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Program Director Self-Study Report
For Program: Family and Consumer Sciences Education
Submitted by Program Director: Diane Klemme
Year: 2013
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.
Students in the Family and Consumer Sciences Education program participate in the following:
Course
FCSE 101:
Activity
Attend 3 student/professional meetings/conferences (fall semester-typically taken
first semester).
FCSE 201: Observe 12 hours in middle and high school family and consumer sciences
classrooms as a requirement for the course (typically taken third semester).
FCSE 341: Spend a minimum of 38 hours in FCS classrooms and required to participate in
classroom activities and teach lessons (prior to student teaching; typically junior
or senior status).
FCSE 390: Serve as a judge of STAR events (secondary school student competition for
FCCLA organization) (prior to student teaching; typically junior or senior status).
EDUC 330: Satisfy 50 hour requirement in diverse classrooms (typically after first year – when
best fits in to schedule).
FCSE 448
Completes student teaching/internship in secondary school. This capstone
experience is during the student’s last semester and follows the secondary
school’s calendar.
In addition, FCSE student present course materials at the annual fall UW-Stout FCSE conference
(from either FCSE 390 or FCSE 385). Students are encouraged to participate in the student
organization and encouraged to attend professional development/meetings at the local, state and
national level.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
Currently our 2013-14 FCSE student ambassador, Hailey Ruff, has been participating in the SOE
phon-a-thons as part of the SOE marketing plan.
One of the initiatives at the college level was a task force created in 2011/12 by Dean HopkinsBest that included Amanda Barnett (Human Development & Family Studies program director),
Jill Klefstad (Early Childhood Education program director), Karen Ostenso (Dietetics program
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director and myself in developing a plan (Appendix A) to increase the number of males in
programs with overrepresentation of females.
Since the last PRC review: I have:
• Attended MN and WI FCCLA state meetings
• Attended Pro-start competition one year and sent promotional materials two years
• Sent informational posters to high schools in MN and WI
• Updated the FCSE website with testimonials from past graduates
• Updated the FCSE website with an interview of me
• Promoted the major at the annual FCSE conference by inviting students to attend (fall 2013
we have 13 high school students attend)
• Held study sessions to support students with the Praxis II exam
• Requested students unable to meet requirements graduate with a non-teaching degree
My student worker is currently working on a student video to share with FCSE teachers. One of
the teachers on the advisory committee suggested this in lieu of student visits.
Current Enrollment Numbers from Fact Book 2012/2013
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
42
54
46
49
45
41*
th
*The 2013-14 was 10 day enrollment from SOE however, I think this is high as the FCSE
program had 20 students graduate last year. I have 38 students on my distribution list.
1.1.3
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in
support of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate
diversity efforts into the core aspects of everything we do. Diversity is
broadly defined and includes, but is not limited to, race/ethnicity, gender,
sexual orientation, age and disability status.”
All students in the School of Education are required to take the EDUC 330-Multicultural
Dialogue and Field Experience course that includes both classroom time and 50 hours of
participation in a diverse classroom setting. These classrooms represent race/ethnic diversity.
Students are also required to take SPED 430-Inclusion course to better understand the diverse
abilities of students in their classrooms.
FCSE students also gain a better understanding of socio-economic status through content in the
HDFS 365-Family Resource Management course.
Learning styles and multiple intelligences are addressed in FCSE 201–Teaching Methods in
FCSE and EDUC 303-Educational Psychology.
Content Area Reading (RDGED 382) addresses working with English language learners (ELL).
Age differences are discussed in HDFS 124-arly Childhood and differences in middle
school/high school are identified in FCSE-201 and FCSE-341 (in middle school and high school
classrooms.
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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 research sustainable housing practices in FCSE 385-Family Housing and present and
poster boards (Appendix B) at the Fall FCSE UW-Stout Conference. The Family Resource
Management course, HDFS 365, focuses on different aspects of resource allocation to help
sustain families. Food and Nutrition courses focus on sustainable food practices.
