B.S. in Career, Technical
Education and Training
Assessment in Major
Submitted by Melody Brennan, Interim Program Director
2010
Submitted October 2011
0
Table of Contents
Overview ......................................................................................................................................................................................................2
BS Career and Technical Education and Training Program Objectives ......................................................................................................3
CTE-405 GPA Ratings ................................................................................................................................................................................4
Student Teaching Performance Ratings .......................................................................................................................................................4
Educational Benchmarking Survey (EBI) ...................................................................................................................................................6
CTET Immersion Survey .............................................................................................................................................................................9
Survey Results & Analysis ..........................................................................................................................................................................9
Executive Summary .....................................................................................................................................................................................9
Alumni and Employer Follow-Up Survey .................................................................................................................................................13
Communicating Assessment Data with Constituencies .............................................................................................................................13
Utilization of Assessment Data to Improve Courses and the Program ......................................................................................................13
1
Overview
Purposes of the Assessment in the Major Report are to provide a framework for
assessment in the Bachelor of Science in Career and Technical Education and Training
(CTET) program, to explain how assessment is accomplished, and to identify the
outcomes of program assessment efforts. This annual update should summarize the
primary methods used to assess student learning and progress throughout the program.
In the School of Education, data is gathered from several sources to inform unit and
program decisions. Data in this report is used to develop program goals, inform
curriculum changes, and enhance course delivery in order to improve teacher education
candidate learning. This report contains data from Student Teacher Performances,
Alumni follow-up survey and the Summer Immersion survey. This report also describes
how assessment data is used to set programmatic goals, improve the program, program
curriculum, and delivery of courses.
Outcomes on previous years assessment reports have been based on three sources of data
gathered; students enrolled in student teaching performance ratings (CTE-408 student
teaching), CTE Immersion Survey and Graduate Follow-Up Studies.
Questions to address on this years assessment report will be to focus on the new data
gathered and how it pertains to our student population, program retention and recruitment
and program development. Follow-up studies are preformed every other year, thus there
are no new results to be shared in this years report.
Methods used for this assessment report has been based on four sources of data gathered;
students enrolled in student teaching performance ratings (CTE-408 student teaching),
CTE Immersion Survey, Graduate Follow-Up Studies, and EBI Data.
In 2009/2010, the BS in CTET program advisory committee met two times during the
school year. The membership of the committee:
Melody Brennan-Program Director
Wendy Dittmann-UW-Stout (COM)
KimberlyZagorski-UW-Stout(Arts,
Humanities, & Social Services)
Urs Haltinner- UW-Stout (SOE)
Linda Young- UW-Stout (Support Serv)
Sandy White- UW-Stout (Outreach)
David Johnson- UW-Stout (COM)
Suzanne Sandman-UW-Stout Student
Janet Baumann-UW-Stout Student
Andrea Schullo-WITC External
Roger Sanford-CVTC External
Dan Doughtery-NTC External
Roger Sanford-CVTC External
Amy Mangin-NWTC External
Lori Kroiss-FVTC External
2
University of Wisconsin-Stout School of Education
BS Career and Technical Education and Training Program
Objectives
The Bachelor of Science Degree with a major in Career, Technical Education and Training (CTET)
has three program outcomes.
1. CTET majors will possess general knowledge and skills considered essential to a literate
citizenry. These general education competencies are basic to support the specialized
occupational focused activities, teacher education activities and additional learning
opportunities. Specifically, CTET graduates will:
• Communicate effectively with others through written and oral means
• Reason analytically at work and in life tasks
• Engage in healthful activities
• Demonstrate cultural literacy via the humanities and the arts
• Recognize and accept behaviors that are associated with social, economic, political and
cultural systems in America and abroad
• Recognize the role of technology in our society
• Integrate general education competencies into technical and professional education
activities
2. CTET majors will possess teaching competencies in career and technical education as well as
human resource training and development. Specifically they will:
• Understands roles and responsibilities of instructors in WTCS
• Develop program goals relative to their technical expertise
• Write course objectives for content areas
• Deliver instruction using various methodologies
• Evaluate learner accomplishment in technical programs, course or lesson plan objectives
• Evaluate instructional effectiveness
• Accommodate diverse cultures and special needs individuals in all educational
environments
• Develop learning environments that readily accommodate adult and non-traditional
learners
3. CTET majors will possess technical expertise relative to occupational clusters or categories in
which they plan to teach. Specifically CTET graduates will:
• Demonstrate technical competence by completion of a technical associate degree, taking
nationally recognized occupational exams, or portfolio assessment
• Integrate technical competencies into professional education activities.
