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Program Director Self-Study Report
For Program: B.S. in Technology Education
Submitted by Program Director Name: David Stricker
Year: 2014-2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
The B.S. in Technology Education program includes four field experiences in
K-12 schools. Students typically complete Introduction to Technology and
Science Education (STMED 160) in the fall semester of their first year. This
course requires students to participate structured observation and teaching in
regional middle and high school technology education classrooms and
laboratories. This experiential learning opportunity introduces students to the
roles and responsibilities of teachers, the nature of students, secondary level
curriculum, the lab and classroom environment, and participation in the
classroom.
In the second or third year of the program, students complete Mutliculturalism
(EDUC 330), which includes a fifty hour field placement in a diverse K-12
school setting. During this experience, teacher candidates interact with
students from diverse backgrounds and develop the knowledge and skills
necessary to create culturally relevant learning experiences for all students.
In the third or fourth year of the program, students complete Pre-Student
Teaching (STMED 360). This course requires 50 hours of field experience in a
secondary setting. During this experience, students complete a thorough
context for learning analysis, which includes a description and evaluation of
the unique features of the school, classes, and students they will teach during
the semester. Based on the context for learning, students are able to plan
lessons, implement instruction, and assess student learning during the semester.
The final semester of the program is the student teaching or internship
experience (TECED 409). During this 16 credit experience, teacher candidates
are immersed in schools full-time for one semester. Students are typically
placed in a middle school setting for one quarter (approximately eight weeks)
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and in a high school setting for one quarter (approximately eight weeks).
During student teaching, the students complete the Educative Teacher
Performance Assessment (edTPA) to demonstrate their ability to plan, instruct,
and assess. This standardized performance assessment will be required for all
student teachers in the state of Wisconsin in the fall of 2015.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The School of Education and the B.S. in Technology Education program have
engaged in multiple recruiting efforts to increase enrollments during the past
several years in an attempt to offset the declining enrollments in education
across the state and nation. First, the program director has collaborated with
the Marketing Office on campus to develop marketing materials, including a
glossy sheet, brochure, poster, and banner. These materials are utilized at
regional events (e.g. First Lego League & Rube Goldberg competitions), as
well as, state and national Technology Education and Science Education
conferences. They have also been distributed to teachers and students in
middle and high schools through mailings, school visits, specific technology
education program open house opportunities, and during collaborative events
incorporated in program courses – which have garnered attention from local
television news stations and newspapers including the Chippewa Herald and
Eau Claire Leader Telegram.
Second, the Program Director met with the Marketing Office at the University
of Wisconsin-Stout in the summer of 2014 to analyze current marketing
practices and recommend new strategies. A marketing plan was established for
the B.S. in Technology Education program and the School of Education, which
included an emphasis on the use of Hobsons to generate and nurture leads on
new prospective students. The Program Director attended Hobsons training in
the summer of 2014 and collaborated with the Admissions Office to develop
automated responses to student inquiries using the Hobsons system.
Third, the School of Education supports a Multicultural Recruitment and
Retention Coordinator to recruit pre-service teachers to critical shortage areas
in education, such as science, technology, mathematics, and special education.
Recruitment initiatives include:
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attending college fairs
hosting student groups on campus
presenting in classrooms
hosting a summer TEACH Precollege program for high school students
exploring careers in teaching
creating and facilitating a regional Future Educators Association (FEA)
working with UW-Stout Admissions to ensure students complete their
college applications
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partnering with local and regional principals, teachers, and other
stakeholders
hosting a state-wide teacher career conference available to high school
students.
Retention initiatives include:
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overseeing the TEACH Support Network, which provides students with
Praxis test preparation services
a speaker series focused on career development, financial assistance
through scholarships and loan programs, academic advising, research
and leadership skills development workshops
partnering with other UW institutions to facilitate student success in
teaching preparation programs across the state.
To improve retention and graduation rates, the program director has
emphasized personalized advisement. This includes meeting with prospective
students prior to acceptance into the university, including Campus Preview
days, as well as, meeting with prospective change of majors and transfer
students. This personal connection helps to create a positive rapport and
environment, which improves retention in the program. In addition, the
program director meets with every student during large group meetings held
each semester on Advisement Day. Personalized advisement is provided by
each of the Technology Education faculty members just prior to students’
enrollment and as needed throughout the semester to guide them through the
B.S. in Technology Education program and their professional preparation.
In addition, the Technology and Engineering Education Student Association
(TEECA) student organization continues to provide students opportunities to
engage with other students, professional peers, and industry partners.
