B.S. in Marketing and Business
Education
Assessment in the Major Report
By Dr. Urs Haltinner, Program Director
2010
Submitted Fall 2011
Table of Contents
Introduction ..............................................................................................................................................................................................................1
Overview of Program ...............................................................................................................................................................................................1
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................2
PRAXIS II: Business Education Praxis Test Code - 10100 Content Test Summary ..............................................................................................4
PRAXIS II: Marketing Education Praxis Test Code – 10560 (Replaced by test code 10561) ................................................................................6
Benchmark I .............................................................................................................................................................................................................7
Pre-Student Teaching Performance .......................................................................................................................................................................12
Student Teaching Performance Ratings .................................................................................................................................................................12
Educational Benchmarking Inventory (EBI) .........................................................................................................................................................13
Educational Benchmarking Inventory (EBI) Institution Specific Survey .............................................................................................................15
Alumni Follow-up Survey .....................................................................................................................................................................................16
Additional Program Comments and Descriptions .................................................................................................................................................19
Program Improvement Progress since the Prior AIM Report ................................................................................................................................20
Other Efforts ..........................................................................................................................................................................................................20
Communicating Assessment Data with Constituencies .........................................................................................................................................21
Utilization of Assessment Data to Improve Courses and the Program ..................................................................................................................21
Improvement Goals for 2011/12 ............................................................................................................................................................................21
Introduction
The UW-Stout Marketing and Business Education (MBE) program prepares all of its graduates for the WI teaching Marketing Education (ME)
285 licensure and the optional Business Education (BE) 250 and 281 licensures. Teachers of these Career and Technical Education content areas
are required to be academically proficient and are expected to contribute substantially towards the development of k-12 academic achievement
gains in the areas of analytic reasoning, social and behavioral sciences, and communications. The University of Wisconsin-Stout conducts
program follow-up studies form all graduates at 2 and 5 years post graduation. Data collected informs the general education, technical, and
professional education components of each program of study at the university. The Marketing and Business education program housed in the
College of Education, Health and Human Sciences and specifically within the School of Education (SOE).
The SOE gathered additional information specific to its teacher education programs since the fall of 2003. Data is gathered from several sources
to inform unit and program decisions. Data informs program goals, curricula, course delivery, and instruction in an effort to improve teacher
candidate effectiveness. This report is a synthesis of Pre-Professional Skills Test, Content Tests, teacher candidate dispositions, pre-student
teaching and student teacher evaluations, and the Educational Benchmarking Inventory (EBI) data sets. This report also addresses programmatic
progress towards the prior year’s improvement goals.
Overview of Program
In 2010, the Marketing & Business Education program consisted of 79 undergraduate students, 46 male and 33 female.
Marketing and Business Education AIM Report 2010
Page 1
PRAXIS I: Pre-Professional Skills Test
The Pre-professional Skills Test (PPST) is one indicator that the program uses to assure its graduates’ general education skill set. It is a critical
benchmark exam that students must pass prior to full acceptance to the program. The current Peoplesoft student data management system makes it
possible to disaggregate Praxis I data between pen/paper (P) vs. computerized (C) tests. 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%.
While MBE program students demonstrate higher pass rates than the overall SOE unit. It is notable that reading and writing are the areas needing to
be targeted for improvement. It appears the paper-based reading component has a significantly lower pass rate than the computer based reading test
across the SOE unit (see Table 1). Anecdotal evidence from course instructors supports that reading and writing competence has surfaced as an area
of concern across the unit. Comparing ACT, GPA, and class-rank data of students accepted into the program between 2006 and 2010 may provide
further explanation of this finding.
