CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degrees: Master of Science Degree in Career and Technical Education (MS CTE)
Education Specialist Degree in Career and Technical Education (EdS CTE)
Date of Review: 2012-2013
Program Director: Carol Mooney
PRC Consultant(s): Debra Homa, Ph.D., CRC, CVE, PVE
T. Kathleen Cochran, Ph.D.
Purpose of the Review: The review was conducted to assess the quality of the M.S. and the Ed.S.
in Career and Technical Education degree programs as part of the ongoing seven-year review cycle of
every UW-Stout program.
Committee Findings: The PRC recommends continuation of this program through the next
scheduled review in 2019 and that the recommendations made by the committee be
implemented.
Abstract: The Master of Science and Education Specialist degrees in Career and Technical
Education are designed for working professionals in teaching or administrative positions in
secondary, postsecondary, adult education, and related areas that involve career and technical
education. Courses are offered in a flexible manner to accommodate the needs of working
professionals, such as weekend courses and online instruction. Both programs have been
revised in recent years to meet student needs and changes in the field. The MS CTE degree is
a 30-credit program that offers concentrations in the areas of teaching, administration,
marketing education, and career and technical coordinator. The EdS CTE degree is a 36 credit
program beyond the master’s degree offering concentrations in professional education and
industry and technology. Enrollment has been stable, with current enrollment of 41 in the MS
CTE program and 18 in the EdS CTE program.
II.
Process Followed for Current Review:
The PRC consultants met with the program director to review the procedures and offer
assistance. Data regarding several aspects of the programs were collected from juniors
and seniors currently enrolled in the program, key faculty, advisory board and alumni. The
data were analyzed and returned to the program director and PRC members. The program
director completed the self-study report and presented the report to the PRC. The consultants
then wrote the recommendation report. This report was forwarded to the dean for his
response. The PRC reviewed the dean’s response, approved the recommendation report and
forwarded the report to the Faculty Senate.
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III.
Previous Review Year 2005-2006
Previous Recommendations for Program Director:
A. MS CTE
1. It is recommended that the program director continue to meet with students during
the registration period to discuss the students’ reactions to the courses they are
currently taking and their plans for the next semester as addressed in section 2.1.2 of
the M.S. in Career and Technical Education Self-Study Report for 2005.
2. It is recommended that the program director continue to attend professional
meetings and conferences and meet with technical college personnel on a regular basis
to foster input on the latest instructional technology, program design techniques, and
program evaluation requirements that are being implemented in the technical college
system and apply that toward increasing the rigor and standards of the program.
B. EdS CTE
1. It is recommended that the coordinating chair work with the program director to
plan out a course rotation schedule to allow for students who are not able to enroll in
courses they wish to take in a timely fashion.
2. It is recommended that the coordinating chair work with the program director to
make more courses available online to meet the needs of the full-time working adult
learners participating in this program.
3. It is recommended that the coordinating chair work with the program director to
train program faculty members who are not currently knowledgeable in the use of
distance learning technology and the Internet for more readily available course
scheduling. An alternative is to assess the need for hiring additional faculty to
accommodate the need for more distance education and online course offerings.
4. Continue to work with the program director to improve the process of hiring
faculty and adjunct instructors to keep the quality of the program competitive.
Response from Program Director:
A. MS CTE
1. The response in the report under section 2.1.2 is noted below:
2.1.2 Indicators monitored to determine the need for program revision
A variety of input sources to monitor the need for program revision. This monitoring
is done on an ongoing basis, and the needs identified from one source are cross-
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checked with other sources to determine if there is a consensus. The sources are
identified below.
●
The program advisory committee is comprised of individuals who have
experience at secondary and postsecondary educational levels. It has representatives
from the technical college system, graduates of the program, and UW -Stout faculty.
●
Suggestions and input from students in the program are used. The program
director meets with students during the registration period and discusses the students'
reaction to the courses they are currently taking and their plans for the next semester.
In addition, the program director checks the types of activities they are involved with
in their jobs.
●
The program director attends professional meetings and conferences and meets
on a regular base with technical college personnel. This provides input on the latest
instructional technology, program design techniques and program evaluation
requirements that are being implemented in the technical college system. It is also an
opportunity to talk with individuals or small groups about their perceptions of the
professional competencies needed by their faculty members. In addition, these
interactions provide input on the leadership competencies needed by faculty members
and first-line administrators.
●
Input from instructors who teach the courses in which program students enroll
is also solicited. Their perceptions of new course content, new courses, and other
changes needed are encouraged and reviewed.
●
The program director continuously scans literature, research proposal requests,
current writing in the field, labor market information (WDWD and MN LMI) and
other information related to career and technical education. New developments and
trends are identified and brought to the advisory committee for discussion.
●
Feedback from graduates and their employers is also regularly collected
through the follow-up studies. This information is reviewed and the implications for
program changes are identified.
All of the above will continue to be monitored to meet the needs of students.
2. This is addressed in item one above. The MS and EdS in Career and Technical
Education have representatives from three technical colleges and from the Wisconsin
Technical College System. A program meeting was conducted March 22, 2006 in
Ballroom A of the student center. Many comments were shared relating to the
instructional technology, program evaluation requirements that have been
implemented in the technical college. This will be incorporated into the certification
courses offered at UW-Stout. The program director attended the ACTE and WACTE
conference this academic year and visited with students at NorthEast Technical, Fox
Valley Technical, Milwaukee and Western Technical College. Because of the class
load, the program director will not be able to visit as many technical colleges.
B. EdS CTE
1. A course rotation based on the sequence of course delivery is developed for each cohort
group. This works well if students stay on schedule. To address the needs of students who do
not follow the sequence as advised, the program directors and Continuing Education publish
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all course offerings. While students who do not stay on schedule with their cohort cannot be
promised a “make-up” offering at that location, they have a number of other options including
course delivery on weekends on campus and at other locations throughout Wisconsin, summer
on-campus offerings, and online delivery.
2. See number 1. All certification courses will be offered online by Summer 2008. Some
students prefer the weekend face-to-face delivery method, which will continue to be available
for the 700 and 800 level courses provided to cohort groups off campus and on campus
summers. Students in the Ed.S. need to include 700 level selective courses in their program,
some of which are also available online.
3. Unfortunately, to date, the summer instructional learning technology training provided on
campus has not been available to adjunct instructors. Our regular faculty regularly participate
in instructional technology professional development. We do have a SOE full-time academic
staff person, Joan Vandervelde, who specifically works with our regular and adjunct
faculty/staff who teach online.
4. There is a new process now in place in which SOE on-campus faculty review and
approve/disapprove adjunct instructor’s vitae and course syllabi for the certification courses in
the program.
Previous Recommendations for Coordinating Chair of the School of Education:
A. MS CTE
1. It is recommended that the coordinating chair work with the program director to
find faculty and academic staff with the appropriate background in Career and
Technical Education as well as the Wisconsin Technical College System to provide
instruction for program courses.
2. It is recommended that the coordinating chair, in concert with the department
faculty, study and eliminate as needed, overlap of content in Introduction to Research
and Research Fundamentals.
B. EdS CTE
Same as for Program Director
Response from Coordinating Chair of the School of Education:
A. MS CTE
1. I will continue to work with both Howard Lee and Juli Taylor to identify the need
for adjunct faculty/staff and, with their input, monitor the credentials and syllabi of
adjunct applicants. With the support of an extension grant, we were able to hire an
additional academic staff person beginning this semester.
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2. Dr. Lee and Dr. Gillett have already met to review syllabi and eliminate
unnecessary overlap. The program director will also work with students to assure that
they take the research courses in the proper order, which will eliminate most of the
perceived overlap.
B. EdS CTE
Same as for Program Director
Previous Recommendations for Dean of the School of Education:
A. MS CTE
It is recommended that the dean facilitate the need for classroom facility updates to the
university as it is assumed that this is shared classroom space. The problems,
specifically the need for updated technology and an overall face-lift which is more
conducive to cooperative learning.
B. EdS CTE
It is recommended that the dean work with and support the coordinating chair and
program director in the above mentioned recommendations.
Response from Dean:
A. MS CTE
The Vocational Rehabilitation room 332 classroom is scheduled to be updated Summer, 2006.
Thus, the need for updated technology and an overall face-lift, which is more conducive to
cooperative learning, will be met.
B. EdS CTE
The School of Education Dean will work with and support the program director and chair’s
responses to the PRC recommendations.
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
A. MS CTE and EdS CTE