A current revision to the textiles course (APRL 140) is to include global and sustainable context.
Additionally, FCSE students have options in the new general education requirement,
contemporary issues and social responsibility & ethical reasoning to select a course relates to
1.1.4 or the previous 1.1.3 area.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1.1 State the approved program objectives.
FCSE Program Objectives:
a) To prepare professionals who are knowledgeable regarding the subject matter
and content of the field including life-span human development, personal and
family relationships, parenting, consumer economics, food and nutrition, housing,
and textiles and clothing.
b) To prepare professionals who are knowledgeable regarding the historical
background, philosophy, issues, concerns, directions and significance of the field.
c) To develop individuals who are sensitive and responsive to the concerns of a
diverse population and committed to ethical action in their work.
d) To develop individuals who are positive in their approach toward the future, open
to the consideration of new ideas, and capable of initiating implementing and
evaluating change.
e) To encourage the development of professionals who are able to work
cooperatively and creatively with others in order to provide educational
leadership within a diverse and complex society.
f) To prepare challenging educational lessons, capable of enabling learners of
diverse characteristics to develop their abilities as fully as possible.
g) To prepare graduates for K-12 positions in Family and Consumer Education for
Wisconsin and the nation.
h) To meet and exceed the WI Standards for Teacher Development and Licensure.
i) To meet and exceed the WI content guidelines for Family and Consumer Sciences
Education.
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2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
Program revisions surface from a variety of sources including: mandated changes to general
education requirements at the university level, course revisions/changes from various
departments, accreditation requirements from the Council for the Accreditation of Educator
Preparation (CAEP, previously called NCATE), teacher licensure requirements from the
Wisconsin Department of Public Instruction (DPI), and feedback from students and advisory
council.
The new general education revision combined analytic reasoning skills and natural sciences areas
into one category, analytic reasoning & natural sciences (10 credits required). FCSE students
are required to take general chemistry (5 credits) and human biology (4 credits) resulting in one
credit to fulfill the analytic reasoning requirement. There are currently no 1 credit analytic
reasoning courses. Under the old program FCSE students typically completed MATH 118 and
STATS 130. I asked juniors and seniors to complete a survey (Appendix C) and reported results
to advisory council. The advisory committee suggested that students select an analytic reasoning
course with advise/input from the program director/advisor. The program director addresses this
issue in the Introduction to FCSE course.
The program director does seek guidance from the advisory council and they were instrumental
in reviewing and providing feedback with the new general education program revisions. We do
look at student feedback and students’ responses identified some overlap in the HDFS courses;
the new revision eliminated FCSE 115 from the required content list to reduce overlap with
HDFS 215.
Because FCSE students take courses from multiple departments, changes occur when other
programs change requirement. One current issue relates to the Food and Nutrition Department
do longer requiring the FN 124 course /programs. Thus the course was dropped this fall due to
low enrollment. The program director has been engaged in conversations with Maren Hegsted,
FN Department Chair, about options and will discuss with advisory committee.
The FN Department has also proposed a new GE food science course that the advisory
committee will review later this semester. Proposed changes to the Apparel classes will require a
program revision to reflect changes to course numbering.
The Wisconsin Department of Public Instruction will soon be requiring (fall 2015) all student
teachers pass the edTPA and currently the School of Education is conducting a pilot study to
review what curricular changes might need to occur. Also, the DPI introduced new state
standards for Family and Consumer Sciences September 2013. Both the pilot results and new
standards will be shared with the advisory committee to seek input regarding curricular changes.
2.1.3
Check all that apply regarding the program:
_X_Traditional, on campus program
___Offsite location
___Online program
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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)
FCSE students’ experiential learning activities were addressed in 1.1.1. Students take courses
with labs include:
• BIO 132-Human Biology
• CHEM 115-General Chemistry
• APRL 166-Apparel Construction
• FN-124 Foods
APRL 166-Apparel Construction and FCSE 385-Family Housing courses provide students
engagement in creativity related to apparel design and interior designing.