Table 1. PPST Attempts and Pass Rates
Teacher
Education
Program
MBE
(MKTED)
SOE UG
TOTALS
PPST
Test
Math
Reading
Writing
Math
Reading
Writing
2006
2006
2007
2007
2008
2008
# test
attempts
15
19
14
204
280
296
# (and %)
passed
9 = 60%
12 = 63%
10 = 71%
148 = 72.5%
145 = 51.8%
161 = 54.4%
# test
attempts
22
22
24
226
243
257
# (and %)
passed
20 = 91%
19 = 86%
17 = 71%
191 = 84.5%
184 = 75.7%
200 = 77.8%
# test
attempts
11
11
12
130
150
138
# (and %)
passed
11 = 100%
11 = 100%
10 = 83%
102 = 78.5%
119 = 79.3%
104 = 75.4%
Marketing and Business Education AIM Report 2010
Page 2
Teacher
Education
Program
2010
PPST Test
# test
# (and %)
attempts
passed
C-Math
17
15 = 88%
P-Math
0
NA
B-Math
17
15=88%
C-Writing
20
13 = 65%
P-Writing
2
0 = 0%
MBE
B-Writing
22
13=59%
C-Reading
18
12 = 67%
P-Reading
2
1 = 50%
B-Reading
20
13=65%
C-Math
118
93 = 79%
P-Math
80
57 = 71%
B-Math
198
150=76%
C-Writing
116
92 = 55%
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
Marketing and Business Education AIM Report 2010
Page 3
PRAXIS II: Business Education Praxis Test Code - 10100 Content Test Summary
Over 98 percent of all MBE program students choose to earn both their Wisconsin Marketing Education 285 and the Business Education 250 and
281-licensure status. As a result, all students encounter two distinct content area exams prior to student teaching (Benchmark II). Note that all
candidates are required to pass the Praxis II to be admitted to student teaching as part of Benchmark II so the pass rate is 100% upon
Benchmark II approval.
The Praxis II is the key benchmark for MBE teacher candidates to progress into student teaching and onward towards completion of Benchmark
III, teacher licensure. Students taking the Praxis II will not necessarily have taken all of the technical content courses required to be proficient in
all areas at the time they move through benchmark II. While a recommendation for aligning the course sequence to improving test scores may
have merit, the program’s dependence on the College of Management and College or Science, Technology, and Math limits a drastic resequencing based on pre and co requisite course requirements. While all program students passed the Praxis II 10100, and self-reporting by
students indicates 100% passed the new BE 10101 test, it is noted that the overall average score for 2010 is 30 points higher on both the low and
high end of the distribution (see Table 2). Looking at the scores by test item category all improved over the prior reporting year with only Money
Management and Business Environment lagging behind the state and national averages (see Table 3). The lagging areas have been addressed by
a program revision implemented for the Fall 2011.
It needs to be noted that the BE 10100 was replaced for Spring 2011 by the BE 10101 test. The current test is fully aligned with the current
National Business Education Standards, which was the case with the BE 10100 test. Anecdotal evidence indicates successful pass rates by
program students that encountered the test during the Spring of 2011 semester. The data below do not reflect the new test categories.
Table 2. Composite Business Education Praxis II (10100) Data from ETS
05/06
06/07
07/08
08/09
09/10
Content Test from ETS
Number of Examinees:
15
7
17
18
18
Highest Observed Score:
730
670
770
670
710
Lowest Observed Score:
610
620
580
590
610
Median:
660
620
630
635
660
Average Performance Range:
650-680 620-660 610-650 620-650 650-680
WI Score Needed to Pass:
580
580
580
580
580
Number with WI Passing Score: 15/15
7/7
17/17
18/18
18/18
Percent with WI Passing Score:
100%
100%
100%
100%
100%
Marketing and Business Education AIM Report 2010
Page 4
Table 3. Business Education Content Test (10100) Breakdown from ETS
UW-Stout
Points
Business Educ Test Category
Available 06/07 07/08 08/09 09/10
US Econ Sys
Money Mgmt
Bus & Its Envirnm
Prof Bus Ed
Process Info
Off Pro & Mgt, Comm, Employ
Account & Mrkt
11
15-17
12
22
19-21
17-18
17
67
67
63
78
78
79
66
52
61
56
79
77
80
59
59
58
49
77
70
76
71
74
65
59
81
81
79
75
Wisconsin
National
08/09
70
70
65
75
75
79
74
08/09
66
69
67
68
68
76
68
Figure 1. Business Education Praxis II (Percentage of Items Answered Correctly by Area)
Marketing and Business Education AIM Report 2010
Page 5
PRAXIS II: Marketing Education Praxis Test Code – 10560 (Replaced by test code 10561)
All program students passed the Praxis II 10561. It is interesting to note that the lowest score was 11 points higher while the highest score was
slightly lower (6 points) at 185 and the average score range was slightly higher (see Table 4). Scores by test item category all improved with the
exception of product/service management and personal selling which were slightly below the state and national levels. Product/service
management also indicated a 4-point decline over the 2009 average score. Additionally, channel management and promotion were slightly below
the state average (see Table 5).
