M.S. & Ed.S. in Career and
Technical Education
Assessment in the Major
Report
By Dr. Deanna Schultz and Dr. Carol Mooney
2014-15
Submitted: October 2015
Table of Contents
1.
Outcomes of Previous Assessments .................................................................................................................................................... 3
2.
Questions to Be Answered From This Year’s Assessment ................................................................................................................. 3
3.
Methods Used to Gather Data ............................................................................................................................................................. 3
4.
Number of Students Involved .............................................................................................................................................................. 4
5.
Level of Students ................................................................................................................................................................................. 4
6.
Data Analysis Techniques ................................................................................................................................................................... 4
7.
Analysis of Data .................................................................................................................................................................................. 4
8.
How Results Were Shared with Key Instructors ................................................................................................................................. 9
9.
Plans for Improvements Based on Results. ......................................................................................................................................... 9
10.
Goals for 2015-16 ............................................................................................................................................................................ 9
Appendix A ............................................................................................................................................................................................... 10
Appendix B ............................................................................................................................................................................................... 12
Appendix C ............................................................................................................................................................................................... 19
MS & EDS in CTE 2014-15
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1.
Outcomes of Previous Assessments
Prior to 2011-12, reports were based on two sources of data: students enrolled in the CTE Coordinator certification and graduate
follow up studies. Beginning in 2011, the MS and EdS CTE assessment in the major plan incorporated a self-assessment of program
competencies in the form of pre- and post-tests. This data provides the program directors and teaching faculty feedback for use in
course content and curriculum.
2.
Questions to Be Answered From This Year’s Assessment
The questions to be answered in the 2014-15 assessment report are the same as the previous year to allow for comparison of data:
a. For those students completing the CTE Coordinator certification, what competencies do students perform well, above 3 (basic) rating?
b. For those students completing the CTE Coordinator certification, what competencies do students average below 3 (basic) rating?
c. For those students completing the master’s degree program, what competencies showed the greatest increase from the start of the
program to completion?
d. For those students completing the master’s, what competencies showed the least increase from the start of the program to completion?
3.
Methods Used to Gather Data
Upon completion of required coursework and internship, students in the CTE Coordinator licensure program compile a competency
portfolio. Eleven students completed CTE Coordinator certification in 2014-15. A benchmark III rubric was used to evaluate their
portfolios; the results have been compiled and presented in this AIM report.
Students who entered the MS and EdS CTE programs in Fall 2014 and Spring 2015, and students who completed the MS and EdS
CTE programs in December 2014, May 2015 and August 2015 were asked to complete a self assessment (pre and post test) of
program competencies. The program directors sent an email to both groups of students and requested their participation in the preand post assessment online survey. New students completed the pretest during their first semester in the programs; December, May
and August graduates completed the posttest prior to commencement.
MS & EDS in CTE 2014-15
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4.
Number of Students Involved
Enrollment for 2014-2015 in the M.S. program was 56 and the Ed.S. program was 10, for a total of 66 students. Eleven students
completed CTE Coordinator licensure requirements and submitted a portfolio during the 2014-15 academic year. Benchmark III
rubrics were used to evaluate portfolios. Twelve students responded to the new student survey/pretest and self assessed their
knowledge relative to the program competencies. Thirteen graduates completed the post-test survey and provided responses relative
to their self-assessment of meeting program competencies at the time of graduation.
5.
Level of Students
Only graduate students were involved in the collection of data presented in this report.
6.
Data Analysis Techniques
Information collected from the CTE Coordinator benchmark III rubrics was entered into an Excel Spreadsheet. Frequencies and
averages were calculated. Results are summarized in the report and raw data is included Appendix A.
The pre- and post-tests data were analyzed using the Qualtrics data analysis and reporting functions. A Likert scale ranking, with 1
being lowest and 5 being highest, was provided for responses. Frequencies and means were reported in the analysis. Summary results
along with a complete report of both pre- and post-test results can be found in the appendices.
7.