Students do a research project in EDUC 330-Multicultural Dialogue and Field Experience (rubric
Appendix D).
The FCSE program has been requiring student teachers have been required to complete an action
research project. However, beginning Fall 2015 students teachers will be required by DPI to
pass the edTPA for licensure. (action research, rubrics in Appendix E). The FCSE program has
2 students participate in the pilot study this fall and all student teachers will participate in the
second semester pilot study.
The program did introduce a course research project in FCSE380-Consumer Economics this fall.
So far, I do believe the students have gained a better understanding of research but will solicit
student feedback to assess project effectiveness.
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?
School of Education programs are accredited by the Wisconsin Department of Public Instruction
(DPI) and the Council for the Accreditation of Educator Preparation (CAEP, previously called
NCATE). Both DPI and CAEF have a strong influence on the program as we strive to maintain
accreditation with both agencies. However, DPI requirements are vital for our students to meet
teaching licensing requirements.
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. Urs Haltinner has been teaching CTE 302-Principles of Career & Tech Ed, CTE 360Coop Occupational Ed Programs, Matt Simoneau is a recent hire (August 2013) and has
picked up the CTE 302 course
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•
•
•
•
•
•
•
•
•
Dr. Kimberly Martinez teaches RGDED 382-Content Area Reading
Dr. Virginia Lea teaches EDUC 330-Multicultural Dialogue and Field Experience
Several SOE instructors teach EDUC 326-Foundations of Ed but most recently Dr. Alan
Block and Dr. Joseph Haid have been the instructors
Mostly Adjunct instructors have been teaching EDUC 303-Educational Psychology since
Dr. Hector Cruz’s retirement but a Michael Mensink is a recent hire (August 2013) and is
teaching the course
Several special education faculty had taught SPED 430-Inclusion and EDUC 415Classroom Management but Dr. Lama Othman has been teaching both of them the past
couple of semesters
APRL 166-Apparel Construction is typically taught by Karen Vasey and APRL-140 most
recently by Courtney Danielson
Dr. Esther Fahm (retired August 2013) typically taught the FN 120-Nutrition for Healthy
Living course and Christina Dinauer teaching the FN 124-foods course.
HDFS instructors in include Robin Muza (HDFS 313-Parent Education and HDFS 124Human Development: EC, Dr. Bethanne Shriner HDFS124, Dr. Leslie Koepke, HDFS
215-Dynamics of Family and Dr. Julie Zaloudek, HDFS 365-Family Resource
Management
The Program Director teaches FCSE 101-Intro to FCSE, FCSE 201-Teaching Methods in
FCSE, FCSE 341-Pre-student teaching, FCSE 390-Curriculum & Evaluation, FCSE 385Family Housing and FCSE 380-Consumer Economics
2.2.2
What additional faculty/academic staff expertise is needed?
Because of teaching load, university supervisors for the student teaching/internship have been
hired for semesters the program director is over 12 credits.
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?
FCSE students utilized food labs, apparel lab, the e-portfolio lab and observe students in the
child care center. The food and apparel lab provide opportunities for application of content, the
child care center provides an on-campus opportunity to analyze early childhood development and
the e-portfolio lab assists students with creation of their e-portfolio. Materials for FCSE 385 and
the FCSE resource center (textbooks and curriculum materials) are currently housed in Heritage
Hall (HERH) 105. A demonstration table was requested and placed in HERH 103. There are
now interactive white boards in HERH 103 and 105.
The student organization, Stout Association of Family and Consumer Sciences, also uses the
food lab facilities for informal activities such as making cookies to fundraising activities such as
the annual bread sale at Thanksgiving. We appreciate the food and nutrition department
allowing us access to the kitchens.
