal, as well as guide them through the preliminary and final examination
(defense) process. More information about the doctoral committee can be found in Appendix E.
Preliminary Examinations
Prior to moving forward with Dissertation research, students are required to apply for Preliminary
Examination/ABD status. To be considered ABD (all-but-dissertation), doctoral candidates must
complete a preliminary examination. This includes presentation of their research proposal
including a review of literature and research methodology (Chapters 1-3). The examination is
directed by the Doctoral Committee Chair and includes the entire doctoral committee. The
Application for Preliminary Examination/ABD Status can be found in Appendix D.
Updated: 11/3/2015
Students take the Preliminary Exam after successfully completing the majority of their
coursework, with no more than six credits of doctoral course work remaining. Students cannot
take the exam if they have incomplete or unreported grades or a GPA less than 3.25. Students
must also have completed their Program Plan on file with their program director.
Preliminary Examinations must be completed within one semester after all course work is
completed, excluding the summer session. Students who fail the exam may retake it once.
Students who fail a second time are recommended for dismissal from the doctoral program.
Students must successfully complete the preliminary exam within five years of initial enrollment.
Doctoral Dissertation
All students are required to complete a 12-credit doctoral dissertation. Students will enroll in two
subsequent terms to complete the doctoral dissertation. Research topic discussions will be
progressive throughout the program.
The dissertation is the culminating research experience built upon program competencies and a
relevant topic based on the individual’s area of expertise. Students identify a faculty member
whom they would like to serve as chair of the doctoral committee: Together the chair and
student select two additional faculty members to serve on the doctoral Committee.
Dissertation research reflects a topic of significant interest to the student researcher. Students
should select a topic in which they can make direct application to their current position and/or
professional and educational goals. The dissertation is scholarly work and conforms to
educational research standards. The doctoral committee must approve the dissertation topic.
Prior to collecting data, and after approval and satisfactory completion of the Preliminary
Examination, students must complete the IRB (Institutional Review Board) process.
Included in the research design will be the identification of dissemination opportunities, guided
by the dissertation committee chairperson.
Preparation for Research
1. Research Preparation Courses
Four research courses are included in the program requirements for the Ed.D. CTE.
These courses will prepare you for the Dissertation Research:
• CTE 906 Statistical Analysis
• CTE 914 Research Seminar
• CTE 915 Quantitative Research Methods
• CTE 921 Qualitative and Mixed Methods Research.
2. Selection of Topic
Students select a research topic early in the program to begin building a knowledge
base in their area of study. Topics are identified based on discipline and content
expertise, current employment and/or future career goals, as well as the connection to
CTE. Approval by the doctoral committee is required before moving into the
dissertation research.
Updated: 11/3/2015
3. Proposal Process
The Research Proposal is a significant part of the Preliminary Exam. Students are
required to present their research proposal to their doctoral committee as part of the
exam. Included in the proposal are Chapters 1-3 of the dissertation (Background of
the Problem, Statement of the Problem, Research Questions; a Review of the
Literature; and Research Methodology). The proposal is presented in a face-to-face
format with the entire Doctoral Committee present. Course CTE 914 Research
Seminar provides students opportunity for preparation and peer review of their
research proposal.
4. Dissertation Structure
The Doctoral Dissertation for the Ed.D. in CTE is a research project that is
application-based and focused on solving a problem within the area of interest of the
student researcher. While it is action and application oriented, it will follow traditional
research practices including the writing of a research thesis/field study/dissertation.
This includes five chapters:
1) Introduction and Background of the Problem
2) Literature Review
3) Research Methodology
4) Data Analysis
5) Summary, Conclusions, and Recommendations.
All students are required to complete Human Subjects Training and the Protection of
Human Subjects form prior to collecting data.
The paper must comply with the American Psychological Association writing guide,
V. 6 (APA 6). The only exception is that UW-Stout does not use a running header.
The process includes a preliminary examination that consists of a presentation of
the research proposal and a final defense that presents the data analysis and the
research findings.
As part of the final examination/dissertation defense, it is expected that the student
includes plans for dissemination in the forms of presentation and publication. The
Doctoral Committee will provide guidance in the form of recommendations for
dissemination. The Final Examination/Dissertation Defense form can be found in
Appendix E.
