PART I: Graduate Outcomes - Committed to Service ... · Web viewProfiling Learning in Master’s...

Profiling Learning in Master’s Degree Programs at UW-Whitewater

A comprehensive research project commissioned by the UW-W School of Graduate Studies, completed by

Dr. Carolyn MorganChair, UW-Whitewater Psychology Department

University of Wisconsin-Whitewater

October 2014

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Table of Contents

Project Goals........................................................................................................................................4

Course Syllabi Analyses..................................................................................................................6-11

Interviews with Program Coordinators..................................................................................12-14

Dual-Listed Courses in Graduate Programs..........................................................................15-16

Exit Survey Data................................................................................................................................ 16-17

Distinguishing Graduate Survey.................................................................................................18-21

Findings and Conclusions………………………………………………………………………………22-27

Proposed Revision: Criteria for Graduate-Level Coursework (2014)........24

Proposed Revision: Comprehensive Learning Outcomes for Master’s Level Education (2014) ...............................................................................27

Recommendations: Going Forward..........................................................................................28-30

Revised Graduate Outcomes Survey……………………………………………………………… 31-32

Tables..................................................................................................................................................... 33-92

1. DQP Foci............................................................................................................................ 33-34

2. DQP Specialized Knowledge…………………………………………………………… 35

Communication............................................................................................................36-37

Accounting..................................................................................................................... 38-39

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Business Administration..........................................................................................40-41

Environmental Safety and Health........................................................................42-43

Communication Sciences and Disorders..........................................................44-45

Counselor Education.................................................................................................46-47

Special Education .......................................................................................................48-49

School Psychology......................................................................................................50-51

3. Syllabi analysis................................................................................................................52

4. Course Materials............................................................................................................53

5. Textbook Usage..............................................................................................................54

6. Number of Textbook Required................................................................................55

7. Graduate Characteristics by Interview................................................................56

8. Graduate vs. Undergraduate Characteristics...................................................57

9. Graduate Student Characteristics...........................................................................58

10. Dual Listed Courses..................................................................................................59

11. Student Exit Survey Means and Standard Deviations...............................60-70

12. Student Comments on Exit Surveys....................................................................71

13 Improvement Comments..........................................................................................72-73

14. Student/Faculty Survey Means and Standard Deviations........................74-80

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15. Percentage of UG=G, G>UQ and NA....................................................................81-86

16. Comparison of Survey Responses.......................................................................87-89

17. Results of Graduate Study Survey......................................................................90-92

Appendices

A. Objectives of Graduate Education..........................................................................93

B. School of Graduate Studies Mission......................................................................94

C. Graduate Exit Survey...................................................................................................95-97

D. Student Learning Outcomes...................................................................................98-104

E. Rubric for Specialized Knowledge Content....................................................105-109

F. Dual Listed Courses...................................................................................................110-114

G. Faculty Comments From Survey....................................................................... 115-128

H. Student Comments From Survey......................................................................129-153

I. Graduate Study Survey Items..............................................................................154-157

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Profiling Learning in Master’s Degree Programs at UW-Whitewater Submitted October 2014

Project Goals: This project was designed to address the following questions:

1. How does master’s level learning differ from undergraduate learning at UW-Whitewater (UW-W), 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 UW-Whitewater?

One main goal of this project was to explore how master’s level learning at UW-W differs from undergraduate learning. In spring 2004, the Graduate Council concluded that graduate education at UW-W differs from undergraduate education in terms of content, intensity, and self-direction; however, empirical data supporting this conclusion has been limited. In 2006, the visiting Higher Learning Commission accreditation team concluded that “The Graduate Council needs to have a discussion about what really constitutes the difference between a graduate level program and a corresponding undergraduate program and how it should ensure that such a difference exists and is maintained.” This feedback has been formally articulated under Criterion 3 (Teaching and Learning: Quality, Resources, and Support) of the HLC’s Criteria for Accreditation and Core Components (2013):

3.A. The institution’s degree programs are appropriate to higher education.1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate

awarded.2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate,

and certificate programs.

This project was designed to gather empirical data that could be used to further discussion of this issue.

The second goal of this project was to provide empirical data useful to the Graduate Council as it re-examines the comprehensive learning outcomes of graduate education at UW-W. In 1997, the Graduate Council approved a set of five global learning outcomes for UW-W graduate programs articulated in the UW-W School of Graduate Studies Mission Statement (see Appendices A and B). These learning outcomes provided the basis for the exit survey administered to degree completers from all UW-W graduate programs since 2000 (see Appendix C). The university’s adoption of LEAP essential learning outcomes in 2010 and the involvement of graduate faculty and programs in various LEAP workshops have illuminated the need to revisit the graduate education essential learning outcomes (see Appendix D for mission statements/learning outcomes of individual programs) and determine if they still accurately portray the broader educational purposes of master’s level education at UW-Whitewater.

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To meet these goals, the following data were collected:

1. Content Analyses of Course Syllabi

2. Interviews with Graduate Program Coordinators

3. Graduate Student Exit Surveys – 2007-2013

4. Graduate Study Survey of Graduate Faculty and Students

Course Syllabi Analyses

Three separate content analyses of a random sample of available course syllabi from UW-W graduate programs were conducted.

Method

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The primary researcher and a trained graduate assistant (GA) evaluated available syllabi obtained from the School of Graduate Studies from the following eight graduate programs: Accounting (MPA) (15 syllabi), Business Administration (MBA) (43 syllabi), Communication (22 syllabi), Communication Sciences and Disorders (19 syllabi), Counseling (27 syllabi), Environmental Safety and Health (22 syllabi), School Psychology (15 syllabi), and Special Education (20 syllabi) (Total N = 183). Due to the large number of hours required to analyze all of the syllabi using each coding scheme, random samples of syllabi from each program were examined. Random samples were obtained using the following process: First, separate, numbered lists of all available syllabi were created for each graduate program and for 500-, 600-, and 700-level courses within each program. Then, the GA calculated how many random numbers were required in order to create a random sample of 20-30% of the syllabi from each graduate program’s available syllabi. Using the Research Randomizer tool (www.randomizer.org), the GA entered the range of numbers from which the randomizer was to select. The percentage of syllabi used from each program was variable because some graduate programs did not contain many syllabi. A larger percentage of syllabi from programs with fewer syllabi was used in order to have a more representative sample. The total number of syllabi used in the DQP analysis was 61 (30% of the entire sample), including syllabi from Accounting (MPA) (4), Business Administration (MBA) (11), Communication (4), Communication Sciences and Disorders (9), Counseling (5), Safety (5), School Psychology (15), and Special Education (8). The same random samples were used for all analyses except for the analysis of types of course materials indicated on syllabi. Due to the straightforward nature of this coding scheme, all syllabi in the sample were examined.

Syllabi Analysis 1: Consistency with DQP objectives

The DQP analysis involved examining the extent to which the stated learning goals of graduate course syllabi were consistent with the Specialized Knowledge outcomes from the Degree Qualification Profile 1.0. The DQP was designed ostensibly to distinguish learning outcomes at the associate, baccalaureate, and master’s level (the higher numbered DQP items are ostensibly graduate goals, whereas the lower DQP numbers are ostensibly bachelor’s level program goals). The extent to which syllabi content is consistent with the identified master’s level learning goals can be used as one indirect method of distinguishing graduate education from undergraduate education. Eighteen DQP specialized knowledge criteria were examined. These criteria address such concerns as whether or not courses utilize contemporary or historical specialized terms in the field, require students to complete projects with multiple steps that involve critical thinking, teach about the leading edges and challenges of the field, as well as the methods in which students are evaluated in the courses (see the coding rubric in Appendix E). A rating of “0” on these criteria indicated that the specific criterion did not apply, a “1” indicated that the criterion was introduced or was evident in some parts of the syllabus, and a “2” indicated that the criterion was a focus of the course or was very evident from examining the syllabus. After scoring each syllabus on the eighteen domains, the GA calculated the percentages of the 0-2 ratings for each of the syllabi for each of the criteria. Prior to coding, the primary researcher (PR) worked with the GA to insure understanding of the DQP Specialized Knowledge standards. The PR and GA read through the standards and a syllabus from each program, coded each syllabus independently, then compared scores and discussed inconsistencies. The PR analyzed a second subset of data evaluated by both the PR and the GA to assess inter-rater reliability (.70), which is considered acceptable. The GA then continued to examine syllabi that were included in the random sample. The GA read through each entire syllabus in the sample and rated the extent to which the syllabus was consistent with each DQP Specialized Knowledge objective.

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Results

As can be seen in Table 1, there was general agreement among programs that several of the DQP Specialized Knowledge standards did not apply to UW-W graduate programs. Specifically, none of the eight programs examined had syllabi consistent with DQP Standard 17 – “elucidates the leading edges of the field” and Standard 18 – “delineates the current limits of theory, knowledge or practice in the field by independently initiating, assembling, arranging, and reformulating concepts, designs, or techniques in carrying out a project directed at a challenge in the field that lies outside conventional boundaries.” These highest-level DQP standards may be more relevant to traditional PhD programs in which students must complete an original dissertation than to master’s level education. In addition, none of the eight graduate programs had syllabi consistent with three lower-level DQP Specialized Knowledge standards, including DQP Standard 3 -“Generates substantially error-free products, data, etc. as appropriate to field,” Standard 5 – “Defines & properly uses the principal specialized terms used in the field, both historical & contemporaneous,” and Standard 7 – “Evaluates, clarifies, & frames a complex question or challenge, using perspectives & scholarship drawn from the student’s major field & at least 1 other field. “ Standard 5, which focuses on “defining and using terms” and involves lower-level cognitive skills of knowledge and comprehension according to Bloom’s taxonomy, is likely assumed in Master’s level courses. Standards 3 and 7 (i.e., focus on error-free products and working with other fields) may simply not be highly relevant to UW-W graduate programs. For example, the School Psychology program emphasizes competence-based assessment, in which “errors” are valued as essential learning experiences from which competent performance is developed. The emphasis on scholarship in “other fields” may have led to lower levels of consistency with Standard 7. However, other data (e.g., coordinator interviews and self-studies) indicated that being “interdisciplinary” is a perceived strength of several UW-W graduate programs (e.g., Communicative Sciences and Disorders, Environmental Safety and Health).

