M.S. & Ed.S. in Career and Technical Education Assessment in Major 2008 Submitted by Carol T. Mooney, Program Director Submitted September 2009
Table of Contents
Page
1.
Outcomes of Previous Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
Questions To Be Answered From This Year’s Assessment . . . . . . . . . . . . . . . . . . 1
3.
Methods Used to Gather Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
4.
Number of Students Involved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
5.
Level of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
6.
Data Analysis Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
7.
Analysis of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
8.
How Results Were Shared with Key Instructors . . . . . . . . . . . . . . . . . . . . . . . . .
4
9.
Plans for Improvements Based on Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Appendices
A.
Advanced Degree Programs Performance Based Assessment
B.
CTE Coordinator Competency Portfolio Rubric
C.
CTE Coordinator Portfolio Data
D.
MS and EdS CTE One – and Five-Year Graduate Follow Up Data
1
5
8
24
29
0
1.
Outcomes of Previous Assessments
As a new program director for the MS and EdS in CTE, my interpretation of the 2008 assessment
report was actually a newly developed assessment plan. In that plan, several new strategies were
developed to assess the growth of graduates in both programs.
A new competency portfolio rubric was developed and implemented with students completing
the CTE Coordinator licensure requirements. Data was been collected and will be presented in
this report. The students enrolled in the CTE Coordinator licensure program may or may not be
concurrently enrolled in the MS or EdS in Career and Technical Education.
Three levels of benchmark criteria were identified (see Appendix A). These benchmark criteria
were implemented, however, no data is currently available to provide a report of the
implementation of the benchmark criteria.
As the result of the newly developed assessment plan, this report will focus on competency
attainment for the CTE Coordinator licensure program completers, using the tools identified in
the 2008 report. In addition, data collection and subsequent analysis from graduate follow up
studies will be summarized..
2.
Questions To Be Answered From This Year’s Assessment
The 2009 assessment report will focus on data collected from the students completing the CTE
Coordinator (previously known as LVEC). As part of the requirements, students build a
portfolio that demonstrates competency attainment. Those competencies come directly from the
PI 34 licensure requirements for the CTE Coordinator.
In addition, general competencies achieved by the graduates of the MS and EdS degrees as
reported in the graduate follow up reports will be presented.
3.
Methods Used to Gather Data:
Upon completion of required coursework and internship, students in the CTE Coordinator
licensure program compile a competency portfolio. Thirteen students completed the program
between 2007-9 and submitted portfolios. The program director, Dr. Howard D. Lee, evaluated
all of the portfolios using the rubric that was created. Ratings from the rubrics were entered into
a spreadsheet, compiling the data of all 13 students. Data is reported using mean and average
rating calculations on each of the competencies listed in the rubric.
Budget, Planning and Analysis provided summaries and reports from 1-5 year graduate follow
up studies for both the EdS and MS in Career and Technical Education.
MS & EdS CTE AIM Report 2008 Page 1 4.
Number of Students Involved
As noted above, data from 13 students who completed licensure requirements and
submitted a portfolio between 2007-9 was compiled. That data is presented in this report.
The number of respondents to the graduate follow-up studies was fairly small; nine
graduates responded to the one-year MS CTE survey; four graduate responded to the
five-year MS CTE survey; one graduate responded to the one-year EdS CTE survey and
two graduates responded to the five-year EdS CTE survey. Total respondents for the four
surveys were 13.
5.
Level of Students
Only graduate students were involved in the collection of data presented in this report..
6.
Data Analysis Techniques
Information collected will be placed in tables.
7.
Analysis of Data
Competency Portfolio – CTE Coordinator
Data collected from the competency portfolio are presented in tabular format. The program
director has presented the competencies that have the highest means as well as one competency
that reported the lowest mean.
Ratings of four competency areas reveal student strength. These include
1.F.Identify important need in
school and develop basic
evaluation plan for their grant
proposal.
2.A.Identify current practice,
opportunities,
challenges/issues of student
organizations, and role of
coordinator.
3.B.Models collaboration
with families and community
members, responding to
diverse community interests
and needs, and mobilizing
community resources.
4.D.Develop a basic line item
budget for proposal.
6.B.Interview LVEC and/or
principal on Education for
Employment issues and
7. Developing and managing budgets and grants.
3. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes cocurricular career and technical student organizations related to
each of the disciplines.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
7. Developing and managing budgets and grants.
12. Understanding the Wisconsin Developmental Guidance
Model and the Education for Employment Standards, especially
the relationship between comprehensive career development and
MS & EdS CTE AIM Report 2008 13
3.54
13
3.54
13
3.54
13
3.54
13
3.46
Page 2 challenges.
career and technical education.
It appears that students completing the course sequence and the internship requirement are
confident in their abilities to function as a grant writer/developer and person responsible for the
distribution of federal, state and local funds. They are also proficient in career and technical
education philosophy that incorporates work-based and school-based learning strategies.
Communications, collaboration and working with program stakeholders and the public are also
areas of strengths for program completers. Working with stakeholders includes guidance and
other school staff, implementing the initiatives of Education for Employment and Developmental
Guidance.
One competency had the lowest mean:
3.C. Understands, responds
to, and interacts with the
larger political, social,
economic, legal, and cultural
context that affects schooling.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
8. Gathering, analyzing and disseminating data related to career
and technical education, including local, state and national labor
market information.
15. Understanding the roles and responsibilities of working in a
profit-making business environment through externships, work
experience, and volunteer experiences.
13
2.92
This particular competency deals with political, social, economic, legal and cultural contexts that
affect school. Somewhat divergent from previous competency rankings, students demonstrated
competence in this area received a less than 3.0 mean. Further analysis of this particular
competency shows a range of 2 to 4 on a 4 point scale; three of the 13 students were awarded a
2; the rest of the students received ratings of 3 or 4.
The complete data set of student results are found in Appendix C.
