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Introductory Key Points Relating to the Collaborative, Online Bachelor of Science Degree
in Sustainable Management:
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established in 2007 and implemented in May of 2009
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a collaborative project between the University of Wisconsin – Extension and four of
the University of Wisconsin campuses, UW -Stout, River Falls, Parkside and Superior.
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the program is managed by the UW-Extension, Continuing Education, Outreach
and E-Learning (CEOEL), which provides administrative support, financial
investment, fiscal management and student services for all four partner campuses
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CEOEL provides a Program Manager for the program as a whole
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the four partner campuses provide curriculum and instructors for the 21 online courses,
averaging 5 courses per campus
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each campus provides an Academic Director for their site (UW-Stout designates the
position as a Program Director)
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the Program Manager, the four Academic Directors and other administration meet via
teleconference once a month, and face-to-face on a quarterly bases
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designed as a degree completion program
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delivered 100% online
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21 courses – no electives
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individual courses are assessed on a semester basis by CEOEL, results are tabulated
and shared with partner campuses via the individual academic directors
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CEOEL has contracted with a private company to do a comprehensive program review
beginning in the summer of 2013; results will be shared with partner campuses
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averaging 5 courses per campus
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enrollment in the program is robust, averaging a 30 – 35% increase yearly
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Program Director Self-Study Report
For Program:
B.S. Sustainable Management
Submitted by Program Director Name:
Dennis Weibel
Year:
2012
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 Describe how the program relates to UW-Stout's Strategic Plan.
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
Definition: Experiential education refers to a pedagogical philosophy and
methodology concerned with learning activities outside of the traditional
classroom environment, with objectives which are planned and articulated
prior to the experience.
The B.S. in Sustainable Management degree completion program (BSSMGT)
is delivered completely online. Therefore learning activities outside of the
traditional classroom environment are an inherent part of the program. In the
majority of courses students are commonly asked to consider/observe/study
their immediate surroundings (thus expanding the learning environment to a
national and international arena) and to incorporate those considerations and
observations into research, papers and discussions.
The final course in our program SMGT 495 is a capstone course. Students
partner with a business near them and are asked to develop a sustainability
project that meets the needs of that business.
1.1.2 What are the initiatives used to increase and support program enrollment,
student retention and graduation rates?
BSSMGT is delivered under the customized instruction model. Like all
programs, whether campus based or online, the enrollment, retention, and
graduation of students are central to that program’s survival. A full time
program manager, housed out of UW-Extension, Continuing Education,
Outreach and E- Learning (CEOEL) in Madison has responsibility for student
advisement, retention and graduation. The Memorandum of Understanding
(MOU) signed by all four campuses and Extension lays out the role of this
person: “to coach students from the pre-admission process through the degree,
understanding that admissions, degree requirements and related formal
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academic responsibilities are the purview of the partner campuses.” This
position has been in place since the program’s inception in 2009. It is
complemented by a half time assistant. Each of the four campuses has a
quarter time academic director that works directly with students registered
through the individual campus to advise, assist and troubleshoot – facilitating
smoother enrollment, retention and graduation.
Recruitment of students is coordinated by CEOEL. They provide marketing
design materials as well as a marketing plan. Marketing includes direct mail,
advertising, campus visits and social media. These efforts are coordinated by
the program manager with assistance from marketing departments at UWExtension and the four campuses.
Retention efforts take place at Extension and the campuses. The IT
departments at these entities greatly reduce student frustration with the online
process and lead to greater retention and ultimately greater graduation rates.
1.1.3 Respond to the program facts and your program’s creative endeavors related to
the diversity aspects 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.”
Four of our program learner outcomes specifically address this issue:
#1 World geography: the differences among world cultures, the
differences among world religions, and the connections among cultures,
religions, and economic forces.
#2 Cultural understanding: how to apply cultural understanding to reallife business issues.
#4 Geopolitical dynamics: how global political issues work, the
components of international politics, and the connections among politics,
the environment, economics, and human welfare.
#5 Global gender issues: how gender is perceived in various parts of the
world; the impacts of gender roles on the environment, politics, and
economics; and how to function within those cultural differences most
effectively.
The fact that our program is offered completely online breaks down barriers
that would otherwise limit access. An excellent example of that would be the
ease in which students with disabilities can access our course materials.
Barriers such as rural isolation and urban poverty are also diminished with the
concept of online education.
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1.1.4 Describe the environmental sustainability initiatives of your program: “UWStout’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.”
This particular initiate goes to the very heart and soul of our program. The
goal of the Sustainable Management program is for students to gain an
understanding of how business systems, natural systems, and social systems
intersect. In addition, students will learn how to preserve natural resources
and strengthen communities while helping businesses develop sustainable
practices in a global marketplace.
1.1.5 List various training and development opportunities of core faculty teaching
within your program.
Each course is provided with $500 of S&E per semester. Instructors may put in
a request to use S&E to both the Academic Director and Program Manager for
approval.