At least half of the syllabi examined from each of the programs were consistent with Standard 1 – “Describes the scope & principal theories of field of study, citing at least some of its core theories & practices, & offers a similar explication of at least 1 related field,” Standard 2 - “Illustrates contemporary terminology used in the field.” Although DQP Standards 1 and 2 are presumably identified as associate level objectives, they also are relevant introductory elements of master’s programs designed to develop professionals in specific fields (e.g., CPAs, School Business Management, Counseling, School Psychology). A majority of syllabi from all but one of the programs was consistent with DQP Standard 6 –“ Demonstrates fluency in the use of tools, technologies, & methods common to the field,” Standard 10 –“ Elucidates the major theories, methods, & schools of practice in the field and articulates their sources,” Standard 11 – “Illustrates applications of the major theories, methods, & schools of practice of the field,” and Standard “14 – Describes the major methodologies & practices in the field.” Together, these findings suggest that course objectives in UW-W graduate programs are consistent in many ways with DQP standards for upper-level bachelor’s level and master’s level work.

Given the “applied nature” of UW-W master’s level programs, syllabi consistency with DQP Standard 8 – “Constructs a project related to a familiar but complex problem in the field by independently assembling, arranging, & reformulating ideas, concepts, designs, or techniques” and “Standard 9 - “Constructs a project related to a familiar but complex problem in the field by independently assembling, arranging, & reformulating ideas, concepts, designs, or techniques” could have been expected to be higher. Only four out of the eight examined programs

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had syllabi that listed learning objectives consistent with either Standard 8 or Standard 9. The majority (50% or greater) of syllabi from two programs, Counseling and Special Education, were consistent with both Standards 8 and 9 (80% of Counseling syllabi were consistent with both Standards 8 and 9).

Table 2 is a multi-page document displaying the percentages of each graduate program’s syllabi for which each DQP standard was coded as “not relevant, introduced, or focus.” Clearly, there is variation in the degree to which different programs’ syllabi emphasize DQP Specialized Knowledge Standards.

The results of this analysis were limited by a number of factors, including the fact that syllabi were only available from eight graduate programs and not all course syllabi within these programs were available. Greater adherence to the rules regarding public access to course syllabi is strongly suggested. A second factor limiting this analysis is its subjectivity. Even though inter-rater reliability was acceptable, it is recognized that the rating system was quite general. Finally, the subjectivity/interpretability of these DQP standards and the values underlying these standards must also be considered.

Syllabi Analysis 2: Consistency between Course Objectives and the School of Graduate Studies Mission Statement

A second content analysis examined the extent to which course syllabi included the five components of the UW-W Graduate School Mission statement (see Appendix B) as central foci of the course. The five components of the mission statement include the following:

1. Comprehend and discuss advanced theoretical questions and current issues;2. Collect, analyze, and interpret data applicable to complex questions and problems;3. Conceptualize, evaluate, and implement solutions to complex problems;4. Use appropriate technologies as needed;5. Synthesize and articulate multiple concepts in a clear, concise, and persuasive manner.

The GA examined the extent to which the course objectives listed in each course syllabus focused on each of the five Graduate School mission goals using the following scale: 0 = not at all a goal of the course, 1 = only slightly, 2 = somewhat, 3 = quite a bit, 4 = a great deal, 5 = a CENTRAL goal of the course. The GA calculated percentages of syllabi scoring 3 or higher on each of the mission components in eight graduate programs. The same random sample of syllabi as that used in the DQP analysis was used in this analysis.

Results

As shown in below, the eight programs varied considerably in the extent to which their syllabi were consistent with the UW-W Graduate School Mission statement. Safety syllabi were least consistent with the five mission statement components.

Mean Consistency Between Course Syllabi and Mission Statement Components

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Communication

Accounting Bus Admin

Safety Comm Disorders

Counseling Special Education

School Psychology

50% 50% 53% 8% 67% 77% 45% 75%

In addition, there was variability in syllabi consistency with each of the five components of the mission statement among the eight programs. Specifically, as shown in Table 3, the greatest consistency occurred for the first component of the mission statement – “Comprehend and discuss advanced theoretical questions and current issues.” The least consistency occurred for the second component of the mission statement – “Collect, analyze, and interpret data applicable to complex questions and problems.” It is noted that this second component is consistent with the “traditional master’s level thesis” experience which is not as commonly used at UW-W as it has been in the past. It might be expected that the second and third components of the current mission statement would be more frequently articulated in program syllabi given the emphasis placed on students learning how to apply research in solving real-life problems (see coordinator interviews). The extent to which the fifth component may be subsumed in the first three components, and likely represents a lower-level learning goal, should be discussed.

Syllabi Analysis 3: Types of Course Materials Used in Graduate Programs

A third content analysis of course syllabi focused on the materials required of students, including texts, authored or edited books, manuals, primary journals, websites, materials on e-reserves and D2L, and magazines. From this analysis, syllabi were further categorized as requiring textbook and additional materials, textbook only, and no textbook. The purpose of these analyses was to examine how frequently textbooks are used as the sole or primary information source in graduate courses, a practice assumed to be more common and accepted in undergraduate programs than in graduate programs, which tend to require greater use of original source materials of a professional nature.

Using all of the available syllabi, the GA examined the materials used for class as noted on each syllabus in the “Course Materials” section, as well as in the “Assignments” section as additional materials were sometimes listed for assignments. The GA then determined the percentages of courses within each graduate program that used the following materials: textbooks, authored books, edited books, manuals, primary journals, website links, electronic reserves, magazine subscriptions, APA manuals, CPA exam manuals, and material on D2L. Next, the researchers completed a secondary analysis that examined the percentages of courses in each graduate program utilizing materials in the following categories: textbooks only, textbooks along with other materials, and only materials other than textbooks. The graduate assistant also examined each available syllabus, counted the total number of required textbooks in each course, and, from this data, computed the total number of textbooks being used in each graduate program based on the available syllabi.

Results

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As shown in Table 5, the vast majority of graduate courses required at least one textbook (89%) and the majority of courses (69%) required both textbooks and other educational materials. Only 20% of courses required only textbooks. As shown in Table 4, programs varied widely in their use of primary journal articles. No Accounting syllabi examined appeared to require primary journal articles, whereas almost 60% of School Psychology courses included primary journal articles as required reading. The mean percentage of graduate courses requiring the use of primary journal articles was 16%. Increasing the use of more complex and technical materials from original professional sources would be one way to increase academic rigor of graduate courses.

The data in Table 4 also can be used as a measure of variability of course materials used within each program. One element of learning to deal with complexity (see DQP standards and Mission Statement) is the ability to synthesize complex information from a variety of sources. Of the eleven categories of educational materials identified in this analysis, Accounting syllabi included 4 types of materials, Communicative Sciences and Disorders included 5, Counseling and Special Education included 7, School Psychology included 8 and Communication included 9.

Interviews with Program Coordinators

The primary researcher gathered program information and perspectives from the eleven current graduate program coordinators during face-to-face interviews. Brief interviews of between 20 and 40 minutes were conducted in which coordinators were asked two broad questions and multiple follow-up questions. All coordinators were asked “how does your graduate program differ from undergraduate education here at UW-W (or undergraduate education with which you are familiar)” and “how would you respond to criticisms that your graduate program is not as rigorous as traditional master’s (MS) programs?” Notes from these interviews were examined to identify themes.

Results of Interviews

Table 7 identifies 10 common descriptors of UW-W graduate programs along with the number of coordinators that used each descriptor. A summary of agreement is shown below:

10 of 11 coordinators indicated that their programs “Focus on applied skill development, including applied research.”

10 of 11 coordinators indicated that their programs had a capstone experience.

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10 of 11 coordinators indicated that their programs had additional entrance requirements above those established by the School of Graduate Studies.

9 of 11 coordinators indicated that licensure or some type of certification was possible after students graduate.

9 of 11 coordinators indicated that critical thinking in their programs “requires more depth, integration, and dealing with complexity” compared to undergraduate programs.

6 of 11 coordinators indicated that their programs “focus on a specific profession.”

Table 8 identifies 11 characteristics that coordinators indicated distinguish their graduate programs from undergraduate education. A summary of agreement is shown below:

7 of 11 coordinators described their programs as having “more focus on communication skills, including leadership.”

5 of 11 coordinators described their programs as placing “more focus on applied skill development and problem-solving.”

5 of 11 coordinators described their programs as requiring critical thinking that involves “more depth, integration, and dealing with complexity.”

Table 9 identifies 9 characteristics that coordinators identified as distinguishing their students from undergraduates. A summary of agreement is shown below:

5 of 11 coordinators described their students as “more mature” relative to undergraduates.

4 of 11 coordinators described their students as “more motivated” relative to undergraduates.

4 of 11 coordinators described their students as having “greater independence” relative to undergraduates.

4 of 11 coordinators described their students as “more interested in career development” relative to undergraduates.

One common theme emerging from these descriptors is that UW-W graduate programs focus on the development of applied problem-solving skills, complex critical thinking, and communication skills necessary for specific professions.