Graduate follow up studies
One and five year graduate follow up studies were conducted. The Office of Budget, Planning
and Analysis provided summaries of the reports to the program director. The number of
respondents to all four of the surveys were relatively low: There was an N of 3 total respondents
(50%) to the one-year MS CTE program study; 4 respondents in the five-year study (24%); a
total of four employers responded to the one-and five-year MS CTE follow up studies.
Some generalizations can be made when combining data of previous year responses. Graduates
of the MS program overall gave strong marks to their preparation and acquisition of basic skill
sets, especially related to communication skills (presentations/listening; writing reports),
understanding statistics and completing research studies. All of the MS graduates were
employed in their field of study.
MS & EdS CTE AIM Report 2008 Page 3 The responses to the EdS surveys were low as well. A total of 2 responded to the one-year
follow up and 1 response to the five-year follow up survey. A total of 3 employers responded to
both of the EdS surveys. Strengths identified by the employers, combining their responses
included understanding with statistics; communication skills, writing and organizing projects.
An area that had improved from reports in previous studies was the graduates ability to work in
teams. Graduates of the EdS in CTE were fully satisfied with their UW-Stout experience and
indicated they would enroll in the program again.
The employers that responded (7 total in all four studies) were extremely satisfied with the
academic preparation and work readiness of the Stout CTE graduates that they employed.
Based on the responses of graduates and employers there were no areas of concern that could be
generalized as an action item.
8.
How Results Were Shared with Key Instructors
This report, in its entirety, will be presented at program advisory committee meetings.
9.
Plans for Improvements Based on Results.
Data will be shared with key instructors and the program advisory committees. Of
particular discussion will be identified strengths and weaknesses of individual
competencies.
Upon consultation with program stakeholders, the rubric for the Competency portfolio
will be evaluated. It is a labor-intensive process for the student as well as the evaluator.
As a new program director, questions and concerns I have relate to the cumbersome-ness
of the portfolio process. Is there a way to meet the spirit of the certification and licensure
requirements with integrity and simplify the process at the same time?
In addition, a discussion of what the data presents in terms of meaningful input to the
program needs to occur.
Graduate follow-up studies with program specific questions designed for completers of
the MS and EdS CTE programs have been developed and will be implemented during the
2009-10 academic year. This tool will provide meaningful data to the program director
relative to program curriculum.
The intention of the benchmarks for advanced degree programs was to improve the
quality of the students enrolling in all SOE programs. Of concern in this case are those in
the MS and EdS in Career and Technical Education. The benchmarking was to help in
comparing program to program data within the School of Education. No data has been
compiled or shared with this program director to do so. Graduate program directors need
to talk about this among themselves and with their advisory committees to determine if it
is a process that adds value to the SOE. It it is, data needs to be gathered to provide
enough information to guide decision making.
MS & EdS CTE AIM Report 2008 Page 4 Appendix A
School of Education
Advanced Degree Programs Performance Based Assessment
MS & EdS CTE AIM Report 2008 Page 5 Benchmark
Benchmark
I:
Acceptance
into the
program
M.S. Career &
Technical
Education







Benchmark
II:
Review of
Progress
Appropriate BS degree Baseline Undergraduate GPA Statement of goals Letters of recommendatio
n Review of Graduate Office Review by Program Director Professional Development Plan (completed in Issues in Education course) At 15 credits:  Review GPA  Review transcript  Dispositions – if applicable  Professional Development Plan self analysis and reflection MS & EdS CTE AIM Report 2008 Ed.S. Career &
Technical Education








Appropriate BS and MS degrees Baseline Undergraduate and Graduate GPA Statement of goals Curriculum vita – work experience Letters of recommendation Review of Graduate Office Review by Ed. S. Program Committee Approval by Program Director At 18 credits:
 Review GPA  Review transcript  Review program plan  Dispositions – if applicable  Self analysis and reflection  Preliminary oral  Professional Development Plan M.S. Education

Appropriate BS degree  Baseline Undergraduate GPA  Statement of goals  Letters of recommendatio
n  Review of Graduate Office  Review by Program Director  Professional Development Plan (completed in Issues in Education course) At 15 credits:
 Review GPA  Review transcript  Dispositions – if applicable  Professional Development Plan self analysis and reflection M.S.
Ind/Technology Ed






Appropriate BS degree Undergraduate GPA of 2.75 or greater Statement of goals Review of Graduate Office Review by Program Director Professional Development Plan (completed in Issues in Education course) At 15 credits:  Review GPA  Review transcript  Dispositions – if applicable  Professional Development Plan self analysis and reflection Page 6 M.S. School
Counseling





Earned bachelor’s degree Undergraduat
e GPA of 2.75 or greater Satisfactory scores on folio review rating scale Satisfactory scores on interview rating scale Passed educator background check At 18 credits:
 Satisfactory scores on portfolio review rating scale  Satisfactory scores on dispositions’ review rating scale M.S. & Ed.S. School
Psychology







Earned bachelor’s degree (M.S.Ed) Earned master’s degree (Ed.S.) Undergraduate GPA of 2.75 or greater (M.S. Ed.) or graduate GPA of 3.25 or greater (Ed.S.) Satisfactory scores on folio review rating scale (M.S. Ed) Satisfactory scores on portfolio review rating scale (Ed.S.) Satisfactory scores on interview rating scale (M.S. Ed) Passed educator background check (M.S. Ed and Ed.S.) After 30+ credits and prior to School Psychology Field Practicums I & II (SPSY‐784 & 785):  Satisfactory scores on portfolio review rating scale  Satisfactory scores on dispositions’ review rating scale  “B” (3.0) or better in all courses M.S. Career &
Technical
Education
Benchmark
Benchmark III:
Final Review




Review transcript GPA Reflective summary of Professional Development Plan Research paper Ed.S. Career &
Technical
Education




Review transcript GPA Reflective summary of Professional Development Plan Final committee oral M.S. Education




Review transcript GPA Reflective summary of Professional Development Plan Research paper, grant or program evaluation M.S.
