B.S. in Art Education
Assessment in the Major Report
By Tami Weiss, Program Director
2010
Submitted October 2011
Table of Contents
Overview of the Assessment System .......................................................................................................................................................................2
Overview of the Program .........................................................................................................................................................................................2
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................3
PRAXIS II: Content Test Summary……………………………………………………………………………………………………………....4
Educational Benchmarking Inventory (EBI) .........................................................................................................................................................12
Graduate Follow-Up Surveys ................................................................................................................................................................................15
Art Education, BS Alumni Follow-Up Survey of Graduates in 2004 ...............................................................................................................15
Art Education, BS: Alumni Follow-Up Survey of Graduates in 2008 ..............................................................................................................18
Communicating Assessment Data with Constituencies .........................................................................................................................................22
Utilization of Assessment Data to Improve Courses and the Program ..................................................................................................................22
Art Education AIM Report 2010
Page 1
Overview of the Assessment System
The University of Wisconsin-Stout School of Education (SOE) has gathered assessment data from fall semester 2003 through December 2010. In the
School of Education, data is generated from several sources to inform unit and program decisions. Data in this report is used to develop program
goals, inform curricular changes, and enhance course delivery to improve teacher education candidate learning. This report contains data from the
PRAXIS I: Pre-Professional Skills Test, PRAXIS II: Content Test, Benchmark Reviews, Student Teacher Evaluations, the Educational
Benchmarking Inventory (EBI), and Graduate Follow-Up Surveys. This report also describes how assessment data is used to set programmatic goals,
improve the program, inform program curriculum, and deliver courses.
Overview of the Program
In 2010, the Art Education program consisted of 122 undergraduate students, 22 male and 100 female. Over the past five years, the numbers in this
program have consistently been increasing. However, the one-year retention rates within Art Education are shown to be lower than the average oneyear retention rate in any program. This is likely due to the large number of students who transfer out of education and into the Art program on
campus. See Appendix A for more detailed information.
Art Education AIM Report 2010
Page 2
PRAXIS I: Pre-Professional Skills Test
Due to a database conversion in 2009, Datatel to Peoplesoft, we are just now able to start generating data by program. In addition, we are able to
disaggregate each test to report data on pen/paper (P) vs. computerized (C) tests. There was a year lapse, 2009, when we were unable to generate any
data. Note that the pass rates in the table reflect attempts by all candidates prior to being accepted into the School of Education. Since all are
required to pass the PPST to be admitted to the School of Education as part of Benchmark I, the actual pass rate is 100%.
PPST Attempts and Pass Rates
Teacher
Education
Program
ARTED
SOE UG
TOTALS
Math
Reading
Writing
Math
2006
# test
attempts
15
12
19
204
2006
# (and %)
passed
10 = 67%
12 = 100%
8 = 42%
148 = 72.5%
2007
# test
attempts
22
18
25
226
2007
# (and %)
passed
19 = 86%
15 = 83%
21 = 84%
191 = 84.5%
2008
# test
attempts
19
23
20
130
2008
# (and %)
passed
15 = 79%
19 = 83%
16 = 80%
102 = 78.5%
Reading
280
145 = 51.8%
243
184 = 75.7%
150
119 = 79.3%
Writing
296
161 = 54.4%
257
200 = 77.8%
138
104 = 75.4%
PPST
Test
Art Education AIM Report 2010
Page 3
Teacher
Education
Program
2010
PPST Test
# test
# (and %)
attempts
passed
C-Math
13
11 = 85%
P-Math
15
11 = 73%
B-Math
28
22 = 79%
C-Writing
21
14 = 67%
P-Writing
17
6 = 35%
ARTED
B-Writing
38
20=53%
C-Reading
13
13 = 100%
P-Reading
16
10 = 63%
B-Reading
29
23=79%
C-Math
118
93 = 79%
P-Math
80
57 = 71%
B-Math
198
150=76%
C-Writing
116
92 = 79%
P-Writing
97
49 = 51%
SOE
B-Writing
213
141=66%
C-Reading
149
88 = 59%
P-Reading
94
50 = 53%
B-Reading
243
138=57%
C= Computerized; P= Pen & Paper Tests; B=Both Computerized and Pen & Paper Tests
*In 2010, Art Education students did significantly better on the computer-based test than the handwritten one for each area of math, writing, and reading.