Updated: 11/3/2015
Dissertation Timeline for the Ed.D. in CTE Activity
Suggested Due Date
Complete Chapter 1
Complete CTE915 Quantitative Research Methods
Complete Appointment of Research Chair and
Committee Form Complete Online Human Subjects Training
Complete Chapter 2
Schedule bi-monthly meetings with Committee Chair
Complete Application for Degree Candidacy Form
Complete Application for Doctoral Preliminary
Examination
Register for 3 Dissertation Credits in WinTerm
Complete CTE906 Applied Stats Analysis for
Education
Complete CTE921 Qualitative and Mixed Research
Methods
Complete Chapter 3
Send Chapters 1-3 to Committee; Schedule
preliminary examination
Complete IRB Protocol Form
Perform Doctoral Preliminary Examination
Register for 9 Dissertation Credits in Spring
Complete the apply to graduate in Access Stout (an
electronic process)
Conduct Research
Research Data Analysis Completed
Complete Doctoral & Final Defense Approval Form
Complete Chapters 4 & 5
Send draft to APA Editor
Commencement Ceremony
Perform Dissertation Defense
Last Day for Paperwork to be Submitted to the
Graduate School
Year 2: May 15
Year 2: July 5
Year 2: August 1
Updated: 11/3/2015
Year 2: August 1 or sooner
Year 2: August 28
Year 3: Starting October 1
Year 3: October 1
Year 3: October 1
Year 3: October 1
Year 3: December 20
Year 3: December 20
Year 3: December 20
Year 3: December 28
Year 3: December 28
Year 3: WinTerm (Jan. 3-21)
Year 3: January 6
Year 3: January 6
Year 3:
Year 3:
Year 3:
Year 3:
Year 3:
Year 3:
Year 3:
Year 3:
Starting January 17
March 28
April 13
May 1
May 6
May 6
By May 13
May 21
Admission Requirements and Processes
Program Requirements
The Ideal Candidate: The students enrolling in this program should have experience as
instructors, faculty, staff or leaders within CTE (Career and Technical Education) aka workforce
education including public and private training, human resource development and support
services.
Applying for Graduate Study
Cohorts: Ed.D. CTE cohorts begin every fall semester. Applications are accepted starting on
September 1, with a priority review of applications received beginning in March. Applications
received after March 15 will be reviewed by May 15 and remain open until the cohort is full.
Non-Degree Seeking Ed.D. CTE
Applicants who desire to begin doctoral coursework in a spring semester may elect to take
courses that apply to the Ed.D. CTE elective curriculum (700 level or above) portion of the
program. Applicants choosing this path with enter as a non-degree seeking Ed.D. CTE students;
meaning they are taking coursework, but are not officially admitted to the program. In March of
the spring semester, the non-degree seeking students will need to apply to the Ed.D. CTE
program with the intent, if program admission is granted, for those credits to transfer into their
program plan.
Ed.D. CTE Program Application (Part 1 of 2)
Completed applications must be emailed to Amy Gullixson, Student Services Coordinator at
gullixsona@uwstout.edu. Questions about the program application can also be directed to Amy at
the same email address or by phone at 715.232.2253.
The application materials consist of:
•Curriculum Vita/Resume
•Letter of Application
•Fit and Personal Commitment:
a. State your personal and professional goals, how you align with The Ideal Candidate
Statement (See above), and why/how this degree is a good fit for you:
b. Address commitment to the cohort: How will you adjust your schedule to allow for
three years of cohort doctoral program study?
c. Address your ability to work collaboratively and contribute positively in a cohort
environment. Describe what positive collaboration means to you; illustrate through
evidence of past experiences.
• 500-1,000 Word Essay; Writing Sample (Conforms to APA 6):
d. Introduce a problem, opportunity, idea, trend or practice in the scope of Career &
Technical Education/Workforce Development (See The Ideal Candidate Statement
above)
•Two Letters of Reference (one from a supervisor)
Updated: 11/3/2015
Graduate School Application (Part 2 of 2)
Questions about applying to gradate school can be directed to gradschool@uwstout.edu or 715.
232.2211. You can learn more at the Graduate School website.
1. Complete the online Graduate School Application
2. Pay a $56 non-refundable application fee
3. Submit official:
a. Baccalaureate transcripts showing the degree awarded.
b. Graduate transcripts for any graduate work attempted or completed.