Ind/Technology
Ed




Review transcript GPA Reflective summary of Professional Development Plan Research paper M.S. School
Counseling




Benchmark IV:
After Internship
(School
Psychology only)
N/A N/A
N/A
N/A
N/A
After 60 credits and prior to School Psychology Internship (SPSY‐792):  Satisfactory Field Practicum ratings  Satisfactory scores on portfolio review rating scale  Satisfactory scores on dispositions’ review rating scale  “B” (3.0) or better in all courses 


MS & EdS CTE AIM Report 2008 Satisfactory scores on dispositions’ review Satisfactory scores on portfolio review rating scale Satisfactory completion of all degree/certifica
tion requirements When available, completion of WI state content exam M.S. & Ed.S. School
Psychology
Page 7 Satisfactory Internship ratings Submission of Praxis II scores Satisfactory completion of all certification/licensure requirements Appendix B
Career and Technical Education Coordinator
Competency Portfolio
MS & EdS CTE AIM Report 2008 Page 8 Name
Competency Portfolio
Program____CTE Certification_____ University of Wisconsin-Stout
Date_________________ Reviewer
# - Indicates the Wisconsin Standards for Administrator Development and Licensure
Revised 8-08
Local Vocational Education Coordinator Content
Guidelines
Unsatisfactory
Emerging
Basic
Advanced Basic
1
2
3
4
1. Evaluation for the continued improvement of career
and technical education.
A. Determine goal, objectives, strategic direction,
mission or purpose of department and operational
goals for unit.
B. Interview principle, department chair and/or
LVEC based on administrative competencies.
C. Facilitates the development, articulation,
implementation, and stewardship of a vision that
is shared by the school community #2.
D. Identify foundations of program evaluation,
climate for change and ethical standards.
E. Plan, communicates program evaluation and
intention, and identifies various stakeholders and
impact on program.
F. Identify important need in school and develop
MS & EdS CTE AIM Report 2008 Page 9 Score
basic evaluation plan for their grant proposal.
Connections to Domains, Components & Standards
Reflections do
not provide
evidence of
connections to
domains,
components
and standards
Indicates
connections
from the artifact
to the domains,
components,
AND
administration
standards
Indicates from
the artifact to
the domains,
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections
Indicates
connections from
the artifact to the
course
objectives, the
domains, the
components,
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections and
how the artifact
could more
effectively meet
the identified
domains and
standards
Intended Learning
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
MS & EdS CTE AIM Report 2008 Page 10 the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
or new
learning as a
result of
producing the
artifact
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives, with
insights
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives with
insights;
indicates how
new knowledge
has impacted
beliefs about
teaching and
learning
2. Understanding and promotion of comprehensive
programs in career and technical education, including
but not limited to student organizations, work based
learning, career assessment, developmental guidance
and postsecondary transitioning.
A. Identify current practice, opportunities, and
challenges/issues of student organizations and
role of coordinator.
MS & EdS CTE AIM Report 2008 Page 11 the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
goals for
improvement
States what was
learned from
producing the
artifact other
than meeting the
artifact
objectives with
insights;
compares new
learning and
insights past
coursework and
field experiences
B. Interpret the need for a C-CTE program.
C. Recognize an effective student organization as an
integral part of a C-CTE program.
D. Identify terminology and concepts used in career
development.
E. Recall critical elements in career development
and school-to-work transition process, including
information, training, assessment, portfolio
representation, interviewing skills, and personal
marketing.
F. Identify techniques to design, implement, and
evaluate career guidance programs as part of the
comprehensive WDGM.
Connections to Domains, Components & Standards
MS & EdS CTE AIM Report 2008 Reflections do
not provide
evidence of
connections to
domains,
components
and standards
Indicates
connections
from the artifact
to the domains,
components,
AND
administration
standards
Indicates from
the artifact to
the domains,
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections
Page 12 Indicates
connections from
the artifact to the
course
objectives, the
domains, the
components,
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections and
how the artifact
could more
effectively meet
the identified
domains and
standards
Intended Learning
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
or new
learning as a
result of
producing the
artifact
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives, with
insights
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives with
insights;
indicates how
MS & EdS CTE AIM Report 2008 Page 13 Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
goals for
improvement
States what was
learned from
producing the
artifact other
than meeting the
artifact
objectives with
insights;
compares new
new knowledge
has impacted
beliefs about
teaching and
learning
3. Developing school business and community
relations that support the goals of career and technical
education.
A. Document current practice, opportunities, and
challenges/issues of collaboration with TC’s and
business and industry and role of coordinator.
B. Models collaboration with families and
community members, responding to diverse
community interests and needs, and mobilizing
community resources #5.
C. Understands, responds to, and interacts with the
larger political, social, economic, legal and
cultural context that affects schooling #7.
D. Plan and communicate program evaluation and
intentions, identify various stakeholders and
impact on program.
E. Interpret and communicate findings.
F. Plan and implement a cooperative vocational
education program within the school and
business-industry community.
MS & EdS CTE AIM Report 2008 Page 14 learning and
insights past
coursework and
field experiences
G. Illustrate the unique instructional phases of a CCTE program.
H. Determine methods for evaluating a C-CTE
program.
I. Recognize critical elements in career development
and school-to-work transition process, including
information, training, assessment, portfolio
representation, interviewing skills, and personal
marketing.
J. Relate needs statements to local community and
business characteristics and identify three or more
funding sources related to need area.
Connections to Domains, Components & Standards
MS & EdS CTE AIM Report 2008 Reflections do
not provide
evidence of
connections to
domains,
components
and standards
Indicates
connections
from the artifact
to the domains,
components,
AND
administration
standards
Indicates from
the artifact to
the domains,
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections
Page 15 Indicates
connections from
the artifact to the
course
objectives, the
domains, the
components,
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections and
how the artifact
could more
effectively meet
the identified
domains and
standards
Intended Learning
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
or new
learning as a
result of
producing the
artifact
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives, with
insights
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives with
insights;
indicates how
new knowledge
has impacted
MS & EdS CTE AIM Report 2008 Page 16 Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
goals for
improvement
States what was
learned from
producing the
artifact other
than meeting the
artifact
objectives with
insights;
compares new
learning and
insights past
beliefs about
teaching and
learning
coursework and
field experiences
Indicates from
the artifact to
the domains,
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections
Indicates
connections from
the artifact to the
course
objectives, the
domains, the
components,
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections and
4. Understanding financial administrative practices
related to school finance.
