Agenda
FACULTY SENATE MEETING
May 5, 2015
Ballroom C, STUC
2:30 – 4:30 P.M.
I.
II.
III.
IV.
Call to Order (Chair, Nelu Ghenciu)
Roll Call – Sign Attendance Sheet
Minutes of April 7, 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. EAC’s Drop Policy Proposal – Daniel Kelsey (Attachment 2)
2. Election Committee’s Self-Nominations & Run-Off Election – Ana Vande Linde
(Attachment 3)
3. Finance Committee’s Responses to the SPG Budget Subcommittee – Carol Mooney
(Attachment 4)
4. Graduate Education Committee’s Policy Revision Proposal for Graduate Research Advisor
Appointments – Renee Chandler (Attachment 5)
5. Response to PPC Charge of Eligibility for Promotion to Full Professor (Attachment 6)
6. Planning and Review Committee – B.S. Retail Merchandising & Management program,
B.S. Game Design & Development and PRC Annual Report - Loretta Thielman
(Attachments 7-14)
7. SSA Diversity Proposal of Inserting Common Core Course Evaluation Questions – Pu
Zhao, SSA Director of Diversity (Attachment 15)
8. Applied Social Science Research Center – Jeffrey Sweat (Attachment 16)
9. Committee Representative on Employee-Related Concerns Committee (Attachment 17)
10. Other
VIII. Information Items
1. Engagement Session Update-Jen Mans (Attachment 18)
2. Program Viability & Criteria Taskforce Verbal Update – Renee Chandler/Gene Gutman
3. Instructional Workload Committee Update – Ana Vande Linde
4. Faculty Senate Dashboard (Attachment 19)
5. Other
IX. Adjournment
Attachment 1
1
Minutes
FACULTY SENATE MEETING
April 7, 2015
Ballroom C, STUC
2:30 – 4:30 P.M.
CHAIR: Petre Ghenciu
VICE CHAIR: Ana Vande Linde
SECRETARY: Kevin Drzakowski
PRESENT: Amanda Barnett, Lopa Basu, Kathleen Deery, David Ding, Kevin Drzakowski, Erik Evensen, 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, Kate Maury, Brian Oenga, Marlann Patterson, Christine
Peterson, Jeffrey Sweat, Kevin W. Tharp, Loretta Thielman, Ana Vande Linde, Cameron Weaver, Dean Wirtanen, Keith
Wojciechowski, and Julie Zaloudek
ABSENT: Amanda Brown (excused), Esuvat Mollel, Forrest Schultz, and Steven Terry
GUESTS: Chancellor Meyer, Jackie Weissenburger, Phil Lyons, Doug Mell, Jo Hopp, and Julie Bates
I.
II.
III.
IV.
Call to Order (Chair, Nelu Ghenciu) Meeting called to order at 2:31 p.m.
Roll Call – Sign Attendance Sheet
Minutes of March 10, 2015
Motion to approve: (Grant/Deery) Vote. Motion passed unanimously.
Administration Reports
1. Chancellor’s Report.
 Chancellor Meyer thanked all who attended the Inauguration, especially those who
spoke as representatives of the governance groups.
 This week, the Board of Regents meets in Waukesha. The Chancellor will speak on
behalf of the Mechanical Engineering program. He hopes that the program will be
approved. The Digital Marketing program should appear on the June Regents agenda.
 Phil Lyons referred to news stories that covered other campuses’ out-of-state and
graduate tuition increases. We are not raising these tuition rates, because the increased
revenue would be relatively slight due to various factors, including our reciprocity
agreement with Minnesota.
 Our increasing graduate enrollment and allowing eight graduate programs to slightly
increase their tuition will help increase our tuition revenue.
 At a recent Strategic Planning Group meeting, the budget subcommittee’s
recommendations were discussed. The Chancellor’s Cabinet will begin considering the
recommendations.
 A voluntary retirement incentive is being planned. Details for this plan are being
considered in light of the specific recommendations by the SPG’s budget subcommittee.
The plan is not finalized, and questions for HR should wait until a formal plan is
announced.
 The Chancellor noted that suggestions on dealing with the cuts will still be considered;
the web page remains open for this purpose. Also, individuals can share their concerns
with cabinet members.
 Lyons stated that administration considered raising CI tuition 5%. However, System has
determined that CI tuition falls under the governor’s tuition freeze.
2. Vice Chancellor for Academic Affairs’ Report
 Internal candidates for the Interim Director of Graduate School position are being
vetted by the search committee originally formed for the Dean position, when it was
proposed.
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V.
VI.
 Candidates for the Director of International Studies are currently scheduled for the oncampus interviews and posted in UW-Stout Today.
 The Provost stated that there have been no discussions on converting faculty lines to
academic staff positions.
 Proposals for travel and funding should still be submitted for approval. They are
approved individually.
Announcements
1. Chair Ghenciu spoke on the SPG’s meeting, stating that he acted in his best capacity as a
representative of the faculty.
New Business
1. Faculty Athletic Representative Appointments - Jo Hopp.
 Hopp made a report on the role and activities of the Faculty Athletic Representatives.
 FARs can make recommendations for scholarships and have voting rights in NCAA
legislation.
 FARs, along with the Chancellor and Athletic Director, also approve coaches’
recommendations to the WIAC. They take leadership roles in the conference.
 FARs promote a student-first perspective, effective institutional control, and positive
student-athlete experiences.
 Our Faculty Athletic Representatives can facilitate relationships and conversations
between coaches and faculty.
 Chair Ghenciu intends for a link to be placed on our FS website to connect with the
FARs.
2. Planning and Review Committee – Loretta Thielman [self-study, consultant report &
dean’s responses for] –
- Business Administration, B.S.;
- Operations & Supply Management, M.S.;
- Risk Control, M.S.;
- Science Education, B.S.;
- Supply Chain Management, B.S.;
- Technology Education, B.S.;
- Technology & Science Education, B.S.
Motion to approve all seven program self-studies, consultant reports and dean
responses: (Tharp/Sweat)
 Thielman reported that all the programs under consideration are doing well, although
more resources are needed for most programs.
 Thielman reported the B.S. in Technology Education & Technology & Science
Education share the same program director, but are listed as separate programs due to
Wisconsin and Minnesota rules and regulations.
Vote. Motion approved unanimously.
 The Program Viability Taskforce was formed to create a list of criteria for prioritizing
programs, both those coming in and those already in existence. Such criteria would be
used for considering funding for growth. Renee Chandler is the Faculty Senate
representative and Gene Gutman is the COM representative.
3. Including a Salutation Line in the Promotion Application.
Motion to approve: (Basu/Deery)
 Chancellor’s Office requested a title/salutation field be added in the Promotion
Application so faculty applying can insert what they would like to have listed on the
letters (Dr., Mr., Mrs., Miss)
Vote. Motion passed unanimously.
4. Updated Bylaws of the Election Committee – Ana Vande Linde
Motion to approve: (Peterson/Grant)
3
 The updated bylaws reflect the current process of electronic voting.
 Another proposed change clarifies who can nominate for faculty committees:
individuals holding a 100% administrative appointment would not be able to nominate
nor vote.
 The proposal also includes in this section of FASLA the language regarding the
administrative level search committees. This had previously been approved at the
senate.
Vote. Motion approved unanimously.
5. Policy Resolution: Advanced Depositions for International Students, #83-37 – David Ding
Motion to approve: (Kuchta/Patterson)
 Ding presented the policy.
 The original policy was created in 1983 when students from certain countries had been
required to pay all of their tuition in advance. Currently, there is no more need for this
restriction.
 The policy has not been followed or needed in recent years due to the ability of billing
3rd party billing and new payment processes.
Vote. Motion approved unanimously.
6. CIC Revision – Tom Lacksonen
Motion to approve: (Sweat/Barnett)
 The Provost’s Office has been criticized by accrediting bodies for not having a clear
course revision process.
 About half of our courses have been revised or created in the past seven years. The
other half have not. CIC recommends a seven year course revision process. This will
align course revision expectations with the PRC review cycle.
 Inactive courses should be eliminated by this process. Some courses, like field study
courses, will be exempt from revision.
 A list of those courses not revised in the past seven years were sent to department
chairs. Department chairs, in consultation with instructors, could declare the course
still current or assign the course for revision. Courses that are designated by chairs as
not needing review will appear on CIC agendas. Ultimately, departments are entrusted
with the responsibility for deciding whether courses should be revised.
 Lacksonen was asked about interdisciplinary courses. Lacksonen expected that such
courses will still be sent to lead instructors, who should consult with relevant
instructors from other disciplines.
 Lacksonen agreed that department chairs from secondary disciplines should be notified;
the process will be updated to reflect this, but this change will not affect the motion
under consideration.
Vote. Motion approved unanimously.
VIII. Information Items
1. Diversity Leadership Team – Action Items
2. Faculty Senate Dashboard
3. Other:
 Julie Bates, chair of the CEHHS governance committee, shared common course
evaluation questions formulated by the committee. Senators should take these
questions to their departments and have a conversation about common course
evaluation questions across campus. An electronic copy will be sent out to
senators.
 Basu is serving as our representative on the UW System task force examining
tenure. Dean Bomar is Stout’s representative on the UW System shared
governance task force.
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IX.
 Additional conversation on the Budget Subcommittee’s recommendation. The
SPG had an opportunity to debate the cuts and express their agreements and
disagreements.
 Suggesting forming a subcommittee to explore the possibility of combining some
of the committees the Senate Office supports via elections. Ana Vande Linde
volunteered. She is looking at including all shared governance contacts. Contact
Ana if you’d like to assist.
Adjournment
Attachment 2
Drop Policy Proposal April 21, 2015 Educational Activities Committee Based on feedback instructors have requested that they would like a definitive drop date. In addition instructors have provided feedback that they are not in the best position to determine “extenuating circumstance” as per the language in the current policy. The EAC recommends the following changes: Proposed Policy: Students will retain the right to drop online for the first 9 weeks of a traditional semester (prorated for shorter courses). Instructors will be notified of the drop the following day via an automated email process to their campus email address. After this point in time, the student must appeal any course drop to the Dean of Students office and must demonstrate extenuating circumstances that warrant a course drop. The Dean of Students office, in consultation with the relevant faculty, will determine the merit of each appeal. If granted, the drop will be processed (and instructors will be notified via the automated process). If denied, the student will be notified to return to class. Attachment 3
Faculty
Spring 2015
Self-Nominations (updated 04/21/15)
Committee
Representation & Member Type
Term
1
Self-Nominated
COM Alternate - Vacant
Faculty Senate
COM - 2 Alternates Vacant
August, 2015-May, 2018
COM Alternate - Vacant
General Education
Contemp. Issues - 1 Alternate Vacant
CEHHS - 2 Members - 1 Alternate
Vacant
August, 2015-May, 2018
Graduate Education
CSTEM - 1 Alternate Vacant
August, 2015-May, 2018
Personnel Policies
Faculty Senators - 2 Members Vacant
Graduate Education
Planning and Review
Racial & Ethnic Studies & Global Perspective
Curriculum Advisory
January Opening Week Professional Development
Positive Action, Ethics & Competition Review
Positive Action, Ethics & Competition Review
Student Disciplinary Hearing
CAHSS - 1 Member Vacant
At-Large - 1 Member Vacant
At-Large - 1 Member Vacant
COM - 2 Members Vacant
CAHSS - 1 Member Vacant
4/27/2015
Dale Hawley
Michelle Hamilton
CEHHS Alternate - Vacant
August, 2015-May, 2018
CAHSS - Fac/Acad Staff-Alternate
Vacant
Vacant
August, 2015-May, 2018
August, 2015-May, 2018
August, 2015-May, 2018
August, 2015-May, 2016
August, 2015-May, 2016
August, 2015-May, 2017
August, 2015-May, 2017
August, 2015-May, 2017
CSTEM Alternate - Vacant
Ibrahim (Brian) Oenga
Faculty Senator Vacant
Julie Peterson
Christopher Freeman
Alicia Stachowshi
Jill Klefstad, Jennifer Reinke,
Todd Zimmerman
COM - Vacant
COM - Vacant
Mosako Onodera
Attachment 4
The Faculty Senate Finance Committee (FSFC) feedback to the SPG Budget Subcommittee
recommendations. FSFC feedback may be found after each SPG Budget Subcommittee
recommendation (in blue).
At the February 16, 2015 Strategic Planning group meeting, a recommendation was made to form a
subcommittee to review the feedback from the campus community on suggestions for managing the
proposed budget cut at UW-Stout. Chancellor Meyer subsequently approved formation of the SPG
Budget Subcommittee and charged the group “To review campus feedback and forward suggestions
and comments that seem reasonable and practical to the SPG for further review.” Subcommittee
membership included Marlann Patterson (Faculty Senate), Krista James (Senate of Academic Staff),
Joan Wahl (Classified Advisory Development Council), Amerika Vang (Stout Student Association), Amy
Luethmers (Chancellor’s Division), Joan Thomas and Mary Hopkins-Best (Academic and Student Affairs),
Kim Schulte-Shoberg and Curtis Wieland (Administrative and Student Life Services). At the
organizational subcommittee meeting on 2/20/15, Meridith Drzakowski convened the subcommittee
and reviewed the charge. Mary Hopkins-Best was elected to serve as chair and Krista James was
elected as co-chair in Mary Hopkins-Best’s absence. At that meeting the following subcommittee
tenets were developed:
The Budget Reduction Subcommittee:
• Will not recommend elimination of specific positions.
• Will find efficiencies including within the current fiscal year.
• Will seek feedback from constituent groups when broader ideas are developed using meeting
minutes.
• Will follow SPG Budget Reduction Principles (Protect the integrity and quality of instruction as
defined by our accrediting bodies; Make data-informed budget decisions; To the degree
possible, ensure that budget decisions complement FOCUS 2020 goals and maintain sufficient
flexibility to respond to emergencies; Budget reductions need to be strategic and not across
the board; The process should be transparent, and consider all possible options, while seeking
input from all campus constituencies).
• Will work collaboratively.
• Will review minutes before being published.
At the second meeting of the subcommittee Kim Schulte-Shoberg and Curtis Wieland answered
questions and presented a basic overview on the various types of budget accounts. On a regular basis
Meridith Drzakowski forwarded to the members of the subcommittee budget feedback submitted to
the budget survey (https://uwstout.qualtrics.com/jfe/form/SV_dprGXimvzVUUUmN), compiled and
sorted by
category. Members of the subcommittee individually reviewed all submitted comments and
recommended
prioritization of suggested areas of cuts for discussion based on the frequency of comments and other
feedback. Individual recommendations were compiled and ranked according to frequency, and those
recommendations were discussed as a group. This process occurred multiple times until all areas
were discussed. Throughout their deliberations, the subcommittee focused on GPR 102 budget
reduction recommendations. Comments related to potential non-102 budget cuts were discussed but
not incorporated into the subcommittee’s recommendations unless they related to reallocation of
5
funding that affected 102 budgets. In most cases, the non-102 funded areas that were included in
the suggested areas for cuts were revenue generating accounts, such as housing, or areas in which
the funding sources are restricted for a particular use, so no cost savings benefit would result if they
were eliminated, e.g. the laptop program and textbook fees. At each meeting, the group worked
collaboratively and productively to address their charge. The minutes for the Budget Committee
Subcommittee meetings are posted on Stout’s Information Portal at:
https://info.uwstout.edu/Pages/Home.aspx.
All recommendations were developed through consensus. The overarching themes suggested by the
campus feedback were to: preserve instruction and other direct service to students; improve
efficiencies through the consolidation of similar services and functions and elimination of duplication;
and reduce administration and administrative overhead. The following recommendations are not
prioritized and all recommendations should be considered of equal importance. The SPG Budget
Subcommittee respectfully submits the following recommendations for consideration.
I.
Chancellor’s Division
A. Marketing / Communications: Estimated savings: $130,000
1. Recommendation: Merge marketing and communications and reduce
overall combined 102 budget by approximately 14%, or $130k, including a
reduction of 1.0 FTE.
2. Rationale: There were some comments about why we have separate
offices when most universities have a joint Marketing and Communications
office.
FSFC Comments: The committee believes these are logical cuts.
B. Chancellor’s Office: Estimated savings: $53,000
1. Recommendation: Reduce 102 budget by approximately 10% of
existing 102 budget, or an estimated $53k.
2. Rationale: This suggestion is based on many comments requesting that
administration be flattened. It is also based on suggestions that 102 dollars
not be spent on administration, but on instruction or services where direct
student contact is required.
FSFC Comments: The committee believes these are appropriate cuts.
C. Foundation: Estimated savings: $169,000
1. Recommendation: Cut 100% of the existing 102 budget which amounts to
$169k and 0.99 FTE.
Rationale: This total removal of 102 funds from the Foundation operating
expenses is recommended based on the same comments about where 102
dollars should be spent. The Foundation has access to its own sources of
funding.
FSFC Comments: Agree, long term. To ensure success of the unit, gradual transition
to self-sufficiency. What do other campuses do?
D. Learning and Information Technology: Estimated savings: $354,000
1. Recommendation: Reduce 102 budget by 10% which totals $354k and 3.4 FTE.
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2.
Rationale: There were several comments about LIT having a large 102 budget.
Typical comments included:
1. We recommend the consolidation of unit level administration in the LIT
area.
2. The relationship of Stout Online/LTS/Teaching and Learning Center
should be reviewed for possible consolidation of instructional design
and support.
3. We recommend deferment of further recommendations to
the EAB benchmarking study which is currently underway.
FSFC Comments: LIT needs to weigh in on this. While it appears that this has merit,
it’s important for the unit to develop the plans for a reduced budget.
E. PARQ: Estimated savings $121,000
1. Recommendation: Reduce 102 budget by 27%, totaling an estimated $121k
and 1.0 FTE.
2.
Rationale: This suggestion was also based upon comments regarding
where 102 dollars should be spent. PARQ and ARC serve similar
functions, and this was also noted in the comments.
1. We recommend consolidation of administration and administrative
support between PARQ and ARC by a total of 1.0 FTE from 102 sources.
FSFC Comments: The committee believes these are appropriate cuts.
F. Human Resources: No cost savings
1. Recommendation: We recommend no change as their staffing levels have not
changed over the last 6 years. Affirmative Action was added to this area in the
past.
2. Rationale: A number of comments were related to an increase in Human Resources
staff; however, the staffing levels have actually remained flat over the past six years.
FSFC Comments: The committee agrees with these recommendations.
II. Academic and Student Affairs
A. Discovery Center: Estimated savings: $177,000 and 1.0 FTE
1. Recommendation: Move the Discovery Center off 102 funding to be selfsupported through applied research collaboration with business, industry and
granting agencies.
2. Rationale: Comments indicated concern that the Discovery Center was supposed to
be self-supporting and they were being subsidized by 102. Examples of comments
include:
1. I was under the impression that the Discovery Center was intended to
be COMPLETELY self-sustaining. I would encourage the Budget
Reduction Subcommittee to take a hard look at that operation.
2. I understand that the discovery Center was supposed to be self-supporting
and that we use GPR funds to keep it going. I would ask what ROI is for this
and reduce staff.
FSFC Comments: OK; however, transition slowly to gradual self-sufficiency as an end-goal.
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B. Research Services: Estimated Savings: $256,000
1. Recommendation: Redistribute Research Services functions to other areas of
campus with a minimum reduction of 2 FTE; all remaining FTE should be funded by
150.
2. Rationale: Comments indicated that Research Services should be eliminated.
However, there are responsibilities that could be redistributed to other areas
on campus that would not impede the services to staff and students.
Examples of comments include:
1. Eliminate the research services office. What they are doing can be done in
the department.
2. Remove Research Services from our campus. Most of us are used to
submitting our own grants.
FSFC Comments: Mixed comments. Suggest a cost benefit analysis. Some units
depend on Research Services, while other faculty/units are more independent.
C. Graduate School and Enrollment Services: Estimated savings: $114,434
1. Recommendation: Consolidate the Graduate School functions within
Enrollment Services to reduce administration, administrative support, and
other FTE per peer benchmarks, resulting in an overall reduction in GPR
support and 1.26 FTE.
2. Rationale: There were many comments related to discontinuing the search for a
Dean of the Graduate School. Additionally, there were numerous comments
related to supporting the Huron report which suggested combining the Graduate
School and Enrollment Services (Admissions and Registration and Records) due to
duplication of functions. Examples of comments include:
1. Eliminate the projected Dean of the Graduate School. Combine
processing with UG Admissions and Registration. I believe the Associate
Vice Chancellor could hold the meetings of the Graduate Deans.
2. Combine admissions functions for undergraduate and graduate students
under one unit and eliminate the duplication of services.
FSFC Comments: We need a unit that’s identified as a Graduate School. Agreement
with leveraging resources of Enrollment Services for admission and registration and
records. But, it’s important we have a Graduate School for identify of graduate
education at UW-Stout
D. Stout Online
1. Recommendation: Evaluate duplication of services and efficiencies.
2. Rationale: Comments were made relative to creating efficiencies between Stout
Online and the rest of the campus in the areas of instructional design/learning
technologies by incorporating with existing LTS operations and staff. Other comments
included eliminating duplication in the areas of technology, instructional resources and
student support. An example of one of these comments:
1. Do we really need 15 people in Stout Online department? I think positions
could be eliminated there or the department all together eliminated. It’s a
small population of students for another online delivery method. We already
have online courses offered. The positions are a duplication of what is already
8
offered on campus. It’s confusing for students to have a separate online
section for distance education students. For ex. the curriculum manager for
Stout Online to set up online course sections is redundant when there is
already one in registration and records that could handle it.
FSFC Comments: Determine redundancies and reduce duplication. Opportunity for
further study.
E. Provost’s Office: Estimated savings: $53,000
1. Recommendation: Reduce 102 budget by 10% including 1 FTE.
2. Rationale: A prevailing theme of the feedback received was that administration
needed to be reduced before reductions were made in instruction or other
direct services to students. An example of one of these comments:
1. The Chancellor and Vice Chancellors need to model a budget cut including but
not limited to taking furlough days, reducing classified support, and other vice, director and assistant position.
FSFC Comments: The committee believes these are appropriate cuts.
F. Teaching Load: Estimated savings: Unknown
1. Recommendation: Equalize instructional teaching load across the university (such as
24 Faculty, 30 Instructional Academic Staff credits per academic year) and develop a
consistent workload reporting format with senate involvement.
2. Rationale: Unequal instructional load expectations have financial and morale
implications. Most accrediting bodies have revised their standards to emphasize
consistency or overall ratios of faculty/students rather than specific teaching load
requirements. Reallocation needs can be better determined if instructional workload
expectations are consistent across the university.
FSFC Comments: The committee believes these are appropriate actions.
G. College Reorganization: Estimated savings: $496,000
1. Recommendation: Consolidate four colleges into three colleges to
reduce administration and administrative support by approximately 3.75
FTE.
2. Rationale: There was an overarching theme of consolidation and increased efficiency,
and numerous suggestions related to reducing the number of colleges, reduction of
the number of deans, and reducing the layers of administration within colleges.