Coursework is relevant to students’ learning needs, enabling them to apply
theory to practice in their current jobs (PD self-study, student survey)
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
Courses delivered through combination of methods (online, face-to-face
accelerated courses) provides flexibility and meets a variety of learning
preferences (PD self-study, student survey)
 Program revision in 2009-2010 addressed previous concerns and improved
program (PD self-study)
 Enrollment has been strong and consistent since last review (PD self-study)
 Alumni follow-up surveys indicate 100% employment and above average
salaries (PD self-study)
 MS CTE degree from UW-Stout is highly regarded in the field (PD selfstudy)
 Faculty committed to providing quality instruction and helping students
achieve their goals (PD self-study, student survey)

Students, alumni, faculty, and external stakeholders report high levels of
satisfaction with the program (PD self-study; student, instructor, and
advisory committee surveys)

Program’s courses are designed to enable students to apply theory to practice
(PD self-study)
Issues of Concern-Indicate Source:
A. MS CTE and Ed.S. CTE
 Lack of permanent program director position for the BS CTET program, which
is a feeder to the MS CTE program, has a negative impact on the graduate
program (PD self-study)
 Issues in providing consistent course offerings, affecting course availability
(PD self-study, student surveys)
 Develop more consistent assignment of key faculty to deliver courses (PD
self-study, student surveys)
 Variability in quality of instruction in some online courses (PD self-study,
student surveys)
 Need for improved classroom facilities (PD self-study, instructor survey)
 Administrative and clerical support inadequate for program needs, especially
for offering courses during the weekends and during the summer (PD selfstudy, instructor survey)
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 Enrollment barriers for students wishing to take face-to-face classes due to CI
coding issues (student surveys, PD self-study)

Lack of doctoral program in CTE at UW-Stout (students surveys, PD selfstudy)

Potential decrease in student support services in the areas of library resources
and D2L instruction (PD self-study)
Recommendations for the Program Director and Chair:
A. MS CTE and Ed.S. CTE
1. Explore feasibility of assigning faculty as lead instructors for CTE courses
2. Determine feasibility of offering courses on more consistent basis
3. Identify resources for helping instructors develop more expertise in online
instruction
4. Specific to the Ed.S. program: Continue efforts to develop an EdD in Career
and Technical Education
5. Work with the Learning Technology Services (LTS) to identify resources for
online instruction needs
Recommendations for the Director of School of Education and Dean:
A. MS CTE and Ed.S. CTE
1. Work with Program Director and Chair to explore feasibility of assigning faculty to
core CTE courses
2. Identify possible resources for offering courses more consistently
3. Work to hire a fixed term program director for the BS CTET program, who could also
provide consistent delivery of the dualistic courses for the BS CTET and MS CTE
programs.
4. For the Ed.S. program: Support Program Director and Chair in their efforts to develop
an Ed.D. in CTE
5. The Committee recommends disaggregating the MS CTE and EdS CTE data in future
surveys and other assessment tools to ensure individual analysis of each program.
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