3
CTE-405 GPA Ratings
Students in the BS in CTET program need to complete CTE-405 (Wisconsin Technical
College System (WTCS) Certification Course #52) prior to Student Teaching. CTE-405
Methods of Teaching Career and Technical Education is a 2 credits course with a
description of Competency-based and individualized approach to methods of teaching
career and technical education.
GPA
FA09
SP10
SU10
N=14
3.88
N=20
3.42
N=0
0.00
Student Teaching Performance Ratings
Cooperating teachers rated BS in CTET student teachers on Wisconsin Teacher
Standards following the Danielson Domains and Competencies format. The 2009
calendar year has allowed the CTET program to gather comparison data, as it is the third
year to use the same format. Mean comparisons show that the largest growth area was in
Domain 4: Professional Responsibilities – Reflecting on Teaching, and the largest decline
was in Domain 3: Instruction – Communicating Clearly and Accurately. (It should be
noted that statistical analyses were not conducted to determine whether the mean
differences were significant at the < .05 level.)
BS in CTET Student Teacher Course Evaluations
Rating Scale:
N/A or Not Observed
1 = Unsatisfactory/Not Achieved
2 = Emerging/Achieved with limited degree
3 = Basic/Achieved with moderate degree
4 = Advanced Basic/Achieved with a high degree; Equivalent to quality teacher with 3 or more
years teaching experience
2009
2010
N=14
N=20
Mean Std. Dev.
Mean Std. Dev.
DOMAIN I: PLANNING AND PREPARATION
3.44
0.08
3.47
0.03
1a. Demonstrating Knowledge of Content and Pedagogy
3.53
0.48
3.53
0.55
1b. Demonstrating Knowledge of Students
3.56
0.49
3.49
0.51
1c. Selecting Instructional Goals
3.37
0.66
3.46
0.53
1d. Demonstrating Knowledge of Resources
3.30
0.64
3.40
0.48
1e. Designing Coherent Instruction
3.44
0.59
3.50
0.47
1f. Assessing Student Learning
3.41
0.65
3.45
0.50
DOMAIN 2: THE CLASSROOM ENVIRONMENT
3.62
0.08
3.53
0.18
2a. Creating an Environment of Respect and Rapport
3.66
0.36
3.73
0.40
2b. Establishing a Culture for Learning
3.67
0.33
3.61
0.41
4
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space
DOMAIN 3: INSTRUCTION
3a. Communicating Clearly and Accurately
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3d. Providing Feedback to Students
3e. Demonstrating Flexibility and Responsiveness
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
4a. Reflecting on Teaching
4b. Maintaining Accurate Records
4c. Contributing to the Institution
4d. Growing and Developing Professionally
3.53
3.67
3.57
3.48
3.61
3.24
3.55
3.44
3.54
3.47
3.25
3.43
3.58
3.62
CTET Highest/Lowest Areas of Mean Growth/Decline
Student Teacher Competency Final Ratings
0.50
0.50
0.40
0.09
0.39
0.54
0.35
0.55
0.47
0.18
0.83
0.67
0.44
0.47
3.38
3.42
3.51
3.39
3.39
3.24
3.46
3.35
3.49
3.64
3.59
3.43
3.82
3.73
2009
2010
0.67
0.59
0.82
0.01
0.56
0.56
0.57
0.59
0.57
0.09
0.53
0.58
0.39
0.44
Unsatisfactory = 1, Emerging = 2, Basic = 3, Advanced Basic = 4
Domain 1: Planning and Preparation
Growth
1d.
Demonstrating Knowledge of Resources
3.30
3.40
Decline
1b.
Demonstrating Knowledge of Students
3.56
3.49
Domain 2: The Classroom Environment
Growth
2a.
Creating an Environment of Respect and Rapport
3.66
3.73
Decline
2d.
Managing Student Behavior
3.67
3.42
3.24
3.24
3.61
3.39
Domain 3: Instruction
Growth 3b. Using Questioning and Discussion Techniques
*Remained the same
Decline 3a. Communicating Clearly and Accurately
Domain 4: Professional Responsibilities
Growth
4a.
Reflecting on Teaching
3.25
3.59
Decline
4b.
Maintaining Accurate Records
*Remained the same
3.43
3.43
5
Educational Benchmarking Survey (EBI)
(Ratings: 1 = Not at all, 4 = Moderately, 7 = Extremely)
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. Categories with the highest means were Support Services, Administration
Services, and Fellow Students in the Program. Two of the highest rated items were
included in these categories and were “Administration & Support Services in Education
Program - Satisfaction with: Quality of library resources: Mean rating = 6.71” and
“Administration & Support Services in Education Program - Satisfaction with:
Availability of courses: Mean rating =6.57”. Categories with the lowest means are
Management of Education Constituencies and Classroom Equity and Diversity.