Specifically, there were numerous recommendations related to a college realignment
that would incorporate all units within the COM to CSTEM. A small number of
comments recommended redistributing COM units among 2-3 colleges.
Representative comments included:
1. I think that the COM and STEM colleges should be combined, like they were in
the past. This would save a great deal of administrative costs and likely not
impact the college(s) operations.
2. Reorganize STEM to include COM departments for administrative (Dean,
Assoc. Dean, administrative assistants, financial/budget administrator)
efficiencies and cost savings.
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3. A drastic move would be to eliminate a college-- for example COM. Divide
the three departments up between the other three colleges. This would also
give an improved CI stream of revenue to each of the colleges.
FSFC Comments: Reorganization considerations should be inclusive of the entire
university.
H. College Administration: Estimated Savings: $200,000+
1. Recommendation: Reduce and consolidate administrative layers and positions within
the academic colleges to a maximum of two layers below the dean (chair, school
director, associate dean) and a maximum FTE of 4.0 (CSTEM), 2.5 (COM), 3.33
(CEHHS) and 4.0 (CAHSS) for those positions.
1. The FTE calculation is based on the Department Chair allocation matrix
approved by Chancellor Sorensen in 2013 plus one additional FTE. This allows
flexibility in each college to determine how to distribute the allocation, and
the appropriate two layers of administration below the dean (associate
dean/chair; associate dean/school director; school director/chair).
FSFC Comments: The committee believes this is an appropriate action.
2. Rationale: There was considerable support for this recommendation, which is
consistent with the overarching theme of reducing administration costs and
layers. Representative comments included:
1. Establish a maximum number of FTE that can be administrative in each
college. This could be based on number of faculty in the college and number of
students served in that colleges programs. Same can be done for support staff;
if the academic side of campus is going to school models, deans and
department chairs should be eliminated.
2. We need to level out the hierarchy of the system, not add another layer to it;
Ensure consistency in Dean and Associate Dean and related support staff consistency across the university between colleges.
3. Reduce staffing to efficient level, and consider eliminating the "school" model,
which has so far just added administration without adding efficiencies.
4. When configuring instructional areas into schools, ideally it should not take
more administrative/support positions to run them. Review if positions have
been added and eliminate some of them.
5. Moving to school models should not require additional FTE in noninstruction. If it does, then we haven't gained any efficiency and we've taken
resources from the classroom. These areas should definitely be targeted for
reduction.
FSFC Comments: The committee believes this is an appropriate action.
I.
Student Services, Advisement Center: Estimated savings: $96,226
1. Recommendation: Eliminate Living Learning Community programming and total 1
FTE which represents 25% of 102 FTE and service and supplies.
2. Rationale: There were several comments related to the Advisement Center indicating
the Center had not raised retention and/or that staff were added over the years. The
1
First Year Advising model was implemented to ensure consistent, accurate and accessible
advising, matriculation processes and programs, career exploration and transition
support (including early alert, probation services) for first year students and their families.
This was an area rated very low for UW-Stout on the NSSE. No new FTE were added to
implement this model, rather 102 support has diminished with historic budget cuts. There
were some comments suggesting Program Directors are also advising first year students.
If, upon further review, it is determined that the services provided by the Advisement
Center are being duplicated by Program Directors, the administration should use this
information in decisions of efficiency and effectiveness.
Learning Communities have, over time, not proven to affect retention and it is
challenging to get campus involvement and, for some communities, student
involvement. A representative comment included:
1. Delete the money for the learning communities; this is something "nice" when we
need "essential." Plus, there is no evidence the learning communities contribute
to higher retention.
FSFC Comments: Mixed feedback. Opportunity for qualitative study. Are there any benefits
of the LLC’s at Stout? Positive impacts may be associated with the development of a cultural
community conducive to learning?
J.
Honors College: Estimated savings: $28,000
1. Recommendation: Eliminate .5 FTE.
2. Rationale: Reducing layers of administration is a consistent theme in the budget
feedback. Specific feedback included:
1. Evaluate how many directors have assistant directors and how many layers
exist in the non-instructional areas. Are all those middle-level directors
absolutely essential?
2. Honors program should be reevaluated for its feasibility considering these
massive budget cuts. While it is a very nice thing to have, we can't have nice
things when we can't afford them. There are ways for students to graduate
with honors without having that program. Resources need to be in the
classroom. Being an honors student is nice - but it is more critical that the
students be able to take the needed classes to obtain their degree.
FSFC Comments: OK; More research needed to learn whether advising duties, all
as performed by the Director and Assistant Director, could be sustained following
a proposed cut of .5 FTE.
K. Library: Estimated savings: $215,000
1. Recommendation: Reduce 102 budget by 10% including 2 FTE.
2. Rationale: There was considerable discussion related to the potential for creating
greater efficiency within the Library Learning Center and support from non-102
budgets. Representative feedback included:
1. I think it would beneficial to send out some sort of survey to see if students
actually use the library resources enough to continue such a large space and
resources on campus.
2. The library on campus seems unnecessarily large with all students having
1
laptops for accessing so much of that information. Much of that space could
likely be put to use for other programs or uses.
3. Reduce library staff and library building space. I have talked with students who
have been in the library once or twice through their junior year. There is a need
for library services, but few actual books are needed as many, many resources are
available online. It is a luxury we can no longer afford to dedicate an entire
building for library services and to have an ample number of staff in that building.
FSFC Comments: Be careful; may be short-sighted. We need a book culture! At the same
time, we fully understand the reduced usage of library real estate due to the online nature
of service availability and access.
III. Administrative and Student Life Services
A. Physical Plant: Estimated savings: $550,000
1. Recommendation: Reduce $550,000 in 102 funding to Physical Plant for FY16.
2. Rationale:
1. In each of the past 2 years, Physical Plant has left $260,000 - $340,000 in 102
funding at the end of each year. We recommend reducing funding by
$300,000.
2. The Educational Advisory Board (EAB) study found that our cost per square
foot was above the average by $.17, which computed to approximately
$250,000 on the 102 side.
3. The total of the $250,000 combined with the average of $300,000 in unused
funding is $550,000.
4. There were also many comments about planting perennials versus annuals.
The subcommittee reviewed 2014 and found approximately $12,500 was
spent on annuals and perennials each. Of the $12,500 spent on annuals, a
portion was covered by auxiliary funding. This subcommittee would like to
promote UW-Stout’s enduring goal of sustainability and would like even more
emphasis placed on planting perennials in the future.
5. Additionally, many people asked about removing Fleet Vehicles. The
subcommittee did not pursue this as it is a self-funded 128 operation. While
Fleet Vehicles does charge the 102 areas for use, the use is not required; and
effective July 2015 the rates will be similar to the new rates for people using
their own vehicles.
FSFC Comments: The committee believes this is an appropriate action.
B. Athletics: Estimated savings: $160,000
1. Recommendation: Reduce GPR Support to Intercollegiate Athletics by 15% and 2.4
FTE.
2. Rationale: Comments were expressed regarding the cost to operate athletic
programs. The subcommittee recognizes that student involvement in extracurricular
activities leads to higher retention, however we recommend looking at intercollegiate
athletic programs that are not cost effective. Examples of comments included:
1. Take a critical look at Athletics and the amount of money that is allocated.
2. Believer in the university promoting a strong mind & body, but could athletics
1
and intramural sports be streamlined more.
FSFC Comments: We need more information about revenue. Athletics is bare-bones now;
further cuts may impact the recruitment and retention of students. In addition, the BS
HWF is staffed primarily by the Athletic department. The program has grown quickly.
How will these budget cuts effect that program? Until new structures are in place, be
careful, go slow on this initiative.
C. Health and Safety: Estimated savings: $220,000
1. Recommendation: Redistribute functions to other areas of campus with a minimum of
1.0 FTE. Move some of police to housing (recommended 2 FTE) and fund through
efficiencies, not through an increase in housing rates.
2. Rationale: Comments support the redistribution of Health and Safety. A redistribution
to appropriate areas on campus would not impede services to staff and students.
Examples of comments included:
1. Units are valuable; however, there is an opportunity to coordinate
efforts.Look at the organizational structure and determine if this area is
properly aligned.
FSFC Comments: The committee believes this is an appropriate action.
D. Business and Financial Services: Estimated savings: $85,000
1. Recommendation: Reduce administration in Procurement and Materials Management
by 1.0 FTE.
2. Rationale: Many comments were received recommending the reduction of 102
budget in administrative offices.
FSFC Comments: The committee believes this is an appropriate action.
E. Vice Chancellor’s Office: Estimated savings: $55,000
1. Recommendation: Reduce 102 budget by 10% and .65 FTE.
2. Rationale: Many comments were received recommending the reduction of 102
budget in administrative offices.
FSFC Comments: The committee believes this is an appropriate action.
F. Student Life Services: Estimated savings: $6,000
1. Recommendation: Eliminate 102 funding and .08 FTE.
2. Rationale: Intramurals and Sports Clubs are student fee supported. Supports
comments to reduce or eliminate 102 funding in units that have access to other
sources of funding.
FSFC Comments: The committee believes this is an appropriate action.
IV. Reduce/Right-Size Administrative Support
A. Recommendation: develop a metric that incorporates benchmarking data. Use this metric to
disperse the FTE across the campus in an equitable manner at the sub-division/college level.
1. Reduce administration support (102/131/128) across campus by 10% excluding grant
and contracts. This recommendation should focus on those areas that are currently
over-allocated.
2. Because temporary university staff and project positions must be eliminated before a
lay-off can occur, and because any reduction in percentage of FTE is a layoff, we would
like to have as many permanent positions moved into these vacancies as possible.
1
3. Temporary positions should not be allowed to backfill permanent positions.
FSFC Comments: The committee believes this is an appropriate action.
1
Attachment 5
March 11, 2015 Graduate Education Committee Meeting
Graduate School policy revisions recommended per the March 11, 2015 Graduate Education Committee
meeting (red indicates changes)
4.0 GRADUATE FACULTY RESEARCH ADVISER APPOINTMENTS
The UW-Stout Graduate Faculty are responsible for advising Master’s theses and field problems, as well
as Education Specialist Theses and Field Projects and Educational Doctorate Dissertations. All graduate
research advisers must be UW-Stout Graduate Faculty. All Master’s or Education Specialist committee
chairs must hold an Education preparation code of 1 or 2, and a Faculty Rank of 1, 2, or 3. All Educational
Doctorate committee chairs must hold an Education Preparation code of 1.
UW-Stout Faculty, as well as Academic Staff, can become members of the Graduate Faculty through a
process of application and appointment. Candidates for membership on the Graduate Faculty apply
directly to the Graduate School. Education Preparation Code, Faculty Rank, and other criteria are
considered in the appointment process. Membership criteria include:
a. Expertise in a discipline(s) related to one or more of the graduate majors offered (which includes the
candidate’s program).
b. Participation on a regular basis in graduate education through teaching, advisement,
research/scholarship, and/or participation in committees that have an impact on graduate education.
c. An Educational Preparation Code appropriate to the program served: Code 1, 2, or 3 for a Master’s
program, Code 1 or 2 for an Education Specialist program, and Code 1 for Educational Doctorate.
(Complete code descriptions can be found in the University of Wisconsin-Stout Faculty/Academic
Staff/Limited Appointee’s Handbook; in general they are as follows: 1=Ph.D. or Ed.D.; 2= M.F.A., or
doctoral ABD; 3=M.S.+1yr graduate study, Ed.S. or equivalent, or 2yr M.S.; 4=1yr M.S.)
d. Faculty Rank of: 1) Professor, 2) Associate Professor, 3) Assistant Professor,
OR
Academic Staff Ranks as determined appropriate by the Graduate Education Committee.
e. Record of research, creative and/or scholarly activity in one’s discipline(s) and/or related to the
program served.
f. Expertise in one or more research methodologies.12
Prospective Graduate Faculty apply for membership by completing and submitting an application to the
Graduate School. Applications are reviewed and appointments made by the Graduate Education
Committee. In the event an application is denied, the applicant may correct any deficiencies and reapply
to the Graduate School with subsequent review by the Graduate Education Committee.
Retired Graduate Faculty who have been honored with UW-Stout Emeritus status retain their
association with the Graduate School. They are recognized as Graduate Faculty Emeritus with indefinite
appointment and may serve in the same capacities as regular Graduate Faculty. Retired Emeritus faculty
who were not members of the Graduate Faculty at retirement may be appointed following the standard
appointment process. (REV 4-1-11 and 4/24/13)
4.1 GRADUATE FACULTY RESEARCH ADVISER APPOINTMENTS- Exceptions Process
In the event that application is made for UW-Stout Graduate Faculty status and the candidate does not
meet the criteria noted above, an exceptions request can be made to the Graduate Education
Committee.
The exceptions request should be accompanied with a curriculum vitae and a statement describing the
experiences that the individual has had that would qualify him/her to advise graduate research projects.
Evidence should include peer-reviewed publications, documented recognition of scholarly activity
and/or in-depth knowledge specific to the field of study. The Graduate Education Committee will
examine the submitted materials and determine if the individual shall be granted graduate faculty
status.
Attachment 6
Faculty Senate
University of Wisconsin-Stout
P.O. Box 790
Menomonie, WI 54751-0790
715/232-1789
715/232-2590 (fax)
Date: September 23, 2014
To: Bryan Beamer, Chair, Faculty Senate Personnel Policies Committee
From: Petre Nelu Ghenciu, Chair, Faculty Senate
Subject: Committee Charge
In an effort to provide clarification regarding eligibility for promotion, I am charging the
Senate Personnel Policies Committee (PPC) with reviewing and possibly recommending an
update to the following document from the Faculty/Academic Staff/Limited Appointees
Handbook:
CHAPTER IIIB - PERSONNEL RULES FOR FACULTY
Promotion: Educational Preparation and Experience.......................................................... 125
More specifically the committee is charged with exploring the possibility of expending the
list of degrees that are being considered as terminal degrees in the section below that includes
the MFA.
Professor
A person may be promoted to the rank of professor if he/she has the following qualifications:
• Educational preparation code 1; or MFA; AND
• At least seven years of teaching and/or relevant work experience, and five years completed
at the rank of associate professor at UW-Stout at the time of application;
• While activities from the last five years are considered most important, persons applying for
promotion to FULL PROFESSOR may include significant activities from earlier years.
I would request that the recommendation be based on broad input solicited from appropriate
stakeholders and should include a rationale for the decision including a listing of the
identified pros and cons and a report on the committee's degree of consensus on the
recommendation.
I am requesting that the committee provide a report to the Faculty Senate Executive
Committee by the January 20th, 2015 Faculty Senate Executive Committee meeting.
Date:
TO:
FROM:
3 Mar 2015
PPC
J. Klefstad, A. Little, A. Vande Linde
RE:
Recommended Changes, Faculty Promotion to Full Professor Criterion
Option 1: Includes “in the field or related field” language
Promotion: Educational Preparation and Experience
(Revised Approved 11/26/96Faculty Senate) (Approved 1/8/97Chancellor)
(Rev. 5/11/99-Faculty Senate;
Approved 6/29/99-Chancellor)
2. The following combinations of education and experience are described for each rank. (A
description of the educational preparation codes is found under Educational Preparation
Code.)
b. Professor
A person may be promoted to the rank of professor if he/she has meets the following
requirements qualifications:
i.
Academic credentials (for individuals hired on or after August 24, 2015)
a. Ed prep code 1 in the field (or related field) of one’s position description.
OR
b. MFA A terminal degree in the field (or related field) of one’s position
description. A terminal degree is the highest academic degree in a given
field of study as determined by an ad-hoc college-level committee
consisting of one member from each department (or functional equivalent)
in the college. The college-level committee must consult with professional
organizations in the field in question, and a list of these organizations must
be provided by the applicant. A list of accepted terminal degrees will be
created from these determinations and made available to any faculty
member.
c. Determination of “in the field or related field”.
i. At the time of hiring, the department (or functional equivalent) and
hiring authorities determine whether a degree is in the field or
related field. This includes degrees already in progress at the time
of hire.
ii. After the point of hire, should faculty members wish to initiate
additional education in order to achieve a terminal degree, the adhoc college-level committee described in (b) above makes the
determination. A record of committee decisions will be created
from these determinations and made available to any faculty
member.
ii.
Academic credentials (for individuals hired before August 24, 2015)
a. Ed prep code 1
iii.
OR
b. MFA A terminal degree. A terminal degree is the highest academic
degree in a given field of study as determined by an ad-hoc college-level
committee consisting of one member from each department (or functional
equivalent) in the college. The college-level committee must consult with
professional organizations in the field in question, and a list of these
organizations must be provided by the applicant. A list of accepted
terminal degrees will be created from these determinations and made
available to any faculty member.
Time in rank (for all individuals)
a. At least seven years of teaching and/or relevant work experience, and
b. Five years completed at the rank of associate professor at UW-Stout at
the time of application;
Option 2: No “in the field or related field” language
Promotion: Educational Preparation and Experience
(Revised Approved 11/26/96-Faculty Senate)
(Approved 1/8/97-Chancellor)
(Rev. 5/11/99-Faculty Senate;
Approved 6/29/99-Chancellor)
2. The following combinations of education and experience are described for each rank. (A
description of the educational preparation codes is found under Educational Preparation
Code.)
b. Professor
A person may be promoted to the rank of professor if he/she has meets the following
requirements qualifications:
i.
Academic credentials
a. Ed prep code 1
OR
ii.
MFA A terminal degree. A terminal degree is the highest academic degree in
a given field of study as determined by an ad-hoc college-level committee
consisting of one member from each department (or functional equivalent) in
the college. The college-level committee must consult with professional
organizations in the field in question, and a list of these organizations must be
provided by the applicant. A list of accepted terminal degrees will be created
from these determinations and made available to any faculty member.
iii.
Time in rank
a. At least seven years of teaching and/or relevant work experience, and
b. Five years completed at the rank of associate professor at UW-Stout at
the time of application;
Attachment 7
1
Program Director Self-Study Report
For Program:
Game Design and Development (GDD)
Submitted by Program Director Name:
Diane Christie
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 concept of “learning through experience” is implemented in two major places in the
Game Design and Development (GDD) curriculum. Although students have early handson learning experiences in the many lab, project, and studio courses, a major experiential
learning opportunity comes in the capstone courses. Students learn a great deal when they
have the experience of designing, building and implementing a complete game with a
team in each of the junior and senior capstone courses. This process requires research,
problem solving, teamwork, communication skills, project management, documentation,
design, prototyping, and testing to successfully complete the game projects. In GDD-325,
students are required to build and deliver a serious game to meet client requirements. In
GDD-450, students research and propose game ideas, create conceptual designs and
working prototypes to prove feasibility. In GDD-451, students create a finished, shippable
game.
Students have another major experiential learning opportunity when they participate in the
co-op/internship program. Although participation in this program has been voluntary up to
this point (but highly recommended), some students have participated. In response to
comments from the Program Advisory Board and accreditation agencies, co-op
participation is now required in the GDD-CS curriculum and a co-op, internship or field
experience will be required in the future for GDD-Art.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The GDD Program was approved by the Board of Regents in June 2009 with
concentrations in computer science and art. Students were accepted into the program
beginning in fall of 2009. The first year, there were only a few months between the
approval and the beginning of the school year, so there had been no time to market the
program to prospective students. By the second year, the number of students entering the
program had increased dramatically. In order to be able to deliver a quality program, we
instituted program admission requirements for students entering the program in fall 2011.
2
The program is expected to continue to grow a little in the next few years, but is probably
leveling off.
2009
2010
2011
2012
2013
2014
GDD-Art Students
21
66
77
89
96
108
GDD-CS Students
5
61
89
107
127
151
Total Students
26
127
166
196
223
259
The Board of Regents has given permission for the GDD-Art concentration to plan a
separate BFA Game Design and Development-Art program. The Authorization to
Implement is in the process of getting on-campus approval and will go to the Board of
Regents for approval in December. It is planned to be implemented in fall 2015. The BS
Game Design and Development will be renamed as BS Game Design and DevelopmentComputer Science to be effective when the split is complete.
GDD-Art
One-year Retention in Program
UW-Stout Average in Program
One-year Retention at UW-Stout
UW-Stout Average
2009
81%
57.9%
85.7%
74.6%
2010
48%
57.4%
66.7%
70.6%
2011
66.7%
57%
81.0%
69.2%
2012
68.5%
49.8%
71.9%
72.8%
GDD-CS
One-year Retention in Program
UW-Stout Average in Program
One-year Retention at UW-Stout
UW-Stout Average
2009
80%
57.9%
80%
74.6%
2010
57.8%
57.4%
73.3%
70.6%
2011
65.9%
57%
82.9%
69.2%
2012
66.4%
49.8%
76.6%
72.8%
Admissions standard initiated in fall 2011 has raised and stabilized the one-year retention
in program rate, which is higher than the average at UW-Stout. One-year retention in any
program at UW-Stout is also higher than the university average.
Currently the GDD program participates in Preview Days, individual preview visits,
STEM Career Day, Wisconsin Science Olympiad, UW-Stout Scholar Day, Summer PreCollege Program and various other special group visits to campus to help with program
enrollment. We have also traveled to participate in High School Career Days at
Menomonie High, Baldwin-Woodville High and Altoona High as well as an 8th Grade
Career Clusters Day for regional students at WITC-Rice Lake. All students who
participate in a co-op experience are required to present back at their high school or at
UW-Stout. This presentation is used as a recruiting tool for our program. Students discuss
the skills they have learned, courses they have taken, and how they applied these during
their co-op experience.
1.1.3
Describe, provide examples and explain how the program intentionally
3
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.”
According to The Entertainment Software Association
(http://www.theesa.com/facts/index.asp), 48% of all game players are women. However,
the game development industry is not so evenly represented. The International Game
Developers Association states that women made up only 22% of the game industry
workforce in 2013, which was nearly doubled since 2009
(http://www.igda.org/news/179158/Press-Release-IGDA-Developer-Satisfaction-Surveyresults-are-released.htm). This is compounded by the fact that only 26% of computing
professionals in the 2013 workforce were women and only 12% of computer science
undergraduate degree recipients were women in 2012 according to National Center for
Women & Information Technology.
(http://www.ncwit.org/sites/default/files/resources/btn_02282014web.pdf). At UW-Stout,
there are 16.7% (16/96) of GDD-Art students and 3.9% (5/127) of GDD-CS students are
female.
In 2013-2014, 8.3% (8/96) of GDD-Art students and 10.2% (13/127) of GDD-CS students
were minorities. This is similar to the UW-Stout population in general which is 8.8%
(821/9286) minority students. The GDD program has conducted recruiting activities to
increase diversity by offering courses in Multicultural Student Services’ PreCollege
Program in 2009 and 2010. The PreCollege Program serves all Wisconsin students who
qualify for a Department of Public Instruction (DPI) scholarship (receive free or reduced
lunch at their school or are income-eligible).
The faculty and staff which support the GDD program are very diversified including
persons of different gender, race/ethnicity, and sexual orientation, modeling the benefits of
a diverse community.