UW-Extension hosts annual workshops for faculty professional development to
review and revise course content.
CEOEL course designers travel to partner campuses as need to work with
faculty to help them develop and revise their course. CEOEL also holds
periodic online course development retreats to inform instructors about
emerging technologies and to help them incorporate new technologies into
their courses.
Faculty on the Stout campus is also supported through university professional
development opportunities.
2. DESCRIPTION OF THE PROGRAM
2.1
Curriculum Design
2.1.1
State the program objectives.
The program’s goal is for students to gain an understanding of how business systems, natural
systems, and social systems intersect. In addition, students will learn how to preserve natural
resources and strengthen communities while helping businesses develop sustainable practices
in a global marketplace.
Global Perspective
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Students will inspect sustainability issues from local to global perspectives
World geography: the differences among world cultures, the differences among world religions,
and the connections among cultures, religions, and economic forces.
Cultural understanding: how to apply cultural understanding to real-life business issues.
Political awareness: how to navigate political landscapes at various levels (local, state, national,
international); how politics functions at various levels; and how individuals can engage and
impact that process.
Geopolitical dynamics: how global political issues work, the components of international
politics, and the connections among politics, the environment, economics, and human welfare.
Critical Thinking/Reasoned Judgment
Students will examine social, scientific, and business related information and evaluate
sustainability concepts
Opportunity analysis: how to identify potential, innovative, and symbiotic relationships
between producers and manufacturers.
Carbon trading and carbon credits: how the economy is expected to react to this new currency,
and how corporations can be part of the process.
Climate change and global warming: the science behind both; and the policy and economic
implications of global warming on businesses and societies.
Water policy and water science: how to reduce water use; how to increase efficiencies of water
use; what is dry-base processing; how water policy and water law function are implemented and
enforced.
Critical Thinking/Reasoned Judgment (continued)
Students will employ systems thinking approaches to evaluate sustainability issues
Logistics and transportation of raw materials: the processes of just-in-time logistics,
transportation by rail, shipping, etc.
Supply chain structures: how they function, and how opportunities to brand are identified and
created.
Energy generation: the mechanics of energy generation, energy infrastructure, energy
management, energy policy, and energy purchasing.
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How to perform financial ratio analyses, financial feasibility analyses, and how to incorporate
hard-value benefits and costs in finance.
Communication
Students will be able to express sustainability principles to broad audiences
Global gender issues: how gender is perceived in various parts of the world; the impacts of
gender roles on the environment, politics, and economics; and how to function within those
cultural differences most effectively.
Marketing, communications, and public affairs with
manufacturing.
a focus on the human impacts of
Students will integrate sustainability concepts into a culminating project
Perform industry-specific triple-bottom line
approach with identical stakeholders.
investigations, while fostering an inclusive
Create industry-specific proposals that address triple-bottom line feasibility factors
2.1.2
What are the initiatives used to determine the need for program revision,
including but not limited to program enrollment, student retention or student
graduation rates.
As these programs were being developed with the UW campus partners and UWExtension, the planning committees sought out and received input from faculty experts on
each campus and local business leaders in the respected areas. As a result of their input, the
curriculum was developed in such a way as to ensure that students who complete these
degree programs would be viable, competitive candidates for positions in these areas.
In addition, the planning group conducted market research to determine the viability of
these degree programs. The research results for each program strongly support the
development of the degrees with a large potential for growth nationally, regionally and
within the state. All of these partnerships continue to be in place and all provide necessary
feedback for continued program strength and improvement.
- Approximately ¼ of the courses have undergone course revision. At least two courses
were revised immediately during a semester where student input suggested revision was
needed. A math tutoring website and a writing workshop website have been established
to aid students in their learning.
- In 2012, the program initiated two certificate programs: Sustainable Management Science
Certificate and Sustainable Enterprise Management Certificate.
- The Master’s program in Sustainable Management will launch in the spring of 2013.
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2.1.3
Is your program defined as a distance learning program (yes/no)? – Or delete
all together.
Yes
2.1.4
Give examples and explain the ways in which the program intentionally
integrates diversity efforts, functions and contributes to the program.
The following outcomes from some of the program’s courses address this item:
SMGT 340 Identify and define how individual differences (personalities,
values, culture and motivation) influence organizational behavior in an
organization that values sustainability.
Leverage diversity to build sustainable organizations.
SMGT 430 Recognize the challenges associated with international business in
particular countries and region.
Explain your own cultural values and perspectives as they relate to
international business.
SMGT 435 To help students begin a serious consideration of issues that are
seen as directly related to economic development and the broader globalization
process.
SMGT 460 Students will gain competency by learning about the following:
Concepts and terms of environmental sociology
Cultural and social understanding of environmental issues
for business.
Environmental ethics
Interplay between politics and economics.
Social construction of nature and the environment.
Society and biodiversity.