NOTE: If you graduated or will be graduating from Stout there is no need to
submit your UW-Stout transcripts. Submit transcripts to:
UW-Stout Graduate School
208 Robert S. Swanson Library Learning Center
Menomonie, WI 54751
Updated: 11/3/2015
Student Expectations
Academic Performance
Students need to maintain a 3.25 GPA throughout the doctoral program. Student grades are
monitored throughout their enrollment. Full and probationary academic status follows UW-Stout
Graduate School policies for doctoral students (Graduate School Policy 2.2.3).
Professional Dispositions and Academic Conduct
It is expected that students enrolled in the Ed.D. CTE program exemplify professional behavior
and exceptional academic conduct. This includes being prepared for every class meeting with
required assignments. In addition, participation includes active engagement within both oncampus and online courses. Attendance and punctuality are expected. In a learning community,
collaboration and collegiality are integral to each course. It is essential that students treat one
another with respect.
Academic dishonesty is not acceptable. UW-Stout subscribes to the definitions of academic
dishonesty provided by the National Association of Student Personnel Administrators. The
University of Wisconsin System in UWS Chapter 13 defines academic misconduct. The
complete text of that chapter is available to you from the Dean of Students or by visiting
www.uwstout.edu/resolve/uic.html for more information.
Travel to Campus
In the Ed.D. CTE executive cohort model, classwork is blended with online and face-to-face
coursework. To best accommodate travel and planning, face-to-face sessions take place on the
first weekend of the month. Typically these weekend sessions are 5:00 pm - 8:00 pm on Fridays
and 8:00 am - 4:00 pm on Saturdays. Dates may be moved to accommodate holidays. You meet
twice per semester and once during the summer session.
The UW-Stout campus is located in Menomonie, just 60 miles east of St. Paul/Minneapolis,
Minnesota on Interstate-94. Travel directions, accommodations, campus maps, and other helpful
travel information are available at: www.uwstout.edu/guide.
Updated: 11/3/2015
Resources for Graduate Students
Student Services
Students at a distance require a great deal of assistance throughout their enrollment processes.
This comes in the form of the program director and is aided by the Graduate School and other
offices within UW-Stout.
•
A complete listing of all UW-Stout Student Services can be found at:
www.uwstout.edu/services
•
Online Student Orientation offers explanations of services and links to the appropriate
locations: www.uwstout.edu/de/orientation
i.
Student Business Services
Student business services offers tuition rate information and other related information.
Website: www.uwstout.edu/stubus
Contact: sbservices@uwstout.edu or 715.232.1656
ii.
Financial Aid
After admission, students need assistance with financial aid; UW-Stout’s Financial Aid
Office assigns a case manager to each student to meet the needs of the adult learner.
Website: www.uwstout.edu/services/finaid
Contact: finaid1@uwstout.edu or 715.232.1363.
iii.
Course Registration
Students can register for courses online in three different ways:
a. Access Stout
In addition to other offerings, Access Stout allows students to easily self-register
online.
Website: access.uwstout.edu/ps/signon.html
b. Registration and Records
Registration and Records assists students throughout the registration process.
Website: www.uwstout.edu/continuing_ed/registration.cfm
Contact: Outreachreg@uwstout.edu or 715.232.5167.
c. Student Services Coordinator
If you have difficulty registering, contact our Student Services Coordinator, Amy
Gullixson: gullixsona@uwstout.edu or 715.232.2253.
iv. Graduate School
The Graduate School assists graduate students with processes for research and degree
completion.
Website: www.uwstout.edu/grad
Contact: GradSchool@uwstout.edu or 715.232.2211.
Updated: 11/3/2015
v.
Career Services
While most of the students enrolled in distance education programs are already employed,
having access to employment opportunities through the Career Services is an added value
to their UW-Stout experience.
Website: www.uwstout.edu/careers/stures.cfm
Contact: careerservices@uwstout.edu or 715.232.1601.
vi.
Online Support For Distance Education
A listing of online support for distance education students can be found at the following
website: http://www.uwstout.edu/de/students.cfm
Instructional Technologies
i.
Access Stout
Access Stout is part of the ERP (internal data base) system at UW-Stout. Students can
access information about their course schedule, register for classes, retrieve grades and
print unofficial transcripts through Access Stout. More information can be found at:
access.uwstout.edu/ps/signon.html
ii.
Learn@UW-Stout or D2L (Desire2Learn)
Learn@UW-Stout is the University supported course management system: Course
materials, assignment drop boxes, discussion boards, and grades are useful resources for
students and faculty alike. More information can be found at:
www.uwstout.edu/lit/learn/students.cfm
iii.