Table 4. Marketing Education data from the ETS report (Based Test ME10561)
Content Test from ETS (0561)
08/09
09/10
Number of Examinees:
19
18
Highest Observed Score:
191
185
Lowest Observed Score:
145
156
Median:
162
171.5
Average Performance Range:
156-175
166-177
WI Score Needed to Pass:
153
153
Number with WI Passing Score:
17/19
18/18
Percent with WI Passing Score:
89%
100%
Table 5. Marketing Education data from the ETS report (Based Test ME10560)
UW-Stout
Wisconsin
Points
Marketing Ed Test Category
Available
09/10
08/09
09/10
Marketing Ed Prog
16-18
79
79
77
General Business Principles
17
73
79
81
Marketing Information Management
17-18
69
75
74
Channel Management
12
69
72
74
Pricing
14
66
75
75
Product/Service Management
13
69
65
68
Promotion
16
71
75
76
Personal Selling
11
83
78
80
National
09/10
74
78
72
72
69
70
74
79
Figure 2. Marketing Education Praxis II (Percentage of Items Answered Correctly by Area)
Marketing and Business Education AIM Report 2010
Page 6
Benchmark I
Table 6 highlights that all Marketing and Business Education teacher candidates successfully move from pre-education to MBE program
students. While it might be agued that statistically not all students would meet the standards of this benchmark it needs to be noted that those
students remaining in the program have committed to becoming business and marketing teachers and those that have not have exited the program.
The 6 students that migrated to full program student represent a competency based teaching and learning program philosophy. Students are
required to meet or exceed the minimum competency of proficient, which is illustrated by a “B” grade prior to advancing. Only students are
being moved through to full program acceptance that are serious and have committed to the program.
Marketing and Business Education AIM Report 2010
Page 7
Table 6. Benchmark I Interview Results Marketing & Business Education
Benchmark I Interview
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
Response
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
2008
N=16
0%
100%
0%
100%
0%
100%
0%
100%
MBE
2009
N=12
0%
100%
0%
100%
0%
100%
0%
100%
Unsatisfactory
0%
0%
0%
100%
100%
100%
Unsatisfactory
0%
0%
0%
Satisfactory
Unsatisfactory
Satisfactory
100%
0%
100%
100%
0%
100%
100%
0%
100%
Satisfactory
2010
N=6
0%
100%
0%
100%
0%
100%
0%
100%
SOE
2010
N=80
1%
99%
0%
100%
0%
100%
1%
99%
0%
100%
1%
99%
0%
100%
Table 7 highlights that all Marketing and Business Education teacher candidates successfully move through to student teaching. At this juncture
of the program students are fully vested in becoming teachers. They have experienced all but 2 of the programs’ professional courses. Looking
across data indicates program students engaged in evolving their understanding and practices that will become the source of successfully
completing student teaching. Students have been held to high grades, high attendance, and have taken on the professional development
opportunities that help them see teaching and the extreme commitment that it requires. They are realistic in that becoming a teacher is
evolutionary. This is supported by table 7, which illustrates a nice distribution between emerging and basic ratings. Overall the data highlight
that fewer teacher candidates are rated basic than the SOE means. The two factors that merit a response are the program student’s ability to
articulate their educational philosophy and the need to remain focused on assessment of student learning. Data supports that the program students
ability to articulate their education philosophy. This is a strength of the program and reflects the ongoing attention being paid to keeping their
education philosophy front of mind.
Marketing and Business Education AIM Report 2010
Page 8
While this is interesting to look at it is difficult to understand whether program interviewers apply a higher standard or in some cases a lower
standard to the attribute being rated. Reflecting on this, it was determined that no one single component that this data represents would likely
have prevented the placement of the aforementioned student teacher.