2.1.5
UW-Stout “programs are presented through an approach to learning which
involves combining theory, practice and experimentation” (Mission
Statement). Briefly describe the components of your program where students
participate in scholarly activity such as: research, scholarship, experiential
learning and creative endeavor.
The competencies for the Bachelor of Science in Sustainable Management
degree were developed with help for corporate leaders interested in
sustainability and the triple bottom line. The program therefore infuses many
“real-world” business applications of key concepts; experiential learning being
the cornerstone.
Specifically, the capstone course, SMGT 495, is designed as a cumulating
experience where students are assigned to a local business and provided with
an arena to apply learning acquired throughout the program.
2.1.6
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent do they influence
the structure of the curriculum?
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No
2.2 Faculty/Academic Staff Expertise
2.2.1
List the key people in the curriculum. A key instructor is one who teaches at
least one required professional course in your program.
Being the SMGT program is a collaborative endeavor, key instructors are
found on all campuses. The instructors here at Stout come from five
departments:
Operations and Management
Diane Olson
Erin Nierenhausen
Business
William Kryshak
Wendy Jedlicka
Abby Fapetua
Construction
Glendali Rodriguez
Biology
Charles Bomar
Dennis Weibel
2.2.2
What additional areas of faculty/academic staff expertise are currently needed?
None
2.3 Facilities
2.3.1
What special facilities and or capital equipment currently available are utilized
and how do they strengthen this program? What additional facilities (special
classrooms, labs, additional space involving minor construction) have been
requested and has that been filled?
The nature of an online program does not necessitate special facilities, other
than having an IT department available.
2.4 Resources for the Program
2.4.1
Evaluate as to currency/up-to-datedness, quality, relevance, and quantity of the
library resources to support the program. List or describe any information or
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service needs created over the past three years by concentration and course
changes and include a brief statement as to how these needs have been met by
the library.
Library resources are provided by Extension and the four universities, so
evaluating their quality in isolation of this campus is impractical.
2.4.2
List any special resources used to meet program and/or student needs such as:
Academic Computing, Instructional Technology Services for curriculum
materials development, ASPIRE, Research Center, Media Self-Instruction Lab,
Academic Skills Center, etc. List or describe any other resources which are
needed to meet the program objectives with a brief statement as to how these
would enhance or maintain the concentration quality.
According to the MOU signed by the four universities and Extension COEOL
is responsible for these areas.
2.5 Assessment in the Major
2.5.1
3.
Attach your most recent Assessment in the Major report.
Supply evidence of the quality of the graduates of the program.
3.1 Describe the demand for graduates and anticipated changes or trends in such
positions/roles.
Graduates of the Sustainable Management degree will have broad topical knowledge
related to geography, geology, environmental science and business, and will be able to
serve as informed managers of the businesses and enterprises in the green economy.
Jobs in energy supply, creation and alternatives, construction and efficiency,
transportation and manufacturing are all growing and are expected to require
significant greening with strong need for management and leadership at all levels.
3.2 Interpret the data from the Planning, Assessment, Research and Quality (PARQ) office
of the alumni follow-up surveys.
This data is not currently available.
3.3 Interpret the major results from your Program Specific Surveys (students, faculty and
advisory committee) conducted by the Planning and Review Committee.
Students viewed the following as strengths of the program:
The fact that it is totally online
It is cutting edge and innovating
Subject matter is relevant to the emerging sustainable world
Current and up to date topics
Students viewed the following as weaknesses of the program:
Too much overlap in the program courses
Loss of hands on or visual learning
Lack of field work
Having courses taught by two professors
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4.
Supply evident of continuous improvement efforts of the program.
The fours academic directors meet face to face on a quarterly basis and once a month
by phone. As problems or weaknesses present themselves the group addresses those
issues in a timely manner. A recent example would be the issues surrounding the
program’s objectives. The group recognizes the weakness of the current set of
objectives – not all are written as achievable or measurable objectives, not all are
program objectives, there are too many, they are not reflective of the program’s
mission, etc. Therefore we have set up the mechanisms necessary to address those
issues. Such matters are complicated by the fact that all changes must go through the
four campuses and comply with their expectations and standards.
4.1 Describe the strengths and unique features of your program that distinguish it from
similar programs. What are the weaknesses of the program?
Certainly the fact that we are a totally online degree completion program is our
greatest strength. We also distinguish ourselves from other online programs in that all
of our courses have been vetted through all four of the campuses. Few programs
attract that type of scrutiny. The fact that we are collaborative contributes to
frustrations and misunderstandings, but out of that comes greater strength.
4.2 Submit evidence of program response to the concerns and recommendations in your
previous program review.
There has not been a previous program review.
5.
4.3 In the next seven years, what are the major improvements or changes you plan to
implement to improve program quality?
Courses will continue to be revised on a 24 month cycle so that the program can
remain cutting edge and innovative.
Attachments-Please include electronic links.
5.1 Submit any other information or documentation that may be helpful to the Planning
and Review Committee in reviewing the quality of the program including
interpretation of data from Institutional Research and PRC data.