Art Education AIM Report 2010
Page 4
PRAXIS II: Content Test Summary
Note that all candidates are required to pass the Praxis II to be admitted to student teaching as part of Benchmark II. As such, the pass rate
is 100% upon Benchmark II approval.
Content Test from ETS
05/06
06/07
07/08
08/09
09/10
8
13
9
18
14
Highest Observed Score:
186
194
173
183
187
Lowest Observed Score:
155
156
155
147
158
164
158-168
155
175
165-180
155
167
160-168
155
168.5
157-174
155
171.5
168-175
155
8/8
13/13
9/10
16/18
14/14
100%
100%
90%
89%
100%
Number of Examinees:
Median:
Average Performance Range
WI Score Needed to Pass:
Number with WI Passing
Score:
Percent with WI Passing Score:
Average Percent Correct (average number of items answered correctly by UW-Stout’s Art Education students)
Art Ed Test Category
Traditions in Art,
Architecture, Design & the
Making of Artifacts
Art Criticism & Aesthetics
The Making of Art
05/06
%
UW-Stout %
06/07
07/08 08/09
%
%
%
40-42
55%
63%
52%
28-31
45-46
67%
79%
73%
83%
63%
76%
Points
Available
09/10
%
WI %
09/10
%
National %
09/10 %
54%
63%
63%
62%
64%
78%
71%
80%
72%
81%
69%
76%
* In 2010, UW Stout’s Art Education students did the same and (mostly) better than the Wisconsin and National averages for percentage correct.
Art Education AIM Report 2010
Page 5
Art Education AIM Report 2010
Page 6
Benchmark I Interview Results Art Education
Question
Explain personal and professional growth
between your initial resume and updated
resume.
Explain your philosophy of education.
Explain three personal characteristics that will
make you an effective teacher.
Describe yourself as a learner and how that will
impact your future teaching.
Describe experiences that have impacted your
understanding of diversity and human relations
and how these might aid you as you work with
students and families
Explain two subject matter/content artifacts and
how these examples illustrate your
understanding of the content you will be
teaching
Completed Alignment Summary
Art Education AIM Report 2010
Response
Unsatisfactory
ARTED
2008 2009 2010
N=15 N=16 N=5
0%
6%
0%
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
100% 94% 100% 99%
0%
0%
0% 0%
100% 100% 100% 100%
0%
0%
0% 0%
100% 100% 100% 100%
0%
0%
0% 1%
100% 100% 100% 99%
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
0%
100%
0%
6%
0%
SOE
2010
N=80
1%
0%
94% 100% 100%
6%
0%
1%
100% 94% 100% 99%
0%
0%
0% 0%
100% 100% 100% 100%
Page 7
Benchmark II Interview Results Art Education
ARTED
SOE
2008 2009 2010 2010
Question
Response
N=9 N=9 N=23 N=80
Unsatisfactory
11%
0%
0%
1%
Emerging
0% 22% 57% 41%
Describe your Philosophy of Education and
how it has evolved
Basic
89% 78% 43% 58%
n/a
0%
0%
0%
0%
Unsatisfactory
0%
0%
0%
1%
Emerging
0% 11% 26% 34%
Describe what it means to be a "Reflective
Practitioner"
Basic
100% 89% 74% 64%
n/a
0%
0%
0%
0%
Unsatisfactory
0%
0%
0%
0%
Emerging
11% 22% 22% 31%
Describe the WI Teacher Standard and
Domain you feel most competent in
Basic
89% 78% 78% 69%
n/a
0%
0%
0%
0%
Unsatisfactory
0%
0%
0%
0%
Describe the WI Teacher Standard and
Emerging
0% 33% 22% 32%
Domain you have experienced the greatest
Basic
89% 67% 78% 68%
growth
n/a
11%
0%
0%
0%
N/A N/A
0%
0%
Provide Portfolio evidence (signed copy of the Unsatisfactory
Emerging
N/A N/A 65% 52%
Instructional Technology Utilization rubric) of
your competence in current instructional
Basic
N/A N/A 35% 48%
technology
n/a
N/A N/A
0%
0%