Finally, the School of Education provides supports and resources for students
to successfully complete the assessments required for teacher licensure in the
state of Wisconsin, including the PRAXIS I Core Exam, PRAXIS II Content
Exam, Portfolios, and the Educative Teacher Performance Assessment
(edTPA). These retention efforts are supported and supervised by the
Multicultural Recruitment and Retention Coordinator in the School of
Education.
1.1.3
Describe, provide examples, and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
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The School of Education is committed to integrating diversity into all teacher
education programs, including the B.S. in Technology Education. This is
clearly describe in the third objective of the program (Section 2.1.1.), which
states that students will be able to “understand how students differ in their
approaches to learning and create instructional opportunities that are adapted to
diverse learners, including those with disabilities and exceptionalities.”
Students in the School of Education are required to complete Multiculturalism
(EDUC 330). This course teaches students about the diversity of students in
K-12 schools and prepares pre-service teachers to develop culturally relevant
lessons to meet the needs of diverse learners. As mentioned prior, the course
also requires 50 hours of participation in a diverse classroom setting in K-12
schools.
Furthermore, students are required to complete Inclusion (SPED 430). This
course teaches students about the inclusion of students with special needs in
the regular classroom, including students with physical, emotional, social,
behavioral, or learning disabilities. This course prepares teacher candidates to
design lessons that include appropriate accommodations and modifications so
that all students can be successful in the classroom. Courses in Educational
Psychology (EDUC 303) and Reading and Language Development (RDGED
382) also help prepare teacher candidates to work with the diversity of learners
and learning abilities in the classroom.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
Students in the Technology Education program are required to complete
Science, the Environment, and Sustainability (BIO 111). According to the
course description, this course introduces students to the “relationship of
humans to the natural environment with a focus on sustainability.” This
includes topics such as ecological principles, global ecological problems,
resource utilization, species extinction, human population dynamics, and
climate change.
Throughout the program, students have many opportunities to study topics
related to environmental sustainability. The issue of environmental
sustainability is addressed the required science courses, as well as, a number of
the required and elective technology content specific courses. The exact
technology courses completed during the program vary somewhat based on
students’ elective choice or content of transfer credit. In addition, students also
have the option to complete a variety of general education courses that relate to
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diversity (section 1.1.3) or sustainability (1.1.4), including courses in the Arts
and Humanities, Social and Behavioral Sciences, Contemporary Issues, and
Social Responsibility and Ethical Reasoning.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
The objectives for the B.S. in Technology Education program are based on the
Ten Wisconsin Educator Standards. Upon completion of the Technology
Education program, students will be able to:
1. Understand the central concepts, tools of inquiry, and structures of the science
disciplines she or he teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
2. Understand how young people learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development
in the context of technology education
3. Understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners, including those
with disabilities and exceptionalities.
4. Understand and use a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills to
prepare for life in a technologically sophisticated society.
5. Use an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
6. Use knowledge of effective verbal, nonverbal, and medial communication
techniques to foster activity inquiry, collaboration, and supportive interaction
in the science education classroom and laboratory.
7. Design instruction based upon sound knowledge of science, related
disciplines, students, the community, and the goals of science education.
8. Understand and use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
9. Use reflective practices to continually evaluate the effects of his or her choices
and actions on learning, students, parents, and colleagues.
10. Demonstrate the professional and ethical behavior necessary to foster
professional relationships with colleagues, parents, and agencies in the
community to support student learning.
2.1.2
Describe processes and initiatives employed in determining the need for
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program revision?
The need for program revisions is based on monitoring a number of variables.
Multiple internal and external stakeholders that make up the program’s Advisory
Committee review the Technology Education program curriculum. The Technology
Education Advisory Committee is composed of UW-Stout School of Education,
College of Science, Technology, Engineering, and Mathematics faculty members,
Engineering Education faculty form Purdue University, Wisconsin Technology and
Engineering Education Teacher Association board members, the Technology and
Engineering Department of Public Instruction representative, Minnesota Technology
and Engineering Education Teacher Association board members, regional technical
college (CVTC) administration, middle school and high school technology and
engineering teachers from school districts across Wisconsin and Minnesota, and
TEECA (student organization) officers. This Advisory Committee meets twice a year,
but more precisely, reviews the results of the Assessment in the Major report each fall
and evaluates if any program revisions are needed.