5.2 Links of specific program information to be included:
 Program plan sheet
 Current assessment in the major
 Individual program facts
 Current program advisory committee
 Other items requested by the consultant

Appendix A – Program Plan sheet
Proposed Implementation/Catalog Year 2013-2014
Course listing
General Education
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Communication Skills
(9 credits)
ENGL-101 Freshman English – Composition
3
ENGL-102 Freshman English -- Reading & Writing 3
SPCOM-100 Fundamentals of Speech
3
Analytic Reasoning and Natural Sciences (10 credits)
BIO 101 Introductory Biology
MATH 120 College Math I or above
STAT 130 Elementary Statistics
4
4
2
Arts and Humanities (6 credits)
Courses must be from two or more areas including
art history, creative arts, foreign language and culture,
history, literature, music appreciation, performing arts,
and philosophy.
Social and Behavioral Sciences (6 credits)
Courses must be from two or more areas including anthropology, economics, geography, political
science, psychology and sociology.
Contemporary Issues 3 credits
Courses must be selected from the list of approved contemporary issues courses, which includes technology.
Social Responsibility and Ethical Reasoning 3 credits
Courses must be selected from the list of approved social responsibility and ethical reasoning courses,
which includes health, health education, and athletics.
Selectives 3 credits
Courses/credits may be selected from categories B, C, D, E, and/or F to meet the 40-credit requirement.
Professional Preparation
Electives (17 credits)
Professional Core (63 credits – each course 3 credits)
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SMGT 115
SMGT 230
SMGT 235
SMGT 240
SMGT 310
SMGT 315
SMGT 320
SMGT 325
SMGT 330
SMGT 331
SMGT 332
SMGT 335
SMGT 340
SMGT 350
SMGT 360
SMGT 370
SMGT 430
SMGT 435
SMGT 440
SMGT 460
SMGT 495
Environmental Science and Sustainability
Triple Bottom Line Accounting
Economics in Society
Technical Writing for Sustainable
Management
Ecology for Sustainable Management
Global Environmental Chemistry
Energy for Sustainable Management
Natural Resource Management
Marketing for a Sustainable World
Sustainable Organizational Finance
Economics of Environmental
Sustainability
Management and Environmental Information
Systems
Organizational Behavior and Sustainability
Operations Management and Sustainability
Environmental and Sustainability Policy
Logistics, Supply Chain Management and
Sustainability
International Management for Sustainable
World
International Development and Sustainability
Systems Thinking
Environment and Society
Sustainable Management Capstone
Appendix B Assessment in the Major
Program Director: Dennis Weibel
Program Name: Bachelor of Science in Sustainable Management
Date Submitted: August 23, 2012
College: College of Management
I. Description of Methods
Our program is a collaboration of four state universities UW-Stout, Superior, River
Falls and Parkside) and UW-Extension; therefore extra effort has been made to unify
not only the curriculum and its delivery to students, but also the assessment of
learning throughout the program. Our program is relatively new (beginning our
fourth year) and our students are nontraditional. The result is a depressed graduation
rate, due to the fact that many students track through taking two or three courses a
semester. Therefore, we find it difficult at this time to assess student learning of
program outcomes through interviews with graduates. The one exception to that
would be SMGT 495, which is a capstone course, where students apply their learning
in a real world experience for one semester. There are limited numbers of students
that have completed the capstone and therefore evaluation data is limited.
Each university provides curriculum and instructors for 4 or 5 of the 21 courses in the
program. UW-Stout is “home” to five courses. The program is structured around 16
learner outcomes. Those outcomes are assigned to the various courses; most being
assigned to 3 or 4 courses. The evaluation of student learning and achievement of
those outcomes takes place at the course level and is centralized by UW-Extension.
Data is then disseminated back to the universities through Academic Directors and on
to individual instructors. Competencies are measured in a myriad of ways, depending
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on courses and campuses. They include standardized tests, essay questions, case
study analysis, oral and written documents, investigations and research.
Documentation of said evaluations of the program’s learner outcomes is by necessity
massive in volume, and therefore does not fit into the parameters of this report.
Gregory Trudeau from UW-Extension gathered individual instructor’s reports on
student assessment of the specific program learner outcomes assigned to their courses
into this one, also rather lengthy, report. His summarized report from the spring
courses is not yet available.
II. Results
BS SMGT
SUMMARIZATION OF COURSE ASSESSMENT FOR FALL, 2011
SMGT 115, SEC 1 & 2, FALL 2011
Submission Summary: The format used in this assessment is simple in structure yet
shows; the program outcome assessed, the course learning activity used for the
assessment, the number of student participants for each program outcome, accumulated
class results and, an evaluation or conclusion pertaining to the results accomplished for
each program outcome assessed.