UW-Stout Logins
Webmail and other links that require students to log into using their Stout I.D. can be
found at www.uwstout.edu/uwstout-logins.cfm
iv.
ASK 5000
ASK 5000 is UW-Stout’s computing help desk. You can reach ASK5000 by emailing
ASK5000@uwstout.edu or calling 715.232.5000, while answers to common issues can
be easily found at: helpdesk.uwstout.edu
Research
An abundance of research resources are available at UW-Stout:
i.
PARQ
The department of Planning, Assessment, Research and Quality (PARQ) offers
information and resources to help with your research needs including statistical analysis,
survey design, Qualtrics (online survey tool) and sampling. For more information go to:
www.uwstout.edu/parq/intranet/research-help-docs.cfm
ii.
Research Services
Research Services houses the Institutional Review Board (IRB), Grant Proposals, and
other assistance. For more information go to: www.uwstout.edu/rs. To directly access the
Protection of Human Subjects and IRB go to: www.ustout.edu/rs/humansubjects.cfm.
Updated: 11/3/2015
iii.
University Library
An abundance of resources – print, electronic, and human expertise resides at UW-Stout’s
Library. Online, in person, chat, research guides and access to materials from around the
world can be found at our very comprehensive and student friendly library (obviously, the
writer of this handbook is a huge fan of the library!). More information can be found at:
www.uwstout.edu/lib
iv.
Writing Center
Writing assistance is available to UW-Stout through its Writing Center. More information
can be found at: http://www.uwstout.edu/writingcenter/index.cfm
Updated: 11/3/2015
Student Communications
Due to the nature of the Ed.D. CTE Executive Cohort model of instruction, frequent
communications are necessary to ensure the success of students. In addition to one’s Stout
email, a special LinkedIn group has been established.
•
UW-Stout CTE LinkedIn Group
UW-Stout CTE graduate students are invited to be a part of a LinkedIn Group. It is highly
recommended that students utilize LinkedIn for professional networking. The group is
filled with active members in CTE throughout Wisconsin and nationally. Frequent posts,
current happenings related to CTE, discussions and other opportunities emerge on the
LinkedIn site. The group is located here:
www.linkedin.com/groups?gid=4695558&trk=hb_side_g
Updated: 11/3/2015
Graduation/Commencement Ceremony
For current commencement information and upcoming UW-Stout Graduation Fair information
please visit: www.uwstout.edu/commencement.
To apply to graduate you must complete the following steps:
1. Complete the Application for Degree Candidacy. The form is available here:
www.uwstout.edu/grad/current/graduation.cfm
2. Apply for graduation prior to the announced deadline in order to participate in the
commencement ceremony and have your name listed within the Commencement
Program. Application instructions for Access Stout may be found here:
www.uwstout.edu/regrec/upload/ApplyForGraduation.pdf
3. Pay the graduation application fee. The $50 graduation application fee may be paid
through Shoppes@Stout:
epay.uwstout.edu/C21720_ustores/web/store_main.jsp?STOREID=23
The Graduation Application Fee covers the processing of the application, the final degree audit,
your diploma, your diploma cover (received at the Commencement Ceremony), and other items
related to the commencement ceremony. You must pay the graduation application fee regardless
of participation in the ceremony.
4. Purchase your graduation doctoral robe, available through the UW-Stout Bookstore.
Updated: 11/3/2015
List of Appendices
A.
B.
C.
D.
E.
F.
G.