Most recently, in 2013 the need for program revision arose from changes to the
general education requirements at the University of Wisconsin-Stout. At that time, a
program revision was completed to align with the new general education requirements.
The 2013 program revision also included the revision of coursework to include
specific technology practicum coursework (Technology Practicum 1 and Technology
Practicum 2), as well as an increase in technical elective credits.
2.1.3
Check all that apply regarding the program:
X_ Traditional, on campus program
__ Offsite location
X_Online program
2.1.4
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
The Technology Education program engages students in a variety of different
scholarly activities. There are four experiential learning opportunities required
in the program, as described in Section 1.1.1. In each course, students are
required to collect detailed observations and discuss the implications of their
findings in written reflections. More specifically, the students are required to
collect and analyze data on student learning during the Pre-Student Teaching
(STMED 360) and Student Teaching (TECED 409) experiences. During the
student teaching experience, students complete the Educative Teacher
Performance (edTPA) assessment, which is analogous to an action research
completed by licensed teachers.
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The students are also required to review and reflect on research throughout
their education coursework, to apply learning theories in practical contexts.
The educational coursework in the program requires students to learn the art of
teaching, as well as the science of teaching. Throughout their preparation,
students will be asked to create a variety of different learning activities that
build upon prior knowledge, relate technological and scientific concepts and
skills to the learner, engage the learner, and authentically assess for
understanding of the content. These types of opportunities are included in
nearly everyone course offered in the School of Education, including university
and field-based courses.
In addition, students may choose to participate in the TEECA student
organization which offers opportunities for service, professional development,
and attending regional and national professional conferences.
2.1.5
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The Technology Education program is approved by the Wisconsin Department
of Public Instruction (DPI) and accredited by the National Council for the
Accreditation of Teacher Education (NCATE). Both agencies influence the
curriculum of program significantly. The Technology Education program must
meet all requirements for teacher licensure in the State of Wisconsin, as
described in Wisconsin Law PI-34. The NCATE Standards for accreditation
align well with the Wisconsin Educator Standards. The School of Education
has developed assessment systems to demonstrate student knowledge and
performance relative to each of the DPI and NCATE standards. The
assessment data is included in the Assessment in the Major reports and used for
the purposes of continual program improvement.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1
List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Dr. David Stricker
STMED 160 Introduction to Technology and Science Education
STMED 260 Curriculum, Methods, and Assessment
Dr. Kevin Mason
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
Dr. Sylvia Tiala
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
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TECED 409 Student Teaching
Dr. Kenneth Welty
STMED 460 Teaching Methods
TECED 325 Technology for Elementary School Children
TECED 409 Student Teaching
Dr. Michael Mensink
EDUC 303 Educational Psychology
Dr. Alan Block
EDUC 326 Foundations of Education
Dr. Virginia Lea
EDUC 330 Multiculturalism
Dr. Lama Othman
SPED 430 Inclusion
Dr. Kimberly Martinez
RGDED 382 Content Area Reading
Ms. Krista James
BIO 111 Science, Environment, and Sustainability
Greg Slupe
MFGT 202 Welding & Casting Processes
MFGT 204 Machining and Metal Forming Processes
Tom Slupe
ELEC 204 Electricity and Electronics Fundamentals
Paul Craig
POWER 396 Mechatronics
2.2.2
What additional faculty/academic staff expertise is needed?
There are many faculty and staff from the STEM college that teach the
required and elective technology courses offered in the program.
2.3
Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The Technology Education program utilizes the facilities and resources
available in the College of Education, Health, and Human Sciences. While the
School of Education does not have a building to house all of its programs, the
School of Education office is located in 267 Heritage Hall. The School of
Education office offers many resources and services for the students and
faculty of the Technology Education program.
The Technology Education faculty and program specific courses are located in
the Communication Technology building. The program director’s office is
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located in 225E Communication Technology. These offices were built in the
fall of 2013 for faculty and staff in the School of Education. The Science and
Technology Education lab in 230 Communication Technology also provides
space and resources to support the Technology Education program, which also
include the services of Barbara Bauer, lab manager.
In 2009, a Lab Modernization Grant was approved to purchase equipment for
the classroom in 224 Communication Technology. This is the classroom
where science, technology, and math education courses are typically taught.
The grant funded, among other STEM resources, the purchase of a SMART
Board so Technology Education students would have an opportunity to learn
how to use this instructional technology efficiently and effectively.
The Technology Education program also benefits from the facilities and
resources in the College of Science, Technology, Engineering, and
Mathematics. In particular, students use the facilities and equipment in
Fryklund and Jarvis (Technology Wing) Halls to complete the 40 credits of
required technical coursework.
