Agenda
FACULTY SENATE MEETING
April 7, 2015
Ballroom B, STUC
2:30 – 4:30 P.M.
I.
II.
III.
IV.
Call to Order (Chair, Nelu Ghenciu)
Roll Call – Sign Attendance Sheet
Minutes of March 10, 2015 (Attachment 1)
Administration Reports
1. Chancellor’s Report
2. Vice Chancellor for Academic Affairs’ Report
V. Announcements
1. Other
VI. Unfinished Business
1. Discussion/Decision Items
a. Miscellaneous Business
VII. New Business
1. Faculty Athletic Representative Appointments - Jo Hopp
2. Planning and Review Committee – Loretta Thielman [self-study, consultant report &
dean’s responses for] –
- Business Administration, B.S., (Attachments 2-4);
- Operations & Supply Management, M.S. (Attachments 5-7);
- Risk Control, M.S. (Attachments 8-10);
- Science Education, B.S. (Attachments 11-13);
- Supply Chain Management, B.S., (Attachments 14-16 );
- Technology Education, B.S. (Attachments 17-19);
- Technology & Science Education, B.S. (Attachments 20-22)
3. Including a Salutation Line in the Promotion Application
4. Updated Bylaws of the Election Committee – Ana Vande Linde (Attachment 23)
5. Policy Resolution: Advanced Depositions for International Students, #83-37 – David Ding
(Attachment 24)
6. Other
VIII. Information Items
1. Diversity Leadership Team – Action Items (Attachment 25)
2. Faculty Senate Dashboard (Attachment 26)
3. Other
IX. Adjournment
Attachment 1
Minutes
FACULTY SENATE MEETING
March 10, 2015
Cedar/Maplewood Rooms, STUC
2:30 – 4:30 P.M.
CHAIR: Petre Ghenciu
VICE CHAIR: Ana Vande Linde
SECRETARY: Kevin Drzakowski
PRESENT: Amanda Barnett, Lopa Basu, Amanda Brown, Kathleen Deery, David Ding, Kevin Drzakowski, Barb
Flom, Petre (Nelu) Ghenciu, Jen Grant, Gene Gutman, Ted Harris, Glenda Jones, Anne Kerber, Jeanette Kersten, Adam
Kramschuster, Matthew Kuchta, Virginia Lea, Eun Joo Lee, Liz Levaro, Kate Maury, Colleen Murphy, Brian Oenga,
Christine Peterson, Forrest Schultz, Kevin W. Tharp, Loretta Thielman, Ana Vande Linde, Cameron Weaver, Dean
Wirtanen, and Keith Wojciechowski
ABSENT: Marlann Patterson (excused), Esuvat Mollel, Jeffrey Sweat, and Steven Terry
GUESTS: Jackie Weissenburger, Phil Lyons, Doug Mell, Libby Smith, Devin Berg, Renee Chandler, Jo Hopp, Abel
Adekola, Meridith Drzakowski, and Amy Luethmers
I.
II.
III.
IV.
Call to Order (Chair, Nelu Ghenciu) Meeting was called to order at 2:31 p.m.
Roll Call – Sign Attendance Sheet
Minutes of February 3 and February 10, 2015 (Attachment 1 & 2)
Motion to approve: February 3, 2015 Minutes (Basu/Thielman) moved to approve. Vote.
Motion passed unanimously.
Motion to approve: February 10, 2015 Minutes (Peterson/Harris) moved to approve. Vote.
One abstention. Motion passed.
Administration Reports
1. Chancellor’s Report. The Chancellor is on vacation.
2. Vice Chancellor for Academic Affairs’ Report.
∗ The proposed legal change removing tenure and shared governance from Chapter 36 does
not expressly give this authority to the Board of Regents. The Regents passed a
resolution expressing that this authority expressly be given to the Regents.
∗ Another resolution from the Board of Regents opposes the cut to the UW System. The
Regents are supportive of additional flexibilities but do not believe a public authority is
the only way to achieve this, and the resolution expresses this.
∗ The Mechanical Engineering should be on the Regents’ agenda in April; the Digital
Marketing program should be on the June agenda.
∗ Feedback on the budget is being reviewed in order to develop recommendations and pass
those on to the Chancellor.
∗ If the governor’s proposal passes as-is and the cuts are distributed proportionally across
the system, we could face a 12% cut to GPR funding.
∗ The Provost addressed rumors about incentives for retirement, noting that no specific
decisions have been made about retirement incentives.
∗ Departments are currently making decisions about scheduling for the fall semester. The
Provost said that departments should continue with their efforts but plan as best as
possible for changes based on the cuts.
∗ Some other institutions have announced cuts to specific departments and programs. The
Provost was asked if she has thought about specific areas that might see cuts. The
Provost answered that everything remains on the table and that she is waiting to get
recommendations from the budget review committee.
∗ Stout’s freshman enrollment for next year is up; this will bring increased revenue, but it
will also bring increased costs.
∗ Efforts are ongoing in “academic benchmarking,” exploring whether support
staff/administration is high or low in specific academic programs and departments.
Education Advisory Board is developing a national database to keep track of these factors
for benchmarking purposes. System told Stout’s administration that if we participate in
this pilot study, we will receive support to do so, with System paying for one third of the
membership. Stout’s Administration agreed to take part. This agreement was made
before the budget cuts were proposed. It is a three-year project.
∗ Will this pilot study look at just the academic departments or the whole institution? This
study will only focus on academic departments. Stout is doing its own study regarding
administration and support areas.
∗ UW System sent an email indicating that there will be no changes to the sick leave
conversion under the governor’s proposal.
∗ How do we explain building projects and landscaping with these budget cuts? Our
landscaping budget will be cut dramatically based on the budget cuts. Building projects
are paid for with state funding or student fees.
∗ There is a budget forum in Rice Lake on Monday, March 23rd. If anybody plans to
attend, ensure no classes are cancelled, and a personal day is used.
V. Announcements
∗ Chair Ghenciu encouraged all to attend the Chancellor’s Inauguration. There is a website
where faculty can register to march in the processional. Also, Doug Mell noted all
expenses will be paid through the University Foundation office.
∗ Reminder – All faculty should have their updated CVs onto department websites.
Senators should communicate this to their departments.
VII. New Business
1. EAC’s Update to UW-Stout Credit Hour Definition – Devin Berg
Motion to approve: (Kuchta/Vande Linde)
∗ The proposed change defines a credit hour as 750 minutes of instructor contact.
∗ The credit hour definition was also requested by the Higher Learning Commission.
∗ This includes all compressed courses and undergraduate and graduate level.
Vote. One abstention. Motion approved.
2. Response to PPC Charge of Selecting Faculty for Administrative Level Search Committees
– Tim Shiell for Marlann Patterson
Motion to approve: (Barnett/Kersten)
∗ The proposal aligns selections to high-level administrative search committees with our
procedures for standing committee elections.
Vote. Motion approved unanimously.
3. Response to PPC Charge of Promotion FAQ’s – Tim Shiell for Marlann Patterson
Motion to approve: (Vande Linde/Basu)
∗ Each year, PPC adds a few more questions to the FAQ sheet. The new questions and
answers mainly address the synchronization of promotion and tenure.
Vote. Motion approved unanimously.
4. Response to PPC Charge of Revising Due Dates for Submission of the Performance
Objectives – Tim Shiell for Marlann Patterson
Motion to approve: (Barnett/Vande Linde)
∗ This proposed change allows for more time for faculty to consider their performance
objectives based on student evaluations.
Vote. Motion approved unanimously.
5. 2014-15 Faculty/Academic Staff Salary Study & Report Appendices –Meridith Drzakowski
∗ Our study compares faculty to benchmarks both within the university (i.e. equity) and to
peer groups outside the university (i.e. market).
∗ Findings indicate no statistically significant difference based on gender within faculty,
but there is such a difference when all instructional staff (i.e. faculty and instructional
academic staff) are examined. No statistically significant differences exist based on race.
∗ Findings show evidence of salary compression among the faculty ranks.
∗ Faculty salaries as a percentage of market (CUPA) have decreased considerably since
1995-96. Faculty salaries are very similar to the UW System comprehensive average,
ranging from 97% to 98%.
6. Salary Equity Study-CUPA Code Comparison – Meridith Drzakowski
∗ There are some concerns that CUPA codes do not adequately reflect the true duties of
some non-teaching staff, because the CUPA codes are too broad. For teaching staff, it is
typically easier to identify the appropriate CUPA match. A study is proposed to identify
appropriate market comparison data for all professional academic staff and limited
appointments. It is also proposed that the study provide recommendations on appropriate
CUPA comparison groups for each employment category. It is proposed that an
organization called MRA be hired to perform this study and the cost estimate is $15,000.
7. Policy & Resolution of Advertising, Sponsorship & Promotion of Alcohol & Tobacco
Products, #14-74
Move to approve: (Vande Linde/Basu).
Vote. Motion carried unanimously.
8. Program Directors Recommendations to the Charge from the Chancellor – Libby
Smith/Renee Chandler
∗ A committee was charged approximately a year ago to provide updated job descriptions
for PDs and find ways to incentivize PD performance.
∗ The committee focused on recognizing the leadership contributions of PDs and ensuring
that PD work is considered in promotion and tenure decisions.
∗ The taskforce is currently soliciting input for the final proposal.
∗ They developed a new evaluation tool for PDs and are hoping to include the
responsibilities as part of the promotion and tenure application process.
9. Policy Resolution: Identity and Publication Standard – Amy Luethmers
Move to approve: (Thielman/Deery)
∗ The updated policy focuses on consistency between the policy and the guide.
∗ Three faculty members are added to the Brand Identity Committee.
∗ Anything resulting in more than twenty-five copies is considered a publication, with
some exceptions made for classroom materials.
Vote. Motion approved unanimously.
10. Planning and Review Committee – B.S. Retail Property Management, Self-Study,
Consultant Report and Dean’s Response – Loretta Thielman
Move to approve: (Basu/Brown)
Vote. Motion approved unanimously.
11. Faculty Athletic Representative Appointments - Jo Hopp
Move to approve: (Barnett/Weaver)
∗ Jo Hopp and Brian Finder are the Faculty Athletic Representatives appointed by
Chancellor Myer.
∗ Due to time constraints, Jo Hopp will attend a future Faculty Senate meeting.
Vote. Motion approved unanimously.
VIII. Information Items
1. UW System Sexual Violence & Harassment Task Force – Abel Adekola
IX.
∗ A task force was developed by UW System to work on recommendations to be submitted
to the System on this policy.
∗ Some training may be required as part of this policy, should it be adopted.
2. FS Resolution in Response to the 2015-17 Budget Proposal
3. Diversity Leadership Team – Action Items
∗ This is tabled until the next Faculty Senate Meeting.
4. Andrew G. Schneider Professorship
∗ Chair Ghenciu encouraged all faculty members to apply or urge others to apply.
∗ This professorship is new with an award of $11,000 over a two-year period.
5. Sabbatical Guidelines
∗ Depending on how the budget cuts are applied, we may have to alter how many
sabbaticals we recommend.
∗ Sabbaticals are not being eliminated.
6. Shared Governance & Tenure Continuation Resolution-Resolution I.6.A
7. Budget Resolution-Resolution I.6.B
8. Faculty Senate Dashboard
9. Other.
∗ Chair Ghenciu reported on the proceedings of the meeting of the UW System’s faculty
senate chairs. There may be task forces developed to look into promotion and shared
governance. Senators interested in serving on task forces should contact Chair Ghenciu.
∗ Chair Ghenciu encouraged all senators to attend the Chancellor’s Inauguration if
possible.
∗ Faculty have requested the salutation/title option be added within the application for
promotion/tenure. Chair Ghenciu will ask PPC to work on this.
∗ Committee election ballots have been sent. Many committees on campus are very
important. Consider “writing in” for committees. FS may look into the possibility of
consolidating committees.
∗ The Furlong Gallery is showcasing ceramics and Kate Maury’s Sabbatical Show.
Adjournment. Meeting adjourned at 4:26 p.m.
Attachment 2
Program Director Self-Study Report
For Program: Bachelor of Science in Business Administration Submitted by:
Mark Fenton
Year: 2014-2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan:
1.1.1
Describe early and ongoing experiential learning opportunities to students within the
program.
On an ongoing basis BSBA students are taking applied learning courses throughout their
studies in the program. All program faculty are discipline experts with experience in their
respective fields including accounting, business law, marketing, information systems,
finance, management, international business, etc. This along with continuing professional
development activities of the faculty are assimilated into the classroom environment.
Students are learning and working on assignments, projects, presentations, etc. directly
related to what they will be experiencing in the professional environment after
graduation.
As an applied learning program the Bachelor of Science in Business Administration
(BSBA) is heavily focused on experiential learning. One of the most significant
opportunities is the co-op requirement of all BSBA students. Students are required to
work a minimum of 320 hours for an employer covering at least one business functional
area. The majority of co-op students experience a rotation of business functional areas
during their experiential learning. For most students, this is completed during the summer
after their third year in the program after they have completed the majority of general
education and the business core. Organizations hiring BSBA co-op students tend to
prefer hiring students during this time frame. The co-op coordinator, Professor Bill
Kryshak works closely with the UW-Stout Career Services Office, employers and
students to ensure a high level of quality in the co-op program. Detailed data regarding
the most recent review of co-op students by employers is found in Appendix A which is a
copy of the 2013-2014 assessment in the major report.
In addition to the co-op requirement, BSBA students are required to take a capstone
course. The majority of students take BUMGT-480 (Entrepreneurship) or BUMGT-490
(Strategic Management and Business Policies). These senior level courses require a major
project such as a full business plan in entrepreneurship or a long-term strategic plan for
an ongoing business. There is an increased level of rigor in both courses to meet capstone
expectations. This includes completion of major written projects incorporating applied
learning experiences of 200 and 300 level courses leading into the capstone experience.
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The majority of students in the capstone courses perform well on the major projects and
presentations.
1.1.2 Describe program initiatives employed to support and/or increase student enrollment,
retention and graduation rates?
Enrollment
Since the last planning and review report, the number of BSBA students in the program has
dipped. See Table 1 below. In 2008 and 2009, enrollment was approximately 800 students.
This was during a global recession and historically enrollments increase with the economy
falters. Other possible explanations for the decrease in enrollment could be due to three new
programs related to business which are offered online only including the BS in Management
program with over 400 students. These additional options may be attracting students who
would otherwise become BSBA majors. In addition, since the last report in 2007-2008 the BS
in Supply Chain Management, the BS in Golf Enterprise Management, and the BS in Real
Estate and Property Management have had steady growth over the same period. In addition,
the numbers reflect the first declared major. Many students in the programs noted above are
double majors with the BSBA program, but are not counted as BSBA majors if their first
declared major is not BSBA. One item of note is the BSBA program number of 688 for 20132014 is low because the number was generated while we were still accepting transfer and
new students. The current enrollment is 731 students.
Table 1: Three Year Enrollment (Planning Assessment Review and Quality)
In terms of plans or initiatives employed to support and/or increase student enrollment,
retention and graduation rates, the BSBA program is very proactive.
Recruitment
On a continuing basis, several program faculty meet with prospective students during campus
visits. Other ongoing activities include campus preview days and Stout Saturdays when the
Program Director meets with prospective students and often their parents. Feedback from
perspective students indicates meeting with faculty and the program director have a positive
impact on their decision to come to UW-Stout.
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At the beginning of each academic year, representatives from the admissions office meet with
the program director to review talking points about the BSBA program and provide an update
on what is new in the program or coming up. Information would include many of the topics
covered in the assessment in major report, such as program and course revisions which are
designed to improve student preparedness as well as retention.
This past summer, the BSBA program reached out to all students who had been admitted to
the BSBA program as freshmen or transfer students welcoming them to UW-Stout. While not
all who are admitted come to UW-Stout, reaching out from a program standpoint rather than
just hearing from Admissions can be beneficial.
International Reach
One of the initiatives to increase enrollment has been the increasing number of degree
completion agreements with universities in China and Saudi Arabia. The BSBA program has
had a steady increase in the numbers of students from China. In addition, the program has
been working on a new degree completion program with Namseoul University in South
Korea.
Marketing
The BSBA program needs to improve marketing efforts. This year (2014), After completing a
program study, the program director met with Amy Luethmers in University Marketing. Amy
put together a marketing plan which also included additional outreach to transfer students.
The College of Management does not have a budget for additional program marketing at this
time and the plan has not yet been implemented. Fortunately, Amy had grant funding this past
year to use for marketing to transfer students and part of those funds were used in support of
marketing the BSBA program. More needs to be done. Marketing the program is among the
major topics on the next advisory board meeting.
Graduation Rates
Ultimately, ensuring students are meeting program and course objectives successfully has
significant impact on graduation rates.
While not enough time has elapsed since the 2013 program revision, it is expected graduation
rates will increase. The BSBA program has reduced credits to degree to 120 from 124. In
addition, the program worked with the math, statistics and computer science department to
complete a course and prerequisite revision to MATH-123 (Finite Math with Business
Finance Applications). This is the math requirement for the BSBA program. In the past, some
students have taken up to 16 credits of math to meet the program requirement. The math
placement level for MATH-123 was reduced to a 2 from 3 on a 0 (zero) to 4 scale. In
addition, those students scoring a 1(Intermediate Algebra) will still need to take MATH-110,
but the minimum course grade to go directly to MATH-123 from MATH-110 has gone to a
C+ from the previous B- or better requirement.
Historically, when BSBA students take BUACT-206 and earn a grade lower than a C, they
tend to do poorly in BUACT-207 and their advanced accounting requirement. This behavior
may lead to students transferring or not completing a UW-Stout degree. The accounting
faculty have been considering a minimum grade for BSBA program majors.
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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: “UWStout’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.”
During the past four years, the Nakatani Teaching and Learning Center has sponsored yearlong diversity projects for faculty. Several business department faculty members have
participated in one of these professional development projects including the program director.
Faculty are able to take this knowledge to the classroom, disseminate it with colleagues and
some have done conference presentations. One of these was an academic year project on
developing diversity content for a course. The faculty member developed a diversity
project for their international business course. The project addressed the professional roles
of women in the workplace in different countries/cultures. This project was also presented
at the 2013 National Association for Multicultural Education annual conference in
Oakland, California.
Several of the courses offered by the business and operation and management departments
have strong cultural and gender diversity components. These include International Business,
International Management, Organizational Leadership, and Inclusivity in Leadership. Under
the revised general education at UW-Stout, in the contemporary issues category, the BSBA
program director has been recommending students consider taking WGS-210 (Introduction to
Women & Gender Studies) as a racial and ethnic studies A (RESA) course.
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.”
The BSBA program has an emphasis area requirement all students must meet. One of the
emphasis areas is sustainability and the environment. Students take a minimum of four
related courses. Paper usage has gone down as more faculty are using Learn@UW-Stout to
distribute handouts electronically and as a tool for giving exams.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design
2.1.1 BSBA Program Objectives
1. Contribute to industry through the application of business and management principles.
2. Implement the systems and processes of the enterprise.
3. Use critical thinking skills and apply quantitative and qualitative information to evaluate
and solve problems, and make sound decisions.
4. Implement the concepts of group dynamics/teamwork in achieving organizational goals.
5. Apply concepts of ethical behavior in decision making.
6. Apply quality principles to assure stakeholder satisfaction.
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7. Utilize a variety of management approaches, techniques, and tools.
8. Demonstrate an awareness of cultural and global competencies in an increasingly diverse
marketplace.
2.1.2
Describe processes and initiatives employed in determining the need for program
revision?
During the 2012-2013 academic year, the BSBA program went through a major revision
to meet the requirement of 120 credits to degree (down from
124) and the UW-Stout revision to general education. The revised program was
implemented in the fall of 2013. Please see Appendix B for a copy of the program
changes. Since this time, a new program revision has not been done. However, when
determining the need for a revision, several factors are taken into account. First, the
advice of the BSBA advisory board is salient to a program revision. The advisory board
is the key conduit the program director has to business and industry. A major goal of the
BSBA program is to have graduates fully prepared to join the professional ranks upon
successful completion of their degree program. The advisory board helps to guide the
program director in curricular development to ensure student preparedness.
Additional incentives are driven by student competencies. Currently, the BSBA program,
faculty and advisory board are considering a minimum grade in BUACT-206 and
BUACT-207 for business majors only. Data is being collected to determine if a minimum
grade in each of these accounting courses will improve applied knowledge retention as
student move into their upper level courses which also use an accounting component.
Other initiatives in determining the need for a program revision include periodic audits of
program offerings and working with other UW-Stout departments with significant
numbers of BSBA students in the respective courses offered.
2.1.3 Check all that apply regarding the program:
X Traditional, on campus program (Note: The BSBA program offers a significant number of
online courses to BSBA students. The majority of these offerings are in the business core and
mainly taught during the WinTerm and summer sessions.)
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)
While BSBA students perform various kinds of research in many core and professional
studies courses, the capstone courses provide the most opportunity for research and
scholarship. In Entrepreneurship and in Strategic Management and Business Policies,
students have a major research project. In Entrepreneurship, students complete an actionable
full business plan. In Strategic Management and Business Policies, students write a proposed
strategic management plan for an established organization. In both cases, students also
complete presentations of their work. BUMKG-479 (Marketing Research) incorporates
experimental and survey techniques to secure information for successful marketing; primary
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and secondary sources; data collection, compilation and analysis methods; effective
communication of conclusions and recommendations to management.
Experiential learning is a program requirement. BSBA students complete a co-op, internship,
or field experience. This is generally done the summer after their junior year. The majority,
99% do a paid co-op. The co-op must be a minimum of 320 work hours, have clearly defined
work objectives, complete two reports from the student and two from the employer, and to
present their co-op experience to fellow students in the following semester.
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 Accreditation Council for Business School and Programs (ACBSP) granted initial
accreditation in June of 2012. This was done after a three year self-study and follow-up from
mentor and program visits. The initial accreditation is for 10 years. ACBSP considers several
factors in granting accreditation. For students, there are 12 common professional components
they are evaluated on. As part of continuing accreditation, the BSBA program administers the
Peregrine Assessment in Major exam to seniors in their capstone courses (BUMGT-480:
Entrepreneurship and BUMGT-490: Strategic Planning). Seniors take a 120 question exam
covering 12 Common Professional Components (CPC) topics. These include:
1. Accounting
2. Business Ethics
3. Business Finance
4. Business Integration and Strategic Management
5. Business Leadership
6. Economics (Macro and Micro)
7. Global Dimensions of Business
8. Information Management Systems
9. Legal Environment of Business
10. Management (Operations/Production Management, Human Resource Management, and
Organizational Behavior.)
11. Marketing
12. Quantitative Techniques and Business Statistics
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.
Professor Charles Baird
Dr. Anne Hoel
Dr. Rao Gundala
Professor Gene Gutman
Dr. David Johnson
Professor William Kryshak
Dr. Paul Lokken
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Dr. Kevin McDonald
Dr. Brian Oenga
Professor Craig Moore
Professor Jill Paetzold
Professor Kelly Schultz
Mr. Evan Sveum
Dr. Dennis Vanden Bloomen
Mr. Scot Vaver
Dr. Mitch Sherman
2.2.2
What additional faculty/academic staff expertise is needed?
Faculty have the necessary expertise needed to meet program and course objectives.
However, the business department is in need of additional FTE. The department has two
accounting positions open which are being filled with adjunct instructors. A search and screen
process has begun. Due to high demand in the accounting and marketing areas, additional
FTE would reduce the pressure for overloading sections. While the number of students in the
BSBA program is lower than it was 10 years ago, the number of students the business
department serves has grown at a steady rate as new programs come online and grow.
Business program faculty teach students from at least 13 different programs across campus
which include 5 programs which did not exist 10 years ago. In addition, the business minor is
the largest minor program at UW-Stout and serves students in many more degree programs.
2.3
Facilities – Respond to the following:
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 BSBA program has two dedicated accounting classrooms including one with smartboard technology. In addition, the program has tutor labs for accounting, logistics and
decision support systems courses. The tutor locations have moved from their normal location
of 279 Tech Wing during the remodeling of Harvey Hall. As a result, finding space for the
tutor labs is a challenge.
The program now has a dedicated marketing lab used by several faculty members. The
addition of the marketing lab has been a bonus for the program. This lab in the Jarvis Hall
Science Wing was designed with marketing research in mind. The marketing research
students have used this lab to meet with clients and to conduct primary research. The lab has
a multifunction layout with a larger classroom and three smaller meeting rooms for
conducting research and market testing. In addition, this lab is used for research and meeting
with in-the-field supply chain experts by students and faculty in the Bachelor of Science in
Supply Chain Management. This lab has become a critical asset for students in multiple
programs in the College of Management.
2.3.2 What added facility needs (if any) such as unique classrooms, labs, additional space
involving minor construction exist in the program?
With the increased number of students in many programs taking courses offered by the
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business faculty, an additional dedicated accounting space would allow more students to take
accounting in these uniquely designed classrooms.
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.
Capstone courses, international business, international management, several of the
marketing courses, and others use library resources. The Robert S. Swanson Library
Learning Center (RSSLLC) does an excellent job of meeting program needs for these and
other courses. Each year, the library reaches out to program faculty to identify any
additional or continuing resources faculty need for their respective courses. The
RSSLLC’s web site is well designed and developed to facilitate student and faculty
research.
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.
The Advisement Center works closely with first year students in the BSBA program to
help identify initial courses and to work with students who are having a difficult time
transitioning to life away from home. In addition, program faculty work with Disability
Services for students with documented needs. This mostly is for testing purposes such as
a quiet room or extended time.
Several program faculty use Research Services as part of their individual research and
grant writing activities. Research Services was instrumental this past year in helping
secure a $100,000 federal grant from the United States Department of State.
2.4.3
3.
Describe other resources (if any) needed to meet the program objectives?
Changing technology is a long running trend. One of these trends is the increasing use of
social media as a marketing tool. To that end, in 2013 the business department added a
new marketing course; BUMKG-391 (Social Media Marketing Management). This
course is growing in demand. It is currently offered one time a year. The BSBA program
director would like to see it offered at least one additional time each year. With the
increased popularity of BUMKG-391 and BUMKG-350 (E-Business Strategy and
Practice), additional lab space and social media design software whether it is open
sourced such as Dolphin, Phpizabi or commercial software such as Nimble and
SocialEngin PHP could be beneficial to the BSBA program.
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.
The current placement rate for graduates of the BSBA program is 99% employed or continuing
their education. Demand for program graduates has been steady and this trend is expected to
continue. One of the things which make the BSBA program at UW-Stout unique is that it is a
multifunctional business degree. Students have applied learning courses in marketing,
accounting, management, information systems, business law and many others. This approach
Page | 8
allows employers to place graduates in different areas of an organization.
There is a growing demand by students in the BSBA program to have the option of earning a
minor in marketing in addition to their degree program. The business department offers 11
BUMKG and 2 BUSCM courses from which a minor in marketing could be developed. One of
the BUMKG courses is BUMKG-346 (Seminar), this course could be revised to incorporate
additional marketing analytics.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality (PARQ) office of
the alumni follow-up surveys.
Alumni Follow-Up Survey (Program Specific)
The one-year follow-up survey of graduates addresses how well UW-Stout in general and the
BSBA program specifically, prepared students for professional life. The latest data is available
for 2012 graduates. Of 163 possible respondents, 28 returned the survey for a response rate of
17%. Fourteen quantitative questions are asked using a five point Likert scale with 5=excellent,
4=above average, 3=average, 2=below average, 1=poor. See the below prepared by the Planning,
Assessment, Research, and Quality office.
Table 2: One Year Alumni Follow-Up Survey (Program Specific Questions)
How well did your university experiences, both in and out of the classroom, prepare
you in the following areas? (1 = Poor; 5 = Excellent)
General business management problem-solving
3.8
Business writing
3.8
Information technology usage
3.8
Economics
3.1
Production/operations management
3.7
Accounting
3.8
The management of people
4.0
Business law
3.6
Marketing
4.1
Sales and sales management
3.8
Business finance
3.7
International/global business
3.1
Integrated business analysis
3.3
Did your coursework in management and other experiences at Stout prepare you
3.85
to effectively motivate diverse individuals to work hard and well in the best interest
of their employer?
Generally BSBA one year graduates held a favorable opinion of how prepared they were when
graduating and moving into the professional environment. While functional topics noted in Table
2 are generally very positive, economics and international business ranked closer to average.
BSBA students are required to take a macroeconomics and microeconomics course. This may be
the only economics course a student takes. In 2013, faculty academic advisors met with many of
the economics faculty to discuss encouraging more BSBA students to get a minor in economics.
There are more students in the economics minor, but the number is not up significantly.
Beginning next term, the BSBA program director will be inviting an economics professor to
address the significance of understanding economics in business. Additional guest speakers from
business and industry who are invited generally ask the program director for a list of talking
point ideas. Understanding economics will be added to the list. For international business, BSBA
program students are required to have only one international course. The majority take BUINB260 (Introduction to International Business). While a comprehensive course, this course alone
would not fully prepare a student.
Page | 9
The five-year follow-up survey of graduates addresses how well UW-Stout in general and the
BSBA program specifically, prepared students for professional life. The data below is from a
program specific survey sent to 2008 BSBA program graduates. Twenty seven graduates
responded to the survey for a response rate of 17%. Fourteen quantitative questions were asked
using a five point Likert scale with 5=excellent, 4=above average, 3=average, 2=below average,
1=poor. See the below prepared by the Planning, Assessment, Research, and Quality office.
Table 3: Five Year Alumni Follow-Up Survey (Program Specific Questions)
How well did your university experiences, both in and out of the classroom, prepare
you in the following areas? (1 = Poor; 5 = Excellent)
General business management problem-solving
3.96
Business writing
3.59
Information technology usage
4.07
Economics
3.48
Production/operations management
3.50
Accounting
3.7
The management of people
3.89
Business law
3.59
Marketing
3.93
Sales and sales management
3.67
Business finance
3.89
International/global business
3.26
Integrated business analysis
3.48
Did your coursework in management and other experiences at Stout prepare you
3.59
to effectively motivate diverse individuals to work hard and well in the best interest
of their employer?
In comparing the 2012 data to the 2008 data, mean scores were not statistically dissimilar and
respondents tended to view their professional preparation at UW-Stout favorably. As with the
one year data, economics and international business were generally lower than the other
functional areas and are being addressed as noted earlier. One item of note, the current program
director is just beginning their fourth year in the role. The program director is a strong supporter
of international business related education including short-term (1-3 week faculty led programs)
and long-term (summer, semester, or academic year) study abroad opportunities for BSBA
students. The program director works closely with the Office of International Education to
promote study abroad activities. In the past three years, the number of students going on a study
abroad experience has increased. In particular the number going on short-term faculty led
programs has increased.
The response rate for both one-year and five-year graduates are quite low. It is recommended the
program director be a part of the data collection process by including a message of appreciation
with the invitation to participate in the data collection.
3.3 Interpret program specific surveys (students, faculty and advisory committee) conducted by the
Planning and Review Committee.
PRC Student Surveys, Key Instructor Surveys and Advisory Board Member Surveys
Every seven years, the BSBA program submits a program review report to the university. In the
current year (2014), the BSBA program is up for review. Data was collected from three key
stakeholder groups in the spring of 2014; junior/senior students, key faculty, and the BSBA
Advisory Board. Below is a summary for each group.
Page | 10
Juniors and seniors were asked 20 questions for the Planning and Review Committee (PRC). The
questions related to resources available at UW-Stout, skills development, instruction,
advisement, program specific topics and impressions. A five point Likert Scale was used with
1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree. Out of 376 possible
respondents, 69 participated. See the table below for question and the mean score.
Table 4: Planning and Review Committee Student Survey
Question
1. The library resources and access to collections are adequate for my program of study.
2. My written communication skills have been enhanced through my coursework.
3. My oral communication skills have been enhanced through my coursework.
4. My critical thinking skills have been enhanced through my coursework.
5. My problem solving skills have been enhanced through my coursework.
6. The classroom facilities meet the needs of students in my program.
7. The laboratory equipment for my program is up-to-date.
8. My advisor is accessible on a routine basis.
9. Instructors in my program are accessible for help outside of regular class time.
10. Instructors in my program provide current and relevant information.
11. Instructors in my program achieve the stated objectives as presented in their course
syllabi.
12. The evaluation procedures for my courses in my program appropriately measure my
learning.
13. My program's objectives were made clear to me and are being met.
14. My program has few or no problems with unnecessary repetition or overlap of content.
15. My program requirements can be completed in a reasonable time.
16. As I near the completion of my degree, I feel confident that my program has prepared
me
to beOverall,
successful
profession.
17.
this in
is amy
quality
program.
18. If I had to do it all over again, I would choose this program.
19. The coursework in ethnic studies that I have taken discourages racism and has given me
a
greater
appreciation
ethnic diversity.
20. I have
developedofa global
perspective.
Mean
3.74
4.01
4.07
4.04
4.16
3.75
3.58
3.91
4.22
4.03
4.07
3.78
3.99
3.46
3.62
3.78
3.99
3.72
3.42
3.54
Overall, respondents leaned to agree and strongly agree. The next time this report is generated
students need to be encouraged to take the survey to improve response rate. A five point Likert
Scale was used with 1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree.
The response rate for this survey was 18%.
Page | 11
Sixteen key instructors were identified for the PRC survey. Eleven responded for a response rate
of 69%. Instructors were asked 13 questions to rate instructional technology, classroom facilities,
student preparedness, program information and communication, clerical support and research.
See the table below for each question and the mean score.
Table 5: Planning and Review Committee Key Instructor Survey
Question
1. Quality of classroom facilities for my course(s) is adequate.
2. Quality of laboratory facilities for my course(s) is adequate (if
applicable)
3. Instructional technology for my course(s) is adequate.
4. I received adequate training to develop my online course site
(D2L).
5. The students entering my course(s) are adequately prepared to be
successful.
6. Communication between me and the program director is
satisfactory.
7.
Program Director's leadership is satisfactory.
8. I have the opportunity to participate in program decisions.
9. Departments schedule an adequate number of course sections.
10. Clerical support for my course(s) is adequate.
11. Supplies for my course(s) are adequate.
12. The Library meets the needs of the students in my class (es).
13. The Library meets my needs for research and professional
development.
Mean
4.27
3.67
4.36
4.00
3.82
4.36
4.55
3.64
3.55
4.45
4.36
4.18
4.00
Of the 11 respondents, the mean was in the ‘agree’ to ‘strongly agree’ range. The lower mean in
number 2 can be attributed to the majority of business courses, outside of marketing courses, do
not use lab facilities and for number 9 resources are stretched to their maximum.
. Nine of sixteen members of the advisory board responded to the PRC survey. This survey
focuses on the advisory board’s impact on the BSBA program, to make suggestions for program
development, and to work with the program director to ensure students are meeting the needs of
business and industry when graduating. It should be noted, the BSBA advisory board make-up
has changed since the survey was taken and at least one formal meeting has been held. There
were four quantitative questions. See the table below.
Table 6: Planning and Review Committee Advisory Board Survey
Question
Response
Do you feel the committee should meet more frequently?
Yes=5
Does the program share student learning data?
Yes=7
Does the program advisory committee have the
Yes=6
opportunity
to provide
recommendations
to the program?
Do
advisory
committee recommendations
impact
Yes=7
program’s
decisions?
No=3
No=1
No=2
No=1
The BSBA program has been expanding the number of external advisory board members. In
2014, two new external members and one internal new member have joined the advisory board.
Significant discussions at advisory board meetings in the future will be how to market the
program with limited funding available.
Page | 12
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and explain
program weaknesses?
The following universities within Wisconsin, Minnesota, North Dakota, Michigan and Illinois
have what could be described as a similar business administration degree: UW- Eau Claire, UWRiver Falls, UW-Platteville, MNSCU-Moorhead, UW-GB, UW-Stevens Point, UW-Parkside,
UW-Superior, MNSCU-Bemidji, MNSCU-Winona, MNSCU- Metropolitan State, MNSCUSouthwest, ND-Dickinson, ND-Mayville, ND-State University, ND-Valley City, Ferris State
Michigan, Central Michigan, Illinois State University, Northern Illinois, Southern Illinois
Carbondale, Drake University of Iowa.
While this is a significant number of universities, there are at least 12 different distinguishing
opportunities for the UW-Stout BSBA program. The top strengths are:



More multifunctional business areas are covered compared to the majority of other programs
listed.
More than 25 emphasis areas as well as the option to self-design their own emphasis.
The co-op/internship is required of all business majors. This gives added value to graduating
seniors.
In addition, there are many other program strengths. Among those the working relationships
program faculty, the College of Management and UW-Stout as a whole have with students,
members of the community and with business and industry. This would include the list below.