Program Planning Sheet
Course Descriptions
Ed.D. Program Faculty Directory
Application for Preliminary Exam
Your Doctoral Committee
Preliminary Examination Process
Dissertation and Final Defense Approval Form
Updated: 11/3/2015
Ed.D. in Career and Technical Education Program Planning Sheet Name:
Stout ID#: FOUNDATION COURSES Course No. Course Name Credits CTE 901 Introduction to the EdD in CTE Program 2 CTE 902 Philosophy and Practice of CTE 3 CTE 904 Social and Economic Issues in CTE 3 CTE 905 CTE Curriculum Systems 3 CTE 911 Comparative Systems in CTE 3 CTE 913 Program Planning, Development, and Evaluation 3 CTE 725 Quality Improvement in Education 3 Total Foundation Credits: 20 LEADERSHIP COURSES CTE 903 Educational Leadership in CTE CTE 912 Education Policy and Leadership CTE 922 Strategic Planning and Administration in CTE 3 3 3 Total Leadership Credits: 9 RESEARCH COURSES CTE 906 Applied Statistical Analysis for Education CTE 914 Research Seminar CTE 915 Quantitative Research Methods CTE 921 Qualitative and Mixed Research Methods CTE 995 Dissertation 3 2 3 3 12 Total Research Credits: 23 Grade Completed ELECTIVES Total Elective Credits: 8 60 TOTAL CREDITS
Requirement Checklist: Minimum of 60 credits Required coursework completed Seven-­‐year limit checked Residency requirement checked Updated:11/3/2015
This program plan has been approved by: Program Director Date Student Date Ed.D. CTE | Student Handbook | 20 Appendix B: Course Descriptions
CTE 725 Quality Initiatives in Education (3 credits)
Systematic and strategic approaches to improving educational processes by applying and
implementing quality improvement techniques
CTE 901 Introduction to the Ed.D. CTE Program (2 credits)
Introduction to cohort and learning communities; development of program plan, goals and
research agenda for Ed.D. CTE program.
CTE 902 Philosophy and Practice of CTE (3 credits)
Focus on the history and development of CTE with emphasis on the philosophical bases of the
field. Organization, administration, impact of educational agencies and external forces are
examined. Development of a personal philosophy is required.
CTE 903 Educational Leadership in CTE (3 credits)
Leadership for planning, facilities and support services management, supervision of instruction,
professional development, and assessment in career and technical education. Analysis and
development of skills relative to leading an organization including entrepreneurship, the business
of education and selling an idea.
CTE 904 Social and Economic Issues in CTE (3 credits)
Exploration of the major social, economic, and political issues and trends expected to have
continuing impacts on career and technical education and the workforce. The current status and
philosophies of career and technical education are evaluated relative to these changes. Alternative
directions for the future are identified and analyzed, with emphasis on proactive rather than
reactive strategies for educators.
CTE 905 CTE Curriculum Systems (3 credits)
Study and application of CTE theory and philosophy tied to design and development of secondary
and postsecondary programs and curriculum.
CTE 906 Applied Statistical Analysis for Education (3 credits)
Theory and application of statistical procedures to problems in education: (1) descriptive
statistics, (2) probability-sampling distributions, (3) inferential statistics-interval estimation, tests
of significance (z, t, F-one way ANOVA).
CTE 911 Comparative Systems in CTE (3 credits)
Exploration and analysis of CTE practices and philosophies across the world, within regions and
the structures used to deliver work and career-related education/training.
CTE 912 Education Policy and Leadership (3 credits)
Influence of policy and the direction of education within a context of competing values and
limited resources. Examine the contexts of educational policy and leadership. Nature of political
action in each of these arenas, with attention to PK-12, post-secondary, and higher education.
CTE 913 Program Planning, Development and Evaluation (3 credits)
Application of research theory and CTE philosophy and practice relative to program planning,
development and evaluation. Emphasis on developing and delivering programs efficiently and
effectively utilizing a variety of data for making program decisions.
CTE 914 Research Seminar (3 credits)
Critical review, presentation, and discussion of current literature, research, and national reports in
designated areas of education.
CTE 915 Quantitative Research Methods (3 credits)
Design, development and analysis of research utilizing quantitative methodology. (Theory,
models, forms, methods of QR, design and analysis).
CTE 921 Qualitative and Mixed Research Methods (3 credits)
Design, development and analysis of research utilizing qualitative methodology. (Theory, models,
measurement, samplings, and analysis). In addition, mixed methodology research strategies will
be addressed.
CTE 922 Strategic Planning and Administration in CTE (3 credits)
The role and process of strategic planning that incorporates working with internal and external
stakeholders, data analysis, and short and long range planning. Application of leadership theory,
analysis and strategy to develop and lead the strategic planning process.
CTE 995 Dissertation (12 credits)
Guided research under direction of investigation adviser and research committee. Identification
and selection of problem, review of literature, selection of research methodology, conduct
research, interpretation and analysis of findings, and recommendations and conclusions. Requires
research proposal presentation and final defense presentation.