2.3.2
What added facility needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
The Technology Education program is in need of a new Microteaching Lab for
the Teaching Methods (STMED 460) course. Microteaching assignments
require students to teach short lesson to peers in a classroom like setting, video
record the lesson, and analyze the effectiveness of the lesson. The room
previously used as the microteaching lab was recently remodeled into a new
conference room (220 Communication Technology Building). Currently,
students are required to check out a camera from Barb Bauer in the CT 230 lab
and then reserve room CT 220 in order to complete their microteaching
assignments. In addition to this process being rather cumbersome, CT 220 is
designed to serve as conference room and, as a result, does not lend itself to
replicating a K-12 classroom environment. Students in the science,
technology, and math education programs would benefit greatly from a space
designated specifically as a microteaching lab. This space should include an
interactive whiteboard, student desks or tables, a teacher station, and cameras
for video recording. It should also be clearly identified as a microteaching lab
with appropriate signage.
2.4
Resources for the Program – Respond to the following:
2.4.1 Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
In collaboration with the program director, the library staff has purchased and
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maintained collections of digital and print resources for students in the
Technology Education program. The digital resources include access to
research literature databases such as professional and trade journals, and a
library webpage with mechanisms designed to efficiently lead students to
technology education and STEM education specific resources. The print
resources include preparatory materials for the PRAXIS I and PRAXIS II
teacher licensing exams and middle and high school level technology
education textbooks.
The quality and relevance of the materials are very good, however, the quantity
of textbooks in the library could be improved in order for students to have
access to more than a single copy. Specifically, it is common for students in
any given STMED course to access a technology education textbook to create
a course outline, become associated with age appropriate content specific
reading, and write a lesson plans. Making several copies of textbooks
available to students allows for consistency among foundational resources used
to create these artifacts and focuses meaningful reflection on the process used
to create them.
2.4.2
List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
In 2013, the program successfully obtained a Research Equipment Grant from
the College of Education, Health, and Human Sciences to purchase i-Pads for
documenting and analyzing teacher performance during the student teaching
semester.
The Writing Center has also been actively promoted by the faculty teaching
STMED coursework.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
The Technology Education program does not have an annual budget for the
storage, maintenance, or replacement costs associated with these lab materials
and instructional technologies. An increased emphasis is being placed on the
use of the CT 230 lab as efforts of STMED faculty to offer opportunities for
technology education pre-service teachers to apply what they have learned
through designing, constructing, and in many cases, delivering interactive
learning activities in a variety of required courses. The establishment of a
consistent budget designed to maintain and support current resources would
ensure graduates have the skills associated with contemporary classrooms and
laboratories.
3.
Quality of the graduates of the program – Respond to the following:
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3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
Technology Education teachers are in very high demand in the state of Wisconsin and
across the nation. Specifically, President Barrack Obama, after being presented with a
series of recommendations from the President’s Council of Advisors on Science and
Technology, expressed a national need to train “an army of” new teachers in the
science, technology, engineering, and math subject areas (Office of the Press
Secretary, 2013).
Furthermore, the United States Department of Education lists technology teachers as a
teacher shortage area for the state of Wisconsin
(http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf).
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The 2008 alumni general and program specific surveys had just five responses out of
24 sent (a response rate of 21%). The response to the 2012 alumni general and
program specific surveys was slightly better, with four responses out of 16 surveys
sent (a 25% response rate). The 2012 employer survey had only one response.
On the 2008 alumni general survey, the five respondents ranked the overall
effectiveness of the program as a 3.00 on a 5.00 point scale and their overall
experience as a 3.40 on a 5.00 point scale. All respondents were currently employed
full-time as teachers, with an average salary of $47,400. When asked what could be
improved at UW-Stout, the alumni chiefly suggested more technical coursework
concerning the areas of wood shop, machining/metals, and automotive technology.
When asked what they liked best about UW-Stout, the alumni identified the following
features:
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program courses and lab time
relationships with students in my major
environment of the campus
location of the campus
intramural sports
school size
professor availability
These respondents rated the program the highest in the following areas: working in
teams (mean score of 3.80 on a 5.00 point scale), thinking creatively (mean score of
3.60 on a 5.00 point scale), availability of faculty in program courses (mean score of
3.60 on a 5.00 point scale), digital environment (mean score of 3.60 on a 5.00 point
scale), and creative problem solving (mean score of 3.60 on a 5.00 point scale). The
lowest scores were achieved in the following areas: appreciating history in context to
current issues (mean score of 1.60 on a 5.00 point scale), financial management (mean
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score of 1.80 on a 5.00 point scale), and writing effectively (mean score of 2.20 on a
5.00 point scale).