SMGT 230, FALL 2011
Submission Summary: This assessment shows; the program outcomes assessed, the
course learning activity used in the assessment, generalized class results for the class in
total but lacks the actual results for each of the course learning activities. This
assessment shows five segments of assessment; 1.individual student accomplishment,
2.course performance, 3.completion of learning outcomes, 4.curricular seamlessness and,
5.programmatic review.
SMGT 235, FALL 2011
Submission Summary: This assessment indicates that the two competencies (program
outcomes) identified with this course may not lend themselves to effective assessment
in terms of student learning within the context of the course. However, the assessment
continues to explain that since neither area is covered or emphasized directly; but since
reinforcement is the stated level of support from this course to the program outcome,
an assignment that offers assessment possibilities for each competency (program
outcome) has been identified. This assessment does identify; the program outcome to be
assessed, the course learning activity to be used in the assessment and, how the
assessment will take place in the future but lacks actual results.
SMGT 240, FALL 2011
Submission Summary: This assessment indicates that this course did not assess the
designated program outcome (#5 dealing with global gender issues) assigned to the
course but added the following two outcomes which were not originally identified
program outcomes:
1. The student will be able to communicate technical ideas to a general audience in
a clear and correct manner.
2. The student will have a clear understanding of environmental justice issues
SMGT 310, FALL 2011
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Submission Summary: This assessment indicates; which program outcome is being
assessed, the course learning activities used in the assessment, class results and, an
evaluation for program outcome #7. The assessment indicates that the course content
was revised as indicated in the prior year’s assessment (see above) to include material
which supports program outcome #7.
SMGT 315, FALL 2011
Submission Summary: This assessment does identify the program outcome to be
assessed, the course learning activity to be used and explains how assessment will take
place in the future but lacks actual results.
SMGT 320, FALL 2011
Submission Summary: From the information submitted it is hard to determine which
program outcome is being assessed, #8 or #12. Course learning activities are identified,
results are compiled but the assessment lacks a clear conclusion pertaining to the program
outcome assessed.
SMGT 325, Fall 2011
Submission Summary: The assessment clearly identifies; the program outcome being
assessed, the course learning activities used within the assessment, examples used in the
assessment, an overall summary of results for the entire class reported in letter grade
format.
SMGT 330, FALL 2011
Submission Summary: This assessment lists; the three program outcomes assessed, the
course learning activity used for the assessment, an overall conclusion but summarizes
results based upon course grades versus showing data that pertain to each individual
course learning activity.
SMGT 331, FALL 2011
Submission Summary: In this assessment various course learning activities are supplied
but assessment shows results for class in total.
SMGT 332, FALL 2011
Submission Summary: This assessment format is simple in structure yet includes; the
program outcome assessed, the course learning activity used in the assessment, examples
of the course learning activities used, metrics used for assessment within the course
learning activity, cumulative results for each program outcome, an evaluation or
conclusion for each program outcome assessed and, what action needs to be taken.
SMGT 335, FALL 2011
Submission Summary: This course was assigned program outcome #6 and #12 and the
instructor also included program outcome #7. The assessment shows; the program
outcome assessed, the course learning activity used for the assessment, examples of the
course learning activity used to assess the program outcome, results for the course
learning activity used, results for each program outcome assessed, accumulated class
results, an evaluation or conclusion and, what action needs to be taken.
SMGT 340, Fall 2011
Submission Summary: This assessment clearly indicates the program outcome being
assessed and the course learning activities used for the assessment. This assessment does
not show results for the course learning activities or any conclusion regarding each
program outcome assessed.
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SMGT 370, FALL 2011
Submission Summary: This assessment shows; the program outcome assessed, the
course learning activity used for the assessment, general results for the class and,
instruction modifications to be implemented.
SMGT 430, FALL 2011
Submission Summary: This assessment lists the three program outcomes assigned to
the course but indicates only one was assessed. The assessment indicates that the
material described in program outcome #10 and #13 are not covered by the current
course and suggests the course be redesigned to address all three program outcomes.
Further, the assessment of program outcome #2 should include the course learning
activity used to assess the program outcome and the results for the class.
SMGT 435, SPRING 2011, SUMMER 2011
Submission Summary: This assessment clearly indicates the program outcome to be
assessed and the course learning activity used for the assessment but does not include
actual performance results or any conclusions.
SMGT 440, FALL 2011
Submission Summary: This assessment clearly indicates; the program outcomes to be
assessed, the course learning activity used in the assessment, the metrics used, the
actual results for the program outcomes assessed and, a conclusion for each program
outcome assessed. This assessment is broken down into five specific segments: (1)
individual student accomplishment, (2) course performance, (3) completion of learning
outcomes, (4) curricular seamlessness, and finally (5) programmatic review.
SMGT 460, Spring 2011
Submission Summary: This assessment clearly indicates; the program outcomes to be
assessed, the course learning activity used for the assessment, the actual results for
Spring 2011 and, a ‘concerns’ and ‘conclusion’ segment that provide a great summary of
the assessment and action to be taken.
