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Program Director Self-Study Report
For Program: B.S. in Technology and Science 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 and Science 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 and Science Education
program faculty 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 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 and Science 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
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college applications
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 and Science 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,
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age and disability status.”
The School of Education is committed to integrating diversity into all teacher
education programs, including the B.S. in Technology and Science 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 and Science 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
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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
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 and Science 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 and scientifically 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.
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2.1.2
Describe processes and initiatives employed in determining the need for
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 and Science Education program curriculum
(NOTE: the advisory for the Technology Education program also serves to advise the
Technology and Science Education program. This Advisory Committee is comprised
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
_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 and Science 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)
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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.
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 and Science 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 and Science
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
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STMED 390 Lab and Classroom Management
Dr. Sylvia Tiala
STMED 360 Pre-Student Teaching
STMED 390 Lab and Classroom Management
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 and Science 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
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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
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 room 230 of the Communication Technology
building also provides space and resources to support the Technology and
Science 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 and Science Education students would have an
opportunity to learn how to use this instructional technology efficiently and
effectively.
The Technology and Science 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 and Science Wings) Halls to complete the 48
to 52 credits of required technology and science coursework (depending on
their choice of science major or minor).
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 and Science 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.
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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
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 technology and science education
textbooks 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 and Science 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
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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:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
Technology and Science 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.
NOTE: I am currently working with UW-Stout technical staff (ASK5000) to gain
access to trouble shoot access to WebNow to view these documents.
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 very low sample sizes. There were no responses to the 2014 student survey.
There were six responses to the Technology and Science Education instructor survey,
resulting in a response rate of 67%. The instructors who responded to the surveys
believed that the programs benefited from the program director’s leadership (mean
score of 4.83 on a 5.00 point scale), departments ability to schedule an adequate
number of course sections (mean score of 4.75 on a 5.00 point scale), and
communication with the program director (mean score of 4.50 on a 5.00 point scale).
When asked about the strengths of the program, one instructor commented, “Drs.
Stricker and Mason are extremely easy to work with and he thoroughly understand the
challenges associated with grooming the next generation of science and technology
teachers for public education.”
On the other hand, the instructors believed that they had relatively modest
opportunities to participate in program decisions (mean score of 3.33 on a 5.00 point
scale) and students entering their courses are moderately prepared to be successful
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(mean score of 3.83 on a 5.00 point scale). Specifically, it was commented, “Most of
the science education majors bring a lot of content knowledge to the course in
question” while another noted, “The technology education majors have significant
gaps in their content knowledge. Despite the number of technical courses completed
prior to the advance methods course, most of the students do not adequately
understand the fundamental concepts associated with the content that they will be
teaching at the secondary level”. 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 has
been invited to become members of the program’s advisory board and have
subsequently been attending biannual meetings.
The advisory committee survey had ten responses, resulting in a response rate of 45%.
As mentioned, the advisory committee meets twice per year and serves the
Technology Education program as well. 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:
 Involvement of teachers and industry partners in the field of technical
education.
 thoughtful leadership
 leadership of "master teachers"
 reputation of program
 loyal alumni
 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
 deeper involvement of industry partnerships
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. These and other findings from the surveys will be shared
with the Advisory Committee to determine if program revisions or other actions are
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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. Considering the
need for STEM qualified teachers regionally, statewide, and nationally, and the fact
that the Technology and Science Education program is the only one of its kind in the
state, this is not surprising. All graduates of the program are teaching in Wisconsin.
Another unique and attractive quality of the B.S. in Technology and Science
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 K-12 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 classroom.
The four field experiences required in the program also help the students to connect
theory and practice. In the Technology and Science 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 and Science 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 limited
enrollments in the program.
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The weakness of the program is 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).
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
This is the first program review for the Technology and Science Education program.
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.
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 sheet:
o Technology and Science Education
 http://www.uwstout.edu/programs/bstse/upload/bstse_pp14.pdf
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Current program advisory committee
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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)
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o
o
o
o
o
o
o
o
o
o
o
o
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o
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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)
16
References
Office of the Press Secretary. (2013). Remarks by the President at the 2013 White House
Science Fair. The White House, Apri 22, 2013.