Testing and classroom accommodations are made for students with disabilities, including
hiring student assistants to help students with disabilities.
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.”
Due to the nature of our program, game design and development, computer science and
various other courses are paperless using D2L to post materials and grades. Students also
use the course management systems to submit assignments.
2. DESCRIPTION OF THE PROGRAM
4
2.1 Curriculum Design
2.1.1
State the approved program objectives.
Original program objectives were approved by the Board of Regents in June 2009.
Upon completion of the B.S. in Game Design and Development, graduates will:
1. Have a basic understanding of the historical, cultural, sociological, and psychological aspects
of computer and video games.
2. Have a basic understanding of the narrative, visual, audio, and level design principles for
computer and video games.
3. Be able to work effectively in goal-oriented game development teams and have welldeveloped project leadership and management skills.
4. Have developed a solid portfolio illustrating their abilities and work experience. This may
include examples of industry experiences, research, writing samples and creative works.
5. Have experience in a complete realistic game design and development process through
participation in an interdisciplinary team-oriented game production project.
6. Show strong evidence of success as a team player with a variety of programmers, artists, and
other non-technical team members.
7. Have a clear understanding of current game technology.
In addition, students in the Computer Science concentration will:
1. Have an understanding of the mathematics, physics, computer science, software engineering,
and writing skills and concepts used in the design, development, and documentation of
computer software and video games.
2. Have developed the skills to be able to quickly learn and adapt to new technologies,
environments, and methodologies.
In addition, students in the Art concentration will:
1. Have an understanding of issues related to aesthetics, art and design theory, and critical
evaluation of artifacts.
2. Be able to synthesize creative ideas, concepts and technology toward the creation of
meaningful and compelling artistic artifacts.
The Game Design and Development—Computer Science concentration was accredited in August
2014 by the Computing Accreditation Commission of ABET. This is the only Game Design and
Development program to be accredited under the computer science curriculum standards. To
meet ABET accreditation requirements, the program advisory board approved new program
educational objectives (PEOs).
The Game Design and Development Program develops computer scientists who are:
 In demand by employers
 Recognized for their ability to apply computing expertise
 Recognized for their leadership and teamwork skills
 Demonstrate an ability to learn and adapt to the changing environment created by societal
and technical influences
 Demonstrate continued career growth and professional development
The program must enable students to attain, by the time of graduation:
(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline.
(b) An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution.
(c) An ability to design, implement, and evaluate a computer-based system, process, component,
or program to meet desired needs.
5
(d) An ability to function effectively on teams to accomplish a common goal.
(e) An understanding of professional, ethical, legal, security and social issues and responsibilities.
(f) An ability to communicate effectively with a range of audiences.
(g) An ability to analyze the local and global impact of computing on individuals, organizations,
and society.
(h) Recognition of the need for and an ability to engage in continuing professional development.
(i) An ability to use current techniques, skills, and tools necessary for computing practice.
(j) An ability to apply mathematical foundations, algorithmic principles, and computer science
theory in the modeling and design of computer-based systems in a way that demonstrates
comprehension of the tradeoffs involved in design choices.
(k) An ability to apply design and development principles in the construction of software systems
of varying complexity.
The Game Design and Development-Art concentration has received pre-authorization to convert
the current concentration to a B.F.A. in Game Design and Development-Art. The proposed
B.F.A. has submitted the following program objectives to conform to NASAD requirements.
Upon the completion of the program, the student will be able to:
1. Understand and apply knowledge, techniques, and methods necessary to become a
successful game designer and artist.
2. Define, understand, and identify the elements and principles of art and design and apply
them to a variety of art and design solutions within game design.
3. Have a basic understanding of the historical, cultural, sociological, and psychological
aspects of computer and video games.
4. Communicate successfully using various means, including speaking, writing, and graphic
communication.
5. Have a basic understanding of the narrative, visual, audio, and level design principles for
computer and video games.
6. Utilize industry standard software, equipment, production technologies and materials.
7. Apply methods and theory (best practices) through all research and development phases of
the art and design process.
8. Understand and apply standards of practice for the game design profession including ethics,
professional development, and business models.
9. Draw, model (digital 3D), animate and render using a variety of digital tools and techniques
used in the games industry.
10. Have developed a solid portfolio illustrating learned abilities and work experience. This may
include examples of industry experiences, research, and creative works.
11. Have experience in an advanced game design and development project through participation
in an interdisciplinary team-oriented game production pipeline.
12. Show strong evidence of success as a team player with a variety of programmers, artists, and
other non-technical team members.
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
The program constituencies consist of the faculty, Advisory Board, alumni, employers,
students and the state of Wisconsin.
Faculty: Stout faculty teaching core program courses and advising program students.
Advisory Board: The advisory board consists of faculty, alumni, employers and students.
The advisory board meets twice a year to discuss program issues.
Alumni: Graduates of the program are contacted by the UW-Stout office of Planning,
6
Assessment, Research and Quality (PARQ). The graduates are provided surveys that are
used to assess whether program objectives are being met.
Employers: Companies that have and continue to hire program graduates. The PARQ office
surveys employers to assess whether program objectives are being met.
Students: Informal and formal methods of student feedback. Students have representation
on the program advisory board, and complete an exit survey during their final semester.
Each of these constituencies supplies important information for the direction of program.
The program faculty have primary responsibility for curriculum, instruction and advising of
the students. Faculty are also primarily responsible for direction of the laboratory facilities.
The Advisory Board is highly valued for immediate input related to the skills they are
seeking from graduates and making faculty aware of new practices in the industry. Alumni
can share a valuable perspective on what they feel their education has provided and allowed
them to proceed in their career. They are the product of the program and hopefully will
become strong supporters and donors. Employers demonstrate support for the program by
hiring well trained graduates and providing cooperative work experiences for current
students. Current students provide valuable feedback for program improvement because they
are immediately affected by changes in curriculum, facilities, faculty, advising, and many
times have very current industrial practice related to their cooperative work experience.
The diagram below shows the relationship between the Program Mission, the Program
Educational Objectives (PEOs) and the Student Outcomes. Constituents have a direct line of
input into the PEOs though participation in advisory boards; student, employer and alumni
surveys; faculty meetings and informal feedback to the faculty and program director.
7
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)
As mentioned earlier, all students in the program participate in experiential learning and
creative endeavor through a series of capstone classes (GDD 325, GDD 450, and GDD
451). These courses are designed to simulate an industry environment where the students
work together in interdisciplinary teams with instructors from both disciplines, developing
entertainment and serious video games from ideation to release to the public.
Beginning fall 2014, participation in the co-op program is required by all GDD-CS
students. Co-op/internship or field experience will also be required by all GDD-Art
students upon authorization by UW-System to implement the BFA. With that said,
voluntary co-op participation has yielded an average GDD co-op pay rate for students of
$16.01/hour in 2012-2013.
Because of the nature of the disciplines in the GDD program (art/design and computer
science), many of the required courses are lab, project, or studio courses allowing students
hands-on experience starting as freshmen and continuing throughout their years at UWStout.
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?
Each concentration has a different accreditation agency with specific curriculum
requirements which are very different from each other. This is a driving reason for the
pre-authorization of a B.F.A. in Game Design and Development-Art. The B.F.A. in Game
Design and Development-Art proposal modifies the concentration curriculum slightly to
meet National Association of Schools of Art and Design (NASAD) Handbook 2013-14
(NASAD14) guidelines to conform to NASAD accreditation, while addressing the
concern NASAD expressed regarding the title of the degree in relation to the curriculum
content.
The Association for Computing Machinery (ACM) and the Institute of Electrical and
Electronics Engineers-Computer Society (IEEE-CS) created a joint task force on
Computing Curricula and released the Computer Science Curricula 2013 (CS2013)
guidelines. The B.S. in Game Design and Development—Computer Science
8
concentration curriculum content is designed to meet ABET accreditation requirements as
previously stated, as well as meet these guidelines.
Both the B.F.A. and B.S. curriculum requirements also conform to the International Game
Developer’s Association’s (IGDA) most recent Curriculum Framework for the Study of
Games and Game Development (CFSGGD).
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).
Terrence Mason
Wan Bae
Amitava Karmaker
Brent Dingle
Dennis Schmidt
Seth Berrier
James Dean
David Beck
Kevin Pontuti
2.2.2 What additional faculty/academic staff expertise is needed?
One of the major strengths of the program is having students from 2 disciplines
(Art/Design & Computer Science) and faculty from 2 disciplines (Art/Design & Computer
Science) working together in the capstone courses. By having faculty work together, it sets
an example for the students and they are able to see the faculty "walk the talk" while they
are having the students from both disciplines work together. The combined classes
simulate the industry standard, in that art/design students work together with the computer
science students to create a good end product.
Unfortunately, the capstone courses have not been consistently staffed by permanent
Art/Design faculty. Last year and this year, although the computer science instructors
have been faculty, the Art/Design instructors for GDD courses have been temporary
academic staff. This is currently being address with a search in the Design department
with a new faculty position. We are just beginning to see the larger freshmen classes
hitting the upper level courses. As the number of sections increase, we may need to
address this issue again.
With the increasing demand for computer science courses by other majors on campus as
well as the GDD-CS program, the number of computer science faculty are insufficient to
cover the all CS and GDD courses that need to be offered currently. This need is being
addressed in the short-term by the MSCS department using a vacant Mathematics position
for a computer science faculty search. This is in addition to a current computer science
adjunct staff member that will continue to be needed. Long-term, additional computer
science faculty positions will be needed by this department. Additional course offerings
9
need to be developed and taught to keep up with the ever increasing variety of technical
demands of the industry. We must also meet the demand for upper level electives in
computer science as indicated by our program advisory board and student surveys (see
section 3.3). With faculty already stretched to the limit and current deficiency in the
number of computer science positions, this situation will only get worse in the future. If
we do not adjust to the demand, the quality of the program will suffer and students will go
elsewhere.
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 classrooms, labs, additional space involving minor construction)
have been requested and provided?
On the GDD-Art side, MICH 176 received new Macs and a new PC lab was created in
MICH 178 this summer through Lab Mod funding. On the GDD-CS side, JHSW 316
received new PCs this summer through Lab Mod funding as well. However, there needs
to be a long-term plan for replacement of computers other than hoping to receive lab mod
funding. Even with the lab mod funding that we received, we are still in need of another
computer lab. Although the GDD-Art students have access to both a Mac and a PC lab,
the computer science students have no opportunity for experience with Apple products.
The laptops they receive are PC and there is no Mac lab available to them, restricting the
creation of games and apps to mobile devices that use the Android operating system. The
MICH 176 Mac lab is booked with classes for the School of Art and Design and is not
available for use by the computer science students in the GDD-CS concentration. Lack of
iOS knowledge and experience puts our students at a disadvantage when they are
competing for full-time and co-op positions, as well as creating a gap in their knowledge
as compared to the current industry expectations. We need a lab with 25 Mac stations and
software for use on the computer science side of the program.
The need for a long-term plan for computer lab replacement has been recognized outside
of this university. Facilities were noted as a concern in the ABET accreditation report for
the GDD-CS concentration. “Since there is no lifecycle replacement plan for computers in
the program’s upper-level computer laboratory, the potential exists for the program’s
computer laboratories to fall short of student needs over time.” This short-fall is already
being experienced by the program’s computer science students with a lack of access to
iOS. This problem will compound when the current labs need to be refreshed again.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs,
additional space involving minor construction exist in the program?
The GDD-CS students do not have access to Macs. This is a problem since many games
are designed for Apple products such as iPads and iPhones. Students cannot get
programming experience with this platform since programs that run on iOS cannot be
created on PCs. A Mac lab for the GDD-CS students is essential if we want our students
to be competitive upon graduation. Currently they are missing key skills that are now
10
essential in the industry. Closing this skill gap will require the addition of Mac hardware
and software as well as a dedicated lab space with a layout conducive to teamwork. It
will create a teaching lab in which students can learn to program in Cocoa and objective C
as required for iPad and iPhone apps. It can also be used for students who create games in
commercial game engines to export the game to multiple platforms including iOS. This
will allow students to understand differences in software requirements for different
hardware configurations. As stated above, we need a lab with 25 Mac stations and
software for use on the computer science side of the program.
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.
Library resources are adequate for the GDD program. The addition of the Gaming and
Digital Innovation Lab is a great resource for our students. Most journals are now
available online and have decreased the use of the resources through the library. However,
the program sends lists of books requested to help support the program. Our most recent
request was last spring and was fulfilled. Resources such as Lynda.com and Digital Tutors
are also very valuable to students in the program.
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.
Currently the department owns two servers maintained by LTS and has four servers
locally to help support class activities and ongoing research. The four local servers are
currently maintained by staff members of the MSCS department.
Our program also encourages all faculty/staff to work closely with the ASPIRE office to
ensure courses are accessible to all students. With the large use of laptops in the program,
it is essential to maintain open communication with their office.
Faculty/staff supporting the program also make use of the Nakatani Teaching and
Learning Center for implementing innovative teaching methods and impacts of technology
in the classroom.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
As mentioned before, a Mac lab for computer science students is required. Student should
also be exposed to other equipment that allows for user interaction with games beyond the
keyboard, mouse, or game controller. This will require acquisition of equipment such as
touch screen/mobile devices, Oculus Rift, Kinect, etc. Sound considerations for games are
currently poorly addressed. Sound engineering equipment and a room that is sound proof
will be needed to improve this facet of the students’ knowledge.
11
3.
Quality of the graduates of the program
3.1 Describe program graduate demand and/or anticipated changes or trends
impacting the future demand.
National projections from the U.S. Bureau of Labor Statistics
(http://www.bls.gov/emp/ep_table_102.htm) indicate that: “the employment of software
developers and web developers is expected to grow approximately 20.1 - 22.8% between
2012 and 2022. The employment of multimedia artists, animators, graphic designers, and
other designers is expected to grow approximately 6.3-8% between 2012 and 2022.”
Projections from the Wisconsin Department of Workforce Development
(http://worknet.wisconsin.gov/worknet/default.aspx) predicts a 21.9 percent increase in the
number of computer software application engineers and a 11.1 percent increase in the
number of multimedia artists and animators from 2010-2020.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The program began in 2009, so students graduating in 2012 did so when the program was
only 3 years old. None of these students entered as freshmen into the program, but were
transfer or change of major students. There were only 7 GDD program graduates in 2012;
all were students in the GDD-Art concentration. Of the seven graduates, only 2 responded
to the alumni one-year follow-up survey. However, there were also 8 students taking the
GDD-CS coursework on the computer science side of the program that also graduated in
2012. These students were in the GDD concentration of the Applied Math and Computer
Science program. This is where the GDD program was housed when they entered the
program in 2008 (prior to GDD program creation). They did not transfer to the GDD
program after it was created since the curriculum did not change. Because they were not
in the newly created GDD program, they were not included in this survey. The very small
sample of 2 out of the 15 students who graduated that year was not very representative of
the group as a whole.
Of the responders, one student was employed as a part-time game artist, the other student
was employed part-time outside the major. This had a direct effect on the responses with
one student rating the overall effectiveness of the program as satisfactory and the other
ranking it as very low. When asked if you have to do it again, one student would
definitely enroll in the same program at UW-Stout and the other student would definitely
not. However, both students indicated that they were better prepared by their education at
UW-Stout compared to other people from other colleges. The cost of that education as
well as investment of time and effort was exceptional to one of the students and acceptable
to the other.
One student noted program strengths as the knowledgeable, helpful instructors who
worked really hard to teach and prepare students for the industry. The other student noted
working with a real world client as a strength. When asked how UW-Stout could improve
its education and services, it was noted that as a new program we are working to connect
with potential employers, but that industry connections are an area for improvement.
Other comments indicate that more focus should be placed on portfolio creation,
12
developing a student's personal strengths, and teaching them how to market
themselves/build a web presence. One student wanted to focus less on group projects.
The classes to which these comments refer have already been refined to address some of
these issues.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
This section provides an analysis of data collected by the PARQ office of the student,
faculty, and program advisory board surveys.
Student surveys:
The GDD program had 115 students who were surveyed for this report with 30 responding
(26% response rate). Out of the 30 who responded they were split evenly among juniors
and seniors. On a scale of 1 to 5 for their questions, all mean scores were higher than a
3.5, with the highest scores in enhancing critical thinking skills, enhancing problem
solving skills, accessibility of professors, and professors achieving stated objectives in
course syllabi.
Strengths listed are knowledgeable and helpful faculty/staff, course content related to their
concentration, rigor of program, and job preparedness. In general many of the weaknesses
mentioned have to do with the newness and quick growth of the program. Weakness
mentioned include the need for better lab equipment, additional courses in the program,
more industry veterans, availability and scheduling of courses, and keeping current with
new technology.
Faculty surveys:
The GDD program had 9 faculty who were surveyed for this report with 7 responding
(78% response rate). Faculty surveyed are from two different areas, art/design and
computer science. Some instructors teach only in their discipline, but some instructors
from each discipline also teach GDD courses. For these instructors, turnover has been an
issue. In the last five years, 5 of the 10 instructors who taught GDD courses are no longer
teaching at UW-Stout.
On a scale of 0 to 5, all aspects of the program listed were rated at a 3.5 or higher with the
exception being quality of classroom facilities which was rated at 3.29. This may have
been related to the comments about ventilation issues, which have been resolved, and
comments about classroom layout not being conducive to team work. Highest scores were
in clerical support, program director leadership, and communication with the program
director. Faculty are pleased with library resources. The biggest strength of the program
is the collaboration between the disciplines. Integration of art and computer science
students working on teams under the guidance of instructors from both departments was a
theme that was reiterated in every comment.
Because of the interdisciplinary nature of this program, communication between
departments in two different colleges will continue to be an opportunity for improvement
for both sides. The collaboration required to keep this interdisciplinary program
integrated is extremely important to the success of the program. As the art concentration
13
moves to a B.F.A., collaboration between the programs will become more critical to the
success of GDD’s future at UW-Stout. Although the program has grown considerably in
the last five years, resources have not. As large number of students are becoming upper
classmen and taking more program courses, there is a need for multiple sections in upper
level courses for the first time. This requires faculty and departmental supply budgets.
Competition with other growing programs that these departments serve will affect the
scheduling of courses, therefore student progress. Continually changing faculty and
technology is a challenge that needs to be addressed. Game development is exceptionally
demanding and requires the ability to respond to technology changes quickly. Lab mod
funding has addressed some short-term hardware needs, but a long-term plan for
hardware/software updates needs to be put into place. More faculty positions should be
created to address turnover and ability to create and schedule new courses and additional
sections of existing courses to address student demand.
Program advisory board surveys:
The GDD program advisory board is made up of students (both concentrations),
faculty/staff (School of Art and Design and Math, Statistics, and Computer Science
Department) and industry professionals. Since students and faculty had separate surveys,
only industry professionals were included in this survey. The GDD program had 7
industry professionals who were surveyed for this report with 4 responding (57% response
rate), most of whom have been on the committee since the beginning of the program. Our
program board meets every semester to discuss the current state of the program, any
revisions or changes, and open discussion on future plans. The industry representatives
unanimously agreed that meeting twice a year is sufficient, that they are well informed of
program data, and that they have had the opportunity to provide recommendations that
impact program decisions leading to the improvement of the program.
Strengths listed include the interdisciplinary classes, strong foundations in chosen
discipline, broad overview of different topics, and quality of staff and students.
Opportunities for improvement indicated were a lack of higher level electives on the
computer science side of the program, a need for a course addressing the business side of
creating games/opening a studio and the need for additional funding for the program.
There was also concern that the introductory course was no longer team taught since this
is where the students are given a view into the process that carries forward into their
careers, setting the groundwork for art and computer science students to work together.
Overall the industry professionals were pleased with the program, faculty, and students.
4.
Program evidence of continuous improvement
4.1 Describe program strengths distinguishing it from similar programs. Describe
and explain program weaknesses?
One of the biggest strengths of the program is the interdisciplinary classes that simulate
industry by integrating art and computer science students who work in teams under the
guidance of instructors from both departments to create fully-functional games. GDD is a
rigorous program that provides students with a strong foundation, a broad overview of
different topics, and depth in their chosen discipline to prepare them for careers in
14
industry. The quality of the program is demonstrated in the quality of the staff and
students. In just 5 years, the program has gone from being approved by the Board of
Regents to a large program of over 250 students with international accomplishments.
 2013 E3 College Game Competition Winner—Flash Frozen, senior capstone project
 Ranked by the Princeton Review in 2013 as a Top Undergraduate Game Design
Program
 2014 CHI-Play International Student Game Competition finalist
 Ranked by Animation Career Review in 2014 as a Top Undergraduate Game Design
Program
 The B.S. Game Design and Development - Computer Science concentration was
accredited by the Computing Accreditation Commission of ABET in 2014 under the
Computer Science curriculum criteria, making it the only Game Design program to
achieve this standing.
The need for continual communication between the faculty of departments in two different
colleges will continue to be the biggest challenge to keeping the program successful. As
the program separates into a B.F.A. and a B.S., collaboration between the programs has
the potential to become the biggest weakness in the program. Because the program is
new, there are still many course offerings that are needed. The industry requirement of
responding to rapidly changing technology requiring a long-term plan to fund equipment
is a weakness that has been noted by ABET accreditation. The rapid growth of the
program requiring more faculty and funding, has put strains on the resources of both
departments. We will continue to work with administration in both colleges to create
solutions to the weaknesses that have been identified by students, faculty/staff, and our
industry professionals on the advisory board.
4.2 Submit evidence of program response to the concerns and recommendations
from previous program review.
This is the first program review.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
A Notice of Intent has been approved by UW-System to change the B.S. Game Design
and Development-Art concentration to a stand-alone B.F.A. Game Design and
Development-Art program to meet NASAD accreditation requirements. The
Authorization to Implement is scheduled to be considered by the UW-System Board of
Regents in December.
Additional courses in each concentration as well as a sophomore level GDD course will be
implemented. This is the result of input from our industry representatives at the last
program advisory meeting.
The acquisition of a Mac lab for the computer science students is critical to the quality of
the program. Additional courses will be developed to make use of this resource. As the
game industry continues to change and expand, we will need to explore other new
technologies in order to keep our students competitive.