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In addition to points of agreement and commonalities, interviews with coordinators described characteristics that may make certain programs rigorous in ways distinct from undergraduate experiences and traditional MS programs using a master’s thesis structure. It is possible that other programs share some of the characteristics and these simply weren’t discussed in the interviews:

“intense and sustained self-reflection and faculty evaluation” – Counseling, Communication Sciences and Disorders

EMS web-based program allowing students to record counseling sessions during practicum for supervision - Counseling

high stakes, videotaped assessment – Special Education

sequence of experiences; structured program; more mentorship and contact with emerging professionals; practicum serving UGs in counseling lab, full year internship - Counseling

“professional presentation to a panel of Wisconsin professionals in the field” in which students “must do a complete school district budget and present to a “mock school board” made up of professional administrators licensed in WI - School Business Management

presentations at professional conferences - Communicative Disorders, School Counseling, School Psychology, Special Education

highly interdisciplinary – Safety, Communication Sciences and Disorders, School Business Management

students are working professionals - Safety, Special Education, Professional Development

working with real people frequently and consistently – Communication Sciences and Disorders (clinic), Counseling (UW-W lab)

“Intentional, defined coursework leading to specific professional outcomes” – School Psychology

“Learning how to be an advocate” – Professional Development, School Psychology

Several coordinators acknowledged that external constituents might perceive certain emphases within their programs as less rigorous than others, but that faculty and students within the program recognize the unique requirements of the emphases that made the overall level of rigor and intensity of the different emphases mostly comparable.

Dual-Listed Courses in Graduate Programs

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HLC reviewers have raised concerns about the high number of dual-listed courses in UW-W graduate programs. High numbers of dual-listed courses make it difficult to distinguish a graduate school experience from an undergraduate experience. In the face-to-face interviews, several coordinators reported that their programs had successfully reduced the number of dual-listed courses that not only increase reviewers’ concerns about the rigor of the program, but also tend to reduce student satisfaction.

The most recent, available self-studies from UW-W graduate programs were examined for information regarding total number of dual-listed courses. Information regarding numbers of dual-listed courses was also obtained by examining online materials on the UW-W website (see Appendix F). Specifically, requirements for each graduate program were used to identify 500- and 600-level courses that may be dual-listed with undergraduate courses. These courses were then compared to existing courses in the 2012-2014 UW-W undergraduate course catalog to determine which courses were “slash” or dual-listed courses.

Results

A comparison of these two sets of data is shown in Table 10. The data indicates that the number of dual-listed courses in UW-W graduate programs has been reduced. However, several programs still include a large number of dual-listed courses (Communication Sciences and Disorders and Special Education).

Points to Consider:

Dual-listed courses vary a great deal in regard to their student composition. Some courses may be primarily graduate students with 1-3 undergraduates involved. Other courses are primarily undergraduate students with 1-3 graduate students enrolled. Given the perceived differences between undergraduate and graduate students identified by program coordinators during the interviews, variability in the academic rigor of dual-courses is likely to vary greatly.

Departments may offer a large number of dual-listed courses that are not requirements of a graduate program. Some programs require students to select courses among electives that include a number of dual-listed courses. However, all such programs appear to require a minimum number of 700-level electives, which would control the number of dual-listed courses students could use as electives.

In self-study reports, coordinators should explain the purposes of dual-listed courses in their graduate program. In addition to supplying the number of dual-listed courses, programs should include syllabi of those courses and discuss how their program makes decisions regarding distinctions between undergraduate and graduate versions of the course and how those distinctions are assessed. These reports should also indicate whether enrollment in dual-listed courses is primarily undergraduate, primarily graduate, or about the same. Syllabi for dual-listed courses should explain how graduate learning in the course differs from undergraduate learning in regard to content, intensity, and self-direction (as required by vote of UW-W Graduate Council, Spring 2004).

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Exit Survey Data: 2007-2013 – Student Perceptions

Quantitative data and written comments from exit satisfaction surveys (the complete survey is included as Appendix C) of graduating students from fall 2007 to spring 2013 were obtained. Available data from 2000 to 2006 were not included after examination of program self-studies and written comments from the surveys revealed substantive changes in programs, courses, and faculty during these two seven-year periods.

The first part of the exit survey contains 12 items assessing the extent to which graduating students perceive the importance of the broader educational objectives of UW-W graduate education and the extent to which they believed their master’s degree contributed to their attainment of these objectives. The second part of the survey asked students open-ended questions about the perceived strengths of their programs and areas in need of improvement. Students’ written comments were originally recorded separately from the names of the reporting students and without enumeration indicating how many comments each student made. Thus, it was impossible to determine how many students actually included written comments. However, the total number of comments for each program is included. Students’ written comments were examined and coded into categories including the following: Opportunities for hands-on experience and job preparation, use of modern technology, high expectations of faculty for students, current research-based information received, lack of challenge and differentiation from undergraduate work, too much repetition between courses, desire for more opportunities to work with technology, and desire for more preparation and real-world experience.

Results

Exit Survey respondents included 547 Accounting graduates, 2 Business & Marketing graduates, 1,058 Business Administration graduates, 69 Communication graduates, 73 Communication Sciences & Disorders graduates, 230 Counseling graduates, 121 Professional Development graduates, 49 Safety graduates, 65 School Business Management graduate, 148 Special Education graduates, and 106 School Psychology graduates (N = 2,468).

Means and standard deviations for the 12 survey items for each program are shown in Table 11. In general, the results suggest that graduating students perceived the value of the educational objectives of UW-W graduate education and believed that their programs had improved their intellectual skills in a number of related domains. As shown in Table 11, mean scores were generally above 4.0 using a 1-5 Likert scale in which higher numbers indicated greater valuing and perceived improvement. Several exceptions occurred in regard to both program and intellectual skill. For example, means were lower for “improved my ability to use technology effectively” and “a better understanding of the current and potential use of technology in my discipline” across programs. Accounting students reported relatively lower scores on “improved my ability to express my thoughts and/or positions in writing.” Both Accounting and Business Administration students reported relatively lower scores on “I’ve improved my ability to orally express my thoughts and/or positions.”

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The top three categories of student written comments on exit surveys from each graduate program are shown in Table 12. Categories of strengths are identified by a “+” and areas of weakness by a “-“. Areas with no “+” or “-“ are areas students wished were increased or improved. The strength category “Opportunities for hands on or real life experience (+)” was in the top three most frequent comment categories of 9 of 11 graduate programs. Only Communication and Special Education students did not perceive this as a strength of their program; rather, students in these programs identified “More preparation for/real world opportunities” as their first wish for improvement. Students in four other programs also wanted more real-world opportunities even though they perceived such opportunities as a current strength of their programs. Another common student wish was for “more opportunities to work with technology,” which was a top three category of student comments in 6 programs. Perhaps of most interest and concern is that the category of “high faculty expectations (+)” was among the top three categories of student comments for only 3 of 11 programs (Communication Sciences and Disorders, Professional Development, and School Psychology) and the category of “lack of challenge or differentiation from undergraduate (-)” was among the top three categories for 6 programs. Table 13 displays specific counts of written comments by program. Caution should be used when interpreting these numbers as programs varied widely on their numbers of respondents (see above).

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Distinguishing Graduate and Undergraduate Education Survey

A 64-item survey was specifically designed to elicit comparisons between undergraduate and graduate education at UW-W by asking participants to identify the extent to which descriptor items were more characteristic of undergraduate education, graduate education, equally descriptive of both, or not applicable to their education. The survey used a -1 to +1 rating scale in which “-1” indicated “definitely more true for undergraduate program than graduate program” and “+1” indicated “definitely more true for graduate program than for undergraduate program.” A “0” on the scale indicated that the item was “equally true for both undergraduate and graduate programs.” Survey items were obtained from a variety of sources including the DQP, UW-W graduate school mission statement and comprehensive objectives, and published articles on master’s level education and programming. An open-ended request for additional information regarding perceived differences between undergraduate and graduate education was also included.

Results

Quantitative data and written comments were obtained from 140 graduate faculty and 286 graduate students. Among faculty completing the survey, 38 indicated that they had never taught a graduate course at UW-W, 77 indicated that they did teach graduate courses at UW-W, and 26 did not respond to that question. Among those faculty indicating that they did teach graduate courses, 47 also reported the programs in which they taught. Survey responses from these 47 faculty are included in Table 14, which displays the means and standard deviations of faculty and student responses to the Graduate Study Survey items by graduate program.

Programs varied in the extent to which faculty and students had similar perceptions of their programs as well as the extent to which faculty and students perceived differences between their undergraduate and graduate programs. One way to examine the variability in Table 14 is to use a cutoff of +/- 1.5 to identify survey items on which respondents perceived large differences between undergraduate and graduate programs. Items with a mean score of -1.5 or less would indicate the perception that the item was more true of undergraduate programs than graduate programs. Similarly, a mean score of +1.5 or greater would indicate the perception that an item was more true for graduate programs than undergraduate programs. Few such extreme scores would indicate the perception that the survey items were equally true for both undergraduate and graduate programs. Counts of extreme mean scores by program indicated the following:

Program # of Extreme Scores by Faculty # of Extreme Scores by Students

Accounting 6 0Business Administration 3 0Business Education 12 0Communication 0 10Communication Sciences & Disorders No respondents 10Counseling 25 1

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Educational Leadership 34 0Professional Development 1 0Environmental Safety & Health 9 2School Business Management No respondents 0School Psychology 12 8Special Education 5 0

Communication was the only program in which faculty perceived less distinction between undergraduate and graduate programs on the survey items than their students did. In all other programs, faculty perceived that undergraduate and graduate programs differed on more items than their students did, though the degree of discrepancy between faculty and student perceptions varied from a low of one difference (Professional Development) to a high of 34 differences. Programs with a large number of differences in faculty and student perceptions would be well-served in identifying factors in their programs contributing to these different perceptions. Examining individual programs’ patterns of survey scores might be helpful in this regard.

It must be remembered that items on this survey may not have adequately assessed dimensions on which specific programs differ at the undergraduate and graduate level. If this is the case, faculty examination of the survey items might be a helpful way to create discussion of additional dimensions distinguishing graduate and undergraduate programs that should be considered.