A. Depict institution’s total operating budget
including funding sources, their percentages and
dollar amounts.
B. Analysis of funding sources and likely changes.
C. Ensures management of the organization,
operations, finances and resources for a safe,
efficient, and effective learning environment #4.
D. Develop a basic line item budget for proposal.
Connections to Domains, Components & Standards
MS & EdS CTE AIM Report 2008 Reflections do
not provide
evidence of
connections to
domains,
components
and standards
Indicates
connections
from the artifact
to the domains,
components,
AND
administration
standards
Page 17 how the artifact
could more
effectively meet
the identified
domains and
standards
Intended Learning
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
or new
learning as a
result of
producing the
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives, with
insights
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives with
insights;
MS & EdS CTE AIM Report 2008 Page 18 Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
goals for
improvement
States what was
learned from
producing the
artifact other
than meeting the
artifact
objectives with
insights;
artifact
indicates how
new knowledge
has impacted
beliefs about
teaching and
learning
compares new
learning and
insights past
coursework and
field experiences
Indicates from
the artifact to
the domains,
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
Indicates
connections from
the artifact to the
course
objectives, the
domains, the
components,
AND the
Wisconsin
5. Understanding personnel supervision practices and
professional development.
A. Self assessment on Wisconsin Standards for
development, organization chart and roles paper,
and interview of LVEC and/or principle dealing
with supervision practices and professional
development.
B. Manages by advocating, nurturing and sustaining
a school cultural and instructional program
conductive to pupil learning and staff
professional growth #3.
C. Identify and use evaluation methods, principles
and tools.
Connections to Domains, Components & Standards
MS & EdS CTE AIM Report 2008 Reflections do
not provide
evidence of
connections to
domains,
components
and standards
Indicates
connections
from the artifact
to the domains,
components,
AND
administration
standards
Page 19 connections
Standards;
clearly states
reasons for the
connections and
how the artifact
could more
effectively meet
the identified
domains and
standards
Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
goals for
improvement
States what was
learned from
producing the
artifact other
Intended Learning
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
States what was
learned from
producing the
artifact other
States what was
learned from
producing the
artifact other
MS & EdS CTE AIM Report 2008 Page 20 or new
learning as a
result of
producing the
artifact
than meeting
the artifact
objectives, with
insights
than meeting
the artifact
objectives with
insights;
indicates how
new knowledge
has impacted
beliefs about
teaching and
learning
than meeting the
artifact
objectives with
insights;
compares new
learning and
insights past
coursework and
field experiences
6. Implementation of Wisconsin State Standard (m)
Education for Employment.
A. Identify work based learning.
B. Interview LVEC and/or principle on Education
for Employment issues and challenges.
C. Understand, responds to, and interacts with the
larger political, social, economic, legal and
cultural context that affects schooling #7.
D. Plan and implement a cooperative vocational
education program within the school and
business-industry community.
E. Identify appropriate coordination techniques for a
C-CTE program.
Connections to Domains, Components & Standards
MS & EdS CTE AIM Report 2008 Reflections do Indicates
Indicates from
not provide
connections
the artifact to
evidence of
from the artifact the domains,
Page 21 Indicates
connections from
the artifact to the
Intended Learning
MS & EdS CTE AIM Report 2008 connections to
domains,
components
and standards
to the domains,
components,
AND
administration
standards
components
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections
course
objectives, the
domains, the
components,
AND the
Wisconsin
Standards;
clearly states
reasons for the
connections and
how the artifact
could more
effectively meet
the identified
domains and
standards
Reflections do
not provide
evidence of
intended
learning as
evidenced in
artifact goals
Identifies
clearly what
was learned as a
result of
producing the
artifact
Identifies
clearly what
was learned as a
result of
producing the
artifact;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for
improvement of
the artifact
Identifies clearly
what was learned
as a result of
producing the
artifact with
examples;
identifies the
strengths and
weaknesses of
the artifact in
clear terms with
examples and
identifies areas
for improvement
of the artifact;
sets short term
Page 22 Unanticipated and New Learning
Reflections do
not provide
evidence of
unanticipated
or new
learning as a
result of
producing the
artifact
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives, with
insights
States what was
learned from
producing the
artifact other
than meeting
the artifact
objectives with
insights;
indicates how
new knowledge
has impacted
beliefs about
teaching and
learning
goals for
improvement
States what was
learned from
producing the
artifact other
than meeting the
artifact
objectives with
insights;
compares new
learning and
insights past
coursework and
field experiences
# - Indicates the Wisconsin Standards for Administrator Development and Licensure
This portfolio will be used to assess professionals in the field who feel that they meet the competencies for the LVEC Certification.
Artifacts that demonstrate the content guidelines along with reflection and assessment of the their reflection will be submitted and
reviewed using this portfolio assessment guide by UW-Stout faculty and staff. If a content guideline is not met, a course(s) will be
prescribed.
MS & EdS CTE AIM Report 2008 Page 23 Appendix C
School of Education
CTE Coordinator Portfolio Data SU07 through SU09
MS & EdS CTE AIM Report 2008 Page 24 CTE Coordinator Competency
Portfolio
PI 34 Standards (93)
1. Evaluation for the continued
improvement of career and technical
education.
A. Determine goal, objectives, strategic
direction, mission or purpose of
department and operational goals
for unit.
B. Interview principal, department
chair and/or LVEC based on
administrative competencies.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
1. Developing policies, long-range plans and advocacy for career
and technical education based on current research, federal and state
requirements, and best practices.
C. Facilitates the development,
articulation, implementation, and
stewardship of a vision that is
shared by the school community.
D. Identify foundations of program
evaluation, climate for change and
ethical standards.