15
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
o https://info.uwstout.edu/UWStout%20Document%20Library/Quality/Univer
sity%20Assessment/Undergraduate%20Assessment%20in%20the%20Major
/2013/UndergraduateAssessmentintheMajorReport20130430.pdf
 Program plan sheet 2014
o Art concentration
http://www.uwstout.edu/programs/bsgdd/upload/bsgdd_art_pp14.pdf
o CS concentration
http://www.uwstout.edu/programs/bsgdd/upload/bsgdd_cs_pp14.pdf
 Individual program facts
o Current program advisory committee
http://www.uwstout.edu/curr/committees/progradvisory/index.cfm
 Authorization to Implement BFA Game Design and Development-Art
o http://www.uwstout.edu/curr/committees/cic/upload/Oct14CIC.pdf
 Other items that may be helpful to PRC
Attachment 8
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: B.S. in Game Design and Development
Date of Review: November 21, 2014
Program Director: Diane Christie
PRC Consultant(s): Kathy Kujawa and Kathleen Cochran
Purpose of the Review: The purpose of this review is to assess the quality of the B.S. in
Game Design and Development (GDD) as part of the on-going review cycle of UW-Stout
degree programs. Because the program began in 2009, 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 Game Design and Development was approved by the Board of
Regents in June of 2009, with concentrations in Computer Science (CS) and Art. The
first students were accepted into the program in the fall of 2009. The interdisciplinary
nature of the program brings together art and computer science disciplines into the
capstone courses, with faculty and students from both disciplines working together to
simulate industry work teams to create the best end product. The program has
experienced healthy growth over five years, from a beginning enrollment of 26 in the fall
of 2009 to 259 in the fall of 2014. Although the interdisciplinary nature of the program
brings advantages to the learning experience, it also has proven challenging in execution
and in seeking discipline-specific accreditation. Due to the newness of the program and
the low number of graduates thus far, employment after graduation related to the major
has been less than desirable. With continued visibility on the national and international
levels and expansion of the co-op/internship program, improvements should be seen in
this area.
Process Followed for Current Review: The PRC consultants met with the program
director to review the procedures and offer assistance during the preparation of the
program director’s self-study report. Additional program quality information was
collected on the overall program status (Program Facts) employment after graduation
(UW-Stout 2012-13 Annual Undergraduate Employment Report) and program
satisfaction (Alumni Follow-Up Survey and PRC Student, Key Faculty and Advisory
Board Surveys.) The program director appeared before the PRC committee to summarize
the self-study and answer any questions from the committee members on November 11,
2014. The CSTEM associate dean and chair of the Department of Mathematics, Statistics
and Computer Science were also in attendance. Findings from the review were
assembled into this Consultant Report with recommendations for the program director,
dean and department chair. After approval by the PRC, the report was forwarded to the
1
dean for the formal response. The PRC reviewed the dean’s response, approved the
recommendation report and forwarded the report to the Faculty Senate.
II.
Previous Review Year Because the B.S. in Game Design and Development was begun
in 2009, this is the first PRC review for the program.
Previous Recommendations for Program Director:
Not applicable.
Response from Program Director:
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.
III.
Current Year Program Review:
Program Strengths-Indicate Source:
•
Interdisciplinary nature of the program, with content delivered by Art/Design and
Computer Science faculty, simulating the art/design/computer science teams of
professionals working in industry (Self-study 2.2.2, pg. 8; Key Instructor and Advisory
Board Surveys.)
•
Dramatic growth of program, consistent with polytechnic mission of the university.
Since the program began in 2009, the enrollment has grown to 259 students in 2014,
indicating timely connection with industry growth (Self-study 1.1.2, pg.1 and Program
Facts.)
•
GDD-Computer Science is the only Game Design and Development program in the
world to be accredited under the new 2014 ABET Computer Science Curriculum
Standards, with the initial accreditation in August, 2014. ABET extended this special CS
2
accreditation retroactively to the original ABET accreditation of the program in October
of 2012. (Self-study 2.1.5, pg. 7.)
•
Rigor and standards of achievement are at an appropriate level, as demonstrated by
national and international recognition and accomplishments:
 Ranked as one of the best game design programs in the US by Princeton Review
in 2013.
 Ranked as a Top Undergraduate Game Design Program by Animation Career
Review in 2014.
 Senior capstone project, Flash Frozen, won 2013 E3 College Game Competition.
 Finalist in 2014 CHI-Play International Student Game Competition (Self-study
4.1, pg. 14.)
•
Strong support for program by students, key instructors and active Advisory Board
members (Student, Key Instructor and Advisory Board Surveys.)
•
Instructors and advisors accessible to students, little to no problems with
repetition/overlap in program (Student Survey.)
Issues of Concern-Indicate Source
•
Insufficient instructional faculty/staff overall to meet demands, particularly Art/Design
faculty for capstone courses and Computer Science faculty with specific game design
experience to meet the growing needs of the GDD-CS program (Self-study 2.2.2, pg. 8 &
Student Survey.)
•
Lack of access to iOS/MAC computers for CS students and instructors. Need 25-station
MAC lab or other comparable arrangement to provide learning experiences critical to the
success of GDD-CS graduates (Self-study 2.3.2, pg. 9 & Student Survey.)
•
Lack of access to touch screen/mobile devices (Oculus Rift, Kinect, etc.), sound
engineering equipment and a sound proof room to expand student experiences needed in
this area (Self-study 2.3.2 & 2.4.3, pg.9-10.)
•
Need for students to experience broader array of software (game engines) used in
industry and more C++ programming (Student Survey.)
•
Constant need for innovative course content and delivery due to the technical nature of
the program, requiring continuous retraining/development/acquisition of new skill sets
for instructional faculty and staff and technology upgrades to remain competitive. (Selfstudy 2.3.1, pg. 9. & 4.1, pg. 14. & Student Survey)
•
Interdisciplinary nature of program requires close communication and collaboration
between two different colleges to ensure effective integration. (Self-study 3.3, pg. 12 &
4.1, pg. 14.)
3
•
High faculty turnover in Art/Design instructors for GDD classes (Self-study 2.2.2, pg.8.)
•
Lack of program content to address business side of creating games/opening a studio
(Advisory Board Survey.)
•
Student need for more help in developing portfolios, co-ops and industry connections
(Student Survey.)
Recommendations for the Program Director:
1. Work with department chairs and deans/directors to establish formal process to ensure
continuous open communication and foster cooperation and collaboration of multiple
disciplines crucial to the success of the GDD program.
2. Work with chairs and deans to generate/identify funding/financing to support technology
needs of the GDD program and establish a lifecycle replacement plan for hardware and
software needed.
3. Work with internal and external stakeholders to develop more sites for co-op and
graduate placements.
4. Work with departments to infuse needed curriculum improvements that address student
and industry needs, including portfolio development, breadth in pertinent software and
hardware experiences and business skills needed for game designers.
Recommendations for the Chairs:
1. Work with Program Director and Key Faculty to ensure continuous open communication
and cooperation to support the GDD program.
2. Offer leadership in obtaining funding needed for upgrades in laboratories.
3. Ensure faculty members receive ongoing training needed to stay current in the GDD area.
4. Work to attract innovative faculty and instructional staff to adequately support the special
needs and provide continuity for the GDD program.
Recommendations for the Deans:
1. Offer support for funding needed for laboratory upgrades and continuous training for
instructional faculty/staff needed to stay current in the GDD program.
4
2. Provide support for the acquisition of adequate human resources and technology needed
to serve the GDD program.
3. Because the GDD program depends so heavily upon collaboration between a department
and school in separate colleges, work to ensure the support needed to deliver the
integrated art/design/computer science learning experiences that are crucial to the
program.
5
Attachment 9
DEAN’S RESPONSE
Planning and Review Committee
Program: B.S. in GDD – Art Concentration
College: Arts, Humanities and Social Sciences
Year: 2014-15
Recommendations for the Dean:
Issue/Concern:
1. Funding to update labs and to provide professional development opportunities to faculty/staff.
2. Provide support to hire additional faculty and adequate technology.
3. Work to ensure collaboration between computer science and design areas.
Response from Dean:
As we are implementing the B.F.A in GDD – Art for FA15, my responses apply to this new program.
1. Funding for GDD – Art labs will be part of our lab mod proposals. Also, the CAHSS Dean’s
Office is working with the Provost and Doug Wahl to establish a refresh cycle for university
computer labs.
2. We are currently conducting a search to hire a second GDD – Art faculty member. We will look
at the possibility of conducting a search for a third GDD –Art faculty member during the 2015-16
year.
3. During the 2014-15 year, I had a couple of meetings with Dean Bomar to ensure a positive
collaboration between the CS and Art sides of GDD. I also asked the Associate Vice Chancellor
Glendali Rodriquez to assist Diane Christie and Dave Beck on some curriculum issues. These
efforts have resulting in strengthening the collaboration between the CS and Art sides of the
program.
Recommendations for the Chairs:
1. Work with Program Director and Key Faculty to ensure continuous open communication
and cooperation to support the GDD program.
2. Offer leadership in obtaining funding needed for upgrades in laboratories.
3. Ensure faculty members receive ongoing training needed to stay current in the GDD area.
4. Work to attract innovative faculty and instructional staff to adequately support the special
needs and provide continuity for the GDD program.
Response from Chair of Design:
As we are implementing the B.F.A in GDD – Art for FA15, my responses apply to this new program.
1. Communication within GDD – As the new BFA becomes officially half of the program, it will be
more important than ever for open lines of communication, trust, and support. The chair will
encourage monthly meetings between the BS and BFA program, as a way to facilitate this need.
2. Leadership for Funding – The tech-heavy areas, such as Game Design and Entertainment Design,
have a high need for refreshes in technology. The chair will work with faculty and program
directors to assure that all steps are taken to achieve this goal.
3. Professional Development Grants and other forms of support will be provided to faculty to
continue education in game design and related technology. This can take the form of conferences,
workshops, tutorials, and other training opportunities.
4. We are currently searching for a faculty member specifically for game design, and hope to have
one more in the future, to fulfill the need for both game design and design classes that the game
design majors are required to take for their degree.
Attachment 10
DEAN’S RESPONSE
Planning and Review Committee
B.S. Game Design and Development
College of Science, Engineering, Technology and Mathematics
Year: 2015
Recommendations for the Program Director:
Issue/Concern: Work with department chairs and deans/directors to establish formal process to
ensure continuous open communication and foster cooperation and collaboration of multiple
disciplines crucial to the success of the GDD program.
Response from Program Director: With the creation of the new B.F.A. in GDD-Art, it will be even more
important to have good communication between the program directors of the two programs. Discussions
are ongoing between the program directors to structure how the programs will go forward separately. As
a result, I will direct the remaining responses toward the B.S. Game Design and Development-Computer
Science program only.
Issue/Concern: Work with chairs and deans to generate/identify funding/financing to support
technology needs of the GDD program and establish a lifecycle replacement plan for hardware and
software needed.
Response from Program Director: The program director will continue to work with the MSCS
department chair and STEM dean to establish a lifecycle replacement plan for hardware and software
needed by students in the B.S. Game Design and Development-Computer Science. Funding sources and
financial support from industry will need to be identified to assure that our students have the
technological resources that are needed.
Issue/Concern: Work with internal and external stakeholders to develop more sites for co-op and
graduate placements.
Response from Program Director: The program director will continue to work with current industry
contacts, and identify new contacts, to develop more co-op sites and full-time placements. Students in the
computer science side of the program have historically had very good placement rates (2012-100%, 201392%) and many have completed co-op experiences although it was not instituted as a graduation
requirement for those entering the program prior to 2014.
Issue/Concern: Work with departments to infuse needed curriculum improvements that address
student and industry needs, including portfolio development, breadth in pertinent software and
hardware experiences and business skills needed for game designers.
Response from Program Director: CS-290 Professional Seminar has been approved through CIC which
will allow directed focus of student effort on identifying the student’s strengths and interests, developing
a resume and portfolio, and acquiring job search and interviewing skills for finding and securing co-op
and full-time positions. New courses will need to be developed to give B.S. Game Design and
Development-Computer Science students more breadth in hardware experience such as iOS and to
develop business skills needed for game designers.
Recommendations for the Department Chair:
Issue/Concern: Work with Program Director and Key Faculty to ensure continuous open
communication and cooperation to support the GDD program.
Response from Department Chair of MSCS: With the creation of the new B.F.A. in GDD-Art, it will be
even more important to have good communication between the Department of Mathematics, Statistics and
Computer Science and the Department of Design. I will continue to work with the chair of the
Department of Design to coordinate the scheduling of courses, staffing of dually-housed courses, the
possible team-teaching of such courses, and sharing resources as needed.
Issue/Concern: Offer leadership in obtaining funding needed for upgrades in laboratories.
Response from Department Chair of MSCS: During the summer of 2014, new computers were purchased
for a department computer lab. As chair, I worked closely with the program director to support the lab
mod proposal which led to the funding. I will continue to do such in the future as well as seek new
opportunities for funding and work with other departments on campus to potentially share, rather than
duplicate resources to meet students’ needs.
Issue/Concern: Ensure faculty members receive ongoing training needed to stay current in the GDD
area.
Response from Department Chair of MSCS: The department has consistently supported faculty/staff in
attending workshops and conferences in pursuit of professional development and I will continue to help
faculty find resources to do so.
Issue/Concern: Work to attract innovative faculty and instructional staff to adequately support the
special needs and provide continuity for the GDD program.
Response from Department Chair of MSCS: The MSCS Department continues to face increasing course
demands in all disciplines, and we continue to work to meet all those needs. This year, we used a faculty
vacancy to search for an additional computer science faculty member. We have successfully filled this
position. Aside from the need for a sabbatical replacement, for the next year, we are quite close to having
the necessary staffing in place to meet student needs. However, demands will continue to grow and longterm, team-teaching and related workload issues needs to be addressed to determine the number of faculty
needed. I will continue to work with the Dean to secure additional positions for the department as
needed.
Recommendations for the Dean:
Issue/Concern: Offer support for funding needed for laboratory upgrades and continuous training for
instructional faculty/staff needed to stay current in the GDD program.
Response from Dean: The Dean will continue to work with upper administration to develop a dedicated
funding stream to support high end computer laboratories and other equipment needs necessary for
delivery of our polytechnic mission across the campus.
Issue/Concern: Provide support for the acquisition of adequate human resources and technology
needed to serve the GDD program.
Response from Dean: The Dean will continue to work with the department chair to ensure the program is
adequately staffed. Recently the department hired a new computer science faculty member who will be
starting fall 2015.
Issue/Concern: Because the GDD program depends so heavily upon collaboration between a
department and school in separate colleges, work to ensure the support needed to deliver the
integrated art/design/computer science learning experiences that are crucial to the program.
Response from Dean: To ensure strong collaboration between the BFA and BS programs for the benefit
of students the Dean supports:
 Continuation of the joint Program/Industrial Advisory Board.
 Regularly scheduled meetings between GDD-CS and GDD-Art program directors and program
faculty.
 Regularly scheduled meetings between the department chairs of MSCS and Design to ensure
logical course scheduling for the benefit of the students.
Attachment 11
1
Program Director Self-Study Report
For Program: Bachelor of Science in Retail Merchandising and Management
Submitted by Program Director Name: Adel Mekraz
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.
Experiential learning has been and will continue to be a critical part of RMM
students’ educational experience at Stout. During their first year, freshmen
students in the program take the Introduction to Retail Merchandising &
Management course which requires them to attend career conference after
having prepared a professional resume with the help of Career Services. RMM
freshmen students get to learn about and experience professionalism by
interacting with employers and discussing internship and employment
opportunities with representatives from industry. During the sophomore year,
RMM students typically go on a study abroad program for one semester. Those
students who are in the Store Operations and Fashion marketing concentrations
take the Visual Merchandising course, and they get an opportunity to create
their own visual presentations in the lab. During the junior or senior year,
students complete their capstone experience either by completing an internship
or a coop, or taking the Retail Practicum I and Practicum II courses that
involve running the Niche. Many RMM courses offer the opportunity for
students to go on field trips and visit retail stores as well as corporate offices of
companies, and interact with retail professionals which leads to better
understanding of how the retail industry works. Examples of these courses are:
Store Management, Assortment Planning, and Advanced Merchandise
Planning & Control which are courses offered to junior and senior level
students, along with the National Study Tour courses which take students from
all levels to NYC and Las Vegas to visit buying shows, and retailer companies.
The RMM program has also organized faculty-led study abroad programs to
China and Europe. Those study abroad trips have provided opportunities for
students to visit manufacturers and retailers and interact with professionals in
the field in foreign countries. The most valuable opportunity for RMM
students is when they satisfy the senior level capstone requirement. In addition
to the capstone experiences that typically provides them with about 400-500
hours of experience, the RMM program also requires that students complete
another 500 hours of retail work experience before graduation.
2
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates.
In relationship to increasing program enrollment, the RMM program director
and faculty members from the Business Department have been coordinating on
regular basis with the Office of Undergraduate Admissions to meet with
perspective students who visit campus to learn about the retail program. The
program director has been involved in campus preview days by meeting with
perspective students and their families throughout the academic year as well as
during the summer. Because of a drop in freshman enrollment during fall of
2013, the new program director initiated visits to high schools in the twin cities
and their suburbs area. During the spring of 2014 semester the program
director visited two high schools in suburbs of the Minneapolis area as well as
the Minnesota DECA conference accompanied by a junior/senior level student
who is a graduate from the high school being visited. The two high school
visits were successful, and the program director plans to continue these in the
spring of 2015.
In relationship to retention and graduation rates, in addition to the accounting
tutoring help offered to students including retail majors and minors, and the
tutoring help offered to retail students taking Merchandise Planning & Control
and Advance Merchandise Planning & Control, the RMM program director
with the help the Supply Chain Management program director and the Business
department chair was able to start offering tutoring help to RMM students
taking the Logistics course. The course content being taught in the
Introduction to Retail Merchandising & Management includes covering topics
aimed at ensuring the success of the new freshman students in their new
environment at Stout. The content being discussed in the intro course includes
going into details about RMM Degree Program Requirements, discussing the
important campus resources available for students on campus such as the
Library, the Writing Center and the Counselling Center, and explaining to the
freshman class the university policy concerning academic honesty and
integrity, and what the consequences are for academic dishonesty, plagiarism,
cheating and fabrication. As reflected by Table 1. below, the RMM program is
doing better in one year retention rate than the university average.
Table 1. Comparing RMM One Year Retention Rate to University
Retention Rate
RMM Program
University
2009
58.5%
57.9%
2010
62.0%
57.4%
2011
57.1%
57.0%
2012
63.8%
49.8%
3
Table. 2
College of Management Program Enrollment
University of Wisconsin-Stout
2013-2014 Fact Book
Fall Semester Undergraduate Enrollment by Program* (continued)
College of Management
2009 2010 2011 2012 2013
2,427 2406 2285 2192 2097
Business Administration
889
805
756
683
666
Golf Enterprise Management
183
187
171
161
130
Hotel, Restaurant & Tourism Management
534
543
506
476
457
Management
425
465
445
455
446
9
24
35
30
29
Retail Merchandising & Management
303
303
303
309
273
Service Management
55
30
11
3
1
-
10
15
30
50
29
39
43
45
45
Real Estate Property Management
Supply Chain Management
Sustainable Management
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
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
and age and disability status.”
Several courses in the retail program have for many years covered diversity
related topics. These courses include International Economic Trends where
students examine the impact of globalization on small local mills and apparel
manufacturers in Africa, Asia, and South America. The Social &
Psychological Aspects of Clothing course engages students to study the impact
of local culture, local environment and climate on clothing. In the past three
years, two faculty members from the RMM program took part in the Nakatani
Teaching and Learning Center’s Infusing Diversity into the Curriculum
program. As a result of participating in the program, new diversity content was
added to several new courses. These courses included Basic Merchandising
and Store Management. RMM students taking the store Management course
attend a Multicultural event on campus during spring of 2014. The event was
Breaking Barriers: Empowering Students’ Cultural Narratives. The students,
4
who attended, had an opportunity to listen to the narratives of minority and
international students as well as students with alternative sexual orientations
who are studying at Stout. This semester, in her International Economic
Trends course, Dr. Chida who is a new faculty member in the RMM program
invited a panel of faculty members who teach on campus and also have African
heritage to show students their traditional African clothing and discuss how the
emergence of China as a global force in the textiles and clothing industries
have impacted the local manufacturing of African indigenous clothing in North
and Sub-Saharan Africa. The program plans are for the diversity component in
Basic Merchandising, International Economic Trends, and Store Management
to become permanent.
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.”
As part of the Capstone experience, students in the Practicum II course have
created several environmental sustainability initiatives. One of those was to
celebrate and promote Earth Day. Students also promoted recycling by
encouraging customers to recycle soda cans, and bottled water. The Practicum
II students also sold hand-made eco-friendly line of products from a company
called “A World Good” that imports products from craftsmen and women in
villages in Africa, India, and South America. The sale of the eco-friendly fairtrade products at the Niche resulted in an article about the Niche in the Eau
Claire Leader Telegram. RMM faculty have also increased the number of
assignments submitted on D2L in a dropbox therefore reducing the amount of
paper printed for assignments.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1 State the approved program objectives.
1. Create effective and efficient oral and written business communications.
2. Utilize sound critical thinking, problem-solving and decision making skills in
retail applications.
3. Demonstrate sound business acumen in the operation of a retail organization.
4. Exhibit broad knowledge and skills needed to operate a retail organization in the
areas of merchandising, operations management, marketing and promotions,
human resource management, and supply chain management.
5. Demonstrate international, cultural, and global competence in the retail
organizations and the greater community.
5
2.1.2 Describe processes and initiatives employed in determining the need for
program revision?
The need for a program revision is often discussed amongst retail faculty
members after faculty members return from attending professional
development activities such as attending conferences, workshops or seminars,
and are also discussed during and after RMM advisory board meetings, and as
a result of discussions retail faculty members have with executives from the
retail industry. RMM faculty members will also often get feedback from
industry recruiters after they have attended career conference and interviewed
our students for internships as well as employment after graduation. PRC
surveys are also a good source of feedback about program curriculum that we
receive from all stakeholders including students, faculty, and members of the
advisory board.
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).
RMM students get opportunities to do research, be creative, and participate in
experiential learning in different courses in the program, and at different levels
of Bloom’s taxonomy. For example, students do projects in the Trend
Forecasting and Analysis, and Visual Merchandising courses in their
sophomore year that require creativity. During the junior year students in the
Store Management course create a store concept, do sales plan projections as
well as estimate the number of transactions and the payroll budget for the store.
At the senior level students do a company analysis in the Current Retail
Strategies course, and create an assortment plan for a category or a
classification in the Assortment Planning course, and go through much
experiential learning in their internships as well in the practicum I and
Practicum II courses where they get an opportunity to go to wholesale buying
shows and purchase merchandise for the Niche.
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)
6
is the accredited body for the RMM program, and the initial accreditation for
10 years was granted in June of 2012. Students in an ACBSP accredited
program have 12 common professional components they are evaluated on. As
part of the continuing accreditation, the RMM program administers the
Peregrine exam to senior students in one of their capstone courses such as
Current Retail Strategies. Senior students take a 120 question exam covering
12 Common Professional Components (CPC) which include the following
areas:
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 (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Dr. Adel Mekraz, program director
Dr. Meriem Chida, faculty member
Dr. George Duychak, academic staff
2.2.2 What additional faculty/academic staff expertise is needed?
An additional instructor is needed with the expertise and experience in buying
to teach some of the advanced buying concentration courses such as Advanced
Merchandise Planning & Control, a course that Nancy Murray taught before
leaving UW-Stout. The program weakness for the past few years has been the
lack of stability in its instructional staff. When I joined the program back in
2003, we had four faculty members including the program director. Currently,
the program only has two faculty members including the program director. This
is in addition to one fulltime academic staff, and one adjunct.