It would also be helpful to have discussion of the extent to which faculty responses to this survey represent their honest evaluations of their existing programs, their ideal graduate programs, or their stereotypes of what graduate education is supposed to be about. Seven of nine programs with faculty respondents had a mean score of +1.5 or above for the item “prepares scholars and researchers to master the content and methods of their special subjects.” However, only three programs had student mean scores on this item close to (School Psychology students = 1.48) or above (Communication students = 1.70 and Communication Sciences and Disorders students = 1.63) +1.5.

Table 15 allows for comparisons between faculty and student perceptions by indicating the percentages of respondents who perceived undergraduate and graduate education to be similar (UG=G) on a specific survey item or who perceived the item to be more related to undergraduate than graduate education (UG > G) or more related to graduate than undergraduate education (G > UG). In addition, this table displays information regarding the percentages of faculty and students who perceived each survey item as “not applicable” to their programs. Notably, 19% of students and 16% of faculty indicated that the item “Is more like an apprenticeship under faculty mentorship students” did not apply to their programs. Two items about admissions requirements also had relatively higher reports of not being applicable. Specifically, 5% of students and 11% of faculty indicated that “Involves careful selection of students for admission to the program” was not applicable to their programs and 30% of students and 44% of faculty indicated that “Requires relevant professional work experience as a requirement for admissions” was not applicable. “Requires students to meet professional standards for licensure, certification, etc.” was perceived as not applicable to their programs by 16% of students and 22% of faculty and 14% of students and 15% of faculty indicated that “Students are required to engage in research that contributes to new knowledge in the field” was not applicable to

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their programs. “Offers out-of-class learning experiences including colloquia, practicum experiences, conference participation, and the opportunity to share scholarship in publications or public forums” was perceived as not applicable to their programs by almost 15% of students, whereas only about 8% of faculty perceived this item as not applicable to their programs.

Table 16 shows comparisons between faculty teaching graduate courses at UW-W and faculty who do not teach graduate courses at UW-W across all programs. Out of the 65 survey item comparisons, these two groups of faculty differed significantly on only 3 items, indicating a strong level of agreement among faculty on the survey items. Interestingly, of those three items, the item most likely to be a stable difference between the two faculty groups was “prepares students for scholarly careers.” Faculty teaching graduate courses perceived this item to be more closely related to graduate work (M = 1.33) than did faculty who do not teach graduate courses (M = .85).

Table 17 shows comparisons between the survey responses of faculty teaching graduate courses and graduate student responses across all programs. Out of the 64 survey item comparisons, 22 indicated significant differences in mean scores. In general, the pattern of differences suggested that when respondents perceived an item as more closely related to graduate work (i.e., when the mean score was above 0), faculty reported that the item was more closely related to graduate work than did students. Similarly, when respondents perceived an item as more closely related to undergraduate work (i.e., when the mean score was below 0), faculty reported that the item was more closely related to undergraduate work than did students. In other words, faculty teaching graduate courses tended to make a greater distinction between graduate and undergraduate education than graduate students did. This faculty-student difference in perceptions can be seen by looking at the range of mean scores as well (Faculty Range = -.81 to 2.29 and Student Range = -.58 to 1.77).

In sum, results from the Graduate Study Survey suggest that, in general, faculty perceive greater distinction between undergraduate and graduate programs than graduate students do. In addition, the distinction seems to be strongest on items that are consistent with the traditional goal of graduate work (e.g., training scholars and researchers). The next step might be to figure out whether these faculty perceptions are skewed with a positive bias in regard to the actual experience of graduate students at UW-W, whether this focus on the traditional goals of training scholars and researchers is desired as a primary goal of UW-W graduate education, or if other learning objectives, that have not yet been fully articulated, are guiding UW-W graduate programs.

Findings and Conclusions

Project Goal #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?

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There is some indication that the HLC reviewers’ concerns that graduate education at UW-W is not sufficiently distinct from undergraduate education are valid. The results of the Graduate Study Survey suggest that faculty, both those who teach graduate courses at UW-W and those who don’t, tend to perceive greater difference between undergraduate and graduate education than current graduate students do. At least in regard to items on the Graduate Study Survey, students reported very few differences between their undergraduate and graduate programs. Results from the Graduate Exit Survey are consistent with these results in that, within students’ written comments, the category of “lack of challenge or differentiation from undergraduate (-)” was among the top three categories for 6 programs (Business Administration, Communication, Professional Development, Safety, School Business Management, and Special Education) and the category of “high faculty expectations (+)” was among the top three categories of student comments for only 3 of 11 programs (Communication Sciences and Disorders, Professional Development, and School Psychology). Furthermore, as a general rule, course syllabi were more consistent with the lower and mid-level DQP Specialized Knowledge standards, identified as learning objectives at the baccalaureate level, than they were with the higher DQP standards that ostensibly reflect graduate level objectives.

It should be recognized that the DQP standards reflect a particular, traditional paradigm of graduate education in which students are trained to be basic researchers who will create new knowledge (i.e., #17 – “Elucidates the leading edges of the field” and 18 – “Delineates the current limits of theory, knowledge, or practice in the field by independently initiating, assembling, arranging, and reformulating concepts, designs, or techniques in carrying out a project directed at a challenge in the field that lies outside conventional boundaries.” In this paradigm, practice and application are not typically valued as highly as original basic research; however, it is in practice and application that UW-W graduate programs are most consistent with mid-level DQP Specialized Knowledge standards (i.e., #11 – “Illustrates applications of the major theories, methods, & schools of practice of the field” and “14 – Describes the major methodologies & practices in the field”).

Indeed, interviews with the majority of program coordinators suggest that UW-W graduate programs are focused primarily on training emerging professionals to enter specific applied fields rather than developing theorists and basic researchers. For example, 6 out of 11 program coordinators stated that their programs “focus on specific professions” and 8 out of 11 coordinators indicated that their programs “focus on applied skill development and/or applied research.” Even so, results of the Graduate Survey suggest that many graduate faculty remain committed, or at least, bound to, the traditional MS/PhD model. For example, a number of survey items on which faculty perceived the greatest distinction between undergraduate and graduate education were items related to preparing new scholars and basic researchers (e.g., “prepares scholars and researchers to master the content of a specific field, focuses on students’ abilities to generate new knowledge, emphasizes basic theory-building research, and is designed to prepare students for scholarly careers”). Graduate faculty and graduate students displayed the greatest differences in perceptions on these items as well. Thus, individual programs and the Graduate School as a whole may be well served by re-examining their missions, learning objectives, and curriculums.

HLC reviewers’ concern regarding a perceived lack of distinction between undergraduate and graduate education at UW-W focused intently on the number of dual-listed courses in some UW-W programs. Interestingly, students in two graduate programs with higher numbers of dual-listed courses (Communication Sciences and Disorders and Special Education) perceived their programs in quite different ways in regard to degree of challenge as can be seen in the results of both the Exit Survey and the Graduate Study Survey. For example, Special

21

Education graduate students commented about a “lack of challenge or differentiation from undergraduate” and “too much repetition in courses,” whereas students in Communication Sciences and Disorders did not. Thus, though the prominence of dual-listed courses may be an important dimension to consider, dual-listed courses may not inherently provide a less rigorous educational experience.

Together, these results suggest the need for programs to be more explicit in their articulations of how their program goals and objectives are distinct from undergraduate education in their course syllabi, written program descriptions, and interactions with students. At present, the more non-traditional a graduate program is (i.e., the more distinct it is from the traditional MS/PhD program paradigm focusing on the creation of new knowledge through basic research), the greater the need to explicitly articulate its goals and requirements in written program documents and distinguish itself from undergraduate training so that external constituents, likely more familiar with the traditional paradigm, can easily recognize its value and rigor. At the same time, programs that align with the traditional model also must work to insure that their students’ experiences are distinct from the baccalaureate experience.

Based on these results, the following revisions to the UW-Whitewater “Criteria for Graduate-Level Coursework” are proposed:

Criteria for Graduate-Level Coursework

Current Version Proposed Revisions - 2014

1. Graduate coursework requires greater depth of study than does UW-Whitewater undergraduate coursework.

2. Graduate coursework involves more intense study than UW-Whitewater undergraduate work.

3. Graduate coursework is more specialized than UW-Whitewater coursework.

4. Graduate coursework has a higher level of academic/intellectual rigor than that in UW-Whitewater undergraduate coursework.

5. Graduate coursework involves both theory and practice. While some courses within a master’s program may place more emphasis on theory and some may place more emphasis on practice, the total program must emphasize both.

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 self-direction, 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

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6. The methods of instruction in graduate courses reflect a high level of personal interaction between the instructor and the individual students. This requires small graduate course sections, regular and personalized advising, and interactive teaching methods.

7. Graduate coursework requires more self-directed learning on the part of students than found in UW-Whitewater undergraduate work.

8. Graduate coursework requires extensive use of campus learning resources, including, but not limited to library resources. Other campus learning resources include laboratories and computer facilities.

9. Graduate coursework focuses on advanced disciplinary content, usually as an extension of disciplinary content presented at the undergraduate level. When graduate work serves an introductory function, it typically introduces disciplinary content that is not offered at the undergraduate level. However, introductory graduate coursework may also be accelerated to create a basic background for an individual with an undergraduate degree in another field or who lacks background from undergraduate preparation.

10. All graduate coursework should contribute to degree program goals.

11. Grades assigned in graduate courses serve to distinguish between levels of student achievement at the graduate level.

12. Graduate courses (all course numbers 500 and above) shall only be taught by graduate faculty, or, those with similar qualifications on an exceptional basis, as determined by the graduate faculty within a department.

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

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13. Graduate courses shall be 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.

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.

Project Goal #2: What are the comprehensive learning outcomes of master’s-level education at the University of Wisconsin-Whitewater?

The results of this study suggested the following key tenets of current graduate education at UW-W:

Evidence of progression through advanced skill levels – pre-tests of knowledge and skills; later, students should be able to demonstrate that they remember what they have learned, can apply knowledge and skills in new contexts to solve problems, and that they are expected to be able to do so as well as expect themselves to be able to do so.

Intense and sustained self-evaluation and evaluation by faculty.