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2.3.2
What added facilities needs (if any) such as unique classrooms, labs,
additional space involving minor construction exist in the program?
The FCSE program director’s office is moving to the Communication Technologies building
next semester and the hope is that course materials for FCSE 385 and the resource center will be
able to move to this building or the program director and students will continue to have
classes/access to HERH 105. The FCSE program director has had a conversation with Barb
Bauer about the possibility having a module and/or storing materials in the Tech Lab. Students
in the apparel construction course have mentioned open lab times have been reduced. The
program might need to consider ways to support FCSE students in this manner by having sewing
equipment available for checkout.
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.
Every year, FCSE 101–Intro to FCSE holds one class period in the library. Library staff provide
a tour, instruction about the library resources and engage students in searching for materials
using the library web site. One course assignment requires students to review a peer reviewed
article and most find the article during the class time at the library.
The FCSE program director also requests materials for the EMC and the library staff has been
very helpful in any questions/needs. Students check out curriculum guides, textbooks and other
resources from the EMC to assist them with curriculum and lesson plan writing/presentations.
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.
Students utilize ASPIRE, Advisement Center and Disability Services as needed. I work with
disability center to accommodate students with special needs. Students in FCSE 101-Intro and
FCSE 341-Pre student teaching attend an orientation session to the Career Services Center (we
go over to the center to see the facilities).
2.4.3
Describe other resources (if any) needed to meet the program objectives?
Currently, the student teachers piloting the edPTA are using I pads for recording video. If SOE
opts to supply recording devices for student teachers there may be need for more I pads or
whatever recording device is selected.
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.
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Communication from Diane Ryberg, DPI FCSE Consultant (Appendix F), identified the
following Family and Consumer Sciences emergency teaching licenses teaching for 2012-2013
by CESAs.
CESA 1
CESA 2
CESA 4
CESA 5
CESA 6
CESA 7
CESA 10
CESA 11
CESA 12
9
1
4
1
2
1
1
3
1
23 emergency licenses
School districts do not report vacancies or projected future openings to DPI. The Supply and
Demand report is no longer conducted due to lack of funding, but reports through 2008 are
available at http://tepdl://dpi.wi.gov/resources/supply-and-demand. The supply and demand
report for 2008 Family and Consumer Education as is below. The Supply for FCS teachers was
below average and half the CESA reported supply well below average.
Family and Consumer Sciences Education graduates continue to be in demand in the state of
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Wisconsin as noted by the increase of emergency license (12 in 2008 to 23 in 2012-13). The gap
is anticipated to increase as the baby boomer generation retires. The FCSE program consistently
has 100% job placement.
The U.S. Department of Education has identified a Family and Consumer Sciences teacher
shortage in Wisconsin since 2004. The full report can be found at
http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf.
Recent articles in the Boston Globe (Oct. 2013)
http://www.bostonglobe.com/ideas/2013/10/12/bring-backhome/EJJi9yzjgJfNMqxWUIEDgO/story.html
and the Journal of the American Medical Association (May 2010)
http://jama.jamanetwork.com/article.aspx?articleid=185818
rallies to “Bring Back Home Ec” courses in secondary schools as a way to combat obesity,
financial literacy, and self-sufficiency. Most high school programs are currently electives with
the curriculum. The requirement of family and consumer sciences would likely increase the need
for additional teachers.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
Limited number of alumni surveys -5 reflect positive attitude toward the programs.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
Survey response rates were all over 50% Students (17/30 for 57%), Key faculty with in
program (5/9 for 56%) Key faculty outside the program (11/13 for 85%) and advisory committee
(9/7 for 53%).
Overall surveys were positive toward the programs and the FCSE students. The advisory
committee commented on the positive reputation of the program and the high level of student
engagement and leadership. Students like the varied of classes and observation hours in the
classrooms. Key faculty in the program noted students engagement in the classroom and
passionate for the field of FCSE.