Analysis of Data
Competency Portfolio – CTE Coordinator- Benchmark III
Eleven students completed the requirements for certification as Career and Technical Education coordinators. Highlights of their
performance includes:
MS & EDS in CTE 2014-15
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2014-15 Results
Students demonstrated the greatest proficiency in the following standards, with a mean of 4.0/4.0 scale:
6. Developing Relationships to Support CTE Program Goals
17. Acting with Integrity, Fairness, and in an Ethical Manner
These were followed by:
5. Developing and Implementing CTE Evaluation Plans for Program Improvement (3.82)
1. Planning and Advocating for CTE (3.73)
4. Knowing and Promoting of CTE Work-Based Learning Programs (3.64)
7. Developing and Managing Budgets and Grants (3.64)
12. Knowing the Relationship between Career Development and CTE (3.64)
The lowest ratings of student performances were in the following standard, with a mean of 3.27/4.0 scale:
14. Integrating CTE Academic Standards into PK-12 Curricula and Assessment
The next two lowest means were in two standards:
9. Using Standards to Select and Supervise Personnel (3.36)
13. Providing Leadership in Promoting Post-Secondary Options for Students (3.45)
The highest and lowest ratings of student performance were above the basic level of 3.0, which is required for satisfactorily meeting
certification requirements.
2013-14 Results
Students demonstrated the greatest proficiency in the following standards, with a mean of 3.6/4.0 scale:
1. Planning and Advocating for CTE
2. Knowing and Promoting Comprehensive CTE Programs
4. Knowing and Promoting of CTE Work-Based Learning Programs
MS & EDS in CTE 2014-15
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6. Developing Relationships to Support CTE Program Goals
9. Using Standards to Select and Supervise Personnel
10. Assessing Needs and Delivering Professional Development Opportunities
12. Knowing the Relationship between Career Development and CTE
16. Understanding of and Competency in the Ten Teacher Standards
The lowest ratings of student performances were in the following standards, with a mean of 3.2/4.0 scale:
13. Providing Leadership in Promoting Post-Secondary Options for Students
14. Integrating CTE Academic Standards into PK12 Curricula and Assessment
15. Knowing the Roles and Responsibilities of Working in Profit-Making Business Environments.
The highest and lowest ratings of student performance were above the basic level of 3.0.
It is interesting to compare the data from the previous year’s report. The program director will share these results with the key faculty
who deliver courses for the CTE Coordinator certification. The complete data set of student results are found in Appendix A.
Graduate Follow up Studies
Graduate follow-up studies are conducted by the UW-Stout’s PARQ (Planning, Assessment, Research and Quality) office every other
year. No graduate follow-up studies were conducted in 2014-15; they will be conducted again in 2015-16.
The results of the graduate follow-up surveys are analyzed by the program director when provided. The analysis guides the program
director and results are shared with key faculty.
Pre-test/Post-test Results
Twelve students completed the pre-test/self-assessment of program competencies; thirteen graduates completed the post-test/selfassessment of program competencies. When reviewing the results, low scoring pre-test responses were compared with post-test
responses.
MS & EDS in CTE 2014-15
Page 6
When comparing the pre-and post-test responses, improvements were shown across all competencies (average increase of 1.43).
While it is may be presumed that competency would be gained while enrolled and completing the MS CTE program, the data confirms
that students advanced their knowledge and self-confidence relative to identified competencies.
Table 1 follows and compares low ranked competencies by new students to post-test results. Analysis of the pre-test to post-test
means indicate that the course of study in the MS and EdS CTE programs resulted in improved results; the difference between initial
enrollment and graduation scores showed an increase in all competencies. It was interesting to note that the overall pre-test means of
new students were higher in 2014-15 than the previous year. In 2014-2015, 16 of the 37 competencies had a mean of 3.00 or higher
compared to 2013-2014, when 5 of the 37 competencies had means of 3.00 or higher on the pre-test survey.
Table 1 Comparison of Low Ranked Competencies in Pretest to Post-test results
Competency
Pre-test
mean
Post-test
mean
Develop and implement a program of work for advisory committee(s)
2.36
4.09
Explain the legal responsibilities of various school officials
1.82
3.45
Explain state laws and state agencies as they relate to the school of CTE
2.18
4.17
Track and describe historical antecedents of contemporary social and educational thought
2.18
4.62
Coordinate the gathering, selection, and analysis of labor market data relative to program(s).
2.45
4.08
Prepare a proposal for funding career and technical education programs based on state and
federal guidelines
1.45
3.44
The next two data sets present post-test results only, including results from 2013-14 for comparison (adjusted for an outlier). The
lowest rated competencies on the post-test are provided in Table 2.
