College of Education, Health and Human
Sciences
Ed.D. Career and
Technical Education
Assessment Report
2015
University of Wisconsin - Stout
Carol T. Mooney, Ed.D.
Program Director
July 24, 2015
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
Assessment in the Major
Ed.D. Career and Technical Education
Summer 2015
PROGRAM OBJECTIVES
Please list your program’s objectives or desired student learning outcomes below.
Upon completion of this program, graduates will be able to:
I.
II.
III.
IV.
V.
VI.
VII.
Effectively lead educational entities and communities for career and technical education
Use, analyze, and synthesize data for program planning and decision making
Engage in continuous quality improvement practices
Develop faculty and staff to be leaders in their respective fields
Secure and administer funding
Promote and model ethical behavior appropriate to the profession
Articulate a comprehensive philosophy of CTE that connects education, work, and economic
development at all levels
DESCRIPTION OF METHODS
Indirect Assessment Methods
The Ed.D. in Career and Technical Education program was launched in the fall of 2013. The EdD CTE is a
cohort program that serves working professionals. Students enroll in the cohort that delivers the
sequence of required coursework in a 3 years.
The first graduates of the EdD CTE program is expected to be May, 2016. (the inaugural cohort).
No placement, PRC surveys or alumni follow up reports were available.
Student Profile
Currently, there are 45 students enrolled in the Ed.D. CTE program, 10 of whom are in Cohort
1/Fall 2013 (aka the Inaugural Cohort); 16 of whom are in Cohort 2/Fall 2014 (aka the Pioneer Cohort).
The Fall 2015 cohort consists of 18 students who will enroll in their first courses fall of 2015. One of the
students in the Inaugural cohort has stepped out for the year and is expected to reenroll in the fall of
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
2015. Gender representation includes 18 females and 27 males; the average age of the students is 41.
Thirty-five of the students are from Wisconsin; 2 are from Illinois; 4 are from Minnesota and 1 irom
Texas and Iowa.
As of this date, the average cumulative GPA of the students is 3.86/4.0 scale. Students take an
average of 5-6 credits per term.
Direct Assessment Methods
Next, the direct assessment methods are proposed with alignment and measures of student attainment
of program objectives:
Direct Assessment Methods
Several commonly-used direct assessment methods are listed in the table below. Put an “X” in the 2nd
column (Used in Program) for the assessment methods used in your program. Space has been provided
for you to write in other direct assessment methods not already listed. In the 3rd column, please identify
which program objectives are assessed with each method.
Direct Assessment Method
Used in Program
ETS Proficiency Profile
Standardized tests
Locally designed quizzes, tests, and
inventories
Portfolio artifacts
n/a
n/a
Program Objective Assessed
n/a
n/a
I.
II.
III.
Capstone projects (research papers,
presentations, theses, dissertations, oral
defenses, exhibitions, or performances)
Preliminary Exam
Dissertation
Defense
IV.
V.
VI.
VII.
Effectively lead educational
entities and communities for
career and technical education
Use, analyze, and synthesize
data for program planning and
decision making
Engage in continuous quality
improvement practices
Develop faculty and staff to be
leaders in their respective fields
Secure and administer funding
Promote and model ethical
behavior appropriate to the
profession
Articulate a comprehensive
philosophy of CTE that connects
education, work, and economic
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
development at all levels
Team/group projects and presentations
Oral examinations
Internships, clinical experiences,
practica, student teaching, or other
professional/ content-related
experiences engaging students in handson 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
n/a
n/a
n/a
n/a
n/a
This has potential
and will be
researched.
Please explain how these direct methods align with/measure student attainment of program objectives:
Preliminary Examinations
Prior to moving forward with Dissertation research, students will be required to apply for Preliminary
Examination/ABD status. To be considered ABD (all-but-dissertation), doctoral candidates must
complete a preliminary examination. This includes presentation of a research proposal and a review of
literature and research methodology. The examination will be directed by the Doctoral Committee Chair
and include the entire doctoral committee.