Reviewers choose 2 of the following; discuss portfolio evidence that:
Unsatisfactory
0%
0%
0%
2%
Emerging
0% 11% 21% 27%
demonstrates your content knowledge
Basic
89% 44% 79% 71%
n/a
11% 56%
0%
0%
Unsatisfactory
0%
0%
0%
3%
demonstrates your ability to create
instructional opportunities adapted to diverse Emerging
0% 12% 27% 40%
Art Education AIM Report 2010
Page 8
learners
demonstrates your ability to teach effectively
demonstrates your ability to assess student
learning
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
44%
56%
0%
0%
11%
89%
0%
0%
56%
44%
44%
44%
0%
0%
11%
89%
0%
44%
44%
12%
73%
0%
0%
25%
75%
0%
0%
47%
53%
0%
57%
0%
4%
25%
71%
0%
2%
41%
57%
0%
*In 2010, Art Education students earned the highest ratings in “Describe the WI Teacher Standard and Domain you have experienced the greatest
growth” and in providing evidence to “Demonstrate your content knowledge.” Most students spoke to their increased ability to write lessons,
showing evidence of lesson plans, unit plans, and curriculum maps. The content faculty and facilities in Studio Art and Art History are of excellent
quality, which likely contributes to students’ abilities to demonstrate their content knowledge. Further, students have gallery pages with images of
their own artworks as well as links to art blogs in their electronic portfolios to give ample evidence of their art making skills. Scores for Art
Education students were very comparable to the School of Education as a whole.
Art Education AIM Report 2010
Page 9
Benchmark III Interview Results Art Education
Question
Artifacts from student teaching, reflection ratings
Final Student Teaching Assessments and
Recommendations from Cooperating Teachers
Disposition ratings from student teaching from
cooperating & University Supervisors
Instructional Technology Utilization Rubric
Alignment Summary of artifacts meeting all 10
Wisconsin Teaching Standards & 4 Domains/
Components & reflections/ reflection ratings
Art Education AIM Report 2010
2008
Response
N=9
Unsatisfactory
0%
Emerging
0%
Basic
0%
Proficient
100%
n/a
0%
Unsatisfactory
0%
Emerging
0%
0
0%
Proficient
100%
n/a
0%
Unsatisfactory
0%
Emerging
0%
Basic
0%
Proficient
100%
n/a
0%
Unsatisfactory NA
Emerging
NA
Basic
NA
Proficient
NA
n/a
NA
Unsatisfactory
0%
Emerging
0%
Basic
0%
Proficient
100%
n/a
0%
ARTED
SOE
2009 2010 2010
N=9 N=12 N=138
0%
0%
0%
0%
0%
0%
22% 42%
24%
78% 58%
76%
0%
0%
0%
0%
0%
1%
0%
0%
1%
44%
8%
20%
56% 92%
78%
0%
0%
0%
0%
0%
0%
0%
0%
1%
44%
0%
20%
0% 100%
76%
56%
0%
3%
NA
0%
0%
NA
0%
1%
NA
17%
19%
NA
83%
77%
NA
0%
3%
0%
0%
0%
0%
0%
14%
78%
8%
8%
22% 92%
75%
0%
0%
3%
Page 10
Student Teacher Evaluations Art Education
Rating Scale: 1=Unsatisfactory, 2=Emerging, 3=Basic, 4=Proficient
ARTED
2008
2009
2010
N=8
N=9
N=9
Mean
Mean Mean
Teachers know the subjects they are teaching
3.88
3.89
3.86
Teachers know how children grow
3.68
3.72
3.56
Teachers understand that children learn
differently
3.83
3.84
3.61
Teachers know how to teach
3.67
3.88
3.75
Teachers know how to manage a classroom
3.63
3.65
3.50
Teachers communicate well
3.77
3.73
3.61
Teachers are able to plan different kinds of
lessons
3.73
3.88
3.72
Teachers know how to test for student
progress
3.63
3.67
3.72
Teachers are able to evaluate themselves
3.77
3.82
3.61
Teachers are connected with other teachers
and the community
3.80
3.78
3.50
Teachers make effective use of instructional
technologies to enhance student learning.
