Program Review
Planning and Review Committee 1999-00
I.
Program Reviewed: M.S. in Vocational Rehabilitation
Program Director: Bob Peters
PRC Consultants: Dick Tyson and Dick Lowery
Date of Review: Spring 2000
Purpose of Review: This review is conducted in order to assess the program’s quality as part of
the on-going seven-year review cycle required of all UW-Stout degree programs.
Committee Findings: The PRC recommends that this program continue to be one of UW-Stout’s
degree programs, and reviewed again in 2006-07 as part of the on-going seven-year review cycle.
II.
Abstract:
The Vocational Rehabilitation graduate program at UW-Stout is guided by its mission to prepare
rehabilitation professionals who will assist and support individuals with disabilities during the
rehabilitation process. Emphasis is given to the vocational, social, adjustment, and independent
living phase of rehabilitation. The program emphasizes understanding vocational issues as a
strategy to empower individuals. The evolution of the Master’s Degree Program in Vocational
Rehabilitation now includes four areas of concentration: Rehabilitation Counseling, Vocational
Evaluation, Rehabilitation Administration (for those persons with at least two years of experience in
rehabilitation), and School to Work Transition.
The Vocational Evaluation concentration prepares vocational evaluators who have the knowledge,
skills and experiences necessary to be effective when working with individuals with disabilities.
Students may become certified vocational evaluators after successfully completing an examination
administered by the Commission on Certification of Work Adjustment and Vocational Evaluation
Specialists. Rehabilitation Counseling concentration students may become certified rehabilitation
counselors by successfully completing the examination administered by the Commission on
Rehabilitation Counselor Certification. The Rehabilitation Administration concentration prepares
experienced rehabilitation professionals or experienced business managers for leadership and
administrative positions in rehabilitation. The School to Work Transition concentration prepares
rehabilitation and education professionals to effectively implement school to work transition
services, including counseling, planning, and networking to develop linkages and resources
designed to assist students with disabilities transition from school to work.
The program is a 48-credit program. A core of 21 credits is common to the three concentrations.
The remaining 27 credits are prescribed within each concentration although at least one elective is
available for students to pursue a personal interest area to complement the established program.
Each concentration includes supervised practical experience as part of the concentration. Typically,
a student completes the program within two years, if full-time. A dual concentration in both
Rehabilitation Counseling and Vocational Evaluation is available.
The M.S. in Vocational Rehabilitation program has been the third largest graduate program at UWStout in terms of FTE enrollment, with about 35 students enrolled in the Fall. These enrollments
have been fairly steady since 1994, though there was an increase of 10 in 1996. By headcount (first
major) it has been 2nd or 3rd for the past decade with about 45-50 students. About 20 M.S. in
Vocational Rehabilitation degrees are granted each year. It continues to be a well-received program
by its enrollees. Openings for positions and placements are high.
It is recommended that the M.S. in Vocational Rehabilitation continue as a degree program at UWStout and that any recommendations made by the Planning and Review Committee be implemented
to further strengthen the program.
III.
Process Followed for the Current Review:
Under guidelines developed by the PRC, information regarding the program was gathered from the
Placement Office, Institutional Research, the program director, key instructors, Program
Committee, students, and graduates. Recent graduates have not been surveyed by institutional
research. General survey follow-up comments for 1997 conducted by the program director included
only 6 respondents. Additionally, 9 were included in the three-year follow-up for 1995. The 199900 PRC survey of current students in Vocational Rehabilitation was filled out by 32 students, 6 of
whom were graduate students. Five of six key instructors in the program responded to the survey.
Three (3) of 11 program committee members responded. Only one employer of 1995 graduates
responded while 5 responded for 1992 grads. Only 3 of the 8 program committee members (11
listed) surveyed responded.
Observations were made by the consultants based on these surveys and institutional data and were
reported to and discussed by the PRC. The program director presented a summary of his report to
the Planning and Review Committee and had an opportunity to address concerns.
IV.
Previous Review:
The M.S. in Vocational Rehabilitation program was reviewed in 1993. It recommended:
Personnel
1. The program could be further strengthened by continuing to encourage graduate faculty to
pursue both current field experience and scholarly research opportunities.
2. Continually work with the department to evaluate personnel needs for the graduate program.
Curriculum courses
3. Monitor 500/600 level courses to ensure that different requirements for undergraduate/graduate
students are met.
4. Continue to evaluate and modify concentrations to keep program responsive to current issues in
the rehabilitation field. Of particular note is the necessity to include community, leadership,
and organization or components in the program.
5. Help students become more efficient and effective in developing literature review skills in their
specialized fields; this need should be addressed more thoroughly in 421-740 and/or by the
rehabilitation faculty.
Graduates/Professionals in Rehabilitation
6. Explore possibilities of distance learning technologies as a means to address the shortage of
trained, qualified professionals.
In his report, the program director has addressed these recommendations, indicating that there have
been four new hires in seven years. The faculty have been productive in research, training,
presentations, and publications, and have developed four new on-line training courses in addition to
the advising of theses. Personnel needs are assessed twice per year with his input. Graduate
courses with dual numbers now have specific graduate requirements; these are reviewed each
semester. Revision of the Rehabilitation Counseling concentration occurred in 1994. Two
committees are reviewing the other concentrations. Finally, a one-credit course was added to assist
students in developing their theses in preparation for the Research Foundations course.