EBI Data Career, Technical Education & Training Education (Final student teacher survey)
Mean Averages Scale 1-7
Factor 1: Quality of Instruction
Factor 2: Learning Theories, Teaching Pedagogy/Techniques
Factor 3: Research Methods, Professional Development, Societal
Implications
Factor 4: Aspects of Student Development
Factor 5: Classroom Equity and Diversity
Factor 6: Management of Education Constituencies
Factor 7: Assessment of Student Learning
Factor 8: Satisfaction with Faculty and Courses
Factor 9: Administration Services
Factor 10: Support Services
Factor 11: Fellow Students in Program
Factor 12: Student Teaching Experience
Factor 13: Career Services
Factor 14: Overall Program Effectiveness
CTET
2009- 201010
11
N=11
N=7
4.77
5.57
5.33
5.80
5.00
5.27
5.12
4.50
5.64
5.64
5.55
5.57
6.14
5.98
NR
5.21
SOE
2010-11
N=99
5.23
5.22
5.50
5.69
5.43
4.71
5.71
6.18
6.50
6.55
6.50
6.26
NR
5.81
4.90
5.41
5.36
4.59
5.54
5.92
5.70
5.64
5.95
6.07
4.49
4.70
6
EBI - Institution Specific Questions
Mean Data; Scale (1-Not at all, 4-Moderately, 7-Extremely)
CTET
SOE
09/10 10/11 10/11
N=11
N=7
N=87
To what degree were you prepared to create meaningful learning
experiences for students based on your content knowledge?
5.80
5.57
5.48
To what degree were you prepared to provide instruction that
fosters student learning and intellectual, social and personal
development?
5.60
5.71
5.37
To what degree were you prepared to create instructional
experiences adapted for students who learn differently?
5.70
5.14
5.48
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?
5.60
5.71
5.51
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?
5.10
5.57
5.08
7
To what degree were you prepared to use instructional technology
and media to foster active inquiry, collaboration and interaction in
the classroom?
5.60
5.57
5.21
To what degree were you prepared to plan instruction based on
knowledge of subject matter, students, the community and
curriculum goals?
5.10
5.86
5.43
To what degree were you prepared to use formal and informal
assessment strategies to evaluate student progress?
4.90
5.43
5.14
To what degree were you prepared to reflect on teaching and
evaluate the effects of choices and actions on pupils, parents and
others?
5.30
5.14
5.47
To what degree were you prepared to foster relationships with
colleges, families and the community to support student learning
and well-being?
4.90
5.29
5.38
*We updated our questions beginning in the 2009-2010 school year
8
CTET Immersion Survey
Participants in the summer immersion experience are surveyed at the conclusion of their
six-week experience to ascertain strengths and weaknesses. In turn, this information is
shared with CTET program director, faculty, as well as stakeholders to identify changes
that need to be introduced in to the curriculum and program. Means are calculated on a 5point scale in which 1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree and 5 =
strongly agree. In the most recent survey, the high rated items included “completing
courses toward my degree” (93.3%), “develop program goals and curriculum relative to
technical expertise/discipline” (80.0%) and strong sense of gaining knowledge and skills
in teaching and learning. The lowest rated items were due to structure and organization
of the immersion program. Reported below is part of the survey given to this second year
immersion participants. Participants were also provided and additional comments section
on this survey. At this point, we do not have data from multiple years to analyze trends.
For future immersion experiences, we will continue to utilize this survey for gathering
and comparing data.
Survey Results & Analysis
for
UW-Stout CTE Immersion Experience
Summer 2010
Results Finalized: Friday, July 29, 2010
Executive Summary
This report contains a detailed statistical analysis of the results to the survey titled UW-Stout
CTE Immersion Experience. The results analysis includes answers from all respondents who
took the survey in the 1-day period from Friday, July 24, 2009 to Friday, July 24, 2009. 9
completed responses were received to the survey during this time. Some participants were not
present on the last day of class during completion of the survey, as they were not currently
enrolled in that particular course.
