College of Education, Health and Human Sciences Ed.D. Career and Technical Education Assessment Report 2014 University of Wisconsin - Stout Carol T. Mooney, Ed.D. Program Director October 3, 2014 10
Assessment in the Major Ed.D. Career and Technical Education Fall 2014 PROGRAM OBJECTIVES Please list your program s objectives or desired student learning outcomes below. Upon completion of this program, graduates will be able to: I. Effectively lead educational entities and communities for career and technical education II. Use, analyze, and synthesize data for program planning and decision making III. Engage in continuous quality improvement practices IV. Develop faculty and staff to be leaders in their respective fields V. Secure and administer funding VI. Promote and model ethical behavior appropriate to the profession VII. Articulate a comprehensive philosophy of CTE that connects education, work, and economic development at all levels DESCRIPTION OF METHODS Indirect Assessment Methods The program was launched in the fall of 2013. The EdD CTE is a cohort program that serves working professionals. Students enroll in the cohort that delivers the sequence of required coursework in a 3 years. The first graduates of the EdD CTE program is expected to be May, 2014 (the inaugural cohort). No placement, PRC surveys or alumni follow up reports were available. Student Profile Currently, there are 28 students enrolled in the Ed.D. CTE program, 10 of whom are in Cohort 1/Fall 2013 (aka the Inaugural Cohort) and 18 of whom are in Cohort 2/Fall 2014 (aka the Pioneer Cohort). One of the students in the Inaugural cohort has stepped out for the year and is expected to reenroll in the fall of 2015. Gender representation includes 10 females and 18 males; the average age of 2
the students is 44. Twenty-two of the students are from Wisconsin; 2 are from Illinois; 3 are from Minnesota and 1 is from Texas. As of this date, the average cumulative GPA of the students is 3.86/4.0 scale. Students take an average of 5-6 credits per term. Direct Assessment Methods Next, the direct assessment methods are proposed with alignment and measures of student attainment of program objectives: Direct Assessment Methods Several commonly-used direct assessment methods are listed in the table below. Put an X in the 2 nd column (Used in Program) for the assessment methods used in your program. Space has been provided for you to write in other direct assessment methods not already listed. In the 3 rd column, please identify which program objectives are assessed with each method. Direct Assessment Method Used in Program Program Objective Assessed ETS Proficiency Profile Standardized tests Locally designed quizzes, tests, and inventories Portfolio artifacts Capstone projects (research papers, presentations, theses, dissertations, oral defenses, exhibitions, or performances) Preliminary Exam Dissertation Defense I. Effectively lead educational entities and communities for career and technical education II. Use, analyze, and synthesize data for program planning and decision making III. Engage in continuous quality improvement practices IV. Develop faculty and staff to be leaders in their respective fields V. Secure and administer funding VI. Promote and model ethical behavior appropriate to the profession VII. Articulate a comprehensive philosophy of CTE that connects education, work, and economic development at all levels 3
Team/group projects and presentations Oral examinations Internships, clinical experiences, practica, student teaching, or other professional/ content-related experiences engaging students in handson experiences in their respective fields of study (accompanied by ratings or evaluation forms from field/clinical supervisors) Service-learning projects or experiences Authentic and performance-based projects or experiences engaging students in opportunities to apply their knowledge to the larger community (accompanied by ratings, scoring rubrics or performance checklists from project/experience coordinator or supervisor) Formative and Summative Coop Student Evaluations by Employers Online course D2L discussions analyzed by class instructors This has potential and will be researched. Please explain how these direct methods align with/measure student attainment of program objectives: Preliminary Examinations Prior to moving forward with Dissertation research, students will be required to apply for Preliminary Examination/ABD status. To be considered ABD (all-but-dissertation), doctoral candidates must complete a preliminary examination. This includes presentation of a research proposal and a review of literature and research methodology. The examination will be directed by the Doctoral Committee Chair and include the entire doctoral committee. Students will take the Preliminary Exam after successfully completing the majority of their coursework, with no more than six credits of doctoral course work remaining. Students cannot take the exam if they have any incomplete or unreported grades or a GPA less than 3.25. Students must also have completed a Program of Study/Program Plan on file with their program director. Preliminary Examinations must be completed within one semester after all course work is completed, excluding the summer session. Students who fail the exam may retake it once. Students who fail a second time are recommended for dismissal from the doctoral program. Students must successfully complete the preliminary exam within five years of initial enrollment. The Application for Preliminary Examination/ABD Status can be found in the appendix of this report. 4
Doctoral Dissertation All students will be required to complete a 12-credit doctoral dissertation. Students will enroll in two subsequent terms to complete the doctoral dissertation. Research topics discussion will be progressive throughout the program. The dissertation will be the culminating research experience built upon program competencies and a relevant topic based on the individual s area of expertise. Students will identify a faculty member with whom they would like to serve as chair of the doctoral committee; together the chair and student will select two additional faculty members to serve on the doctoral Committee. Dissertation research reflects a topic of significant interest to the student researcher. Students should select a topic in which they can make direct application to their current position and/or professional and educational goals. The dissertation is scholarly work and consists of solid, educational research standards. The doctoral committee must approve the dissertation topic. Prior to collecting data, and after approval and satisfactory completion of the Preliminary Examination, students must complete the IRB (Institutional Review Board) process. Included in the research design will be the identification of dissemination opportunities, guided by the dissertation committee chairperson. The Application for Dissertation defense can be found in the appendix of this report. E. RESULTS No students have yet completed the dissertation proposal (preliminary exam) or the dissertation defense. INTERPRETATION N/A DISSEMINATION N/A IMPROVEMENTS IMPLEMENTED THIS YEAR N/A PLANS FOR IMPROVEMENT N/A 5
PROGRAM FACTS Please insert the most recent Program Facts for your program, or the link to this document. These can be accessed on the Information Portal. Also, please provide a brief description and interpretation of this data. What does this data say about the overall progress of your program? No data is available in the Program Facts/information portal for the Ed.D. CTE at this time. 6
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