2.3
Facilities – Respond to the following:
7
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 RMM program has two labs, which are: the visual merchandising lab, and
the Niche. Both labs have a stock of hardware, props, silk plants, display
fixtures, mannequins, and other material, all of which are used for displaying
merchandise both at the visual merchandising lab and the Niche. The Niche
also has a POS & inventory control system which is used for keeping inventory
data, and as a cash register to ring up customer transactions. The equipment
and hardware carried by the Niche and visual merchandising lab are essential
to the visual merchandising lab and the Niche. In the Visual Merchandising
course, students create displays that communicate a marketing message to
targeted consumers, and are taught the art of visual communications. Without
the visual merchandising lab, the course will amount to nothing more than an
intellectual discussion about the visual art and visual communications. The
visual merchandising lab makes the concepts real, and gives students the
opportunity to apply them, be creative and problem solve which results in
learning. The Niche went through renovations several years ago that upgraded
the store image. The visual merchandising lab was also upgraded with new
mannequins and other equipment three years ago.
2.3.2 What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
There is a need in the retail program for a lab with computers carrying retail
design software that will allow students to create store layouts, designs and do
assortment plans. Such software can be used for classroom assignments and
projects, and would provide students with much needed skills. The courses that
could benefit from the software and the creation of this lab are: Basic
Merchandising, Trend Forecasting, Visual Merchandising, Retail Promotions,
Store Management, Assortment Planning, Retail Practicum I, Retail Practicum
II, and Current Retail Strategies. We are trying to raise the needed funds by
asking members of the our Advisory Board to talk to talk to their employers
about our need for the software, and how it can result in additional skills our
graduates will have. I do not anticipate there will be a need for additional
space for this project, and think that we can incorporate a set up with 5-6
computers in the current space used as a visual merchandising lab.
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 UW-Stout Swanson Library does a good job providing retail students and
faculty with good resources. With the RMM program becoming a partner with
8
the National Retail Federation (NRF) in the fall of 2013, students in the
program now have gained additional access to a data base of articles and
reports which are specific to the retail industry. The web address to the NRF
web resources have been made available to students through the library web
pages.
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 retail program finds the services of the Advisement Center for first year
students to be very helpful considering the student population’s unique needs.
We also work with Students Disability Services to accommodate students with
special needs. The Writing Center has also been providing our students with
much needed help and guidance in writing their research papers and projects.
The Library and MSC Event Services provide essential services to help
Practicum II students plan events such as the Niche Fashion Shows.
2.4.3 Describe other resources (if any) needed to meet the program objectives?
No additional resources have been identified at this time.
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.
Demand for graduates from the RMM program continues to be strong, with a
placement rate of 98% achieved as reflected by Career Services’ 2012-2013 Annual
Undergraduate Employment Report. The unique RMM degree with its offering of four
concentration areas continues to be successful in preparing students for different career
paths within the retail industry. Strong demand for graduates from the program is
expected to continue as long as curriculum is revised and continues to be strong and
relevant, and the retail program experiences stability in its teaching instructors of
faculty and academic staff.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The list of skills and competencies used in the survey have been developed by faculty
members who have long years of work experience in the industry as well as from
discussions we have twice per year with members of our advisory board. In the one
year Alumni Follow-Up Survey, when RMM graduates were asked to rate how
important certain competencies and skills to their current or most recent jobs, out of
the 28 items given, the 2012 RMM graduates rated the following competencies and
skills in the top 10:
9
-
Problem-solving techniques
Critical thinking skills
Written communication skills
Selling skills & product knowledge
Merchandise planning & control skills
Oral communication skills
Analyzing & interpreting data
Basic understanding of markup, markdown, inventory turnover, pricing
strategies, stock planning
Leadership skills
Negotiation skills
Advertising & Promotional strategies & techniques
For the 2008 RMM graduates, the competencies and skills survey question resulted in
the following top 10 items:
-
-
Problem-solving techniques
Oral communication skills
Written communication skills
Leadership skills
Critical thinking skills
Negotiation skills
Delegation/supervision/coaching skills
Selling skills & product knowledge
Analyzing & interpreting data
How to allocate resources to improve productivity or other goals
From both the 2008 and 2012 surveys, we can conclude that critical thinking and
problem solving sills, communication and leadership skills, as well as data analysis
and selling skills are considered very important for professionals who are employed in
the retail industry. Due to consultations with industry professionals who are members
in the RMM advisory board, the program for many years now has realized the
importance of these competencies and skills, and has emphasized teaching and
learning of them in the classroom throughout the curriculum.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
The students survey resulted in 39 responding out of the 140 surveyed, giving a
28% response rate broken down as follows: 13 junior students and 26 seniors. The
PRC survey contained 20 questions which are related to a variety of topics
concerning different resources in the university, sills students are learning in their
education at Stout, and duplication of topics in courses they have completed in the
program. A five point Likert Scale was used with 1=strongly disagree,
2=disagree, 3=neutral, 4=agree and 5=strongly agree. See the table 3 below for
question and the mean score.
There are many areas where the program has scored well, but the one area with
the lowest score is item # 14 that deals with repetition and overlap in the program
content. We are aware of this issue, because it is a phenomenon that reoccurs
whenever there is change in instructional staff. As the program director, my plan
10
is to go through the course content with the new retail instructors as well as other
instructors in the Business department in the next year to reduce the amount of
repetition and overlap in the program content. I would like to also mention that
students sometimes are not able to make a distinction between how one topic is
taught in one course at one level, and in another course at a different level.
Table 3. PRC Student Survey
#
Mean
3
4
Question
A. The library resources and access to collections are adequate for my program
of study.
B. My written communication skills have been enhanced through my
coursework.
C. My oral communication skills have been enhanced through my coursework.
D. My critical thinking skills have been enhanced through my coursework.
5
E. My problem solving skills have been enhanced through my coursework.
4.38
6
7
8
F. The classroom facilities meet the needs of students in my program.
G. The laboratory equipment for my program is up-to-date.
H. My advisor is accessible on a routine basis.
I. Instructors in my program are accessible for help outside of regular class
time.
J. Instructors in my program provide current and relevant information.
K. Instructors in my program achieve the stated objectives as presented in their
course syllabi.
L. The evaluation procedures for my courses in my program appropriately
measure my learning.
3.97
3.49
3.64
1
2
9
10
11
12
13
14
15
16
17
18
19
20
M. My program's objectives were made clear to me and are being met.
N. My program has few or no problems with unnecessary repetition or overlap
of content (if you disagree or strongly disagree with this question, please list the
courses and/or content in which unnecessary repetition or overlap occurs in
Question #7).
O. My program requirements can be completed in a reasonable time.
P. As I near the completion of my degree, I feel confident that my program has
prepared me to be successful in my profession.
Q. Overall, this is a quality program.
R. If I had to do it all over again, I would choose this program.
S. The coursework in ethnic studies that I have taken discourages racism and
has given me a greater appreciation of ethnic diversity.
T. I have developed a global perspective.
3.38
4
4.36
4.38
3.87
4.08
4.13
3.74
4
2.77
3.87
4.05
4.26
4
4
4
With a mean of 4.38, the student survey indicated students thought their critical
thinking and problem solving skills were most improved as a result of the
coursework they took in the RMM program. The next highest score for improved
skills went to communication skills. Instructors’ ability to provide current and
relevant material and stating course objectives in the course syllabus scored 4.08
and 4.13, while the overall quality of the program score was an impressive 4.26.
11
Table 4. PRC’s Instructor Survey Results
#
Mean
7
Question
Quality of classroom facilities for my course(s) is
adequate.
Quality of laboratory facilities for my course(s) is
adequate (if applicable)
Instructional technology for my course(s) is adequate.
I received adequate training to develop my online course
site (D2L).
The students entering my course(s) are adequately
prepared to be successful.
Communication between me and the program director is
satisfactory.
Program Director's leadership is satisfactory.
8
I have the opportunity to participate in program decisions.
5
1
2
3
4
5
6
10
Departments schedule an adequate number of course
sections.
Clerical support for my course(s) is adequate.
11
Supplies for my course(s) are adequate.
9
12
13
The Library meets the needs of the students in my class
(es).
The Library meets my needs for research and
professional development.
4.5
5
5
4
4
5
4.5
5
5
5
5
3.5
Two instructors out of three have responded giving a response rate of 67%. The
Instructors’ ratings of the program and other resources on campus were high with mean
scores mostly ranging between 4.5-5.0 on a scale of 5.0. One of the reasons for the high
scores in the instructor survey is the emphasis we have placed in the RMM program on
keeping communications open, and scheduling many one-on-one meetings to ensure
everyone understood what was expected of them, and that we were all on the same page.
The surveyed instructors expressed their lack of satisfaction with the library resources
with a low score of 3.5. The two areas the instructors have expressed to me they were not
satisfied with are the availability of DVD’s with material they can use in the classroom,
as well as the availability of case studies. Another factor could be that those two
instructors only taught in the program for a short time, and were not familiar with the
library resources. We have been working with the library by giving them a list of
resources they can provide for instructors including the DVD’s and case studies.
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 program strengths can be summarized in the following points:
1. The RMM program is one of few university programs that offer students the choice
of four different concentration areas. These concentrations allow students to pursue
different career paths within the retail industry. Each concentration area is design to
have a different set of courses that emphasize a different set of skills that are related
to the career path the concentration area leads to.
2. The RMM program has for more than a decade consistently held job placement
rates of more than 90%. The 2012-2013 Undergraduate Employment report puts
the RMM program at 98% compared to the university’s 97.1%.
3. The program’s strong ties with industry have resulted in coop and internship
opportunities to students with top retail companies such as Target, Kohl's, JC
Penny's, Shopko, and many more.
4. The retail program offers two practicum courses that involve the student operated
store (The Niche). The courses are designed for students who are not successful in
securing off-campus internships.
5. Program offers many experiential learning courses that take students to cities like
New York, Las Vegas and Chicago to learn about top retail companies and top
buying shows in the U.S.
6. The successful student organization (Stout Retail Association) is a strong selling
point especially to new students looking for a support system in their new
environment.
The program weakness for the past few years has been the lack of stability in its
instructional staff. A little more than four years ago the program had four faculty
members who taught retail courses and advised RMM students. During the 20132014 academic year, the program director was the only full time faculty instructor
in the program. Currently the RMM program has two faculty members, one
fulltime academic staff, and two adjunct faculty members. Ideally, in order to
provide stability, the program needs a minimum of three fulltime faculty members.
The other weakness as reflected in the PRC student survey is the repetition and
overlap in the course content. I have a plan to tackle this with other instructors in
the coming year.
13
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
In the previous program review, the first major concern was course availability for
students in light of ballooning program enrollment. Enrollment continued to grow in
the following four years going from 303 in 2009, 2010, 2011 to 309 in 2012.
Enrollment for the 2013 year however declined to 273. The program director and
department chair have been working together to manage the course offering and make
sure students are able to find space in courses they want to register for. Additional
sections have been created during the fall and spring semesters, and in some cases
during Winterm and summer sessions to deal with course availability. This has
worked well in reducing the wait lists, and has resulted in improving our mix of course
offerings to students every semester.
The second issue raised by the last program review was student preparations
particularly with math skills, considering that a program revision resulted in the
increase of math requirement for some students. The switch to new the math
requirement has gone well with our students. The largest increase in the math
requirement was targeting Buying and Product Management concentration students
who needed to take Math-123 to gain higher level of analytical as well as quantitative
and data analysis skills. The other group was students in the Store Operations
Management concentration who needed to take Math-120. These requirements
resulted in better and higher quality graduates with Buying and Product Management
as well as Store Operation concentrations. The increase in the math requirement did
not result in lower retention rates, but has caused some students to switch from Buying
to Fashion Marketing or Human Resource concentrations which only require Math118.
The third issue raised by the last program review was the repetition and duplication of
content in different retail courses. The four retail faculty members met on regular
basis for one year after the last program review in order to go through all the courses
and eliminate duplication and repetition. The efforts of the retail instructors were
successful as evident by student course evaluations, and consequent PRC surveys.
This issue has come up again due to turnover of retail instructional staff, and we are
planning to tackle this in the same way we did before which resulted in reducing
repetition and overlap. The plan is to get this done in the next year.
The last point raised by the previous review was the inadequacy of retail labs. Since
the last PRC review in 2007-2008, both the visual merchandising lab and the Niche
have gone through upgrades and purchased new equipment, fixtures and mannequins,
and in better shape today than they were before.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
The retail program instructional staff has noticed that many recent RMM graduates
have been offered opportunities to work for a retail company’s online division. With
14
the increased growth and expansion of online retailing, the opportunities for college
graduates who have the technical skills and know-how for the online environment will
become enormous in the near future, and the Stout RMM program does not want to
miss out on this trend. In response to the trend, the PD brought this topic to the
discussion during the spring 2014 Advisory Board meeting. Members of the RMM
Advisory Board were unanimous in their support for increasing course content that
leads to teaching skills related to online retailing. The RMM program director has
engaged in discussions with Steve Schlough, the Department Chair of
Telecommunications Technologies about how the program can begin to add new
courses in order to teach RMM students the necessary skills such as web design and
development, web marketing, online advertising and technical evangelism. Some of
the content will be added horizontally, and become required for all RMM students,
while other content will be vertical in nature, and will target specific concentration,
with the goal of establishing an online retailing concentration sometime in the next
three to four years from now.
We have plans for introducing new courses to the program that include courses in the
areas of sustainability, innovation, and grocery retailing. This is the case because
these are areas of strength for the new retail instructional staff, in addition to being
important and relevant topics that are worth pursuing. On the marketing end of things,
we are in the process of developing new program brochure as well as a new program
web page with the help of university marketing.
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
 Program plan sheet
 Current assessment in the major
 Individual program facts
 Current program advisory committee
 Other items that may be helpful to PRC
 Other items requested by the consultant
15
College of Management
B.S. Retail Merchandising & Management
Assessment Report
University of Wisconsin - Stout
Adel Mekraz, Ph.D.
Program Director
10/17/2014
16
Table of Content
Page
Program Objective and Student Learning Objectives……………………………………..3
Indirect Assessment Methods……………………………………………………………..4
Direct Assessment Methods……………………………………………………………….6
Indirect Assessment Results……………………………………………………………….7
Direct Assessment Results……………………………………………………………….11
Improvements Implemented this Year…………...………………………………………15
Plans for Improvements………..………………………………………………………...15
17
PROGRAM OBJECTIVES & STUDENT LEARNING OBJECTIVES (SLO)
Annual program assessment in Retail Merchandising & Management (RMM) program aims at
evaluating student learning outcomes (SLO) related to the knowledge and skills necessary for
success in a retail career. Each program objective is shown below with it’s associated (SLO).
The RMM graduate will:
1. Create effective and efficient oral and written business communications.
1.1 Use effective oral communication skills in course-related presentations.
1.2 Demonstrate effective and efficient written communications in course related
assignments
2. Utilize sound critical thinking, problem-solving and decision making skills in retail
applications.
2.1 Employ sound critical thinking, problem solving and decision making skills in
answers to
mock-interview questions.
2.2 Demonstrate effective problem-solving, decision making and judgment skills
3. Demonstrate sound business acumen in the operation of a retail organization
3.1 Demonstrate sound application of financial accounting procedures including
principles of accounting records, working sheets, balance sheets, and income
statement.
3.2 Evaluate the operations of a retail organization over a period of 5 years, comparing
key performance indicators with industry standards, and projecting future
performance.
4. Exhibit broad knowledge and skills needed to operate a retail organization in the areas of
merchandising, operations management, marketing and promotions, human resource
management, and supply chain management.
4.1 Demonstrate understanding and application of principles of merchandise planning
and control.
4.2 Design a promotional activity to effectively reach a specific target customer while
maintaining cost effectiveness.
4.3 Operations
(SLO to be developed 2014-2015)
4.4 Supply Chain
(SLO to be developed 2014-2015)
5
Demonstrate international, cultural, and global competence in the retail organizations and the
greater community
18
5.1 Exhibit understanding of cultural and consumer behavior norms important for
success in the global retail environment.
DESCRIPTION OF METHODS
Indirect Assessment Methods
Indirect Assessment Method
Office of Career Services
Annual Placement Report
PRC Student Surveys
PRC Faculty Surveys
PRC Advisory Board Surveys
PARQ Alumni Follow-Up
Survey (general)
PARQ Alumni Follow-Up
Survey (program specific)
PARQ Alumni Follow-Up
Survey (employer)
PARQ National Survey of
Student Engagement (NSSE)
PARQ Student Satisfaction
Survey
Co-op/Internship SelfAssessments
Retention rates (program
facts)
Enrollment by Segmented
Groups (program facts)
Graduation rates (program
facts)
GPA (program facts)
Used in
Program
Program Objective Assessed
X
1,2,3,4,5
X
X
X
X
1,2,3,4,5
X
1,2,3,4,5
X
N/A
X
N/A
X
N/A
X
RMM Enrollment
Data on student enrollment by first major is taken on the 10th day of classes each fall semester,
and is published in the UW-Stout Fact Book by the Office of Planning, Assessment, Research
and Quality. Program success is indirectly measured by the number of students enrolled in the
program, and over time strong enrollment can be an indication of the quality of educational
19
preparation students receive in their program of study.
UW-Stout Undergraduate Employment Report
Employment data is collected from RMM alumni by UW-Stout Career Services and their
employers one year after graduation and is reported in the annual UW-Stout Undergraduate
Employment Report.
UW--Stout Alumni Follow-Up Survey:
Feedback from RMM alumni is collected by the office of Planning, Assessment, Research and
Quality (PARQ) using the standard One -Year and Five-Year Alumni Follow-Up Survey. The
RMM program-Specific Survey instrument is also administered at the same time to measure
student perceptions of their learning experiences in the RMM program at Stout.
Feedback from Industry Advisors Employers
Feedback and comments from Advisory Board members as well as employers regarding the
retail students’ educational preparedness and skills are being collected on an ongoing basis. This
includes information concerning common strengths and weaknesses Advisory Board members
and employers have observed while interacting with our students in formal and informal settings.
The feedback collected from industry partners is valuable, and is often used in making revisions
to the program content.
20
Direct Assessment Methods
Direct Assessment Method
ETS Proficiency Profile
Standardized tests
Locally designed quizzes, tests, and
inventories
Portfolio artifacts
Capstone projects (research
papers, presentations, theses,
dissertations, oral defenses,
exhibitions, or performances)
Team/group projects and
presentations
Oral examinations
Internships, clinical experiences,
practica, student teaching, or other
professional/ content-related
experiences engaging students in
hands-on experiences in their
respective fields of study
(accompanied by ratings or
evaluation forms from field/clinical
supervisors)
Service-learning projects or
experiences
Authentic and performance-based
projects or experiences engaging
students in opportunities to apply
their knowledge to the larger
community (accompanied by
ratings, scoring rubrics or
performance checklists from
project/experience coordinator or
supervisor)
Formative and Summative Coop
Student Evaluations by Employers
Online course D2L discussions
analyzed by class instructors
Used in Program
Program Objective Assessed
X
3
X
1,3,4,5
X
1,3,4,5
X
3
X
1,2,3,4,5
X
2,3,4,5,
21
BUACT-206 Final Exam
A comprehensive and standardized final exam is given to all Accounting 206 students. The exam
measures basic understanding of accounting concepts such as financial statements, financial
ratios, and accounting transactions.
Merchandise Planning & Control Pre/Post Test:
A pre-test and post-test are administered to students enrolled in BURTL-390 Merchandise
Planning & Control to measure students’ understanding of buying and inventory management
concepts and metrics.
Peregrine Comprehensive CPC Exam
The Peregrine Comprehensive Exam (COMP) is an online exam that measures learning
outcomes and retained knowledge at the academic program level, and is given to students
enrolled in the BURTL-425 Current Retail Strategies, which is a senior level course in the
program. The exam is based on the Common Professional Core requirements as defined by the
Accreditation Council for Business Schools and Programs (ACBSP) and the International
Assembly for Collegiate Business Education (IACBE). The subjects covered by the CPC exam
include: marketing, accounting, management, legal environment of business, economics,
business ethics, MIS. Global dimensions of business, statistics and quantitative techniques,
business leadership, and business integration and strategic management.
Retail Company Profile Oral Presentation
Oral communication skills for RMM senior level students were measured in the BURTL-425,
Current Retail Strategies course. The RMM program has in the past measured oral
communications skills, but for the purpose of the 2013-2014 academic year, a newly developed
rubric has been introduced. The rubric is provided in Appendix A.
22
Indirect Assessment Results:
The results of indirect assessment measures for the 2013-2014 academic year are provided
below.
RMM Enrollment
The official 10th day enrollment of students by first major for fall 2013 was 273. This makes the
RMM program the fourth largest program in the College of Management after Business
Administration, Hospitality, Restaurant & Tourism Management, and the Management program.
The 2013 enrollment number was about 10% below what enrollment had been in the previous
four years, and was the source of some concern.
College of Management Program Enrollment
University of Wisconsin-Stout
2013-2014 Fact Book
Fall Semester Undergraduate Enrollment by Program* (continued)
College of Management
2009 2010 2011 2012 2013
2,427 2406 2285 2192 2097
Business Administration
889
805
756
683
666
Golf Enterprise Management
183
187
171
161
130
Hotel, Restaurant & Tourism Management
534
543
506
476
457
Management
425
465
445
455
446
9
24
35
30
29
Retail Merchandising & Management
303
303
303
309
273
Service Management
55
30
11
3
1
-
10
15
30
50
29
39
43
45
45
Real Estate Property Management
Supply Chain Management
Sustainable Management
UW-Stout Undergraduate Employment Report
Based on the survey results conducted by the UW-Stout Career Services, and reported in the
2012-2013 Undergraduate Employment report, 65 out of the 70 students who graduated at the
end of the academic year were available for employment at the time of the survey. Of the 65 who
were available for employment, 98% were employed, compared to 97.1% of graduates in all
majors, and 98% of Information and Communication Technology graduates, 98% of Hotel,
Restaurant & Tourism Management, and 94% of Human Development & Family Studies.
23
Comparing Graduates Available for
Employment From Four Different Programs
at UW-Stout
RMM
65
ICT
Merchandising & Mgmt.
42
HRMT
108
HDFS
44
RMM:
Retail
ICT:
Information
& Communication Technologies.
HRMT:
HDFS:
Hotel, Restaurant & Tourism Mgmt.
Human Development & Family Studies.
2012-2013 Percent of Employed Graduates by Major
98
97
96
95
94
93
92
RMM
ICT
HRTM
HDFS
RMM, ICT & HRTM: 98%, HDFS 94%
Starting salaries for RMM graduates excluding commissions, bonuses, incentives and fringe
benefits ranged from a low of $20,000 to a high of $53,000 and an average of $41,000. These
salaries compare favorably to salaries earned by graduates from other majors.