Key faculty outside the program also noted the variety of curriculum but also noted the need for
some up-dated facilities (equipment not working- also noted by faculty within program) and a
new textbook. The advisory committee identified a need for enrollment growth and more active
external members on the committee.
Students’ comments for improvement included facilities up-date, some course overlap,
limitations of course rotations, and additional focus on careers other than teaching. A few of the
student’s comments reflected a disconnect between all the possible courses one might have to
teach in the future and current courses. FCS teachers instruct on anything from assistant child
care classes, financial planning, culinary skills and yes, even sewing skills.
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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?
The strengths of the FCSE program include:
• Passionate students that are willing to pursue a teaching career in a state that recently
did away with collective bargaining rights for teachers (the climate in education is
challenging).
• Students engage in leadership opportunities at the state level and participant in
professional development opportunities including judging at STAR events and
attending state meetings/conferences.
• A broad based and varied curriculum that includes opportunities for multiple
classroom observations in secondary classrooms. Faculty strive to keep curriculum upto-date and engaging.
• Outstanding placement rate of graduates and graduates provide leadership within the
profession and are successful in careers.
• The student organization provides a variety of activities and provides students with
leadership opportunities.
• The annual fall conference provides on-going professional development activities.
• Program Director availability and engagement at state/national level.
Challenges include:
• Low enrollment requires a course rotation that requires perhaps more advising than in
some other programs.
• Limited faculty in program requires multiple roles and doesn’t provide students as many
diverse teaching styles.
• Integration of mandated requirements requires continuous up-dating and review. I
suppose this could be considered a strength but this semester there are multiple frontsan edTPA pilot test and new FCSE state standards.
• Some surveys addressed the need for up-dated lab facilities and technology up-dates for
classrooms.
4.2 Submit evidence of program response to the concerns and recommendations
from previous program review
.
From 2006 review
Recommendations for the Program Director
1.
Work to increase program enrollment
a)
Update the program webpage
b)
Develop brochures aimed at current FCS teachers and H.S. students
Emphasizing the strengths of the UW-Stout program (Investigate UW-Stevens
Point’s program and advertising materials to get ideas.)
c)
Try to reach Minnesota FCS teachers and H.S. students, emphasizing the
advantages of the Stout program and WI/MN tuition reciprocity
agreement.
d)
Solicit support of alumni through
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•
2.
3.
4.
5.
Testimonials for the program to possibly include in brochures and
the webpage
• Serving as a conduit for the program, encouraging prospective
students to consider Stout’s FCSE program
Work with the department chair to address the problem concerning overlapping
or repetition of course content and the use of outdated course materials.
Work with the LLC staff in addressing concerns of adequate, accessible and
updated resources.
Work with the department chair to develop more program specific courses as
well as electives to allow more flexibility in program course selection.
Encourage students to take the PPST as soon as possible.
Responses
1.Have updated program webpage with videos by former students and program director.
Different brochures and posters have been developed. Posters are sent out to MN and Wi
schools and ask instructors to encourage students to consider UW-Stout. One year, we
sent out cards students could send back but had few returned.
2.HDFS 115 was removed from the program as this was one of the courses that had overlap.
3.LLC library staff has been responsive to any request for new items.
4.The new program revision allowed the addition of HLThEd and eliminated the need to take
some many per area – allows more flexibility with pursuing minors and course selection.
We did add a credit to the FCSE 101 course as students suggested more time would be
beneficial.
5.
I continue to stress this. However, this will be changing to the CORE test next year.
4.3
In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
The mandated requirement for students to pass the edTPA for licensure will be implemented for
Fall 2015. This is a performance based assessment and external reviewers score the assessment.
Hopefully the program’s pass rate will reflect that the student teachers are successful in passing
the edTPA.
An addition of a credit to the FCSE 341 course may be helpful to address some of the technical
and procedural issues of the edTPA.