MS & EDS in CTE 2014-15
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Table 2 Lowest rated post-test competencies
Competency
Use management techniques including program
planning and budgeting systems.
Explain the legal responsibilities of various
school officials
Prepare a proposal for funding career and
technical education programs based on state and
federal guidelines
Establish and advise a professional student
organization
Post-test mean 2014-15
2013-14 Post-test mean (adjusted)
3.62
3.88
3.45
3.43
3.44
4.00
3.73
4.63
"Explain the legal responsibilities of various school officials” and “Prepare a proposal for funding career and technical education
programs based on state and federal guidelines” also scored low on the pre-test, so the increase to 3.45 and 3.44 respectively represent
an increase in competence in those areas. Also, the courses which address these competencies, Educational Grant Proposal
Development and Policy and Legal Issues, are elective courses in the MS CTE program, selective courses in the Ed.S. CTE program,
and are required for CTE Coordinator certification. The respondents to this years’ survey may not have taken those courses as
selectives, resulting in lower post-test means.
The other two low-rated competencies may reflect course taking of students in the programs. The competencies will be monitored by
the program director in future program reports.
The highest ranked competencies from the post-test are presented below.
Table 3 Highest ranked competencies in post-test self-assessment
Competency
Explain the history, issues, principles and philosophy of career and
technical education
Use distance learning technology
Apply appropriate learning theories and principles in educational
practice
MS & EDS in CTE 2014-15
Post-test mean
2013-14 Post-test mean
4.92
4.50
4.85
4.63
4.77
4.25
Page 8
Understand, evaluate and utilize research for decision-making and
program planning
Research, collect and utilize data for program solving and program
planning
Provide leadership to units, departments and the school relative to
CTE
4.77
4.50
4.77
4.38
4.77
4.50
All six of the highest ranked competencies in 2014-15 were rated higher than in the previous year. The competency that has been
consistently high over the past three years has been “use distance learning technology,” indicating the hybrid delivery of the MS CTE
and EdS programs provides students opportunities to improve their competence in the use of distance learning technology.
The high means for “explain the history, issues, principles and philosophy of career and technical education” and the two research
competencies suggest that the foundation course (Principles of CTE) and research courses that are required of all students are
achieving their learning goals.
8.
How Results Were Shared with Key Instructors
This report, in its entirety, will be presented at program faculty and advisory committee meetings.
9.
Plans for Improvements Based on Results.
Data will be shared with key instructors and the program advisory committees to identify potential areas of improvement.
10. Goals for 2015-16


Continue to monitor student competency attainment in the MS and EdS CTE programs and review alignment of competencies with core
curriculum.
Review the competencies with the CTE Advisory Committee and seek input on potential revisions.
MS & EDS in CTE 2014-15
Page 9
Appendix A
Career and Technical Education Coordinator
Benchmark 3 Composites
1. Planning
and
Advocating
for CTE
4
4
4
3
3
4
3
4
4
4
4
3.73
2. Knowing and
Promoting
Comprehensive
CTE Programs
4
4
4
3
3
4
3
4
4
4
4
3.73
MS & EDS in CTE 2014-15
3. Knowing and
Promoting CTE
Co-Curricular
Student
Organizations
3
4
4
3
3
4
3
4
4
4
3
3.55
4. Knowing
and
Promoting
of CTE
Work-Based
Learning
Programs
4
4
4
3
3
4
3
4
3
4
4
3.64
5. Developing
and
Implementing
CTE Evaluation
Plans for
Program
Improvemnent
3
4
4
4
4
4
4
4
4
3
4
3.82
6. Developing
Relationships
to Support
CTE Program
Goals
4
4
4
4
4
4
4
4
4
4
4
4.00
7.
Developing
and
Managing
Budgets
and Grants
3
4
4
4
4
3
4
4
4
3
3
3.64
8.
Gathering
and
Analyzing
CTE Data
4
4
4
3
3
4
3
4
4
4
4
3.73
9. Using
Standards
to Select
and
Supervise
Personnel
4
3
3
3
3
3
3
3
4
4
4
3.36
Page 10
Career and Technical Education Coordinator
Benchmark 3 Composites
10. Assessing
Needs and
Delivering
Professional
Development
Opportunities
4
4
4
3
3
4
3
4
4
4
4
3.73
11. Engaging
in Practices
Conducive to
Continuous
Improvement
3
3
4
4
3
3
3
4
4
3
4
3.45
MS & EDS in CTE 2014-15
12. Knowing
the
Realationship
between
Career
Development
and CTE
4
4
4
3
3
4
3
4
3
4
4
3.64
13. Providing
Leadership in
Promoting
PostSecondary
Options for
Students
4
4
3
3
3
4
3
3
4
3
4
3.45
14.