E. Plan, communicate program
evaluation and intention, and
identify various stakeholders and
impact on program.
F. Identify important need in school
and develop basic evaluation plan
for their grant proposal.
2. Understanding and promotion of
comprehensive programs in career and
technical education, including but not
limited to student organizations, work
based learning, career assessment,
developmental guidance and
postsecondary transitioning.
A. Identify current practice,
opportunities, challenges/issues of
student organizations, and role of
coordinator.
B. Interpret the need for a C-CTE
program.
MS & EdS CTE AIM Report 2008 6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
11. Strategic planning, group facilitation, conflict resolution and
mediation, and continuous improvement practices.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
N
Mean
13
3
13
3.31
13
3.15
13
3.15
13
3.08
13
3.54
13
3.54
13
3.08
7. Developing and managing budgets and grants.
2. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes teaching
the academic disciplines…
3. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes cocurricular career and technical student organizations related to each
of the disciplines.
4. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes
planning, coordinating and evaluating work-based learning as a
strategy for career development.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
13. Providing leadership in the understanding and promotion of
post-secondary options for students especially in technical areas
including articulation, Tech Prep, Youth Options, and
nontraditional opportunities.
3. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes cocurricular career and technical student organizations related to each
of the disciplines.
8. Gathering, analyzing and disseminating data related to career and
technical education, including local, state and national labor market
information.
Page 25 CTE Coordinator Competency
Portfolio
PI 34 Standards (93)
C. Recognize an effective student
organization as an integral part of a
C-CTE program.
3. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes cocurricular career and technical student organizations related to each
of the disciplines.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
13. Providing leadership in the understanding and promotion of
post-secondary options for students especially in technical areas
including articulation, Tech Prep, Youth Options, and
nontraditional opportunities.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
D. Identify terminology and concepts
used in career development.
E. Recall critical elements in career
development and school-to-work
transition process, including
information, training, assessment,
portfolio representation,
interviewing skills, and personal
marketing.
F. Identify techniques to design,
implement, and evaluate career
guidance programs as part of the
comprehensive WDGM.
3. Developing school business and
community relations that support the
goals of career and technical education.
A. Document current practice,
opportunities, challenges/issues of
collaboration with TC’s and
business and industry and role of
coordinator.
B. Models collaboration with families
and community members,
responding to diverse community
interests and needs, and mobilizing
community resources.
C. Understands, responds to, and
interacts with the larger political,
social, economic, legal, and cultural
context that affects schooling.
D. Plan and communicate program
evaluation and intentions, identify
various stakeholders and impact on
program.
MS & EdS CTE AIM Report 2008 6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
development committees.
8. Gathering, analyzing and disseminating data related to career and
technical education, including local, state and national labor market
information.
15. Understanding the roles and responsibilities of working in a
profit-making business environment through externships, work
experience, and volunteer experiences.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
6. Developing school, business, and community relations that
support the goals of career and technical education including
creating advisory committees and serving on economic
Page 26 N
Mean
13
3.31
13
3.15
13
3.38
13
3.23
13
3.23
13
3.54
13
2.92
13
3.23
development committees.
11. Strategic planning, group facilitation, conflict resolution and
mediation, and continuous improvement practices.
CTE Coordinator Competency
Portfolio
PI 34 Standards (93)
E. Interpret and communicate findings.
8. Gathering, analyzing and disseminating data related to career and
technical education, including local, state and national labor market
information.
4. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes
planning, coordinating and evaluating work-based learning as a
strategy for career development.
2. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes teaching
the academic disciplines…
14. The integration of career and technical education model
academic standards into K-12 curricula and assessment.
5. Developing and implementing on-going evaluation plans for
career and technical education and using the results for program
improvement.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
13. Providing leadership in the understanding and promotion of
post-secondary options for students especially in technical areas
including articulation, Tech Prep, Youth Options, and
nontraditional opportunities.
7. Developing and managing budgets and grants.
8. Gathering, analyzing and disseminating data related to career and
technical education, including local, state and national labor market
information.
F. Plan and implement a cooperative
vocational education program
within the school and business
industry community.
G. Illustrate the unique instructional
phases of a CCTE program.
H. Determine methods for evaluating a
C-CTE program.
I.
Recognize critical elements in
career development and school-towork transition process, including
information, training, assessment,
portfolio representation,
interviewing skills, and personal
marketing.
J.
Relate needs statements to local
community and business
characteristics and identify three or
more funding sources related to
need area.
4. Understanding financial
administrative practices related to school
finance.
A. Depict institution’s total operating
budget including funding sources,
their percentages and dollar
amounts.
B. Analysis of funding sources and
likely changes.
C. Ensures management of the
organization, operations, finances
and resources for a safe, efficient,
and effective learning environment.
D. Develop a basic line item budget for
proposal.
5. Understanding personnel supervision
practices and professional development.
MS & EdS CTE AIM Report 2008 N
Mean
13
3
13
3.23
13
3.23
13
3
13
3.08
13
3.00
13
3.23
13
3.15
13
3
13
3.54
7. Developing and managing budgets and grants.
7. Developing and managing budgets and grants.
7. Developing and managing budgets and grants.
7. Developing and managing budgets and grants.
11. Strategic planning, group facilitation, conflict resolution and
mediation, and continuous improvement practices.
7. Developing and managing budgets and grants.
9. Personnel selection and supervisory practices according to
accepted personnel standards.
10. Assessing staff development needs and providing quality staff
development opportunities in career and technical education
including in-services, workshops/meetings, and sharing research
Page 27 and best practices.
CTE Coordinator Competency
Portfolio
A. Self assessment on Wisconsin
Standards for development,
organization chart and roles paper,
and interview of LVEC and/or
principle dealing with supervision
practices and professional
development
B. Manages by advocating, nurturing
and sustaining a school cultural and
instructional program conductive to
pupil learning and staff professional
growth.
C. Identify and use evaluation
methods, principles and tools.
6. Implementation of Wisconsin State
Standard (m) Education for
Employment.