Survey Results & Analysis
Survey: UW-Stout CTE Immersion Experience
Author:
Responses Received: 9
9
1) I enrolled in the UW-Stout CTE Immersion Experience for the following reasons
(check all that apply):
Response
Count Percent
Acquire new knowledge for the purposes of personal and professional
development
7
77.8%
Update my practice of teaching
6
66.7%
Re-evaluate my curriculum and activities
4
44.4%
Increase student engagement in my courses
4
44.4%
Impact student learning in my courses
4
44.4%
Move up on the pay scale at my institution/organization
3
33.3%
Complete courses toward my degree
8
88.9%
Complete certification for the WTCS
9
100.0%
Other (please specify)
2
22.2%
Other Responses:
I had a course that I needed to update curriculum for
2) As a result of this Immersion Experience, I have the knowledge and skills to:
Strongly
Disagree
Disagree
Undecided Agree
Strongly
Agree
Understand the roles and
responsibilities of the technical
college and CTE instructors
0.0% (0)
0.0% (0)
0.0% (0)
66.7% (6) 33.3% (3)
Develop program goals and
curriculum relative to technical
expertise/discipline
0.0% (0)
0.0% (0)
0.0% (0)
33.3% (3) 66.7% (6)
Deliver instruction using various
methodologies and instructional
technologies
0.0% (0)
0.0% (0)
0.0% (0)
88.9% (8) 11.1% (1)
Evaluate student learning
0.0% (0)
0.0% (0)
22.2% (2)
33.3% (3) 44.4% (4)
Use reflection and evidence to
determine effectiveness of my
teaching
0.0% (0)
0.0% (0)
0.0% (0)
44.4% (4) 55.6% (5)
Modify instruction to
0.0% (0)
11.1% (1)
11.1% (1)
44.4% (4) 33.3% (3)
10
accommodate needs of diverse
learners including learners with
special needs
Make instructional decisions
about utilization of instructional
technologies to support student
learning
11.1% (1) 0.0% (0)
11.1% (1)
77.8% (7) 0.0% (0)
3) As a result of this Immersion Experience I have the knowledge and skills to:
Strongly
Disagree
Disagree Undecided Agree
Strongly
Agree
Model respect for diversity of
people, ideas, and experiences
0.0% (0)
0.0% (0) 0.0% (0)
33.3% (5)
66.7% (4)
Improve student learning
activities and experiences
0.0% (0)
0.0% (0) 0.0% (0)
40.0% (5)
60.0% (4)
Improve evaluations of student
learning
0.0% (0)
0.0% (0) 22.2% (2)
20.0% (5)
66.7% (5)
Design student centered lessons
that utilize collaborative
0.0% (0)
learning techniques
0.0% (0) 0.0% (0)
50.0% (75)
50.0% (4
Engage students in learning
through the use of collaborative 0.0% (0)
learning techniques
0.0% (0) 22.2% (2)
46.7% (4)
40.0% (3)
4) Please provide your opinion regarding this Immersion Experience:
Strongly
Disagree Undecided
Disagree
Agree
Strongly
Agree
The first day orientation
11.1% (1) 33.3% (3) 33.3% (3)
activities were useful
22.2% (2
0.0% (0)
The low ropes and high
ropes course
experiences facilitated
group and leadership
development
22.2% (2)
33.3% (3)
11.1% (1) 11.1% (1) 22.2% (2)
11
The library resources
available on campus and 0.0% (0)
online were adequate
11.1% (1) 11.1% (1)
33.3% (3)
44.4% (4)
The campus dormitory
accommodations were
satisfactory
0.0% (0)
0.0% (0)
66.7% (6)
33.3% (3)
11.1% (1)
The scheduled
study/work days/times
were beneficial
22.2% (2) 22.2% (2) 11.1% (1)
33.3% (3)
11.1% (1)
The overall pace was
acceptable
0.0% (0)
22.2% (2) 44.4% (4)
33.3% (3)
0.0% (0)
The balance between
theory and practice was
adequate
0.0% (0)
11.1% (1) 33.3% (3)
22.2% (2)
33.3% (3)
0.0% (0)
44.4% (4)
44.4% (4)
Overall, this experience
helped me to reach my
desired, personal, and
0.0% (0)
professional
development goals
11.1% (1)
12
Alumni and Employer Follow-Up Survey
Not current year for updated results. Previous years response: Graduates of teacher
education programs are sent out follow-up surveys at one and five year’s post-graduation.
At the five year mark it is quite evident that candidates were pleased with their academic
preparation as evidenced by 100% of the respondents indicating they would attend UWStout again and 89% of them indicating they would choose the same program. There is
also a strong testimonial in the 100% employment rate. In addition, alumni indicated they
generally agreed that they improved their competencies while they were a student at UWStout. Ratings also indicate that UW-Stout employers believed that graduates of the BS in
CTET demonstrated strong work-related competencies.