According to the 2008 program specific alumni survey, the program prepared them to
use effective communication techniques, media and technology to foster active
inquiry, collaboration and supportive interaction in the classroom (mean score of 4.0
on a 5.00 point scale) and create a learning environment that encourages positive
social interaction active engagement, in learning and self motivation (mean score of
3.80 on a 5.00 point scale). The greatest opportunities for improvement were
identified as being better able to identify, apply, and promote an understanding of
career clusters and pathways within a technology/pre-engineering curriculum (mean
score of 2.40 on a 5.00 point scale), analyze students, classroom, and school
performance data; make data-driven decisions about strategies for teaching and
learning (mean score of 2.40 on a 5.00 point scale), and resolve conflicts between
students and between students and staff (mean score of 3.00 on a 5.00 point scale), and
deal with crises or disruptive situations (mean score of 2.60 on a 5.00 point scale).
On the 2012 alumni general survey, the four respondents ranked the overall
effectiveness of the program as a 3.25 on a 5.00 point scale and their overall
experience as a 3.00 on a 5.00 point scale. All respondents were currently employed
full-time as teachers, with an average salary of $47,745. When asked what could be
improved at UW-Stout, the alumni chiefly suggested more opportunities for teaching
throughout the program and increased curricular structure in technical content courses.
When asked what they liked best about UW-Stout, the 2012 alumni identified the
following features:
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program courses and lab time
general education courses
order of coursework
availability of program specific introductory coursework early in the program
These respondents rated the program the highest in the following areas: listening
effectively (mean score of 3.75 on a 5.00 point scale), using analytic reasoning (mean
score of 3.75 on a 5.00 point scale), appreciating and understanding diversity (mean
score of 3.75 on a 5.00 point scale), and appreciating history in context to current
issues (mean score of 3.75 on a 5.00 point scale). The lowest scores were achieved in
the following areas: preparing for community, civic, and political roles (mean score of
2.25 on a 5.00 point scale), financial management (mean score of 2.00 on a 5.00 point
scale), and continuing education (mean score of 2.00 on a 5.00 point scale).
According to the 2012 program specific alumni survey, the program prepared them to
use effectively teach math skills in the curriculum (mean score of 4.33 on a 5.00 point
scale), provide instruction that supports student learning and their intellectual, social
and personal development (mean score of 4.33 on a 5.00 point scale) and use
instructional technology to enhance student learning (mean score of 4.43 on a 5.00
point scale). The greatest opportunities for improvement were identified as being
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better able to maintain and use contemporary tools, instruments and machines safely in
a program of study (mean score of 2.33 on a 5.00 point scale), understand the content
and central concepts of the discipline I teach (mean score of 2.67 on a 5.00 point
scale), and use my knowledge of minority group relations to create appropriate
instruction for diverse groups (mean score of 2.67 on a 5.00 point scale).
According to the 2012 employer survey, the single respondent rated the overall
preparation of the employee at a 4.00 on a 5.00 point scale. Strengths of the
employees were seen as their ability to plan and complete a project (mean score of
5.00 on a 5.00 point scale), and consistently meeting deadlines (mean score of 5.00 on
a 5.00 point scale). The greatest opportunities for improvement were identified as
being able to critically analyze information (mean score of 3.00 on a 5.00 point scale),
leadership (mean score of 3.00 on a 5.00 point scale), and making decisions (mean
score of 3.00 on a 5.00 point scale).