Faculty members are also academic advisors and can help guide students on their paths to
academic and professional success.
The BSBA program and UW-Stout as a whole have strong articulation relationships with the
Wisconsin Technical College System, the UW-System two year colleges, and the Minnesota
community college system. Many BSBA transfer students get their higher education start at these
institutions before transferring to Stout.
The BSBA program in the College of Management has a strong outside advisory board made up
of business owners, managers and other business professionals. This helps to ensure our
graduates are ready to meet the needs of the professional environment upon graduation.
Graduates of the Business program work in every state and in over 20 different countries. The
skills developed in a multifunctional business program are in demand because it gives employers
flexibility. We have a strong working relationship with many study abroad opportunities for
business majors.
Business faculty and the program director meet with perspective students during the entire
calendar year.
In terms of program weaknesses, as noted earlier additional FTE faculty are needed particularly
in the area of accounting. The program recognizes there are budget constraints which may not
lead to additional FTE. In addition, having as many similar programs within a reasonable driving
distance from Menomonie creates a competitive environment with attracting students to the
program. Continuing to inform potential and continuing students about the uniqueness of the
BSBA program is critical. Potentially the biggest weakness is the lack of a program marketing
Page | 13
budget outside of the general marketing UW-Stout currently does. Until this can be addressed,
either via internally generated funding initiatives or external funding from donors, it will
continue to be a program weakness.
4.2 Submit evidence of program response to the concerns and recommendations from previous
program review.
In the previous program review, the program director was encouraged to continue efforts to
strengthen the emphasis areas and to work with faculty to develop additional minors related to
the emphasis areas. In response, the program reviews emphasis areas at least once a year and
works with lead faculty to determine if the courses meet the expectations of the respective
emphasis area. In addition, four new minors have been created related to emphasis areas. These
include Property Management, Web Technology, Project Management, and Sustainability.
The program director was encouraged to stress the importance of accounting courses. This has
been an ongoing process which starts in the introduction to business course and is communicated
to students via e-mail as advising and registration approaches. Faculty advisors also stress the
importance of the accounting sequence to students.
The program director works with the department chair to identify the appropriate number of
sections for courses. With Harvey Hall off line for at least another year, this has caused an
increase in class sizes for some sections, and reduction in others based on the number of seats
available in a classroom.
4.3 In the next seven years, what major improvements or changes are planned for implementation to
improve program quality?
One of the roles of a program director is to determine why students transfer out of the BSBA
program and UW-Stout. Based on anecdotal evidence, several students want the option of an
additional business related minor. Specifically, a marketing minor is in demand. This could also
be used as a program selling opportunity to prospective students. The program needs to work
with University Marketing to promote the program.
Another goal is to increase the number of business and industry professionals on the BSBA
program advisory board. The goal is to increase the size of the board and to have no more than
25% of the members be internal to UW-Stout., Program enrollment is down from a recent high
of 762 during the 2011-2012 academic year. But as noted earlier, the faculty are serving more
students than ever with the additional of new degree programs and approximately 500 students
in the business minor at any given time from degree programs across campus. Keeping workload
in mind, the program enrollment goal is to work to maintain enrollment at approximately 700750 students. At this time (fall 2014), there are 731 declared business majors. At the same time,
the program recognizes this number will fluctuate over time and the program will adjust as
needed.
During the past two years, program faculty have been submitting course revisions for several
courses. This process will continue to be worked on accordingly. As the next program review
approaches, the BSBA program will be working on the reaffirmation of ACBSP accreditation.
Page | 14
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
‘ Current assessment in the major (See Appendix A)
‘ Program plan sheet
‘ Emphasis Area List
‘ Individual program facts
2014-2015 Bachelor of Science in Business Administration Advisory Board
First
Name
Last
Name
Title
Company
Abel
Dennis
Adekola
Allar
Dean, COM
President
Karla
Anderson
Global Marketing Manager
UW-Stout
Allar Enterprises, LLC
3M Automotive Aftermarket
Div.
Greg
Bard
MSCS Department
Brad
Berg
Branch Manager
George
Beth
Darcy
Brewe
Brinkman
Brown
Westconsin Credit Union
Greenheck Corporation
Thrivent Financial
Wendy
Dittmann
Professional in Field
Human Resources Consultant
Financial Consultant
Program Director, B.S.
Management
John
Dzissah
UW-Stout
Mark
Fenton
Associate Professor, Quality
Program Director/Professor,
Business
Urs
Haltinner
Associate Professor, Marketing Ed
UW-Stout
Tanya
Rebecca
Arla
Hubanks
Johnson
Kretlow
JD, SPHR
T & D Manager
Regional Underwriting Manager
CVTC
Ashley Furniture
Federated insurance
Bill
Amy
Diane
Karen
Kryshak
Lane
Olson
Martinson
Professor, Business Dept.
Advisement Center
Associate Dean, COM
Instructor
UW-Stout
UW-Stout
UW-Stout
UW-Stout
Evan
Sveum
Professor, Apparel & Comm Tech
UW-Stout
UW-Stout
Weimer Bearing &
Transmission
Page | 15
UW-Stout
UW-Stout
Attachment 3
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I. Degree: B.S. in Business Administration
Date of Review: December 16, 2014
Program Director: Mark Fenton
PRC Consultant(s): Kate Edenborg and Urs Haltinner
Purpose of the Review: To assess the quality of the B.S. in Business Administration part of the
seven year cycle required of all degree programs at UW-Stout.
Committee Findings: The committee recommends that this program continue to function as one of
UW-Stout’s degree programs for the ongoing seven-year cycle, and that recommendations made by
the committee be implemented.
Abstract:
The B.S. in Business Administration program at UW-Stout is a competitive and hands-on program
with excellent and committed faculty and a very high (99%) placement rate. The Association of
Collegiate Business Schools accredits the program. Additionally, the BSBA demonstrated a total
2013-2014 enrollment of over 700 students. This program is characterized by –
 a strong record of relevant co-ops and real-world student experiences,
 expertly handled advising,
 and an increasingly active advisory board.
Its goals and performance are strongly aligned with UW-Stout’s polytechnic mission. The program’s
high enrollments are both a strength and source of concern. While its enrollment size is currently
stable some of its critical courses are often overloaded and taught as overloads by its professors. Over
the long term, a strong commitment to both enrollment management and faculty recruitment and
retention will be necessary to sustain the quality of this program.
II. Process Followed for Current Review:
The PRC consultants met with the program director several times during the process to review the
procedures and offer assistance. Data regarding several aspects of the program were collected from
students, key instructors within and outside the department, and program advisory committee members
through surveys. The data were analyzed
1
III. Previous Review Year -- 2007-08
Previous Recommendations for Program Director:
1. Continue efforts to strengthen the emphasis areas available to students through the
development of related minors. Continue development of emphasis area in Supply Chain
Management.
2. Work to communicate effectively with students regarding the critical importance of
accounting courses in Business Administration programs.
3. Support the efforts of the Department Chair to control class sizes and provide sufficient
sections of courses to meet student needs.
4. Support the efforts of the Department Chair to advocate for sustainable teaching loads,
research support, and attractive salaries for incoming faculty and to address concerns about
failed searches and faculty recruitment.
5. Continue pursuit of accreditation with the Association of Collegiate Business Schools and
Programs.
Response from Program Director:
1. The program director is developing a Master Book to include all minors that a business
student might choose to complete his/her degree. A student can select a minor by leveraging
the emphasis area, business selectives and electives. The prepared minor options included in
the Master Book will list the courses needed to complete a specific minor and how they fit
into the business program. These are presented by the program director in the Introduction
to Business class with an explanation of how this could strengthen the degree and
employment opportunities. The Master Book will be available to students via their advisor,
the program director and online. Updating this material will be an ongoing project as we
continually add minor programs at UW-Stout.
2. In the Introduction to Business course, the overall structure of the degree program is
presented, including the business core and the strength provided by the accounting courses.
A comparison of other business degrees to our peer institutions including the polytechnic
universities will also be presented. The business program is developed to give students a
well-rounded background to prepare them for a career path in the business world. No matter
what their chosen career path, accounting is critical as it is the language of business. The
accounting information is needed to record financial position and develop future goals. This
is confirmed in all of the accounting courses.
3. The Department Chair and the program director will continue to monitor needs of
department courses. The department chair and program director will work diligently to add
sections where there seems to be an overwhelming need. Backlogs will be monitored,
especially those that prevent students from completing their degrees in an efficient manner.
4. Collaboration is occurring, with the Department Chair communicating to the Dean, the
Provost and the Chancellor to make them aware of the ongoing challenges to recruit and
retain faculty in the Business department. The department is currently seeking to fill an
academic staff accounting position and a tenure-track management position. In the fall, the
tenure-track accounting faculty search will be reopened. The department successfully filled
a tenure-track marketing position. All of these are stated needs for the Business department
as we continue to work toward meeting the needs of students as well as maintain the
excellence of the program.
2
5. At the present, UW­Stout’s Business program and faculty are aligned with the ACBSP. In
June, the department chair and program director will travel to the 2008 Annual Conference
in New Orleans to learn more about the organization and the accreditation requirements.
This will be accomplished by attending sessions on Teaching Excellence, Re-growth of
Curriculum Alignment and Assessment Process and the Accreditation Process Track.
Previous Recommendations for Department Chair:
1. Work with the Dean and the Program Director to address concerns about class sizes and
numbers of sections offered. Consider advocating for enrollment caps and/or additional
FTEs. Work to address the program’s unsustainable reliance on faculty overloads.
2. Work with the Dean and the Program Director to address concerns about faculty
recruitment and retention. Consider advocating for salaries that more closely approximate
the national average. Consider dropping Ph.D. requirements for the position in Accounting.
3. Work with the Dean and the Program Director to address need for more time and support
for faculty research, as this will be an important factor in the program’s pursuit of
accreditation with the Association of Collegiate Business Schools and Programs.
4. Work with the Dean to address concerns about the need to maintain and improve resources,
such as up-to-date textbooks, classroom desks and projectors. Hopefully, the construction of
the new Science Wing will partially alleviate some classroom availability and classroom
environment concerns.
Response from Department Chair:
1. It is currently the University’s policy not to have enrollment caps on the business program.
It is, however, important to secure additional FTE allocations to address the concerns of
class sizes and numbers of sections offered by the Business Administration Program. The
Chair, in consultation with the Program Director, has requested the assistance of the Dean to
provide the department with additional FTEs, which has inclined her to put in a request to
that effect. The areas that currently need redress, according to the Program Director, are
accounting, management information systems and principles of management classes.
Additional FTEs will alleviate overload overdependence in meeting students’ registration
demands.
2. It has been an ongoing challenge for the Department of Business Administration to recruit
for its faculty members. This is due to the department’s non­competitive salary offerings,
which have been supported by several data as presented to the Chancellor and Provost. The
Chair will work with the Dean to address this issue as follows:


Provide a strategic plan to implement the proposal presented to the Chancellor and
Provost regarding business faculty salary alignment with peer institutions.
Re-examine the need for PhD requirements for the accounting position. Some
institutions accept a CPA with a Masters in Taxation as a terminal degree for
Accounting Professors recruiting and tenure decision. Considering the fact that Stout
is not a predominantly research institution, it is, however, very important to address
the department’s shortcomings of research activities. This is more important as the
department prepares itself for accreditation with the Association of Collegiate
Business Schools and Programs.
3

The Chair plans to diligently work with the Dean to ask for and develop a system to
support faculty in the following areas:
* Continue funding annual professional memberships of business faculty members.
* Adequately fund business faculty to attend and present scholarly papers at
professional conferences.
* Encourage business faculty members to collaborate with peers on scholarly
activities.

In addressing the fourth recommendation of the PRC to the Chair, the Chair in
consultation with the Program Director will set up an ad-hoc committee made up of
representatives and lead instructors of business courses to review the currency of
textbooks.

It is hopeful that with the slated construction of the new Science Wing the
department has classroom space allocations that will address the current
technological outdated classrooms. In addition, faculty will be consulted when lab
modification and technology upgrade proposals are announced.
Previous Recommendations for Dean:
1. Support the efforts of the Program Director and Department Chair to sustain current quality
of instruction. Remain mindful of high faculty/student ratios, faculty salaries, research
support, and other challenges to recruitment and retention of quality instructors. Consider
enrollment management, additional FTEs and other options for keeping this valuable
program fully staffed.
2. Support the efforts of the Program Director and Department Chair to seek accreditation with
the Association of Collegiate Business Schools and Programs.
Response from Dean:
1. Quality instruction is paramount to the business department as well as the college. Being
attentive to faculty workloads is integral to this core value. Being mindful of the number of
overloads assigned to faculty as well as the continued increase of student enrollments in
classes is a priority of the department and the college. A number of strategies are being put
in place to address these concerns.
The department of Business delivers courses that are used by programs throughout
the university. Staffing adequate sections is challenging. The department has
increased WinTerm and summer session offerings to meet demand. Despite the
increased use of these terms, each semester yields wait lists for a number of courses.
The department chair and program director have identified accounting, management
information systems and management as high demand areas. The dean will work
with the department chair to develop a hiring plan that includes both academic staff
for flexibility and tenure track to build the faculty.
In addition, a plan to address compression and salary issues of the business faculty is
4
under development. The chair along with a senior faculty member have made a
proposal too thee Chancellor and Provost that requests consideration and support to
align salaries of the business faculty with that of peer institutions. This is integral in
the efforts to recruit and retain faculty in the business department.
The dean supports the movement to align Stout’s Business Administration with the
ACBSP (Association of Collegiate Business Schools and Programs). The department
chair and program director will be attending the annual conference of the ACBSP in
July 2008. A plan will be developed that includes a timeline for securing full
accreditation with the ACBSP. Budget will need to be developed that incorporates
support for increased research and scholarly activities of the faculty. The dean’s
office will provide support to the program director to develop the self-study and
prepare for the subsequent onsite visitation.
IV. Current Year Program Review:
Program Strengths
1. Provides students with strong experiential learning activities, including an eight week co-op
experience and a minimum 320-hour supervised work experience. (Source: program
director’s report, student surveys.)
2. Offers a broad-based degree and allows students flexibility in selecting areas of emphasis
through minors and concentrations. (Source: program director’s report, student surveys.)
3. Features highly capable faculty who are committed to excellence in teaching. (Source:
student surveys, program director’s report.)
Issues of Concern
1. Program Administration
 Students and instructors had concerns about class sizes and available sections. (Source:
student surveys, key instructor survey, program director’s report.)
2. Retention
 Students need explicit learning experiences related to the appreciation and competence
in working within a culturally and linguistic business and industry setting. (Source: 1
year and 5 year alumni surveys.)
 Students need more instruction in the areas of international and global business. (Source:
1 year and 5 year alumni surveys.)
 Students report some dissatisfaction with the number of accounting courses they are
required to take. (Source: student surveys, program director’s report.)
3. Program Faculty and Resources
5


Faculty resources are currently strained. High faculty/student ratios could negatively
affect the program’s pursuit of accreditation. (Source: program director’s report, key
instructor survey)
Concerns regarding retention, recruitment, and replacement of faculty continue to be
challenging. (Source: program director’s report, key instructor survey.)
Recommendations for the Program Director:
1. Identify key courses, instructors, and teaching strategies that enhance program graduate
cultural and linguistic competence across their life and work domains.
2. Advance graduate insight and competency in the areas of international/global business
beyond the designated INMGT 260 or INMGT 485 courses.
3. Identify explicit integrated global connections across all business courses to advance
international/global content beyond a singular course.
4. Identify faculty that can competently teach accounting for students that don't become
accountants—rather need the competency to drive business management and tactics to
measurably affect the desired business objectives.
5. Increase number of faculty allocated to accounting courses to reduce high faculty/student
ratio to positively affect student competence.
6. Distribute student advisement across business faculty to create a culture of student
belonging in an effort to positively affect student retention recruitment.
7. Continue student recruitment and retention strategies that attract students that can meet the
rigor of industry and accreditation demands.
Recommendations for the Chair:
1. Work with the program director to access key instructors in an effort to target courses,
experiences and strategies that advance graduate cultural and linguistic competence across
their life and work domains.
2. Support curriculum development designed to embed international/global business and
industry competency across all business functions.
3. Work with program director to hire and retain qualified faculty that can measurably affect
the desired accounting competencies that drive business management and decision-making.
4. Allocate sufficient key program faculty to reduce high faculty/student ratio to positively
affect student competence.
5. Work with the program director to distribute student advisement across business faculty to
reduce advisor to student advisee ratio.
6. Support program director student recruitment strategies to attract program students that can
meet the rigor of industry and accreditation demands.
Recommendations for the Dean:
Financially support the program director and department chair to:
1. Assist key instructors to identify and explicitly refine and/or modify courses; experiences
and strategies that enhance graduate cultural and linguistic competence life and work
domains.
2. Identify curriculum development to embed international/global business and industry
competency across all business functions.
3. Secure resources and support staff to:
a. Hire and retain qualified faculty that can measurably affect the desired
6
accounting competencies that drive management and decision-making.
b. Distribute student advisement across business faculty to reduce advisor to
student advisee ratio.
c. Sustainably drive student recruitment strategies in an effort to attract and retain
program students that can meet the rigor of industry and accreditation
demands.
7
Attachment 4
DEAN’S RESPONSE
Planning and Review Committee
Program: B.S. Business Administration
College: College of Management
Year: 2014-2015
Recommendations for the Program Director:
Issue/Concern: Identify key courses, instructors, and teaching strategies that enhance program graduate
cultural and linguistic competence across their life and work domains.
Response from Program Director:
There are several courses which students may select from. This includes International Business (BUINB260), International Management (BUINB-367), International Marketing (BUINB-485), and International
Economics (ECON-480). Students taking the international business emphasis area will take most if not all
of these courses. Each course has content related to developing cultural competencies. BSBA students are
required to select from one of these courses. The majority of students select International Business. This
course does have a modest amount of culture related content, but not an extensive amount. Quite often,
the amount of content and subsequent conversation and/or supplemental content is up to the individual
instructor as long as the related course objective has been met. Students who go on to take International
Management have a significant level of cultural content as well as those taking International Marketing.
Issue/Concern: Advance graduate insight and competency in the areas of international/global business
beyond the designated BUINB 260 or BUINB 485 courses.
Response from Program Director:
It would be difficult to add a considerable amount of content relating to increasing cultural competence
in existing courses where appropriate. However, there are courses which incorporate some aspects of
international business. All BSBA students take BUMGT-304 (Principles of Management), which has one
chapter introducing international business. This may provide for an opportunity to work with current and
future faculty teaching BUMGT-304 to incorporate content with a higher level of cross cultural
awareness as it affects business. In recent years the business department has hired two well qualified
instructors who are from other countries. Both of these instructors incorporate relevant international
business experience into their respective courses. The current program director is a strong supporter of
international education and works closely with the Office of International Education to promote short
and long-term study abroad opportunities for students in the BSBA program.
Issue/Concern: Identify explicit integrated global connections across all business courses to advance
international/global content beyond a singular course.
Response from Program Director:
As noted earlier, there are four courses dedicated to international content students may select from. They
are required to take one, but if planed right, they could take all four without increasing credits to degree.
The program director will address this issue of concern with program faculty to determine opportunities
to integrate global connection content in the appropriate courses. This would include principles courses,
as well as courses with leadership and inclusivity content.
1
Issue/Concern: Identify faculty that can competently teach accounting for students that don’t become
accountants—rather need the competency to drive business management and tactics to measurably affect
the desired business objectives.
Response from Program Director:
The recommendation of selection of faculty is done by a search and screen committee. The program
director does not serve on all search committees. The business department requires accounting faculty to
have CPA or CMA licensure as well as instructional experience. Students are required to take 3 BUACTXXX courses. All take BUACT-206 (Introduction to Financial Accounting) and BUACT-207 (Introduction
to Corporate and Managerial Accounting). These or similar courses are required of business students in
similar programs noted in the BSBA Self-Study. BSBA students also are required to take a third course.
BUACT-312 (Cost Accounting), BUACT-320 (Income Tax Accounting), or BUACT-335 (Accounting for
Management Decisions). If students were in an accounting degree program, these would be first year
courses. There has been considerable turnover of accounting faculty since the previous PRC review. The
program director is confident the current accounting faculty are meeting the expectations of those
employers who hire BSBA graduates. However, this concern will be brought up in a meeting with the
accounting faculty for discussion.
Issue/Concern: Increase number of faculty allocated to accounting courses to reduce high
faculty/student ratio to positively affect student competence.
Response from Program Director:
The accounting faculty serve multiple programs including at least three that were not in existence during
the previous PRC review. To the extent possible, the department chair opens additional sections. The
business department is currently conducting an approved search for two accounting faculty members to
fill in positions previously held by faculty who have retired. It is unknown if additional full time
equivalent positions will become available.
Issue/Concern: Distribute student advisement across business faculty to create a culture of student
belonging in an effort to positively affect student retention recruitment.
Response from Program Director:
Student advisement is spread evenly across faculty in the BSBA program. New faculty are not assigned
advisees until after their first year in the department. In addition, in the fall 2014 term, additional faculty
from the operations and management department have taken on advisement roles for BSBA students. This
has reduced the ratio of students per faculty member for advisement purposes. Seniors in the BSBA
program are assigned to the program director. This also reduces the ratio of student to faculty advisor.
Issue/Concern: Continue student recruitment and retention strategies that attract students that can meet
the rigor of industry and accreditation demands.
Response from Program Director:
In 2014, the program director met with University Marketing to develop a marketing plan/budget. The
program is continuing to address opportunities to move forward with program specific marketing in
addition to university recruitment efforts. In the next advisory board meeting, program marketing efforts
is scheduled as the main topic for discussion and planning purposes.
2
Recommendations for the Department Chair:
Issue/Concern: Work with the program director to access key instructors in an effort to target courses,
experiences and strategies that advance graduate cultural and linguistic competence across their life and
work domains.
Response from Department Chair:
The Department Chair will work closely with the Program Director to see that appropriate learning
experiences to advance cultural and linguistic competence are embedded in key courses within the
Department of Business.
Issue/Concern: Support curriculum development designed to embed international/global business and
industry competency across all business functions.
Response from Department Chair:
Although the Department of Business has long supported international educational experiences, a new
initiative will be launched during the 2015-16 academic year to infuse learning experiences across the
business curriculum specifically designed to increase international/global business competencies.
Issue/Concern: Work with program director to hire and retain qualified faculty that can measurably
affect the desired accounting competencies that drive business management and decision-making.
Response from Department Chair:
Even though the projected decrease in state funding could dramatically impact UW-Stout’s ability to
attract and retain faculty, the Chair of the Department of Business will continue efforts to hire qualified
accounting faculty/staff with proven decision-making and teaching/training experience in business at
competitive salaries.
Issue/Concern: Allocate sufficient key program faculty to reduce high faculty/student ratio to positively
affect student competence.
Response from Department Chair:
Although the decrease in state funding projected for the 2015-17 biennium may deliver negative impacts
that are outside the department’s, the Department Chair will strive to keep the Student to Staff Ratio
within the Department of Business comparable to those of our peer institutions, benchmarking the metrics
used (Percent of classes with <20 students & Percent of classes with ≥ 50 students) in the “Best Colleges
Rankings” by US News and World Reports.
Issue/Concern: Work with the program director to distribute student advisement across business faculty
to reduce advisor to student advisee ratio.
Response from Department Chair:
Because programs are tied to a college and not a particular department, the Chair of the Department of
Business has worked and will continue to work with COM Administration to identify appropriate faculty
& staff within the college to assist with student advisement for COM programs to prevent excessive
numbers of advisees (≥ 50) assigned to academic advisors who do not have a portion of their workload
specifically allocated for advisement (e.g. program directors.) These efforts include the advisement of
Business Administration majors.
3
Issue/Concern: Support program director student recruitment strategies to attract program students that
can meet the rigor of industry and accreditation demands.
Response from Department Chair:
Ongoing curriculum development efforts within the Department of Business have addressed course
revisions for key courses identified by the Business Administration program director in 2013. All course
revisions are reviewed by the program director and suggestions/comments/concerns are addressed before
the revisions are approved by the department and forwarded on for approval at the college and university
levels. All courses offered through the Department of Business will be revised on a seven-year rotation,
with all existing courses brought in line with this schedule by the start of the 2016-17academic year. This
departmental initiative is primarily undertaken to increase rigor and consistency across all course
sections and meet the demands of industry and the discipline-specific accrediting body, the Accreditation
Council of Business Schools and Programs (ACBSP.) As follow-up to each course revision, lead faculty
in the various common professional core (CPC) areas identified in the summative direct assessment
measure in the Business Administration program, the Comprehensive Peregrine CPC Exam, will work in
teams beginning in the fall of 2015 to facilitate the continuous improvement of student competencies in
these CPC areas, as required for ACBSP accreditation, within the 7-year rotation cycle.
Recommendations for the Dean:
Issue/Concern: Financially support the Program Director and Department Chair to assist key instructors
to identify and explicitly refine and/or modify courses; experiences and strategies that enhance graduate
cultural and linguistic competence life and work domains.
Response from Dean: The Program Director and Department chair currently have budgets to support
instructors. Departments and instructors are expected to update courses regularly as needed and, if
future funding allows, can be paid summer contracts to refine and modify courses.
Issue/Concern: Financially support the Program Director and Department Chair to identify curriculum
development to embed international/global business and industry competency across all business
functions.
Response from Dean: The Program Director and Department chair currently have budgets to support
instructors. Instructors are expected to update courses regularly as needed and, if future funding allows,
can be paid summer contracts to refine and modify courses. There is also a process for curriculum
updates within the department and COM Council prior to approval by the Curriculum Instruction
Committee (CIC). Additionally, in partnership with the Office of International Education (OIE), COM
has initiated the COM International Committee to promote and organize international opportunities for
faculty and students.
Issue/Concern: Financially support the Program Director and Department Chair to secure resources and
support staff to
a. Hire and retain qualified faculty that can measurably affect the desired accounting competencies
that drive management and decision-making.
b. Distribute student advisement across business faculty to reduce advisor to student advisee ratio.
c. Sustainably drive student recruitment strategies in an effort to attract and retain program students
that can meet the rigor of industry and accreditation demands.
Response from Dean:
a. There is currently an opening and search committee in place to hire additional accounting faculty
4
for Fall 2015.
b. Beginning in the 2014-2015 academic year, student advisement was distributed across the
Business Department faculty as well as Operations & Management Department faculty.
c. Recruitment has been supported by the program and minimal outreach marketing efforts with
Advisory groups and co-op contacts at this time. COM is currently focusing on digital marketing
efforts and recruitment efforts in conjunction with Admissions for potential students visiting oncampus. An Assessment Coordinator is in place to ensure COM’s rigor and accreditation
requirements are met.
5
Attachment 5
1
Program Director Self-Study Report
For Program: MS Operations & Supply Management (MSOSM)
Submitted by: James Keyes, PhD
Year: 2014
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
The MS OSM students are provided experiential learning opportunities
throughout the program including experiences within specific courses.
The following is a list describing some of the impactful experiential learning
opportunities:





INMGT 735 Problems in Operations and Supply Management,
students complete applied research projects and document them in
a Plan B paper as the capstone for the program.
INMGT 705 Enterprise Resource Planning, students take a
certification exam through a professional organization (APICS).
INMGT 640 Lean Enterprise, students work on continuous
improvement projects with local industry clients.
INMGT 662 Global Manufacturing Tour, students travel with
faculty to China to experience industrial operations.
INMGT 750 Organization Development, students work with local
clients to implement organizational improvements.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The program is on pace to reach the goal that was set in 2011 with the program
revision. At that time, the objective of having 75 active students was proposed.
The increased enrollment is attributed to the program revision in 2011. Then
the name was MS Technology Management (often confused by applicants as
Information Technology Management), and the content was updated to reflect
the growing needs within supply chain management.
MS Operations & Supply Management
PRC Report
2014
2
Year
New students admitted
Continuing students
Total Active Students
Graduating students
2010-11
16
24
40
22
2011-12
31
18
49
23
2012-13
39
27
66
16
2013-14
49
19
68
9
Of the students graduating from the program 72% have done this in three
academic years, 24% completed within five years and 4% required the full
seven years.
The program has attracted many past UW-Stout students; approximately 40%
of recent applicants have a UW-Stout undergraduate degree.
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 MS OSM program has students from a wide range of backgrounds and
experiences. In the 2013-2014 academic year, there were 49 new students, in
which 27% identified as female, 14% as a minority, and 18% as an
international student. As compared to the university as a whole, the MS OSM
program has a higher percentage of minority and international students, but
fewer female students. The MS OSM on-line program has more convenience
and flexibility thus making it easier for adult learners to complete the program.
The use of technology throughout the program makes the program more
accessible to learners with disabilities.
Additionally, many of the courses have a global focus that requires the students
to understand working with diverse populations. The program regularly offers
INMGT 662-Global Manufacturing Tour, in which students join the program
instructors in touring manufacturing facilities and cultural sites in China.
In fall 2014, the MS OSM program signed an agreement with Guangdong
University in Guangzhou, China. This program provides students, from both
UW-Stout and Guangdong University, the opportunity to complete one year of
course work in China and one year at UW-Stout in order to satisfy the
requirement for the UW-Stout Master of Science degree. This program will
integrate more diversity into the MS OSM program. With the development of
this program now complete, an active role is needed to advance this agreement
and recruit students from Guangdong. To date this has not been done.
MS Operations & Supply Management
PRC Report
2014
3
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.”
By its design, the program is sustainable and environmentally friendly.
Students do not need to commute to campus and can complete the coursework
anytime and anywhere. Courses cover topics such as waste elimination and
process improvement. Organizations that adopt these strategies will be much
more environmentally responsible.
2. DESCRIPTION OF THE PROGRAM
This 34-credit program, within the College of Management, consists of eight courses (23
credits) focused on operational and supply chain management, two courses (six credits) on
leadership, and two courses (five credits) of research. The research component is comprised
of a course on operational research techniques and a separate course that is comprised of a
project, supervised by a faculty member, conducted at a client organization. This experience
is then documented as a Plan B paper. The program provides both theoretical learning and
opportunities to apply those lessons through class projects and the final research based field
problem.
2.1 Curriculum Design
2.1.1
State the approved program objectives.
1.
2.
3.
4.
5.
2.1.2
Create a vision that connects customers’ needs with corporate objectives
while applying ethical responsibilities.
Identify innovation opportunities and apply necessary skills to create and
manage change.
Apply skills in leading others engaged in operations and supply chain
management.
Understand the importance of functional integration on global business
success.
Plan and lead complex projects across the enterprise which enhances
business operations and the supply chain.
Describe processes and initiatives employed in determining the need for
program revision?
The MS OSM program has a program advisory board which consists of
industrial practitioners and faculty that keep an eye on evolving industrial
trends. The board completes a comprehensive review of the program, the
mission of UW Stout, the requirements of ACBSP accreditation, and the
MS Operations & Supply Management
PRC Report
2014
4
objectives of the College of Management, with the intent of providing
marketable employment for the graduates of this program. The most recent
program revision occurred in 2010, in which there were revisions to the
program name, mission statement, objectives, change in curriculum and course
requirements.
2.1.3
Check all that apply regarding the program:
_x_Traditional, on campus program
___Offsite location
_x_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 MS OSM students are provided experiential learning opportunities
throughout the program including experiences within individual courses, with
the courses INMGT 735-Plan B Paper and INMGT 640-Lean Enterprise
having the bulk of the experiential learning component.
Lean Enterprise is a course most students take within the program. In this class,
students are advised through an actual industry based, continuous improvement
project. Students work to improve conditions through the application of lean
tools.
Students are required to complete a Plan B research paper upon completion of
the program. This research paper requires students to apply many of the skills,
knowledge and tools from their prior coursework, along with theoretical
research to solve a real world problem to improve the operational condition.
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 MS OSM program is accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), since 2012. The program and course
curriculum follow the Common Professional Components (CPC) as defined by
ACBSP. These include the functional areas (marketing, business finance,
accounting, management); the business environment (legal environment of
business, economics, business ethics, and global dimensions of business); the
technical skills (information systems, quantitative techniques/statistics); and
the integrative areas which include business policies or a comprehensive or
integrating experience that enables a student to demonstrate the capacity to
synthesize and apply knowledge from an organizational perspective.
MS Operations & Supply Management
PRC Report
2014
5
This accreditation has had a positive impact on the program. It has provided
many students the ability to join the program. Some companies and sponsoring
bodies will not offer tuition reimbursement or scholarships to programs that are
not accredited. I have had many students point out that the ACBSP
accreditation was a deciding factor in applying to the program.
2.2 Faculty/Academic Staff Expertise
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. Diane Olson
Dr. Sally Dresdow
Dr. Jeanette Kersten
Dr. David Plum
2.2.2 What additional faculty/academic staff expertise is needed?
The MS OSM program is very near capacity, with the growing student
enrollment and the current faculty availability. The program should not be
marketed to increase enrollment without filling the open faculty positions in the
Operations and Management department.
As the MS OSM program grows, there will be a need to support this program
with additional staff. With the Graduate courses requiring additional faculty,
class size for Graduate courses typically are between 15 and 20 whereas
Undergraduate courses are usually at 30 students per three credits, there will be
a need to support the offering of more sections of MS OSM courses. Also, the
faculty that will instruct these courses should have terminal degrees in topical
areas, which greatly limits the ability to use adjunct faculty to instruct the MS
OSM courses.
The specific expertise that will be needed in the next year is a faculty member
with a background and education in Operations Management that also is
certified through APICS. The certification through APICS is necessary because
the external assessment in the INMGT 705 course was developed to have
students take the APICS certification exams.
2.3 Facilities
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
MS Operations & Supply Management
PRC Report
2014
6
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The MS OSM program does not have any specific facilities or equipment to
support the program.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
Many of the courses in the MS OSM program are held in room 130 of the
Applied Arts Building. This classroom is used for graduate level exercises
(team work) and as a video development room for on-line instruction. Updates
to this room would make it more accessible for these activities. The MS OSM
program has not previously requested these updates.
2.4 Resources for the Program
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.
The library provides resources that are available both on-campus and on-line.
The library has an increasing amount of electronic databases and books
available in electronic format to help assist students. Some faculty members
have concerns that students do not know how to access many of these
resources.
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.
The MS OSM program does not use any special resources.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
With the increase in international students, a need to aid them with writing has
been identified. It would be beneficial to have a writing center to assist with
graduate level research writing.
3.
Quality of the graduates of the program
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
MS Operations & Supply Management
PRC Report
2014
7
The MS OSM program has seen a constant increase in the number of new applicants in
the last four years. The rise in enrollment shows the increased demand for graduates of
the MS Operations and Supply Management program. Industry needs people with
combined technical and business backgrounds for positions in areas such as quality,
purchasing, supply chain management, global logistics, human relations, materials,
production control and technical support. The Operations and Supply Management
degree program prepares students for these operational and supply management
positions.
Graduates reported finding careers such as quality engineer, manager package
development, and quality process manager. According to the 5-year follow up survey,
100% of the respondents graduating in 2000, 2002, and 2004 were employed at the
time of the survey; whereas, 80% of the 2006 graduates were employed and the other
20% were continuing their education.
According to the Bureau of Labor and Statistics, the job outlook is rising for many of
the careers obtained with a Master of Science degree in Operations and Supply
Management. The job outlook is rising at 22% for logisticians, 27% for operations
research analysts, 4% for purchasing managers, buyers, and purchasing agents, and
19% for management analysts.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
There was a trivial response rate (n=3) from the 2010 graduates for the one-year
follow-up survey. Because of the low response rate the results of the survey may not
be representative of the whole graduating year. The survey measured the level of
importance and preparation for several domains in the MS OSM program.
By reviewing the survey responses, the takeaways can be summarized as:



The students appreciated the value of the APICS certification that is used
in INMGT 705 as an external assessment. This provided them with
course content and marketable certification for their careers.
Students appreciated the on-line availability; it allowed them to earn a
MS degree that otherwise would be unattainable due to their location.
Communication by the present faculty, via on-line courses, is meeting the
needs of the students.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
MS Operations & Supply Management
PRC Report
2014
8
Student Survey: The PRC Student Survey was given to the students in the MS OSM
program. The response rate was low (36%) with 16 of the 45 students completing the
survey. Overall, the results were positive.
The Program Director’s summations of these results are as follows:



Students felt strongly that their critical thinking, problem solving and
written communication skills had been enhanced (scores were between
4.19 and 4.38 out of 5).
The students also reported that the Advisement/Communication and the
Program Quality were meeting their expectations (scores were between
4.14 and 4.5 out of 5).
Items rated with a score below a 4 out of 5 were oral communication
enhancement (likely due to on-line format) and classroom facility issues
(also likely due to on-line courses and the condition of some on-campus
classrooms).
Faculty Survey: The key instructors in the MS OSM program were given the PRC
faculty survey. There was a 100% response rate, with all 4 instructors completing the
survey.
Advisory Board Survey: The advisory board survey had a response rate of 58%. The 7
board members who replied unanimously agreed that the advisory committee shares
program data, has the opportunity to make recommendations, and has an impact on the
program decisions.
The Advisory Board is comprised of members from differing industries that represent
small, mid and large sized companies. The members have been instrumental with the
development of the program revisions and the identification of new content areas that
has provided the program with an up-to-date and relevant curriculum.
Overall Survey Findings: The data combined from the three surveys shows that the
MS OSM program has many strengths. The reported strengths include good faculty,
variety of content, and good job outlook after graduation.
A theme that was defined from the surveys is the need to provide additional assistance
to international students. These students have a particular need for assistance in written
communication. A writing center to serve international graduate students would be a
welcome and needed addition.
4.
Program evidence of continuous improvement
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
MS Operations & Supply Management
PRC Report
2014
9
Strengths:
The MS OSM program has convenient course scheduling, in which the entire program
can be completed on campus, on-line or through a combination of these two delivery
methods.
The enrollment in the MS OSM program is continuing to increase. In the 2013-2014
academic year, 49 new students enrolled in the MS OSM program which is up from
the 39 students that enrolled the previous year.
The increasing interest from new students has helped the program to choose
candidates with strong backgrounds in operations and supply management. This has
also helped with the growth of international students in the MS OSM program.
In fall 2014, the MS OSM program signed an agreement with Guangdong University
in Guangzhou, China for a unique exchange program. This program provides students,
from both UW-Stout and Guangdong University, the opportunity to complete one year
of course work in China and one year at UW-Stout in order to satisfy the requirement
for the UW-Stout Master of Science degree. This program is unique to UW-Stout and
will attract more international students to the program.
Weaknesses:
There is a lack of a marketing plan, which is restricting the enrollment volume of the
program.
The program would benefit from having more qualified faculty members. The
program continues to grow, thus the need for more faculty arises.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
The PRC review and recommendations in 2008 recommended enhancements in the
following areas:
1. Pursue inclusion of a financial management course or integration with current
coursework.
The MS OSM program added the Financial & Cost Analysis (BUACT-730)
course in 2010. This is a required course and integrates information on
financial management.
2. Seek opportunities to include global component/curriculum for program
participants.
In 2010, the MS OSM program revised its curriculum. INMGT 710 and
MS Operations & Supply Management
PRC Report
2014
10
INMGT 790 were combined to create the new INMGT 710-Excellence in
Global Operations and Supply Chain Management. This is an advanced course
in concepts essential to achieving excellence in operations and supply chain
management. The course covers the development and use of operational and
supply chain competitiveness, and structuring of production processes based on
a manufacturing strategy. Included is the human interaction involved in
quality, total productive maintenance, set-up reduction, simultaneous
engineering, lean manufacturing, employee involvement, and teamwork with a
focus on globalization and international management.
Additionally, the offering of INMGT 662-Global Manufacturing Tour course
has provided MS OSM students the opportunity to travel with faculty to China
to experience international industrial operations.
3. Continue efforts with established cohorts and develop plan to recruit additional
students to program.
The MS OSM program has drifted from the cohort model in recent years,
because of varying needs of students including differing start times, semesters
off due to life events, and slower or more rapid completion of program. To
address this issue, the MS OSM program has implemented the on-line
program, in which all courses are available on-line, giving students more
flexibility.
The enrollment of students in the MS OSM program increased this year (20132014), continuing a four year trend. This upward trend is due to the program
change that occurred in 2010-11 and the development of new and relevant
content that has been added to the program.
4. Seek classroom facilities with appropriate technology capacities and instructional
flexibility.
This has become less of a need due to on-line course offerings. However there
is a need to upgrade classroom 130 in Applied Arts to support this program.
5. Share students’ course evaluation concerns with faculty in the program.
This has been done regularly.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
1. Review the use of external assessment. This will be done by soliciting feedback
from the advisory board.
MS Operations & Supply Management
PRC Report
2014
11
2. Review the development/offering of a capstone course as an available option to
replace the present Plan B paper as the culminating experience in the program.
3. Grow the program:
i. Additional campus based students to offer all courses within the program
as on campus offerings in a three semester sequence. This would require
an on-going population of approximately 30 to 45 students.
ii. Additional on-line students, to a point where each course in the program
could be offered once per academic year. This would require an on-going
population of approximately 50 to 65 students.
4. Increase the faculty participation, to have seven to ten faculty members from COM
regularly instruct courses in the MS OSM program.
5. Develop metrics to assess the impact and performance of student’s activity in
INMGT 640 Lean Enterprise.
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
https://info.uwstout.edu/UWStout%20Document%20Library/Quality/Universit
y%20Assessment/Graduate%20Assessment%20in%20the%20Major/2013/Gra
duateAssessmentintheMajorReport20130430.pdf
 Program plan sheet
http://www.uwstout.edu/programs/msosm/upload/msosm_pp1314.pdf
 Individual program facts
https://info.uwstout.edu/UWStout%20Document%20Library/Forms/AllItems.a
spx?RootFolder=%2FUWStout%20Document%20Library%2FStudents%2FGr
aduate%20Program%20Facts%2FOperations%20and%20Supply%20Manage
ment%2C%20MS%2F2013
 Current program advisory committee
http://www.uwstout.edu/curr/committees/progradvisory/index.cfm
 Other items that may be helpful to PRC
 Other items requested by the consultant
MS Operations & Supply Management
PRC Report
2014
Attachment 6
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: M.S. Operations and Supply Management
Date of Review: 11.07.14
Program Director: Dr. James Keyes
PRC Consultant(s): Dr. Byron Anderson, Dr. Wei Zheng
Purpose of the Review: This review was conducted to assess the quality and status of the
M.S. Operations & Supply Management.
Committee Findings: Recommend continuation of the program through the next program
review cycle.
Abstract: The M.S. Operations & Supply Management program at UW-Stout prepares
students for advanced leadership positions in business and industry. The program can be
completed online or on campus, and is particularly appropriate for people with undergraduate
degrees in such areas as technology, engineering or business. The program is nationally
accredited by the Accreditation Council for Business Schools and Programs (ACBSP) in
2011. The applied focus nature of the program and dedicated faculty strongly contribute to
the steady and increasing enrollment, and high retention, graduation and graduate placement
rates. Previous and current review details follow.
II.
III.
Process Followed for Current Review: The PRC Chair met with the dean, program director
and chair of the primary department to discuss the review process. The PRC consultants also
met with the program director to review the procedures and offer assistance. Under the
guidelines developed by the PRC, information regarding the program was gathered from the
placement office, institutional research, program director, key instructors, program
committee, students and one-year and three-year graduates. The consultants based their
findings on the above and the self-study authored by the program director. The program
director also the Interim Chair of Operations and Management Department presented a
summary of his report to the committee and had an opportunity to express concerns. The
Associate Dean from the College of Management was in attendance and available to answer
questions.
Previous Review Year 2007-2008
Previous Recommendations for Program Director:
1. Pursue inclusion of a financial management course or integration with current coursework.
2. Seek opportunities to include global component/curriculum for program participants.
3. Continue efforts with established cohorts and develop plan to recruit additional students to
program.
1
4. Seek classroom facilities with appropriate technology capacities and instructional flexibility.
5. Share students’ course evaluation concerns with faculty in the program.
Response from Program Director:
1. The Business department has agreed to develop a Manufacturing Cost Analysis course for
2008-09 implementation. Key course requirements were collected from the Technology
Management Advisory Committee at the spring 2008 meeting and forwarded to the Business
department. The course will be offered as an elective course. The course will be assessed and
if it meets program objectives, it will be considered as a required course in 2009 or 2010.
2014-15 follow-up PD response:
Developed and implemented BUACT 730, Financial and Cost Analysis in 2010. It is now a
required course in the MS OSM program.
2. Per the recently approved strategic plan, the current global content of the program will be
reviewed in Fall 2008. In 2009, the Program Director will identify possible partnerships with
international universities. By the end of Fall 2009, the goal is to have a global requirement
for all new students in the program.
3. The current plans are to continue operating one cohort at a time, rotating between distance
sites. Per the strategic plan, an expanded marketing plan will begin in 2009, with the goal of
increasing program enrollment to 70 students by Fall 2010. Three avenues for program
growth are more local students, multiple cohorts, or an international partnership.
4. Concerns about classroom facilities are primarily from the distance education cohort
students. As the program returns to distance sites, rooms and facilities will be selected based
on ITV capabilities, room size, television screen size and resolution, and Internet access.
5. There were moderate concerns about course evaluation procedures. It is not clear if this is a
general problem or if it refers to an isolated course. However, these concerns will be shared
with all key faculty members in the program.
Previous Recommendations for Department Chair:
1. Continue level of support for Technology Management Program.
2. Continue support of development of alternative course delivery.
3. Work with Dean to investigate the possibility of increasing program director allocation to
allow more time for recruiting efforts and cohort oversight.
Response from Department Chair:
1. The department will continue to support the Technology Management students, program and
program director.
2. The department will support the assessment and adaptation of instructional technology to
support the delivery of courses in a variety of formats. We will support the procurement of
the necessary technology through the customized instruction funds, as well as provide
professional development opportunities to faculty and staff addressing both the use of
technology and appropriate instructional strategies.
3. The department will support the increasing demand placed on the program director due to
the growth of the distance education population in a number of ways. We will provide an
additional contract for the summer session and continue to support a full time instructional
specialist to share in this load. Further, we will continue to monitor the load and review the
2
possibility of the use of an additional graduate assistant or additional program director
contacts for cohort or market development should the demand warrant.
2014-15 follow-up PD response:
The increase of CI students has been significant. The Program Director has had to manage
this within the current .25 release time and without an instructional specialist. The Program
Director does receive a small summer contract that only covers the time needed to process
applications and to respond to prospective students.
With the growth of the program’s population and the additional needs of the CI students that
this model (a 25% release) may not be sustainable in the near future. If the program
continues at the present level or continues to grow there may be the need to increase the
release time to direct the MS OSM program.
However an instructional specialist is not a current need. All of the program courses have
been converted to on-line delivery by the assigned instructors.
Previous Recommendations for Dean:
1. Continue level of support and communicate with relevant Departments/Colleges to assist in
continued program success during the university’s reorganization transition and into the
future.
2. Continue support of development of alternative course delivery.
3. Review program director allocation for possible increase to aid in recruiting and cohort
oversight.
Response from Dean:
1. The college will continue to support the M.S. Technology Management degree program,
especially during the transition and realignment into the new College of Management. The
College of Technology, Engineering & Management’s programs, directors and faculty have
been leaders in the development and delivery of off campus cohort programs.
2. Departments have had to respond to the growing need for distance education delivery of
coursework. Response from the Operations, Construction & Management department has
been very good; numerous courses have been delivered via online, interactive television and
blended formats. Faculty have been provided professional development to enable them the
tools to deliver in a distance format. The new College of Management will continue to serve
as leaders in distance education and provide support to participating faculty.
3. The college regularly monitors program enrollments. As enrollment increases program
directors are provided additional resources as necessary. In the case of the M.S. Technology
Management program, discussions are held periodically with the director to determine the
need for additional release. Support is provided through a distance education instructional
specialist as well as a graduate assistant. As the program continues to grow and new markets
are developed, the release time and support provided to the program director will be
revisited.
IV.
Current Year Program Review
Program Strengths (Sources Indicated)
3
1.
National accreditation in 2011 by the Accreditation Council for Business Schools and
Programs (ACBSP) (PD report)
2.
Applied focus with at least five impactful experiential learning courses offered (PD report,
advisory board surveys)
3.
Convenient course scheduling allowing program completion on campus or online (PD report)
4.
Competent and experienced faculty (PD report, student and advisory board surveys)
5.
Steady and increasing enrollment (68 active student) particularly after the program revision
in 2011 including a program name change to reflect the market needs (PD report)
6.
Good and promising job market after graduation (PD report, student and advisory board
surveys)
7.
Strong diversity component with higher percentage of minority and international students
than the average of UW-Stout. (PD report)
8.
A unique exchange program with Guangdong University in Guangzhou, China (PD report)
Issues of Concern (Sources Indicated)
1.
Lack of a marketing plan to further grow the enrollment. However, the program should not
be marketed to increase enrollment without filling the open faculty positions in the
Operations and Management department. (PD report)
2.
The need of at least one qualified faculty to support the program growth (PD report)
3.
The lack of writing assistance particularly for international graduate students (PD report,
student survey)
Recommendations to the Program Director
1.
Work with the Chair and Dean to seek a marketing plan via university channels
2.
Work with Dean to seek additional qualified faculty to meet the program growth
3.
Work with Dean to set up a writing assistance program particularly for international graduate
students
Recommendations for the Department Chair
1.
Work with Program Director for a marketing plan with international partners, faculty need,
and the writing assistance for international graduate students
2.
Work with Dean to seek additional qualified faculty to meet the program growth
4
Recommendations for the Dean of the College of Management
1.
Work with Program Director for a marketing plan with international partners, faculty need,
and the writing assistance for international graduate students
2.
Work with Department Chair to seek additional qualified faculty to meet the program growth
5
Attachment 7
DEAN’S RESPONSE
Planning and Review Committee
Program: MS Operations and Supply Management
College: College of Management (COM)
Year: 2014/15
Recommendations for the Program Director:
1. Issue/Concern:
Marketing. How will the Program Director work with the Department Chair and
Dean to develop and implement a marketing strategy and plan, for potential domestic and international
students?
Response from Program Director: The work on a COM marketing effort has begun and the MS OSM
program will be part of that. Beyond this, there is not a current marketing plan, the College would need
to define the growth objectives and a plan on how to support them.
2. Issue/Concern:
Capacity for Program Growth. How will the Program Director work with the
Department Chair and Dean to ensure qualified faculty accommodate program growth?
Response from Program Director: With the addition of a new Operations and Management faculty
member in the spring 2015 semester, the current faculty can support the MS OSM program. If growth
were to occur the faculty load would need to be evaluated.
3. Issue/Concern:
International Student Writing. How can the Program Director work with the Dean
to help enable a writing assistance program for international graduate students?
Response from Program Director: I believe this is a University wide need and effort.
Within the COM we could fund additional Graduate Assistances to support the students with writing and
editing their Plan B papers.
Recommendations for the Department Chair:
1. Issue/Concern:
Marketing. How will the Department Chair work with the Program Director and
Dean to develop and implement a marketing strategy and plan for potential domestic and international
students?
Response from Department Chair:
a. The department will work with the Program Director to develop a marketing plan to recruit both
international and domestic students. Also support the program with the needed resources to enhance
student learning.
b. The department will work with the Dean to seek all needed resources to meet the program growth.
PRC MS OSM Deans-Response
Page 1 of 2
2. Issue/Concern:
Capacity for Program Growth. How can the Department Chair work with the
Program Director and Dean to ensure qualified faculty accommodate program growth?
Response from Department Chair:
a. The department will continue to support the growth of the program by recruiting qualitied faculty
and provide them professional development opportunities.
b.
The department will also provide an additional contract for summer sessions to support the growth.
c. Support will also be provided by a graduate assistant.
3. Issue/Concern:
International Student Writing. How can the Department Chair work with the
Program Director and Dean to help enable a writing assistance program for international graduate
students?
Response from Department Chair:
a. The department will work with Program Director and the Dean to provide writing assistance for
international students.
Recommendations for the Dean:
1. Issue/Concern:
Marketing. How will the Dean work with the Program Director and Department
Chair to develop and implement a marketing strategy and plan for potential domestic and international
students?
Response from the Dean: The Dean is currently working with the Program Director on a six-month
Digital Marketing Campaign to begin shortly. The Dean has created a COM International Committee
comprised of faculty, students, and the Office of International Education to organize and manage a
coordinated international effort and better prepare faculty for incoming international students.
Enrollment growth strategies and objectives are to be determined in alignment with revised strategic
planning efforts.
2. Issue/Concern:
Capacity for Program Growth. How can the Dean work with the Program Director
and Department Chair to ensure qualified faculty accommodate program growth?
Response from the Dean: The Dean will work with the Program Director and Department Chair to
recruit and hire qualified faculty and staff as needed. The Dean will also support ongoing training and
research efforts to continuously improve the quality of faculty and academic staff.
3. Issue/Concern:
International Student Writing. How can the Dean work with the Program Director
and Department Chair to help enable a writing assistance program for international graduate students?
Response from the Dean: The Dean will work with the Office of International Education to help ensure
and improve international student writing as appropriate.
PRC MS OSM Deans-Response
Page 2 of 2
Attachment 8
1
Program Director Self-Study Report
For MS in Risk Control
Submitted by: Elbert Sorrell, Ed.D, CSP
Year: 2014
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 MS in Risk Control program is embedded with experiential learning opportunities.
The technical nature of the discipline requires critical thinking and the application of
technology based instrumentation in order to identify, assess and provide solutions to
address workplace safety and health issues.
The following are selected courses that have integrated experiential learning
opportunities:






RC 583 – Occupational Safety Regulations and Standards
Students identify safety issues in various work environments and link the
identified issues to regulatory mandates that are inclusive of safety program
development and employee safety training and evaluation.
RC 587 – Human Factors Engineering/Ergonomics
Students use ergonomic instrumentation to quantify overexertion exposures in the
workplace.
RC 595 – Emergency Preparedness and Response
This course requires students to assume various roles of individuals responsible
for dealing with workplace and other emergencies. Successful completion of this
course result in various certifications issued through the Federal Emergency
Management Agency (FEMA).
RC 710 – Industrial Hygiene Instrumentation
This course is a laboratory based experience which requires the mastery of
industrial hygiene instrumentation to assess occupational health exposures.
RC 735 – Field Problem in Risk Control
The field problem experience requires the student to identify environmental,
health and safety issues and apply the principles of scientific methods.
RC 782 – Loss Control Systems
This course requires students to develop a safety management system appropriate
for an identified organization.
2
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The primary initiative employed to support and increase student enrollment is
the active recruitment of the students by the Risk Control faculty in the service
courses taught. Retention is enhanced as a result of a federal grant that allows
the program to award scholarships to help defray the cost of tuitions for fulltime program students. The scholarships are funded by The Center for Disease
Control - National Institute for Occupational Safety and Health (NIOSH). Over
the past five years we have awarded more than $300,000 in scholarships.
Approximately 50% of the full-time students are awarded scholarships. This
grant has been funded for the past 15 years. Unfortunately the program will not
be funded after June 30, 2015 (it is anticipated that the program will be funded
again during the 2016 grant cycle.
Retention and graduation rates are excellent; this is a result of the program
faculty actively guiding and encouraging students through the academic
process. Retention and graduation rates are also enhanced by the faculty active
advocacy on behalf of the program students ensuring that all students wanting
professional summer internships get one. Furthermore, the students of the
program are aware that securing employment does require them to complete
their program. The program has a 100% placement rate 3 months after
graduating with a starting salary ranging between $57,000 - $70,000/year.
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.”
Due to the nature of the MS in Risk Control program some aspects of diversity
are part of the curriculum by default. Two such courses where differences
related to gender are an integral part of the curriculum are ergonomics and
occupational toxicology. In the ergonomic course it is imperative that concepts
related to physiological and anthropometric limitations and capabilities
between genders are discussed. In the toxicology course students are exposed
concepts related to physiology and anatomy, these concepts are important in
that we are concerned about how chemicals can have adverse effects on
individuals based on their genetic differences.
The MS in Risk Control program is a relatively small program with enrollment
goal between 30 -35 students. In any given year approximately 15 % of the
students are women; this is excellent because the field of Risk Control is a
male dominated field. Furthermore, approximately 25% of our students are
international students or from underrepresented populations. The NIOSH grant
3
mentioned above require the program to set aside $2000 per year for the
purpose of recruiting minority students. For past 5 years the M.S in Risk
Control program has recruited at the National Black Student Union Conference
and we have also recruited at the National Black Student Engineering
Conference. Our recruitments efforts and results have been recognized by
NIOSH. It is important to note that not only does NIOSH require us to recruit
minority students they also have funded a 1/3 time assistantship. This is
extremely important due to the fact that our minority students are not
Wisconsin residents. The 1/3 assistantship is an attractive recruitment tool
because it waives the out-of-state tuition.
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.”
The MS in Risk Control program has recently updated its curriculum which
resulted in the development of RC 640, Environmental Leadership and
Sustainability Management. The following is a description of this course:
Analysis and evaluation of topics related to environmental leadership and
sustainability management. Environmental and sustainability issues as well as
management challenges will be explored to promote cost-effective management
strategies in the emerging global green economy.
This course was recommended by the MS in Risk Control Advisory
Committee. It was recommended because environmental sustainability
responsibilities are being inherited by safety professionals; it was felt that
graduating students needed competencies in environmental stewardship and
sustainability in order to be properly prepared for their job responsibilities.
2. DESCRIPTION OF THE PROGRAM
The Risk Control program is a comprehensive course of study designed to meet both the
personal and professional needs of the student by emphasizing a technical base in employee,
legal, environmental and property protection; and a solid management perspective in those areas.
The program stresses the means by which loss prevention as well as loss reduction-based
activities are integrated into an organization’s day-to-day practices. Individuals from business,
industry, education and government-oriented backgrounds seek this program to assist with
professional growth and/or a possible career change. Students in the program continuously
integrate theory with realistic, practical problem solving experiences with local industries and
thus hone their ability to work in a team-oriented professional setting. The M.S. in Risk Control
program maintains a competency-based focus which stems from close collaboration with
successful business leaders that work in the risk control/safety profession.
4
Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
1. Apply the essential theoretical, technical and practical elements of anticipation,
recognition, evaluation, management, control, and communication of risk
control/ safety, health and environmental hazards in the work environment.
2. Apply and communicate knowledge of hazards to positively transform work
place safety and health to sustain and improve quality of life.
3. Think critically in defining and solving problems individually and in
collaboration with other professionals in a globally competitive broad based
economy and multicultural society.
4. Perform all duties in a professional and ethical manner.
5. Demonstrate the pursuit of lifelong learning through personal professional
development.
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
The MS in Risk Control program has an advisory board which consists of risk
control practitioners and faculty who are actively engaged in professional
development. The program objectives are reviewed once a year in order to
identify opportunities for program improvement.
Furthermore, the Risk Control Program Director is a member of the American
Society of Safety Engineers (ASSE) Education Standard Committee (ESC).
ASSE is the sponsoring society for accrediting safety programs under the
ABET Applied Science Accreditation Commission (ASAC). The ESC
committee is responsible for developing and standardizing safety/risk control
curriculum for accreditation purposes. The Risk Control Program Director is
also an ASAC commissioner and program evaluator (PEV). The role of the
commissioner is to lead an accreditation team and the role of a PEV is to
perform evaluations of accredited safety programs.
Information gathered from the program director’s involvement indicated above
is shared with the program advisory committee. Input provided by the advisory
committee and program faculty is discussed during advisory board meetings;
the results of this information exchange positions the program to well
understand the curriculum needs of the dynamic field of risk control.
2.1.3
Check all that apply regarding the program:
X Traditional, on campus program – Note - (This program is delivered during
the evenings between 4:00 PM and 6:50 PM and 7:00 PM – 9:50 PM)
___Offsite location
___Online program
5
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)
MS in Risk Control students are provided experiential learning opportunities in
the courses indicated in section 1.1.1 of this self-study. The primary
opportunity to engage in research and scholarship is through the field problem
requirement. As indicated the field problem requires students to identify a
problem in business and industry and apply the concepts of scientific methods.
Students are provided opportunities to present their research every April at the
ASSE Northwest Chapter Professional Development Conference in
Minneapolis, MN. Two students have presented their research at this
conference every year for the past 5 years. Two years ago a risk control student
presented his research at the annual meeting of the Federation of
Environmental Technologist in Milwaukee, WI.
Lastly, students are encouraged to submit research posters to be displayed at
the ASSE National Professional Development 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?
ABET is the accreditation body that accredits safety programs. The MS in Risk
Control program is not accredited.
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. Elbert Sorrell
Dr. Brian Finder
Dr. Bryan Beamer (resigned effective spring 2015)
Dr. Dale Krageschmidt (adjunct)
2.2.2 What additional faculty/academic staff expertise is needed?
At the present time the program will need to replace Dr. Beamer who resigned
at the end of the fall 2014 semester. A search and screen process has been
initiated.
6
The College of Management recently requested permission to take ownership
of three courses that were taught by the CSTEM (Industrial Hygiene, Industrial
Hygiene Instrumentation and Toxicology). These courses are critical
components of the program and require practical and academic expertise that
the current faculty does not have. It is imperative that the COM understands the
importance of these courses and the need to support outside expertise that is
needed to teach these courses.
2.3 Facilities – Respond to the following:
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 Risk Control program is housed in the JHSW addition. The risk control
program has a lab and storage area to store equipment that is used to
accomplish experimental learning activities. The Risk Control faculty offices
are directly across from the lab allowing the faculty to access when needed and
monitor students’ use of the equipment.
In the same building on the same floor the Risk Control program shares a lab
with the Chemistry Department. This lab is used as a class room and is
equipped with industrial hygiene instrumentation. Again being in close
proximity to the lab allows the faculty to keep tabs on the equipment and
monitor student use.
At the end of last semester the risk control faculty was told that they were
being relocated. This move could create challenges; the entire risk control
faculty will not have an opportunity to access the lab with ease and will no
longer be able to monitor students working in these program specific
laboratories.
2.3.2
What added facility’s needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
No additional facilities are needed; however equipment upgrades will be
needed in the very near future.
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.
The quality, quantity and relevance of the library resources are excellent. The
7
library staff has been extremely receptive in ensuring that relevant resources
are made available upon the request from the program director.
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.
Learning Technology Services is used to a great extent. Services provided by
LTS include the printing of posters for research presentations, assistance with
technology to enhance course delivery with the use of technology.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
Resources that will be needed in the very near future include the acquisition of
upgrades in industrial hygiene and ergonomic instrumentation. The
instrumentation currently used is several generations older than the technology
currently used in the profession.
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.
According to a survey conducted by the Center for Disease Control/NIOSH titled
“National Assessment of Occupational Safety and Health Workforce” Key findings
indicate that the current trends, future national demand for occupational safety and
health services will significantly outstrip the number of professionals with the
necessary training, education and experience to provide such services. A synopsis of
this report is linked under section 5 of this report. The full report resulting from this
survey can be accessed from the linked synopsis.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
A review of the general alumni follow-up surveys from 2010 suggest that students
were relatively satisfied with their graduate experience while pursuing the MS in Risk
Control degree at UW-Stout. In 2010, 20 surveys were sent out and 9 returned for a
45% response rate. The approximate average score on the general survey was 3.3/4.0.
Low scores on the general survey were related to the development of a global
perspective and the lack of a graduate assistantship experience. The concern related to
developing a global perspective has been addressed in a new course, RC 640 –
Environmental Leadership and Sustainability Management. With regards to graduate
assistantships we do not have the ability to provide more assistantships than what the
university assigns to the program.
8
With regards to the program specific survey for 2010 it could be surmised that
students feel they have developed the needed knowledge, skills and competencies
enabling them to perform the duties and functions related to their jobs. The average
scores on this assessment is approximately 4.0/5.0.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
A review of the surveys provided to students, faculty and advisory board all suggest
that the program is operating as designed. The students appear to be satisfied for the
most part. The most significant student concern expressed is related to the outdated
and inoperable industrial hygiene instrumentation.
For the most part faculty expressed satisfaction with the program. However, concerns
were expressed with regards to developing higher admission standards and the
consideration of offering courses in an on-line format.
A review of the program advisory board comments were positive and highlighted the
fact that their suggestions for improving programs are taken seriously. They appreciate
that fact that we have invited university support services to our meeting to assist with
activities such career services and marketing.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
Strengths of the program which distinguishes it from like program are as follows:
1. The entire core faculty has completed terminal degrees in a discipline related to
the program’s mission.
2. Terminal degrees were completed after hiring on at the university.
3. The entire faculty has practical work experience.
4. The entire faculty has a professional certified (Certified Safety Professional or
Certified Industrial Hygienist).
5. The program has 3 core faculty members. The entire program is delivered with
approximately with 1.5 FTE, the other 1.5 FTE dedicated to teaching support
course of CSTEM related programs.
6. The core faculty is actively involved in professional organization related to the
discipline.
Weaknesses of the program are as follows:
1. Inability to provide equipment upgrades for the laboratory courses.
2. Teaching loads hinder the ability of the faculty to engage in research based
9
activities.
3. Teaching loads hinder the ability to explore other program delivery methods.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
Recommendations resulting from the PRC review in 2008 were as follows:
1. Acquire funding to modify risk control laboratory.
The risk control laboratory was upgraded as a result of the Jarvis Hall Science
Wing addition.
2. Pursue funding to allow program students to take the Council on Certification of
Health, Environmental and Safety Technologist Examination to be used as an
assessment tool.
Funding was secured through Access to Learning dollars for several years.
However, this certification is no longer available.
3. Share survey results regarding instructor and student concerns about the industrial
hygiene courses to the Chemistry Department Chair (the owner of industrial
hygiene courses)
This is no longer a concern because the industrial hygiene courses have been
assigned to the College of Management.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
The following improvements are planned to improve program quality.
1. American Society of Safety Engineers (ASSE) is updating its curriculum
standards. Once this process is completed the program advisory board will review
these changes to determine opportunities to improve the existing program
curriculum.
2.
Develop and implement a sustainable assessment process to measure student
outcomes.
3. Consider the benefits of pursing ABET accreditation.
10
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
Note: An assessment in major report for the past year was not completed. The
program and its advisory are developing an assessment plan which will be
introduced during the fall of 2015.
The following is the assessment report completed during the fall of 2013.
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/_layouts/15/WopiFrame.aspx
?sourcedoc=%7BE1AC4B64-82D2-4B0D-B5F2FD9CD40B83C1%7D&file=Assessment%20in%20the%20Major%2020122013.doc&action=default
 Program plan sheet
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/_layouts/15/WopiFrame.aspx?
sourcedoc=%7B407452A8-CF65-4BCC-ADEA47E0FAEFE2AE%7D&file=msrc_pp.xlsx&action=default
 Individual program facts
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/Documents/Shared%20with%2
0Everyone/RiskControl%2CMSReport20111229.pdf
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/Documents/Shared%20with%2
0Everyone/RiskControl%2CMSReport20141229.pdf
 Current program advisory committee
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/Documents/Shared%20with%2
0Everyone/Copy%20of%20Advisory%20Board%20Members%20-%20MSRC.xls
o
 Other items that may be helpful to PRC
http://www.cdc.gov/niosh/oshworkforce/
https://liveuwstoutmy.sharepoint.com/personal/sorrelle_uwstout_edu/Documents/Shared%20with%
20Everyone/NIOSH%20Summary%20Statement%202010%20-%202015.pdf
11
 Other items requested by the consultant
No additional items were requested.
Attachment 9
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee Consultant
Recommendation
I.
Degree: MS Risk Control
Date of Review: Feb 2015
Program Director: Dr. Elbert Sorrell
PRC Consultant(s):
Gundala, Raghava; Loizides, Georgios; Ogden, Mitchell; Wilson, Marya
Purpose of the Review: To assess the quality of the MS in Risk Control program as part
of the seven-year cycle required of all degree programs at UW–Stout.
Committee Findings: The PRC recommends continuation of this program through the
next scheduled review in 2021 and that the recommendations made by the committee be
implemented.
Abstract: The mission of UW–Stout’s MS degree in Risk Control program is to facilitate
enriching on-campus and off-campus learning experiences which prepare students for
careers that focus on protecting employee safety/health as well as the property, legal,
environmental, material, product, public, time and financial-based assets of
business/industrial entities. The MS in Risk Control started in 1974 (name changed from
MS in Safety in 1994) to address a professional need for well-trained graduates. The
program manages a broad curriculum that includes lab-based courses.
II.
Process Followed for Current Review:
The PRC consultants met with the program director several times during the process to
review the procedures and offer assistance. Data regarding several aspects of the
program were collected from students, key instructors within and outside the department,
and program advisory committee members through surveys.
III.
Previous Review Year 2008-2009
Recommendations for the Program Director
Share survey results regarding instructor and student concerns about relevant industrialhygiene based department members to the Chemistry Department Chair. Support the
Chemistry Department Chair’s efforts to resolve these concerns.
Response from the Program Director
The Program Director will meet with the Chemistry Department Chair and the applicable
faculty for the purpose of identifying teaching strategies that will improve the students’
perceptions of how the industrial hygiene courses are structured/delivered.
1
Assess the viability of industrial hygiene concentration within the program. Explore
alternative areas of concentration to meet demands of prospective employers, such as
security.
Response from the Program Director
The Program Director will assess the potential/need for the various specialty tracks (i.e.,
industrial hygiene and/or security) which could be as concentrations in the program. As a
result of work with a core risk control faculty member, the subject area of security was
successfully integrated into the RC-595 Emergency Preparedness and Response course
during the late spring of 2008. Content specific integration in this course will continue in
the future.
Explore potential of offsite and online delivery to reach non-traditional off campus
students.
Response from the Program Director
The Program Director will work in conjunction with core Risk Control program faculty
to develop and subsequently administer a needs assessment and prospective/current
student survey related to distance education. This survey will help determine the type as
well as extent that distance education can be implemented to serve non-traditional offcampus students.
Pursue funding sources to allow program members the opportunity to take the CCHEST
exam (additional certification may also make program more attractive to prospective
applicants).
Response from the Program Director
The Program Director will work with a core program faculty member to explore utilizing
the CCHEST exam to assess program graduate competencies. In addition, the Program
Director will also work with CTEM Administration to identify and secure funding
sources which will enable the program to utilize this assessment method.
Recommendations for the Department Chair – Department of Operations,
Construction and Management
Focus on laboratory facilities that will not be upgraded as a result of Jarvis Hall Science
Wing addition. Work towards acquiring funding to modify facilities not being upgraded
to be comparable with peer programs.
Response from the Department Chair
The department chair will work with the risk Control faculty to identify the unmet
laboratory needs and identify options for meeting those needs, including on campus
funding and industrial donations.
Pursue funding sources to allow program members the opportunity to take the Council on
Certification of Health, Environmental and Safety Technologists (CCHEST) exam;
additional certification may also make program more attractive to prospective applicants.
2
Response from the Department Chair
The department chair will work with the program director to review the options for
securing this funding through grants, advisory committee and professional organization
support.
Recommendations for the Dean – College of Technology, Engineering, and
Management
Focus on laboratory facilities that will not be upgraded as a result of Jarvis Hall Science
Wing addition. Work towards acquiring funding to modify facilities not being upgraded
to be comparable with peer programs.
Response from the Dean
The dean will request that the department chair work with the Risk Control faculty to
identify unmet risk control laboratory needs. The first step will be to determine
equipment needs for the newly remodeled laboratories. Next, the funding sources will be
identified and selected. Based on the types of expenses, proposals will be prepared to
utilize the campus’ laboratory modifications funds, department capitol equipment budget
and/or external funding sources via industry partners. The goal will be to bring the
laboratories inline with Stout’s polytechnic peer institutions.
Pursue funding sources to allow program members the opportunity to take the Council on
Certification of Health, Environmental and Safety Technologists (CCHEST) exam;
additional certification may also make program more attractive to prospective applicants.
Response from the Dean
The dean will work with the department chair and program director to locate and pursue
funding sources to support the use of the CCHEST exam as part of the assessment in the
major.
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
 Faculty members are actively involved in multiple professional organizations
representing different specializations in risk control (PD).
 Faculty are recognized as dedicated and knowledgeable with connections to
industry and professional experience (PD, advisory board, students).
 Program provides applied and industry-relevant learning (advisory board,
students).
 Internship program is relevant and enriching (advisory board).
 Program provides good preparation for employment (advisory board, key
instructors).
 Program achieves 100% placement rate with starting annual salaries for graduates
ranging between $57,000 and $70,000. Employment is often secured prior to
graduation (PD).
3
Issues of Concern-Indicate Source:
 Laboratory facilities are due for upgrades to support necessary laboratory courses,
requiring funding for up-to-date laboratory facilities (PD, advisory board, key
instructors, students).
 Heavy teaching loads for program faculty (i.e. taking on overloads for
undergraduate classes) may hinder the ability of instructors to conduct research
and to explore other program delivery methods (PD). In particular, the program
has 3 FTEs but about 1.5 FTEs are dedicated to service programs (i.e. the
undergraduate program), leaving 1.5 FTEs as dedicated faculty to deliver the MS
program.
Recommendations for the Program Director:
 Work with the Department Chair and Dean to secure funding for more up-to-date
facilities, including upgrades for laboratory courses.
 Work with the Department Chair and Dean to explore feasible ways to minimize
overload teaching to increase the ability of instructors to conduct research.
 Work with the Department Chair and Dean to investigate other program delivery
methods (remote locations, weekend courses, hybrid courses) that would make the
program accessible to the large potential market.
Recommendations for the Chair of Department of Operations and Management:
 Work with the Program Director and Dean to secure funding for more up-to-date
facilities, including upgrades for laboratory courses.
 Work with the Program Director and Dean to explore feasible ways to minimize
overload teaching to increase the ability of instructors to conduct research.
 Work with the Program Director and Dean to investigate other program delivery
methods (remote locations, weekend courses, hybrid courses) that would make the
program accessible to the large potential market.
Recommendations for the Dean of the College of Management
 Work with the Program Director and Department Chair to secure funding for
more up-to-date facilities, including upgrades for laboratory courses.
 Work with the Program Director and Department Chair to explore feasible ways
to minimize overload teaching to increase the ability of instructors to conduct
research.
 Work with the Program Director and Department Chair to investigate other
program delivery methods (remote locations, weekend courses, hybrid courses)
that would make the program accessible to the large potential market.
4
Attachment 10
DEAN’S RESPONSE
Planning and Review Committee
Program: M.S. Risk Control
College: College of Management
Year: 2014-2015
Recommendations for the Program Director:
Issue/Concern: Work with the Department Chair and Dean to secure funding for more up-to-date
facilities, including upgrades for laboratory courses.
Response from Program Director:
The Industrial Hygiene courses previously housed in the College of Science, Technology, Engineering
and Mathematics (CSTEM) were moved over to the Operations and Management Department. It is well
documented in the CIC materials that a commitment would be needed by COM to provide the needed
equipment upgrades in order to teach these courses.
With this response the Risk Control Program Director will work with the Department Chair of the
Operations and Management Department (OM) to facilitate the acquisition of funding needed to support
the Industrial Hygiene Instrumentation course. A list of needed equipment is attached to this report.
This concern will also be discussed at the next Risk Control Advisory Committee meeting to determine
other avenues that could possibility assist with this endeavor.
Issue/Concern: Work with the Department Chair and Dean to explore feasible ways to minimize
overload teaching to increase the ability of instructors to conduct research.
Response from Program Director:
The Risk Control program director will work with the OM Department Chair to determine if there are
options to minimize the teaching of overloads in order for the faculty to have the requisite time needed to
pursue scholarly endeavors. The Risk Control program director is willing to explore alternatives
suggested by the Department Chair and others in an effort to alleviate the need to teach overloads.
Issue/Concern: Work with the Department Chair and Dean to investigate other program delivery
methods (remote locations, weekend courses, hybrid courses) that would make the program accessible to
the large potential market.
Response from Program Director:
The Program Director is more than willing to work with COM administrators in an effort to expand
program offerings using suitable delivery methods. However, there is an urgent need to increase the
number of the core faculty to support the growth of the program
MS RiskControl PRC Deans Response
Page 1
Recommendations for the Department Chair:
Issue/Concern: Work with the Program Director and Dean to secure funding for more up-to-date
facilities, including upgrades for laboratory courses.
Response from Program Director:
The Operations and Management Department will work with the Dean of College of Management, the
Discovery Center and also explore other funding sources to upgrade the facilities to enhance student
learning and research. However, this is dependent on budget constraints to be determined by the
Wisconsin government cutbacks.
Issue/Concern: Work with the Program Director and Dean to explore feasible ways to minimize
overload teaching to increase the ability of instructors to conduct research.
Response from Program Director:
The Operations and Management Department will work with the Dean of College of Management to
recruit a tenure track faculty to fill the current vacant position. The department will also use the expertise
of other faculty in the department in the areas of ergonomics and occupational safety to support the
program to minimize the overloads.
Issue/Concern: Work with the Program Director and Dean to investigate other program delivery
methods (remote locations, weekend courses, hybrid courses) that would make the program accessible to
the large potential market.
Response from Program Director:
The department will work with the program director to develop new delivery methods (example: Online
courses with residence programs) to make the program accessible to a larger market. However, this is
dependent on the availability of core faculty, new equipment and other resources to support student
learning.
MS RiskControl PRC Deans Response
Page 2
Recommendations for the Dean:
Issue/Concern: Work with the Program Director and Department Chair to secure funding for more upto-date facilities, including upgrades for laboratory courses.
Response from Dean:
The Dean’s Office will work with the Program Director and Department Chair to seek out funding for
upgrades to laboratory courses through university funding sources. A constraint will be the Wisconsin
government funding cutbacks that are still to be determined. The Dean’s Office will support external
funding sources such as NIOSH in the future.
Issue/Concern: Work with the Program Director and Department Chair to explore feasible ways to
minimize overload teaching to increase the ability of instructors to conduct research.
Response from Dean:
The Dean’s Office will work with the Program Director and Department Chair to support minimizing
teaching loads where possible so that instructors may conduct appropriate research. With successful
recruitment of a tenure track faculty that is now being conducted with a department search committee, the
workload can be better accommodated.
Issue/Concern: Work with the Program Director and Department Chair to investigate other program
delivery methods (remote locations, weekend courses, hybrid courses) that would make the program
accessible to the large potential market.
Response from Dean:
The Dean’s Office will work with the Program Director and Department Chair to seek out other delivery
methods. A potential that may be very successful is online, which may need to be accommodated with a
residency piece, especially for potential lab work.
MS RiskControl PRC Deans Response
Page 3
Attachment 11
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
Attachment 12
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: BS in Science Education
Date of Review: 2014-2015
Program Director: Kevin Mason
PRC Consultant(s): Kyle Kleist and John Klem
Purpose of the Review: This review was conducted to assess the quality of the BS in
Science Education program as part of the ongoing seven-year review cycle of UW-Stout
programs.
Committee Findings: The PRC recommends continuation of this program
through the next scheduled review in 2021 and that the recommendations made by the
committee be implemented.
Abstract: The BS in Science Education program at UW-Stout was implemented in 2009.
The program provides students with the knowledge and skills required to be science teachers
in the K-12 education system. The program boasts a 100% job placement rate since the
program began in 2009 and is approved by the Wisconsin Department of Public
Instruction (DPI) and accredited by the National Council for the Accreditation of Teacher
Education (NCATE). The program has seen a decline in enrollment even though Science
teachers are in high demand in Wisconsin and nationally. The program director has provided
good leadership and is ensuring that the program is up-to-date and continues to work with
program faculty and the marketing department to increase student enrollment.
II.
Process Followed for Current Review:
The PRC consultants met with the program director to review the procedures and offer
assistance. Data regarding several aspects of the program were collected from juniors and
seniors currently enrolled in the program, key faculty and alumni. The data was analyzed
and returned to the program director and PRC members. The program director then
completed the self-study report and presented the report to the PRC. The consultants then
wrote the recommendation report. This report was forwarded to the Director of the
School of Education and the Dean of the College of Education, Health and Human
Sciences for their response. The PRC reviewed the dean’s response, approved the
recommendation report and forwarded the report to the Faculty Senate.
III.
Previous Review Year: The BS in Science Education program was implemented in
2009 and is being reviewed by the PRC committee for the first time.
Previous Recommendations for Program Director: N/A
Previous Recommendations for Department Chair: N/A
1
Response from Department Chair: N/A
Previous Recommendations for Dean: N/A
Response from Dean: N/A
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
 The program boasts a 100% job placement rate, since the program began in 2009
(PD-Self Study, Alumni Survey).
 The program is approved by the Wisconsin Department of Public Instruction (DPI)
and accredited by the National Council for the Accreditation of Teacher Education
(NCATE) (PD Self-Study).
 To improve retention and graduation rates, the program director has emphasized
personalized advisement (PD-Self Study). This includes
o Meeting with prospective students prior to acceptance into the program
o Attending Campus Preview days
o Individualized meetings with prospective change of majors and transfer
students.
 The program has engaged in multiple recruiting efforts to increase enrollments during
the past several years (PD-Self Study, Student Survey).
 National Science Teachers Association (NSTA) student organization was created in
2009 to give students opportunities to engage with other students and professionals
(PD-Self Study, Student Survey).
 The School of Education provides support and resources for students to successfully
complete the assessments required for teacher licensure in the state of Wisconsin,
including (PD-Self Study, Student Survey)
o PRAXIS I Core Exam
o PRAXIS II Content Exam
o Portfolios
o Educative Teacher Performance Assessment (edTPA).
 According to the 2014 program specific survey, alumni rated the program the highest
in the following areas (Alumni Survey, PD-Self Study):
o Utilization of technology (mean score of 4.33 on a 5.00 point scale)
o Appreciating the natural or physical sciences (mean score of 4.33 on a 5.00
point scale)
o Academic advising (mean score of 4.33 on a 5.00 point scale)
o Understand the central concepts of the discipline they teach (mean score of
4.67 on a 5.00 point scale)
o Creating meaningful learning experiences (mean score of 4.67 on a 5.00 point
scale).
2
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
Most of the graduates of the program are teaching in the state of Wisconsin, meeting
a local need for science teachers in middle and high schools (PD-Self Study, Alumni
Survey, Student Survey).
There are four field experiences required in the program which help the students to
connect theory and practice (PD-Self Study).
The unique design of the 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 (PD-Self
Study, Key Instructor Survey).
Issues of Concern:
1. The program has a low enrollment (PD-Self Study, Alumni Survey).
o The supply shortage of future science teachers in the state of Wisconsin and
the nation is well known. The recruitment of new science teachers is a local,
state, and national priority.
2. The Science Education program is in need of a new Microteaching Lab for the
STMED 460 - Teaching Methods course (PD-Self Study).
3. According to the 2014 program specific survey, alumni rated the program the
lowest in the followings, writing effectively, appreciating the value of literature and
the arts, and making decisions ethically (PD-Self Study, Alumni Survey).
o Alumni Survey had an N of 3, which makes it difficult to draw any
conclusions from the data. The program can explore these finding in more
detail to ascertain if there is a need to address them.
Recommendations for the Program Director:
1. Continue working with Chair and department faculty to implement a marketing plan
to address low enrollment in the program.
2. Work with Chair and Dean to seek funding for new Microteaching Lab.
3. Explore student needs in the writing, appreciation of literature and the arts and ethical
decision making.
Recommendations for the Chair of Department:
1. Work with Dean, program director and department faculty to implement
marketing/recruitment plan
2. Work with Dean, Director of School of Education and program director to seek
funding for new Microteaching Lab
Recommendations for the Director of the School of Education and Dean:
1. Work with Chair and program director to implement marketing/recruitment plan
2. Work with Chair and program director to seek funding for new Microteaching Lab
3
Attachment 13
DEAN’S RESPONSE
Planning and Review Committee
Program: B.S. Science Education
College: College of Education, Health and Human Sciences
Year: 2015
Recommendations for the Program Director:
Issue/Concern:
1. Continue working with Chair and department faculty to implement a marketing plan to address
low enrollments in the program.
2. Work with Chair and Dean to seek funding for new Microteaching Lab.
3. Explore student needs in the writing, appreciation of literature, the arts, and ethical decision
making.
Response from Program Director:
1. As the Program Director for the B.S. in Science Education program, I will continue to work with
the University Marketing Office and the Director of the School of Education to implement the
marketing plan that was developed during the summer of 2014.
2. I will work with the Dean of the College of Education, Health, and Human Sciences to identify
and pursue funding sources to create a better space for the Microteaching Lab in the
Communication Technology building.
3. I will continue to monitor the alumni survey data in the areas of writing, literature, arts, and
ethics. Because the 2014 alumni survey had a sample of three, these trends need to be monitored
over the next several years.
Recommendations for the Department Chair:
Issue/Concern:
1. Work with Dean, program director and department faculty to implement
marketing/recruitment plan.
2. Work with Dean, Director of School of Education and program director to seek funding for
new Microteaching Lab.
Response from Department Chair:
1. I will continue to encourage the Program Director to collaborate with University Marketing and
the Director of the School of Education to implement the marketing plan. Also, I will support the
Program Director in utilizing any “program director” allocated funds for marketing purposes.
2. I will continue to consult with the Program Director and Associate Dean on needs related to lab
space. Also, I will also encourage cross-disciplinary discussions about teaching demo space
options and what current spaces might be utilized for teaching demos. If determined appropriate, I
will consult with the Program Director and Associate Dean to determine the applicability of a lab
modernization request for updates to spaces for micro-teaching.
Recommendations for the Dean:
Issue/Concern:
1. Work with Chair and program director to implement marketing/recruitment plan.
2. Work with Chair and program director to seek funding for new Microteaching Lab.
Response from Dean:
1. The Program Director will be supported in implementing the Marketing Plan developed in
collaboration with University Marketing. CEHHS will pool a significant amount of the funds
previously allocated to the programs to support initiatives specifically recommended in their
individual program Marketing Plan. Additionally, the Program Director will be encouraged and
expected to participate in related professional development opportunities such as training and
implementation of Hobson’s marketing and management tools.
2. Associate Dean will work closely with the Program Director, faculty and staff to determine space
needs and support development of proposals to support laboratory needs including but not limited
to the Laboratory Modernization funding cycle. It is important to note that laboratory and
microteaching space needs to be considered more broadly than facilities that serve individual
programs.
Attachment 14
1
Program Director Self-Study Report
For Program: B. S. Supply Chain Management
Submitted by Program Director Name: Gene A. Gutman
Year: Fall 2014
Planning and Review Committee
1.UW-STOUT’S STRATEGIC PLAN
Program Background
The B.S. Supply Chain Management degree was implemented in the Spring Semester of
January 2010. The degree was spawned from the B. S. Business Administration degree –
Concentration in Supply Chain Management. The Entitlement to Plan was approved in first
calendar quarter 2009 and the Authorization to Implement was approved November 2009.
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.
Experiential learning is an important aspect of the Supply Chain Management
Program and is built into the curriculum. Selected classes that contain
experiential learning include:
BUSCM-X49 Co-op: All students are required to take a Co-op for graduation.
Students are encouraged to take as many Co-ops as possible to apply learning
and differentiate themselves from other students entering the job market.
Additional Co-ops count for credit under the Supply Chain Selectives category
on the Program Plan sheet. Students are also encouraged to take co-ops for
longer durations, such as six or eight months. For Summer 2013 through
Summer 2014, the breakdown of students taking Co-ops consist of the
following
< 30 credits one student
31-60 credits one student
61-90 credits seven students
>90 credits 16-students
BUSCM-338 Principles of Logistics – students perform two complex projects
to: 1. Design a supply chain and 2. Ship four products of increasing complexity
to global locations.
2
BUSCM-437 Procurement, Sourcing and Supply Chain Management –
Students complete a commodity plan.
INMGT-440 Lean Enterprise – Students perform a lean project for a company.
BUSCM-458 Negotiation and Contracting – Students negotiate cases and
develop contracts.
BUSCM-460 Supply Chain Design I – Students plan, diagnose and analyze
root causes of poor supply chain cost, service and operational performance.
BUSCM-461 Supply Chain Design II – Students design and model new supply
chains to improve cost, service and operational performance.
INMGT-405 Resource Planning Practicum – Students take two professional
certification exams through the Association for Operations Management.
INMGT-325 Quality Management – Students develop a quality plan.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates.
Recruitment
The program participates in Preview Days, individual student visits, and
orientation. The web site is current with information on careers in supply
chain and contains testimonials from employers and former students. As part
of the Co-op program, all students are required to present their Co-op
experience to a minimum of three classes at their high school. This helps to
educate students at the high school level about UW Stout and careers in Supply
Chain Management. We also meet with the Advisement Center every year to
update messages as they prepare to go to high schools to recruit students to
come to UW Stout. Enrollment for the program has grown at a Compound
Annual Growth Rate (CAGR) of 33-percent since its inception. Enrollment
trends and incoming students are presented in the tables below.
3
No. of Students
Enrollment - 33% Compound Annual Growth Rate
(CAGR)
80
70
60
50
40
30
20
10
0
15
1
14
11
9
9
12
17
SP 2010
SP 2011
SP 2012
2nd Declared Major
15
16
8
7
7
Pre-Major
53
1st Declared Major
28
Source 10-Day
Enrollment Reports
Spring Semesters
SP 2013
SP 2014
No. of Students
Incoming Freshmen/Transfer Students
20
18
16
14
12
10
8
6
4
2
0
17
18
13
8
Incoming Freshmen/Transfer
Students
0
SP 2010 AY 2010- AY 2011- AY 2012- AY 201311
12
13
14
Retention and Graduation
Students meet with their advisor at least twice a year to review progress,
discuss issues and challenges, and plan courses. Since the program has a
minimum GPA requirement, GPAs of all students are reviewed periodically
and students that are “border line” are met individually. Options are discussed
and in some cases students transfer to the B. S. Business Administration degree
to be able to graduate with a degree from UW Stout. The published Retention
Rates in the Fact Book for 2013-14 were 50-percent and 2012-13 were 100percent. After discussing the retention numbers further with the PARQ Office,
it was learned that retention rates were closer to 80-percent in 2013-14. The
manner in which retention is calculated will be changed in 2014-15.
4
The number of graduates continues to increase as the program grows.
Graduation numbers are presented in the table below.
SCM Graduate Employment
Academic Yr
AY 2010-11
AY 2011-12
AY 2012-13
AY 2013-14
No. of Graduates
Percent Employed in
Major
4
6
6
9
100
100
100
100
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.”
Students and faculty participate in diversity activities. Students are encouraged
to attend professional meetings and conferences offered through Council of
Supply Chain Management Professionals (CSCMP) and Association for
Operations Management (APICS). Students gain exposure to all aspects of
diversity at these meetings. Students are also encouraged to study abroad and
each year several students take advantage of this opportunity. Students are also
able to take a class that travels abroad to study supply chain in areas such as
China, Europe and Eastern Europe.
Several courses cover topics related to diversity, specifically:
1. BUMKG-304 Principles of Management
2. INMGT-400 Organizational Leadership
3. BUSCM-458 Negotiation and Contracting
Students also experience diversity by attending and participating in class where
diverse student and faculty populations exist. Specific diversity statistics are
included in the Program Fact Sheet posted on the Information Portal.
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
5
the environment, and to provide students with innovative research
opportunities in these areas.”
Sustainability is a large component of Supply Chain Management as
significant resources are consumed to procure, manufacture and transport
products. Students analyze the trade-offs of making / shipping products from
different regions of the world. They also analyze ways to reduce waste in the
core supply chain classes. Areas where waste reduction can occur include
elimination, process changes, and/or material substitution. Specific classes
where this occurs includes
1. INMGT-200 Production and Operations Management
2. INMGT-305 Resource Planning and Materials Management
3. INMGT-405 Resource Planning Practicum
4. INMGT-320 Quality Tools
5. INMGT-325 Quality Management
6. INMGT-440 Lean Enterprise
7. BUSCM-338 Principles of Logistics
8. BUSCM-437 Procurement, Sourcing and Supply Chain Management
9. BUSCM-460 Supply Chain Design I
10. BUSCM-461 Supply Chain Design II
Sustainability from an organization perspective is studied in
1. BUMKG-304 Principles of Management
2. INMGT-400 Organizational Leadership
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1 State the approved program objectives.
1. Integrate general education competencies into supply chain management
professional studies and their personal lives.
2. Analyze markets and financial performance to provide leadership to supply
chain business partners.
3. Design, manage, and optimize critical components of supply chain systems,
organization and operations.
4. Integrate engineering and manufacturing practices into global business
strategies to improve financial and operational performance.
5. Apply ethics, business, management, engineering, operations and processes
to diverse supply chain and business environments.
2.1.2 Describe processes and initiatives employed in determining the need for
program revision.
1. Input from Program Advisory Board
6
2. Input from faculty in the program
3. Input from graduates through alumni follow-up studies and individual
conversations
4. Trends and advances in industry
5. Benchmarking of other university programs and discussions with other
university faculty
6. Input from current and potential employers of graduates
7. Input from Co-op employer surveys
8. Exit interviews with graduating seniors
9. Enrollment, retention, graduate, placement and salary information
10. Course embedded assessment of learning outcomes
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)
Refer to section 1.1.1 for the components of Experiential Learning requested in
this section.
In addition to experiential learning, some supply chain students choose on their
own to conduct and publish scholarly research in the UW Stout Journal of
Student Research. Two students have done so over the past two years.
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 B. S. Supply Chain Management degree is accredited by Accreditation
Council for Business Schools and Programs (ACBSP). Feedback from
Consultant Reviews and Final Reports are incorporated into the program.
Specific feedback included the need for more robust assessment which is being
implemented across the College of Management.
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).
7
Business and Management Core
- Charlie Baird
- Bill Kryshak
- Nancy Flyen
- Steve Salm
- Craig Moore
- Ann Hoel
- Dennis VandenBloomen
- Paul Lokken
- Brian Oenga
- Kevin McDonald
- Scott Vaver
- Kelly Schultz
Operations, Engineering and Supply Chain Core
- Jim Keyes
- John Dzissah
- Tom Lacksonen
- David Ding
- Diane Olson
- Marya Wilson
- Jeanette Kersten
- David Plum
- Dennis VandenBloomen
- John Schultz
- Rich Krahn
- Gene Gutman
2.2.2 What additional faculty/academic staff expertise is needed?
Currently, the faculty has the necessary skills to deliver the program. As the
program grows, additional faculty resources may be needed to meet demand,
particularly in the BUSCM courses. On Fall 2014 Advisement Day, students
forecasted their planned graduation date. A demand plan for classes was
developed from this data. Given the demand plan and current growth rate
displayed in section 1.1.2, additional resources will be needed for the following
classes when the following conditions are met.
BUACT-206 Introduction to Financial Accounting – Approximately 30students plan to take the class each year. This should be made available first
semester, sophomore year.
BUMIS-333 MIS Business Support Systems – Approximately 30 students need
to take the class each year. This should be made available second semester,
sophomore year.
BUSCM-341 Supply Chain Modeling and Optimization – Junior level students
are above 15 per semester. This is anticipated in Fall 2015 as 15-students will
8
need the class.
BUSCM-458 Negotiation - Senior level students are above 15. This is
anticipated in Spring 2015 as 27-students plan to take the class.
BUSCM-460 Supply Chain Design I - Senior level students are above 15. This
is anticipated in Fall 2015 as 15-students plan to take the class.
BUSCM-461 Supply Chain Design II - Senior level students are above 15.
This is anticipated in Spring 2016 as 15-students plan to take the class.
Based upon current enrollment of 69-students a CAGR of 33-percent, it is
anticipated that Senior level students will surpass 15 in AY 2015-2016.
Additional INMGT classes will be needed in the same timeframe as multiple
programs take the classes. Classes below are offered either once or twice per
year. They have become constrained given the enrollment increases with more
Sophomore and Junior level students in the program.
INMGT-305 Resource Planning and Materials Management
INMGT-320 Quality Tools
INMGT-325 Quality Management
INMGT-365 Project Management
INMGT-405 Resource Planning Practicum
INMGT-440 Lean Enterprise
2.3
Facilities – Respond to the following:
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 Supply Chain/Marketing Lab is located in JHSW-314. The lab is used
extensively for BUSCM-458, Negotiation and Contracting; BUSCM-460,
Supply Chain Design I; BUSCM-461, Supply Chain Design II. The lab is also
used by students outside of normal class hours to work on their projects,
record, watch and analyze videos of negotiations and conduct conference calls
with Advisory Board members/mentors of class projects. The lab has small
conference rooms containing video cameras for recording negotiations, large
flat screen monitors to review spreadsheets and presentations, video conference
capability to meet with industry mentors, and white boards. A hard drive also
stores the negotiation videos and these can be reviewed on the large flat screen
monitors for critique. This lab was built over a three year period from “lab
modernization dollars”.
The materials and processing classes utilize the labs in Frykland Hall while the
Engineering Graphics class utilizes the CAD stations in STEM.
9
2.3.2 What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
As the program grows, additional space similar to JHSW-314 may be needed
as this space is shared with several courses offered in the B.S. Business
Administration Program.
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.
Library resources for the program are adequate. As more databases become
available on-line, access to information is even greater.
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.
There are no special resources needed for the program. The common services
provided by the organizations above are adequate.
2.4.3 Describe other resources (if any) needed to meet the program objectives?
As COM explores the integration of Enterprise Resource Planning (ERP) into
the curriculum, resources for this effort may be needed. ERP is application
software that automates and integrates core functions and processes of a
business. Example business functionality in an ERP software application
would be Accounting, Finance, Order Management, Inventory Control,
Manufacturing, Procurement, Warehouse Management, Logistics and Human
Resource Management.
ERP may require facility space for computer hardware and workstations.
Specific needs will be determined based upon the ERP solution e.g., serverbased, cloud-based, workstation-based, laptop-based.
Supply Chain Management students need access to foundation classes at the
sophomore and junior level to enable them to graduate in four years. Multiple
majors take the foundation classes. For Supply Chain Management students,
there are four and/or five semester prerequisite course sequences. For the other
majors, the depth of these prerequisite sequences do not exist. Selected
foundation courses are filled by Junior and Senior-level students who do not
have a constraint-based sequence of prerequisite classes. See diagram below
10
which illustrates the prerequisite course sequence for critical classes.
MATH-xxx
MATH-123
Finite Math
Math placement test
is required
STAT-130
Elementary Stats
BUACT-206
Intro Financial Acctg
BUACT-207 Corp
& Mgrl Acctg
*BUACT-340
Business Finance
BUMIS-333
MIS-Dec Support
BUSCM-437
Procurement
BUMKG-330
Principles of Mktg
BUSCM-338
Principles of
Logistics
BUSCM-458
Negotiation &
Contracts
BUSCM-341 Intl SC
Modeling
BUSCM-460
Supply Chain Des I
(2nd Last Semester)
BUACT-312 Cost
Accounting
STAT-130 OR STAT320 OR STAT-330
Elementary Stats
INMGT-200
Prod & Oper Mgmt
BUSCM-461
Supply Chain Des II
(Last Semester)
INMGT-365
Project
Management
INMGT-440
Lean Enterprise
INMGT-325
Quality Mgmt.
INMGT-305
Resource Planning
and Mtl Mgmt
INMGT-405
Resource Plan Prac.
INMGT-320 Quality
Tools
Specific prerequisite courses that are constrained include: BUACT-206,
BUMIS-333, BUMKG-330, BUSCM-338, BUSCM-341, INMGT-200,
INMGT-305, INMGT-405, INMGT-320, INMGT-325, and INMGT-365.
In order to enable students to graduate in four years, three suggestions are
made:
 Additional sections of classes are needed in selected areas.
 The backlog needs to be removed and/or access needs to be created in
selected classes so students can enroll in these critical prerequisite
classes earlier in their college career. Specific classes include
INMGT-200, BUACT-206 and BUMIS-333.
 Students who have critical classes on a prerequisite sequence should
have seats reserved in classes so they can have access. For example, a
1st semester Junior has a four class prerequisite sequence to graduate.
There are Seniors who have no prerequisite sequence for the same
classes. The Seniors and second semester Juniors register for the
classes and few to no seats are available for the the 1st semester
11
Juniors, when in actuality, the 1st semester Junior needs this class more
critically than the 2nd semester Junior or 1st semester Senior. Specific
classes where this applies includes.
BUSCM-338 Principles of Logistics
INMGT-200 Production and Operations Management
INMGT-305 Resource Planning and Materials Management
INMGT-320 Quality Tools
INMGT-325 Quality Management
INMGT-365 Project Management
INMGT-405 Resource Planning Practicum
INMGT-440 Lean Enterprise
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.
The demand for graduates is anticipated to remain strong. On average, 70-percent of
the cost of a business is in the supply chain. Given the nature of the global economy,
businesses need deeply skilled individuals to manage global, regional and local supply
chains. Businesses are continually adding younger talent as baby boomers retire
and/or work forces are adjusted to eliminate low performing workers. This creates
opportunities for UW Stout graduates.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
Alumni follow-up survey data is not available. This data will be interpreted when
available.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
Interpretation of Advisory Board, Faculty and Student surveys
After reviewing the surveys from the Advisory Board, Faculty and Students, there are
common themes.
BS Supply Chain Management Program Strengths:
 Strong students
 Prepares students to compete and be effective upon graduation
 Relevant
 Strong leadership. However, should a key resource leave, concern exists
regarding the program’s ability to function at a high level and have longevity.
 Adequate resources today
 Potential to become a premier program in the region and country.
12
Program Areas for Improvement
 Will need to add faculty resources in order for the program to grow
 Requires stronger preparation and assessment in foundation classes
 Has a large work effort. Informal conversations with the Advisory Board, Faculty
and Students also support the notion that stronger preparation in the foundation
classes will decrease the workload in the Senior Capstone classes because
students will need to spend less time learning material they should have learned in
the foundation classes.
Advisory Board Survey
Program Strengths:
 “The program has been dynamic - making relevant curriculum changes/updates
based on suggestions that the advisory committee makes. The program has been
able to stay current on the needs of the market place (businesses who evaluate and
hire future job seekers). The program has made adjustments to remain relevant
for business fit and experience. Another strong suit of the program is the
connection between industrial firms and the students. The internships and case
studies have been invaluable in preparation of the student to be a preferred hire.”
 “Well rounded students. Required co-op prepares students for a full time
position after graduation. Extremely knowledgeable and experienced teachers
working experience in the field. Requirement to have at least 1 APICS test
completed. Student's ability to use MS Excel for Supply Chain planning.”
Opportunities for Improvement:
 “More in depth experience in operations - scheduling, lean practice, workflow,
shop floor management, and hands on experiences. I do see that students have a
general understanding of these concepts, but need to improve their depth of
understanding. Exposure / experience with an ERP system (ie - SAP)”
 “One area that can be strengthened, is better alignment (maybe more rigor or
synchronization) in certain subjects and between subjects. There is a high level
understanding in certain areas but missing depth of the subject in applying it in
practical settings. I have heard students say "I have heard of that" but when
pushed to utilize the theory they do not know enough in a given area to apply it.
An increased rigor would better prepare the student.”
 “If anything I would suggest building on concepts to gain more depth of
knowledge throughout the program as I tied to point out in question 8. In some
sense, one course can appear disconnected from the total program emphasis or
objectives. There are certain expectations the market place has as basic depth of
knowledge and understanding. I think the program can be 'light' in terms of
building upon concepts and practical application of concepts.”
Other Advisory Board Comments:
 “I've been associated with the Supply Chain program at UW-Stout from various
aspects since the mid 90's as a student, recruiter, interviewer, co-op supervisor,
co-op mentor, and program advisory committee. I believe the direction of the
13
program at UW-Stout has greatly improved over the last 5 - 6 years and the
addition of the major and minor in Supply Chain has put Stout's program at par
with other programs such as Iowa State and Michigan State (which 3M also
recruits at). I've received a number of positive comments from hiring managers
regarding the quality of students that this program is developing. I appreciate the
ability to give input to this committee and further improve this already excellent
program.”
Faculty Surveys:
Program Strengths: Questions that scored 4.0 or higher on the Faculty Survey are
listed below:
 Instructional technology for my course(s) is adequate.
 I received adequate training to develop my online course site (D2L).
 Communication between me and the program director is satisfactory.
 Program Director's leadership is satisfactory.
 Departments schedule an adequate number of course sections.
 Clerical support for my course(s) is adequate.
 Supplies for my course(s) are adequate.
 The Library meets the needs of the students in my class(es).
 The Library meets my needs for research and professional development
Program Weaknesses:
 There were no questions that scored below 3.0
Faculty written comments
 “Strong leadership with good students”
 “Oriented to teach how business is run”, “SC graduates are positioned for success
upon graduation”
 “This is a challenging degree, most of the students are focused and excellent
students”, “The quality of the students and the high level of demands placed on
them by the requirements of the program”, “There seems to be a committed group
of students in this program, they want to succeed and have a plan for future
employment. This is particularly noticeable when you compare SCM students to
Business students. The SCM students are on whole more prepared and will be
much more employable.”
 “Program will need resources to grow and yet program needs to grow.”
 “This can be a showcase program for UW-Stout provided it is allocated the
necessary new resources needed for it to grow. It is quite foolish to think that it
will continue to excel if new resources are not allocated. By new resources I
mean they do not come out of the current COM budget.”
 “This is a great opportunity for our students”
Student Surveys
Program Strengths: Questions that scored 4.0 or higher on the Student Survey are
listed below:
 My oral communication skills have been enhanced through my coursework.
14