NA
NA
3.83
SOE
2010
N=120
Mean
3.78
3.82
3.73
3.84
3.65
3.78
3.77
3.75
3.78
3.70
3.91
*In 2010, mean ratings indicate that the art education student teachers achieved near or at Proficiency on items assessing all of the ten Wisconsin
Teacher Standards.
Art Education AIM Report 2010
Page 11
Educational Benchmarking Inventory (EBI)
The Educational Benchmarking Inventory (EBI) of exiting student teachers is administered via computer at the end of student teaching for the purpose of
unit assessment. EBI data cannot be published in public domains and is available for internal use only.
2010 ratings marked improvements in all areas of the EBI. Ratings suggest that the art education student teachers rated their Fellow Students in their
Program, their Student Teaching Experience, and their Satisfaction with Faculty and Courses most highly on this 7-point Likert scale. Lower ratings
were applied to Career Services and Management of Education Constituencies, indicating needs in these areas. However, it is important to note that
when a small number of students complete the EBI, these ratings can change dramatically if only one student is not satisfied with their program for
any number of reasons. As such, multiple year trend data should be utilized to determine program strengths and weaknesses over time. Trend data
suggests that the art education students would benefit from more career guidance and being exposed to more content on how to manage and
collaborate with other educational constituencies. In the Institution Specific Questions, Art Education students reported lower scores in feeling
prepared to manage classroom behavior and create a learning environment that encourages positive social interaction, active engagement in learning
and self-motivation and feeling prepared to use formal and informal assessment strategies to evaluate student progress. Further, it is concerning that
art education students report a rather long history of being unsatisfied with the art education program.
Art Education AIM Report 2010
Page 12
Art Education AIM Report 2010
Page 13
EBI - Institution Specific Questions
Mean Data; Scale (1-Not at all, 4-Moderately, 7-Extremely)
ARTED
SOE
09/10 10/11 10/11
N=8
N=10 N=87
To what degree were you prepared to create meaningful learning
experiences for students based on your content knowledge?
To what degree were you prepared to provide instruction that fosters
student learning and intellectual, social and personal development?
To what degree were you prepared to create instructional experiences
adapted for students who learn differently?
To what degree were you prepared to use a variety of learning strategies
including the use of technology to encourage critical thinking and problem
solving?
To what degree were you prepared to manage classroom behavior and
create a learning environment that encourages positive social interaction,
active engagement in learning and self-motivation?
To what degree were you prepared to use instructional technology and
media to foster active inquiry, collaboration and interaction in the
classroom?
To what degree were you prepared to plan instruction based on knowledge
of subject matter, students, the community and curriculum goals?
To what degree were you prepared to use formal and informal assessment
strategies to evaluate student progress?
To what degree were you prepared to reflect on teaching and evaluate the
effects of choices and actions on pupils, parents and others?
To what degree were you prepared to foster relationships with colleges,
families and the community to support student learning and well-being?