These results will be shared with the instructors of the Multiculturalism (EDUC 330),
Inclusion (SPED 430), Lab and Classroom Management (STMED 390) courses, and
STEM college administration and faculty that the Technology Education program
leverages to deliver content courses so that improvements can be made. In addition,
the School of Education is working to develop new embedded signature assessments
for these courses that will be aligned to the Educative Teacher Performance
Assessment (edTPA). The edTPA will assess the ability of each student teacher to
create instruction for diverse groups, make data-based changes to instructional design,
accommodate and modify instruction for students with disabilities, and create a
learning environment of respect and rapport. The data generated from the edTPA will
help to inform program decisions moving forward.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
The program specific surveys of the students, faculty, and advisory committee also
had relatively low sample sizes. There were nine responses to the 2014 student survey
(a response rate of 64%). The students rated the program the highest in the following
areas: oral communication skills being enhanced through coursework (mean score of
4.22 on a 5.00 point scale), written and communication skills being enhanced through
coursework (mean score of 4.00 on a 5.00 point scale), and critical thinking skills
being enhanced through coursework (mean score of 3.89 on a 5.00 point scale). The
students reported the strengths of the program to be:
 preparation for writing curriculum and lesson plans
 knowledgeable instructors
 the program director
 clear, concise, and evidence based instruction
Conversely, the students suggested the following weaknesses and areas for
improvement: technical preparation, an instructor, and content overlap in core
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education courses. The students rated the following areas the lowest: unnecessary
repetition or overlap of content (mean score of 2.56 on a 5.00 point scale), choosing
the program again if asked to do it all over again (mean score of 2.78 on a 5.00 point
scale), and program requirements being completed in a reasonable time (mean score of
3.00 on a 5.00 point scale). In order to better align core pedagogical content and
increase the synergy in how it is taught in the program’s courses, department area
workgroup (DAWG) meetings have scheduled specifically to increase dialog between
these key instructors. In particular, these key faculty come together twice monthly to
discuss instructional and student progress and alignment across courses.
There were five responses to the Technology Education instructor survey, resulting in
a response rate of 64% specific survey. The instructors who responded to the surveys
believed that the programs benefited from the program director’s leadership (mean
score of 4.80 on a 5.00 point scale), available library resources (mean score of 4.40 on
a 5.00 point scale), and adequate number of courses scheduled by the departments
(mean score of 4.25 on a 5.00 point scale). When asked about the strengths of the
program, one instructor commented, “Dr. Stricker is extremely easy to work with and
he thoroughly understands the challenges associated with grooming the next
generation of technology teachers for public education.”
On the other hand, the instructors believed that students entering their courses need to
be better prepared (mean score of 3.40 on a 5.00 point scale) and instructional
technology for their courses was modestly adequate (mean score of 3.60 on a 5.00
point scale). When asked to identify areas for improvement, an instructor also
suggested that the program needed to “Improve the quality instruction and increase the
rigor in the technical courses being used to develop domain knowledge for the study of
technology. Bridge the gap between professional courses and clinical experiences”.
This issue is currently being addressed by the addition of Technology Practicum
courses to the program delivered by Technology and Science Education faculty. In
addition, key faculty from the STEM college have been invited to become members of
the program’s advisory board and have subsequently been attending biannual
meetings.
The advisory committee survey had four responses, resulting in a response rate of
45%. As mentioned, the advisory committee meets twice per year. The Assessment in
the Major report is shared with the advisory committee members during the fall
meeting. This provides the advisory committee members opportunities to provide
recommendations for program improvement. When asked about the strengths of the
program, the advisory committee identified the following items:






improvements in assessing the student teachers
supervising teachers
strong leadership
graduates with good reputations
solid program of courses
diverse representation of stakeholders on the advisory committee
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 program director has a good vision of technology education and works really
hard to articulate that throughout the program
 flexibility, listening, and willingness to work with the members of the advisory
committee
 reputation of program
 loyal alumni
 opportunities to lead the profession and discipline
 the teachers
 attention given to integrative STEM approach to coursework
When asked to identify areas for improvement, the advisory committee identified the
following items:
 more field experiences prior to student teaching
 increase enrollment
 greater involvement with industry partners
 program promotion
 faculty needs to work together
Several of these issues have recently been and continue to be addressed. Students are
brought into regional school districts to participate in classrooms as a part of the
Introduction to Technology and Science course (STMED 160) as of 2011. The
development of marketing strategies to recruit new students and increase enrollment is
a current being addressed and will continue to be an important goal for the program.
Industry partners have been added to the program’s Advisory Committee and industry
partnerships have been incorporated into the program’s student organization (TEECA)
events and opportunities. Lastly, a consultant (Dr. Charlie Krueger) has been hired to
work with program faculty to develop common goals and leverage individual
expertise. These and other findings from the surveys will be shared with the Advisory
Committee to determine if program revisions or other actions are needed.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
First and foremost, the program boasts a 100% job placement rate. Most of the
graduates of the program are teaching somewhere in the state of Wisconsin, however,
a few graduates have chosen to find positions in other states, including Minnesota,
Illinois, and Alaska.