UW-Stout Alumni follow-Up Survey
The spring 2014 Alumni follow-up survey results showed that Stout graduates from 2008 are
earning an average salary of $52,787, whereas those who graduated in 2012 are earning an
average salary of $45,597. On the scale of 4.0, when RMM alumni’s were asked if their
employment were directly related to their program, the RMM received a rating of 3.34. On the
second question of how alumni’s would rate the lab facilities & equipment of the RMM program,
the program received 3.44 out of 4.0. When asked in the third question if they would enroll in the
same program again, the program received a rating of 3.38. These scores are on the low end of
the spectrum compared to scores of other programs at UW-Stout. Although the RMM program
24
has made some updates to the visual merchandising lab, it is still lacking, particularly in the area
of technology such as having store design and assortment planning software available for
students in the labs as many of our competitors do. These software programs are very expensive;
however the RMM program will continue to seek industry partners who would consider helping
with the purchase by providing a grant.
Employer Evaluation of a Coop Student
Employer Evaluations
of Coop Student
Performance
Stores
Corporate
All
Quality of Work
Verbal
Communication
Written
Communication
Organization
Team Work
Problem Solving
Decision Making
Ethical Behavior
4.29
4.33
4.31
4.31
4.00
4.16
4.17
4.15
4.71
3.86
3.79
4.67
4.33
4.33
4.78
4.11
4.22
4.56
4.25
4.24
4.75
3.99
4.01
4.62
Global Society
Motivation
Dependability
Flexibility
4.43
4.36
4.64
4.36
4.50
4.22
4.56
4.67
4.47
4.29
4.60
4.52
Judgment
Punctuality
Appearance
Attendance
4.14
4.43
4.71
4.50
4.11
4.67
4.67
4.67
4.13
4.55
4.69
4.59
Initiative
Overall
4.00
3.93
3.89
4.11
3.95
4.02
Overall, corporate interns received higher evaluations than store interns, with an average score of
4.11 compared to 3.93 of stores. See Exhibit B, the Coop evaluation form.
Feedback from Industry Advisors and Employers
The RMM program Advisory Board has recommended the expansion of technology related
content that will prepare students for careers in online retailing. The RMM program is working
with the Information and Communication Technologies department in order to make such
courses available to RMM students within the next year.
25
Direct Assessment Results
BUACT-206 Final Exam
A total of 45 RMM students took the Accounting 206 Final Exam during the 2013-2014
academic year. These students were mostly sophomore, and their scores had a mean of 66.95
percent which is 2.41 percent lower than the College of Management mean score of 69.36. When
comparing the mean score of RMM students to that of the overall score, RMM students are 3.6
below that of the overall mean of everyone who took the course during the 2013-2014 academic
year.
ACCOUNTING 206 FINAL EXAM SCORES BY PROGRAM AFFILIATION
Statisti
c
N
Mean
Median
Mode
SD
Range
BA
146
70.89
72.00
73.33
11.49
56.00
GEM
21
67.17
68.00
52.00
13.57
47.14
AY 2013-14
MGT
1
62.67
-----
HRTM
101
69.24
70.67
77.33
12.08
57.33
PM
8
67.00
63.34
62.67
12.44
36.00
RMM
45
66.95
66.67
56.00
10.37
44.00
SCM
21
75.44
73.33
73.33
9.45
32.00
ACCOUNTING 206 FINAL EXAM SCORES OF COM VERSUS NON-COM STUDENTS
Statisti
c
N
Mean
Median
Mode
SD
Range
COM
179
70.68
72.00
73.33
11.89
54.67
Fall 2013
Non-COM
112
73.54
74.29
72.00*
10.50
52.00
Overall
291
71.78
72.00
72.00
11.44
54.67
COM
148
67.77
69.33
73.33
11.38
53.33
Spring 2014
Non-COM
106
70.88
72.00
68.00
13.15
68.00
Overall
254
69.07
70.67
72.00
12.22
68.00
COM
327
69.36
70.67
73.33
11.73
60.00
AY 2013-14
Non-COM Overall
218
545
72.25
70.52
73.33
72.00
72.00
72.00
11.91
11.88
68.00
68.00
*Multiple modes exist. The smallest value is shown.
Merchandise Planning & Control Pre/Post Test:
A pre-test and a post-test are administered to retail students enrolled in BURTL-390
Merchandise Planning & Control to measure their understanding of buying and inventory
management concepts and metrics.
26
MPC Pre/Post Tests
Fall 2012
Spring 2013
N=
31
26
Pretest
6.98
12
Posttest
73.77
58.25
Points
Gained
66.79
46.25
Summer 2013
22
8.11
79.82
71.71
Fall 2014
Spring 2014
Summer 2014
33
32
24
10.79
12.86
20.24
71.23
70.64
71.59
60.44
57.78
51.35
168
11.83
70.88
59.05
Session
Total/Average
Peregrine Comprehensive CPC Exam
The exam publisher provides the following table for use in interpreting the CPC-Based COMP
Exam scores. Based on the calculated overall mean average, the approximate relationship
between the results and relative student performance can be determined by competency level.
2013-2014 Final CPC Scores
Final CPC Score: Fall 2013
Final CPC Score: Spring 2014
Business
Retail Merch.
Management
Administration
& Mgmt
Business
Retail Merch.
Management & Mgmt
Administration
N
N
55
40
30
10
37
23
Mean
35.76
53.37
47.53
Mean
42.86
Median
50.83
55.83
48.33
Median
42.5
52.50
47.94
Std. Dev.
26.26
13.06
9.73
Std. Dev.
12.96
14.33
8.51
Range
62.50
86.66
51.67
Range
69.17
77.50
37.50
Minimum
0.83
0
9.16
Minimum
1.66
0.83
30
Maximum
63.33
86.66
60.83
Maximum
70.83
78.33
67.50
52.37
49.50
27
Interpreting Exam Scores
CPC-Based COMP Exam
Score
80-100%
70-79%
60-69%
40-59%
30-39%
20-29%
0-19%
Relative Interpretation of
Student Competency
Very High
High
Above Average
Average
Below Average
Low
Very Low
A total of 53 RMM seniors enrolled in BURTL-425 took the Peregrine Comprehensive CPC
Exam as a summative measure to assess retained knowledge as a result of their academic
experience in the 12 CPC areas. An overall mean score from the combined CPC scores was
calculated and is reported in the charts above, along with the mean scores from Business
Administration and Management majors. RMM students’ scores had a mean of 47.53 ad 49.50
consecutively in the fall 2013 and spring 2014 semester. RMM students mean scores in both
semesters were between 40-59% therefore putting them in the average category along with their
fellow students from both Business Administration and Management programs.
Retail Company Profile Oral Presentation
RMM students scored better in oral communication skills in the in-person course section than
they did in the online section, as illustrated by the graph below. It is not clear at this point what
the reason is other than the perhaps because of the difference in the method of course delivery. It
would be interesting to see if we get similar results in the next year’s assessment.
Strengths and weaknesses: RMM students are clearly strong in the organization of their
presentation, v and in providing supporting the arguments and positions they take. The category
with the lowest score in both sections was their verbal and non-verbal delivery of their
presentations.
28
BURTL-425 Spring 2014
Oral Communication Skills
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3.7
3.8
3.6
3.5
3.3
3.7
3.5
3.5
3.4
3.3
Sec. 1 (In-person)
Sec. 2 (On-line)
IMPROVEMENTS IMPLEMENTED THIS YEAR
A new rubric has been introduced this year for the measurement of Oral Communication Skills,
while the COM team of program directors and assessment coordinator all have been working
together on the development of a rubric which will be used to measure critical thinking, problem
solving and analytical skills.
The direct measures that were added last year including the Retailer Profile Oral Presentation
(internal summative measure), the BUACT-206 Final Exam (internal formative measure) and the
Peregrine Comprehensive CPC Exam have all been used and expanded in terms of the number of
RMM students being assessed by them.
The direct measure of competencies in the senior capstone experience in the past have only
included those who completed a senior-level retail co-op experience. However, starting the
2013-2014 academic year, the BURTL-451 Retail Practicum II course has started using the same
measurement instrument that was used to assess student performance in the senior-level co-op
experience.
No curriculum changes have been made during the 2013-2014 academic year.
PLANS FOR IMPROVEMENT
In addition to measuring oral communication skills in a senior level course, the RMM program
will also begin assessing those skills at the freshman and sophomore levels. The goal is for the
program to see if there is any significant improvement between the oral communication skills for
29
RMM freshman and sophomore students compared to those of senior level students.
The plan is for the RMM program to start using critical thinking rubric to assess critical thinking
skills during the 2015-2016 academic year.
PROGRAM FACTS
RMM Enrollment in the Past Five Years
Academic Year
Enrollment
2009
303
2010
303
2011
303
2012
309
2013
273
Percent RMM Graduates Employed
One Year after Graduation
Academic Year
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Graduates Employed
98
97
98
98
64
Out of the students who were ready for employment during the 2012-2013 academic
Year, 65 graduates were employed. The drop in the number of graduates employed was due to
an overall drop in enrollment during the 2013-2014 academic year.
Develop Student Learning Outcomes 4.2 Operations and 4.5 Supply Chain
Development of the student learning outcomes in Operations and Supply Chain and the
associated educational activities and measuring instruments are planned for the 2014-2015
academic year.
PRC Advisory Board Survey
B.S. Retail Merchandising & Management
Program Advisory Committee
Response Rate: 5/9 = 56%
30
4. Does the program share student learning data (Assessment in the
Major, Strategic Plan, etc.) with the advisory committee?
#
Answer
1
2
Yes
No
Total
Response
%
5
0
5
100%
0%
100%
What are the strengths of the program?
Solid curriculum. Good placement and starting salaries
Variety of experience on the board.
This is a very well educated, well-rounded informative and diverse group of people that all
collaborate together and exchange valuable information, data and experiences.
Hands-on learning Experienced professors
Strong faculty and diverse careers that students can enter through it
What are the opportunities for improvement of the program?
Integrate more technology CRM, ERP e-commerce web
Retailers on the board really don't have too much input. It is really just listening to Stout
Professors or Administrators.
I don't think that there are any necessary improvements at this time. I think it will be uplifting
to be able to measure some of the results via direct feedback or even as far job placement and
direct application of the changes that were implemented. I hope these statistics are shared with
us in the future.
Computer retail programs - I have missed a couple of meetings so this might have been
addressed by now
Messaging the program to prospective students and capture a greater percentage of male
students
B.S. Retail Merchandising & Management
Key Instructors
Response Rate: 2/3 = 67%
What are the strengths of the program?
Increased percentage of graduates obtaining employment and career success in corporate
buying/merchandising positions; increase in job satisfaction expressed by graduates employed in
corporate positions noted in Alumni Follow-up Surveys; and strong experiential learning
31
opportunities in store management and corporate coop positions, as well as the retail practicum
experience in which students operate THE NICHE.
What are the opportunities for improvement of the program?
Desperate need to replace approximately 2.75 FTE tenure/tenure-track faculty lost to
reassignments or resignation, particularly with expertise in buying & merchandising.
B.S. Retail Merchandising & Management
Junior/Senior Student Surveys
Response Rate: 39/140 = 28%
Initial Report
Last Modified: 04/21/2014
1. Please indicate your rank:
#
Answer
Response
%
1
2
Junior
Senior
Total
13
26
39
33%
67%
100%
What do you perceive to be the major strengths of the program?








The program offers a diverse range of classes.
The professors definitely know what they are talking about because they have had many
jobs in the retail industry.
The strengths include the experiential learning opportunities, such as the Magic
Tradeshow in Las Vegas and other retail conferences.
I think the biggest strength of the program is how it gives us hands-on experience in our
given fields.
Having the Niche available for people to take is a wonderful thing Stout offers. I like that
we have to do either the Niche or have an internship before we graduate because it
prepares us even more.
M.I.S., Quality Analysis, Textiles, and MPC/AMPC have been great classes. (There are
more great classes too.)
The business and analytic classes such as MIS and accounting are very beneficial, and the
apparel classes are very helpful. The course work we do definitely sets us apart in
comparison to other retail merchandising programs at other universities.
I like that Stout has a great reputation for the program and they recruit a lot of retailers
from all around to come and speak to us.
32


SRA is great. It’s great that we have the niche or a required coop. Career services is nice
but it’s unfair that you have to take a coop course if you get an internship through their
services.
The wealth of knowledge from the departmental instructors. They take their real world
experiences and use it as a tool to aid our learning.
What do you perceive to be the major weaknesses of the program?

The major weakness of this program is that there is a lot of overlap in the materials that
all of the courses required. Many of the classes are virtually the same thing, and it feels
like a huge waste of time.

I have not been able to get into necessary classes due to limited availability, and
therefore, had to stay an extra 2 semesters to take the required classes in sequence, and
once I was taking the class, it was very frustrating because it was material that we had
already covered in previous classes.

I feel that there are only three retail jobs that this program talks about: in store
management positions, buying jobs, and product development jobs. But there are so
many more jobs that we can explore in retail. While these three retail careers are the most
prominent in our program, I know a lot of students, including myself, feel that we are not
being exposed to the other areas of retail

I wish I hadn't concentrated in Fashion Marketing along with Buying and Product
Management. I feel that it isn't benefitting me any. Instead I wish there was an
Ecommerce concentration, since that is taking the industry by storm.
Interpretation of Program Fact Sheet, Advisory Board, Faculty and Students Surveys

Program enrollment dropped by 10 percent during fall of 2013 due to a reduction in
outside recruitment activities. This has resulted in new recruitment efforts which
included high school visits.

One of the major challenges the program has struggled with in the past six years or so has
been the lack of a stable teaching faculty. In the past six years, the program has lost three
fulltime faculty members and the department had to hire adjunct faculty members as well
as academic staff.

The instability in the teaching instructors is the prime cause of the course repetition that
many students have complained about in the survey. This issue surfaced in the past, but
was fixed by the table team of faculty members. No doubt this issue needs to be revisited
again and fixed no later than fall 2015.
33

The program has also had a challenge with the lack of stable faculty members who can
provide strong academic advising to RMM students. During the 2012-2013 academic
year, the RMM program received the advising assistance of an academic staff who was a
member of another department. The program appreciated the assistance, but the lack of
faculty members who teach in the program and can provide academic advising is clearly
needed.

There is a need to purchase store layout and design software that can be used in courses
such as Store Management, Assortment Planning, and the Retail Practicum. This will
provide RMM students with valuable experience and skills.

The program currently lacks a faculty member or a fulltime academic who has a strong
working knowledge of merchandising practices. The departure of Nancy Murray and Cari
Gelle has created a void in this area.
Exhibit A: COM Oral Communication Skills Rubric
Student ID#___________________
Major: _______________________
Criteria/
Essential Elements
Organization
Essential Elements
· Introduction
· Body
· Conclusion
· Transitions from one
section to another
COM Oral Communication Skills Rubric
Course # and Section _______________
Date_______________________
Evaluator/Instructor
_____________________
Beginning
1
Irrelevant or
undeveloped
introduction; main
points and conclusion
are unclear; speaker
often loses focus
during presentation;
audience cannot
follow presentation.
Developing
2
Audience has difficulty
following presentation due to
abrupt jumps from one main
point to another; some main
points are unclear or
insufficiently stressed.
Proficient
3
Well-organized;
clear
introduction;
main points are
well stated but
some transitions
may be abrupt;
clear conclusion.
Exemplary
4
Superbly
organized; clear
introduction;
main points well
stated, focused
and
argued/explained
with each point
leading to the
next; clear
summary and
conclusion.
34
Content: Essential Elements
Main idea/purpose
· Evidence to support
main idea/purpose
· References cited
within presentation,
not at end.
· Appropriate for
audience.
· Clear & concise, yet
. complete, · Response to questions from
audience
Central idea/purpose is
not stated; inaccurate
or vague evidence
provided; little/no
references cited during
speech; consistently
inappropriate to
audience or context;
grammar,
pronunciation and/or
word choice are
severely deficient.
Central idea/purpose is
poorly developed or loosely
related to the assignment;
provides some evidence of
research with sources during
speech; portions of
presentation are inappropriate
for audience; some poorly
chosen words and/or
grammatical or pronunciation
errors.
Central
idea/purpose is
clearly stated;
presents
evidence from
multiple credible
sources during
speech; level of
presentation is
generally
appropriate for
audience; selects
words
appropriate for
context and uses
correct grammar
and
pronunciation.
Speaker clearly
and accurately
explains central
idea/purpose
with helpful
examples/applica
tions from
credible and
varied sources;
level of
presentation is
appropriate for
the audience;
rich and varied
words used in
complete
sentences that
flow smoothly
with correct
pronunciation
and grammar.
Criteria/
Essential Elements
Supporting Materials/ Presentational
Aids (Slides, posters, handouts, computergenerated materials, props, etc.)
Essential Elements
· Aids/materials
support main point
· Professional
appearance
· Clear & concise
· Easily read &
understood.
Beginning
1
Few/no graphics used
to enhance message or
inappropriate graphics
that are so poorly
prepared that they
detract from message;
font is too small to be
easily seen;
presentational aids are
unprofessional and
poorly integrated into
speech.
Developing
2
Occasional use of graphics
that rarely support message;
choppy , time wasting
multimedia; lacks smooth
transition from one material
to another; font is too small
to be easily seen;
Proficient
3
Graphics relate
to and support
message; font
size is
appropriate for
reading;
multimedia is
informative and
enhances the
overall
presentation, but
not outstanding.
Verbal and
Non-Verbal
Delivery
Essential Elements
· Voice volume & tone
· Attire
· Eye contact
· Posture
· Movement
· Facial expressions
· Audience
engagement
· Clear & concise
Verbal delivery is too
soft or too fast, lacks
confident tone;
unintended silence,
repeated words or
sections and filled
pauses (e.g. “um” or
“you know”) or nonverbal cues (eye
contact, posture, attire,
movement or facial
expressions)
frequently distract
audience.
Vocal delivery is audible.
Rate, volume or speech
disruptions only occasionally
distract from audience
comprehension; eye contact,
posture, attire, gestures,
movement and facial
expressions neither enhance
nor hinder effectiveness
significantly.
Vocal delivery is
clear and
distinct. Rate,
volume and tone
facilitate
audience
comprehension.
Some of the
following
enhance the
presentation: eye
contact, posture,
attire, gestures,
and movement or
facial
expressions.
Exemplary
4
Graphics used
effectively to
reinforce central
idea and
maximize
audience
understanding;
varied media are
used
appropriately,
not added simply
for the sake of
use; visuals are
easily seen and
read by even
those in back of
room;
outstanding use
of professional
materials to
accentuate main
points with
smooth
transitions from
one material to
another.
Vocal delivery is
varied and
dynamic.
Speech rate,
volume and tone
enhance listener
interest and
understanding.
Most or all of the
following
enhance the
presentation: eye
contact, posture,
attire, gestures,
and movement
and/or facial
expressions.
Did student meet standard for outcome?
Yes
No
Total points
35
__________________
A wide range of sources were consulted during the creation of this rubric, including rubrics from Susan Hatfield’s “Sample Ru brics” page at
http://course1.winona.edu/shatfield/air/rubrics.htm.
1/21/2014 tkc
APPENDIX B
Senior Capstone Employer/Instructor Evaluation Instrument
36
Attachment 12
CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: Bachelor of Science in Retail Merchandising Management
Date of Review: Fall 2014
Program Director: Dr. Adel Mekraz
PRC Consultant(s): Dr. Kimberly Zagorski and Dr. Mark Fenton
Purpose of the Review: To assess the quality of the BS in Retail Merchandising
Management (RRM) Program as part of the seven-year cycle required of all degree
programs at UW-Stout.
Committee Findings: The PRC recommends continuation of the Retail Merchandising
Management program through the next scheduled reviewed in 2021-2022 and the
recommendations of the committee are implemented.
Abstract: The BS in Retail Merchandising and Management prepares students for
management-level employment in retail organizations in a variety of areas, involving the
management of stores, or areas within stores, buying products in national or international
markets, or may involve preparing visual presentations, advertising, special events, or
distributions. The RMM Program combines studies from 15 or more academic
departments to prepare students for a career in retailing and related fields and allows
students to pursue concentrations in: buying/management; fashion marketing; human
resource management; and store operations management. Students also may complete a
minor in business administration, art, journalism or others disciplines. The program of
study combines general education with retail and business courses to produce graduates
knowledgeable and competent in merchandising and management.
Retail courses include promotions, merchandise planning and control, and store
management, while business courses include economics, accounting, marketing,
international business and human resource management. The program requires hands-on
application of what has been learned in the RMM program 500+ hours of off-campus
internships or work in a student - operated specialty store at UW-Stout (the Niche).
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 students enrolled in the Retail Merchandising
Management program, key faculty and alumni. The program director completed the selfstudy report and presented the report to the PRC. The data were analyzed and returned to
the program director and PRC members. The consultants then wrote the recommendation
report. This report was forwarded to the dean for his response. The PRC reviewed the
1
dean’s response, approved the recommendation report and forwarded the report to the
Faculty Senate.
III.
Previous Review Year: 2007/2008
Previous Recommendations for Program Director:
1. Work with the department chair and the dean to ensure effective enrollment
management.
2. Work with the Dean Adekola to address the need for enhanced facilities/labs and
equipment.
3. Work with faculty and department chair to review the RMM curriculum in the
retailing/marketing coursework to address student concerns regarding coordination
and especially duplication. Monitor 2007 revisions for their impact on these concerns.
4. Work with faculty to maintain improvements in student advisement.
Response from Program Director:
1. Based on student demand for concentrations within the RMM program, the program
director will continue to provide the chair of the Department of Business with enrollment
projections for courses required and suggested in the program for planning future course
offerings. The program director will continue to work with the chair of the Department of
Business to avoid/decrease potential scheduling conflicts among single section BURTL
and other BU courses.
2. The program director will develop and submit a lab modernization proposal for the
Visual Merchandising/Promotions Laboratory to improve the current facilities assigned
in HE-345/347. Along with the Dean and Department Chair, the program director will
work toward centralizing the Retail Laboratory (Niche) and Visual Merchandising/
Promotions Laboratory in the Micheels Hall General Access Lab space that was
previously offered when the lab ceases to exist.