A. Identify work based learning.
B. Interview LVEC and/or principle on
Education for Employment issues
and challenges.
C. Understand, responds to, and
interacts with the larger political,
social, economic, legal and cultural
context that affects schooling.
D. Plan and implement a cooperative
vocational education program
within the school and business
industry community.
E. Identify appropriate coordination
techniques for a CCTE program.
MS & EdS CTE AIM Report 2008 PI 34 Standards (93)
N
Mean
13
3.31
13
3.23
13
3.08
13
3.23
13
3.46
13
3.15
13
3.23
13
3.08
9. Personnel selection and supervisory practices according to
accepted personnel standards.
10. Assessing staff development needs and providing quality staff
development opportunities in career and technical education
including in-services, workshops/meetings, and sharing research
and best practices.
9. Personnel selection and supervisory practices according to
accepted personnel standards.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
4. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes
planning, coordinating and evaluating work-based learning as a
strategy for career development.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
12. Understanding the Wisconsin Developmental Guidance Model
and the Education for Employment Standards, especially the
relationship between comprehensive career development and career
and technical education.
4. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes
planning, coordinating and evaluating work-based learning as a
strategy for career development.
4. Understanding and promoting the concept of comprehensive
programs in career and technical education which includes
planning, coordinating and evaluating work-based learning as a
strategy for career development.
Page 28 Appendix D
One- and Five – Year
Graduate Follow Up Studies
M.S. and Ed.S. Career and Technical Education
School of Education
MS & EdS CTE AIM Report 2008 Page 29 UW-STOUT GRADUATE ONE-YEAR FOLLOW-UP
Career and Technical Education, MS
Year Graduated: 1998 2000 2002 2004
Total Graduates Surveyed
Response No.
Response Rate
11
8
73%
16
11
69%
2006
17
6
35%
20
8
40%
19
9
47%
3.1
3.1
3.0
2.8
3.0
3.1
3.1
2.9
2.4
3.1
3.1
2.8
2.8
3.0
3.1
2.9
2.5
2.4
3.1
2.8
2.9
2.7
3.0
2.9
3.2
2.9
2.7
3.3
2.8
2.9
3.1
2.8
3.6
2.7
2.1
2.2
Improved Competencies (Mean Ratings: 4=high)
Previous years were on a 5-point scale so past data is not included
Write effectively
Speak or present ideas effectively
Listen effectively
Utilize computing and digital technology
Use analytic reasoning
Solve problems creatively
Critically analyze information
Appreciate and understand diversity
Develop global perspective
Organize information
Make decisions
Consider the ethics of my profession
Work in teams
Lead others
Understand statistics
Identify future career options
Develop a resume and portfolio
View community service as my social responsibility
-
-
-
-
-
3.3
3.2
3.0
2.8
3.0
2.5
3.0
2.5
3.1
3.4
5.6
6.0
2.4
3.4
- 100% 100%
-
-
-
Job Satisfaction (Mean Ratings: 4=high)
Course work prepared for employment
Practicum/internship experiences prepared for emp.
Co/extra curricular activities prepared for emp.
Graduate assistantships prepared for emp.
Research project prepared for emp.
Mean yrs employed before obtained degree
Job related to program (5 = high)
Percent employed (full & part-time)
Annual salary range (%):
Less than $25,000
$25,000-$35,000
$35,001-$45,000
$45,001-$55,000
$55,001-$65,000
$65,001-$75,000
MS & EdS CTE AIM Report 2008 Page 30 13%
13%
38%
0%
0%
13%
13%
13%
13%
25%
0%
13%
More than $75,000
If unemployed, current status (%):
Student
Active military service
Full-time homemaker
Unemployed and seeking job
Unemployed and not seeking job
Other
-
-
-
25%
25%
-
-
-
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Year Graduated: 1998 2000 2002 2004
Education at UW-Stout (Mean Ratings: 4=high)
2006
Previous years were on a 5-point scale so past data is not included
Mentorship by faculty
Program instruction
Availability of faculty
Course availability
Academic advising
Technological environment
Library resources
Laboratory facilities and equipment
Assistance with statistical analysis and interpretation
Rate degree you were challenged by curriculum
Preparedness compared to coworkers
Rate value of your education
Rate overall effectiveness of program/major
-
-
-
3.3
3.4
3.4
3.3
2.8
2.8
3.3
3.3
3.4
2.9
3.8
3.0
2.9
3.1
3.1
3.1
2.9
3.0
3.2
3.5
2.7
3.4
3.1
2.5
2.9
3.1
-
3.4
3.0
3.4
2.9
EMPLOYER DATA
Year Graduated: 1998 2000 2002 2004
2006
If You Could Do It Over Again (Mean Ratings: 4=high)
Previous years were on a 5-point scale so past data is not included
Would you attend UW-Stout?
Would you enroll in the same program?
-
1
100%
Response No.
Adequate Educational Preparation
-
3
~ 3.7
2
5.0
1
5.0
3
5.0
3.3
4.0
4.0
4.0
4.3
4.3
3.7
3.7
4.5
5.0
4.5
4.5
5.0
5.0
5.0
5.0
5.0
5.0
4.0
4.0
5.0
5.0
5.0
5.0
5.0
4.7
4.5
5.0
5.0
5.0
5.0
4.7
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively**
Using mathematics or statistics**
Utilization of technologies**
Creative problem solving**
Organizing information
Critically analyzing information**
Making decisions
MS & EdS CTE AIM Report 2008 4.0
4.0
4.0
4.0
5.0
4.0
4.0
4.0
Page 31 Working in teams**
Leadership**
Interpersonal skills**
Thinking creatively**
Ability to plan and complete a project**
Consistency in meeting deadlines
5.0
5.0
5.0
5.0
4.0
-
3.7
3.7
3.7
3.7
3.3
-
5.0
5.0
5.0
5.0
5.0
-
5.0
5.0
5.0
5.0
5.0
5.0
4.7
4.3
4.3
4.7
5.0
4.7
4.5
5.0
5.0
5.0
4.0
4.0
5.0
5.0
4.7
5.0
4.7
Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position**
Knowledge of specific job skills required for position**
3.0
3.0
3.0
4.0
4.0
4.0
**Wording revised in 2004 survey
~ In 2000 changed to 5 point scale.