Another unique and attractive quality of the B.S. in Technology Education program at
the University of Wisconsin-Stout is the faculty. All of the faculty in the science and
technology education programs, who teach the STMED courses, have experience in K12 schools and have completed doctorates in their field. This allows the STMED
instructors to connect theory to practice and better prepare future teachers for the
16
classroom.
The four field experiences required in the program also help the students to connect
theory and practice. In the Technology Education program, students complete their
first field experience in the Introduction to Technology and Science Education course
during the fall semester of their freshmen year. Before student teaching, they will
complete two more field experiences. In the final semester of the program, students
complete a full-time student teaching experience in their subject area. Together, these
experiences help students to apply what they have learned at the university to the K-12
classroom.
Another strength of the program is that students begin taking professional courses in
their major during their freshmen year by taking Introduction to Technology and
Science Education (STMED 160). This also allows Technology Education students to
make professional connections with students and faculty in their major earlier in their
academic career. Many of the students also make professional connections with
faculty in the STEM college. In addition, students also have the opportunity to get
connected with other Technology Education majors through the program’s student
organization (TEECA). This student organization also encourages participation in
volunteer and professional development activities for Technology Education students.
The Technology Education students complete professional education courses with
Science Education and Math Education students (in STMED courses). This
integrative approach is viewed as a strength of the program by its Advisory Committee
and is consistent with regional and national standards and contemporary educational
initiatives. In addition, the collective enrollments in the Science, Technology, and
Math Education programs allow the STMED courses to be offered at least once per
year and make each of these programs sustainable, despite the declining enrollments in
education.
The weakness of the program is relatively low enrollment, which parallels a supply
shortage of future technology teachers in the state of Wisconsin and the nation
(Section 3.1). The recruitment of new technology teachers is a local, state, and
national priority. In response to low enrollments, the program director has engaged in
additional marketing and recruiting efforts (Section 1.1.2). In addition, working
collaboratively with fellow Career and Technical Education faculty, a distance
delivery version of Technology Education program was developed to reach individuals
who desire to teach but have difficulty relocating to UW-Stout to earn a degree or have
been hired under an emergency license, or are teachers seeking additional licenses.
Content (technical) coursework can be taken at UW-Stout or a technical college
nearest to students and required general education courses can be taken online through
UW-Stout or the UW Colleges.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
17
The following recommendations to the program director are from the 2010 review:
1.
2.
3.
improve and clarify the student perception of the program.
identify any possible ways to get adequate clerical support for the program.
develop a maintenance and support plan, and the plan to replace obsolete lab
equipment.
4. identify and find any additional sources of funds for travel and professional
development of the faculty.
5. identify and implement any necessary changes to curriculum.
6. promote professional behavior and critical thinking skills in students.
7. seek the funds and other resources necessary for effective marketing of the
program that sends a clear message about the program to the potential students.
8. create and maintain networking relations with professionals in the field, and
stakeholders; work with the faculty and students on making clear the sources and
reasons behind the changes in policies implemented within the program.
9. find an adequate support for Project Lead the Way implementation. If it is not
possible to support the project, considering eliminating Project Lead the Way
from program requirements could be an option.
10. find a more streamlined way to update program requirements.
Responses have been:
1.
2.
3.
4.
5.
Have updated program webpage with videos by former students and program
director. Different brochures and posters have been developed. Posters have
been sent out to MN and Wi schools and ask instructors to encourage students to
consider UW-Stout. Admissions has worked with the program director to identify
male and female program students to attend recruitment events such as the state
Skills USA competition to promote the program. Program specific social media
(e.g. Facebook, Twitter, Pinterest) have been established by the program director
promote program activities, student and alumni achievement via postings,
announcements, images, and video. Visits by program faculty along with
program students to regional school events such as technology education open
houses (e.g. Eleva-Strum’s Cardinal Manufacturing open house) and CTE events
(e.g. Menomonie High School’s CTE Day).
Office support staff has been hired to support School of Education faculty
residing in the Communications Technologies building (which includes
Technology Education faculty).
Barb Bauer was hired as the CT 230 lab manager and currently oversees the lab
space and resources.
Faculty have been supported by the CEHHS to attend conferences, receive
training, and promote the program through efficient use of program and faculty
specific accounts.
In 2013, the program was reduced from 126 credits to 120 by reducing general
education requirements and, simultaneously, eliminating PLTW requirements,
and allowing for additional technical elective choices in order to allow for
individual contouring of the program per students’ individual career goals.
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6.