Appendix C: Ed.D. Program Faculty Directory
Ed.D. CTE Program Director
Urs Haltinner, Ph.D.; Program Director and Professor
Career and Technical Education; Marketing Education
haltinneru@uwstout.edu | 715.232.1493 | 225C Communication Technologies
Ed.D. CTE Faculty
Urs Haltinner, Ph.D.; Program Director and Professor
Career and Technical Education; Marketing Education
haltinneru@uwstout.edu | 715.232.1493 | 225C Communication Technologies
Diane Klemme, Ph.D.; Professor
Career and Technical Education; Marketing Education
klemmed@uwstout.edu | 715.232.2546 | 222C Communication Technologies
Carol Mooney, Ed.D.; Professor Emeriti
Career and Technical Education; Marketing Education
mooneyc@uwstout.edu
Deanna Schultz, Ph.D.; Assistant Professor and M.S. CTE Program Director
Career and Technical Education; Business Education
schultzdea@uwstout.edu | 715.232.5449 | 225B Communication Technologies
Debbie Stanislawski, Ph.D.; Associate Professor
Business Education; Instructional Technologies; Education
stanislawskid@uwstout.edu | 715.232.1088 | 222D Communication Technologies
David Stricker, Ph.D.; Associate Professor
Work and Human Resource Education; Technology Education
strickerd@uwstout.edu | 715.232.2757 | 225E Communication Technologies
Sylvia Tiala, Ph.D.; Assistant Professor
Industrial and Technology Education
tialas@uwstout.edu | 715.232.5619 | 225D Communication Technologies
Kenneth Welty, Ph.D.; Professor
Vocational and Technical Education; Technology Education
weltyk@uwstout.edu | 715.232.1206 | 225F Communication Technologies
Graduate School
Application for the Doctoral Preliminary Examinations(s)
Section 1: Student Information (To be completed by Doctoral student.)
First Name
M.I.
Last Name
Student I.D. Number
Mailing Address
City
Telephone
State
Zip Code
Email
Section 2: Committee (To be completed by the Committee Chair or Program Director.)
Committee Members (please print)
Signatures
Committee Chair
Professor
Professor
Section 3: Preliminary Examination Authorization (To be completed by Graduate School.)
This student is in good standing, the committee is approved, and the student is authorized to take the Doctoral Preliminary Examination.
Evaluator
Date
Section 4: Exam Results (To be completed by Committee Chair or Program Director.)
When the student has taken the Doctoral Preliminary Examination(s), complete this section and return form to Graduate School.
Examination Date
D PASSED. The student has passed the
D FAILED. The student has failed the
exam(s) and is recommended for admission
exam(s) and has been informed of the
to Doctoral Candidacy.
regulations regarding re-taking the exam(s).
Signatures
Committee Chair
Date
Professor
Date
Professor
Date
Program Director
Date
Section 5: Graduate School Action (To be completed by Graduate School.)
D DOCTORAL CANDIDACY APPROVED
Graduate School Representative
D DOCTORAL CANDIDACY NOT APPROVED
Date
Code
Appendix E: Your Doctoral Committee
Your Doctoral Committee The role of the Doctoral Committee: ü Has a vested interest in your success as it reflects on them and their ability to help you succeed. ü Concurrently guides, teaches and mentors you on how to bring your prerequisite doctoral course-­‐based study to result in a defensible dissertation. ü Shares an interest in learning and acquiring new ways of seeing, as well as understanding and engaging in research. Your Doctoral Committee Chair Person: ü Has their name tightly connected to your research. ü Sees their role as keeping you on track, focused and successfully defending your dissertation. ü Helps you navigate the dissertation process and will remind the rest of the committee that they are only advisory. Your Doctoral Committee Members: ü Want to deeply understand your research aim and design prior to committing to serve. ü Read, listen, understand, and provide refining instruction to you. ü Formally engage for the Preliminary Examination and for the Dissertation Defense. ü Serve on multiple committees so they tend to be quite limited in time. Decision Time: Think about how your committee (through the lens of what skills, ideas, beliefs, and research passions they bring to the table) complements your strengths and gaps. It is not about their specific content area expertise, their research interest consistency, or their philosophical similarity with you. It can be good having members with diverse research interests and one that sees research through a paradigm different than yours. Communications Flow: ü Communication flows through your Committee Chair and then out to the committee ü Depending on your relationship with the committee member your formal interactions happen with the committee at large during the preliminary examination and at the point of dissertation defense. FAQS (Evolving) ü Can I go to my committee members as needed for advice and direction? o No – but work with your committee chair to understand what it is that you need or perceive to need that aids successful transition through the preliminary examination and the dissertation defense. o Yes – but it depends on your circumstances. Work with your program director to make certain that you do not potentially damage to your relationship with the dissertation committee. ü Can I change a committee member? o Yes – Work with your committee chair and program director to better understand your reasoning and uncover other options. Appendix F: Preliminary Examination Process
Preliminary Examination Process
UW-Stout Ed.D. in Career and Technical Education
The Preliminary Examination in the UW-Stout Ed.D. Career and Technical Education program is defined as the doctoral
candidate’s professional presentation of their research proposal (Chapters 1-3).
