EXECUTIVE SUMMARY
Profiling Learning in Master’s Degree Programs at UW-Whitewater
(October 2014)
A comprehensive research project commissioned by the UW-W School of Graduate Studies, completed by Dr. Carolyn Morgan, Chair, UW-Whitewater
Psychology Department
Project Goals: This project was designed to answer the following questions:
1. How does master’s level learning differ from undergraduate learning at UW-Whitewater, both in terms of its intent and in how master’s students are
educated?
2. What are the comprehensive learning outcomes of master’s-level education at the University of Wisconsin-Whitewater?
Method
Data was gathered from four sources. First, three content analyses of course syllabi assessed a) the extent to which the stated learning goals of graduate
course syllabi were consistent with the Specialized Knowledge Outcomes of the Degree Qualification Profile (DQP) 1.0, b) the extent to which course
syllabi included the five components of the UW-W Graduate Mission Statement, and c) the types of required course materials, including texts, authored or
edited books, manuals, primary journals, websites, materials on e-reserves and D2L, and magazines. Second, face-to-face interviews with graduate
program coordinators were conducted in which coordinators were asked two questions: “How does your graduate program differ from undergraduate
education here at UW-W?” and “How would you respond to criticisms that your graduate program is not as rigorous as traditional Master’s programs?”
Third, graduate students’ perceptions of their education, including the strengths and weaknesses of their graduate programs, were obtained from the
2007-2013 Graduate Exit Survey (N = 2,468). The final source of data came from the 2014 UW-W Graduate Study Survey, specifically designed to
compare UW-W education at the undergraduate and graduate levels. Data was gathered from current UW-W graduate faculty (N = 47) and graduate
students (N = 286).
How does graduate learning differ from undergraduate learning?: Proposed changes to Criteria for Graduate-Level Coursework
Based on the results of the investigation, the current list of UW-Whitewater Criteria for Graduate-Level Coursework should be revised to:
1. Graduate study at UW-Whitewater is a sequence of experiences, including defined coursework, leading to specific professional outcomes.
2. Graduate study at UW-Whitewater incorporates experiences that aid in the development of skills necessary for emerging professionals including selfdirection, collaboration, and leadership.
3. Graduate coursework at UW-Whitewater focuses on advanced disciplinary content requiring a high level of academic/intellectual rigor.
4. Graduate students at UW-Whitewater will engage with disciplinary content (both theory and practice) in more complex and reflective ways than at
the undergraduate level. When graduate work serves an introductory function, the work will be more extensive and covered at an accelerated pace in
comparison to undergraduate work in order to facilitate full engagement with more advanced content.
5. Graduate coursework emphasizes the development of advanced skills in gathering, investigating, documenting, analyzing, interpreting, evaluating,
and integrating complex information in the discipline.
6. Graduate coursework develops professional skills in written and oral communication.
7. Graduate coursework develops the capacity to recognize ethical problems relevant to the discipline and articulate a professional response or position.
8. Graduate coursework requires intense and sustained evaluative experiences, including self-reflection, faculty evaluation, and peer feedback.
9. Graduate coursework utilizes primary resource materials and graduate-level texts where appropriate. Dual-listed courses should either distinguish
graduate coursework materials from undergraduate or use graduate-level materials for all students.
10. Grades assigned in graduate courses effectively distinguish levels of student achievement, including identifying student work that is not competent at
the graduate level.
11. All graduate coursework should contribute to program goals.
12. Graduate courses (all course numbers 500 and above) are taught by graduate faculty, or, on an exceptional basis, individuals with similar
qualifications, as determined by the graduate faculty within a department.
13. Graduate courses are taught in formats that allow for reflection and integration of learning, including meeting the following UW System
requirements: 1) no more than one credit per week (7 consecutive days), 2) at least 800 contact minutes per credit, and 3) at least 1600 minutes of
out-of-class work per credit.
Proposed changes of Comprehensive Learning Outcomes for Master’s Level Education at UW-Whitewater
Based on the results of the investigation, the UW-W Comprehensive Learning Outcomes for Master’s Education should be revised to:
Graduates of UW-W Master’s programs will have demonstrated the following skills and dispositions:
1. Advanced abilities in gathering, investigating, documenting, analyzing, interpreting, evaluating, and integrating complex information in the discipline.
2. Ability to apply discipline-specific skills (e.g., procedures, techniques, craft, technology and tool use) and knowledge (e.g., ideas, problems,
conceptualizations, vocabulary, history and theory of the discipline) to real-world contexts.
3. Professionalism in written and oral communication.
4. Successful integration of independence, collaboration, and leadership skills as emerging professionals.
5. Effective communication with a wide variety of constituents (e.g., families, students, businesses, schools, government).
6. Capacity to recognize ethical problems relevant to the discipline and articulate a professional response or position.
7. Recognition and valuing of the need to maintain currency in the discipline through self-directed learning and engagement with colleagues and other
professionals.
Recommendations - Going Forward
Based on the results of the investigation, the School of Graduate Studies and current master’s-level programs are encouraged to evaluate the potential
educational impact of the following actions:
1. UW-W graduate programs are focused primarily on training emerging professionals rather than developing basic researchers. Thus, programs could
put a greater focus on students’ professional identities and more effectively communicate the professional outcomes of program completion.
2. The Graduate Council should review and update the comprehensive learning outcomes of UW-W graduate programs to be consistent with this
emerging professional focus.
3. Existing distinctions between undergraduate and graduate programs need to be made clear.
4. Programs should articulate in written and online program materials how the graduate program challenges and prepares students in ways distinct
from undergraduate education.
5. Dual-listed courses should be examined to ensure that these courses are not simplistic or repetitive.
6. A more rigorous admissions process may reduce perceptions that UW-W graduate programs are not rigorous.
7. Programs could identify specific skill sets their graduates have compared to undergraduates and entering graduate students.
8. Graduate faculty could create a clearer description of how research is an integral part of their programs even though “research,” as defined by the
traditional Master’s paradigm, might not be.
9. Programs should emphasize the need for a developmental progression of learning/skills instead of “memorize it, then forget it,” which is typical in
undergraduate studies.
10. “What makes a capstone portfolio as rigorous as a thesis?” needs to be addressed.