Table 7. Benchmark II Interview Results Marketing & Business Education
Benchmark II Interview
MBE
SOE
2008 2009 2010 2010
Question
Response
N=12 N=15 N=12 N=80
Unsatisfactory
8%
0%
0%
1%
Describe your Philosophy of Education and
Emerging
42% 47%
17% 41%
how it has evolved
Basic
50% 53%
83% 58%
n/a
0%
0%
0%
0%
Unsatisfactory
8%
0%
0%
1%
Describe what it means to be a "Reflective
Emerging
42% 53%
67% 34%
Practitioner"
Basic
50% 47%
33% 64%
n/a
0%
0%
0%
0%
Unsatisfactory
8%
0%
0%
0%
Describe the WI Teacher Standard and Domain Emerging
67% 40%
42% 31%
you feel most competent in
Basic
25% 60%
58% 69%
n/a
0%
0%
0%
0%
Unsatisfactory
0%
0%
0%
0%
75% 73%
50% 32%
Describe the WI Teacher Standard and Domain Emerging
you have experienced the greatest growth
Basic
17% 27%
50% 68%
n/a
0%
0%
0%
0%
NA
NA
0%
0%
Provide Portfolio evidence (signed copy of the Unsatisfactory
Emerging
NA
NA
33% 52%
Instructional Technology Utilization rubric) of
your competence in current instructional
Basic
NA
NA
67% 48%
technology
n/a
NA
NA
0%
0%
Reviewers choose 2 of the following; discuss portfolio evidence that:
Unsatisfactory
0%
0%
0%
2%
demonstrates your content knowledge
Emerging
17% 53%
75% 27%
Basic
8% 20%
25% 71%
Marketing and Business Education AIM Report 2010
Page 9
demonstrates your ability to create
instructional opportunities adapted to diverse
learners
demonstrates your ability to teach effectively
demonstrates your ability to assess student
learning
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
75%
0%
25%
8%
67%
0%
25%
8%
67%
0%
58%
0%
42%
27%
0%
7%
0%
93%
0%
13%
0%
87%
0%
20%
13%
67%
0%
0%
60%
40%
0%
0%
0%
100%
0%
0%
90%
10%
0%
0%
3%
40%
57%
0%
4%
25%
71%
0%
2%
41%
57%
0%
Table 8 provides the data of program student progress towards teacher licensure recommendation. Data summarizes performance evaluations and
artifacts developed and presented during their student teaching. Findings support that MBE program students are successfully moving through all
aspects of their capstone experience. Since the benchmark III rating rubric was modified to include a proficient rating MBE teacher candidate
ratings have remained stable within the Basic range and indicates no significant change over prior years. While this is lower than the overall unit
ratings that highlight a mix of Proficient and Basic ratings, it can anecdotally be explained by the program faculty that supervise student teachers
and provide guidance to the cooperating teachers in terms of philosophical perspective in what constitutes the levels of performance. While
proficient is a valid rating, the belief within the program is that a proficient rating be reserved for the select teacher candidate. Consideration
must be given that the program requires the work sample. The rating on this artifact is utilized to help determine the rating question one of this
data set. This is a rigorous assessment of the teacher candidate’s capacity to plan, teach, implement, assess and reflect on teaching.
Marketing and Business Education AIM Report 2010
Page 10
Table 8. Benchmark III Interview Results Marketing & Business Education
Benchmark III Interview
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
Marketing and Business Education AIM Report 2010
Response
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
2008
N=17
0%
29%
47%
24%
0%
0%
18%
77%
5%
0%
0%
12%
47%
41%
0%
NA
NA
NA
NA
NA
0%
18%
12%
70%
0%
MBE
SOE
2009 2010 2010
N=3 N=20 N=138
0%
0%
0%
0%
0%
0%
100% 55%
24%
0% 45%
76%
0%
0%
0%
0%
0%
1%
0%
5%
1%
100% 65%
20%
0% 30%
78%
0%
0%
0%
0%
0%
0%
0%
0%
1%
0% 50%
20%
0% 50%
76%
100%
0%
3%
NA
0%
0%
NA
0%
1%
NA
35%
19%
NA
65%
77%
NA
0%
3%
0%
0%
0%
67% 15%
14%
0% 20%
8%
33% 65%
75%
0%
0%
3%
Page 11
Pre-Student Teaching Performance
The MBE program utilizes a pre-student teaching model that places students into elementary, middle, and high school classrooms (MBE 312 Prestudent Teaching). Students experience observation of classroom teaching, facilities, and interaction with students to the tune of 50 plus hours.