Ability to integrate information from a variety of sources to arrive at effective interventions/solutions that can be implemented.

Understanding and effectively communicating with a wide variety of constituents (families, businesses, schools, government, etc.).

Ability to deal effectively with real-world complexity (an emerging theme that likely distinguishes our graduate programs from both UG and traditional MS programs that place more emphasis on understanding complexity within a specific content area).

Evidence of completion of challenging capstone projects. Capstones should require reflection, evaluation, integration across skill domains, and demonstration of goal-directedness rather than compilations of completed materials.

Evidence of “emerging professionalism” (e.g., through presentations to audiences other than peers and graduate faculty, engagement with the public).

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The table outlines proposed revisions to the UW-W Graduate Study Learning Outcomes based on the above tenets:

COMPREHENSIVE OBJECTIVES OF GRADUATE EDUCATION –1997

PROPOSED COMPREHENSIVE LEARNING OUTCOMES FOR MASTER’S LEVEL EDUCATION - 2014

Graduates of UW-W master’s programs will have demonstrated the following skills and dispositions:

1. Comprehend and discuss advanced issues and topics;

2. Collect, analyze, and interpret data needed to address complex questions and problems;

3. Conceptualize, evaluate, and implement solutions to complex problems;

4. Apply appropriate technologies as needed; and

5. Synthesize and articulate multiple concepts in a clear, concise, and persuasive manner.

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.

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Recommendations: Going Forward

There are several ways in which programs can begin this work and respond to reviewers’ and students’ perceptions of a lack of differentiation between undergraduate and graduate education:

All graduate programs should articulate in written and online program materials available to the public how their graduate program challenges and prepares students in ways distinct from their undergraduate education. In addition, graduate programs with corresponding undergraduate programs should make the differences between their undergraduate and graduate programs clear. Such clarity would be helpful to undergraduates trying to determine if graduate school is the right path for them, potential graduate students who are looking to develop their professional identity, individuals who are “shopping” for an “easy way to get a graduate degree,” and external constituents who are skeptical of program rigor. In many cases, the face-to-face interviews with coordinators were more descriptive and positive in regard to the quality and structure of the programs than the existing written program self-studies that were examined. If these self-studies are a part of the upcoming HLC review, attention needs to be paid to their completeness, accuracy, and optimal presentation of unique program qualities. Exemplary self-studies could be shared as models.

Syllabi for dual-listed courses should clearly articulate differences between undergraduate and graduate level learning objectives and specify the unique expectations for graduate students as required by the Graduate School (see document titled “Graduate Level Requirements in Dual-Listed Courses). Dual-listed courses should also examine the overall level of challenge of these courses to ensure that these courses are not too simplistic and/or repetitive.

Programs with larger numbers of dual-listed courses (more than 2-3) required for completion of the master’s degree should explain in their self-studies how their dual-listed courses provide graduate students with graduate-level education distinct from an undergraduate experience.

A more rigorous admissions process might reduce perceptions that UW-W graduate programs aren’t rigorous. Several coordinators indicated that having additional admissions requirements might reduce the number of prospective students who seem to simply “want a master’s degree” without understanding the nature of a specific program. One coordinator commented that some prospective students seem to be “shopping” for an “easy” program they believe they can complete (regardless of the content). One coordinator mused that the fact that most of our programs have few identified screening tools may increase the misperception of our programs as “easy.” The admissions process could involve additional unique requirements rather than a certain test score or higher undergraduate GPA. For example, in addition to writing a brief personal statement of their interest and background, students could be required to submit a written description of their

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understanding of the program they wish to pursue and the specific profession they hope to enter upon graduation, submit an e-portfolio illustrating their background and preparation for graduate study, participate in a face-to-face or online interview, or show evidence of related work/service experiences.

The applied nature of our programs is perceived as their greatest strength by both coordinators and graduates. The terms “applied” and “professional” are often used in descriptions of UW-W graduate programs. Programs could articulate how these terms are embodied in their coursework. Identifying similarities and differences between “applied,” “professional,” and “scholarly” could be quite useful. Articulating a set of “application skill” standards that distinguishes baccalaureate and graduate education at UW-W could be helpful as well.

Programs could identify the specific skill sets their graduates have compared to undergraduates and entering graduate students.

Graduates’ comments from the exit surveys indicate that they want more opportunities to apply their new skills and knowledge.

Graduate faculty could work together to create a clearer description of how research is an integral element of their programs even though “research” as defined by the traditional paradigm might not be. Interviews with coordinators indicated that research is essential to graduate study in their programs; however, it often differs in form from the traditional MS thesis option. These research experiences are also likely to differ from many research experiences at the undergraduate level (e.g., may be analyzing real data from constituents rather than “canned” data for practice). In general, the research element is described like this: research is applied, theory is incorporated, looking to solve practical problems using critical thinking and existing data. One coordinator remarked that research in his area was “more similar to research conducted by attorneys” in which documents are examined and conclusions are drawn.

Programs could emphasize the need for students to demonstrate a developmental progression of learning/skills – rather than the “memorize it, then forget it” model, more typical of UG education, and make sure this progression is integral to the sequential nature of the programs.

Because constituents are less familiar with non-thesis projects at the graduate level and because many undergraduate programs include capstone projects, questions such as “what makes a capstone portfolio as rigorous as a thesis?” need to be addressed.

Programs could put greater focus on students’ professional identity development incorporating relevant self-, peer- and faculty-evaluative experiences consistently throughout programs.

Programs could specify and more effectively communicate the professional outcomes of successful completion of their programs (e.g., licensure, certification).

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Information from program advisory boards, external constituents, and alumni working as professionals in related fields could be very useful to share in regard to demonstrating rigor.

Graduate Student Advisory Board – Environmental Safety and Health 1st year for graduate student advisory board – Communications External Advisory Board – School Psychology, School Business Administration

In general, graduate faculty may want to reflect more on the kinds of learning materials and experiences required of their students that make their graduate programs distinct. Several program coordinators commented on the amount of reading and independent learning their students are required to do as a major distinction between undergraduate and graduate education. However, simply requiring more pages of reading (or writing) without increasing the skills required to meet increased challenges is not a useful distinction. In addition, requiring more independence without including more engagement with self-evaluation and ongoing faculty evaluation is unlikely to be successful. As several coordinators (Accounting, Communication Sciences and Disorders, Counseling, School Psychology) identified the use of intense, ongoing evaluation as an integral and distinguishing part of their programs (“Greater student assessment/accountability/expectations for development and demonstration of skills over time”), these individuals could be excellent resources for other graduate programs as they develop their own systems of increased challenge and expectations. The following documents are included to facilitate continued discussion.

Revised Graduate Outcomes and Satisfaction Survey

PART I: Graduate Outcomes Instructions: Please rate the following statements based on the knowledge, perspectives and skills you’ve acquired through your master’s degree program at UW-Whitewater.

In Column A, indicate the extent to which you agree or disagree with each statement. Circle a number to indicate the extent to which you agree with the statement with, 1= Strongly Disagree, and 5=Strongly Agree.

Column AAgreement

with the statement.

“As a result of my master’s degree program at UW-Whitewater…

1 2 3 4 5 I understand the links between theory, research, and the professional practices of my discipline.

1 2 3 4 5 I have advanced skills in gathering, investigating, documenting, analyzing, interpreting, evaluating, and integrating complex information in my discipline.

1 2 3 4 5 I am able to identify potentially effective solutions to problems in the professional practice of my discipline.

1 2 3 4 5 I am able to implement solutions to problems that arise in the professional practice of my discipline.

1 2 3 4 5 I can effectively communicate orally with a wide variety of people in a professional manner.

1 2 3 4 5 I can express my thoughts and/or positions in writing in a professional manner.

1 2 3 4 5 I can successfully engage with others in professional contexts by balancing

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requirements for independence, collaboration, and leadership.

1 2 3 4 5 I can effectively use technology relevant to the professional practice of my discipline.

1 2 3 4 5 I can recognize ethical problems relevant to my discipline and articulate a professional response or position.

1 2 3 4 5 I recognize and value the need to maintain currency in my discipline through ongoing self-directed learning and engagement with colleagues and other professionals.

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Table 1 - Summary of DQP Specialized Knowledge Foci in Eight Graduate Programs as Identified in Examined Syllabi

DQP Foci Business Admin

Accounting Communications Comm Sci & Disorders

Counselor Education

Safety School Psychology

Special Education

1 - Describes the scope & principal theories of field of study, citing at least some of its core theories & practices, & offers a similar explication of at least 1 related field.

81.8% 75% 75% 77.8% 100% 60% 60% 87.5%

2 – Illustrates contemporary terminology used in the field.

100% 100% 100% 77.8% 100% 80% 73.3% 100%

3 – Generates substantially error-free products, data, etc. as appropriate to field.4 – Defines & explains the boundaries & major sub-fields & practices of the field.

80% 80% 50%

5 – Defines & properly uses the principal specialized terms used in the field, both historical & contemporaneous.

6 – Demonstrates fluency in the use of tools, technologies, & methods common to the field.

75% 75% 66.7% 100% 60% 53.3% 75%

7 – Evaluates, clarifies, & frames a complex question or challenge, using perspectives & scholarship drawn from the student’s major field & at least 1 other field.8 – Constructs a project related to a familiar but complex problem in the field by independently assembling, arranging, & reformulating ideas, concepts, designs, or techniques.

66.7% 80% 50%

9 – Constructs a summative project, paper, or practice-based presentation drawing on current research, scholarship, or techniques in the field.

54.5% 80% 53.3% 62%

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DQP Foci

10 – Elucidates the major theories, methods, & schools of practice in the field and articulates their sources

63.6% 50% 50% 66.7% 100% 60% 60% 87.5%

11 - Illustrates applications of the major theories, methods, & schools of practice of the field

72.7% 50% 88.9% 80% 80% 93.3% 100%

12 – Illustrates relationships between the major theories, methods, & schools of practice in the field and their relationships to allied fields.