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. The CTET faculty and staff will
begin meeting on a regular basis for the purpose of improving instruction, reviewing
course policies and to make recommendations to the program director related to program
revisions. In addition, the Assessment in the Major findings will be shared across
program-vested publics including technical content instructors and the program’s
advisory committee.
Utilization of Assessment Data to Improve Courses and the
Program

Share a copy of the assessment report with the Director, Coordinating Chair,
Assessment Coordinator, Program Advisory Committee and CTET faculty and
staff.

Work with UW-Stout’s Online Solutions office to improve services for candidates
in the CTET program.

Share retention trends and develop plan for retention based on the data with key
faculty and stakeholders.

Work with key faculty of curriculum courses to review clinical component.

Develop a five-year strategic plan based on assessment data and input from
various stakeholders.

Share the starting of collecting and disseminating of the disposition data from key
faculty and key courses.

Share the collecting and disseminating data of the EBI self-study evaluation after
student teaching.
13
Career, Technical Education & Training, 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
2
49
33
82
496
33
12
NA NA
NA NA
NA NA
09-10
08-09
3
39
31
70
441
29
10
18
11
7
1
-
07-08
2
43
27
70
347
23
13
15
9
6
1
2
1
100.0%
NA
NA
06-07
5
53
35
88
505
34
16
29
16
13
1
2
6
90.0%
NA
NA
04-'05
2004
NA
NA
1
4
21
44
2
10
23
34
NA
NA
NA
NA
NA
NA
2001
2000
2008 Grads
NA
NA
NA
NA
NA
NA
NA
NA
4
10
22
51
2
3
20
58
4.20
3.20
0%
47%
2004 Grads
NA
-
2002
NA
NA
NA
NA
NA NA
NA
2
6
17
57
2
94%
NA
NA
NA
2003
3
38
45
83
536
36
13
38
18
20
1
4
1
7
100.0%
4.10
3.50
Career, Technical Education & Training, B.S.
FR High School Percentile Rank
10-11
0.0%
09-10
0.0%
08-09
0.0%
07-08
0.0%
06-07
0.0%
Enrollment Demographics
Enrollment New FR and Transfer
New FR Enrollment
Transfer Enrollment
88
82
70
83
70
Total
Enrollment
16
FR ACT Avg. Composite score
10-11
53
49
-
39
09-10
-
08-09
-
07-08
-
13
43
13
12
38
Male
10
45
06-07
33
FR Avg GPA
31
35
27
Female
10-11
09-10
5
3
09-10
08-09
07-08
06-07
06-07
07-08
-
08-09
-
09-10
-
10-11
10-11
07-08
2
08-09
2
09-10
06-07
Minority
Enrollment
10-11
07-08
3
06-07
08-09
Career, Technical Education & Training, B.S. 2
Employment Numbers
7
11
9
7
1
Minority
graduates
Retention
Rates Any
Program
10-11
09-10
08-09
07-08
06-07
0.0%
0.0%
0.0%
0.0%
0.0%
6
13
20
1
1
1
-
06-07
07-08
-
0.0%
0.0%
0.0%
0.0%
0.0%
18
06-07
-
1
10-11
1
10-11
09-10
08-09
07-08
06-07
16
-
Female
graduates
-
38
2
-
-
29
07-08
Male
graduates
Employment Percentages
10-11
09-10
08-09
94%
NA
100%
08-09
2
Retention
Rates in
Program
Percent Employed
15
-
One Year Retention Rates
Experiential Learning
18
-
4
-
Total
graduates
by year
09-10
-
08-09
Number
continuing
education
-
09-10
Number
employed
in related
major
6
10-11
Number
employed
in major
Graduates in Program
Six Year Graduation Rates
Graduation Rates In Program
Graduation Rates - Any Program
07-08
06-07
90%
100%
For more information on retention/graduation rates go to:
http://www2.uwstout.edu/content/bpa/ir/retention/indexstu.html
2004
0.0%
0.0%
2003
0.0%
0.0%
2002
0.0%
0.0%
2001
0.0%
0.0%
2000
0.0%
0.0%
Career, Technical Education & Training, B.S. 3
Other
Three- Year Show Rates
10-11
10-11
47%
Salary Data
Salary
High
08-09
$-
2
Salary
Average
08-09
$-
Salary
Low
08-09
$-
SCH
496
441
505
536
07-08
06-07
34
36
07-08
06-07
347
Student
Credit
Hours
10-11
09-10
08-09
Student FTE
33
29
23
0%
-
-
Honors Learning Study
Program Comm. Abroad
(FA10) Partic. Students
FTE
Three-Year Three-Year
Show Rates - Show Rates New
New
Freshmen
Transfers
10-11
09-10
08-09