Students are concurrently enrolled in MBE 311 Project Methods (a course designed to prepare them to teach within contextualized
environments). Pre-student teachers also encounter their core methods course (MBE 301, 4 Credits) during this semester. In addition, all
students encounter and document student and teacher interaction experiences through their EDUC 376 Cross Cultural Field Experience and SPED
430 Inclusion course prior to student teaching.
While the data collected through the assessment system does not allow for a program specific analysis it does support that students are
interacting, planning, and instructing within a real classroom. The MBE program has clearly defined outcomes of its MBE 312 Pre-student
teaching course. All students experience multi-level teaching experiences facilitated by certified cooperating teachers under the supervision of a
UW-Stout supervisor. A qualitative analysis of the MBE pre-student teaching experience continues to support that program students encounter a
developmentally appropriate teaching experience that prove to be a great segue to their senior-level pedagogy coursework and capstone student
teaching experience. Pre-student teaching cooperating teachers continue to agree to support this experience through their continued work with
the MBE program. Pre-student teaching university supervisor observations support that program students are positively impacting their assigned
student populations. Pre-student teachers highlight this coordinated learning experience as a deciding factor that influences their desire to move
through to degree completion. In the past year 100 percent of pre-student teachers migrated through Benchmark III, teacher licensure.
Student Teaching Performance Ratings
An analysis of cooperating teacher student ratings across domains and the domain components suggests that MBE student teachers are perceived
competent in each of the 4 domains and 22 domain components based on average ratings above 3 out of a possible 4.0.
Student teacher ratings by cooperating teachers indicate that MBE teacher candidates are being rated highly by cooperating teachers. It is
puzzling that the data collected indicates an n of 3 for the combined reporting year (see table 9). The actual number of student teachers during
this time would have been 11total. As a result there is insufficient data to report findings that are meaningful. Anecdotally, all of the student
teachers were recommended for licensure suggesting that they were rated at a level that likely indicated basic to proficient across the standards.
The program’s student teachers are well received and easily placed within both Marketing and Business Education programs in the WI and MN
schools. Student teachers are working very hard during their student teaching to meet the requirements of a dual certification student teaching
experience. With the K-12 licensure of all CTE disciplines in WI, student teaching experiences in the dual licensure program (MBE) continues to
be demanding and complex to facilitate (logistically, relative to time demands, maintaining communications across two distinct teacher
communities, and teaching between 3 to 5 preps per day to meet the content experiences valued by both ME and BE cooperating teachers).
However, program student teaching supervisors and cooperating teachers have worked diligently to make it a quality experience for students.
Marketing and Business Education AIM Report 2010
Page 12
Table 9 Student Teacher Evaluation Results Marketing & Business Education
Student Teacher Evaluations
Marketing & Business Education
Rating Scale:
1=Unsatisfactory,
2=Emerging,
3=Basic,
4=Proficient
Teachers know the subjects they are teaching
Teachers know how children grow
Teachers understand that children learn
differently
Teachers know how to teach
Teachers know how to manage a classroom
Teachers communicate well
Teachers are able to plan different kinds of
lessons
Teachers know how to test for student
progress
Teachers are able to evaluate themselves
Teachers are connected with other teachers
and the community
Teachers make effective use of instructional
technologies to enhance student learning.
2008
N=16
MBE
2009
N=3*
2010
N=19
SOE
2010
N=120
Mean
3.60
3.46
Mean
3.88
3.88
Mean
3.66
3.74
Mean
3.78
3.82
3.52
3.62
3.42
3.62
3.88
3.88
3.75
3.88
3.76
3.76
3.58
3.71
3.73
3.84
3.65
3.78
3.55
3.88
3.82
3.77
3.50
3.66
3.88
3.88
3.71
3.68
3.75
3.78
3.63
3.88
3.66
3.70
NA
NA
3.89
3.91
*The data for 2009 is incomplete. The actual number of students during this time was 11.
Educational Benchmarking Inventory (EBI)
MBE students complete the EBI at the conclusion of their student teaching experience. EBI data cannot be published in public domains and is
available for internal use only.
Marketing and Business Education AIM Report 2010
Page 13
Figure 3. EBI Factor Ratings
Marketing and Business Education AIM Report 2010
Page 14
Educational Benchmarking Inventory (EBI) Institution Specific Survey
Table 10. EBI Category Summary Data
EBI - Institution Specific Questions
Mean Data;
Scale (1-Not at all, 4-Moderately, 7-Extremely)
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?
MBE
SOE
09/10 10/11 10/11
N=10
N=8
N=87
5.60
5.50
5.48
5.30
5.25
5.37
5.00
5.62
5.48
5.80
5.75
5.51
4.80
4.50
5.08
6.30
5.62
5.21
6.20
5.25
5.43
6.00
5.75
5.14
5.70
6.12
5.47
4.90
5.75
5.38
*We updated our questions beginning in the 2009-2010 school year
Marketing and Business Education AIM Report 2010
Page 15
Alumni Follow-up Survey
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
Program students (One year Follow-up, 2008 and 5 year follow-up, 2004) appear to attribute some of their present competency to the general
education curriculum.