My critical thinking skills have been enhanced through my coursework.
My problem solving skills have been enhanced through my coursework.
My advisor is accessible on a routine basis.
Instructors in my program are accessible for help outside of regular class time.
Instructors in my program provide current and relevant information.
Overall, this is a quality program.
Student written comments below:
o “Required to take internship”
o “Easy to obtain double major in Supply Chain Management and Business
Administration”
o “Wealth of knowledge of Gene Gutman 85-percent of the content is learned in
3-classes he teaches”
o “Learn and explore various aspects of Supply Chain Management”
o “We are very well prepared, very competitive in the job market”
o “Confident in my abilities”
o “We understand time management-one does not miss a day.”
Program Weaknesses: There were no questions that scored below 3.0
 There were no questions that scored below 3.0
 Student written comments below:
o Too many hours of work senior year
o “You cannot get into supply chain classes until your senior year”
o “Selected courses are unnecessary and a joke”
o “In some of the classes we are graded based on "what the professors thinks we
deserve" this is not an accurate measure.”
o “I see this program as being a one man show. Gene Gutman is a great program
director with truckloads of knowledge. Unfortunately, if he were to leave the
program tomorrow, it would disintegrate. There is not one professor that I see
capable of filling in his shoes were he to leave. It would be wise for the
university to take a thorough look at this program and determine a plan that
would give this program longevity. Because, with the current trajectory this
program is headed in, it has the potential to become one of the best SCM
programs in the country.”
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses.
Program Strengths
 Steady and increasing enrollment with a Compound Annual Growth Rate
(CAGR) of 33.1-percent
 100-percent placement for graduates
 Strong starting salaries for graduates. In 2013-14, all but one student had a
starting salary above $50,000
15


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


Strong demand for Co-op students
Strong average hourly wage for Co-op students: $16.18 in 2012, $16.81 in 2013,
$16.53 in 2014.
Strong employer satisfaction where 91-percent of employers indicated Co-op
students performed at the Outstanding, Above Average or Satisfactory level
Relevant curriculum per graduate, employer and Advisory Board feedback
Students can obtain a double major in Supply Chain Management and Business
Administration by taking 12-additional credits or approximately one semester.
Approximately one-third of students obtain a double major
3.0 GPA requirements enables stronger, more capable students and graduates
Program Weaknesses
 Student learning in selected foundation courses is not adequate to prepare them
for the Capstone courses.
 Inconsistent delivery of course material across instructors of the same courses
 Assessment of student learning can be improved more broadly and deeply
 Low pass rate of American Production and Inventory Control (APICS) exams
over last two years
 Low incoming freshman enrollment.
 Access to foundation classes at the sophomore and junior level to enable Supply
Chain students to graduate in four years. See discussion in 2.4.3 for more detail.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
None – This is the first review for this program.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
 Provide access to foundation classes so students can graduate in four years
 Continue to monitor curriculum and update to keep it relevant
 Improve student learning outcomes in foundation classes to better prepare
students for Capstone classes
 Improve the learning in foundation classes to improve the pass rate on APICS
exams
 Increase recruiting of high school students to increase enrollment
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
o 2013-14 AIM Report submitted to Applied Research Center (ARC)
16
BS SCM AIM Report 2013 -2014 - Final Oct_17_2014.zip





o 2013 link from UW Stout Provost Web Site
https://info.uwstout.edu/uwstout%20document%20library/quality/unive
rsity%20assessment/undergraduate%20assessment%20in%20the%20m
ajor/2013/undergraduateassessmentinthemajorreport20130430.pdf
Program plan sheet
o http://www.uwstout.edu/programs/bsscm/upload/bsscm_pp14.pdf
Individual program facts
o https://info.uwstout.edu/UWStout%20Document%20Library/Students/Program
%20Facts/Supply%20Chain%20Management/2013/SupplyChainMana
gementReport20131231.pdf
Current program advisory committee
o Bob Seidel, VP Supply Chain, Ahern
o Jeff Asproth, Director Supply Chain, 3M
o Jerome Hamilton, Director, 3M
o Bill Hendrickson, CEO Lineage Logistics
o Bob Bradford, Sr VP Supply Chain, Ariens
o Rick Peltier, Director Supply Chain, Mercury Marine
o Jay Parker, Director Supply Chain, Taylor Corporation
Other items that may be helpful to PRC
o Supply Chain Management Home Page
http://www.uwstout.edu/programs/bsscm/index.cfm
o Four Year Plan and Prerequisite Course Sequence
http://www.uwstout.edu/programs/bsscm/upload/bsscm_seq14.pdf
Other items requested by the consultant - None
Attachment 15
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: B.S. Supply Chain Management
Date of Review: 2014-2015
Program Director: Gene Gutman
PRC Consultant(s): Chris Bendel, Loretta Thielman
Purpose of the Review: This review is to assess the quality of the BS SCM program as
part of the on-going review cycle of UW-Stout Programs. As a new program, this is the
program’s first review by the PRC.
Committee Findings: The PRC recommends continuation of this program through the
next scheduled review in 2021-2022.
Abstract: The B.S. in Supply Chain Management was implemented in the Spring 2010
semester, after previously being a concentration within the B.S. in Business
Administration. The program provides students with the knowledge and skills to
maximize efficiency in the business supply chain from supplier to consumer. The
program has seen steady growth since its inception and has produced students who are in
high demand for internships and permanent positions upon graduation. Employment
rates have consistently been 100% with average salaries around $50,000. The program
director has provided good leadership and is ensuring that the program is up-to-date. The
program is poised for continued growth, however, work needs to be done to ensure the
necessary course availability for students to graduate in a timely manner.
II.
III.
Process Followed for Current Review: The PRC consultants met with the program
director to review the procedures and offer assistance. Per the guidelines developed by the
PRC, information regarding the program was collected from the placement office,
institutional research, program director, key instructors, advisory board, students, and
graduates. The consultants based their findings on the above and the self-study report
authored by the program director. The program director presented a summary of his report
to the PRC committee. The consultants then wrote the recommendation report. This report
was forwarded to the dean for his response. The PRC reviewed the dean’s response,
approved the recommendation report, and forwarded the report to the Faculty Senate.
Previous Review Year – None, First Review
Previous Recommendations for Program Director:
Not applicable.
Response from Program Director:
1
Not applicable.
Previous Recommendations for Department Chair:
Not applicable.
Response from Department Chair:
Not applicable.
Previous Recommendations for Dean:
Not applicable.
Response from Dean:
Not applicable.
IV.
Current Year Program Review:
Program Strengths (Source Indicated):







The program has seen steady enrollment growth since its inception. (program
director report)
The program has multiple experiential learning opportunities for students, with all
students completing a co-op. (program director report and advisory board
surveys)
Strong demand for co-op students with high salaries. (program director report)
Graduates are well-prepared and getting high paying jobs; 100% employment
rate. (program director report and advisory board survey)
Good program leadership and program is being kept up-to-date. (faculty, student,
and advisory board surveys)
Challenging program that is attracting high quality students. (program director
report and advisory board survey)
Students can obtain a second major in Business Administration by taking only 12
additional credits. (program director report and program plans)
Issues of Concern (Source Indicated):



The program is still small and there is opportunity for further growth. (program
director report and advisory board surveys)
Significant growth will necessitate increased staffing. (program director report
and faculty and advisory board surveys)
The program contains several chains of 3, 4, or 5 courses which must be taken in
sequence. It is imperative that students be able to enroll in the initial courses
sufficiently early in their college career to graduate on time. (program director
report and student surveys)
2


Coursework needs to provide sufficient depth so that students can succeed in
upper level coursework (particularly the capstone supply chain courses), pass the
APICS exams, and increase their level of performance on co-ops. (program
director report, student and advisory board surveys)
Enterprise Resource Planning (ERP) software is commonly used in industry.
However, students are not currently exposed to such software in their coursework.
(program director report)
Recommendations for the Program Director:
1. Work with the Dean of the College of Management, the Chair of the Business
Department, and the Chair of the Operations and Management Department to
determine an optimal target size for the program and continue recruitment efforts
to achieve that goal.
2. Work with the Chair of the Business Department and the Chair of the Operations
and Management Department to ensure that sufficient seats in key foundational
courses are available.
3. Work with faculty in the Business Department and the Operations and
Management Department to review “foundations” course content and assessment
of learning objectives to ensure student success in upper level coursework, on the
APICS exams, and on co-ops.
4. Work with the Dean of the College of Management, the Chair of the Business
Department, and the Chair of the Operations and Management Department to
integrate Enterprise Resource Planning software into the relevant curriculum.
Recommendations for the Chair of Department of Business and the Chair of
Department of Operations and Management:
1. Work with the Dean to provide sufficient sections of required courses to meet the
needs of Supply Chain students. This could be achieved by increasing the total
number of sections or by restricting certain sections to certain majors.
2. Work with the program director and department faculty to review “foundations”
course content and assessment of learning objectives to ensure student success in
upper level coursework, on the APICS exams, and on co-ops.
3. Hire additional faculty/staff as needed to meet the needs of continuing program
growth.
4. Work with the Dean to integrate Enterprise Resource Planning software into the
relevant curriculum.
Recommendations for the Dean of the College of Management:
1. Support the program director in increasing program enrollment to the desired
target.
3
2. Support department chairs in ensuring that sufficient course offerings in
“foundations” courses are available to meet the needs of students.
3. Support department chairs in hiring additional faculty/staff as needed to support
the growth of the program.
4. Support the implementation of Enterprise Resource Planning software into the
relevant college curriculum.
4
Attachment 16
DEAN’S RESPONSE
Planning and Review Committee
Program: BS Supply Chain Management
College: College of Management (COM)
Year: 2014/15
Recommendations for the Program Director:
1. Issue/Concern:
Enrollment. What is the forecast and related plan for increasing enrollment in
existing courses? What is the marketing strategy moving forward?
Response from Program Director: In Fall 2014, Marketing Services reviewed the marketing of the
program. On December 19, I met with Marketing Services to review their findings. A marketing plan
was created and is in the implementation stages. Specifics for Spring 2015 include:
 Placing the degree at the top of searches for Supply Chain Management on the web site
 Expand keyword search criteria
 Expand the use of Hobson’s
 Refresh the web page with videos and student content
 Determine sources of budget for targeted marketing campaigns
 Continue to have students who have completed their Co-op return to their high school and
“market” the program to students.
2. Issue/Concern:
courses?
Capacity. What is the strategy to accommodate increasing enrollment in existing
Response from Program Director: If Fall 2014, we forecasted the needs for three critical classes. Given
the systems, data and organization structure, this was difficult to do. The forecast provided visibility to
capacity needs.
A tool has been built to simplify and expand the creation of forecasting the remaining critical prerequisite classes. Preliminary conversations have occurred with the Department Chair of the Department
of Operations and Management to use the forecast to provide access and capacity to students needing the
classes. Similar discussions will take place with the Department Chair from the Department of Business.
3. Issue/Concern:
Course Content & Assessment. What is the strategy to ensure “foundation” course
content and assessment accurately ensures student achievement of learning objectives?
Response from Program Director: Preliminary conversations have occurred with the Department Chair
of the Department of Operations and Management to address the deficiencies. We agreed to do the
following:
 Assemble key faculty from Operations and Management and review the Supply Chain
Curriculum
 Determine where there are gaps and overlap in content
 Determine/communicate where additional preparation is needed in foundation classes
 Create plan and implement actions to provide additional preparation
 Assess and follow-up
PRC BS SCM Deans-Response
Page 1 of 3
4. Issue/Concern:
Enterprise Resource Planning (ERP) Software. How can ERP software or a similar
application system be integrated into the course content?
Response from Program Director: This needs to be a priority for the College. A strong focus to “get it
done and get it done now” needs to occur. A strategy to use ERP needs to be developed to integrate ERP
into the curriculum and courses will need to enable the strategy.
Recommendations for the Department Chair: (Note – Responses are a collaborative response from the
Business Department Chair and the Operations & Management Department Chair)
1. Issue/Concern:
Enrollment. How can the Department Chair support the forecast and related plan for
increasing enrollment in existing courses? How can the Department Chair support the marketing
strategy moving forward?
Response from Department Chair: The chair will continue to work with the Program Director and the
resources available to ensure SCM majors can enroll in key prerequisite courses to facilitate progression
toward degree completion and support the marketing strategy moving forward. Additional efficiencies
will be required to meet increased demand for required courses beyond current levels.
2. Issue/Concern:
Capacity. How can the Department Chair best work with the Program Director to
support the strategy to accommodate increasing enrollment in existing courses?
Response from Department Chair: In close communication with the Program Director, the chair will
designate sections of key prerequisite courses for SCM majors to ensure adequate progression toward
degree completion. Additional efficiencies in course delivery will be required to meet increased demand
beyond current levels.
3. Issue/Concern:
Course Content & Assessment. How can the Department Chair support the strategy
to ensure “foundation” course content and assessment accurately ensures student achievement of
learning objectives?
Response from Department Chair: The chair will continue to work closely with the Program Director
and key faculty who deliver foundation courses for the SCM major to ensure alignment and consistency
of student learning outcomes among multi-section courses.
4. Issue/Concern:
Enterprise Resource Planning (ERP) Software. How can the Department Chair
support ERP software or a similar application system and help ensure it is integrated into the course
content?
Response from Department Chair: The chair will work with the Program Director to identify appropriate
course(s) for using ERP Software and submit a proposal for a special course fee to provide students
access to the software if the course(s) are delivered.
PRC BS SCM Deans-Response
Page 2 of 3
Recommendations for the Dean:
1. Issue/Concern:
Enrollment. How can the Dean support the forecast and related plan for increasing
enrollment in existing courses? How can the Dean support the marketing strategy moving forward?
Response from the Dean: The Dean’s Office will provide support to the Program Director and
Department Chair to increase enrollment in coordination with the Admissions Office, COM, and
program recruiting efforts. Admissions Office efforts require Program Director and/or Dean’s Office
involvement to promote COM programs and degrees for potential incoming students and their families.
The Dean’s Office will work with Marketing and Admissions to product standardized glossy marketing
handouts. The Dean’s Office also plans to update the COM website and enable digital marketing efforts,
dependent upon the funding available, especially with new Wisconsin budget cuts. Additionally, the
Dean’s Office will work with the Program Director and Department Chair to improve the forecasting
process for more accurate scheduling data of course sections required.
2. Issue/Concern:
courses?
Capacity. How can the Dean help accommodate increasing enrollment in existing
Response from the Dean: The Dean’s Office will work with the Program Director and Department Chair
to improve the forecasting process for more accurate scheduling data of course sections required each
semester and summers. The Dean’s Office will also work with the Department Chairs within COM to
ensure faculty and academic staff and recruited and retained as required so that capacity appropriately
meets the demand for courses. Additionally, effort will be made to investigate streamlining course
delivery methods to help ensure adequate capacity for increasing enrollments.
3. Issue/Concern:
Course Content & Assessment. How can the Dean help ensure “foundation” course
content and assessment accurately ensures student achievement of learning objectives?
Response from the Dean: The Dean’s Office will work with the Program Director and Department Chair
as appropriate to ensure course content meets learning objectives. In addition, course content will be
examined for prerequisites to ensure adequate preparation of students entering advanced level courses.
4. Issue/Concern:
Enterprise Resource Planning (ERP) Software. How can the Dean help provide and
support ERP software or a similar application system to be integrated into the course content?
Response from the Dean: The Dean’s Office is limited in terms of funding ERP software. However,
there is potential for a software system that delivers this functionality if COM partners with other
colleges within Stout. The Dean’s Office will work with the Program Director and Department Chair to
explore options for ERP software such as partnerships with other colleges within Stout and special
course fees.
PRC BS SCM Deans-Response
Page 3 of 3
Attachment 17
1
Program Director Self-Study Report
For Program: B.S. in Technology Education
Submitted by Program Director Name: David Stricker
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 Technology Education program includes four field experiences in
K-12 schools. Students typically complete Introduction to Technology and
Science Education (STMED 160) in the fall semester of their first year. This
course requires students to participate structured observation and teaching in
regional middle and high school technology education classrooms and
laboratories. This experiential learning opportunity introduces students to the
roles and responsibilities of teachers, the nature of students, secondary level
curriculum, the lab and 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, teacher candidates 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
secondary 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 (TECED 409). During this 16 credit experience, teacher candidates
are immersed in schools full-time for one semester. Students are typically
placed in a middle school setting for one quarter (approximately eight weeks)
2
and in a high school setting for one quarter (approximately eight weeks).
During student teaching, the students complete the Educative Teacher
Performance 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 Technology 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
regional events (e.g. First Lego League & Rube Goldberg competitions), as
well as, state and national Technology Education and Science Education
conferences. They have also been distributed to teachers and students in
middle and high schools through mailings, school visits, specific technology
education program open house opportunities, and during collaborative events
incorporated in program courses – which have garnered attention from local
television news stations and newspapers including 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 Technology 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:


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


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
3


partnering with local and regional principals, teachers, and other
stakeholders
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. In addition, the
program director meets with every student during large group meetings held
each semester on Advisement Day. Personalized advisement is provided by
each of the Technology Education faculty members just prior to students’
enrollment and as needed throughout the semester to guide them through the
B.S. in Technology Education program and their professional preparation.
In addition, the Technology and Engineering Education Student Association
(TEECA) student organization continues to provide students opportunities to
engage with other students, professional peers, and industry partners.
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.”
4
The School of Education is committed to integrating diversity into all teacher
education programs, including the B.S. in Technology Education. This is
clearly 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 pre-service teachers to develop culturally relevant
lessons to meet the needs of diverse learners. As mentioned prior, 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 Technology 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 the required science courses, as well as, a number of
the required and elective technology content specific courses. The exact
technology courses completed during the program vary somewhat based on
students’ elective choice or content of transfer credit. In addition, students also
have the option to complete a variety of general education courses that relate to
5
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.
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 Technology Education program are based on the
Ten Wisconsin Educator Standards. Upon completion of the Technology
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 technology 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 technologically 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
6
program revision?
The need for program revisions is based on monitoring a number of variables.
Multiple internal and external stakeholders that make up the program’s Advisory
Committee review the Technology Education program curriculum. The Technology
Education Advisory Committee is composed of UW-Stout School of Education,
College of Science, Technology, Engineering, and Mathematics faculty members,
Engineering Education faculty form Purdue University, Wisconsin Technology and
Engineering Education Teacher Association board members, the Technology and
Engineering Department of Public Instruction representative, Minnesota Technology
and Engineering Education Teacher Association board members, regional technical
college (CVTC) administration, middle school and high school technology and
engineering teachers from school districts across Wisconsin and Minnesota, and
TEECA (student organization) officers. This Advisory Committee meets twice a year,
but more precisely, reviews the results of the Assessment in the Major report each fall
and evaluates if any program revisions are needed.
Most recently, 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 included the revision of coursework to include
specific technology practicum coursework (Technology Practicum 1 and Technology
Practicum 2), as well as an increase in technical elective credits.
2.1.3
Check all that apply regarding the program:
X_ Traditional, on campus program
__ Offsite location
X_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 Technology 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 during the Pre-Student Teaching
(STMED 360) and Student Teaching (TECED 409) experiences. During the
student teaching experience, students complete the Educative Teacher
Performance (edTPA) assessment, which is analogous to an action research
completed by licensed teachers.
7
The students are also required to review and reflect on research throughout
their education coursework, to apply learning theories in practical contexts.
The educational coursework in the program requires students to learn the art of
teaching, as well as the science of teaching. Throughout their preparation,
students will be asked to create a variety of different learning activities that
build upon prior knowledge, relate technological and scientific concepts and
skills to the learner, engage the learner, and authentically assess for
understanding of the content. These types of opportunities are included in
nearly everyone course offered in the School of Education, including university
and field-based courses.
In addition, students may choose to participate in the TEECA student
organization which offers opportunities for service, professional development,
and attending regional and national professional conferences.
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 Technology 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 influence the
curriculum of program significantly. The Technology Education program must
meet all requirements for teacher licensure in the State of Wisconsin, as
described in Wisconsin Law PI-34. 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. David Stricker
STMED 160 Introduction to Technology and Science Education
STMED 260 Curriculum, Methods, and Assessment
Dr. Kevin Mason
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
Dr. Sylvia Tiala
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
8
TECED 409 Student Teaching
Dr. Kenneth Welty
STMED 460 Teaching Methods
TECED 325 Technology for Elementary School Children
TECED 409 Student Teaching
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
Greg Slupe
MFGT 202 Welding & Casting Processes
MFGT 204 Machining and Metal Forming Processes
Tom Slupe
ELEC 204 Electricity and Electronics Fundamentals
Paul Craig
POWER 396 Mechatronics
2.2.2
What additional faculty/academic staff expertise is needed?
There are many faculty and staff from the STEM college that teach the
required and elective technology courses offered in the program.
2.3
Facilities – Respond to the following:
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 Technology 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 Technology Education program.
The Technology Education faculty and program specific courses are located in
the Communication Technology building. The program director’s office is
9
located in 225E 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 Technology Education program, which also
include the services of Barbara Bauer, lab manager.
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, among other STEM resources, the purchase of a SMART
Board so Technology Education students would have an opportunity to learn
how to use this instructional technology efficiently and effectively.
The Technology 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
Fryklund and Jarvis (Technology Wing) Halls to complete the 40 credits of
required technical coursework.
2.3.2
What added facility needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
The Technology 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 are required to check out a camera from Barb Bauer in the CT 230 lab
and then reserve room CT 220 in order to complete their microteaching
assignments. In addition to this process being rather cumbersome, CT 220 is
designed to serve as conference room and, as a result, does not lend itself to
replicating a K-12 classroom environment. 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
10
maintained collections of digital and print resources for students in the
Technology Education program. The digital resources include access to
research literature databases such as professional and trade journals, and a
library webpage with mechanisms designed to efficiently lead students to
technology education and STEM education specific resources. The print
resources include preparatory materials for the PRAXIS I and PRAXIS II
teacher licensing exams and middle and high school level technology
education textbooks.
The quality and relevance of the materials are very good, however, the quantity
of textbooks in the library could be improved in order for students to have
access to more than a single copy. Specifically, it is common for students in
any given STMED course to access a technology education textbook to create
a course outline, become associated with age appropriate content specific
reading, and write a lesson plans. Making several copies of textbooks
available to students allows for consistency among foundational resources used
to create these artifacts and focuses meaningful reflection on the process used
to create them.
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.
The Writing Center has also been actively promoted by the faculty teaching
STMED coursework.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
The Technology Education program does not have an annual budget for the
storage, maintenance, or replacement costs associated with these lab materials
and instructional technologies. An increased emphasis is being placed on the
use of the CT 230 lab as efforts of STMED faculty to offer opportunities for
technology education pre-service teachers to apply what they have learned
through designing, constructing, and in many cases, delivering interactive
learning activities in a variety of required courses. The establishment of a
consistent budget designed to maintain and support current resources would
ensure graduates have the skills associated with contemporary classrooms and
laboratories.
3.
Quality of the graduates of the program – Respond to the following:
11
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
Technology Education teachers are in very high demand in the state of Wisconsin and
across the nation. Specifically, President Barrack Obama, after being presented with a
series of recommendations from the President’s Council of Advisors on Science and
Technology, expressed a national need to train “an army of” new teachers in the
science, technology, engineering, and math subject areas (Office of the Press
Secretary, 2013).
Furthermore, the United States Department of Education lists technology teachers as a
teacher shortage area for the state of Wisconsin
(http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf).
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The 2008 alumni general and program specific surveys had just five responses out of
24 sent (a response rate of 21%). The response to the 2012 alumni general and
program specific surveys was slightly better, with four responses out of 16 surveys
sent (a 25% response rate). The 2012 employer survey had only one response.
On the 2008 alumni general survey, the five respondents ranked the overall
effectiveness of the program as a 3.00 on a 5.00 point scale and their overall
experience as a 3.40 on a 5.00 point scale. All respondents were currently employed
full-time as teachers, with an average salary of $47,400. When asked what could be
improved at UW-Stout, the alumni chiefly suggested more technical coursework
concerning the areas of wood shop, machining/metals, and automotive technology.
When asked what they liked best about UW-Stout, the alumni identified the following
features:







program courses and lab time
relationships with students in my major
environment of the campus
location of the campus
intramural sports
school size
professor availability
These respondents rated the program the highest in the following areas: working in
teams (mean score of 3.80 on a 5.00 point scale), thinking creatively (mean score of
3.60 on a 5.00 point scale), availability of faculty in program courses (mean score of
3.60 on a 5.00 point scale), digital environment (mean score of 3.60 on a 5.00 point
scale), and creative problem solving (mean score of 3.60 on a 5.00 point scale). The
lowest scores were achieved in the following areas: appreciating history in context to
current issues (mean score of 1.60 on a 5.00 point scale), financial management (mean
12
score of 1.80 on a 5.00 point scale), and writing effectively (mean score of 2.20 on a
5.00 point scale).
According to the 2008 program specific alumni survey, the program prepared them to
use effective communication techniques, media and technology to foster active
inquiry, collaboration and supportive interaction in the classroom (mean score of 4.0
on a 5.00 point scale) and create a learning environment that encourages positive
social interaction active engagement, in learning and self motivation (mean score of
3.80 on a 5.00 point scale). The greatest opportunities for improvement were
identified as being better able to identify, apply, and promote an understanding of
career clusters and pathways within a technology/pre-engineering curriculum (mean
score of 2.40 on a 5.00 point scale), analyze students, classroom, and school
performance data; make data-driven decisions about strategies for teaching and
learning (mean score of 2.40 on a 5.00 point scale), and 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 2.60 on a 5.00 point scale).
On the 2012 alumni general survey, the four respondents ranked the overall
effectiveness of the program as a 3.25 on a 5.00 point scale and their overall
experience as a 3.00 on a 5.00 point scale. All respondents were currently employed
full-time as teachers, with an average salary of $47,745. When asked what could be
improved at UW-Stout, the alumni chiefly suggested more opportunities for teaching
throughout the program and increased curricular structure in technical content courses.
When asked what they liked best about UW-Stout, the 2012 alumni identified the
following features:




program courses and lab time
general education courses
order of coursework
availability of program specific introductory coursework early in the program
These respondents rated the program the highest in the following areas: listening
effectively (mean score of 3.75 on a 5.00 point scale), using analytic reasoning (mean
score of 3.75 on a 5.00 point scale), appreciating and understanding diversity (mean
score of 3.75 on a 5.00 point scale), and appreciating history in context to current
issues (mean score of 3.75 on a 5.00 point scale). The lowest scores were achieved in
the following areas: preparing for community, civic, and political roles (mean score of
2.25 on a 5.00 point scale), financial management (mean score of 2.00 on a 5.00 point
scale), and continuing education (mean score of 2.00 on a 5.00 point scale).
According to the 2012 program specific alumni survey, the program prepared them to
use effectively teach math skills in the curriculum (mean score of 4.33 on a 5.00 point
scale), provide instruction that supports student learning and their intellectual, social
and personal development (mean score of 4.33 on a 5.00 point scale) and use
instructional technology to enhance student learning (mean score of 4.43 on a 5.00
point scale). The greatest opportunities for improvement were identified as being
13
better able to maintain and use contemporary tools, instruments and machines safely in
a program of study (mean score of 2.33 on a 5.00 point scale), understand the content
and central concepts of the discipline I teach (mean score of 2.67 on a 5.00 point
scale), and use my knowledge of minority group relations to create appropriate
instruction for diverse groups (mean score of 2.67 on a 5.00 point scale).
According to the 2012 employer survey, the single respondent rated the overall
preparation of the employee at a 4.00 on a 5.00 point scale. Strengths of the
employees were seen as their ability to plan and complete a project (mean score of
5.00 on a 5.00 point scale), and consistently meeting deadlines (mean score of 5.00 on
a 5.00 point scale). The greatest opportunities for improvement were identified as
being able to critically analyze information (mean score of 3.00 on a 5.00 point scale),
leadership (mean score of 3.00 on a 5.00 point scale), and making decisions (mean
score of 3.00 on a 5.00 point scale).
These results will be shared with the instructors of the Multiculturalism (EDUC 330),
Inclusion (SPED 430), Lab and Classroom Management (STMED 390) courses, and
STEM college administration and faculty that the Technology Education program
leverages to deliver content 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, make data-based changes to instructional design,
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.
The program specific surveys of the students, faculty, and advisory committee also
had relatively low sample sizes. There were nine responses to the 2014 student survey
(a response rate of 64%). The students rated the program the highest in the following
areas: oral communication skills being enhanced through coursework (mean score of
4.22 on a 5.00 point scale), written and communication skills being enhanced through
coursework (mean score of 4.00 on a 5.00 point scale), and critical thinking skills
being enhanced through coursework (mean score of 3.89 on a 5.00 point scale). The
students reported the strengths of the program to be:
 preparation for writing curriculum and lesson plans
 knowledgeable instructors
 the program director
 clear, concise, and evidence based instruction
Conversely, the students suggested the following weaknesses and areas for
improvement: technical preparation, an instructor, and content overlap in core
14
education courses. The students rated the following areas the lowest: unnecessary
repetition or overlap of content (mean score of 2.56 on a 5.00 point scale), choosing
the program again if asked to do it all over again (mean score of 2.78 on a 5.00 point
scale), and program requirements being completed in a reasonable time (mean score of
3.00 on a 5.00 point scale). In order to better align core pedagogical content and
increase the synergy in how it is taught in the program’s courses, department area
workgroup (DAWG) meetings have scheduled specifically to increase dialog between
these key instructors. In particular, these key faculty come together twice monthly to
discuss instructional and student progress and alignment across courses.
There were five responses to the Technology Education instructor survey, resulting in
a response rate of 64% specific survey. The instructors who responded to the surveys
believed that the programs benefited from the program director’s leadership (mean
score of 4.80 on a 5.00 point scale), available library resources (mean score of 4.40 on
a 5.00 point scale), and adequate number of courses scheduled by the departments
(mean score of 4.25 on a 5.00 point scale). When asked about the strengths of the
program, one instructor commented, “Dr. Stricker is extremely easy to work with and
he thoroughly understands the challenges associated with grooming the next
generation of technology teachers for public education.”
On the other hand, the instructors believed that students entering their courses need to
be better prepared (mean score of 3.40 on a 5.00 point scale) and instructional
technology for their courses was modestly adequate (mean score of 3.60 on a 5.00
point scale). When asked to identify areas for improvement, an instructor also
suggested that the program needed to “Improve the quality instruction and increase the
rigor in the technical courses being used to develop domain knowledge for the study of
technology. Bridge the gap between professional courses and clinical experiences”.
This issue is currently being addressed by the addition of Technology Practicum
courses to the program delivered by Technology and Science Education faculty. In
addition, key faculty from the STEM college have been invited to become members of
the program’s advisory board and have subsequently been attending biannual
meetings.
The advisory committee survey had four responses, resulting in a response rate of
45%. As mentioned, the advisory committee meets twice per year. The Assessment in
the Major report 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:






improvements in assessing the student teachers
supervising teachers
strong leadership
graduates with good reputations
solid program of courses
diverse representation of stakeholders on the advisory committee
15
 program director has a good vision of technology education and works really
hard to articulate that throughout the program
 flexibility, listening, and willingness to work with the members of the advisory
committee
 reputation of program
 loyal alumni
 opportunities to lead the profession and discipline
 the teachers
 attention given to integrative STEM approach to coursework
When asked to identify areas for improvement, the advisory committee identified the
following items:
 more field experiences prior to student teaching
 increase enrollment
 greater involvement with industry partners
 program promotion
 faculty needs to work together
Several of these issues have recently been and continue to be addressed. Students are
brought into regional school districts to participate in classrooms as a part of the
Introduction to Technology and Science course (STMED 160) as of 2011. 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.
Industry partners have been added to the program’s Advisory Committee and industry
partnerships have been incorporated into the program’s student organization (TEECA)
events and opportunities. Lastly, a consultant (Dr. Charlie Krueger) has been hired to
work with program faculty to develop common goals and leverage individual
expertise. 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:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
First and foremost, the program boasts a 100% job placement rate. Most of the
graduates of the program are teaching somewhere in the state of Wisconsin, however,
a few graduates have chosen to find positions in other states, including Minnesota,
Illinois, and Alaska.
Another unique and attractive quality of the B.S. in Technology 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
16
classroom.
The four field experiences required in the program also help the students to connect
theory and practice. In the Technology Education program, students complete their
first field experience in the Introduction to Technology and Science Education course
during the fall semester of their freshmen year. Before student teaching, they will
complete two more field 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 Technology and
Science Education (STMED 160). This also allows Technology 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 STEM college. In addition, students also have the opportunity to get
connected with other Technology Education majors through the program’s student
organization (TEECA). This student organization also encourages participation in
volunteer and professional development activities for Technology Education students.
The Technology Education students complete professional education courses with
Science Education and Math Education students (in STMED courses). This
integrative approach is viewed as a strength of the program by its Advisory Committee
and is consistent with regional and national standards and contemporary educational
initiatives. In addition, 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.
The weakness of the program is relatively low enrollment, which parallels a supply
shortage of future technology teachers in the state of Wisconsin and the nation
(Section 3.1). The recruitment of new technology 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). In addition, working
collaboratively with fellow Career and Technical Education faculty, a distance
delivery version of Technology Education program was developed to reach individuals
who desire to teach but have difficulty relocating to UW-Stout to earn a degree or have
been hired under an emergency license, or are teachers seeking additional licenses.
Content (technical) coursework can be taken at UW-Stout or a technical college
nearest to students and required general education courses can be taken online through
UW-Stout or the UW Colleges.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
17
The following recommendations to the program director are from the 2010 review:
1.
2.
3.
improve and clarify the student perception of the program.
identify any possible ways to get adequate clerical support for the program.
develop a maintenance and support plan, and the plan to replace obsolete lab
equipment.
4. identify and find any additional sources of funds for travel and professional
development of the faculty.
5. identify and implement any necessary changes to curriculum.
6. promote professional behavior and critical thinking skills in students.
7. seek the funds and other resources necessary for effective marketing of the
program that sends a clear message about the program to the potential students.
8. create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
9. find an adequate support for Project Lead the Way implementation. If it is not
possible to support the project, considering eliminating Project Lead the Way
from program requirements could be an option.
10. find a more streamlined way to update program requirements.
Responses have been:
1.
2.
3.
4.
5.
Have updated program webpage with videos by former students and program
director. Different brochures and posters have been developed. Posters have
been sent out to MN and Wi schools and ask instructors to encourage students to
consider UW-Stout. Admissions has worked with the program director to identify
male and female program students to attend recruitment events such as the state
Skills USA competition to promote the program. Program specific social media
(e.g. Facebook, Twitter, Pinterest) have been established by the program director
promote program activities, student and alumni achievement via postings,
announcements, images, and video. Visits by program faculty along with
program students to regional school events such as technology education open
houses (e.g. Eleva-Strum’s Cardinal Manufacturing open house) and CTE events
(e.g. Menomonie High School’s CTE Day).
Office support staff has been hired to support School of Education faculty
residing in the Communications Technologies building (which includes
Technology Education faculty).
Barb Bauer was hired as the CT 230 lab manager and currently oversees the lab
space and resources.
Faculty have been supported by the CEHHS to attend conferences, receive
training, and promote the program through efficient use of program and faculty
specific accounts.
In 2013, the program was reduced from 126 credits to 120 by reducing general
education requirements and, simultaneously, eliminating PLTW requirements,
and allowing for additional technical elective choices in order to allow for
individual contouring of the program per students’ individual career goals.
18
6.
Professional development events such as the organization, promotion, and
execution of the Rube Goldberg, First Lego League, High Mileage Vehicle, and
Skills USA competitions bring students into contact with university faculty,
teachers and other professionals in the field, and primary and secondary level
students they aspire to teach.
7. the Program Director met with the Marketing Office at the University of
Wisconsin-Stout to analyze current marketing practices and recommend new
strategies. A marketing plan was established which included an emphasis on the
use of Hobsons to generate and nurture leads on new prospective students. The
Program Director attended Hobsons training and collaborated with the
Admissions Office to develop automated responses to student inquiries using the
Hobsons system.
8. Mechanisms to attend local and national conferences, as well as, funding to attend
specific curriculum training (PLTW) have also been available to facilitate
networking with educational professionals.
9. The requirement of PLTW certification as part of earning a technology education
was determined unsustainable and subsequently eliminated. As mentioned,
however, funding for students to attend PLTW training at the Milwaukee School
of Engineering was secured in 2012. An articulation agreement has been
arranged by the program director and transfer coordinator to allow credits earned
during the PLTW trainings to apply toward earning a technology education
degree.
10. Increased communication with STEM college faculty and administration through
technology education advisory committee attendance and collaboration of STEM
oriented events on and off campus has allowed for incremental curricular
adjustments to be made in existing courses as needed. In addition, some content
(technical) courses have been revised to allow technology education faculty to
teach and adjust curricula as the stockholders and educational research deems
necessary.
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 Technology 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.
19
5.
Attachments:
5.1 Links of specific program information to be included:
 Current assessment in the major:
o https://info.uwstout.edu/Pages/DetailList.aspx?Category=Quality&Subcate
gory=University+Assessment&SurveyType=Undergraduate+Assessment+i
n+the+Major
 Program plan sheets:
o Technology Education (on campus)
 http://www.uwstout.edu/programs/bste/upload/bste_pp14.pdf
o Technology Education (distance delivery)
 http://www.uwstout.edu/programs/bste/upload/bste_de_pp14.pdf
o Individual program facts:
https://info.uwstout.edu/Pages/DetailList.aspx?Category=Students&Subcat
egory=Program+Facts&SurveyType=Technology+Education