Professional development events such as the organization, promotion, and
execution of the Rube Goldberg, First Lego League, High Mileage Vehicle, and
Skills USA competitions bring students into contact with university faculty,
teachers and other professionals in the field, and primary and secondary level
students they aspire to teach.
7. the Program Director met with the Marketing Office at the University of
Wisconsin-Stout to analyze current marketing practices and recommend new
strategies. A marketing plan was established which included an emphasis on the
use of Hobsons to generate and nurture leads on new prospective students. The
Program Director attended Hobsons training and collaborated with the
Admissions Office to develop automated responses to student inquiries using the
Hobsons system.
8. Mechanisms to attend local and national conferences, as well as, funding to attend
specific curriculum training (PLTW) have also been available to facilitate
networking with educational professionals.
9. The requirement of PLTW certification as part of earning a technology education
was determined unsustainable and subsequently eliminated. As mentioned,
however, funding for students to attend PLTW training at the Milwaukee School
of Engineering was secured in 2012. An articulation agreement has been
arranged by the program director and transfer coordinator to allow credits earned
during the PLTW trainings to apply toward earning a technology education
degree.
10. Increased communication with STEM college faculty and administration through
technology education advisory committee attendance and collaboration of STEM
oriented events on and off campus has allowed for incremental curricular
adjustments to be made in existing courses as needed. In addition, some content
(technical) courses have been revised to allow technology education faculty to
teach and adjust curricula as the stockholders and educational research deems
necessary.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
First, the Program Director for the B.S. in Technology Education will continue to
collaborate with the Marketing Office at the University of Wisconsin-Stout and the
Multicultural Recruitment and Retention Coordinator in the School of Education to
increase enrollment through a strategic marketing plan.
Second, the faculty and staff in the School of Education will continue to prepare for
the implementation of the Educative Teacher Performance Assessment (edTPA),
which will begin in the fall of 2016 in the state of Wisconsin.
Third, improvements will be made as needed as a result of the Wisconsin Department
of Public Instruction (DPI) continual review process and the National Council for the
Accreditation of Teacher Education (NCATE) review.
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5.
Attachments:
5.1 Links of specific program information to be included:
 Current assessment in the major:
o https://info.uwstout.edu/Pages/DetailList.aspx?Category=Quality&Subcate
gory=University+Assessment&SurveyType=Undergraduate+Assessment+i
n+the+Major
 Program plan sheets:
o Technology Education (on campus)
 http://www.uwstout.edu/programs/bste/upload/bste_pp14.pdf
o Technology Education (distance delivery)
 http://www.uwstout.edu/programs/bste/upload/bste_de_pp14.pdf
o Individual program facts:
https://info.uwstout.edu/Pages/DetailList.aspx?Category=Students&Subcat
egory=Program+Facts&SurveyType=Technology+Education

Current program advisory committee
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Mary Hopkins-Best, CEHHS, UW-Stout
Brian McAlister, SOE, UW-Stout
Kevin Mason, SOE, UW-Stout
Carol Mooney, SOE, UW-Stout
Barb Bauer, SOE, UW-Stout
Tracy DeRusha, SOE, UW-Stout (Placement Coordinator)
Greg Slupe, STEM college instructor, UW-Stout
Alan Mamarow, BSTE student, TEECA officer, UW-Stout
Craig Cegielski, Technology Education teacher, Eleva/Strum Schools (WI)
Nick Gilles, Technology Education teacher, Spring Valley Schools (WI)
Brain Hefty, Technology Education teacher, Chippewa Falls High School
(WI)
Carl Hader, Technology Education teacher, Grafton High School (WI)
Steve Jennings, Technology Education teacher, Menomonie High School
(WI)
Damon Smith, Superintendent, Cadott Public Schools (WI)
Jeffrey Sullivan, Dean, Chippewa Valley Technical College (WI)
Alan Gomez, Chief Academic Officer for STEM Academy (WI)
Dale Hanson, Career and Technical Ed Director, Appleton Area School
District (WI)
Paul Girolamo, application engineer for Komro Sales and Service (WI)
Brent Kindred, DPI Technology and Engineering education representative
(WI)
Lenard Sterry, Global Dynamics, LLC (WI)
Mike Lindstrom, SciMathMN Frameworks Project Director (MN)
Tamara Moore, Engineering Education, Purdue University (IN)
Eric Waldoch, Technology Education teacher, Anoka (MN)
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References
21
Office of the Press Secretary. (2013). Remarks by the President at the 2013 White House
Science Fair. The White House, Apri 22, 2013.