NOTE: When only 2004 data is provided, question was new to survey
9/17/2008
MS & EdS CTE AIM Report 2008 Page 32 UW-STOUT GRADUATE FIVE-YEAR FOLLOW-UP
Career and Technical Education, MS
Year Graduated:
2000*
2002
20
8
40%
17
4
24%
3.4
3.1
3.0
2.6
3.1
3.6
3.3
2.6
2.8
3.5
3.3
3.1
3.1
3.0
3.3
3.0
2.8
2.8
4.0
3.8
3.5
4.0
3.8
3.8
3.8
3.8
3.8
4.0
3.8
3.3
3.8
3.5
3.8
3.5
3.5
3.3
3.1
2.4
2.7
3.0
3.2
4.6
3.5
100%
3.8
4.0
3.5
3.0
3.8
6.0
4.8
100%
13%
0%
13%
13%
0%
25%
38%
0%
0%
0%
0%
75%
0%
25%
Total Graduates Surveyed
Response No.
Response Rate
Improved Competencies (Mean Ratings: 4=high)
Write effectively
Speak or present ideas effectively
Listen effectively
Utilize computing and digital technology
Use analytic reasoning
Solve problems creatively
Critically analyze information
Appreciate and understand diversity
Develop global perspective
Organize information
Make decisions
Consider the ethics of my profession
Work in teams
Lead others
Understand statistics
Identify future career options
Develop a resume and portfolio
View community service as my social responsibility
Job Satisfaction (Mean Ratings: 4=high)
Course work prepared for employment
Practicum/internship experiences prepared for emp.
Co/extra curricular activities prepared for emp.
Graduate assistantships prepared for emp.
Research project prepared for emp.
Mean yrs employed before obtained degree
Job related to program (5 = high)
Percent employed (Full & Part-time)
Annual salary range (%):
Less than $25,000
$25,000-$35,000
$35,001-$45,000
$45,001-$55,000
$55,001-$65,000
$65,001-$75,000
More than $75,000
MS & EdS CTE AIM Report 2008 Page 33 If unemployed, current status (%):
Student
Active military service
Full-time homemaker
Unemployed and seeking job
Unemployed and not seeking job
Year Graduated:
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
2000*
2002
3.4
3.1
3.2
3.2
3.1
2.8
3.2
3.5
3.3
2.8
3.5
3.1
3.2
3.3
3.8
3.5
3.5
3.5
4.0
4.0
4.0
3.8
3.5
3.8
3.5
3.8
3.5
3.0
3.5
3.5
2000*
2002
3
5.0
1
5.0
4.5
4.3
5.0
4.0
4.6
4.3
4.3
4.6
4.3
4.3
4.6
4.3
4.3
4.3
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
Education at UW-Stout (Mean Ratings: 4=high)
Mentorship by faculty
Program instruction
Availability of faculty
Course availability
Academic advising
Technological environment
Library resources
Laboratory facilities and equipment
Assistance with statistical analysis and interpretation
Rate degree you were challenged by curriculum
Preparedness compared to coworkers
Rate value of your education
Rate overall effectiveness of program/major
If You Could Do It Over Again (Mean Ratings: 4=high)
Would you attend UW-Stout?
Would you enroll in the same program?
EMPLOYER DATA
Year Graduated:
Response No.
Adequate Educational Preparation
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively
Using mathematics or statistics
Utilization of technologies
Creative problem solving
Organizing information
Critically analyzing information
Making decisions
Working in teams
Leadership
Interpersonal skills
Thinking creatively
Ability to plan and complete a project
Consistency in meeting deadlines
MS & EdS CTE AIM Report 2008 Page 34 Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position
Knowledge of specific job skills required for position
4.5
4.5
4.5
4.5
* First time five-year follow-up conducted. Three-year follow-up was conducted in the past.
5/5/2008
MS & EdS CTE AIM Report 2008 Page 35 5.0
5.0
5.0
5.0
UW-STOUT GRADUATE ONE-YEAR FOLLOW-UP
Career & Technical Education, EdS
200
Year Graduated: 1998
0
Total Graduates Surveyed
Response No.
Response Rate
8
3
38%
11
0
0%
200
2
2004
2006
2
1
50%
3
2
67%
4
2
50%
Improved Competencies (Mean Ratings: 4=high)
Previous years were on a 5-point scale so past data is not included
Write effectively
Speak or present ideas effectively
Listen effectively
Utilize computing and digital technology
Use analytic reasoning
Solve problems creatively
Critically analyze information
Appreciate and understand diversity
Develop global perspective
Organize information
Make decisions
Consider the ethics of my profession
Work in teams
Lead others
Understand statistics
Identify future career options
Develop a resume and portfolio
View community service as my social responsibility
-
-
-
3.0
3.0
3.0
3.5
3.5
3.5
3.5
3.5
3.0
3.5
3.0
3.0
3.0
2.5
3.5
2.5
2.0
2.0
3.5
3.5
3.5
3.5
3.5
3.5
3.5
3.0
3.0
3.5
3.5
3.5
4.0
3.5
3.5
3.5
3.0
3.0
Course work prepared for employment
Practicum/internship experiences prepared for emp.
Co/extra curricular activities prepared for emp.
Graduate assistantships prepared for emp.
Research project prepared for emp.