Continuous review of the curriculum will occur as DPI requirements and courses change. One
current issue is the FN 124 Foods class. This class was dropped as a requirement for the FN and
HT majors and replaced with FN 215 – will need to consider this as we don’t have the
enrollment numbers to have a support a separate section. I would also like to see more food
science in the curriculum. The F&N Department has been offering a summer course and a few
undergraduates have taken the course. Also, apparel faculty have approached me about offering a
separate sections of construction but we don’t have the enrollment numbers.
Students suggested more service learning – will explore this idea.
The program needs to increase enrollment to meet the market place demand. If secondary
schools are unable to hire quality FCS teachers FCS programs will close. The CTE faculty have
been exploring alternative delivery options for some of the professional development courses and
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received a curricular incubation grant this summer. Currently, the SOE director is reviewing the
option with DPI and working with the Dean to engage in a pilot study.
5.
Attachments - Include electronic links to the following:
5.1
Links of specific program information to be included:
• Current assessment in the major
o 2013 AIM report: http://www.uwstout.edu/soe/assess/upload/FCSEAIM-Report-2012-13.pdf
• Program plan sheet
http://www.uwstout.edu/programs/bsfcse/upload/bsfcse_pp1314.pdf
• Individual program facts
o Annual employment report 2011/12
http://www.uwstout.edu/careers/upload/anrpt.pdf
o Fact Book 2012/13
o http://www.uwstout.edu/careers/upload/anrpt.pdf
• Current program advisory committee
o http://www.uwstout.edu/curr/committees/progradvisory/index.cfm
Note: Students Becky Anderson, Alisa Irwin and Emily Riesenweber have graduated and no
longer on advisory committed. Dorothy Rombo and Dick Tyson are no longer on committee.
Addition for Fall 2013: Bethanne Shriner (HDFS) and David Seim (CAHHs)
• Other items that may be helpful to PRC
• Other items requested by the consultant
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Appendix A. FCSE Recruitment plan
Items completed in 2010-2011
•
•
•
•
Fall FCSE Conference – HS students invited to participate
Provided information at FCCLA team training meeting
Program video completed and on web page
Collaborative efforts with HDFS program – sent posters and postcards to HS in WI and
selected HS in MN
• Provided FCSE program for Dang’s summer program
Plans for 2011-2012
•
•
•
Continue efforts with Fall FCSE conference
Provide information at FCCLA team training and STAR events
Check with HDFS program regarding poster/postcards. If they do not wish to continue – seek
other Career and Tech or do FCSE only
• Review current print materials and revise/edit as needed
• Continue to work w/ Dang’s summer program if asked to participate
• Think about ways to get messages to HS students at state meeting other than display – flyers in
registration, free handouts (might need some $ here)
• Attend state MN and WI FCCLA meetings and Prostart competition and set up display booth
(unable to do last spring due to scheduling conflicts)
• Need to explore the possibility of attending the state HOSA conference
• Work with admissions on the “Zinch” message. (Pam mention this when I was talking with the
admissions staff – I need more info on it)
• Ads for Facebook (need help with this)
• Presence on Facebook (need to figure this out – I’m a little stretched for time this semester – I’m
thinking I might have my student ambassador do this – really not sure what I all have to do. I
know Gindy N. in Apparel Design has a page)
At issue: Educational climate and budget concerns are current challenges in WI
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Appendix B. Housing Poster
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Appendix C. FCSE students’ comments from math survey
: I thought math 118 was helpful when taking the Praxis1. I don't feel like stats are needed it does not
help in any area that we are learning about and going to be teaching in. Also I personally had a bad
experience with Stats at Stout and I have heard similar horror stories as well.
: Math 118 was helpful for some of the things covered on the Praxis I exam, but I felt the class only
taught the bare minimum of the concepts, so the math section was still a little confusing. However, this
might have been just my teacher. Overall, I think the requirement should stay the same.