5.75
5.50
5.48
4.75
5.10
5.37
4.75
5.40
5.48
5.00
5.20
5.51
4.62
4.40
5.08
4.38
5.10
5.21
5.25
5.10
5.43
4.43
4.30
5.14
5.12
5.50
5.47
5.00
4.70
5.38
*We updated our questions beginning in the 2009-2010 school year
Art Education AIM Report 2010
Page 14
Graduate Follow-Up Surveys
UW-Stout surveys graduates every two years. The next survey will be sent in 2012 for graduates in 2010 and 2006. The executive summary and full report
from the Alumni Follow-Up Study are online at the following site: http://www.uwstout.edu/static/bpa/ir/afu/2010index.html
Art Education, BS Alumni Follow-Up Survey of Graduates in 2004
3. How important was your experience at UW-Stout in contributing to:
General Education
# Question
No degree of influence 2 3 4 High degree of influence Responses Mean
1 Writing effectively
0
0 2 0 1
3
3.67
2
Speaking or presenting ideas effectively
0
0 2 1 0
3
3.33
3
Listening effectively
0
0 1 1 1
3
4.00
4
Utilization of technologies
0
0 0 3 0
3
4.00
5
Using analytic reasoning
0
0 0 2 1
3
4.33
6
Creative problem solving
0
0 2 0 1
3
3.67
7
Critically analyzing information
0
0 1 1 1
3
4.00
8
Maintaining a sense of physical well-being
0
0 0 2 1
3
4.33
9
Appreciating and understanding diversity
0
0 0 3 0
3
4.00
10 Developing a global perspective
0
0 2 0 1
3
3.67
11 Appreciating the value of literature and the arts
0
0 1 0 2
3
4.33
12 Appreciating the natural or physical sciences
0
13 Appreciating social, economic and political forces 0
0 2 1 0
0 2 0 0
3
2
3.33
3.00
14 Appreciating history in context to current issues
1 1 1 0
3
3.00
Art Education AIM Report 2010
0
Page 15
4. How important was your experience at UW-Stout in contributing to: Personal Development
# Question
No degree of influence 2 3 4 High degree of influence Responses Mean
1 Organizing information
0
1 0 0 2
3
4.00
2 Making decisions
0
1 0 0 2
3
4.00
3 Making decisions ethically
4 Working in teams
0
0
0 1 0 2
0 1 1 1
3
3
4.33
4.00
5 Leadership
0
0 1 1 1
3
4.00
6 Thinking creatively
0
0 0 1 2
3
4.67
7 Maintaining a sense of mental well-being 1
0 1 0 1
3
3.00
5. How would you rate the following aspects of your education at UW-Stout?
# Question
Very Dissatisfied 2 Satisfied 4 Very Satisfied Responses Mean
1 General education instruction
0
0 3
0 0
3
3.00
2 Program instruction
3 Availability of faculty in general education courses
0
0
0 0
0 3
3 0
0 0
3
3
4.00
3.00
4 Availability of faculty in program courses
0
1 0
1 1
3
3.67
5 Course availability (according to program sequence) 0
2 0
0 1
3
3.00
6 Academic advising
0
1 1
1 0
3
3.00
7 Laboratory facilities and equipment
0
0 1
1 1
3
4.00
8 Digital environment
0
0 2
1 0
3
3.33
Art Education AIM Report 2010
Page 16
6. How would you rate the overall effectiveness of your program/major?
# Answer
Response %
1 Very Low
0
0%
2 2
0
0%
3 3
4 4
0
3
0%
100%
5 Very High
0
0%
3
100%
Total
Statistic
Value
Mean
4.00
Variance
0.00
Standard Deviation 0.00
Total Responses
3
7. How valuable was your senior year course work, activities, services and experiences in developing the following skills and knowledge?