75% 75% 74% 75%

13 – Assesses the contributions of major figures (and organizations, if applicable) in the field.

50%

14 – Describes the major methodologies & practices in the field.

81.8% 75% 75% 66.7% 100% 73.3% 100%

15 – Implements at least 2 of the major methodologies & practices (above) through projects, papers, or presentations.

54.5% 66.7% 80% 73.3% 62.5%

16 – Articulates a full range of challenges involved in practicing the field.

50% 50% 55.6% 80%

17 – Elucidates the leading edges of the field.18 – Delineates the current limits of theory, knowledge, or practice in the field by independently initiating, assembling, arranging, and reformulating concepts, designs, or techniques in carrying out a project directed at a challenge in the field that lies outside conventional boundaries.

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Table 2

Individual Program Results from DQP Analysis on Multiple Pages Following

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

Table 3

Syllabi Analysis: Percent of Syllabi from Samples Consistent with the Five Components of School of Graduate Studies Mission Statement

Graduate Program Comprehend and discuss advanced theoretical questions and current issues

Collect, analyze, and interpret data applicable to complex questions and problems

Conceptualize, evaluate, and implement solutions to complex problems

Use appropriate technologies as needed

Synthesize and articulate multiple concepts in a clear, concise, and persuasive manner

Communication 100% 0% 75% 75% 0%Accounting 100% 0% 75% 75% 0%Business Administration

75% 27% 55% 55% 55%

Safety 20% 0% 0% 0% 20%Communication Science & Disorders

67% 44% 44% 90% 89%

Counselor Education 100% 20% 80% 40% 60%Special Education 75% 38% 38% 38% 38%School Psychology 87% 60% 73% 60% 93%Mean % 78% 24% 55% 54% 44%

Note. “Consistency” was defined as a score of 3 or higher on the following 5-point Likert scale:

1 2 3 4 5 Not at all a goal Only slightly a goal Quite a bit A great deal A CENTRAL goal

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Table 4

Course Materials Listed in Syllabi from Eight Graduate Programs by Course Level

Table 5 - Textbook Usage in Graduate Programs

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Table 5 – Textbook Usage in Graduate Programs

Textbook UsageProgram Courses Using Textbooks and

Additional Materials (%)Courses Using Only

Textbooks (%)Courses Not Using Textbooks (%)

Communication 500-Level: 42.9%600-Level: 33.3%700-Level: 83.3%

500-Level: 42.9%600-Level: 55.5%700-Level: 16.7%

500-Level: 14.3%600-Level: 11.1%700-Level: 0%

Accounting 500-Level: ---600-Level: 100%700-Level: 38.5%

500-Level: ---600-Level: 0%700-Level: 30.8%


Business Administration 500-Level: ---600-Level: ---700-Level: 58.5%

500-Level: ---600-Level: ---700-Level: 26.8%


Safety 500-Level: 0%600-Level: 83.3%700-Level: 83.3%

500-Level: 75%600-Level: 16.7%700-Level: 16.7%

500-Level: 25%600-Level: 0%700-Level: 0%

Communication Sciences and Disorders

500-Level: 75%600-Level: 66.7%700-Level: 55.5%

500-Level: 0%600-Level: 0%700-Level: 44.4%

500-Level: 25%600-Level: 33.3%700-Level: 0%

Counseling 500-Level: ---600-Level: ---700-Level: 70.4%


500-Level: ---600-Level: ---700-Level: 0%

Special Education 500-Level: 71.4%600-Level: 80%700-Level: 100%

500-Level: 0%600-Level: 10%700-Level: 0%

500-Level: 28.6%600-Level: 10%700-Level: 0%

School Psychology 500-Level: ---600-Level: 100%700-Level: 92.3%

500-Level: ---600-Level: 0%700-Level: 0%


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Table 6

Number of Textbooks Required in Graduate Courses

Note. These numbers reflect counts of textbooks required on course syllabi. Some texts may be used in multiple courses.

Table 7 - Characteristics of UW-W Graduate Programs Identified in Interviews with Program Coordinators

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Number of Textbooks Required by Graduate Courses

Accounting Business Admin.

Comm. Comm. Sciences & Disorders

Counseling Safety School Psychology Special Ed.

500-level: --600-level: 2700-level: 17Total: 19

500-level: --600-level: --700-level: 44Total: 44

500-level: 7600-level: 14700-level: 10Total: 31


500-level: --600-level: --700-level: 48Total: 48


500-level: --600-level: 7700-level: 26Total: 33


Overall Total: 254

Program Accrediting Body

Interdisciplinary

Focus on specific

profession

Focus on applied skill development,

including applied research

Capstone experience

Internship Licensure/certification possible after

graduation

Additional admissions

requirements

CT requires more depth, integration, dealing with complexity

Student Assessment/Acc

ountability

Accounting Yes Yes MPA in-house written exam

Yes GMAT for non-UW-W; UG gatekeeping

courses

Yes

Business Administration MPA test- prep focused

Yes Yes MBA exam 24 hours UG coursework; GMAT + GRE; only 3% enter

out of UG

Yes

Business Education Yes Yes Writing sample - goals

Yes

Communications Yes Higher GPA req. – 3.0 YesCommunicative

DisordersYes Yes Yes -

portfolioYes Yes GRE score req./Must

have Bach CommDis or 1 yr. of

courseworkCounseling Yes -

CACREPYes Yes Yes Yes Yes – for school

counselorsExp w/ diverse

populations; communication skills & dispositions; day-

long group interview

Yes

Occupational & Environmental Safety &

Health

Yes (ergonomics, engineering,

business, safety, law)

Yes Yes Yes 1 year of FT work experience

Yes

Professional Development

Yes Yes 2.5 GPA; essay Yes

School Business Administration

Yes Yes Yes – prof presentation

of school budget

semester Yes 1 accounting course

School Psychology Yes - NASP Yes Yes Yes Yes 1 year for Ed.S.

Yes Interview, writing sample

Yes

Special Education Yes - CDC Yes – videotaped assessment;

PRAXIS

Yes Yes

Table 8

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Characteristics of UW-W Graduate Programs Relative to UW-W Undergraduate Programs Identified in Interviews with Program Coordinators

CharacteristicsProgram Faster

paceMore

reading and

writing required

More mentoring

More focus on applied skill

development – problem-

solving

Greater student assessment/account-ability/expectations for development and

demonstration of skills over time

CT requires more depth, integration,

dealing with complexity

Greater independence

required

More focus on communication skills, including

leadership

More seminar/student

led courses

Higher GPA req.

to continue

Accounting YesBusiness

AdministrationYes Yes Yes

Business Education

Communications Yes Yes Yes YesCommunicative

DisordersYes Yes Yes Yes Yes Yes Yes

Counseling Yes Yes YesOccupational & Environmental Safety & Health

Yes Yes


Yes Yes Yes Yes Yes


Yes Yes Yes Yes

School Psychology

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Special Education

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Table 9

Characteristics of UW-W Graduate Students Relative to Undergraduates Identified in Interviews with Program Coordinators

Student CharacteristicsProgram Academically

strongerMore

motivatedMore

relevant work

Experience

More mature

Handle work/school

balance better

Greater indepen-

dence

Higher in self-

reflective/self-

evaluative skills

Traveling Interested in career

advancement

AccountingBusiness

AdministrationMost

working full-time

Yes

Business Education

Yes

CommunicationsCommunicative

DisordersYes Yes Yes

Counseling Yes Yes YesOccupational & Environmental Safety & Health

Yes Yes Yes Yes Yes Yes Yes


Yes


School Psychology

Yes Yes Yes Yes Yes Yes

Special Education Yes Yes Yes Yes

Table 10

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Numbers of Dual-Listed Courses Indicated in Self-Study Report and Obtained from UW-W Website Materials

Program Self-Study Report UW-W WebsiteAccounting 2003-2008/3 dual-listed 2Business Administration 2009/ 0 0Business Education 2010-11/5 dual-listed 2-undeterminedCommunication 2008-09/Not available 6Comm. Disorders 2012; 12 dual-listed, but

only 5 are actually split9

Counseling 2009-2010/2 dual-listed, but not required by program

0

Professional Development 15 dual-listed courses Undetermined; 2 emphases had at least 7 or 8 dual-listed courses

Safety 2004-2008/17 dual-listed courses

0-1

School Business 2009-10/0 0School Psychology 2012-13/2 dual-listed

courses2

Special Education Unclear how related to Professional Development Program

15

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Table 11

Means and Standard Deviations for Graduate Student Exit Survey Items are shown on the following page(s).

57

58

59

60

61

62

63

64

65

66

67

Table 12

Top Three Categories of Student Comments Made on Exit Surveys from Each Graduate Program

Student Comment Categories (not individual comments)

NOTE. Two of the same number (e.g., 2 3’s) indicates a tie in number of comments in those categories.

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Program Opportunities for hands on or real life experience (+)

Used Modern Technology (+)

High faculty expectations(+)

Based in current research(+)

Lack of challenge or differentiation from UG (-)

Too much repetition in courses(-)

More opp for working w/ tech

More preparation for/real world opportunities

Accounting 1 2 3Bus Ed 1Bus Admin 3 2 3 1Comm 2 2 1Comm Sci-Dis

1 3 3 2

Counseling 1 3 2Prof Dev 1 3 2Safety 2 3 1 3 3School Bus 1 3 2 3Spec Ed 2 3 1School Psych

1 2 3

Table 13

Comments from Graduate Exit Surveys on following page(s).

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70

Table 14

Means and Standard Deviations for Graduate Study Survey Items by Faculty and Students in Each Graduate Program on following page(s).

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72

73

74

75

76

77

Table 15

Percentages of Graduate Students and Faculty Reporting UG = G, G > UG, and N/A on Graduate Study Survey Items on following page(s).

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Table 15.