Students will take the Preliminary Exam after successfully completing the majority of their coursework,
with no more than six credits of doctoral course work remaining. Students cannot take the exam if they
have any incomplete or unreported grades or a GPA less than 3.25. Students must also have completed
a Program of Study/Program Plan on file with their program director.
Preliminary Examinations must be completed within one semester after all course work is completed,
excluding the summer session. Students who fail the exam may retake it once. Students who fail a
second time are recommended for dismissal from the doctoral program. Students must successfully
complete the preliminary exam within five years of initial enrollment.
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
The Application for Preliminary Examination/ABD Status can be found in the appendix of this report.
Doctoral Dissertation
All students will be required to complete a 12-credit doctoral dissertation. Students will enroll in two
subsequent terms to complete the doctoral dissertation. Research topics discussion will be progressive
throughout the program.
The dissertation will be the culminating research experience built upon program competencies and a
relevant topic based on the individual’s area of expertise. Students will identify a faculty member with
whom they would like to serve as chair of the doctoral committee; together the chair and student will
select two additional faculty members to serve on the doctoral Committee.
Dissertation research reflects a topic of significant interest to the student researcher. Students should
select a topic in which they can make direct application to their current position and/or professional and
educational goals. The dissertation is scholarly work and consists of solid, educational research
standards. The doctoral committee must approve the dissertation topic. Prior to collecting data, and
after approval and satisfactory completion of the Preliminary Examination, students must complete the
IRB (Institutional Review Board) process.
Included in the research design will be the identification of dissemination opportunities, guided by the
dissertation committee chairperson.
The Application for Dissertation defense can be found in the appendix of this report.
E. RESULTS
No students have yet completed the dissertation proposal (preliminary exam) or the
dissertation defense.
INTERPRETATION
N/A
DISSEMINATION
N/A
IMPROVEMENTS IMPLEMENTED THIS YEAR
N/A
PLANS FOR IMPROVEMENT
N/A
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
PROGRAM FACTS
Please insert the most recent Program Facts for your program, or the link to this document. These can
be accessed on the Information Portal. Also, please provide a brief description and interpretation of this
data. What does this data say about the overall progress of your program?
Below is a table taken from the Program Facts in the Information portal. The takeaways from this report
emulate what is reported in the Infographic provided in this document. There are more males than
females in the program; enrollment is increasing; the students are part-time working professionals and
take an average of 6 credits per academic semester with additional coursework during winterm (3
credits) and summer session (3-6 credits).
Career &
Technical
Education, EDD
14-15
13-14
12-13
Fall Headcount Enrollment
Male Headcount
Female Headcount
Minority Headcount
African American Headcount
American Indian Headcount
SE Asian Headcount
Other Asian Headcount
Hispanic/Latino Headcount
Hawaiian Pacific Islander Headcount
Two or more Race/Ethnicities Headcount
URM Headcount
International Student Headcount
Student FTE: fall semester
Student FTE: spring semester
Student FTE: summer
SCH Fall
SCH Spring
Number of students with 0-10 credits - fall
Number of students with 11-20 credits - fall
Number of students with 21+ credits - fall
% of students on probation for fall- below 3.00 cum GPA
Average GPA from undergraduate program
Number of total graduates
Number of male graduates
Number of female graduates
Number of minority graduates
Number of African American graduates
Number of American Indian graduates
Number of SE Asian graduates
Number of Other Asian graduates
Number of Hispanic/Latino graduates
Number of Hawaiian Pacific Islander graduates
Number of Two or more Race/Ethnicities graduates
Number of URM graduates
Number of International graduates
Seven Year Graduation Rates in
NA
Program
*No data due to incomplete cum gpc data on CDR for years 09-10 and 10-11
Note: 2nd majors are included
11-12
10-11
2007-08
28
18
10
1
1
1.00
20.1
NA
0.4
145
6
2006-07
2005-06
1
1
0.2
0.0
NA
2
0
0
0
1
0.00%
3.09
NA
NA
NA
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
Appendix
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
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2015 Assessment in the Major
Ed.D. in Career and Technical Education
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