Not
Very
# Question
2 Valuable 4
Responses Mean
Valuable
Valuable
Promoting meaningful connections between your academic program and
career
2 Preparation for community, civic, and political roles
1
0
1 0
2 0
3
3.33
0
0 2
0 1
3
3.67
3 Financial management
0
0 1
0 0
1
3.00
4 Continuing education
0
1 0
1 0
2
3.00
5 Finding employment
0
1 1
0 0
2
2.50
Art Education AIM Report 2010
Page 17
8. How well did the following UW-Stout activities prepare you for employment?
# Question
Very Poor 2 Adequate 4 Very Well Responses Mean
1 Your classes
0
0 3
0 0
3
3.00
2 Your experiential learning experience
0
0 0
3 0
3
4.00
3 Your co-curricular and extra-curricular activities 0
0 2
1 0
3
3.33
Art Education, BS: Alumni Follow-Up Survey of Graduates in 2008
3. How important was your experience at UW-Stout in contributing to:
General Education
# Question
No degree of influence 2 3 4 High degree of influence Responses Mean
1
Writing effectively
0
0 3 0 1
4
3.50
2
3
Speaking or presenting ideas effectively
Listening effectively
0
0
0 2 1 1
1 2 0 1
4
4
3.75
3.25
4
Utilization of technologies
0
0 1 0 3
4
4.50
5
Using analytic reasoning
0
0 3 0 1
4
3.50
6
Creative problem solving
0
0 1 1 2
4
4.25
7
Critically analyzing information
0
0 2 1 1
4
3.75
8
9
Maintaining a sense of physical well-being
Appreciating and understanding diversity
0
0
1 2 0 1
0 2 1 1
4
4
3.25
3.75
10 Developing a global perspective
0
0 2 0 2
4
4.00
11 Appreciating the value of literature and the arts
0
0 0 1 3
4
4.75
12 Appreciating the natural or physical sciences
0
0 3 0 1
4
3.50
13 Appreciating social, economic and political forces 0
14 Appreciating history in context to current issues
0
0 2 1 1
0 1 2 1
4
4
3.75
4.00
Art Education AIM Report 2010
Page 18
4. How important was your experience at UW-Stout in contributing to: Personal Development
# Question
No degree of influence 2 3 4 High degree of influence Responses Mean
1 Organizing information
0
1 2 0 1
4
3.25
2 Making decisions
0
1 2 0 1
4
3.25
3 Making decisions ethically
4 Working in teams
0
0
1 2 0 1
1 2 0 1
4
4
3.25
3.25
5 Leadership
0
0 2 1 1
4
3.75
6 Thinking creatively
0
0 0 1 3
4
4.75
7 Maintaining a sense of mental well-being 0
0 3 0 1
4
3.50
5. How would you rate the following aspects of your education at UW-Stout?
# Question
Very Dissatisfied 2 Satisfied 4 Very Satisfied Responses Mean
1 General education instruction
0
0 3
0 1
4
3.50
2 Program instruction
3 Availability of faculty in general education courses
0
0
3 0
0 2
1 0
1 1
4
4
2.50
3.75
4 Availability of faculty in program courses
0
0 2
1 1
4
3.75
5 Course availability (according to program sequence) 0
0 2
1 1
4
3.75
6 Academic advising
2
0 1
1 0
4
2.25
7 Laboratory facilities and equipment
0
0 2
0 2
4
4.00
8 Digital environment
0
0 0
1 3
4
4.75
Art Education AIM Report 2010
Page 19
6. How would you rate the overall effectiveness of your program/major?
# Answer
Response %
1 Very Low
0
0%
2 2
1
25%
3 3
4 4
1
2
25%
50%
5 Very High
0
0%
4
100%
Total
Statistic
Value
Mean
3.25
Variance
0.92
Standard Deviation 0.96
Total Responses
4
7. How valuable was your senior year course work, activities, services and experiences in developing the following skills and knowledge?
Not
Very
# Question
2 Valuable 4
Responses Mean
Valuable
Valuable
Promoting meaningful connections between your academic program and
career
2 Preparation for community, civic, and political roles
1
0
0 1
2 1
4
4.00
0
2 1
0 1
4
3.00
3 Financial management
1
1 1
0 1
4
2.75
4 Continuing education
2
0 1
1 0
4
2.25
5 Finding employment
0
0 2
1 1
4
3.75
8. How well did the following UW-Stout activities prepare you for employment?
# Question
Very Poor 2 Adequate 4 Very Well Responses Mean
1 Your classes
Art Education AIM Report 2010
0
1 3
0 0
4
2.75
Page 20
2 Your experiential learning experience
0
1 1
1 1
4
3.50
3 Your co-curricular and extra-curricular activities 0
1 2
0 1
4
3.25
Art Education AIM Report 2010
Page 21
Communicating Assessment Data with Constituencies
Data will be communicated to faculty members through informal and formal means. Program faculty meet during scheduled discipline area work
group meetings (DAWG) designed to support ongoing program improvement. In addition, the AIM findings will be shared with the Program
Advisory Committee and across program vested publics including technical content instructors. Action plans resulting in desired change will result
from these advisory groups and stakeholders.
Utilization of Assessment Data to Improve Courses and the Program
The findings of the AIM process and report are analyzed and connected with specific program elements (courses, projects, assignments, experiences)
that are seen as direct and indirect contributors to the current and future desired outcomes.
The following are changes or improvements planned for the upcoming years:
2009 Goals
1
2
3
4
5
A revision on all curriculum, instruction and practice in the Art
Education courses will need to be completed, which include,
ARTED 108, ARTED 208, and ARTED 308 courses in Art
Education.