: I took the Praxis right after completing my Math course and found it GREATLY helpful. I kept all of
my notes to aid in the preparation and did better than expected.
: Is chemistry a prereq. for a food science? I feel like food science would be more helpful than gen.
chem.
: I think having math is more important that statistics, but that is just my personal opinion
: If you are thinking of using the math 118 as a pre-praxis, you might consider all the
math/geometry/algebra that is included the Praxis I and have the math department develop the curriculum
around the Praxis test. However, if 118 is just a general math course to supplement lack of general math
skills, I don't think 118 will help all that much because of the time between taking 118 (generally taken in
the fall of the freshman year) and the Praxis I. As for the non-trad students who come in with math
credits; if 118 was structured as a pre-Praxis course, I think it would be really helpful then the student
could take the course the semester before they take the Praxis and have the course-work to fall back on
for study because if you don't use math, you tend to forget the functions and formulas so timing is
critical. Ultimately, the key to success in math is being able to understand the language; aka, having a
good instructor.
: I liked math 118 and thought it covered general math that we can use in the future but I really didn't
think stats helped what so ever.
: I didn't see any need other(stat 130) than learning how to use excel
: The general math was helpful because that is what the Praxis tested but the Sat 130 was a pointless class
that covered everything I had previously learned in high school but was not offered as credits towards
college. The type of math learned in that course will not be helpful in the future either because it is such a
specific math that only if the situation came about would I need it.
: I think both these courses are extremely important and very helpful
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Appendix D. EDUC 330 rubric
Individual Research Paper
(5-7 pages, double-spaced, Times Roman, 12 pt font; Hard copy due during Final; Drop Box for
Insurance)
Your Final Individual Research Paper will include some of the same information as your Group
Research Presentation but will focus on the data you collected, and represent your own unique written
interpretation of the group data that you mapped. It will answer the questions you asked in your research
plan (although some of you may have changed these questions a little).
In your write-up, please address the following:
1. Title & Multicultural Project Question: What is your individual project’s title and multicultural
question(s)? Why was it/were they important?
2. Personal Question(s): What was/were the personal question(s) you developed for your project? Why
was it/were they important?
3. Literature Review: Give brief summary of the one article (at least 3 articles if you are a graduate
student) you found for this project. How did the article and other literature in the course help you to
make sense of your data?
4. Describe how you gathered and analyzed your data: How did you carry out the project? Reflect on
the value and promise of Nieto’s model in helping you to understand how multicultural practice
can serve all students’ educational needs.
5. Findings:
• What did you find out in answer to your multicultural project questions? Explain your findings:
What is your evidence? Why do you think the school culture and social structure were
organized as you found them?
• What did you find out in answer to your personal project question(s)? What is your evidence?
Make sure you elaborate on what you have learned about your own deep-seated assumptions and
biases throughout the semester and from the MASK activity, and about social and cultural
influences on your identity. Go beyond talking about the influence of your family on your
identity.
6. Assessment: What were the criteria by which you evaluated whether you met your multicultural
and personal project goals? Why did you use these criteria? What were the outcomes of this
evaluation?
7. Reference the sources of your information and add a bibliography. Attach to your paper the informed
consent that the teacher you interviewed signed before you interviewed him or her.
8. Optional for Extra Credit: A short report for your mentor teacher (blueprint on D2L).
Individual Research Paper Rubric
Target Criteria:
1) Clear, persuasive and explicit responses to questions; 2) Clear, persuasive and explicit propositions;
3) Supporting evidence (at least one piece per proposition); 4) Plus course criteria, if different from 1-3.
Elements of Paper
Did you address the
following…?
1. Title & Multicultural
Question(s)
2. Personal Question(s)
3. Literature Review
4. How you gathered and
analyzed your data
5. What you found
out/answers to your
questions?