Integrating
CTE
Academic
Standards
into PK-12
Curricula and
Assessment
4
3
4
3
3
3
3
3
4
3
3
3.27
15. Knowing
the Roles and
Responsibilities
of Working in
Profit-Making
Business
Environments
4
3
4
3
3
4
3
4
3
3
4
3.45
16.
Understanding
of and
Competency
in the Ten
Teacher
Standards
4
4
3
4
3
4
3
3
3
4
4
3.55
17. Acting
with
Integrety,
Fairness, and
in an Ethical
Manner
4
4
4
4
4
4
4
4
4
4
4
4.00
Average
Rating
3.76
3.76
3.82
3.35
3.24
3.76
3.24
3.76
3.76
3.65
3.82
3.63
Page 11
Appendix B
CTE MS and EdS Programs
Pre-test/Entrance Survey - Self-Assessment Results
MS & EDS in CTE 2014-15
Page 12
Initial Report: MSCTE Entrance Survey 2014-2015
Last Modified: 09/02/2015 Filter By: Report Subgroup
1. Please select your beginning semester
#
Answer
Response
%
1
Fall 2012
0
0%
2
Spring 2013
0
0%
3
Fall 2013
0
0%
4
Spring 2014
0
0%
5
Fall 2014
9
75%
6
Spring 2015
3
25%
7
8
Fall 2015
Spring 2016
0
0
0%
0%
Total
12
100%
Statistic
Value
Min Value
5
Max Value
6
Mean
5.25
Variance
Standard Deviation
0.20
0.45
Total Responses
MS & EDS in CTE 2014-15
12
Page 13
2. Please rate your knowledge, skill or attitude next to each statement, based at the point of entry into the CTE graduate program:
MS & EDS in CTE 2014-15
Page 14
#
Question
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
Total
Responses
Mean
1
Develop a strategic plan for program(s)
operation
1
2
4
3
1
11
3.09
2
Develop a CTE program advisory committee
with representation of internal and external
stakeholders
1
3
4
2
1
11
2.91
3
Develop and implement a program of work for
advisory committee(s)
2
5
2
2
0
11
2.36
3
2
1
4
1
11
2.82
2
2
3
4
0
11
2.82
4
5
Design an implementation plan and procedures
for a program, school or department
Use management techniques including program
planning and budgeting systems
6
Apply continuous quality improvement practices
to a program, department or school
1
1
4
4
1
11
3.27
7
Explain the legal responsibilities of various
school officials
5
3
3
0
0
11
1.82
8
Explain state laws and state agencies as they
relate to the school of career and technical
education
3
4
3
1
0
11
2.18
0
2
1
5
3
11
3.82
3
1
5
2
0
11
2.55
2
5
4
0
0
11
2.18
9
10
11
Develop and maintain effective interpersonal
relationships with internal and external
stakeholders
Explain the history, issues, principles and
philosophy of career and technical education
Track and describe historical antecedents of
contemporary social and educational thought
MS & EDS in CTE 2014-15
Page 15
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
Total
Responses
Mean
12
Determine the philosophical implications of
technology for people, human values, human
knowledge and society
0
5
3
1
2
11
3.00
13
Develop and relate personal philosophy of
education to the contemporary CTE program
1
2
3
3
2
11
3.27
14
Plan and maintain procedures to evaluate
instruction and programs for relevance and
effectiveness
1
3
4
2
1
11
2.91
15
Develop or revise a curriculum or program to
meet identified needs
1
1
2
3
4
11
3.73
16
Utilize and evaluate a variety of media for
instruction
1
0
3
4
2
10
3.60
17
Use distance learning technology
0
5
2
2
2
11
3.09
18
Utilize a variety of tools and systems to develop
and enhance instructional materials and improve
curriculum
1
1
1
5
3
11
3.73
19
Coordinate the gathering, selection and analysis
of labor market data relative to program(s)
2
5
2
1
1
11
2.45
2
2
2
4
1
11
3.00
3
1
3
2
2
11
2.91
2
0
6
2
1
11
3.00
#
20
21
22
Question
Establish a program that involves work-based
learning
Develop a plan with school personnel to offer a
comprehensive CTE program offerings
Devise a plan of public relations that will relate
your education program to the community
MS & EDS in CTE 2014-15
Page 16
Question
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
Total
Responses
Mean
23
Establish a career plan in cooperation with the
school counseling department that will assure all
students will have an opportunity to consider
and review their post secondary options
1
5
3
2
0
11
2.55
24
Develop a plan to assist students in locating and
securing employment
1
2
6
2
0
11
2.82
25
Integrate occupational, technical and academic