ARTED 108 Introduction to Art Education will be revised to
eliminate overlapping content with other program courses.
More content on curriculum, methods, assessment, and evidencebased practice will be infused into existing courses that will extend
student knowledge about the field prior to student teaching.
The Program Director will work with the Chair of the Department of
Art and Design to ensure that art education students are getting the
basic content knowledge in the Praxis II categories, with particular
attention to Traditions in Art, Architecture, Design, and the Making
of Artifacts.
Information on career opportunities will be provided in key courses
and in the Student Teaching Seminars to assist students in finding
and securing positions in the PK-12 schools.
Art Education AIM Report 2010
Evidence towards meeting goals or rationale for
abandoning
Revision still in progress, but syllabi outcomes have been
changed/added.
Goal met. The content overlap was specific to one or two art classes.
Program Advisory Committee members from the art department
collaborated with the Instructor to eliminate overlap.
Revision of outcomes in courses 108, 208, and 308, including more
content in these areas.
Met with Art and Design Department Chair to elaborate on art course
requirements, Mid Program Review, and Senior Show.
Information now provided in ARTED 308 and Student Teaching
Seminars.
Page 22
6
More advisement opportunities will be provided for students to
increase retention in the major.
7 The Art Education Program Director and faculty will
communicate with key instructors, including Art and Design
instructors, cooperating teachers, and other program
stakeholders on a regular basis to inform needed changes in the
program.
8 The Art Education Program will require a Teacher Work Sample in
the student teaching experience to assess the effects of the student
teachers’ instruction on PK-12 student learning.
9 Additional writing assignments will be required throughout the
curriculum to enhance students’ skills in this area.
10 A 1-credit elective course in Reading has been developed for teacher
education students in the School of Education. Students will be
encouraged to consider this option in preparation for the PPST
exam.
Mandatory Advisement Day for all students. Multiple day openings
in Program Director’s schedule for individual advisement.
In progress.
To be implemented in Spring, 2012
More writing intensive curricula in ARTED 108, 208, and 308.
Done.
2010 Goals
1
2
3
4
5
6
7
A revision on all curriculum, instruction and practice in the Art Education courses will need to be completed, which include, ARTED 108,
ARTED 208, and ARTED 308 courses in Art Education.
Additional writing assignments will be required throughout the curriculum to enhance students’ skills in this area.
The Program Director will work with the Chair of the Department of Art and Design to ensure that art education students are able to get
through the recommended sequence of coursework and requirements, regarding prerequisites of Aesthetics, Senior Seminar and Senior
Show, and Practice of Art.
The Program Director will work with the Program Director and Chair of the Department of Art and Design to lessen or eliminate the
admittence of students to the pre-Art Education major who are disinterested in becoming art teachers but because an Art or Design program
is “full,” they are admitted under the umbrella of “Art Education” in order to take the art courses required of their preferred major.
The Art Education Program will require a Teacher Work Sample in the student teaching experience to assess the effects of the student
teachers’ instruction on PK-12 student learning.
The Program Director will work consistently on degree audits of students in the major so as to clarify and assure student of correct progress
in courses and advisement.
The Program Director will utilize the recruitment plan drafted for the major with the goal of increasing the number of students in the major.
Art Education AIM Report 2010
Page 23
Art Education, B.S.
Minority enrollment
Male
Female
Total enrollment
SCH
Student FTE
New Freshmen
Transfers
Number of graduates by year:
Number of male graduates
Number of female graduates
Number of minority graduates
Number employed in related major:
Number continuing education:
Number employed in major:
Percent employed:
One-Year Rates in Program
One-Year Retention Rates - Any Program
Six-Year Graduation Rates in Program
Six-Year Graduation Rates Any Program
Average High School Percentile
Average ACT Composite of New Freshmen
Average Cumulative GPA
Freshmen: 1-29.5 credits
Sophomore: 30-59.5 credits
Junior: 60-89.5 credits
Senior: 90 or more credits
Honors Program (FA10)
Learning Comm. Partic.