Unfortunately the response rate from the 2 and 5 year employer follow-up study (2004/2008) has a response n of 1 and 0 respectively. All
response items were rated at 5/5, the highest rating for the one respondent.
Table 11. Employer Response Rate
Value
2004
2008
Marketing & Business Educ.
Response Response
n=1
n=0
Graduate responses from the 5 year employer follow-up study (2004) had a response n of 13 and 2008 had a response n of 7. The following are
findings across the two follow-up cohorts. While the general education components are valued it is interesting to note that the more recent
graduates attribute greater value to the general education outcomes with the exception of literature (see Table 2).
Table 12. Graduate Value Attribution to General Education (2004/2008)
Marketing and Business Education AIM Report 2010
Page 16
Table 13 illustrates MBE program students across the 2 and 5 year follow-up study cohorts maintain that the UW-Stout experiences are perceived
to be value added. The lack of significant differences in mean response ratings suggests that the general, technical, and professional courses and
experiences are valued. The two consistent lower ratings are Making Decisions Ethically and Maintaining a Sense of Mental Well-being. It does
suggest that more explicit curriculum response across these attributes (see Table 13). The MBE program in concert with the EDUC and GenEd
courses can be leveraged to positively impact this.
Table 13. UW-Stout Attribution to Personal Development (2004/2008)
Table 14 highlights that course availability is an increased concern with 2008 graduates (see table 14). This may be in reaction to the 2003
program revision that places a greater emphasis on a lock-step sequence to degree completion. This is also reflective of 98 percent of program
graduates pursuing both the ME and BE licensures, requiring 143 credits at a minimum to degree completion.
Table 14. UW-Stout Process and Procedure Value Attribution (2004/2008)
Marketing and Business Education AIM Report 2010
Page 17
Table 15 supports that the overwhelming majority of program graduates attribute their university success to the program. There are slight
differences in the high and very high attributions.
Table 15. UW-Stout MBE Program overall effectiveness of your program/major (2004/2008)
Findings indicate that program graduates are attributing high value on all of the capstone experiences with the exception of an insignificant
difference to attribute 1. It is interesting that financial management is rated differently between the tow cohort populations (see Table 16). With
the exception of a more pronounced study that loosely relates to this from a Business curriculum perspective within the MBE 411 course there
have been no changes made to the program.
Table 16. UW-Stout Senior Year Experience (2004/2008)
Table 17 indicates that program graduates see themselves well prepared to tackle the job responsibilities they are hired for (see Table 17). The
overwhelming responses indicate better and much better preparation as compared to others hired to do the same work. This is encouraging. It
must be noted that program students are employed across a wide rage of occupations, about 40 percent outside of the teaching job genre. This
supports the program argument that graduates can expect to compete effectively across a wide range of marketing and business careers beyond
those emphasizing teaching.
Marketing and Business Education AIM Report 2010
Page 18
Table 17. UW-Stout MBE Preparation compared to other hires (2004/2008)
Additional Program Comments and Descriptions
Figure 1 highlights student enrollment in the program. While the Marketing and Business Education program has relatively stable enrollment it is
continually addressing recruitment and retention opportunities. The program has the capacity to serve 100 to 120 students. Recent supply and
demand trends suggest that the program would benefit from additional students that are retained through to licensure.
Figure 1. 2010 Enrollment
MARKETING & BUSINESS
ED
2007
75
2008
85
2009
80
2010
73
Pre-Benchmark I and Benchmark I Observations
The MBE program continues to attract “marketing and business passionate” individuals that see the program as a viable option to attain their
career objective. These students seek a flexible career pathway that prepares them to becoming marketing and business educators and
business/marketing professionals. Some MBE program students, not quite ready to accept the additional work of a teacher education preparation
program (in accordance to PI34 requirements operationalized through the UW-Stout teacher education Bench-mark system), are opting into other
UW-Stout non-teaching majors to meet their career goals.
To assure healthy enrollments, the MBE program needs to recruit a significant number of freshmen and transfer students (ideally 50 students per
year). The following strategies have been set in motion to accomplish this end. The program is therefore promoting teaching marketing and
business education through secondary and post-secondary level business and marketing educators in WI and MN schools about the need for
teachers.