SMGT 495, Fall 2011
Submission Summary: This assessment clearly indicates; the program outcomes
assessed, the course learning activity used within the assessment, the actual results for
Fall, 2011 for the total class stated with total points available, average class score and
average class percentage. Also provided was an ‘instructor’s notes’ and ‘course
adjustments’ segment that provide additional insight into the assessment results and
action to be taken.
Terms as used within this analysis
Competency-descriptive broad knowledge or learning desired of the students upon completion
of the degree. Competencies are supported by the program outcomes. We have identified three
competencies; global perspective, critical thinking/reasoned judgment and, communication.
Course Learning Activities-medium used within the course to gather metrics for assessment,
for example, examinations, papers, quizzes, presentations, projects, etc.
Program Outcomes-The SMGT degree has 16 program outcomes originally identified. The
program outcomes are the specific content knowledge we expected the students to master upon
completion of the degree. Program outcomes are achieved through course learning activities.
Metric-measurement used within the course learning activity to determine if adequate results
were achieved.
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Students are also surveyed by the program at the end of every course that is instructed. Again,
that data is compiled by UW-Extension. This assessment is more in the realm of indirect
assessment, but does provide clues to student learning. A couple of pieces from that compilation
that bear on this report are included below:
End-of-Course Survey Report
SMGT Program 2012 Spring Semester
The End-of-Course Survey is divided into six sections: the first five cover the areas of overall
course design, multimedia design, assignments and assessments, instructors, and student
satisfaction, and the sixth presents open-ended questions on the same areas. The questions used
in the survey were developed using a 5-point Likert scale, with 1 = “Strongly Disagree,” 2 =
“Disagree,” 3 = “Uncertain,” 4 = “Agree,” and 5 = “Strongly Agree.” For the fall 2011 semester,
for the approximately 286 enrollments in eighteen course sections, there were 108 survey
responses.
Overall Course Design (overall mean 4.01)
Question 1: The overall course objectives were clear.
Question 2: The learning outcomes for each unit or lesson of the course were clear.
Question 3: There was agreement between the course content and the objectives.
Question 4: The course content was well organized.
See table for detailed information summary:
Question
Mean
Standard Deviation
1
4.01
1.16
2
4.07
1.15
3
4.06
1.08
4
3.90
1.24
Minimum
1
1
1
1
Maximum
5
5
5
5
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Assignments and Assessments (overall mean: 3.92)
Question 11: Grading policies were clear.
Question 12: Course activities (discussions, wikis, blogs, etc.) contributed to my learning.
Question 13: The assignments in the course were pertinent to the learning outcomes.
Question 14: Other graded components in the course were pertinent to the learning outcomes.
Question
Mean
Standard Deviation
Minimum
11
4.00
1.05
1
12
3.85
1.13
1
13
3.95
1.09
1
14
3.88
1.08
1
Maximum
5
5
5
5
Question 11- 14
III. Interpretation
The obvious strength seen from this report is that all instructors in all courses have
tailored their instruction and assessment to the program’s sixteen learner outcomes. An
equally obvious weakness (in the eyes of this reporter) is that the outcomes are poorly
constructed and written. With that said, aggregated data demonstrates that more than
90% of students program wide show mastery of outcomes. An inherent weakness evident
in this report of assessment is that there is not a single unified set of parameters for
faculty to assess outcomes. For instance, mastery for one instructor might be 75%,
whereas for another it might be 80%. Another weakness may be that the standardized
tests do not adequately assess student learning, much less mastery of competencies.
Data from the student surveys seems to indicate a high level agreement that learner
outcomes and objectives are clearly stated in individual courses and that there was
18
agreement between the course content and the objectives. Plus, students agreed that
assignments and other graded components were pertinent to learner outcomes. Those
findings indicate that as a program we are on the correct path; refinements to that path
and journey however are obvious and necessary.
IV. Dissemination
As previously stated all assessment data (direct and indirect) is gathered by UWExtension and compiled. Reports are then sent to the four Academic Directors on each
campus and to individual instructors. At UW-Stout those reports are passed along by the
Academic Director to the Department Chairs responsible for individual instructors. The
Academic Director also meets with individual instructors to go over the reports.
V. Program Improvements
Much progress has occurred in the past three semesters in the alignment of course content
to program outcomes. Early assessments and evaluation revealed that some courses had
content that did not address any, or some, of the program outcomes assigned to those
courses. Through a process of course revision those issues have been resolved. It is
worth noting at this point that the Academic Directors recognize that the program’s
learner outcomes were/are poorly constructed and worded. The process of addressing
that issue is currently underway and will hopefully be fully in place by the spring of
2013.
VI. Plans for Improvement
One interesting aspect of survey and assessment data was the issue of repetition within
the program. This issue is one that plagues most programs, but seems more prevalent in a
collaborative program. There are many facets to the issue, for some repetitiveness is
beneficial in reinforcing particular competencies. On the other hand, repetitiveness can
lead to student boredom and frustration, as past surveys indicate. Addressing this issue
with instructors on four different campuses is challenging, particularly when each campus
has instructors that reside in different departments. For instance, at UW-Stout, the five
instructors come from four different departments; Biology, Business, Operations and
Management and Construction.