The program director also noted that the program has achieved the goals it established at the time of
the last review. The Rehabilitation Counseling concentration has been accredited by CORE in
1994. Required courses have been reviewed and revised. A retention policy has been developed.
The Vocational Evaluation lab has been modernized. Lastly, the Work Adjustment and
Rehabilitation Administration concentrations have been or are being revised.
V.
Program Review
Program Strengths:
1. The concentration in Rehabilitation Counseling is accredited by the Council on Rehabilitation
Education (CORE). Enrollment in the program has been fairly steady since 1994, though there
was an increase of 10 in 1996. It is now the third largest graduate program at UW-Stout.
2. Cost/credit of the M.S. in Vocational Rehabilitation program has generally been below the
Stout average cost/credit, and recently has been significantly ($128 vs. $193) below.
3. Graduates have numbered about 18-24/yr. since 1993. The “gap” between the percent of
enrollments vs. the percent of graduates has remained about the same. The program reports
that placements of recent graduates are high. Average salaries were $28,189 in 1997; threeyear graduates averaged $37,125 which is the industry trend for other graduates.
4. Graduates commented that they appreciated the diverse and experienced faculty, and their
approachability and availability. The “hands-on” experiences were valuable. Small classes and
general atmosphere at Stout were appreciated.
5. Three-year graduates said they were able to write effectively, organize and analyze information,
make decisions, think creatively, and care for their personal wellness. They rated their ability
to use computers somewhat higher than other graduates.
6. Graduates were more satisfied with their career preparation and level of career development
than was the average graduate school graduate. They were as satisfied with the overall quality
of instruction and the value of their education as were other graduates. They were more
satisfied with the availability of faculty, courses, and lab equipment. They felt professionally
competent.
7. Among the program strengths perceived by current students are a personable, well-qualified,
caring, helpful, and accessible staff, small classes, resources and the various centers, and
extensive “hands-on” training. In comparison to other students surveyed by the PRC in 1999,
students were somewhat more inclined to say that this is a quality program; that the library
resources, classrooms, and labs were good, that their oral and written communications and
problem solving skills have been improved, that the faculty were helpful and accessible, and
that they can complete the program in a timely manner and feel professionally prepared.
8. Program Committee members feel they are well informed about the program, and are able to
contribute to the program. They saw as program strengths the staff expertise, the quality of
instruction and curriculum, and good student preparation and placement rates. Key instructors
rate instruction, leadership of and communication with the program director, and library and
clerical support, students, facilities and equipment, student potential for career success,
cooperation in scheduling course sections as good or excellent. Key program instructors
responded that their students, the facilities (including the library) were good; supplies and
equipment, etc. were excellent. The quality of instructors’ research and the program director’s
leadership and communication were considered good. The library and collections personnel
were positively noted. They feel that they are well experienced and their students are well
prepared for work.
Opportunities for Further Program Enrichment
1. Graduates rated their ability to speak effectively, solve problems, provide leadership, conduct
research, use math or statistics, work in teams, understand other cultures, and develop values
and an appreciation for the arts somewhat or significantly lower than other graduates. They
were less satisfied with their career advancement than were other graduates.
2. Graduates surveyed were less satisfied with the course content, and scheduling (time of day),
academic advising, and overall program effectiveness as were other graduates.
3. Concern for a renewal/updating of the faculty, and the need for keeping up with the field and
workplace was noted by students and graduates. Some curricular areas may need to be brought
up-to-date. Additionally the appropriateness of the “mix” of preparation for private vs. public
employment may need to be examined. There has been 100% turnover in staff in 6 years which
both poses problems and creates opportunities to address these and other issues.
4. Students perceive some curricular weaknesses such as course overlap and repetition from
undergraduate classes; unnecessary repetition received the “lowest mark” (as is the case for all
programs). Vocational Rehabilitation students cited some overlap of content in certain courses;
Vocational Evaluation and the lab came up most frequently as overlapping a number of classes.
The program director noted that duplication is being “worked on.”
5. Enrollment is down though demand for graduates is high. Outreach to potential students needs
attention. Providing a range of classes is a significant challenge; distance and asynchronous
education may provide a needed assist.
6. The “market” has changed from public agency-based to a “community-based” form of
rehabilitation, and from attention to physical disabilities to cognitive disabilities. Special
attention needs to be paid to continuing adaptation of the program to these changes.
Recommendations:
Some recommendations should be considered, including several from the prior review.
1. Encourage graduate faculty to pursue both current field experience and scholarly research
opportunities so as to keep the program up-to-date.
2. Continue work with the department in evaluating personnel needs for the graduate program.
3. Monitor 500/600 level courses to ensure that graduate student needs are met and that noted
course overlap is addressed.
4. Continue to evaluate and modify concentrations to keep program responsive to current issues in
the rehabilitation field.
5. Continue to assess distance learning technologies to as a means to address the need to offer a
range of courses and at times convenient for working students. More extensive program
outreach efforts should be made to appeal to distant learners.
6. Continue efforts to encourage students to seek certification post graduation. Also, encourage
the program to seek accreditation of concentrations where appropriate.
7. Develop recruitment plan to increase program enrollment.