Mean yrs employed before obtained degree
Job related to program (5 = high)
-
-
-
Percent employed (full & part-time)
Annual salary range (%):
Less than $25,000
$25,000-$35,000
$35,001-$45,000
$45,001-$55,000
$55,001-$65,000
-
-
-
3.5
3.5
2.0
3.0
3.5
12.0
1.0
100
%
3.5
3.5
3.0
3.5
4.0
9.0
2.0
100
%
-
-
-
0%
0%
0%
0%
0%
0%
0%
0%
0%
50%
Job Satisfaction (Mean Ratings: 4=high)
MS & EdS CTE AIM Report 2008 Page 36 $65,001-$75,000
More than $75,000
If unemployed, current status (%):
Student
Active military service
Full-time homemaker
Unemployed and seeking job
-
-
-
50%
50%
50%
0%
-
-
-
0%
0%
0%
0%
0%
0%
0%
0%
200
0
200
2
2004
2006
-
-
4.0
3.0
4.0
3.5
3.0
3.5
3.5
4.0
3.0
3.0
3.5
3.5
3.0
4.0
4.0
4.0
3.0
3.5
4.0
4%
4.0
3.0
4.0
3.0
3.5
-
-
-
4.0
4.0
4.0
4.0
Year Graduated: 1998
200
0
200
2
2004
2006
3
100
%
0
1
0
1
-
~ 5.0
-
-
-
4.0
4.3
4.7
5.0
4.3
4.3
4.7
4.3
-
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
Year Graduated: 1998
Education at UW-Stout (Mean Ratings: 4=high)
Previous years were on a 5-point scale so past data is not included
Mentorship by faculty
Program instruction
Availability of faculty
Course availability
Academic advising
Technological environment
Library resources
Laboratory facilities and equipment
Assistance with statistical analysis and interpretation
Rate degree you were challenged by curriculum
Preparedness compared to coworkers
Rate value of your education
Rate overall effectiveness of program/major
-
If You Could Do It Over Again (Mean Ratings: 4=high)
Previous years were on a 5-point scale so past data is not included
Would you attend UW-Stout?
Would you enroll in the same program?
EMPLOYER DATA
Response No.
Adequate Educational Preparation
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively**
Using mathematics or statistics**
Utilization of technologies**
Creative problem solving**
Organizing information
Critically analyzing information**
Making decisions
MS & EdS CTE AIM Report 2008 Page 37 Working in teams**
Leadership**
Interpersonal skills**
Thinking creatively**
Ability to plan and complete a project**
Consistency in meeting deadlines
-
4.3
4.7
4.0
4.3
4.7
-
-
5.0
5.0
5.0
5.0
5.0
-
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
5.0
-
5.0
4.0
5.0
4.0
Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position**
Knowledge of specific job skills required for position**
3.7
4.0
3.7
-
**Wording revised in 2004 survey
~ In 2000 changed to 5 point scale.
NOTE: When only 2004 data is provided, question was new to survey -5/6/2008
MS & EdS CTE AIM Report 2008 Page 38 UW-STOUT GRADUATE FIVE-YEAR FOLLOW-UP
Career and Technical Education, EdS
Year Graduated: 2000* 2002
1
2
Total Graduates Surveyed
Response No.
1
1
100% 50%
Response Rate
Improved Competencies (Mean Ratings: 4=high)
Write effectively
3.0
3.0
Speak or present ideas effectively
3.0
3.0
Listen effectively
4.0
3.0
Utilize computing and digital technology
3.0
2.0
Use analytic reasoning
4.0
4.0
Solve problems creatively
3.0
3.0
Critically analyze information
4.0
4.0
Appreciate and understand diversity
2.0
4.0
Develop global perspective
2.0
4.0
Organize information
4.0
3.0
Make decisions
3.0
3.0
Consider the ethics of my profession
3.0
3.0
Work in teams
2.0
4.0
Lead others
3.0
4.0
Understand statistics
4.0
4.0
Identify future career options
3.0
2.0
Develop a resume and portfolio
3.0
2.0
View community service as my social responsibility
4.0
3.0
Job Satisfaction (Mean Ratings: 4=high)
Course work prepared for employment
4.0
4.0
Practicum/internship experiences prepared for emp.
3.0
3.0
Co/extra curricular activities prepared for emp.
2.0
Graduate assistantships prepared for emp.
4.0
Research project prepared for emp.
4.0
3.0
Mean yrs employed before obtained degree
0.0 17.0
Job related to program (5 = high)
4.0
5.0
Percent employed (Full & Part-time)
100% 100%
Annual salary range (%):
Less than $25,000
0%
0%
$25,000-$35,000
0%
0%
$35,001-$45,000
0%
0%
$45,001-$55,000
0%
0%
$55,001-$65,000
0%
0%
$65,001-$75,000
0%
0%
More than $75,000
100% 100%
MS & EdS CTE AIM Report 2008 Page 39 If unemployed, current status (%):
Student
Active military service
Full-time homemaker
Unemployed and seeking job
0%
0%
0%
0%
Year Graduated: 2000*
Education at UW-Stout (Mean Ratings: 4=high)
Mentorship by faculty
Program instruction
Availability of faculty
Course availability
Academic advising
Technological environment
Library resources
Laboratory facilities and equipment
Assistance with statistical analysis and interpretation
Rate degree you were challenged by curriculum
Preparedness compared to coworkers
Rate value of your education
Rate overall effectiveness of program/major
If You Could Do It Over Again (Mean Ratings: 4=high)
Would you attend UW-Stout?
Would you enroll in the same program?
0%
0%
0%
0%
2002
4.0
3.0
4.0
4.0
4.0
3.0
4.0
3.0
4.0
3.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
3.0
4.0
3.0
3.0
4.0
4.0
4.0
4.0
4.0
4.0
Year Graduated: 2000*
0
-
2002
2
4.0
-
4.5
4.0
4.0
4.0
3.5
4.0
4.0
4.0
4.0
4.0
3.5
4.5
4.5
4.0
EMPLOYER DATA
Response No.
Adequate Educational Preparation
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively
Using mathematics or statistics
Utilization of technologies
Creative problem solving
Organizing information
Critically analyzing information
Making decisions
Working in teams
Leadership
Interpersonal skills
Thinking creatively
Ability to plan and complete a project
Consistency in meeting deadlines
MS & EdS CTE AIM Report 2008 Page 40 Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position
Knowledge of specific job skills required for position
-
* First time five-year follow-up conducted. Three-year follow-up was conducted in the past.
9/16/2008
MS & EdS CTE AIM Report 2008 Page 41 4.5
4.5
4.0
4.5