competencies in courses
1
3
3
3
1
11
3.00
26
Prepare a proposal for funding career and
technical education programs based on state and
federal guidelines
6
5
0
0
0
11
1.45
27
Establish and advise a professional student
organization
0
7
1
1
2
11
2.82
28
Articulate a career and technical education
program(s) with internal and external
stakeholder groups
1
3
4
2
1
11
2.91
29
Apply appropriate learning theories and
principles in educational practice
1
2
2
3
2
10
3.30
30
Understand, evaluate and utilize research for
decision making and program planning
1
1
4
4
1
11
3.27
31
Research, collect and utilize data for program
solving and program planning
2
0
5
3
1
11
3.09
32
Plan, conduct and report surveys (graduate
follow up, labor market assessment, etc.)
2
4
3
1
1
11
2.55
33
Provide leadership to units, departments and the
school relative to CTE
2
2
3
4
0
11
2.82
#
MS & EDS in CTE 2014-15
Page 17
#
Question
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
Total
Responses
Mean
34
Utilize strategic planning processes within the
CTE domain
1
4
5
1
0
11
2.55
35
Represent CTE programs at external and internal
stakeholder groups
1
3
3
2
1
10
2.90
36
Use techniques to forecast changes and
implications of emerging technology
1
4
4
1
1
11
2.73
37
Analyze needs of students' occupational interest
for college and career planning
0
4
3
3
1
11
3.09
MS & EDS in CTE 2014-15
Page 18
Appendix C
CTE MS and EdS Programs
Post Test/Exit Survey – Self Assessment Results
MS & EDS in CTE 2014-15
Page 19
Initial Report: MSCTE Exit Survey 2014-2015
Last Modified: 09/02/2015
Filter By: Report Subgroup
1. Please select your graduating semester
#
Answer
Response
%
1
Fall 2012
0
0%
2
Spring 2013
0
0%
3
Fall 2013
0
0%
4
Spring 2014
0
0%
5
Fall 2014
5
38%
6
Spring 2015
8
62%
7
Fall 2015
0
0%
Total
13
100%
Statistic
Value
Min Value
5
Max Value
6
Mean
5.62
Variance
0.26
Standard Deviation
Total Responses
0.51
13
MS & EDS in CTE 2014-15
Page 20
2. My Career & Technical Education, M.S. at UW-Stout prepared me to:
MS & EDS in CTE 2014-15
Page 21
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
Total
Responses
Mean
Develop a strategic plan for program(s) operation
0
0
2
4
7
13
4.38
2
Develop a CTE program advisory committee with
representation of internal and external stakeholders
0
1
3
4
3
11
3.82
3
Develop and implement a program of work for
advisory committee(s)
0
2
1
2
6
11
4.09
0
1
1
6
5
13
4.15
1
2
1
6
3
13
3.62
#
Question
1
4
5
Design an implementation plan and procedures for
a program, school or department
Use management techniques including program
planning and budgeting systems
6
Apply continuous quality improvement practices to
a program, department or school
0
1
1
2
9
13
4.46
7
Explain the legal responsibilities of various school
officials
0
2
4
3
2
11
3.45
8
Explain state laws and state agencies as they relate
to the school of career and technical education
0
1
2
3
6
12
4.17
0
1
1
4
7
13
4.31
0
0
0
1
12
13
4.92
9
10
Develop and maintain effective interpersonal
relationships with internal and external
stakeholders
Explain the history, issues, principles and
philosophy of career and technical education
11
Track and describe historical antecedents of
contemporary social and educational thought
0
0
1
3
9
13
4.62
12
Determine the philosophical implications of
technology for people, human values, human
knowledge and society
0
0
0
4
9
13
4.69
MS & EDS in CTE 2014-15
Page 22
13
Develop and relate personal philosophy of
education to the contemporary CTE program
0
0
1
2
10
13
4.69
14
Plan and maintain procedures to evaluate
instruction and programs for relevance and
effectiveness
0
1
1
3
7
12
4.33
15
Develop or revise a curriculum or program to meet
identified needs
0
1
1
4
6
12
4.25
16
Utilize and evaluate a variety of media for
instruction
0
1
0
4
7
12
4.42
17
Use distance learning technology
0
0
1
0
12
13
4.85
18
Utilize a variety of tools and systems to develop
and enhance instructional materials and improve
curriculum
0
1
1
4
6
12
4.25
19
Coordinate the gathering, selection and analysis of
labor market data relative to program(s)
1
0
2
3
6
12
4.08
20
Establish a program that involves work-based