Marketing and Business Education AIM Report 2010
Page 19
Benchmark II and III Anecdotal Remarks
Students encountered within the courses supporting this stage of MBE preparation continue to be passionate about their impending teaching
career. Portfolio artifacts support technical and pedagogy preparedness achieved through the program’s courses and affiliated professional
experiences. Program faculty is pushing students to select general education artifacts that support their ability to make curricular connections
between technical and academic knowledge learning integration. This is critical as career and technical education programs must increasingly
prove their value added within the required and tested academic curriculum
Program Improvement Progress since the Prior AIM Report
1. Build student awareness in the area of understanding and coping with the political nature of becoming a public school teacher. This effort
has been in place since the 2007 academic year and continues to be an opportunity to improve. While this continues to be an opportunity,
the curriculum changes implemented are demonstrating improvement.
2. Implement program curriculum changes for Fall 2011 that will facilitate student Praxis II exam component scores to be positively
impacted in the following areas: US Economic Systems, Money Management, Business and its Environment/General Business Knowledge,
and Promotions. The program has been moved into place. The new Praxis exams illustrate positive gains. Additionally, the program
revision implemented is anticipated to result in positive growth across these technical content areas.
3. Plan ways to improve utilization of career services within MBE Program courses. Program faculty has developed overt opportunities and
expectations of students to intersect with career services. While this remains a growth opportunity the implemented intentional
intersections between MBE program students and career placement personnel across MBE 101, MBE 355, MBE 401,and MBE student
teacher seminars should continue positive growth.
Other Efforts
The MBE program continues to work on student retention and recruitment efforts. At present the program enrollments have declined slightly to
64 students (According to 2nd week enrollment reporting (September 2011). The actual count resides between 72 to 75 program students. During
the Spring 2011 program students that were more business and industry focused chose to step out of the program. Additionally, 4 program
graduates chose to abandon teaching as their initial career choice upon successful student teaching.
Program faculty continued to promote the MBE program through
1. MBE program presentations to local technical college Marketing and Business Administration programs (CVTC, NTC & WITC technical
colleges).
2. High school-level marketing and business program presentations to targeted high schools including MN High Schools by Jake Haug,
Nicole Hoffman, and Ryan Kindschy.
3. Developed Stout promotional kit sent to student teaching sites as a way to engage student teachers in communicating their college and
program choice with their students (Debbie Stanislawski and Kayla Oliver)
4. Utilize MBEA (the program’s professional development organization) to bring together UW-Stout students that have a high school or
technical college DECA experience to understand the MBE program and degree option.
5. Business Admin Program Talks (Urs Haltinner and Kayla Oliver)
Marketing and Business Education AIM Report 2010
Page 20
6. Key institutional contact (UW-Eau Claire, UW-La Crosse, UW-River Falls) to make a “What’s Possible Presentation”. Building the
bridge between their business, Marketing, and Finance BA/S Degree to the Teaching option with . Urs Haltinner and Debbie Stanislawski
7. Program faculty direct communication campaign asking inviting Business and Marketing teachers to offer the names of individuals that
they feel will make great teachers though a “Progression Planning, replace Yourself” program.
8. Program student teachers are also part of the recruitment process. All student teachers are armed with promotional materials and
resources that become part of the classrooms that they teach in which provides the UW-Stout MBE program identity.
9. Program director presentation to the UW-Stout Business Administration program introductory course student population about the
teaching option through this program.
10. Developed the EMMA communications and contact flow for the MBE Program. This allows program faculty to send a strategically
designed communications timed throughout the recruiting year in an effort to bring up the show-rate
11. The program director also continues to contact students that have moved from their declared programs to undeclared (via email
communication). In addition, program faculty work with University Recruitment personnel on ways to better convey the MBE program to
prospective student populations.
Communicating Assessment Data with Constituencies
Data is 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 across programvested publics including technical content instructors. Action plans resulting in desired change will become the artifacts resulting from work
group meetings. Each MBE faculty member is charged to lead an area of improvement.
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.
Improvement Goals for 2011/12
1. Continue to build teacher-candidate confidence and competence in the area of understanding and coping with the political nature of
becoming a public school teacher. This effort has been in place since the 2007 academic year and continues to be an opportunity to
improve.
2. EBI Factors (n of 8) indicate an opportunity to further evolve the teacher-candidates ability to assess student learning. This is also
supported though Benchmark II data.
3. Continue to evolve marketing efforts to appeal to student populations that may not be aware of the career choices that the MBE Program
can offer them over a lifetime of living, learning, and working.