Study Abroad Students
% of grads who participated in Experiential Learning
Salary Average
Salary Low
Salary High
I would attend UW-Stout again
I would enroll in the same academic program
Three-Year Show Rates - New Freshmen
Three-Year Show Rates - New Transfers
10-11
8
25
100
125
1,675
112
18
6
NA NA
NA
NA
09-10
08-09
7
22
100
122
1,699
113
24
3
8
1
7
2
-
4
18
79
97
1,326
88
12
8
10
2
8
7
1
100.0%
83.3%
91.7%
58.3%
79.2%
07-08
2
13
81
94
1,317
88
16
8
15
1
14
1
9
100.0%
50.0%
62.5%
06-07
04-'05
2004
5.6%
16.7%
57.8%
21.2
NA
23
28
21
53
4
6
100%
NA
NA
NA
59.5%
21.0
2.84
28
23
27
44
NA
NA
NA
54.8%
21.5
2.66
23
24
22
28
$
$
$
53.3%
20.7
2.92
27
16
18
3
2003
2002
2001
2000
2008 Grads
27.3%
54.5%
9.1%
27.3%
11.1%
44.4%
16.7%
33.3%
59.5%
21.2
3.00
22
16
18
26
34,000
31,000
38,000
3.75
5.00
59%
78%
2004 Grads
1
13
69
82
1,179
79
18
10
12
5
7
1
1
7
100.0%
72.2%
77.8%
3.33
3.00
Art Education, B.S.
FR High School Percentile Rank
Enrollment Demographics
10-11
09-10
122
59.5%
08-09
07-08
125
57.8%
54.8%
Enrollment New FR and Transfer
New FR Enrollment
Transfer Enrollment
97
94
82
Total
Enrollment
53.3%
06-07
10
59.5%
24
FR ACT Avg. Composite score
22
18
09-10
21.0
08-09
Male
13
13
18
16
6
20.7
100 100
06-07
21.2
79
12
81
69
Female
FR Avg GPA
10-11
09-10
3
2.84
8
08-09
8
18
21.5
07-08
8
07-08
25
21.2
08-09
10-11
7
2.66
4
06-07
09-10
10-11
06-07
07-08
08-09
09-10
10-11
1
06-07
07-08
08-09
3.00
2
09-10
06-07
2.92
10-11
07-08
Minority
Enrollment
Art Education, B.S. 2
Employment Numbers
7
Retention
Rates Any
Program
Experiential Learning
Percent Employed
10
1
2
7
8
15
12
10-11
09-10
08-09
07-08
06-07
0.0%
10-11
09-10
08-09
07-08
06-07
0.0%
7
-
06-07
-
07-08
-
08-09
-
14
2
Minority
graduates
06-07
-
5
1
-
1
07-08
-
Female
graduates
10-11
1
1
09-10
1
-
-
One Year Retention Rates
Retention
Rates in
Program
8
-
Male
graduates
7
-
Total
graduates
by year
-
08-09
Number
continuing
education
-
09-10
Number
employed
in related
major
-
10-11
Number
employed
in major
Graduates in Program
9
Six Year Graduation Rates
Graduation Rates In Program
Graduation Rates - Any Program
58.3%
83.3%
2004
50.0%
5.6%
33.3%
72.2%
79.2%
2003
27.3%
44.4%
91.7%
62.5%
77.8%
Employment Percentages
10-11
09-10
08-09
100%
NA
100%
07-08
06-07
100%
100%
2002
2001
2000
For more information on retention/graduation rates go to:
http://www2.uwstout.edu/content/bpa/ir/retention/indexstu.html
9.1%
27.3%
11.1%
54.5%
16.7%
16.7%
Art Education, B.S. 3
Other
Three- Year Show Rates
10-11
10-11
Salary Data
Salary
High
08-09
$38,000
78%
6
Salary
Average
08-09
Salary
Low
08-09
$34,000
59%
4
$31,000
SCH
1,675
1,699
1,326
1,317
08-09
07-08
1,179
Student
Credit
Hours
10-11
09-10
112
113
06-07
Student FTE
Honors Learning Study
Program Comm. Abroad
(FA10) Partic. Students
88
88
08-09
07-08
79
FTE
Three-Year Three-Year
Show Rates - Show Rates New
New
Freshmen
Transfers
10-11
09-10
06-07