learning
0
0
3
2
7
12
4.33
0
0
1
5
6
12
4.42
0
0
4
2
4
10
4.00
23
Establish a career plan in cooperation with the
school counseling department that will assure all
students will have an opportunity to consider and
review their post secondary options
0
2
2
2
6
12
4.00
24
Develop a plan to assist students in locating and
securing employment
0
1
2
3
5
11
4.09
25
Integrate occupational, technical and academic
competencies in courses
0
1
0
6
5
12
4.25
21
22
Develop a plan with school personnel to offer a
comprehensive CTE program offerings
Devise a plan of public relations that will relate
your education program to the community
MS & EDS in CTE 2014-15
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26
Prepare a proposal for funding career and technical
education programs based on state and federal
guidelines
1
1
2
3
2
9
3.44
27
Establish and advise a professional student
organization
0
2
2
4
3
11
3.73
28
Articulate a career and technical education
program(s) with internal and external stakeholder
groups
0
1
1
5
5
12
4.17
29
Apply appropriate learning theories and principles
in educational practice
0
0
0
3
10
13
4.77
30
Understand, evaluate and utilize research for
decision making and program planning
0
0
0
3
10
13
4.77
31
Research, collect and utilize data for program
solving and program planning
0
0
0
3
10
13
4.77
32
Plan, conduct and report surveys (graduate follow
up, labor market assessment, etc.)
0
0
0
4
9
13
4.69
33
Provide leadership to units, departments and the
school relative to CTE
0
0
0
3
10
13
4.77
0
0
1
7
5
13
4.31
0
0
2
5
6
13
4.31
34
35
Utilize strategic planning processes within the CTE
domain
Represent CTE programs at external and internal
stakeholder groups
36
Use techniques to forecast changes and
implications of emerging technology
0
0
1
4
8
13
4.54
37
Analyze needs of students' occupational interest for
college and career planning
0
0
3
1
8
12
4.42
MS & EDS in CTE 2014-15
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3. Please list any subjects or areas of study that you feel would be of value in a graduate career
and technical education program. These may be courses already included in the program that
you feel deserve special emphasis or revision; however we are primarily looking for new ideas/or
areas that have been neglected in the present program.
Text Response
I learned a lot from each of courses regarding of CTE field or other programs.
career guidance across the life span adult learners in retraining programs make Psychology of
Adult Learners available to on line learners provide more opportunity for face to face
classes/Create a hybrid program
Statistic
Total Responses
MS & EDS in CTE 2014-15
Value
2
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4. Please make any additional comments you feel may help to improve the graduate program.
Text Response
Everything was great
Going through the graduate program for CTE was a bit unique for me, as I am not a teacher
anywhere, I am professional in the corporate world that is looking to pursue being a professor.
My advisor helped make the program align with my current work experience in training in the
corporate world which I was thankful for. Some of the courses I did feel were geared towards
those that were already teaching, so some of the assignments were sometime tailored to fit my
situation. Not sure how to incorporate this type of student / perspective better, but I would guess
there will be more students that are not currently teaching in a school, or college that enter into
this graduate program - because it truly is an awesome graduate program!
My responses to the survey questions that included any 2's or 3's may be explained by the nature
of the classes that I chose to take during the program. I did not take many of the counseling
related coursework because I was focused on another area of the MS in CTE.
Great program and excellent staff!!!!!!
Amazing program. A perfect fit for a working, distance learning adult! Keep up the great work.
Statistic
Total Responses
MS & EDS in CTE 2014-15
Value
5
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