Sub-Elements
a) Multicultural
b) Personal
Working on
meeting the
criteria
0.00-3.95
On target for
meeting the
criteria
4.05-4.70
Beyond target
for meeting
the criteria
4.75-5.00
Points Total
[60]
0.00-3.95
4.05-4.70
4.75-5.00
/5
0.00-7.95
0.00-3.95
8.00-9.45
4.05-4.70
9.50-10.00
4.75-5.00
/10
/5
0.00-7.95
0.00-7.95
8.00-9.45
8.00-9.45
9.50-10.00
9.50-10.00
/10
/10
/5
page 17
6. How did you assess if
you answered your
questions?
7. Have you attached your
Signed consent form? A
Bibliography?
8. Report for EDUC 376
Mentor Teacher
(optional)
0.00-7.95
8.00-9.45
9.50-10.00
/10
0.00-3.95
4.05-4.70
4.75-5.00
/5
0.00-3.95
4.05-4.70
4.75-5.00
+2.5
Total
/60
page 18
Appendix E. edTPA rubrics
page 19
page 20
page 21
page 22
page 23
page 24
page 25
Appendix F. DPI communication
From: Ryberg, Diane K. DPI [mailto:Diane.Ryberg@dpi.wi.gov]
Sent: Wednesday, November 06, 2013 1:25 PM
To: Klemme, Diane
Subject: RE: Emergency Licenses
I forgot to attach the message.
Attached is a list of emergency license counts by CESA issued for CTE subjects for the 20122013 school year. This is the only indicator we have of shortages. School districts do not report
vacancies or projected future openings to the DPI.
The Supply and Demand report compiled by the University of Oshkosh used to collect
information from school districts regarding the vacancies and the number (ratio) of applicants to
vacancies. Completion of that survey was a voluntary submission and it is no longer conducted
due to lack of funding.
Supply and Demand Reports through 2008 are available at the following location:
http://tepdl.dpi.wi.gov/resources/supply-and-demand
page 26
From: Ryberg, Diane K. DPI
Sent: Wednesday, November 06, 2013 1:23 PM
To: 'klemmed@uwstout.edu'
Subject: Emergency Licenses
I have been out doing presentations at all the CESA’s. This is the data that our Director gave us
on emergency licenses.
Hope this helps??
Diane Ryberg
cesa Subject
01
BUSINESS EDUCATION
01
FAMILY AND CONSUMER EDUCATION
01
01
02
02
02
02
04
04
04
05
05
06
06
06
07
07
07
07
07
08
08
09
09
10
10
10
11
11
11
MARKETING EDUCATION
TECHNOLOGY EDUCATION
AGRICULTURE
FAMILY AND CONSUMER EDUCATION
MARKETING EDUCATION
TECHNOLOGY EDUCATION
AGRICULTURE
BUSINESS EDUCATION
FAMILY AND CONSUMER EDUCATION
FAMILY AND CONSUMER EDUCATION
TECHNOLOGY EDUCATION
AGRICULTURE
FAMILY AND CONSUMER EDUCATION
TECHNOLOGY EDUCATION
AGRICULTURE
BUSINESS EDUCATION
FAMILY AND CONSUMER EDUCATION
MARKETING EDUCATION
TECHNOLOGY EDUCATION
BUSINESS EDUCATION
TECHNOLOGY EDUCATION
AGRICULTURE
TECHNOLOGY EDUCATION
AGRICULTURE
BUSINESS EDUCATION
FAMILY AND CONSUMER EDUCATION
BUSINESS EDUCATION
FAMILY AND CONSUMER EDUCATION
TECHNOLOGY EDUCATION
person count for licenses issued 2012-2013 school year
4
9
1
10
3
1
2
2
3
1
4
1
1
1
2
2
2
2
1
1
3
1
1
1
1
1
1
1
1
3
1
CTE
Agric
Busi
Fam
Mar
Tech
page 27
12
12
12
BUSINESS EDUCATION
FAMILY AND CONSUMER EDUCATION
MARKETING EDUCATION
3
1
1