Preparation:
Successfully moving through the preliminary examination validates that you are ready to be the researcher.
Upon passing the Preliminary Examination you arrive at declaring yourself as the Doctoral Candidate.
Prerequisites:
Successful completion, a 3.2 GPA in doctoral professional courses, with the exception of CTE 995
Dissertation…
• Secured and approved research committee (final fall semester)
• Registered for 3 credits of CTE 995 during final WinTerm session
• Preliminary Examination Application submitted to and approved by the program director and the Graduate
School (Final Fall Semester)
• Research proposal shared with and approved by your committee chair (Chapters 1-3)
Scheduling the Preliminary Examination:
ü Notify Committee Chair with your intent to convene the Preliminary Examination (by December 1)
ü Share your research proposal with your committee chairperson (by December 10)
ü Notify committee members by December 10 with possible preliminary examination dates and posted
meeting times during WinTerm
ü Secure a defense location (work with the Ed.D. CTE graduate assistant. (time allocation…plan on 1 to 1½ hours).
External visiting faculty can choose to participate via distance technologies.
ü Finalize and inform committee of date, place and time of the preliminary examination by December 20th
ü Secure or provide necessary presentation supports (example: visual presentation access)
ü With the committee chairperson’s permission, share your refined dissertation proposal with committee members 2
weeks prior to the scheduled preliminary examination date (Chapters 1-3)
Examination Day:
Recognize that your research chairperson and committee have a vested interest in your research and future success as
a researcher. On the day of your preliminary examination…
§ Prior to moving into the presentation of the research proposal, provide a brief overview (5 minutes) of your
education and career journey that includes how the Ed.D. CTE aligns with your career goals
§ Take the lead in presenting a 30-minute presentation of your research proposal
§
§
§
§
§
o
o
o
o
o
o
Be prepared to answer questions relating to competencies developed and/or evolved through Ed.D.
program coursework that are relevant to the proposed research
Anticipate questions that may be asked about the proposal
Remain open to feedback; ask clarifying questions as needed
The Committee will ask you to step out while they convene to make their decision
Decision is verbally communicated
o
Background of the problem
Statement of the problem
Research questions
Supporting literature
Proposed research methodology
Timeline
Recommendations and next steps presented by committee chair (same day)
Moving Forward:
Ø Secure IRB Approval prior to moving on with your research
Ø Continue to keep your committee chair informed as the research progresses
Ed.D. CTE Program
Doctoral Dissertation and Final Defense Approval Form
Section 1: Student Information (To be completed by Doctoral student.)
First Name
M.I.
Last Name
Student I.D. Number
Mailing Address
City
Day time phone
State
Zip Code
Email
Section 2: Dissertation Information (To be completed by Doctoral student and Program Director.)
Entitled
This dissertation is officially submitted to the Doctoral Committee. The Graduate School has been notified in writing of the date of the final defense.
Program Director
Date
Section 3: Approval / Disapproval of Dissertation (To be completed by Doctoral Dissertation Committee.)
The Doctoral Committee reports the following action on the above dissertation. (Only one dissenting vote is allowed.)
Did this student use human subjects in his/her research?
1 Yes
1 No
Doctoral Committee Printed Names/Signatures
Committee Chair
1 Approved
1 Approved
1 Disapproved
Date
1 Disapproved
Date
1 Disapproved
Date
1 Disapproved
Date
with Suggested
Changes
Professor
1 Approved
1 Approved
with Suggested
Changes
Professor
1 Approved
1 Approved
with Suggested
Changes
Program Director
1 Approved
1 Approved
with Suggested
Changes
Note: If the Doctoral Committee declines approval of the dissertation as ready for the final defense, the Program Director will notify the student.
Section 4: Final Approval (To be signed by members of the Doctoral Committee. Only one dissenting vote is permissible for approval of
both the defense of the dissertation and the examination.)
1 APPROVED
Program Director
1 NOT APPROVED
Date