79

80

81

82

83

Table 16

Comparison of Survey Responses from Faculty Teaching Graduate Courses and Faculty Not Teaching Graduate Courses on following page(s).

84

85

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Table 17

Results of Graduate Study Survey by Program on following page(s).

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88

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Appendix A

Current UW-W School of Graduate Studies Learning Outcomes as identified in document entitled “COMPREHENSIVE OBJECTIVES OF GRADUATE EDUCATION – UNIVERSITY OF WISCONSIN-WHITEWATER – DRAFT: 2 APRIL 1997)

Upon completion of a master’s degree from the University of Wisconsin-Whitewater, master’s level graduates will be sufficiently trained in the current literature and professional practices of their discipline to be able to:

Comprehend and discuss advanced issues and topics;

Collect, analyze, and interpret data needed to address complex questions and problems;

Conceptualize, evaluate, and implement solutions to complex problems;

Apply appropriate technologies as needed; and

Synthesize and articulate multiple concepts in a clear, concise, and persuasive manner.

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Appendix B

School of Graduate Studies Mission

The School of Graduate Studies at the University of Wisconsin-Whitewater oversees programs whose goal is to provide high quality, practitioner-oriented programs that use knowledge and skills acquired through baccalaureate degrees as a foundation for advanced preparation and professional development for careers in business and industry, education and human services.The graduate programs achieve this through provision of learner-centered processes which couple professional experiences with advanced knowledge and highly-refined analytic, communicative and functional skills such that their students are capable of performances that characterize the best practices of their profession.

To that end, all master’s level graduates will be able to:

• comprehend and discuss advanced theoretical questions and current issues• collect, analyze and interpret data applicable to complex questions and problems;• conceptualize, evaluate and implement solutions to complex problems;• use appropriate technologies as needed• synthesize and articulate multiple concepts in a clear, concise and persuasive manner

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Appendix C

Current Graduate Exit Survey on following three pages.

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93

94

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Appendix D

Student Learning Outcomes of Graduate Programs

Accounting

A. Student Learning1. Student Learning Performance Outcomes

a. After completing the MPA program, students should be able to solve unstructured problems in complex accounting situations (problem solving). Effective problem solvers: State the problem clearly and precisely. Determine the information needed to solve the problem. Actively seek relevant information. Analyze and interpret information, drawing inferences wherever possible. Recommend and justify an appropriate solution to the problem.

b. After completing the MPA program, students should able to analyze the determining and/or competing factors in a situation, predict their effects, and recommend acceptable solutions (critical thinking). Educated critical thinkers: Are problem-solvers (see above). Identify options, taking into account their relative advantages and disadvantages. Reject information that is incorrect or irrelevant, admitting a lack of understanding (or information), when necessary Weigh the evidence, draw well-reasoned conclusions, and adjust opinions when new information is presented. Communicate their conclusions is a well-organized, logical manner.

c. After completing the MPA program, students should able to students should be able to identify ethical issues in an accounting situation and apply a reasoned-based value system to those issues (ethical behavior). Sound ethical behavior assumes a person is a problem-solver and a critical-thinker.

Business Administration

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The specific objectives of the MBA program are:

a. to provide a sound preparation in the foundation courses concerning basic tools and functional areas that are critical to the understanding of business.

b. to study in depth those tools and functional areas that are essential to sound administrative practices.

c. to give students an in-depth study of an area of concentration in which they have an interest and in which they desire to begin professional life.

d. to provide the tools and knowledge for identifying problems and collecting and analyzing data to make sound decisions in a dynamic economic environment.

Business and Marketing Education

The Master of Science (M.S.) Degree in Business And Marketing Education is offered with or without Wisconsin Teaching License, and is designed to familiarize students with both the content of business coursework and methods for effectively teaching such content in K-12 settings.

The program offers three emphases: General (for individuals who have already earned licensure, this program builds on undergraduate coursework and teaching experience); Secondary (for individuals who possess an undergraduate degree and are seeking licensure to teach at grade 6-12); and Post-Secondary (for individuals who plan to teach or are teaching at the Post-Secondary level and are pursuing Wisconsin Technical College System (WTCS) certificate.

Communication

The “Program Objectives: M.S. in Communication” statement, revised 2004, states: Students should be able, upon completion of their Master’s program, to meet the following objectives:

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1) Describe processes relevant to the quantitative and qualitative research methods used in communication research.2) Interpret research as evidenced through the ability to summarize and assess the merits of scholarly work.3) Use scholarly evidence and theoretical communication principles in developing support for an argumentative

premise.4) Demonstrate graduate-level writing and oral communication skills in the development and presentation of one’s

scholarly work. 5) Be knowledgeable regarding the Communication discipline including being able to describe communication

terminology and seminal concepts inherent to their academic emphasis.6) Generalize about paradigmatic theories inherent in their academic emphasis and understand the link between theory

and professional practice.7) Demonstrate an appreciation for the field of communication.8) Demonstrate an ability to apply advanced communication principles to pragmatic situations outside the classroom.

Communication Sciences and Disorders

The Master of Science (M.S.) Degree in Communication Sciences and Disorders prepares students to become speech-language pathology professionals who can assess, diagnose and treat clients of diverse cultural and linguistic backgrounds and to practice across the lifespan and across all settings.

Curriculum & Instruction

The purpose of the M.S.-C&I (from the Graduate Catalog) is to “provide individuals with advanced academic work focused on improving teaching and learning. The degree is designed to blend knowledge of content with knowledge of teaching and learning throughout all course work and within the culminating experience, either an integrative project or a thesis.”

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Within this general purpose, the program promotes students’ growth on the following dimensions:

• Ability to use results of educational research in the improvement of curriculum and instruction, as reflected in proposals, plans, analyses, and projects;

• Writing ability, which reflects the ability to think clearly and critically about educational issues as well as to observe the discourse conventions of the academic community;

• Ability to demonstrate depth and breadth of knowledge of the emphasis area as reflected in use of vocabulary, standards of judgment, procedures and methods of that area in solving practical problems.

In general, the program aims to help teachers become more reflective practitioners while acquiring useful, research-based skills and strategies directly applicable to their professional work. By meeting these goals, students are prepared to take leadership among colleagues in matters of curriculum and instruction.

Counselor Education

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The CACREP-accredited Counselor Education program at UW-Whitewater provides graduate-level training that prepares students to provide counseling in a variety of settings. The primary purpose of the program is to help students become effective professional counselors. The program is designed to help students achieve competencies required by regulatory bodies such as the National Board for Certified Counselors (NBCC) and the Wisconsin Department of Instruction, employing agencies, and professional organizations.

Students choose an emphasis in clinical mental health counseling, higher education, or school counseling:

Clinical mental health counseling (60 credit hours). Students who choose this emphasis go on to work in a variety of settings, including community mental health centers, social service agencies, and inpatient facilities. Within this emphasis, students can elect to take courses in a specialty area such as alcohol and other drug counseling, career counseling, and marriage/ partnership and family counseling.

Higher education (48 credit hours). This emphasis is designed for those who plan to seek employment in post-secondary settings such as technical colleges and universities. In addition to the core counseling classes, students in this emphasis complete two specialized courses and one additional elective course.

School counseling (48 credit hours). Designed for those who plan to become counselors in elementary, middle, or secondary schools. Students in this emphasis complete all core counseling courses as well as three specialized courses. The program is open to both current teachers and non-teachers.

In each emphasis, students develop knowledge and skills in both the science and the art of counseling. The curriculum encompasses three types of learning: academic, experiential, and personal development. Experiential learning includes clinical classes, a one-semester supervised practicum in the Winther Counseling Lab on campus, and a two-semester supervised internship in the field.

Environmental Safety and Health

The Master of Science (M.S.) Degree in Environmental Safety and Health is designed to develop an advanced understanding of general and specific issues relevant to occupational and environmental safety. Students will develop skills in collecting, analyzing, drawing conclusions from data. Courses will include preparation and delivery of oral and written reports and projects relevant to accident investigations, job safety analyses, health concerns, workers' compensation issues, fire protection measures, workplace ergonomics assessment and hazard investigation.


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http://www.uww.edu/coeps/departments/counseled/programs/schoolcounseling

http://www.uww.edu/coeps/departments/counseled/programs/highered

http://www.uww.edu/coeps/departments/counseled/programs/cmhc

The Master of Science Education in Professional Development (MSE-PD) provides individuals with advanced academic work focused on the improvement of teaching and learning. The program is designed to develop skills and knowledge in the three core areas of research, practice, and voice in the profession through a sequence of courses and individually guided activities that culminate in a substantial capstone project.

School Business Management

The Master of Science in Education (M.S.E.) in School Business Management provides a course of study to qualify students for licensure as a School Business Manager. Graduates of the program have assumed roles as Director of Finance, Comptroller, Director of Administrative Services, Director of Information Services, Human Resource Manager, Director of Buildings and Grounds, Benefits Manager and Financial Consultant.

The curriculum provides students with an understanding of the organization of elementary and secondary school systems and the expertise needed to manage their resources. Through applied learning opportunities, acquire an advanced understanding of the accounting and finance functions, information technology, property management, budget preparation and personnel management, and learn about state reporting and other statutory requirements.

The mission of the School Business Management Masters Program is to provide students an opportunity to pursue a course of study which will qualify them for licensure as a School Business Manager.

School Psychology

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The Master of Science in Education (M.S.E.) in School Psychology is part of a three year, 69-credit program which fulfills the academic requirements for licensure as a School Psychologist. This area of study concerns itself with the application of psychological theories and skills to prevention and intervention procedures with children and educational foundations and extensive training in assessment, therapy, and consultation practices. Completion of the three-year program leads to Department of Public Instruction licensure as a School Psychologist.