3. The Program Director will work with other retail faculty and the chair of the
Department of Business to align course content with approved course objectives and,
when appropriate, revise courses to eliminate overlap/duplication and ensure that
concepts of consumer behavior, marketing and leadership development are appropriately
introduced in lower level courses and applied/expanded in subsequent courses. Primary
courses to be addressed will be those mentioned in the student survey, including:
BURTL-127 Basic Merchandising
BURTL-212 Trend Forecasting
BURTL-329 Retail Promotions (includes Advertising)
2
BUMKG-385 Target Marketing
BURTL-417 Social Psychological Aspects of Clothing
4. The program director will provide leadership and the department chair will
communicate advisement expectations to RMM faculty. Regular meetings with the retail
faculty advisors have already begun in an effort to enhance academic advising for RMM
majors. Current RMM seniors will be surveyed to identify specific areas of concern and
improvements they would like to see in the advisement process. Retail faculty advisors
will continue to be encouraged to attend the group advisement meetings held on
Advisement Day to take advantage of the information provided by the Program Director
and to improve visibility for their academic advisees. All retail faculty advisors will
continue to receive advisement related emails sent out by the Program Director to all
RMM majors. To further assist the retail faculty advisors, the program director will
develop a step-by-step narrative to accompany the advising tools used by the RMM
majors, including:
a. Program Plan Sheets for each academic year
b. Eight-Semester Sequence for each of the eight possible concentrations
c. Projected Course Rotation Schedule for professional courses
d. Graduation Plan Sheet
e. Retail Work Experience Form
f. Frequently Asked Questions Sheet for Program Plans Prior to 2007
g. Frequently Asked Questions Sheet for 2007-2008 Program Plans and beyond
h. Gen. Ed./Ethnic Studies/Global Perspectives Requirements
Previous Recommendations for Department Chair:
1.
2.
3.
4.
Work with the program director and the dean to ensure effective enrollment
management.
Examine student concerns about limited course offerings and too-large numbers of
students.
Work with the dean to address the need for enhanced facilities/labs and equipment
Work with faculty and program director to review the RMM curriculum in the
retailing/marketing coursework to address student concerns regarding coordination
and especially duplication.
Response from Department Chair:
1. Dialogue with the program director and in consultation with the dean, a plan is in
process to ensure effective enrollment management. In the past, the students’ concern has
been about the limited course offerings and the large numbers of students in some classes.
The following are the plans to alleviate these concerns:
3
a. With the assistance of the dean, the department has gained additional resources
through Access to Learning for student help and for graduate assistantships in high
demand areas of the RMM such as the Niche and the lab for visual merchandising
and promotions.
b.
The department has requested an additional .75 FTE through the Tuition Based
Positions offered annually via the Provost’s Office. This will support a position for the
additional course sections of high demand courses in the Business department.
c. The dean, on behalf of the business department, has also requested additional
funding in the 2009-11 DIN for the purpose of recruiting a series of visiting
professors, as needed, which could be used to bring in industry experts in the area
of retail merchandising management.
2. To address the need for enhanced facilities/labs and equipment, the Chair met with
both the RMM program director and the College dean to agree on the following steps:
a. Complete a Lab Modernization in the fall of 2008 to address concerns in the Visual
Merchandising and Promotions laboratories.
b. Work towards a long term objective of centralizing the RMM facilities by locating
the Niche, the Visual Merchandising and Promotions laboratories in the Micheels’ Hall.
3. To address students concerns regarding coordination and course duplication, the
Chair and the program director, in consultation with faculty members, have worked out
the following modalities:
a. RMM courses are now scheduled to be offered during the summer/WinTerm
sessions.
b. Attempts are being made to offer courses in a manner that provides instructional
effectiveness and efficiency with adequate management of resources.
c.
The chair will coordinate a review of the professional courses required in the
Retail Merchandising and Management program to address the concern of course
duplication.
Previous Recommendations for Dean:
1. Work with the program director and the Department Chair to ensure effective
enrollment management and/or adequate staffing. Examine student concerns about
limited course offerings and too large numbers of students.
2. Work with the program director and the Department Chair to address the need for
enhanced facilities/labs and equipment.
4
Response from Dean:
1. As presented in this report, the Retail Merchandising and Management has shown
consistent program enrollment over the past 5 years. Four full time faculty deliver the
professional core for the program; the faculty in the Department of Business also provide
significant support to the program. The college has applied for and been successful
obtaining additional resources through Access to Learning. These resources have been
used to provide student help and graduate assistantships in high demand areas of the
RMM program including the student run enterprise, the Niche, and the visual
merchandising and promotion laboratories.
The college has also made a request for a .75 FTE through the Tuition Based positions
offered annually through the Provost’s Office. An additional position allocated to the
Business department would allow for additional course sections of high demand
courses. The dean has also requested additional resources in the 2009-11 DIN to
support a visiting professor in the business department. This could be used in the RMM
program to bring in industry experts to participate in classes as guest lecturers and
visiting professors.
To meet increased student demand, many of the RMM courses are offered during
summer session and WinTerm. The response to these offerings has been very
positive and enrollments have been healthy. This appears to elevate student
concerns about limited course offerings. Regarding class size, every attempt is made
to offer courses in a manner that provides instructional effectives as well as
efficiently manage resources.
2. The RMM program director and the Business department chair have met with the
dean to identify the most critical needs related to facilities and lab equipment. A Lab
Modernization request will be completed in the fall of 2008 to address concerns in the
Visual Merchandising and Promotions laboratories. Long term, it is most desirable to
secure permanent space in Micheels Hall and relocate the Niche and the Visual
Merchandising and Promotions laboratories. This would centralize the RMM facilities
and align faculty in reciprocity to the labs and students they serve.
IV.
Current Year Program Review: 2014-2015
Program Strengths-Indicate Source:
1.
2.
Recognizing BUSCM-338 Principles of Logistics has provided difficulties for some
RMM students, the program director worked with the supply chain program
director and department chair to begin logistics tutoring. Working across the
curriculum is a strength for any program.
The increase in instruction from a global context standpoint. A new faculty member
(Dr. Chida) has been leading discussions on textiles and clothing in China and
Africa has moved the RMM program in a positive direction in terms of increasing
diversity content in RMM courses. Most recently, Dr. Chida led a panel of faculty
5
3.
4.
5.
6.
7.
8.
9.
10.
members with African heritage to show students traditional African clothing.
Increasing diversity content may also be an important component of retention
activities.
As noted in the previous PRC report, the RMM program needed to
update/modernize the visual merchandising lab and the Niche. Both have been
done. However, both remain in Heritage Hall as permanent space has not been
located in Micheels hall.
Earning accreditation from the Accreditation Council for Business Schools and
Programs is significant.
Having a 98% placement rate.
The major program revision for the fall 2013 term and multiple course revisions
have been addressing issues surrounding content duplication. RMM instructors are
continuing the course revision efforts.
Increasing offerings of RMM courses during WinTerm and summer as noted in the
previous PRC report has been impactful.
Working with multiple entities across campus such as the library, Student Disability
Services, MSC Event Services and the Writing Center clearly point out the RMM
program is student centered.
Offering multiple concentrations for RMM students to select from provides for a
unique recruiting opportunity compared to similar programs without concentrations.
Continued ties to major players within the retail industry such as Kohl’s, Target,
Macy’s, etc. as well as vendors within the industry provides for student co-op
opportunities and professional development of faculty.
Issues of Concern
1. Recent changes within the RMM faculty, including the penultimate program director
becoming Chair of the Business Department and the reassignment of another within
the Provost’s Office puts a strain on the program director in terms of advisement
time.
2. The bi-annual assessment in major exam should be incentivized to increase
participation and from the standpoint of student achievement. Completing the
assessment in major exam is not a condition of graduation.
3. The program director is in the process of developing an online retailing concentration
for the RMM program. This may increase the need for additional FTE.
Recommendations for the Program Director:
1. Work with the department chair to develop an advising approach that reduces the
advisement load for the program director.
2. Continue the discussion with advisory board members and UW-Stout professionals to
develop a new concentration in online retailing.
6
3. Consider including BUMKG-391 (Social Media Marketing Management) as a
required or optional course for all RMM students.
4. Work with the department chair and the dean to identify additional lab space for a
computer based lab with retail related software dedicated for designing store layouts,
designs and assortment plans. Multiple RMM courses would benefit greatly from
such a lab.
5. Continue marketing efforts in terms of high school visits by program students and the
program director. Continue to work with University Marketing to develop a program
marketing plan.
Recommendations for the Chair of the Business Department: Dr. Kathy Cochran
1. With the addition of an online retailing concentration, if demand is significant
enough, it may be necessary to seek instructional staff with related experience in their
professional background.
2. Work with the program director and RMM program faculty to identify what would be
needed in a dedicated lab as noted in number 4 of the recommendations to the
program director.
3. Continue to support the program director in student recruiting and retention efforts.
Establish a defined process for student retention.
Recommendations for the Dean of the College of Management: Dr. Abel Adekola
1. If the RMM program grows in size, adding an additional FTE position may be
appropriate. The Dean of the College of Management will need to work with the
department chair to determine how to best fill a position.
2. Work with the program director, department chair, and university marketing to
increase marketing efforts to a wider geographic audience to increase enrollment.
3. Work with the department chair, program director, and others as necessary to identify
additional lab space dedicated to the RMM program’s need for technology and software
related to designing store layouts, designs and assortment plans. Multiple RMM
courses would benefit greatly from such a lab.
7
Attachment 13
DEAN’S RESPONSE
Planning and Review Committee
Program: B.S. Retail Merchandising & Management
College: College of Management
Year: 2014-2015
Issues of Concern:
1. Recent changes within the RMM faculty, including the penultimate Program Director becoming
Chair of the Business Department and the reassignment of another within the Provost’s Office
puts a strain on the Program Director in terms of advisement time.
2. The bi-annual assessment in major exam should be incentivized to increase participation and
from the standpoint of student achievement. Completing the assessment in major exam is not a
condition of graduation.
3. The program director is in the process of developing an online retailing concentration for the
RMM program. This may increase the need for additional FTE.
Recommendations for the Program Director:
1. Recommendation: Work with the department chair to develop an advising approach that
reduces the advisement load for the Program Director.
Response from Program Director:
Student advisement load remains to be challenging in light of the number of retail faculty
members available to perform advisement. However, some assistance has been provided by
the department chair that consists of two non-retail Business Department faculty members
who are advising 30 students each. This has been helpful.
2. Recommendation: Continue the discussion with advisory board members and UW-Stout
professionals to develop a new concentration in online retailing.
Response from Program Director:
The inclusion of online retailing content and/or the introduction of an online retailing
concentration requires at least two more years before implementation. This is a new area for
all traditional university programs teaching retail. The Program Director will seek the
assistance of advisory board members as he explores this area, and is certain the department
and college will be supportive in recruiting faculty members with the necessary expertise to
teach the relevant courses.
3. Recommendation: Consider including BUMKG-391 (Social Media Marketing
Management) as a required or optional course for all RMM students.
Response from Program Director:
The Social Media Marketing course will be added to the list of advanced marketing courses
starting fall 2015, and the Program Director will consider making it a required course in
future program changes particularly as we develop more content relating to online retailing.
PRC Deans Response BS-RMM 2014-2015
Page 1
4. Recommendation: Work with the Department Chair and the Dean to identify additional lab
space for a computer-based lab with retail related software dedicated for designing store
layouts, designs and assortment plans. Multiple RMM courses would benefit greatly from
such a lab.
Response from Program Director:
Finding the additional space for a new computer lab is important and challenging, but just
as important and challenging is comping up with the funds of $5000-$6000 to purchase the
necessary software that will facilitate teaching students about store design and layout.
5. Recommendation: Continue marketing efforts in terms of high school visits by program
students and the Program Director. Continue to work with University Marketing to develop a
program marketing plan.
Response from Program Director:
More high school visits will be planned by the Program Director this spring 2015 semester
and for the many semesters to come, as the visits have been successful. The assessment of
university marketing was that the program needs more in the area of leads nurturing not
leads generation, as there are plenty of leads and interests to pursue.
Recommendations for the Chair of the Business Department:
1. Recommendation: With the addition of an online retailing concentration, if demand is significant
enough, it may be necessary to seek instructional staff with related experience in their professional
background.
Response from Department Chair:
Given the significant cut in state funding that is anticipated for the 2015-17 biennium, there is little
hope of additional instructional FTE allocations to the Department of Business. However, the
Department Chair will work within what is allowed by the university to provide instructional
expertise needed to meet the demand for courses in the proposed online retailing concentration
through recruitment of new and/or professional development of existing faculty and staff. When the
new concentration proposal is brought to COM Council for consideration, the Chair will carefully
consider the impact of the proposal on the instructional resources of the Department of Business and
voice any concerns during the discussion.
2. Recommendation: Work with the program director and RMM program faculty to identify what
would be needed in a dedicated lab as noted in number 4 of the recommendations to the program
director.
Response from Department Chair:
The Department Chair will work with the Program Director to explore possible options for making
retail-related software available in key business courses delivered for the RMM program for use in
designing store layouts and assortment plans. This initiative will include consideration of whether
additional lab space would be needed and other alternatives for increasing student competencies in
the use of such software.
PRC Deans Response BS-RMM 2014-2015
Page 2
3. Recommendation: Continue to support the Program Director in student recruiting and retention
efforts. Establish a defined process for student retention.
Response from Department Chair:
The Department Chair will work with the Program Director to identify current barriers to student
retention that may exist within the Department of Business and appropriate actions that department
faculty and staff should take to support student retention. Addressing these issues will be a
departmental goal for the 2015-16 academic year.
Recommendations for the Dean of the College of Management: Dr. Abel Adekola
1. Recommendation: If the RMM program grows in size, adding an additional FTE position may
be appropriate. The Dean of the College of Management will need to work with the Department
Chair to determine how to best fill a position.
The Dean will work with the Department Chair to secure faculty and/or academic staff if the
program grows to a point where additional faculty are needed. Given the Provost’s recent
release of Dr. Renee Howarton’s position in the business department, the dean could work with
the department chair to secure a tenure track replacement. On the other hand, with the current
Wisconsin budget situation, tenure-track faculty positions are a second option, so adjunct staff
could potentially be hired as an interim solution. Another interim solution may be to increase
class sizes slightly.
2. Recommendation: Work with the Program Director, Department Chair, and University
Marketing to increase marketing efforts to a wider geographic audience to increase enrollment.
The Dean’s Office will work to provide RMM student trend data and demographic information,
as well as data on students who have dropped out. This data will provide contact information to
inquire if prior students not earning the final degree may be interested and encouraged to
complete their degrees. Additionally, planned digital marketing efforts nationwide will provide
more exposure to College of Management programs.
3. Recommendation: Work with the Department Chair, Program Director, and others as necessary
to identify additional lab space dedicated to the RMM program’s need for technology and
software related to designing store layouts, designs and assortment plans. Multiple RMM courses
would benefit greatly from such a lab.
The Dean’s Office will work with the Department Chair and Program Director to identify required
course lab modifications and submit requests through the current lab request process and the Space
Committee as appropriate when those applications are advertised and collected in the regular space
planning cycle..
PRC Deans Response BS-RMM 2014-2015
Page 3
Attachment 14
PLANNING AND REVIEW
COMMITTEE ANNUAL
REPORT
2014-2015
Results of Program Analysis and Recommendations
During the 2014-15 academic year, the Planning and Review Committee reviewed the
enclosed degree programs and made the listed recommendations.
Fiorani, Christine
fioranic@uwstout.edu
Degree programs reviewed by the Planning and Review Committee:










Business Administration, B.S.
Game Design and Development, B.S.
Operations and Supply Management, M. S.
Real Estate Property Management, B.S.
Retail Merchandising and Management, B.S.
Risk Control, M.S.
Science Education, B.S.
Supply Chain Management, B.S.
Technology Education, B.S.
Technology and Science Education, B.S.

Notice of Intent proposals: N/A for 2014-2015
 Authorization to Implement proposal (Informational to the PRC): 2014-2015
BFA Game Design and Development-ART (Early 2014-2015)
B.S. Mechanical Engineering (Spring 2015)
B.S. Digital Marketing Technology (Spring 2015)
BACK
Business Administration, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
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.)
Concerns:
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
4. 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)
5. Concerns regarding retention, recruitment, and replacement of faculty continues to be
challenging. (Source: program director’s report, key instructor survey.)
BACK
Game Design & Development, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1. Interdisciplinary nature of the program, with content delivered by Art/Design and Computer
Science faculty, simulating the art/design/computer science teams of professionals working
in industry.
2. Dramatic growth of program, consistent with polytechnic mission of the university. Since
the program began in 2009, the enrollment has grown to 259 students in 2014, indicating
timely connection with industry growth.
3. GDD-Computer Science is the only Game Design and Development program in the world to
be accredited under the new 2014 ABET Computer Science Curriculum Standards, with the
initial accreditation in August, 2014. ABET extended this special CS accreditation
retroactively to the original ABET accreditation of the program in October of 2012.
4. Rigor and standards of achievement are at an appropriate level, as demonstrated by national
and international recognition and accomplishments:
5. Ranked as one of the best game design programs in the US by Princeton Review in 2013.
6. Ranked as a Top Undergraduate Game Design Program by Animation Career Review in
2014.
7. Senior capstone project, Flash Frozen, won 2013 E3 College Game Competition.
8. Finalist in 2014 CHI-Play International Student Game Competition
9. Strong support for program by students, key instructors and active Advisory Board members.
10. Instructors and advisors accessible to students, little to no problems with repetition/overlap in
program
Concerns:
1. Insufficient instructional faculty/staff overall to meet demands, particularly Art/Design
faculty for capstone courses and Computer Science faculty with specific game design
experience to meet the growing needs of the GDD-CS program.
2. Lack of access to iOS/MAC computers for CS students and instructors. Need 25-station
MAC lab or other comparable arrangement to provide learning experiences critical to the
success of GDD-CS graduates.
3. Lack of access to touch screen/mobile devices (Oculus Rift, Kinect, etc.), sound engineering
equipment and a sound proof room to expand student experiences needed in this area.
4. Need for students to experience broader array of software (game engines) used in industry
and more C++ programming.
5. Constant need for innovative course content and delivery due to the technical nature of the
program, requiring continuous retraining/development/acquisition of new skill sets for
instructional faculty and staff and technology upgrades to remain competitive.
6. Interdisciplinary nature of program requires close communication and collaboration between
two different colleges to ensure effective integration.
7. High faculty turnover in Art/Design instructors for GDD classes.
8. Lack of program content to address business side of creating games/opening a studio
9. Student need for more help in developing portfolios, co-ops and industry connections.
BACK
Operations & Supply Management, M.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
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)
Concerns:
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 writing assistance particularly for international graduate students (PD report, student survey)
BACK
Real Estate Property Management, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1. Unique: This is one of only four similar programs in the United States, and the only BS program that
incorporates all related disciplines into its curriculum.
2. Industry competencies: The program is aligned with the Institute of Real Estate Management (IREM).
As such, it is currently the only program in the United States with the authority to administer exams
for professional certification for IREM. The capstone course of the program is the only college course
that meets the final educational requirement of the institute for certification.
3. The Program is responsive to the needs of industry: While similar college programs are typically
housed in Real Estate or Business departments, this program has the “distinct benefit” of being
housed in the School of Hospitality Leadership. This gives students a “commitment of service”
perspective that is desirable to employers.
Excellent Program leadership: UW-Stout is getting strong exposure and recognition in the industry
(IREM, internships, Weidner donation, etc.). Students are being connected with the corporate world
and have excellent support from Program Director and faculty.
Concerns:
1. Enrollment. The program seems to have a strong growth/recruitment potential. However, in order for
this growth to happen there is a need for additional sections of required classes. External marketing
funds and the retention of a Center Director must be accomplished for growth to become practically
possible.
2. Size of Faculty. Related to enrollment, in order for the program to fulfill its growth potential,
additional resources, i.e. faculty, should be allocated to the program. Currently the program has only
two full-time faculty and one adjunct that was hired for only one semester to prevent a faculty
overload.
3. Lack of Meaningful Data. Although not a problem with the program itself, the program needs (and
intends) to work with the College of Management and PARQ in compiling more meaningful data.
The current methodology used in collecting data for the program does not provide a complete picture
of the program’s impact and creates restraints on future planning. Data currently only shows students
who have declared Real Estate Property Management as a first major.
BACK
Retail Merchandising & Management, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1. Recognizing BUSCM-338 Principles of Logistics has provided difficulties for some RMM students,
the program director worked with the supply chain program director and department chair to begin
logistics tutoring. Working across the curriculum is a strength for any program.
2. The increase in instruction from a global context standpoint. A new faculty member (Dr. Chida) has
been leading discussions on textiles and clothing in China and Africa has moved the RMM program
in a positive direction in terms of increasing diversity content in RMM courses. Most recently, Dr.
Chida led a panel of faculty members with African heritage to show students traditional African
clothing. Increasing diversity content may also be an important component of retention activities.
3. As noted in the previous PRC report, the RMM program needed to update/modernize the visual
merchandising lab and the Niche. Both have been done. However, both remain in Heritage Hall as
permanent space has not been located in Micheels hall.
4. Earning accreditation from the Accreditation Council for Business Schools and Programs is
significant.
5. Having a 98% placement rate.
6. The major program revision for the fall 2013 term and multiple course revisions have been
addressing issues surrounding content duplication. RMM instructors are continuing the course
revision efforts.
7. Increasing offerings of RMM courses during WinTerm and summer as noted in the previous PRC
report has been impactful.
8. Working with multiple entities across campus such as the library, Student Disability Services, MSC
Event Services and the Writing Center clearly point out the RMM program is student centered.
9. Offering multiple concentrations for RMM students to select from provides for a unique recruiting
opportunity compared to similar programs without concentrations.
10. Continued ties to major players within the retail industry such as Kohl’s, Target, Macy’s, etc. as well
as vendors within the industry provides for student co-op opportunities and professional development
of faculty.
Concerns:
1. Recent changes within the RMM faculty, including the penultimate program director becoming Chair
of the Business Department and the reassignment of another within the Provost’s Office puts a strain
on the program director in terms of advisement time.
2. The bi-annual assessment in major exam should be incentivized to increase participation and from the
standpoint of student achievement. Completing the assessment in major exam is not a condition of
graduation.
3. The program director is in the process of developing an online retailing concentration for the RMM
program. This may increase the need for additional FTE.
BACK
Risk Control, M.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1. Faculty is actively involved in multiple professional organizations representing different
specializations in risk control (PD).
2. Faculty are recognized as dedicated and knowledgeable with connections to industry and professional
experience (PD, advisory board, students).
3. Program provides applied and industry-relevant learning (advisory board, students).
4. Internship program is relevant and enriching (advisory board).
5. Program provides good preparation for employment (advisory board, key instructors).
6. 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).
Concerns:
1. 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).
2. 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.
BACK
Science Education, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1. 100% Job Placement Rate
2. Program is approved by the Wisconsin Department of Public Instruction (DPI) and accredited
3.
4.
5.
6.
by the National Council for the Accreditation of Teacher Education (NCATE).
Program director has emphasized personalized advisement.
Program has engaged in multiple recruiting efforts to increase enrollments during the past
several years.
National Science Teachers Association (NSTA) student organization was created in 2009.
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.
Concerns:
1. The program has a low enrollment.
2. 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.
3. The Science Education program is in need of a new Microteaching Lab for the STMED-460
Teaching Methods course.
BACK
Supply Chain Management, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
1.
2.
3.
4.
5.