The Academic Directors have instituted a plan that will begin to address this issue. We
will begin with two “threads” that run through the program as a whole. An example
would be the courses that contain a science focus (Environmental Science and
Sustainability, Ecology for Sustainable Management, Energy for Sustainable
Management, Natural Resource Management and Environment and Society). In the
summer of 2013 the instructors of these courses will meet in a common location (they are
spread across the state) and will systematically go through the course content looking for
areas that are overly repetitive, specific concepts that require multiple reinforcement and
finally those holes or gaps where concepts and outcomes are not adequately addressed
within current program curriculum. On the surface, this plan should provide concrete
results in creating a holistic and vibrant program; however the reality of multiple
campuses, multiple departments and multiple faculty personalities will certainly provide
speed bumps. Future “Assessment of Major” reports will detail the progress.
Appendix C fact sheet
19
1. FACT SHEET
2. SUSTAINABLE MANAGEMENT DEGREE
3. What is the Bachelor of Science in Sustainable Management?
4. The Bachelor of Science in Sustainable Management degree is a new
cuttingedge,
5. online, undergraduate degree completion program that combines
6. resources of five University of Wisconsin System institutions: UW-Extension,
UWParkside,
7. UW-River Falls, UW-Stout and UW-Superior.
8. Why was the Sustainable Management Degree developed?
9. This degree equips students with the leadership skills they need to become
10. Green Collar managers. It’s the flagship degree created under the UW
Colleges
11. and UW-Extension Division of Continuing Education, Outreach and ELearning’s
12. Adult Student Initiative (ASI): a program established in 2007 to meet the
needs of
13. Wisconsin by increasing the number of baccalaureate degree holders.
14. What are some of the courses?
15. Courses include Marketing for a Sustainable World, Triple Bottom Line
Accounting
16. for Managers, Energy for Sustainable Management, Natural Resource
17. Management, and others.
18. How was the degree created?
19. The degree was crafted in close partnership with companies now leading
the
20. way in sustainability. Ford Motor Company, for example, offered
interdisciplinary
21. educational materials with modules on environmental sustainability and
global
22. economics. This degree provides a practical, hands-on approach to
teaching
23. core competencies of the Triple Bottom Line, an approach that treats
profit,
24. people and planet equally. UW-Extension also worked with the
Department of
25. Natural Resources, other government agencies, and University of
Wisconsin
26. faculty to build a curriculum with 21 courses in the 63-credit degree.
27. his home for greater energy efficiency.
28. Why an online degree?
29. The unique degree is the first to combine the full resources of four
nationally
20
30. recognized campuses with a minimal carbon footprint and the personal
flexibility
31. that online learning offers. All courses are available online and are
accessible
32. through an Internet connection, allowing students the ability to set their
study
33. schedules to match their busy lives. UW-Extension has tailored the entire
degree
34. to meet the needs of adult and non-traditional students with a team of
faculty
35. familiar with online students. The degree includes an online writing lab,
webcams
36. and Skype access for students and faculty, and e-book options to
streamline the
37. textbook process.
38. Who can enroll in the program?
39. Because this is a degree completion program, any student who already
has an
40. associate’s degree or about 60 credits of prior college credit can apply
directly
41. for admission. The program looks to serve the adult student who needs to
earn a
42. 4-year degree to move up into the management ranks or needs to retool
his or
43. her education to transition into a more in-demand career. Students who
have
44. little or no prior college credit and are entering as freshman may begin at
any
45. UW campus, online, or face-to-face.
46. How do students choose between the 4 campus programs?
47. Because the Bachelor of Science in Sustainable Management is a
collaborative
48. degree offered by the four campuses, students across the country can
apply to
49. the program through their preferred home campus— UW-Parkside, UWRiver Falls,
50. UW-Stout, or UW-Superior.
51. New Green Degree – Page 3
52. Each campus awards a Bachelor of Science degree, but the home
campus
53. becomes the student's business center for issues like financial aid and
tuition. The
54. participating campus colleges are:
55. Parkside: College of Arts and Sciences
21
56. River Falls: College of Agriculture, Food and Environmental Sciences
57. Stout: College of Management
58. College of Science, Technology, Engineering and Mathematics
59. Superior: Department of Business and Economics
60. What is sustainability?
61. The World Commission on Environment and Development defined
sustainability
62. as meeting the needs of the present without compromising the ability of
future
63. generations to meet their own needs.
64. What is the Triple Bottom Line?
65. The Triple Bottom Line captures an expanded spectrum of values and
criteria for
66. measuring organizational (and societal) success: economic, ecological
and
67. social—in other words: people, planet, profit. This new degree is one of the
first
68. undergraduate management degrees to look beyond the traditional
profit and
69. loss statements to the new Triple Bottom Line standard of business success.