Current program advisory committee
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Mary Hopkins-Best, CEHHS, UW-Stout
Brian McAlister, SOE, UW-Stout
Kevin Mason, SOE, UW-Stout
Carol Mooney, SOE, UW-Stout
Barb Bauer, SOE, UW-Stout
Tracy DeRusha, SOE, UW-Stout (Placement Coordinator)
Greg Slupe, STEM college instructor, UW-Stout
Alan Mamarow, BSTE student, TEECA officer, UW-Stout
Craig Cegielski, Technology Education teacher, Eleva/Strum Schools (WI)
Nick Gilles, Technology Education teacher, Spring Valley Schools (WI)
Brain Hefty, Technology Education teacher, Chippewa Falls High School
(WI)
Carl Hader, Technology Education teacher, Grafton High School (WI)
Steve Jennings, Technology Education teacher, Menomonie High School
(WI)
Damon Smith, Superintendent, Cadott Public Schools (WI)
Jeffrey Sullivan, Dean, Chippewa Valley Technical College (WI)
Alan Gomez, Chief Academic Officer for STEM Academy (WI)
Dale Hanson, Career and Technical Ed Director, Appleton Area School
District (WI)
Paul Girolamo, application engineer for Komro Sales and Service (WI)
Brent Kindred, DPI Technology and Engineering education representative
(WI)
Lenard Sterry, Global Dynamics, LLC (WI)
Mike Lindstrom, SciMathMN Frameworks Project Director (MN)
Tamara Moore, Engineering Education, Purdue University (IN)
Eric Waldoch, Technology Education teacher, Anoka (MN)
20
References
21
Office of the Press Secretary. (2013). Remarks by the President at the 2013 White House
Science Fair. The White House, Apri 22, 2013.
Attachment 18
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree:
BS in Technology Education
Date of Review: 2014-2015
Program Director(s): David Stricker
PRC Consultant(s): Wan Bae and David Seim
Purpose of the Review: To assess the quality of the B.S. program in Technology
Education, last reviewed in 2009-10, and the B.S. program in Technology and Science
Education, a new program established in 2009. These reviews are done as part of the
seven-year cycle required of all degree programs at UW-Stout.
Committee Findings: The PRC recommends continuation of both programs through the
next scheduled review in 2021-22 and that the recommendations of the committee be
implemented.
Abstract: The B.S. in Technology Education prepares students for careers in Technology
Education. Such careers include teachers in junior and senior high schools. The B.S. in
Technology and Science Education is recently established after having long been a track
within the Technology Education major, and this program also focuses on preparing
teachers. These UW-Stout programs are both reviewed herein. These programs are well
known nationally and there is a continued strong demand for graduates from these
programs. The Technology Education degree was first offered in 1967, and the
Technology and Science Education degree was begun in 2009. The technology education
and technology & science education fields are in a period of rapid growth, change and
redefinition. Stout's program is designed to meet the needs of students entering these
expanding and changing fields. These two programs share an active Professional
Advisory Committee. The emphasis of these degree programs, like that of UW-Stout's
mission, is career-focused learning. Graduates of these programs have in recent years
experienced 100% employment rates. This particular recommendation report – to be filed
under BS in Technology Education – is identical to the recommendation report for the BS
in Technology and Science Education.
II.
Process Followed for Current Review:
The PRC consultants met with the program director to review the procedures and offer
assistance. The program director collected data regarding several aspects of the two
programs, from sources that include students enrolled in the programs, key faculty,
alumni, and an advisory committee. The data were analyzed and returned to the program
director and PRC members. The program director completed the self-study report and
1
presented the report to the PRC. The consultants then wrote the recommendation report.
This report was forwarded to the Director of the School of Education and the Dean of the
College of Education, Health and Human Sciences. The PRC reviewed the Director’s and
Dean’s responses and approved the recommendation report and forwarded the report to
the Faculty Senate.
III.
Previous Review Year: 2009-2010
Previous Recommendations for Program Director, Technology Education,
Technology and Science Education:
1. Improve and clarify the student perception of the program.
2. Identify any possible ways to get adequate clerical support for the program.
3. Develop a maintenance and support plan, and a plan to replace obsolete lab
equipment.
4. Identify and find any additional sources of funds for travel and professional
development of the faculty.
5. Identify and implement any necessary changes to curriculum.
6. Promote professional behavior and critical thinking skills in students.
7. Seek funds and other resources necessary for effective marketing of the program that
sends a clear message about the program to the potential students.
8. Create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
9. Find adequate support for Project Lead the Way (PLTW) implementation. If it is not
possible to support the project, consider eliminating Project Lead the Way from
program requirements.
10. Find a more streamlined way to update program requirements.
Updates from the Program Director:
1. Has updated the program webpage with videos by former students and program
director. Developed and distributed brochures and posers. Worked with admissions to
identify program students to attend recruitment events.
2. Office support staff has been hired to support School of Education faculty, including
Technology Education faculty.
2
3. A lab manager has been hired for Communications Technologies 230; nothing is
stated about lab equipment.
4. Faculty and staff have been supported to attend conferences, receive training, and
promote the program.
5. In 2013 the program was reduced from 126 to 120 credits by revising general
education requirements, by allowing additional technical elective choices, and by
eliminating PLTW requirements.
6. Professional development events such as organizing and executing the Rube
Goldberg, First Lego League, High Mileage Vehicle, and Skills USA competitions,
which bring students into contact with university faculty, teachers, and primary and
secondary level students.
7. University Marketing worked with the Program Director to analyze marketing
practices and recommend new strategies. The program has implemented a marketing
plan, including using the Hobsons system.
8. Attendance at local and national conferences, as well as available support for
attending specific curriculum training, which facilitates networking with educational
professionals.
9. The requirement of PLTW certification as part of earning a degree in technology
education was eliminated upon the determination that it was unsustainable.
10. Incremental curricular adjustments have been made as needed to existing courses, in
communication with STEM college faculty and administration.
Previous Recommendations for the Director of the School of Education:
1. Work with Program Director and with the Dean of the CEHSS to improve and clarify
the student perception of the program (e.g., displaying success stories of recent
Technology Education students, quotes from student exit interviews, visits of recent
program graduates, etc.).
2. Work with Program Director and with the Dean of the CEHSS to identify any
possible ways to get adequate clerical support for the program.
3. Work with Program Director and with the Dean of the CEHSS to develop a
maintenance and support plan, and the plan to replace obsolete lab equipment.
4. Work with Program Director and with the Dean of the CEHSS to identify and find
any additional sources of funds for travel and professional development of the
faculty.
3
5. Work with the Faculty and Program Director to identify and implement any necessary
changes to curriculum.
6. Work with Program Director and with the Dean of the CEHSS to promote
professional behavior and critical thinking skills in students.
7. Work with Program Director and with the Dean of the CEHSS to seek the funds and
other resources necessary for effective marketing of the program that sends a clear
message about the program to the potential students.
8. Work with Program Director and with the Dean of the CEHSS to create and maintain
networking relations with professionals in the field, and stakeholders; work with the
faculty and students on making clear the sources and reasons behind the changes in
policies implemented within the program.
9. Work with Program Director and with the Dean of the CEHSS to find an adequate
support for Project Lead the Way implementation. Travel funds for faculty to attend
retraining and other conferences might be required. Stipends (or release time) for
faculty to review, assess, and document student progress towards Project Lead the
Way certification.
10. Work with Program Director and with the Dean of the CEHSS to find a more
streamlined way to update program requirements.
Previous Recommendations for the Dean of CEHSS:
1. Work with the Program Director and with the Director of the School of Education to
improve and clarify the student perception of the program (e.g., displaying success
stories of recent Technology Education students, quotes from student exit interviews,
visits of recent program graduates, etc.).
2. Work with the Program Director and with the Director of the School of Education to
identify any possible ways to get adequate clerical support for the program.
3. Work with the Program Director and with the Director of the School of Education to
develop a maintenance and support plan, and the plan to replace obsolete lab
equipment.
4. Work with the Program Director and with the Director of the School of Education to
identify and find any additional sources of funds for travel and professional
development of the faculty.
5. Work with the Program Director and with the Director of the School of Education to
promote professional behavior and critical thinking skills in students.
4
6. Work with the Program Director and with the Director of the School of Education to
seek the funds and other resources necessary for effective marketing of the program
that sends a clear message about the program to the potential students.
7. Work with the Program Director and with the Director of the School of Education to
create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
8. Work with the Program Director and with the Director of the School of Education to
find an adequate support for Project Lead the Way implementation. Travel funds for
faculty to attend retraining and other conferences might be required. Stipends (or
release time) for faculty to review, assess, and document student progress towards
Project Lead the Way certification.
9. Work with the Program Director and with the Director of the School of Education to
find a more streamlined way to update program requirements
Previous Responses Jointly from the Director and the Dean:
1. A need for further clarification regarding student dissatisfaction with advisement and
the program is needed. As such, the School of Education (SOE) will conduct focus
groups of current students and surveys of recent leavers to further clarify student
perceptions of the program. This data will be used to determine why some perceive that
their advisement is not available on a regular basis and to determine why they would
not choose the program if they were faced with the decision again. Upon completion of
the focus group study by December of 2010, a plan will be developed and implemented
in spring of 2011 to address the problem.
2. A part time (40%) clerical person is assigned to the teacher education programs housed
in the Communication Technologies building. The SOE anticipates her retirement in
May of 2010, at which time the allocation of more support to the BS in Technology
Education will be considered. Other sources of support, including Graduate
Assistantships and work study support, will be considered. Further, an additional
Graduate Assistant was hired by the SOE in fall of 2009 to assist the SOE Program
Directors in updating their web-based promotional materials.
3. The BS in Technology Education program is allocated $1,000 by the SOE per year to
update and replace obsolete materials and equipment. Further, the program was
awarded a sizeable laboratory modification grant two years ago in which lab materials
were upgraded. The SOE Director and the BS in Technology Education program
faculty will collaborate in seeking future sources of support, including internal and
external laboratory modification grants.
4. In the past, the BS in Technology Education program director and faculty members
received professional development grant support from a variety of sources, including:
Outreach and Research Services, SOE, CEHHS, University Advancement and
Marketing, and external grants. The SOE Director and the BS in Technology Education
5
program director and faculty will meet in spring of 2010 to determine any professional
development needs that have been unmet in the past. After clarifying the unmet needs
in this area, other sources of support will be identified.
5. Response from SOE Director: The SOE Director will work with the BS in Technology
Education program and faculty members to determine the need for future course
revisions. Caution will be applied as the program has undergone several revisions in
the past decade, and the frequent changes appear to have contributed to student
dissatisfaction and confusion. However, student focus groups and surveys will be
distributed prior to December of 2010 to determine the need for specific course
revisions.
6. Response from SOE Director: Starting in fall of 2009, all SOE teacher education
students were required to sign an SOE “Statement of Values and Dispositions”
document that outlines SOE’s expectations with regard to professional attitudes and
behaviors. In addition, the BS in Technology Education faculty members meet each
spring to evaluate the students’ dispositions to determine the need for remedial plans of
action. Starting this spring, the BS in Technology Education students who exhibit
unprofessional behaviors will receive a rubric in which their attitudes, dispositions, and
behaviors will be explicitly rated. We anticipate that this feedback system will help
promote positive professional behavior on the part of the BS in Technology Education
students. With regard to the promotion of critical thinking skills, the SOE Director will
work with the program director and faculty in spring of 2010 to develop strategies for
facilitating the critical thinking skills of students in the program.
7. Response from SOE Director: During the 2009-2010 academic year, several meetings
were held to develop an effective marketing program for the BS in Technology
Education program. Most recently, a meeting was held to develop a banner in which
aspects of the UW-Stout technology education program are highlighted. This banner
will be used at state conferences and competitions (e.g., Skills USA, High Mileage
Vehicle, etc.) involving high school students Further, a committee comprised of
members from University Advancement and Marketing, SOE, CEHHS, and program
faculty met recently to develop a marketing campaign to promote the Project Lead the
Way scholarship as well as the BS in Technology Education program. As a result of
the committee’s recommendations, the program website and marketing materials will
be revised and updated by December of 2010. Response from Dean: Funds have been
earmarked in the 2010-11 budget to fund targeted recruitment initiatives in programs
experiencing declining enrollment. To receive these funds, PD’s will need to develop
and implement a systematic recruitment plan. We have also begun working with the
Executive Director of Admissions and Maureen Carlson to develop new marketing
materials for the BS TE.
8. Response from the SOE Director: The SOE Director is working with the program
director and faculty to identify networking and marketing opportunities within the field
of technology education. In addition, the SOE Director will work with the program
director to including streaming testimonials from alumni, current students, and
cooperating teachers regarding the quality of the program. The SOE Director is also
working with the program director and to provide assistance in updating web pages and
6
marketing strategies related to Project Lead the Way® (PLTW). Further, prior to
December of 2010, an electronic survey will be distributed to cooperating teachers,
many of whom are alums, to seek their input and to determine their professional
development needs in the field. After the survey results are compiled, professional
development workshops will be offered to meet their needs, thereby building
relationships with teachers in the field. Response from the Dean: See response to Item
7. Faculty travel to meet with middle and secondary technology education teachers will
be funded if it is part of a comprehensive marketing initiative.
9. Response from the SOE Director: In the past, funds have been provided, through SOE,
CEHHS, and a private foundation grant to support ongoing training related to Project
Lead the Way. The SOE Director, the program director, and the Project Lead the Way
coordinator will meet on a yearly basis to determine annual budgetary needs in this
area. At this time, PLTW is considered a key component of the BS in Technology
Education program and scholarships are provided to students who meet scholarship
requirements and plan to become credentialed as PLTW instructors. The program
director is developing long-term plan of action for a private funding agency. A
marketing plan is being developed for submission to the same funding agency.
The Dean of the CEHHS and the Director of SOE have collaborated with the program
director and faculty to develop a marketing plan for scholarships. A curriculum
incubation proposal helped fund an update of the portfolio system. Release time has
been given to the program director to help support the development of a long-term
action plan for PLTW. The SOE Director, the program director, and the program
faculty will meet once a semester, at a minimum, to determine the continuing need for
PLTW or other future innovations related to curriculum in the BS in Technology
Education program.
The SOE Director and the Dean of CEHHS are in the process of identifying a way in
which the program workload can be distributed among the BS in Technology
Education program faculty. For example, to meet the needs of both the program and
PLTW, it may be necessary to appoint a distinct coordinator separate from the program
director to oversee the curriculum and marketing needs of the PLTW program. The
SOE Director and the Dean of the CEHHS will pursue the feasibility of having one
faculty member function as program director and another to coordinate the PLTW
program. This decision will be made by May of 2010.
10. Response from the SOE Director: PRC responses indicate a need for students to
receive a consistent message regarding program requirements. Although some
curricular modifications may occur in the future for specific courses in the BS in
Technology Education program, a complete program revision will not be supported
due to the numerous program revisions that have occurred in the past several years.
With regard to streamlining the process for revisions, the BS in Technology program
needs to adhere to university, Wisconsin DPI, and system policies, as applicable, when
initiating a program revision. The SOE Director and Dean of CEHHS will assist the
program director in developing a strategy to make future curricular revisions more
feasible and expedient while following established guidelines.
7
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
1. A curriculum that is focused on applied learning and research, especially experiential
learning opportunities totaling to 16 credits (PD self-study; Student Surveys; Alumni
Surveys; Faculty Surveys; Program Advisory Committee surveys).
2. Four required field experiences help students to connect theory and practice (PD selfstudy).
3. An integrative approach in which students complete professional education courses
with Science Education and Math Education students (Advisory Committee survey).
4. Flexibility in program delivery, reaching students beyond the Stout campus (PD selfstudy; Student surveys; Alumni Surveys; Faculty Surveys; Program Advisory
Committee surveys).
5. A rigorous curriculum that meets accreditation guidelines of the National Council for
the Accreditation of Teacher Education, and attends to objectives based on the Ten
Wisconsin Educator Standards (PD self-study; Student surveys; Alumni Surveys;
Faculty Surveys; Program Advisory Committee surveys).
6. All faculty members have a Ph.D., and have diverse educational backgrounds,
including all having experience in K-12 schools (PD self-study).
7. A committed Program Director and Advisory Board (Alumni Surveys; Faculty
Surveys; Program Advisory Committee surveys).
8. Program courses and lab time, and the existing order of coursework (Alumni Surveys).
9. Attention to supporting UW-Stout’s emphasis on Inclusive Excellence (PD self-study).
10. Attention to supporting UW-Stout’s initiatives in environmental sustainability (PD selfstudy).
11. An established history of supplying technology education teachers to the state, with a
100% job placement in recent years, with an average salary of all program graduates of
over $47,000 (PD self-study).
Issues of Concern-Indicate Source
1. Relatively low enrollment; need to develop marketing strategies to promote the
program (PD self-study; Advisory Committee survey).
8
2. Potential need to add additional faculty/academic staff, for the programs as they are
and for these programs in the future (PD self-study).
3. Lack of a Microteaching Lab for the Teaching Methods course (PD self-study).
4. Opportunities for improvement exist, as identified in all recent surveys, such as
whether more technical coursework is needed in certain areas; preparation in writing
effectively; to be better able to identify, apply, and promote an understanding of
career clusters and pathways; to make data-driven decisions about strategies for
teaching and learning; more opportunities for teaching throughout the program and
increased curricular structure in technical content courses (Student surveys; Alumni
surveys).
5. Potential need to increase the rigor in the technical courses being used to develop
domain knowledge for the study of technology (Technology Education instructor
survey).
6. Low numbers of obtained data through surveys of students, alumni, faculty, advisory
committee, and employers, as the existing data comes from surveys (2012; 2014) with
low to very low response rates.
Recommendations for the Program Director:
1. Sustain a focus on increasing enrollment, particularly given a supply shortage of
future technology teachers in the state of Wisconsin and the nation. Focus still on
developing and refining marketing strategies to promote the program.
2. Seek funds to support additional faculty/academic staff as needed.
3. Seek funding and identification of an appropriate space for a Microteaching Lab for
the Teaching Methods course.
4. Assess specific areas of critical comment within recent surveys, in light of the low
numbers of responses, to better determine whether more technical coursework is
needed in certain areas; whether more preparation is needed in writing effectively;
whether greater attention is needed to identify, apply, and promote an understanding
of career clusters and pathways; to determine if students need more training in
making data-driven decisions about strategies for teaching and learning; and, to
determine if more opportunities are needed for teaching throughout the program, as
well as any need for increased curricular structure in technical content courses.
5. Work with faculty to increase the rigor in the technical courses being used to develop
domain knowledge for the study of technology.
6. Try to structure or administer surveys to obtain more data from students, alumni,
faculty, advisory committee, and employers.
9
Recommendations for the Director of the School of Education:
1.
Support the Program Director to sustain a focus on increasing enrollment,
particularly given a supply shortage of future technology teachers in the state of
Wisconsin and the nation. Support the Program Director in focusing still on
developing and refining marketing strategies to promote the program.
2.
Support the Program Director by seeking funds to support additional
faculty/academic staff as needed.
3.
Support the Program Director by funding and identifying an appropriate space for a
Microteaching Lab for the Teaching Methods course.
4.
Support the Program Director in assessing specific areas of critical comment within
recent surveys, in light of the low numbers of responses, to better determine
whether more technical coursework is needed in certain areas; whether more
preparation is needed in writing effectively; whether greater attention is needed to
identify, apply, and promote understanding of career clusters and pathways; to
determine if students need more training in making data-driven decisions about
strategies for teaching and learning; and, to determine if more opportunities are
needed for teaching throughout the program, as well as any need for increased
curricular structure in technical content courses.
5.
Support the Program Director in any undertaken initiative to increase the rigor in
the technical courses being used to develop domain knowledge for the study of
technology.
6.
Support the Program Director in efforts to try to structure or administer surveys to
obtain more data from students, alumni, faculty, advisory committee, and
employers.
Recommendations for the Dean of CEHHS:
1. Support the Program Director and Director of the School of Education to sustain a
focus on increasing enrollment, particularly given a supply shortage of future
technology teachers in the state of Wisconsin and the nation. Support the Program
Director and Director of the School of Education in focusing still on developing and
refining marketing strategies to promote the program.
2. Support the Program Director and Director of the School of Education by seeking
funds to support additional faculty/academic staff as needed.
3. Support the Program Director and Director of the School of Education by funding and
identifying an appropriate space for a Microteaching Lab for the Teaching Methods
course.
10
4. Support the Program Director and Director of the School of Education in assessing
specific areas of critical comment within recent surveys, in light of the low numbers
of responses, to better determine whether more technical coursework is needed in
certain areas; whether more preparation is needed in writing effectively; whether
greater attention is needed to identify, apply, and promote understanding of career
clusters and pathways; to determine if students need more training in making datadriven decisions about strategies for teaching and learning; and, to determine if more
opportunities are needed for teaching throughout the program, as well as any need for
increased curricular structure in technical content courses.
5. Support the Program Director and Director of the School of Education in any
undertaken initiative to increase the rigor in the technical courses being used to
develop domain knowledge for the study of technology.
6. Support the Program Director and Director of the School of Education in efforts to try
to structure or administer surveys to obtain more data from students, alumni, faculty,
advisory committee, and employers.
11
Attachment 19
DEAN’S RESPONSE
Planning and Review Committee
Program: BS Technology Education
College: Education, Health and Human Sciences
Year: 2015
Recommendations for the Program Director:
Issue/Concern:
1. Sustain a focus on increasing enrollment, particularly given a supply shortage of future
technology teachers in the state of Wisconsin and the nation. Focus still on developing and
refining marketing strategies to promote the program.
2. Seek funds to support additional faculty/academic staff as needed.
3. Seek funding and identification of an appropriate space for a Microteaching Lab for the Teaching
Methods course.
4. Assess specific areas of critical comment within recent surveys, in light of the low numbers of
responses, to better determine whether more technical coursework is needed in certain areas;
whether more preparation is needed in writing effectively; whether greater attention is needed to
identify, apply, and promote an understanding of career clusters and pathways; to determine if
students need more training in making data-driven decisions about strategies for teaching and
learning; and, to determine if more opportunities are needed for teaching throughout the program,
as well as any need for increased curricular structure in technical content courses.
5. Work with faculty to increase the rigor in the technical courses being used to develop domain
knowledge for the study of technology.
6. Try to structure or administer surveys to obtain more data from students, alumni, faculty,
advisory committee, and employers.
Response from Program Director:
1. I will also continue to work with the University Marketing office and the Director of the School
of Education to implement the marketing plan that was developed during the summer of 2014 in
order to sustain a focus on increasing enrollment.
2. I will continue to work with Director of the School of Education and Dean of the College of
Education, Health and Human Sciences to identify and pursue funding sources support for
additional faculty/academic staff as needed.
3. I will continue to work with Director of the School of Education and Dean of the College of
Education, Health and Human Sciences to create a better space for the Microteaching Lab in the
Communication Technology building.
4. I will continue to work alongside the staff in the Provost’s office to structure or administer
surveys to obtain more data from students, alumni, faculty, advisory committee, and employers.
5. I will continue to work with STEM College and Technology and Engineering faculty and
administration to increase the rigor in the technical courses being used to develop domain
knowledge for the study of technology.
6. See response to 4 above.
Recommendations for the Department Chair/Director of the School of Education:
Issue/Concern:
1. Support the Program Director to sustain a focus on increasing enrollment, particularly given a
supply shortage of future technology teachers in the state of Wisconsin and the nation. Support
the Program Director in focusing still on developing and refining marketing strategies to promote
the program.
2. Support the Program Director by seeking funds to support additional faculty/academic staff as
needed.
3. Support the Program Director by funding and identifying an appropriate space for a
Microteaching Lab for the Teaching Methods course.
4. Support the Program Director in assessing specific areas of critical comment within recent
surveys, in light of the low numbers of responses, to better determine whether more technical
coursework is needed in certain areas; whether more preparation is needed in writing effectively;
whether greater attention is needed to identify, apply, and promote an understanding of career
clusters and pathways; to determine if students need more training in making data-driven
decisions about strategies for teaching and learning; and, to determine if more opportunities are
needed for teaching throughout the program, as well as any need for increased curricular structure
in technical content courses.
5. Support the Program Director in any undertaken initiative to increase the rigor in the technical
courses being used to develop domain knowledge for the study of technology.
6. Support the Program Director in efforts to try to structure or administer surveys to obtain more
data from students, alumni, faculty, advisory committee, and employers.
Response from Department Chair:
1. The Program Director will be encouraged to collaborate with University Marketing and the
Director of the School of Education to implement the marketing plan. Also, I will support the
Program Director in utilizing any “program director” allocated funds for marketing purposes.
2. At this time the Technology/Science Education program is considered to be fully staffed.
Recently, a graduate assistant was hired to support and aid the Program Director. As future needs
arise staffing considerations will be reviewed and supported.
3. I will continue to consult with the Program Director and Associate Dean on needs related to lab
space. Also, I will encourage cross-disciplinary discussions about teaching demo space options
and what current spaces might be utilized for teaching demos. I will consult with the Program
Director and Associate Dean to determine the applicability of a lab modernization request for
updates to spaces for micro-teaching and help identify support for writing a lab modernization
grant.
4. Support will be provided for the Program Director and Disciplinary Work Group on curriculum
revisions that may be necessary based on their assessments of student learning needs. This
includes examining options within professional courses for revisions, considering courses that the
department offers but the major does not utilize (CTE-302), and considerations for cross
disciplinary conversations. With the realities of a goal of a 120-credit program the balance
between breadth and depth will need to be a consideration in any revisions.
5. Ongoing support will be provided for the Program Director to discuss “rigor” in technical
courses. This will include discussing strategies with the Program Director for regular and ongoing
correspondence with technical course instructors/departments.
6. The Program Director will be supported in collaborating with others who develop the surveys for
students, alumni, faculty, advisory committee, and employers.
Recommendations for the Dean:
Issue/Concern:
1. Support the Program Director and Director of the School of Education to sustain a focus on
increasing enrollment, particularly given a supply shortage of future technology teachers in the
state of Wisconsin and the nation. Support the Program Director and Director of the School of
Education in focusing still on developing and refining marketing strategies to promote the
program.
2. Support the Program Director and Director of the School of Education by seeking funds to
support additional faculty/academic staff as needed.
3. Support the Program Director and Director of the School of Education by funding and identifying
an appropriate space for a Microteaching Lab for the Teaching Methods course.
4. Support the Program Director and Director of the School of Education in assessing specific areas
of critical comment within recent surveys, in light of the low numbers of responses, to better
determine whether more technical coursework is needed in certain areas; whether more
preparation is needed in writing effectively; whether greater attention is needed to identify, apply,
and promote an understanding of career clusters and pathways; to determine if students need
more training in making data-driven decisions about strategies for teaching and learning; and, to
determine if more opportunities are needed for teaching throughout the program, as well as any
need for increased curricular structure in technical content courses.
5. Support the Program Director and Director of the School of Education in any undertaken
initiative to increase the rigor in the technical courses being used to develop domain knowledge
for the study of technology.
6. Support the Program Director and Director of the School of Education in efforts to try to structure
or administer surveys to obtain more data from students, alumni, faculty, advisory committee, and
employers.
Response from Dean:
1. The Program Director will be supported in implementing the Marketing Plan developed in
collaboration with University Marketing. CEHHS will pool a significant amount of the funds
previously allocated to programs to support initiatives specifically recommended in their
individual program Marketing Plan. Additionally the Program Director will be encouraged and
expected to participate in related professional development opportunities such as training and
implementation of Hobson’s marketing and management tools.
2. At the current time the personnel profile reflects that the program is fully staffed. As is true with
all discipline areas, this is carefully monitored at the department through college level and
retirements and resignations in this area would be analyzed to determine needs.
3. Associate Dean Bob Peters will work closely with the Program Director, faculty and staff to
determine space needs and support development of proposals to support laboratory needs
including but not limited to the Laboratory Modernization funding cycle. It is important to note
that laboratory and microteaching space needs to be considered more broadly than facilities that
serve individual programs.
4. The Dean and Associate Dean will support continued analysis of the program and course
objectives and content, specifically in response to the student surveys. Strategies to be considered
include focus groups, analysis of follow-up surveys, input from Cooperative Teachers
(supervisors of student teachers), and input from the Program Advisory Committee.
5. In addition to supporting the Program Director, School of Education Director and Chair in
working closely with the College of Science, Technology, Engineering, and Mathematics faculty
and staff, the Dean and Associate Dean will discuss this concern with the CSTEM Dean and
Associate Dean.
6. The Dean will support the Program Director and Director to work closely with Career Services
and PARQ to increase the response rate of surveys of students, alumni, faculty, advisory
committee, and employers.
Attachment 20
1
Program Director Self-Study Report
For Program: B.S. in Technology and Science Education
Submitted by program director Name: David Stricker
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 Technology and Science Education program includes four field
experiences in K-12 schools. Students typically complete Introduction to
Technology and Science Education (STMED 160) in the fall semester of their
first year. This course requires students to participate structured observation
and teaching in regional middle and high school technology education
classrooms and laboratories. This experiential learning opportunity introduces
students to the roles and responsibilities of teachers, the nature of students,
secondary level curriculum, the lab and 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, teacher candidates 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
secondary 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 (TECED 409). During this 16 credit experience, teacher candidates
are immersed in schools full-time for one semester. Students are typically
placed in a middle school setting for one quarter (approximately eight weeks)
2
and in a high school setting for one quarter (approximately eight weeks).
During student teaching, the students complete the Educative Teacher
Performance 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 Technology and Science Education
program faculty 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 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 regional events (e.g. First Lego League & Rube Goldberg
competitions), as well as, state and national Technology Education and Science
Education conferences. They have also been distributed to teachers and
students in middle and high schools through mailings, school visits, specific
technology education program open house opportunities, and during
collaborative events incorporated in program courses – which have garnered
attention from local television news stations and newspapers including 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 Technology and 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
3


college applications
partnering with local and regional principals, teachers, and other
stakeholders
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. In addition, the
program director meets with every student during large group meetings held
each semester on Advisement Day. Personalized advisement is provided by
each of the Technology Education faculty members just prior to students’
enrollment and as needed throughout the semester to guide them through the
B.S. in Technology and Science Education program and their professional
preparation.
In addition, the Technology and Engineering Education Student Association
(TEECA) student organization continues to provide students opportunities to
engage with other students, professional peers, and industry partners.
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,
4
age and disability status.”
The School of Education is committed to integrating diversity into all teacher
education programs, including the B.S. in Technology and Science Education.
This is clearly 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 pre-service teachers to develop culturally relevant
lessons to meet the needs of diverse learners. As mentioned prior, 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 Technology and 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 the required science courses, as well as, a number of
the required and elective technology content specific courses. The exact
5
technology courses completed during the program vary somewhat based on
students’ elective choice or content of transfer credit. 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.
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 Technology and Science Education program are
based on the Ten Wisconsin Educator Standards. Upon completion of the
Technology 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 technology 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 technologically and 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.
6
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
The need for program revisions is based on monitoring a number of variables.
Multiple internal and external stakeholders that make up the program’s Advisory
Committee review the Technology and Science Education program curriculum
(NOTE: the advisory for the Technology Education program also serves to advise the
Technology and Science Education program. This Advisory Committee is comprised
of UW-Stout School of Education, College of Science, Technology, Engineering, and
Mathematics faculty members, Engineering Education faculty form Purdue University,
Wisconsin Technology and Engineering Education Teacher Association board
members, the Technology and Engineering Department of Public Instruction
representative, Minnesota Technology and Engineering Education Teacher
Association board members, regional technical college (CVTC) administration, middle
school and high school technology and engineering teachers from school districts
across Wisconsin and Minnesota, and TEECA (student organization) officers. This
Advisory Committee meets twice a year, but more precisely, reviews the results of the
Assessment in the Major report each fall and evaluates if any program revisions are
needed.
Most recently, 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 included the revision of coursework to include
specific technology practicum coursework (Technology Practicum 1 and Technology
Practicum 2), as well as an increase in technical elective credits.
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 Technology and 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 during the
Pre-Student Teaching (STMED 360) and Student Teaching (TECED 409)
7
experiences. During the student teaching experience, students complete the
Educative Teacher Performance (edTPA) assessment, which is analogous to an
action research completed by licensed teachers.
The students are also required to review and reflect on research throughout
their education coursework, to apply learning theories in practical contexts.
The educational coursework in the program requires students to learn the art of
teaching, as well as the science of teaching. Throughout their preparation,
students will be asked to create a variety of different learning activities that
build upon prior knowledge, relate technological and scientific concepts and
skills to the learner, engage the learner, and authentically assess for
understanding of the content. These types of opportunities are included in
nearly everyone course offered in the School of Education, including university
and field-based courses.
In addition, students may choose to participate in the TEECA student
organization which offers opportunities for service, professional development,
and attending regional and national professional conferences.
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 Technology and 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 influence
the curriculum of program significantly. The Technology and Science
Education program must meet all requirements for teacher licensure in the
State of Wisconsin, as described in Wisconsin Law PI-34. 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. David Stricker
STMED 160 Introduction to Technology and Science Education
STMED 260 Curriculum, Methods, and Assessment
Dr. Kevin Mason
STMED 360 Pre-Student Teaching
8
STMED 390 Lab and Classroom Management
Dr. Sylvia Tiala
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
TECED 409 Student Teaching
Dr. Kenneth Welty
STMED 460 Teaching Methods
TECED 325 Technology for Elementary School Children
TECED 409 Student Teaching
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
Greg Slupe
MFGT 202 Welding & Casting Processes
MFGT 204 Machining and Metal Forming Processes
Tom Slupe
ELEC 204 Electricity and Electronics Fundamentals
Paul Craig
POWER 396 Mechatronics
2.2.2
What additional faculty/academic staff expertise is needed?
There are many faculty and staff from the STEM college that teach the
required and elective technology courses offered in the program.
2.3
Facilities – Respond to the following:
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 Technology and 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
9
and faculty of the Technology Education program.
The Technology Education faculty and program specific courses are located in
the Communication Technology building. The program director’s office is
located in 225E 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 room 230 of the Communication Technology
building also provides space and resources to support the Technology and
Science Education program, which also include the services of Barbara Bauer,
lab manager.
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, among other STEM resources, the purchase of a SMART
Board so Technology and Science Education students would have an
opportunity to learn how to use this instructional technology efficiently and
effectively.
The Technology and 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
Fryklund and Jarvis (Technology and Science Wings) Halls to complete the 48
to 52 credits of required technology and science coursework (depending on
their choice of science major or minor).
2.3.2
What added facility needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
The Technology and 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 are required to check out a camera from Barb
Bauer in the CT 230 lab and then reserve room CT 220 in order to complete
their microteaching assignments. In addition to this process being rather
cumbersome, CT 220 is designed to serve as conference room and, as a result,
does not lend itself to replicating a K-12 classroom environment. 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.
10
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
Technology Education program. The digital resources include access to
research literature databases such as professional and trade journals, and a
library webpage with mechanisms designed to efficiently lead students to
technology education and STEM education specific resources. The print
resources include preparatory materials for the PRAXIS I and PRAXIS II
teacher licensing exams and middle and high school level technology
education textbooks.
The quality and relevance of the materials are very good, however, the quantity
of textbooks in the library could be improved in order for students to have
access to more than a single copy. Specifically, it is common for students in
any given STMED course to access technology and science education
textbooks to create a course outline, become associated with age appropriate
content specific reading, and write a lesson plans. Making several copies of
textbooks available to students allows for consistency among foundational
resources used to create these artifacts and focuses meaningful reflection on the
process used to create them.
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.
The Writing Center has also been actively promoted by the faculty teaching
STMED coursework.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
The Technology and Science Education program does not have an annual
budget for the storage, maintenance, or replacement costs associated with these
lab materials and instructional technologies. An increased emphasis is being
placed on the use of the CT 230 lab as efforts of STMED faculty to offer
opportunities for technology education pre-service teachers to apply what they
11
have learned through designing, constructing, and in many cases, delivering
interactive learning activities in a variety of required courses. The
establishment of a consistent budget designed to maintain and support current
resources would ensure graduates have the skills associated with contemporary
classrooms and laboratories.
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.
Technology and Science Education teachers are in very high demand in the state of
Wisconsin and across the nation. Specifically, President Barrack Obama, after being
presented with a series of recommendations from the President’s Council of Advisors
on Science and Technology, expressed a national need to train “an army of” new
teachers in the science, technology, engineering, and math subject areas (Office of the
Press Secretary, 2013).
Furthermore, the United States Department of Education lists technology teachers as a
teacher shortage area for the state of Wisconsin
(http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf).
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
NOTE: I am currently working with UW-Stout technical staff (ASK5000) to gain
access to trouble shoot access to WebNow to view these documents.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
The program specific surveys of the students, faculty, and advisory committee also
had very low sample sizes. There were no responses to the 2014 student survey.
There were six responses to the Technology and Science Education instructor survey,
resulting in a response rate of 67%. The instructors who responded to the surveys
believed that the programs benefited from the program director’s leadership (mean
score of 4.83 on a 5.00 point scale), departments ability to schedule an adequate
number of course sections (mean score of 4.75 on a 5.00 point scale), and
communication with the program director (mean score of 4.50 on a 5.00 point scale).
When asked about the strengths of the program, one instructor commented, “Drs.
Stricker and Mason are extremely easy to work with and he thoroughly understand the
challenges associated with grooming the next generation of science and technology
teachers for public education.”
On the other hand, the instructors believed that they had relatively modest
opportunities to participate in program decisions (mean score of 3.33 on a 5.00 point
scale) and students entering their courses are moderately prepared to be successful
12
(mean score of 3.83 on a 5.00 point scale). Specifically, it was commented, “Most of
the science education majors bring a lot of content knowledge to the course in
question” while another noted, “The technology education majors have significant
gaps in their content knowledge. Despite the number of technical courses completed
prior to the advance methods course, most of the students do not adequately
understand the fundamental concepts associated with the content that they will be
teaching at the secondary level”. This issue is currently being addressed by the
addition of Technology Practicum courses to the program delivered by Technology
and Science Education faculty. In addition, key faculty from the STEM College has
been invited to become members of the program’s advisory board and have
subsequently been attending biannual meetings.
The advisory committee survey had ten responses, resulting in a response rate of 45%.
As mentioned, the advisory committee meets twice per year and serves the
Technology Education program as well. The Assessment in the Major report 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:
 Involvement of teachers and industry partners in the field of technical
education.
 thoughtful leadership
 leadership of "master teachers"
 reputation of program
 loyal alumni
 attention given to integrative STEM approach to coursework
When asked to identify areas for improvement, the advisory committee identified the
following items:
 more field experiences prior to student teaching
 increase enrollment
 greater involvement with industry partners
 program promotion
 deeper involvement of industry partnerships
Several of these issues have recently been and continue to be addressed. Students are
brought into regional school districts to participate in classrooms as a part of the
Introduction to Technology and Science course (STMED 160) as of 2011. 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.
Industry partners have been added to the program’s Advisory Committee and industry
partnerships have been incorporated into the program’s student organization (TEECA)
events and opportunities. These and other findings from the surveys will be shared
with the Advisory Committee to determine if program revisions or other actions are
13
needed.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
First and foremost, the program boasts a 100% job placement rate. Considering the
need for STEM qualified teachers regionally, statewide, and nationally, and the fact
that the Technology and Science Education program is the only one of its kind in the
state, this is not surprising. All graduates of the program are teaching in Wisconsin.
Another unique and attractive quality of the B.S. in Technology and 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 K-12 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 Technology and Science Education program, students
complete their first field experience in the Introduction to Technology and Science
Education course during the fall semester of their freshmen year. Before student
teaching, they will complete two more field 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 Technology and
Science Education (STMED 160). This also allows Technology 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 STEM college. In addition, students also have the opportunity to get
connected with other Technology Education majors through the program’s student
organization (TEECA). This student organization also encourages participation in
volunteer and professional development activities for Technology Education students.
The Technology and Science Education students complete professional education
courses with Science Education and Math Education students (in STMED courses).
This integrative approach is viewed as a strength of the program by its Advisory
Committee and is consistent with regional and national standards and contemporary
educational initiatives. In addition, 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 limited
enrollments in the program.
14
The weakness of the program is low enrollment, which parallels a supply shortage of
future technology teachers in the state of Wisconsin and the nation (Section 3.1). The
recruitment of new technology 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).
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
This is the first program review for the Technology and Science Education program.
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 Technology 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:
5.1 Links of specific program information to be included:
 Current assessment in the major:
o https://info.uwstout.edu/Pages/DetailList.aspx?Category=Quality&Subcate
gory=University+Assessment&SurveyType=Undergraduate+Assessment+i
n+the+Major
 Program plan sheet:
o Technology and Science Education
 http://www.uwstout.edu/programs/bstse/upload/bstse_pp14.pdf