Steady enrollment growth
Provides multiple experiential learning opportunities including a co-op for each student
Strong demand for co-op students with high salaries
Graduates are highly desired and offered high salaries
High program standards attract high quality students
6. A second major in Business Administration is obtainable with 12 additional credits
Concerns:
1. Program enrollment is still somewhat low and could be increased somewhat with current resources
2. Significant enrollment growth would require increased staffing
3. Program contains chains of 3, 4 or 5 courses which must be taken in sequence. Students need to enroll
in the initial courses sufficiently early in their college career to graduate on time
4. Coursework needs to provide sufficient depth so that students can better succeed in upper level
coursework, pass the APICS exams and increase their level of performance on their co-ops
5. Students do not currently have access to Enterprise Resource Planning (ERP) software which is
commonly used in industry
BACK
Technology Education, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
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 self-study).
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 self-study;
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. 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).
Concerns:
1. Relatively low enrollment; need to develop marketing strategies to promote the program (PD
self-study; Advisory Committee survey).
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.
BACK
Technology & Science Education, B.S.
PRC Recommendations:
1. 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. The next review will take place in 2021-2022.
Strengths:
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 self-study).
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 self-study;
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).
Concerns:
1. Relatively low enrollment; need to develop marketing strategies to promote the program (PD
self-study; Advisory Committee survey).
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.
Attachment 15
Common Core Course Evaluation Questions
The layout and organization of course materials facilitated my learning.
The instructor was responsive to my needs (communication, technology, etc.).
The instructor used instructional technology to meet course objectives.
The instructor offered multiple ways of contacting them (i.e. email, phone, video conferencing, etc.).
This course was suitable for the method of delivery (online, hybrid, face-to-face, etc.).
A variety of activities was used to promote learning.
The instructor clearly communicated course expectations.
*This is intended to be a Likert-type evaluation; individual units are able to adapt the scaling (i.e. 5-point
vs. 4-point scales) to their current evaluation methods.
Approved at CEHHS Council: 3/11/2015
Attachment 16
SOCIAL SCIENCE RESEARCH CENTER PROPOSAL EXECUTIVE SUMMARY
The Social Science Research Center (SSRC) is a space for expanding applied social science
research to innovatively address community needs by working with government agencies,
businesses, and other non-profit institutions. The SSRC will, in the process, train undergraduate
Applied Social Science students in research activities that make them more competitive than
their counterparts in standard disciplinary programs at other universities. This combination of
community engagement for the university with exemplary undergraduate student training in
research, makes the SSRC uniquely vital to advancing UW-Stout’s mission and goals.
The SSRC includes researchers from several disciplines, including Geography, Political
Science, Sociology, Social Work, Economics, History, and Anthropology. Services include survey
research design and implementation, focus groups and interviews, program evaluation, costbenefit and economic impact analysis, Geographic Information Systems, diversity training, and
community education. These services meet an array of needs for clients from multiple sectors.
While reporting directly to the Dean of the College of Arts, Humanities and Social Sciences, the
SSRC will also work closely with the Social Science Department and with the Applied Research
Center at UW-Stout. Contracts will be negotiated between clients and the SSRC using the
standard university contract, according to an established rate structure approved by the
university, facilitated by the ARC for a fee written into each contract. All contracts will be
routed through Research Services, as is standard practice for all university-related research.
The leadership of SSRC consists of a Steering Committee of faculty and staff researchers,
and the Center Director, elected for a three-year term by the Social Science Department.
Contingent on center revenue, and in coordination with the Department Chair, the Center
Director will obtain a 3-credit per semester release to fulfill his or her substantial duties.
Secretarial support will initially be provided by a combination of Social Science Department and
Applied Social Science program support staff, until funds are available to hire a Limited-Term
Employee. Basic accounting support will be provided by the Applied Research Center and the
CAHSS Budget Officer. An advisory board will consist of stakeholders from industry,
government, and non-profit organizations to advise the Center Director on matters to facilitate
the mission and vision of the center.
The physical space of the center will be coordinated and supervised by the Dean of
CAHSS, as the building supervisor, and equipment costs will be funded through existing
allocations of the Harvey Hall renovation, center project revenue, and a combination of internal
and external grants. We anticipate within a two-year period the center will be self-sustaining.
While immediate revenue generation is one goal of the center, the prevailing goal of
contributing to society and local communities ultimately creates a broader base of financial
support for the university.
In summation, the SSRC is uniquely poised to advance UW-Stout’s mission in innovative
and consequential ways for both the larger community and university students. The center
leverages the extraordinary interdisciplinary expertise of the Social Science Department at UWStout to bridge the campus with the surrounding community’s social science-related research
needs, for the mutual benefit of UW-Stout as an institution, students of the social sciences and
related fields, and the broader community.
Page 1 of 8
UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
History
The Social Science Research Center (SSRC) was founded by members of the Social Science
Department at UW-Stout in the 1980s. Originally named “Social Science Center for Community
Education, Research, and Service,” the purpose of the center was to “provide consultation and research
services, [including] research/evaluation methods (quantitative and qualitative); human relations (inservice training… and educational programs); economic analysis and trend analysis (econometrics, labor
and managerial economics); community relations (attitudinal consumer studies, business/community
relationship studies, needs assessment); [and] interdisciplinary study coordination…[to provide] a
multidimensional analysis to businesses and industries.” Dozens of clients were served in the 1980s,
including local banks and small businesses. A major survey study conducted for the Wisconsin Private
Industry Council of La Crosse was reported in the Eau Claire Leader Telegram on January 28, 1986. After
this initial flurry of activity, the center became dormant, primarily as a result of limited tenure-track
hiring and the reliance in the Social Science Department on adjuncts (with limited to no research or
service duties).
UW Stout began a wave of tenure-track hires in the Social Science Department starting in the
mid-2000s, in part to develop a major in Applied Social Science, which started in 2010, and also to revive
the Social Science Research Center. Starting in 2007, the Center started organizing faculty brown bags, a
Social Science Seminar Series, and a Speaker Forum. The latter two were later merged into the Social
Science Speaker Series, which was organized by a departmental committee independent of the SSRC.
After several years of trying, in 2010 the SSRC was able to secure a physical location on campus in which
to operate. It established campus approval, an account, and a rate structure in 2011. Since that time,
the primary efforts have gone into equipping the center with furniture, computers, and other researchrelated equipment as well as conducting some initial client-based and community outreach projects.
These include survey consultation for the campus Ethics Center, an Anti-Bullying/Diversity workshop for
a teacher in-service, a consultation project for the comprehensive land use plan for the town of
Menomonie, and the evaluation component of an NSF-funded Research Experience for Undergraduates
program investigating phosphorus pollution in Lake Menomin. There are currently several other leads
for additional projects, including a key sustainable community/business development project called the
Dunn County Visioning Project (see Appendix 1) and additional NSF grant research collaborations.
Vision
The SSRC integrates social science theory, data collection strategies, and data analysis to design
and implement innovative and pragmatic research solutions and training opportunities for clients in
industry, non-profits, government agencies, and the campus community. Center faculty members
actively pursue extramural funding through grant writing and fee for service projects. The SSRC
increases collaboration within the campus and strengthens partnerships with government agencies, the
business community, and other institutions. It plays a vital role in the training of Applied Social Science
students, providing them with the hands-on research experiences and internship opportunities
necessary for successful career placement.
The SSRC serves as a formal mechanism to bring together, as a cohesive group, interested faculty,
staff, and students with relevant expertise in Anthropology, Geography, Economics, History, Political
Science, Sociology, Social Work and other fields. The Center acts as a vehicle to both share and market
the social science expertise and methodologies of UW-Stout with local government agencies, non-
Page 2 of 8
UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
profits, and the business community. Along with enhancing the value of the educational experience of a
significant student population, the potential benefits of the SSRC include the following:
•
•
•
•
•
•
•
Heightened visibility of social research both on campus and externally
Additional opportunities for partnerships with non-profit and industry sectors
Greater ability to compete for extramural resources at the local, state, and national levels
Greater ability to recruit talented undergraduate students to UW-Stout
Greater ability to recruit and retain high-quality faculty to UW-Stout
Increased research opportunities to UW-Stout students and faculty
Increased intradepartmental and interdepartmental collaboration
Mission
The Social Science Research Center (SSRC) is an interdisciplinary body that is dedicated to furthering
social science research, practice, and education across the university in service to the broader
community. It acts primarily to meet the goals of interdisciplinary collaboration and applied career
training for students, and to provide for the social scientific research needs of other institutions and
organizations beyond the academy. The center brings together faculty and students from several
disciplines (such as Geography, Political Science, Sociology, Social Work, Economics, History and
Anthropology) to serve clients, while enhancing the ability of students and faculty affiliated with the
center to collaborate and conduct innovative research on a variety of policy-relevant topics that will
affect communities at the local, regional, national, and global levels. In addition, the SSRC is a vehicle
for disseminating this knowledge to students and constituents in the larger community.
Activities
Our services include survey research design and implementation, focus group and in-depth interviews,
program evaluation, cost-benefit and economic impact analysis, geographic information systems,
diversity training and community education. These methodological approaches meet an array of
information needs for clients from multiple sectors, including industry, government, and non-profit
organizations.
Our projects, to the extent possible, include students in the conceptualization, design, and
implementation of each study. The UW-Stout B.S. in Applied Social Science provides interested and
motivated students with the skills necessary to participate in research projects under the guidance of
faculty. The center provides a crucial practical component of training Social Science majors (as well as
non-majors in related fields) to conduct applied real-world research in preparation for their careers in
the private, public, or non-profit sectors. This important bridge between the theoretical foundation
students have learned in the classroom and the application of those theories and methodological skills
to client-centered research generated outside of the academic setting aligns well with the university and
College of Arts, Humanities, and Social Science missions and the teaching and learning goals of the Social
Science Department.
Rationale
The primary purposes of SSRC are directly tied to two of the proposed UW-Stout 2020 goals: “2) All
undergraduate majors, as part of graduation requirements, will identify at least one applied learning
experience, [and] one applied research experience” and “3) ...provide opportunities to support, increase
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UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
and sustain external partnerships. To expand funding array, increase experiential learning
opportunities, increase engagement, grow relationships with external constituencies and solve current
and future societal problems.” A model for such activities is the NSF-funded UW Stout LAKES REU
project, in which a real world problem (lake water quality) provided an opportunity to train
undergraduates through experiential, interdisciplinary applied learning projects while providing valuable
data and analysis to local community organizations, agencies, and governmental policy-makers. Building
on such successes, similar projects will foster community partnerships and enhance the reputation and
profile of UW-Stout while providing an important service to the broader community.
Capacities
The SSRC faculty have expertise in the methods outlined in the activities section above: survey research
design and implementation, focus group and in-depth interviews, program evaluation, cost-benefit
analysis, economic impact, geographic information systems, diversity training and community
education. Center members have experience working in research centers at other institutions, grantwriting skills, conducting workshops/trainings, and the training and supervision of undergraduate
students in funded research projects.
Structure
The center director will report directly to the Dean of the College of Arts, Humanities and Social
Sciences. The SSRC will also work closely with the Social Science Department, and with the Applied
Research Center at Stout as outlined in Attachment 2. Contracts will be negotiated between clients and
the SSRC using the standard university contract, according to an established rate structure approved by
the university, as facilitated by the Applied Research Center for a fee written into each contract. All
contracts will be then be routed through Research Services, as is standard practice for all universityrelated research.
The leadership of SSRC consists of a Steering Committee composed of volunteers from the faculty and
staff of Social Science Department researchers at UW-Stout and the Center Director, elected for a threeyear term by the Social Science Department. The steering committee’s responsibilities include
maintaining and updating the vision, mission, and bylaws of the center; assisting in the promotion of the
center in order to generate projects; and advising the director which specific potential client projects
should be undertaken, consistent with the mission and vision of the center. Contingent on center
revenue, and in coordination with the Social Science Department Chair, the Center Director will obtain a
3-credit per semester release to fulfill his or her duties, which include
•
•
•
•
•
coordinating with entities to allow for the smooth operation of the center, logistically, including
the establishment of contracts with clients
overseeing the center’s account
grant-writing activities
marketing to and seeking out potential clients
coordinating the research mentorship relationships between faculty and students affiliated with
the center
Secretarial support will initially be provided by a combination of Social Science Department and Applied
Social Science program support staff, until funds are available to hire a Limited-term employee. Basic
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UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
accounting support will be provided by the Applied Research Center and the Social Science Department
Budget Officer.
An advisory board will be created consisting of stakeholders from industry, government, and non-profit
organizations. The board will advise the Center Director on matters to facilitate the accomplishment of
the mission and vision of the center. The Center Director will conduct an annual assessment of the
center’s activities and write an assessment report which will be provided to the advisory board, the
Social Science Department, and the Dean of CAHSS.
Costs
The ongoing costs associated with the SSRC will involve the maintenance of the physical space planned
in the ongoing Harvey Hall renovation, administrative support costs associate with an eventual
administrative assistant LTE position, costs associated with conducting research projects, and the cost of
providing a course release for the Center Director.
Funding sources
The physical space of the center will be coordinated and supervised by the Dean of CAHSS, as the
building supervisor, and equipment costs will be funded through existing allocations of the Harvey Hall
renovation, center project revenue, and a combination of internal and external grants. It is anticipated
that within a two-year period the center will be self-sustaining. Contracts with clients in private
industry, the public sector and non-profit organizations, as well as research grant indirects will provide
the bulk of the revenue for the center. The center will seek funding from foundations through grants to
meet specific needs. We will operate under an established rate structure for client-based projects with
the provision that in some cases we will work on a pro-bono or reduced-rate basis. Decisions about
client charges will be made considering not only short-term revenue generation but also the long-term
capacity-building potential of clients and the need to provide research experiences for students. While
immediate revenue generation is a goal of the center, the primary goal of contributing to society
and local communities ultimately creates a broader base of financial support for the university and has a
less measurable but nonetheless real positive financial impact on the university. Therefore a
combination of short and long-term, direct and indirect, benefits to the university, the college, and the
Social Science Department will be considered in negotiating and collaborating with clients.
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UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
Appendix 1
Sample potential model for how the SSRC and the community could work together as an extension of
the Dunn County Visioning Project. (4-18-2014)
Proposal for Linking Dunn County Community Visioning Project and
UW-Stout Social Science Research Center
This proposal is to outline a unique opportunity to link UW-Stout research with Dunn County community
development. In May 2007, Dunn County engaged in a Community Visioning project. This project
engaged over 100 groups and organizations in scenario planning that successfully identified five
interrelated focus areas where improvement could be made in the community. These included
Leadership, Entrepreneurship and Business, Arts and Culture, Environmental Sustainability, and Citizen
Engagement. In order to sustainably assess progress in these areas, this Community Visioning project
now requires formal coordination and research. The Social Science Research Center at UW-Stout is in an
ideal position to meet these needs. The SSRC integrates social science theory and methods to design
and implement innovative and pragmatic research-driven solutions and training opportunities for
stakeholders in community organizations, non-profits, academia, and government agencies or
departments. It does so while also engaging Applied Social Science undergraduate students in
meaningful, applied research. Very simply, the SSRC mission and vision perfectly align with the needs of
the Community Visioning project. In many ways, linking the Community Visioning project and the SSRC
will allow both to grow and become regional and national examples of sustainably linking community
decision making with academic research. This will benefit the university, the CAHSS, the Social Science
Department, Applied Social Science students (among others), and, most importantly, citizens of Dunn
County.
Donors
County Foundation
(Manage/Raise Funds)
UW-Stout
University
Researchers
Student
Researchers
Outside
Researchers
Social Science
Research Center
Director
Web
Designer/Manager
Engagement
Forum
Coordinator
Engagement
Forums
County
Stakeholders
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UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
We propose the County Foundation work with UW-Stout and the SSRC to maintain regular, researchinformed engagement forums for assessing, planning, and prioritizing the five areas of focus for Dunn
County. This will require several positions between both institutions, including a person managing funds
and recruiting donors, a coordinator for engagement forums, a website manager, and the SSRC director
coordinating research by university professors, their students, and outside researchers. The figure
above illustrates the general structure of this system. This may require modifications of the project
overall and the SSRC specifically, and we are open to such possibilities moving forward.
In order for this system to coalesce, we need to establish positions with sustainable revenue streams
supporting them. We hope to continue the conversation with university, city, and county leaders to
make this important endeavor a reality.
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UW System Approval Request for Social Science Research Center, UW-Stout- March 25, 2015
Appendix 2
Guiding Principles between ARC and Social Science Research Center
Approved November 4, 2014
This document describes the guiding principles between the UW-Stout Applied Research Center (ARC)
and the UW-Stout Social Science Research Center (SSRC).
For funded projects:
1. Revenue from both centers will funnel to the appropriate center. That is, dollars for SSRC time
would go directly to an SSRC account and dollars for ARC time would go directly to an ARC
account. The particulars of the distribution of funds will be stated in the standard university
contracts. Each developed contract has a specific budget, including personnel, external fringe
benefit rates, and non-personnel (travel, supplies/services, consultants, indirects).
2. The ARC and SSRC will set up their own rates, using the university approved process. The rates
may be different across the two centers. These rates will be used to develop the cost for the
projects (except in point #4). The ARC will develop rates for ARC work. The SSRC will develop
rates for ASRC work.
3. The ARC time for an ASRC project will be negotiated between the ARC and SSRC for each project
and then written into the budget. The ARC will typically handle the contract and billing
processes for SSRC work, and upon request from the ASRC, may also assist with budget
development. The SSRC will use the standard university contract, which is routed through
Research Services. No delegated authority is being requested.
4. If the ASRC writes a grant that does not use their rates (for example, the grant funding would be
used to provide release time for faculty), the standard campus grant submission procedures
would be followed, without involvement from the ARC.
For unfunded projects:
5. If the SSRC conducts research, free of charge, to allow their students training in research, they
will proceed using the same contract and processes mentioned in point #3, but without
involvement from the ARC. The signed contract will be kept on file in Research Services.
For all projects:
6. Both centers are responsible for their own advertising. Both centers must follow established
university procedures for advertising. There are no additional restrictions on advertising ARC
services or SSRC services to internal or external clients.
7. The types of projects that the ARC and SSRC conduct must align with what each center specifies
on their approved rates. There are no other restrictions on the types of projects that either
center may pursue.
8. SSRC and the ARC will exchange information on faculty and staff expertise to identify additional
collaboration opportunities.
Page 8 of 8
Attachment 17
Attachment 18
Monday | August 31th | 8:15 a.m.— 1:00 p.m.
The purpose of the Engagement
Sessions is to share information
about campus-wide major
initiatives and to solicit
feedback from the campus
about revisions and suggestions
for ensuring the success of the
initiatives.
We encourage you to save
Monday, August 31th from
8:15a.m.—1:00 pm on your
calendars!
The morning will begin with
refreshments, the Chancellor’s
opening address and
presentations on the
Engagement Session topics in
the Great Hall
Attendees will then move to
different rooms for small group
discussions where there will be
an opportunity to provide input
on the Engagement Session
topics and future directions for
UW-Stout.
OVER 1709 PEOPLE PROVIDED INPUT ON ONE OR MORE
OF THESE INITIATIVES.
The morning will conclude with a
celebration lunch and awards
ceremony in the Great Hall. Your
lunch ticket will be provided at the
conclusion of the Engagement
Sessions.
8:15—9:15 a.m.
Chancellor’s Opening Address and
Engagement Session Presentations
– Great Hall
9:30—11:30 a.m.
Engagement Sessions
11:30—1:-00 p.m.
Lunch Celebration and Awards
Ceremony– Great Hall
Room assignments will be provided
via email in August. We look
forward to your attendance!
To view all 2014 initiatives, please visit the
You said… We did… website:
http://www.uwstout.edu/parq/intranet/
yousaidwedid2015.cfm (intranet login required)
OFFICE OF PLANNING, ASSESSMENT, RESEARCH AND QUALITY
Inspiring Innovation. Learn more at www.uwstout.edu
Attachment 19
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
Request Approved by
FS
Results or Recommendation
Presented to FS
Communicate
Upcoming Elections
Recommendation
Approved by
Chancellor
Elections
Confirm Elections
Needed
Final
Recommendation
Approved by FS
Call for Nominations
Distribute Ballots
Collect Ballots
Count Ballots
Senate Evaluations of Administrators
Senate Office
Daily Email, Email to
Administrators &
Email to faculty and
staff - 4/15 & 16/15
4/20/2015
Evaluation Ends Noon, 5/1/15
Secure meeting with
chairs and
Administrators - by
5/15/15
All University Policies
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
12/9/2014
4/7/2015
4/7/2015
4/13/2015
4/28/2015
Final
Recommendation
Recommendation
Approved by
Recommendation
Implemented
Advanced Deposits for Intnl. Students Policy #8337 (Policy Elimination Review Committee
Representative)
All University Policy on Volunteers
Ted Harris
David Ding is the
representative
Appoint one
member by
2/6/2015 to Kristi
Krimpelbein
Recommendation
Implemented
Send Congratulations
Letters
DUE 4/30/15
Non-All-University Policies
Bullying/Hostile Work Envornment Group
Tim Shiell
Possibly Update
Handbook or
Develop New Policy
Standing Committee Work
Staff Responsible
Task Start
Instructional Workload Committee
Professorships Recommendations-Dahlgren
Ana Vande Linde & Jeffrey Sweat
Request Approved by
FS
Results or Recommendation
Presented to FS
Apps due-Recem.
From committee
Due Date
Dahlgren-Professorship
Committee-Recommend due to
Chancellor - 4/7/15 Notification
of Awards - 4/17/15
Apps due-Recem.
From committee
Due Date
Schneider-Professorship
Committee- Recommendations
due to Chancellor - 5/7/15,
Notification of Awards - 5/18/15
Professorships Recommendations-Schneider
PPC Charge - Ed Prep Code
PPC Charge - Guidelines for Membership of Admin.
Search Committees
PPC Charge - Updating Promotion FAQ's
University of Wisconsin - Stout Confidential
PPC
9/30/2014
DUE 4/7/15
PPC
9/30/2014
3/10/2015
3/10/2015
3/10/2015
3/30/2015
3/10/2015
3/10/2015
3/10/2015
3/30/2015
PPC
4/28/2015
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)
Potential Revisions to Faculty & Academic Staff
Personnel Policies on Dismissal for Cause
Program Viability Representative
University Committee Work
Engagement Session - Emerging Research
Institution - changed to "Applied Research
Institution"
Budget Model Review Committee (102 allocation
model) - Phil Lyons
Budget Response SubCommittee
Employee Related Concerns Ad-Hoc Committee
Renee Chandler
Final due 5/15/15
Staff Responsible
Task Start
Response due to
Chancellor by
4/30/2015
2/3/2015
2/3/2015
Request Approved by
FS
Results or Recommendation
Presented to FS
Final
Recommendation
Approved by FS
Charged to Provost
Forrest Schultz &
Stephen Salm
Marlann Patterson
Recommendation
Approved by
Chancellor
Recommendation
Implemented
DUE 5/16/2014
10/18/2013
12/9/2014
2/25/2014
Fall, 2015
3/23/2015
Due 11/1/2015
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
4/28/2015
Page 2