1998-99 Planning and Review Committee
Consultant Recommendation
I.
Degree: Ed.S. in Industrial and Vocational Education
Date of Review: Fall 1998
Program Director: Orville Nelson
PRC Consultants: Ana VandeLinde and Susan Foxwell
Purpose of the Review: To assess the quality of the Ed.S. degree in Industrial and Vocational
Education as part of a seven-year review cycle required of all degree programs at UW-Stout.
Committee Findings: The PRC recommends that this program continue to be one of UW-Stout’s
degree programs for the ongoing seven-year cycle and recommendations made by the committee be
implemented.
II.
Abstract:
The Educational Specialist degree in Industrial and Vocational Education is designed for teachers
and administrators in secondary, vocational and school-to-work programs, post-secondary technical
or community colleges, and instructors in business and industry. This degree is the third in a
sequence of degree programs designed for educators who work with school-to-work, vocational,
and technical education programs. This degree was initiated in 1968.
This program includes 36 semester hours of graduate course credit beyond the master’s degree.
Students may enroll in one of two concentrations that are available in the program: industry and
technology or professional education. Students are able to create special emphases through their
selection of elective credits. In order to enroll in this program one must have a master’s degree and
two years of professional experience.
While this program enrolls a smaller number of students compared to other graduate programs at
UW-Stout, it is important to point out that the cost figures for the program are comparable to other
graduate programs. Courses are utilized by other programs and often the students in this program
add extra students to class sections that help make these sections more cost efficient. The program
director anticipates that a flexible delivery system, including, but not limited to computer-based
instruction, Internet delivery, and module coursework, may be a vehicle that these often
geographic-specific students, who are usually employed full time, would benefit from. With a
doctoral program consortium just beginning at UW-Stout, there may be some opportunities for
sharing course, joint enrollment and other cooperative activities that can be explored.
III.
Process Followed for Current Review:
The program director, associate dean, and dean of the College of Technology, Engineering and
Management met with the PRC on December 11, 1998 to present the program review report. The
report included documentation as outlined in PRC procedures and included the following: key
instructor, program advisory committee and student surveys as well as one- and three-year followup surveys of graduates. The report was approved at the December 11, 1998 meeting of the PRC.
IV.
Previous Review:
1991 Recommendation
1. The high number of credits required for
the degree makes it difficult for some
part-time students to get their degree in
the maximum seven-year period.
2. Summer school funds have been reduced
for many part-time students, who hold
jobs in education, to get the courses they
need.
3. Lab equipment and professional
expertise in the courses offered in the
summer session are not as up-to-date as
some students would prefer.
4. There may be too much repetition in the
courses students choose to take for their
programs.
V.
Program Review:
Response
The program is 36 credits: 30 course credits and 6
credits for the field study. Typically for individuals
enrolled in the program it takes an average of 5-6
years over the seven-year maximum period. This
may be a bit high but most of the exceptions come
from other reasons such as illness and change in
assignment. The exceptions process has been
working effectively. The seven-year limit has been
discussed in Graduate Council and may be
reviewed again. It should be noted that some of
our master level degrees run 45-50 credits.
This issue has become worse since 1991. A
comparison between the 1991 and 1998 Summer
Session Bulletins show significantly fewer courses
in 1998. The erosion in funding appears to have
stopped in the last two years. The program director
has worked closely with department chairs to
schedule courses on an every-other-year schedule.
In connection with this, the program director keeps
a file of educational specialist students who need
various required courses, and informs them well in
advance of the session in which the courses will be
offered. Also, the program director watches for
alternative courses for the required courses.
Students are using more transfer credits to give
them access to some of the electives needed.
Given the courses the students in the program take,
this mainly refers to computing technology. We
have made progress in this area but still hear
comments that we are 2-3 years behind the
technical colleges at which students in this program
usually work. Since we have gone to more
concentrated courses for the Educational Specialist
degree, this is not likely as much of an issue as it
was in 1991.
The program advisory committee is reviewing the
coursework for repetition this semester. The CET
Department reviewed its courses last year and
reduced overlap. The students’ schedules and
program plans are carefully watched and the
students are encouraged to avoid overlapping
courses. Sometimes this is difficult because there
is a limited selection of graduate courses. As well,
students in the program are encouraged to look at
courses offered by our sister institutions.
Program Strengths: Data from the report submitted to the PRC, as well as the presentation by the
program director at the December 11, 1998 PRC meeting support the following program strengths:
1. There is a systemic way that service to students is being provided by the program director. Dr.
Nelson reviews student progress to degree on a systematic basis with every student enrolled in
the program. Since his appointment to program director in 1993, students report consistency in
advising and better follow through on consultation on a variety of issues.
2. The program director incorporates student feedback and advisory committee input whenever
possible in addressing program quality.
3. The program provides students with choices in program structure and coursework to ensure the
meeting of needs for the versatility of the clients of this program, who are mainly technical
college staff.
4. The program provides for off-campus classes and classes offered by varying formats.
5. The program director meets with currently enrolled students during recruitment visits to WTCS
campuses, meeting with faculty members who are interested in graduate degree programs and
specifically this program. He has developed a revised program brochure.
Issues of Concern:
1. Increase the use of flexible alternative delivery systems, including but not limited to distance
education. The concern is to use appropriate alternative delivery systems given the students in
this program are typically geographically spread out and are employed full-time.
2. There is a concern that the program could serve more students. The NCA is encouraging the
Technical College System to have a continued increase in the percentage of staff with advanced
degrees; this may affect the enrollment and completion in the Educational Specialist program in
Industrial and Vocational Education.
3. Students in this program are served by a statistics consultant in the University Computer
Center. It is felt that while this individual does an adequate job, the students are underserved,
and have to wait for the type and quality of service they need due to the workload of the
position.
4. There is a concern regarding succession planning for the program director. As the program
director nears retirement, and as other leaders in Vocational, Technical and Adult Education at
UW-Stout have retired, the institution has lost expertise in this area. The associate dean feels
that there is a concern for who will have the expertise to fill the position when the program
director does retire.
Recommendation for the Program Director:
1. Study the need for an additional statistics consultant. If this is not possible, the program should
look into requiring students to take additional research/statistics classes so they can perform
their own statistical analyses.
Recommendations for the Dean:
1. Create a task force that would study the feasibility of offering the program through the Internet,
distance education, or other means of delivery system. The purpose is to attract more students
especially those who have full-time employment, and those who are not located within close
proximity to UW-Stout.
2. Develop a plan for the succession of the program director, as he plans for upcoming retirement
within the next several years.