Current program advisory committee
o
o
o
o
o
o
Mary Hopkins-Best, CEHHS, UW-Stout
Brian McAlister, SOE, UW-Stout
Kevin Mason, SOE, UW-Stout
Carol Mooney, SOE, UW-Stout
Barb Bauer, SOE, UW-Stout
Tracy DeRusha, SOE, UW-Stout (Placement Coordinator)
15
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Greg Slupe, STEM college instructor, UW-Stout
Alan Mamarow, BSTE student, TEECA officer, UW-Stout
Craig Cegielski, Technology Education teacher, Eleva/Strum Schools (WI)
Nick Gilles, Technology Education teacher, Spring Valley Schools (WI)
Brain Hefty, Technology Education teacher, Chippewa Falls High School
(WI)
Carl Hader, Technology Education teacher, Grafton High School (WI)
Steve Jennings, Technology Education teacher, Menomonie High School
(WI)
Damon Smith, Superintendent, Cadott Public Schools (WI)
Jeffrey Sullivan, Dean, Chippewa Valley Technical College (WI)
Alan Gomez, Chief Academic Officer for STEM Academy (WI)
Dale Hanson, Career and Technical Ed Director, Appleton Area School
District (WI)
Paul Girolamo, application engineer for Komro Sales and Service (WI)
Brent Kindred, DPI Technology and Engineering education representative
(WI)
Lenard Sterry, Global Dynamics, LLC (WI)
Mike Lindstrom, SciMathMN Frameworks Project Director (MN)
Tamara Moore, Engineering Education, Purdue University (IN)
Eric Waldoch, Technology Education teacher, Anoka (MN)
16
References
Office of the Press Secretary. (2013). Remarks by the President at the 2013 White House
Science Fair. The White House, Apri 22, 2013.
Attachment 21
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree:
BS in Technology and Science Education
Date of Review: 2014-2015
Program Director(s): David Stricker
PRC Consultant(s): Wan Bae and David Seim
Purpose of the Review: To assess the quality of the B.S. program in Technology
Education, last reviewed in 2009-10, and the B.S. program in Technology and Science
Education, a new program established in 2009. These reviews are done as part of the
seven-year cycle required of all degree programs at UW-Stout.
Committee Findings: The PRC recommends continuation of both programs through the
next scheduled review in 2021-22 and that the recommendations of the committee be
implemented.
Abstract: The B.S. in Technology Education prepares students for careers in Technology
Education. Such careers include teachers in junior and senior high schools. The B.S. in
Technology and Science Education is recently established after having long been a track
within the Technology Education major, and this program also focuses on preparing
teachers. These UW-Stout programs are both reviewed herein. These programs are well
known nationally and there is a continued strong demand for graduates from these
programs. The Technology Education degree was first offered in 1967, and the
Technology and Science Education degree was begun in 2009. The technology education
and technology & science education fields are in a period of rapid growth, change and
redefinition. Stout's program is designed to meet the needs of students entering these
expanding and changing fields. These two programs share an active Professional
Advisory Committee. The emphasis of these degree programs, like that of UW-Stout's
mission, is career-focused learning. Graduates of these programs have in recent years
experienced 100% employment rates. This particular recommendation report – to be filed
under BS in Technology and Science Education – is identical to the recommendation
report for the BS in Technology Education.
II.
Process Followed for Current Review:
The PRC consultants met with the program director to review the procedures and offer
assistance. The program director collected data regarding several aspects of the two
programs, from sources that include students enrolled in the programs, key faculty,
alumni, and an advisory committee. The data were analyzed and returned to the program
director and PRC members. The program director completed the self-study report and
1
presented the report to the PRC. The consultants then wrote the recommendation report.
This report was forwarded to the Director of the School of Education and the Dean of the
College of Education, Health and Human Sciences. The PRC reviewed the Director’s and
Dean’s responses and approved the recommendation report and forwarded the report to
the Faculty Senate.
III.
Previous Review Year: 2009-2010
Previous Recommendations for Program Director, Technology Education,
Technology and Science Education:
1. Improve and clarify the student perception of the program.
2. Identify any possible ways to get adequate clerical support for the program.
3. Develop a maintenance and support plan, and a plan to replace obsolete lab
equipment.
4. Identify and find any additional sources of funds for travel and professional
development of the faculty.
5. Identify and implement any necessary changes to curriculum.
6. Promote professional behavior and critical thinking skills in students.
7. Seek funds and other resources necessary for effective marketing of the program that
sends a clear message about the program to the potential students.
8. Create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
9. Find adequate support for Project Lead the Way (PLTW) implementation. If it is not
possible to support the project, consider eliminating Project Lead the Way from
program requirements.
10. Find a more streamlined way to update program requirements.
Updates from the Program Director:
1. Has updated the program webpage with videos by former students and program
director. Developed and distributed brochures and posers. Worked with admissions to
identify program students to attend recruitment events.
2. Office support staff has been hired to support School of Education faculty, including
Technology Education faculty.
2
3. A lab manager has been hired for Communications Technologies 230; nothing is
stated about lab equipment.
4. Faculty and staff have been supported to attend conferences, receive training, and
promote the program.
5. In 2013 the program was reduced from 126 to 120 credits by revising general
education requirements, by allowing additional technical elective choices, and by
eliminating PLTW requirements.
6. Professional development events such as organizing and executing the Rube
Goldberg, First Lego League, High Mileage Vehicle, and Skills USA competitions,
which bring students into contact with university faculty, teachers, and primary and
secondary level students.
7. University Marketing worked with the Program Director to analyze marketing
practices and recommend new strategies. The program has implemented a marketing
plan, including using the Hobsons system.
8. Attendance at local and national conferences, as well as available support for
attending specific curriculum training, which facilitates networking with educational
professionals.
9. The requirement of PLTW certification as part of earning a degree in technology
education was eliminated upon the determination that it was unsustainable.
10. Incremental curricular adjustments have been made as needed to existing courses, in
communication with STEM college faculty and administration.
Previous Recommendations for the Director of the School of Education:
1. Work with Program Director and with the Dean of the CEHSS to improve and clarify
the student perception of the program (e.g., displaying success stories of recent
Technology Education students, quotes from student exit interviews, visits of recent
program graduates, etc.).
2. Work with Program Director and with the Dean of the CEHSS to identify any
possible ways to get adequate clerical support for the program.
3. Work with Program Director and with the Dean of the CEHSS to develop a
maintenance and support plan, and the plan to replace obsolete lab equipment.
4. Work with Program Director and with the Dean of the CEHSS to identify and find
any additional sources of funds for travel and professional development of the
faculty.
3
5. Work with the Faculty and Program Director to identify and implement any necessary
changes to curriculum.
6. Work with Program Director and with the Dean of the CEHSS to promote
professional behavior and critical thinking skills in students.
7. Work with Program Director and with the Dean of the CEHSS to seek the funds and
other resources necessary for effective marketing of the program that sends a clear
message about the program to the potential students.
8. Work with Program Director and with the Dean of the CEHSS to create and maintain
networking relations with professionals in the field, and stakeholders; work with the
faculty and students on making clear the sources and reasons behind the changes in
policies implemented within the program.
9. Work with Program Director and with the Dean of the CEHSS to find an adequate
support for Project Lead the Way implementation. Travel funds for faculty to attend
retraining and other conferences might be required. Stipends (or release time) for
faculty to review, assess, and document student progress towards Project Lead the
Way certification.
10. Work with Program Director and with the Dean of the CEHSS to find a more
streamlined way to update program requirements.
Previous Recommendations for the Dean of CEHSS:
1. Work with the Program Director and with the Director of the School of Education to
improve and clarify the student perception of the program (e.g., displaying success
stories of recent Technology Education students, quotes from student exit interviews,
visits of recent program graduates, etc.).
2. Work with the Program Director and with the Director of the School of Education to
identify any possible ways to get adequate clerical support for the program.
3. Work with the Program Director and with the Director of the School of Education to
develop a maintenance and support plan, and the plan to replace obsolete lab
equipment.
4. Work with the Program Director and with the Director of the School of Education to
identify and find any additional sources of funds for travel and professional
development of the faculty.
5. Work with the Program Director and with the Director of the School of Education to
promote professional behavior and critical thinking skills in students.
4
6. Work with the Program Director and with the Director of the School of Education to
seek the funds and other resources necessary for effective marketing of the program
that sends a clear message about the program to the potential students.
7. Work with the Program Director and with the Director of the School of Education to
create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
8. Work with the Program Director and with the Director of the School of Education to
find an adequate support for Project Lead the Way implementation. Travel funds for
faculty to attend retraining and other conferences might be required. Stipends (or
release time) for faculty to review, assess, and document student progress towards
Project Lead the Way certification.
9. Work with the Program Director and with the Director of the School of Education to
find a more streamlined way to update program requirements
Previous Responses Jointly from the Director and the Dean:
1. A need for further clarification regarding student dissatisfaction with advisement and
the program is needed. As such, the School of Education (SOE) will conduct focus
groups of current students and surveys of recent leavers to further clarify student
perceptions of the program. This data will be used to determine why some perceive that
their advisement is not available on a regular basis and to determine why they would
not choose the program if they were faced with the decision again. Upon completion of
the focus group study by December of 2010, a plan will be developed and implemented
in spring of 2011 to address the problem.
2. A part time (40%) clerical person is assigned to the teacher education programs housed
in the Communication Technologies building. The SOE anticipates her retirement in
May of 2010, at which time the allocation of more support to the BS in Technology
Education will be considered. Other sources of support, including Graduate
Assistantships and work study support, will be considered. Further, an additional
Graduate Assistant was hired by the SOE in fall of 2009 to assist the SOE Program
Directors in updating their web-based promotional materials.
3. The BS in Technology Education program is allocated $1,000 by the SOE per year to
update and replace obsolete materials and equipment. Further, the program was
awarded a sizeable laboratory modification grant two years ago in which lab materials
were upgraded. The SOE Director and the BS in Technology Education program
faculty will collaborate in seeking future sources of support, including internal and
external laboratory modification grants.
4. In the past, the BS in Technology Education program director and faculty members
received professional development grant support from a variety of sources, including:
Outreach and Research Services, SOE, CEHHS, University Advancement and
Marketing, and external grants. The SOE Director and the BS in Technology Education
5
program director and faculty will meet in spring of 2010 to determine any professional
development needs that have been unmet in the past. After clarifying the unmet needs
in this area, other sources of support will be identified.
5. Response from SOE Director: The SOE Director will work with the BS in Technology
Education program and faculty members to determine the need for future course
revisions. Caution will be applied as the program has undergone several revisions in
the past decade, and the frequent changes appear to have contributed to student
dissatisfaction and confusion. However, student focus groups and surveys will be
distributed prior to December of 2010 to determine the need for specific course
revisions.
6. Response from SOE Director: Starting in fall of 2009, all SOE teacher education
students were required to sign an SOE “Statement of Values and Dispositions”
document that outlines SOE’s expectations with regard to professional attitudes and
behaviors. In addition, the BS in Technology Education faculty members meet each
spring to evaluate the students’ dispositions to determine the need for remedial plans of
action. Starting this spring, the BS in Technology Education students who exhibit
unprofessional behaviors will receive a rubric in which their attitudes, dispositions, and
behaviors will be explicitly rated. We anticipate that this feedback system will help
promote positive professional behavior on the part of the BS in Technology Education
students. With regard to the promotion of critical thinking skills, the SOE Director will
work with the program director and faculty in spring of 2010 to develop strategies for
facilitating the critical thinking skills of students in the program.
7. Response from SOE Director: During the 2009-2010 academic year, several meetings
were held to develop an effective marketing program for the BS in Technology
Education program. Most recently, a meeting was held to develop a banner in which
aspects of the UW-Stout technology education program are highlighted. This banner
will be used at state conferences and competitions (e.g., Skills USA, High Mileage
Vehicle, etc.) involving high school students Further, a committee comprised of
members from University Advancement and Marketing, SOE, CEHHS, and program
faculty met recently to develop a marketing campaign to promote the Project Lead the
Way scholarship as well as the BS in Technology Education program. As a result of
the committee’s recommendations, the program website and marketing materials will
be revised and updated by December of 2010. Response from Dean: Funds have been
earmarked in the 2010-11 budget to fund targeted recruitment initiatives in programs
experiencing declining enrollment. To receive these funds, PD’s will need to develop
and implement a systematic recruitment plan. We have also begun working with the
Executive Director of Admissions and Maureen Carlson to develop new marketing
materials for the BS TE.
8. Response from the SOE Director: The SOE Director is working with the program
director and faculty to identify networking and marketing opportunities within the field
of technology education. In addition, the SOE Director will work with the program
director to including streaming testimonials from alumni, current students, and
cooperating teachers regarding the quality of the program. The SOE Director is also
working with the program director and to provide assistance in updating web pages and
6
marketing strategies related to Project Lead the Way® (PLTW). Further, prior to
December of 2010, an electronic survey will be distributed to cooperating teachers,
many of whom are alums, to seek their input and to determine their professional
development needs in the field. After the survey results are compiled, professional
development workshops will be offered to meet their needs, thereby building
relationships with teachers in the field. Response from the Dean: See response to Item
7. Faculty travel to meet with middle and secondary technology education teachers will
be funded if it is part of a comprehensive marketing initiative.
9. Response from the SOE Director: In the past, funds have been provided, through SOE,
CEHHS, and a private foundation grant to support ongoing training related to Project
Lead the Way. The SOE Director, the program director, and the Project Lead the Way
coordinator will meet on a yearly basis to determine annual budgetary needs in this
area. At this time, PLTW is considered a key component of the BS in Technology
Education program and scholarships are provided to students who meet scholarship
requirements and plan to become credentialed as PLTW instructors. The program
director is developing long-term plan of action for a private funding agency. A
marketing plan is being developed for submission to the same funding agency.
The Dean of the CEHHS and the Director of SOE have collaborated with the program
director and faculty to develop a marketing plan for scholarships. A curriculum
incubation proposal helped fund an update of the portfolio system. Release time has
been given to the program director to help support the development of a long-term
action plan for PLTW. The SOE Director, the program director, and the program
faculty will meet once a semester, at a minimum, to determine the continuing need for
PLTW or other future innovations related to curriculum in the BS in Technology
Education program.
The SOE Director and the Dean of CEHHS are in the process of identifying a way in
which the program workload can be distributed among the BS in Technology
Education program faculty. For example, to meet the needs of both the program and
PLTW, it may be necessary to appoint a distinct coordinator separate from the program
director to oversee the curriculum and marketing needs of the PLTW program. The
SOE Director and the Dean of the CEHHS will pursue the feasibility of having one
faculty member function as program director and another to coordinate the PLTW
program. This decision will be made by May of 2010.
10. Response from the SOE Director: PRC responses indicate a need for students to
receive a consistent message regarding program requirements. Although some
curricular modifications may occur in the future for specific courses in the BS in
Technology Education program, a complete program revision will not be supported
due to the numerous program revisions that have occurred in the past several years.
With regard to streamlining the process for revisions, the BS in Technology program
needs to adhere to university, Wisconsin DPI, and system policies, as applicable, when
initiating a program revision. The SOE Director and Dean of CEHHS will assist the
program director in developing a strategy to make future curricular revisions more
feasible and expedient while following established guidelines.
7
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
1. A curriculum that is focused on applied learning and research, especially experiential
learning opportunities totaling to 16 credits (PD self-study; Student Surveys; Alumni
Surveys; Faculty Surveys; Program Advisory Committee surveys).
2. Four required field experiences help students to connect theory and practice (PD selfstudy).
3. An integrative approach in which students complete professional education courses
with Science Education and Math Education students (Advisory Committee survey).
4. Flexibility in program delivery, reaching students beyond the Stout campus (PD selfstudy; Student surveys; Alumni Surveys; Faculty Surveys; Program Advisory
Committee surveys).
5. A rigorous curriculum that meets accreditation guidelines of the National Council for
the Accreditation of Teacher Education, and attends to objectives based on the Ten
Wisconsin Educator Standards (PD self-study; Student surveys; Alumni Surveys;
Faculty Surveys; Program Advisory Committee surveys).
6. All faculty members have a Ph.D., and have diverse educational backgrounds,
including all having experience in K-12 schools (PD self-study).
7. A committed Program Director and Advisory Board (Alumni Surveys; Faculty
Surveys; Program Advisory Committee surveys).
8. Program courses and lab time, and the existing order of coursework (Alumni Surveys).
9. Attention to supporting UW-Stout’s emphasis on Inclusive Excellence (PD self-study).
10. Attention to supporting UW-Stout’s initiatives in environmental sustainability (PD selfstudy).
11. An established history of supplying technology education teachers to the state, with a
100% job placement in recent years, with an average salary of all program graduates of
over $47,000 (PD self-study).
Issues of Concern-Indicate Source
1. Relatively low enrollment; need to develop marketing strategies to promote the
program (PD self-study; Advisory Committee survey).
8
2. Potential need to add additional faculty/academic staff, for the programs as they are
and for these programs in the future (PD self-study).
3. Lack of a Microteaching Lab for the Teaching Methods course (PD self-study).
4. Opportunities for improvement exist, as identified in all recent surveys, such as
whether more technical coursework is needed in certain areas; preparation in writing
effectively; to be better able to identify, apply, and promote an understanding of
career clusters and pathways; to make data-driven decisions about strategies for
teaching and learning; more opportunities for teaching throughout the program and
increased curricular structure in technical content courses (Student surveys; Alumni
surveys).
5. Potential need to increase the rigor in the technical courses being used to develop
domain knowledge for the study of technology (Technology Education instructor
survey).
6. Low numbers of obtained data through surveys of students, alumni, faculty, advisory
committee, and employers, as the existing data comes from surveys (2012; 2014) with
low to very low response rates.
Recommendations for the Program Director:
1. Sustain a focus on increasing enrollment, particularly given a supply shortage of
future technology teachers in the state of Wisconsin and the nation. Focus still on
developing and refining marketing strategies to promote the program.
2. Seek funds to support additional faculty/academic staff as needed.
3. Seek funding and identification of an appropriate space for a Microteaching Lab for
the Teaching Methods course.
4. Assess specific areas of critical comment within recent surveys, in light of the low
numbers of responses, to better determine whether more technical coursework is
needed in certain areas; whether more preparation is needed in writing effectively;
whether greater attention is needed to identify, apply, and promote an understanding
of career clusters and pathways; to determine if students need more training in
making data-driven decisions about strategies for teaching and learning; and, to
determine if more opportunities are needed for teaching throughout the program, as
well as any need for increased curricular structure in technical content courses.
5. Work with faculty to increase the rigor in the technical courses being used to develop
domain knowledge for the study of technology.
6. Try to structure or administer surveys to obtain more data from students, alumni,
faculty, advisory committee, and employers.
9
Recommendations for the Director of the School of Education:
1.
Support the Program Director to sustain a focus on increasing enrollment,
particularly given a supply shortage of future technology teachers in the state of
Wisconsin and the nation. Support the Program Director in focusing still on
developing and refining marketing strategies to promote the program.
2.
Support the Program Director by seeking funds to support additional
faculty/academic staff as needed.
3.
Support the Program Director by funding and identifying an appropriate space for a
Microteaching Lab for the Teaching Methods course.
4.
Support the Program Director in assessing specific areas of critical comment within
recent surveys, in light of the low numbers of responses, to better determine
whether more technical coursework is needed in certain areas; whether more
preparation is needed in writing effectively; whether greater attention is needed to
identify, apply, and promote understanding of career clusters and pathways; to
determine if students need more training in making data-driven decisions about
strategies for teaching and learning; and, to determine if more opportunities are
needed for teaching throughout the program, as well as any need for increased
curricular structure in technical content courses.
5.
Support the Program Director in any undertaken initiative to increase the rigor in
the technical courses being used to develop domain knowledge for the study of
technology.
6.
Support the Program Director in efforts to try to structure or administer surveys to
obtain more data from students, alumni, faculty, advisory committee, and
employers.
Recommendations for the Dean of CEHHS:
1. Support the Program Director and Director of the School of Education to sustain a
focus on increasing enrollment, particularly given a supply shortage of future
technology teachers in the state of Wisconsin and the nation. Support the Program
Director and Director of the School of Education in focusing still on developing and
refining marketing strategies to promote the program.
2. Support the Program Director and Director of the School of Education by seeking
funds to support additional faculty/academic staff as needed.
3. Support the Program Director and Director of the School of Education by funding and
identifying an appropriate space for a Microteaching Lab for the Teaching Methods
course.
10
4. Support the Program Director and Director of the School of Education in assessing
specific areas of critical comment within recent surveys, in light of the low numbers
of responses, to better determine whether more technical coursework is needed in
certain areas; whether more preparation is needed in writing effectively; whether
greater attention is needed to identify, apply, and promote understanding of career
clusters and pathways; to determine if students need more training in making datadriven decisions about strategies for teaching and learning; and, to determine if more
opportunities are needed for teaching throughout the program, as well as any need for
increased curricular structure in technical content courses.
5. Support the Program Director and Director of the School of Education in any
undertaken initiative to increase the rigor in the technical courses being used to
develop domain knowledge for the study of technology.
6. Support the Program Director and Director of the School of Education in efforts to try
to structure or administer surveys to obtain more data from students, alumni, faculty,
advisory committee, and employers.
11
Attachment 22
DEAN’S RESPONSE
Planning and Review Committee
Program: BS Technology and Science Education
College: Education, Health and Human Sciences
Year: 2015
Recommendations for the Program Director:
Issue/Concern:
1. Sustain a focus on increasing enrollment, particularly given a supply shortage of future
technology teachers in the state of Wisconsin and the nation. Focus still on developing and
refining marketing strategies to promote the program.
2. Seek funds to support additional faculty/academic staff as needed.
3. Seek funding and identification of an appropriate space for a Microteaching Lab for the Teaching
Methods course.
4. Assess specific areas of critical comment within recent surveys, in light of the low numbers of
responses, to better determine whether more technical coursework is needed in certain areas;
whether more preparation is needed in writing effectively; whether greater attention is needed to
identify, apply, and promote an understanding of career clusters and pathways; to determine if
students need more training in making data-driven decisions about strategies for teaching and
learning; and, to determine if more opportunities are needed for teaching throughout the program,
as well as any need for increased curricular structure in technical content courses.
5. Work with faculty to increase the rigor in the technical courses being used to develop domain
knowledge for the study of technology.
6. Try to structure or administer surveys to obtain more data from students, alumni, faculty,
advisory committee, and employers.
Response from Program Director:
1. I will also continue to work with the University Marketing office and the Director of the School
of Education to implement the marketing plan that was developed during the summer of 2014 in
order to sustain a focus on increasing enrollment.
2. I will continue to work with Director of the School of Education and Dean of the College of
Education, Health and Human Sciences to identify and pursue funding sources support for
additional faculty/academic staff as needed.
3. I will continue to work with Director of the School of Education and Dean of the College of
Education, Health and Human Sciences to create a better space for the Microteaching Lab in the
Communication Technology building.
4. I will continue to work alongside the staff in the Provost’s office to structure or administer
surveys to obtain more data from students, alumni, faculty, advisory committee, and employers.
5. I will continue to work with STEM College and Technology and Engineering faculty and
administration to increase the rigor in the technical courses being used to develop domain
knowledge for the study of technology.
6. See response to 4 above.
Recommendations for the Department Chair/Director of the School of Education:
Issue/Concern:
1. Support the Program Director to sustain a focus on increasing enrollment, particularly given a
supply shortage of future technology teachers in the state of Wisconsin and the nation. Support
the Program Director in focusing still on developing and refining marketing strategies to promote
the program.
2. Support the Program Director by seeking funds to support additional faculty/academic staff as
needed.
3. Support the Program Director by funding and identifying an appropriate space for a
Microteaching Lab for the Teaching Methods course.
4. Support the Program Director in assessing specific areas of critical comment within recent
surveys, in light of the low numbers of responses, to better determine whether more technical
coursework is needed in certain areas; whether more preparation is needed in writing effectively;
whether greater attention is needed to identify, apply, and promote an understanding of career
clusters and pathways; to determine if students need more training in making data-driven
decisions about strategies for teaching and learning; and, to determine if more opportunities are
needed for teaching throughout the program, as well as any need for increased curricular structure
in technical content courses.
5. Support the Program Director in any undertaken initiative to increase the rigor in the technical
courses being used to develop domain knowledge for the study of technology.
6. Support the Program Director in efforts to try to structure or administer surveys to obtain more
data from students, alumni, faculty, advisory committee, and employers.
Response from Department Chair:
1. The Program Director will be encouraged to collaborate with University Marketing and the
Director of the School of Education to implement the marketing plan. Also, I will support the
Program Director in utilizing any “program director” allocated funds for marketing purposes.
2. At this time the Technology/Science Education program is considered to be fully staffed.
Recently, a graduate assistant was hired to support and aid the Program Director. As future needs
arise staffing considerations will be reviewed and supported.
3. I will continue to consult with the Program Director and Associate Dean on needs related to lab
space. Also, I will encourage cross-disciplinary discussions about teaching demo space options
and what current spaces might be utilized for teaching demos. I will consult with the Program
Director and Associate Dean to determine the applicability of a lab modernization request for
updates to spaces for micro-teaching and help identify support for writing a lab modernization
grant.
4. Support will be provided for the Program Director and Disciplinary Work Group on curriculum
revisions that may be necessary based on their assessments of student learning needs. This
includes examining options within professional courses for revisions, considering courses that the
department offers but the major does not utilize (CTE-302), and considerations for cross
disciplinary conversations. With the realities of a goal of a 120-credit program the balance
between breadth and depth will need to be a consideration in any revisions.
5. Ongoing support will be provided for the Program Director to discuss “rigor” in technical
courses. This will include discussing strategies with the Program Director for regular and ongoing
correspondence with technical course instructors/departments.
6. The Program Director will be supported in collaborating with others who develop the surveys for
students, alumni, faculty, advisory committee, and employers.
Recommendations for the Dean:
Issue/Concern:
1. Support the Program Director and Director of the School of Education to sustain a focus on
increasing enrollment, particularly given a supply shortage of future technology teachers in the
state of Wisconsin and the nation. Support the Program Director and Director of the School of
Education in focusing still on developing and refining marketing strategies to promote the
program.
2. Support the Program Director and Director of the School of Education by seeking funds to
support additional faculty/academic staff as needed.
3. Support the Program Director and Director of the School of Education by funding and identifying
an appropriate space for a Microteaching Lab for the Teaching Methods course.
4. Support the Program Director and Director of the School of Education in assessing specific areas
of critical comment within recent surveys, in light of the low numbers of responses, to better
determine whether more technical coursework is needed in certain areas; whether more
preparation is needed in writing effectively; whether greater attention is needed to identify, apply,
and promote an understanding of career clusters and pathways; to determine if students need
more training in making data-driven decisions about strategies for teaching and learning; and, to
determine if more opportunities are needed for teaching throughout the program, as well as any
need for increased curricular structure in technical content courses.
5. Support the Program Director and Director of the School of Education in any undertaken
initiative to increase the rigor in the technical courses being used to develop domain knowledge
for the study of technology.
6. Support the Program Director and Director of the School of Education in efforts to try to structure
or administer surveys to obtain more data from students, alumni, faculty, advisory committee, and
employers.
Response from Dean:
1. The Program Director will be supported in implementing the Marketing Plan developed in
collaboration with University Marketing. CEHHS will pool a significant amount of the funds
previously allocated to programs to support initiatives specifically recommended in their
individual program Marketing Plan. Additionally the Program Director will be encouraged and
expected to participate in related professional development opportunities such as training and
implementation of Hobson’s marketing and management tools.
2. At the current time the personnel profile reflects that the program is fully staffed. As is true with
all discipline areas, this is carefully monitored at the department through college level and
retirements and resignations in this area would be analyzed to determine needs.
3. Associate Dean Bob Peters will work closely with the Program Director, faculty and staff to
determine space needs and support development of proposals to support laboratory needs
including but not limited to the Laboratory Modernization funding cycle. It is important to note
that laboratory and microteaching space needs to be considered more broadly than facilities that
serve individual programs.
4. The Dean and Associate Dean will support continued analysis of the program and course
objectives and content, specifically in response to the student surveys. Strategies to be considered
include focus groups, analysis of follow-up surveys, input from Cooperative Teachers
(supervisors of student teachers), and input from the Program Advisory Committee.
5. In addition to supporting the Program Director, School of Education Director and Chair in
working closely with the College of Science, Technology, Engineering, and Mathematics faculty
and staff, the Dean and Associate Dean will discuss this concern with the CSTEM Dean and
Associate Dean.
6. The Dean will support the Program Director and Director to work closely with Career Services
and PARQ to increase the response rate of surveys of students, alumni, faculty, advisory
committee, and employers.
Bylaws of the Election
Committee
Attachment 23
(Rev. Faculty Senate
9/14/10; Approved
Chancellor 12/28/10)
Pre-Balloting
Procedures
1.
The office of Human Resources provides the list of faculty to the senate
assistant. The senate assistant removes the list of individuals that are not
eligible for call for nominations and not eligible to participate in the election
process.The Senate Executive Committee shall maintain and keep current an
official list of the names and campus mailing addresses of all persons, faculty
and academic staff, legally entitled to vote.
2.
Faculty members who currently hold any of the followingfull time
administrative positions are not eligible to participate in the call for nominations
and the election process.
: chancellor, provost, vice chancellor, associate vice chancellor, dean, associate dean
and school director. Official ballots shall be distributed and returned
electronically via a secure mechanism which ensures confidentiality of the
voter, and allows only one vote per voter.
Balloting Procedures
3.
Call for nominations are sent electronically in September in the fall semester and
February in the spring semester. The call for nominations is open for fourteen
days. Official ballots shall be of a standardized format. Official ballots shall
include: balloting instructions; names of announced candidates; the choice
"abstention;" and a "write-in" space clearly indicated.
4.
After the call for nominations is closed, the senate assistant confirms the
nominations with the nominees electronically and prepares the official ballots.
4.
5.
All eligible voters shall be sent the officially designated standardized ballots.
The official ballots shall be distributed and returned electronically via a secure
mechanism which ensures confidentiality of the voter and allows only one vote
per voter.
6.
Official ballots shall include balloting instructions; names of announced
candidates; the choice “abstention”; and “write-in” space clearly indicated.
5.
Along with the official ballots, voters shall receive an attachment of a brief
factual statement of candidate's service and qualifications (if submitted by
candidate), with each nominee accorded equal opportunity and space.
6.
Official ballots shall clearly specify the required date by which they must be
returned to the Senate Office.
7.
The vice chair, after consultation with the Election Committee, shall approve
the ballots before distribution.
1.
All eligible voters shall be sent the official ballots electronically. Official
ballots should be marked by the voters following the balloting instructions
provided.
2.
Proxy voting is not permitted.
3.
Elections shall last for fourteen days. Ballots shall not be viewed until the
election deadline has passed and they are evaluated and verified at a meeting of
the Election Committee with a majority of the committee members present.
1. 1. When the election is over, the senate assistant shall organize the results
in a manner that shows the names of candidates for each position and the
number of votes.
Tabulating
Procedures
2. When the ballots are to be evaluated and verified, the ballots shall be viewed
in the presence of a majority of the members of the Election Committee.
3.2. Those ballots qualifying as votes cast, using the definition contained with
Article II, Sec. 6, Para. h of The Constitution of the Faculty Senate, University
of Wisconsin-Stout, shall be evaluated and verified. The verified results of the
election will be submitted to the Senate Office.
4.3. All ballots received shall be kept on file in the Senate Office for a period of
three months.
Reporting Process
Selecting faculty
members to serve
on high-level
administrative
hiring committees
1.
The Official Teller's Report shall be a standardized form and shall list all
candidates, including write-ins and abstentions, and the votes received by each.
2.
After tabulation of the results, the senate assistant confirms with each candidate
who was elected that the candidate will accept the position. If a candidate
declines, the senate assistant will contact the next person in succession per the
official results tabulated by the Election Committee. The process continues
until a confirmed acceptance is received. The Official Teller's Report shall also
list all ballots received which were not counted as votes cast, as well as the
rationale for not counting them.
3.
Following the confirmation and acceptance of the election results Immediately
following verification, an Official Election Teller's Report will be posted online
on the Senate webpage. outside of the Senate Office.
1.
The Election Committee of the Faculty Senate will put out a call for
nominations for faculty to serve on administrative hiring committees for
an upper level administrator, when the need arises;
To ensure fair and equitable representation over time, the faculty senate
election committee will place an asterisk next to the name of the person
representing the department whose member last served on an
administrative hiring committee;
The election ballot will explain the significance of the person with the
asterisk next to her/his name;
In addition, the faculty senate election committee will make every effort
to meet equity concerns by representing minority viewpoints and
cultural differences (e.g. gender, LGBTTQ status, race/ethnicity,
language, etc.) in their choice of nominees;
The faculty senate election committee, acting in a manner that is
sensitive to the time constraints of proposed searches, will conduct
elections in a timely and efficient manner, and forward these results to
the appropriate bodies.
2.
3.
4.
5.
Attachment 24
Attachment 25
UW-Stout Diversity Leadership Team
Campus Climate Survey 2014
subcommittee: Joan Thomas, Pam Holsinger-Fuchs, Scott Griesbach and Sally Dresdow
Recommended Actionable Items
1. Charge a taskforce to identify individual(s) or point(s) of contact to address a broad range of
employee-related concerns.
2. Charge a taskforce to create a campus policy or statement defining bullying, a clear and wellpublicized procedure outlining how to report instances of bullying, and a plan for campus-wide
education.
3. Charge the Diversity Leadership Team to take the lead on continuing to engage faculty, staff and
students in understanding and utilizing the Intercultural Development Inventory framework.
4. Create a taskforce to review the protocols for internal hiring of current faculty and staff into campus
positions, and determine areas for improved transparency when those appointments occur outside of
a formal process, and address concerns raised regarding unfair promotion practices outside of the
formal faculty promotion process.
5. Charge the Dean of Students and the Title IX coordinator to identify and implement a training
program for all staff and new undergraduate students that includes information about sexual
misconduct and bystander intervention.
6. Charge the HLC Assurance Team to review the student complaint process to make it clearer and
easier to express concerns.
Attachment 26
FACULTY SENATE DASHBOARD FOR 2014-2015
Status Indicator Colors: Green (Good) , Yellow (Minor Issues), Red (Major Issues), Gray (Complete), no color (not yet started)
Charges/Other
Staff Responsible
Charge Requested
Senate Evaluations of Administrators
All University Policies
Advertising by Establishments that Serve Alcohol (new
process)
All University Policy on Volunteers
Results or Recommendation
Presented to FS
Final
Recommendation
Approved by FS
Recommendation
Approved by
Chancellor
Recommendation
Implemented
DUE 4/20/2015
Staff Responsible
Policy Requested
Request Approved by
FS
Draft or Recommendation
Presented to FS
Final
Recommendation
Approved by FS
Recommendation
Approved by
Chancellor
Policy Added to Website
Greg Bard
8/1/2013
3/10/2015
3/10/2015
3/10/2015
3/25/2015
3/27/2015
3/10/2015
3/10/2015
3/25/2015
3/27/2015
Recommendation
Implemented
Advanced Deposits for Intnl. Students Policy #8337 (Policy Elimination Review Committee
Representative)
Identity & Publication Standard Policy #90-52
Request Approved by
FS
David Ding is the
representative
Nagesh Shinde
Ted Harris
12/9/2014
Submitted Nagesh
Shinde - 9/23/14
Appoint one
member by
2/6/2015 to Kristi
Krimpelbein
DUE 4/30/15
Non-All-University Policies
Standing Committee Work
Update Credit Hour Policy - EAC
Professorships Recommendations-Dahlgren
Staff Responsible
EAC
Potential Revisions to Faculty & Academic Staff
Personnel Policies on Dismissal for Cause
Program Viability Representative
PRC - B.S. Retail Property Management
University Committee Work
Engagement Session - Emerging Research Institution changed to "Applied Research Institution"
Budget Model Review Committee (102 allocation model)
- Phil Lyons
University of Wisconsin - Stout Confidential
Request Approved by
FS
Results or Recommendation
Presented to FS
Final
Recommendation
Recommendation
Approved by
3/10/2015
3/10/2015
Dahlgren-Professorship CommitteeRecommend due to Chancellor 4/7/15 Notification of Awards 4/17/15
Schneider-Professorship CommitteeRecommendations due to Chancellor 5/7/15, Notification of Awards 5/18/15
3/10/2015
3/10/2015
3/30/2015
3/10/2015
3/30/2015
3/30/2015
Final
Recommendation
Approved by FS
Recommendation
Approved by
Chancellor
Recommendation
Implemented
Apps due-Recem. From
committee Due Date
Professorships Recommendations-Schneider
PPC Charge - Alternate Perf. Object. Due Date
PPC Charge - Ed Prep Code
PPC Charge - Guidelines for Membership of Admin.
Search Committees
PPC Charge - Updating Promotion FAQ's
Task Start
Apps due-Recem. From
committee Due Date
PPC
PPC
9/30/2014
9/30/2014
3/10/2015
DUE 4/7/15
PPC
9/30/2014
3/10/2015
3/10/2015
3/10/2015
3/10/2015
PPC
Response due to
Chancellor by
4/30/2015
Renee Chandler
PRC
Final due 5/15/15
9/20/2014
Staff Responsible
Task Start
3/10/2015
3/10/2015
Request Approved by
FS
Results or Recommendation
Presented to FS
Charged to Provost
Forrest Schultz &
Stephen Salm
DUE 5/16/2014
10/18/2013
12/9/2014
3/31/2015
Page 1
FACULTY SENATE DASHBOARD FOR 2014-2015
Status Indicator Colors: Green (Good) , Yellow (Minor Issues), Red (Major Issues), Gray (Complete), no color (not yet started)
Budget Response SubCommittee
Elections
Spring Elections - Senators, Standing Committees,
University Committees
2/25/2014
3/23/2015
Confirm Elections
Communicate
Call for Nominations
Needed - Request list
Upcoming Elections
from HR
Distribute Ballots
Collect Ballots
Count Ballots
Send Congratulations
Letters
3/9/2015
3/27/2015
DUE 4/3/2015
DUE 4/6/2015
Marlann Patterson
12/16/2014
2/5/2015
Submit 2/5/2015 Finalized on 2/20/2015
NOTES/LEGEND:
(1) Request dates are typically during FS Executive Meetings, otherwise on regular FS Meeting dates or closest date
(2) Status Indicator Colors: Green (Good), Yellow (Minor Issues), Red (Major Issues), Gray (Complete), no color (not yet started)
(3) Approved All-University policies – policies that either already exist as university policies (on this website: http://www.uwstout.edu/parq/policies-sequential-index.cfm) or policies that the Chancellor has indicated via a memo
University of Wisconsin - Stout Confidential
3/31/2015
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