4. Continue improve program student utilization of career services within MBE Program courses.
5. Design a three-semester course rotation to compensate for low student enrollments as a way to increase program class sizes.
Marketing and Business Education AIM Report 2010
Page 21
In conclusion, it is likely that small survey populations are impacting assessment data in a heightened way. It is therefore important to attend to
ongoing program improvement in a manner that pays attention to program details impacting the overall student learning and real or perceived
student experiences.
Marketing and Business Education AIM Report 2010
Page 22
Marketing & Business 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
1
36
26
62
892
59
7
4
NA NA
NA
NA
09-10
08-09
4
46
33
79
1,101
73
11
3
15
7
8
1
-
5
47
38
85
1,286
86
17
5
17
7
10
8
100.0%
47.1%
70.6%
36.4%
63.6%
07-08
4
41
34
75
1,132
75
14
7
9
6
3
1
3
4
88.0%
50.0%
57.1%
06-07
04-'05
2004
69.2%
76.9%
39.9%
20.7
NA
10
7
12
33
1
100%
NA
NA
NA
52.0%
22.0
2.20
15
12
13
39
NA
NA
NA
54.7%
20.5
2.19
21
13
19
32
$
$
$
53.8%
21.9
2.21
19
17
17
22
2003
2002
2001
2000
2008 Grads
7.1%
53.6%
18.8%
46.9%
30.0%
50.0%
31.3%
62.5%
53.4%
20.4
3.08
23
17
16
22
36,000
30,000
45,000
4.71
4.29
25%
48%
2004 Grads
4
48
30
78
1,174
78
16
4
14
6
8
1
1
6
100.0%
50.0%
75.0%
4.46
3.75
Marketing & Business Education, B.S.
FR High School Percentile Rank
10-11
Enrollment Demographics
39.9%
09-10
79
52.0%
08-09
54.7%
07-08
53.8%
06-07
53.4%
Enrollment New FR and Transfer
New FR Enrollment
Transfer Enrollment
85
78
75
17
62
Total
Enrollment
16
14
FR ACT Avg. Composite score
10-11
7
20.7
46
48
47
41
36
09-10
22.0
08-09
Male
5
11
20.5
07-08
4
21.9
4
38
06-07
34
33
20.4
30
26
7
3
Female
FR Avg GPA
10-11
06-07
07-08
08-09
09-10
10-11
06-07
08-09
09-10
3.08
1
10-11
06-07
Minority
Enrollment
4
07-08
2.21
4
08-09
07-08
4
09-10
2.19
10-11
08-09
5
06-07
2.20
07-08
09-10
Marketing & Business Education, B.S. 2
Employment Numbers
Male
graduates
1
Female
graduates
07-08
10-11
09-10
08-09
07-08
06-07
0.0%
Retention
Rates Any
Program
10-11
09-10
08-09
07-08
06-07
0.0%
Experiential Learning
Percent Employed
8
1
-
-
One Year Retention Rates
Retention
Rates in
Program
6
3
1
Minority
graduates
10-11
-
10
-
06-07
-
8
6
-
1
-
7
06-07
-
7
07-08
3
14
9
-
-
8
-
Total
graduates
by year
08-09
6
09-10
-
08-09
Number
continuing
education
-
09-10
Number
employed
in related
major
4
10-11
Number
employed
in major
Graduates in Program
17
15
Six Year Graduation Rates
Graduation Rates In Program
Graduation Rates - Any Program
36.4%
47.1%
50.0%
50.0%
63.6%
70.6%
57.1%
75.0%
Employment Percentages
10-11
09-10
08-09
100%
NA
100%
07-08
06-07
88%
100%
For more information on retention/graduation rates go to:
http://www2.uwstout.edu/content/bpa/ir/retention/indexstu.html
2004
2003
2002
69.2%
7.1%
62.5%
50.0%
18.8%
2001
30.0%
2000
31.3%
46.9%
53.6%
76.9%
Marketing & Business Education, B.S. 3
Other
Three- Year Show Rates
10-11
10-11
Salary Data
Salary
High
08-09
$45,000
1
48%
Salary
Average
08-09
Salary
Low
08-09
$36,000
$30,000
SCH
25%
1,101
1,286
1,132
1,174
07-08
06-07
75
78
07-08
06-07
892
Student
Credit
Hours
10-11
09-10
08-09
Student FTE
86
73
59
-
-
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