70. Students will learn how to balance decisions on the criteria of profit,
people and
71. planet to maximize financial results while minimizing environmental and
social
72. risks for the company.
73. What other institutions offer a "green degree"?
74. Other institutions began to enter the marketplace with various programs
75. designed to serve multiple audiences. Arizona State, for example, opened
a
76. School for Sustainability in winter 2007, offering masters and doctoral
programs,
77. and several other universities have begun to build departments and
programs in
78. similar areas. What continues to distinguish the University of Wisconsin
degrees
79. from all others, however, is the unique focus on undergraduate degrees
for adult
80. and nontraditional students, its online mode of delivery, and its multiinstitutional,
81. cross-disciplinary support. It is truly a unique model.
82. What are the competencies, and how were they identified?
83. The core competencies were identified by the business partners who
joined the
22
84. UW in forming the Sustainable Management Program. These companies
pointed
85. out that very few undergraduate programs--and none at the top tier
institutions-86. focus specifically on developing informed leaders who understand both
the
87. business and the science of sustainability issues:
88. New Green Degree – Page 4
89. Technical competencies
90. � Carbon trading, carbon credits, how the economy is expected to react
to
91. this new currency, and how corporations can be part of the process
92. � Climate change, global warming, and the science, policy, and
economic
93. implications of global warming. Looking beyond CO2 is important
94. � Water policy and water science: application and reduction of water
use,
95. efficiencies of water use, dry-base processing, water policy, water law,
96. focusing on innovation rather than regulation. Looking at how a company
97. uses water as a competitive advantage
98. � Logistics and transportation of raw materials, just-in-time logistics, rail,
99. shipping, etc.
100.
� Supply chain structures, functions, and opportunities to brand
101.
� Energy generation, the mechanics of energy generation, energy
102.
infrastructure, energy management, energy policy, and purchasing
103.
energy
104.
� Marketing, communications, and public affairs vis-à-vis the
human
105.
impacts of manufacturing
106.
General competencies
107.
� Understanding world geography, cultural literacy, world religions,
etc.
108.
� The ability to apply cultural understanding to real-life business
issues
109.
� Knowing how to navigate political landscapes at various levels
(local,
110.
state, national, international)
111.
� Geopolitical dynamics
112.
� Global gender issues
113.
� The ability to identify potential, innovative, and symbiotic
relationships,
114.
such as partnerships between energy producers and manufacturers
115.
What does the Adult Student Initiative mean for Wisconsin growth?
23
116.
A 2006 report by the U.S. Census Bureau revealed that Wisconsin is
6th in the
117.
nation for associate degree holders but 35th for bachelor’s degree
holders.
118.
According to UW System President Kevin Reilly, the benefits of
having more
119.
advanced degree holders in Wisconsin communities are significant:
If Wisconsin
120.
had the same percentage of baccalaureate degree holders as
Minnesota, and
121.
the same per-capita income average, it is estimated Wisconsin
taxpayers would
122.
take home an additional $25 billion in personal income.
123.
Contacts: Anna Schryver Amy Pikalek
124.
608.225.5476 608.262.6660
125.
anna@isthmuscommunications.com pikalek@conted.uwex.edu
Appendix D Advisory Board
B.S. Sustainable Management Advisory Board Membership – taken from the program’s
website, www.sustain.wisconsin.edu
Organization
City
Leonardo Academy
Madison
Appleton Papers
Appleton
Sacred Heart Hospital
Eau Claire
Mayor's Office of Sustainable Development, City of Milwaukee Milwaukee
Business For Good
Whitefish Bay
Representative Fred Clark
Wisconsin State Assembly
Madison and Baraboo
42nd District (Baraboo)
Riley Construction Company
Kenosha
Quad Graphics
Sussex
Kohl's Department Stores
Menomonee Falls
Representative Tamara Grisby
Wisconsin State Assembly
Madison,WI
18th District (Milwaukee)
Haig Jackson Communitations
Milwaukee
24
Enbridge Energy Company
Aurora Health Care
JohnsonDiversey
Metropolitan Milwaukee Association of Commerce
Minnesota Power
Wisconsin Focus on Energy
Ecolution and Innovation for Sustainable Operations
The Natural Step-Canada
American Society for Quality
Wisconsin Department of Natural Resources
Waukesha County Economic Development Corporation
Johnson Controls
Kranz Inc
Ford Motor Company
Anxiter International, Inc
Stone Creek Coffee Roasters
American Red Cross-SE Wisconsin
SC Johnson
Veolia Environmental Services
Zimmerman Design
Superior
Milwaukee
Sturtevant
Milwaukee
Duluth
Madison
DePere
Madison
Milwaukee
Madison
Pewaukee
Milwaukee
Racine
Dearborn
Glenview
Milwaukee
Milwaukee
Racine
Milwaukee
Milwaukee
25