The curriculum is designed to provide advanced knowledge and skills in content areas necessary to meet the training requirements for School Psychology as defined by the National Association of School Psychologists, the American Psychological Association, and the State of Wisconsin Department of Public Instruction certification standards for School Psychologists. Students will learn, among other skills, to: complete non-biased data-based assessment of school-aged children and integrate such assessment into treatment procedures; function as consultants to teachers, parents and other personnel in school settings - working as child advocates in school, home and community; and conduct applied research that will benefit the children and families that they serve, and appreciate how such efforts fit into a context of continuing professional development.

Special Education

Option 1: Professional Development MSE

The MSE in Special Education with an emphasis in Professional Development is designed for currently licensed teachers or professionals in related fields who wish advanced knowledge in special education. Potential areas of study include: Autism Specialist, Transition Specialist (both areas lead to Graduate Certificates), addition of LD, CD, or EBD to current special education, cross categorical license, or coursework to support the completion of the Professional Development Plan.

Option 2: Cross Categorical Licensure MSE

The MSE in Special Education is designed for working professionals with bachelor degrees who seek initial licensure in special education. Individuals with current emergency licenses are also ideal candidates for this program. Students complete a 36 credit MSE in three years with night and summer classes. Licenses earned include Cross Categorical and Learning Disabilities.

Appendix E

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Rubric for Specialized Knowledge Content

Course Title/Section: DQP-Spec.

KnowledgeCourse

Objective(s)Consistent w/DQP

SpK?

Notes on Assignments &

Assessments

General NotesIf discernible, indicate 1 if the SpK is “introduced” and 2 if SpK is a “focus” of the course

1 - Describes the scope & principal theories of field of study, citing at least some of its core theories & practices, & offers a similar explication of at least 1 related field.2 – Illustrates contemporary terminology used in the field.3 – Generates substantially error-free products, data, etc. as appropriate to field.4 – Defines & explains the boundaries & major sub-fields & practices of the field.5 – Defines &

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properly uses the principal specialized terms used in the field, both historical & contemporaneous.6 – Demonstrates fluency in the use of tools, technologies, & methods common to the field.

7 – Evaluates, clarifies, and frames a complex question or challenge, using perspectives & scholarship drawn from the student’s major field & at least 1 other field.8 – Constructs a project related to a familiar but complex problem in the field by independently assembling, arranging, & reformulating ideas, concepts, designs, or techniques.9 – Constructs a summative project,

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paper, or practice-based presentation that draws on current research, scholarship, or techniques in the field.10 – Elucidates the major theories, methods, & schools of practice in the field and articulates their sources11 - Illustrates applications of the major theories, methods, & schools of practice of the field12 – Illustrates relationships between the major theories, methods, & schools of practice in the field and their relationships to allied fields.13 – Assesses the contributions of major figures (and organizations, if applicable) in the

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field.14 – Describes the major methodologies & practices in the field15 – Implements at least 2 of the major methodologies & practices (above) through projects, papers, or presentations.16 – Articulates a full range of challenges involved in practicing the field.17 – Elucidates the leading edges of the field.18 – Delineates the current limits of theory, knowledge, or practice in the field by independently initiating, assembling, arranging, and reformulating concepts, designs, or techniques in carrying out a

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project directed at a challenge in the field that lies outside conventional boundaries.UW-W 1– Demonstrates ability to think from a psychological perspective including ethics & dispositions

UW-W 2 – Demonstrates critical thinking, hypothesis testing, critical questioning, disconfirmation

Appendix F

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Number and Title of Dual-Listed Courses in Graduate Programs

This document was created in two steps:

1. UW-W graduate program descriptions were copied.2. UW-W 2012-2014 undergraduate course catalog was consulted to determine if there was a “slash” course with the

equivalent UG number and title as the listed graduate course.

NOTE: Because several graduate programs allow a large number of elective courses from different disciplines, it is difficult to determine exactly how many “slash” courses students would have in their course of study. However, the program descriptions indicate the number of required 700-level (non-dual-listed) courses, so some tentative extrapolation could be performed.

COMMUNICATION (6)

COMM 627 (427) COMMUNICATION TRAININGCOMM 629 (429) ORGANIZATIONAL COMMUNICATION

JOURNLSM 505 (305) HISTORY OF MASS COMMUNICATIONJOURNLSM 620 (420) LAW OF MASS COMMUNICATION JOURNLSM 630 (430) COMMUNICATION AND PUBLIC OPINION COMM 640 (440) NEW COMMUNICATION TECHNOLOGIES

ACCOUNTING (2)

ACCOUNT 651 (451) TAX IFNBSLW 542 (342) ADVANCED BUSINESS & COMMERCIAL LAW

ACCOUNT 483/683 INTERNATIONAL ACCOUNTING (NOT INDICATED IN DEGREE)

BUSINESS ADMINISTRATION (0)

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NO DUAL-LISTED COURSES

ENVIRONMENTAL SAFETY AND HEALTH (0-1)

Electives (students could choose one of the following)

SAFETY 583 (383) INTRODUCTION TO SECURITY SAFETY 650 (450) BEHAVIORAL ASPECTS OF ACCIDENT PREVENTION

SCHOOL BUSINESS MANAGEMENT (0)

No dual-listed courses.

BUSINESS AND MARKETING EDUCATION (2 – XX)

1. SELECT 22 UNITS (12 UNITS MUST BE 700 PLUS) FROM COLLEGE OF BUSINESS AND ECONOMICS OR COLLEGE OF EDUCATION AND PROFFESSIONAL STUDIES OFEERINGS AND CONSULTATION WITH ADVISOR

2. EDFOUND 625 (425) MEASUREMENT & EVALUATION IN THE SECONDARY SCHOOLS3. EDFOUND 681 (481) HUMAN ABILITIES & LEARNING4. SELECT 16 UNITS (AT LEAST 6 UNITS MUST BE 700 OR ABOVE) FROM THE COLLEGE OF BUSINESS AND

ECONOMICS OR THE COLLEGE OF EDUCATION AND PROFFESIONAL STUDIES OFFERINGS FROM THE COLLEGE OF BUSINESS AND ECONOMICS OFFERINGS

B. SECONDARY EMPHASIS1. EDFOUND 681 (481) HUMAN ABILITIES AND LEARNING 2. EDFOUND 625 (425) MEASUREMENT & EVALUATION IN THE SECONDARY SCHOOLS3.4. SELECT 10 UNITS (AT LEAST 6 UNITS MUST BE 700 OR ABOVE) IN CONSULTATION WITH ADVISOR

COMMUNICATION SCIENCES & DISORDERS (9)

COMDIS 580 (380) SPEECH & LANGUAGE DEVELOPMENT IN CHILDREN COMDIS 585 (385) FLUENCY DISORDERS

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COMDIS 626 (426) NEURAL BASES OF SPEECH AND LANGUAGE COMDIS 672 (472) ASSESSMENT IN COMMUNICATIVE DISORDERS COMDIS 677 (477) DISORDERS OF SPEECH PRODUCTION COMDIS 681 (481) LANGUAGE DISORDERS IN CHILDREN COMDIS 682 (482) AUDIOMETRY COMDIS 683 (483) AUGMENTATIVE & ALTERNATIVE COMMUNICATION

1. SELECT FROM:o COMDIS 660 (460) PRACTICUM IN COMMUNICATIVE DISORDERS

2. SELECT FROM:o COMDIS 660 (460) PRACTICUM IN COMMUNICATIVE DISORDERS

COUNSELING (0)

COUNSED 450/650 INTRODUCTION TO COUNSELING – NOT PART OF THE MASTER’S CURRICULUM.

MASTER OF SCIENCE IN EDUCATION PROFESSIONAL DEVELOPMENT (MSE-PD)

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Number of dual-listed courses depends on specific emphasis. Examples are given below:

A. ENGLISH AS A SECOND LANGUAGE/BILINGUAL EDUCATION (7)1.

CIGENRL/ESL 550 (350) Introduction to ESL/Bilingual Education CIGENRL/ESL 510 (310) Survey of Educational Linguistics CIGENRL/ESL 530 (330) Teaching English Grammar in the ESL/Bilingual Education Classroom CIGENRL/ESL 603 (403) ESL Methods and Curriculum CIGENRL/ESL 605 (405) Assessment in the ESL/Bilingual Classroom CIGENRL/ESL 655 (455) Teaching Content in the Bilingual Classroom CIGENRL 520 T(320) he Spoken Language and Discourse Analysis

B. INFORMATION, TECHNOLOGY AND LIBRARIES (8) LIBMEDIA 550 (350) Finding and Using Information LIBMEDIA 654 (454) Library Administration LIBMEDIA 640 (440) Information Literacy

2. Select six to nine units from the following in consultation with advisor. All are required for licensure. LIBMEDIA 543 (343) or ENGLISH 510 Adolescent Literature and Related Media LIBMEDIA 634 (434) Digital Tools for Learning LIBMEDIA 651(451) Organizing Information ELEMMID 562 (362) Children’s Literature ELEMMID 562 (362) Children’s Literature

SPECIAL EDUCATION (15)

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SPECED 662 (462) ASSESSMENT SPECED 580 (380) PHASE 3 PORTFOLIO SPECED 640 (440) ADVANCED MANAGEMENT SPECED 686 (486) ACADEMIC INTERVENTIONS I SPECED 687 (487) ACADEMIC INTERVENTIONS II SPECED 676 (476) CURRICULUM METHODS MULTIPLE DISABILITIES SPECED 680 (480) PHASE 4 PORTFOLIO EDFOUND 682 (482) EDUCATIONAL STATISTICS SPECED 576 (376) MEDICAL ASPECTS OF DISABILITY SPECED 606 (406) Transition Programming for Students with Disabilities SPECED 609 (409) NONVIOLENT CRISIS INTERVENTION SPECED 650 (450) INTERVENTION FOR CHILDREN WITH EBD SPECED 658 (458) COLLABORATION FOR EFFECTIVE INSTRUCTION SPECED 661 (441) EDUCATIONAL DIAGNOSIS AND ASSESSMENT OF EC:EEN AND SPH SPECED 662 (462) EDUCATIONAL-DIAGNOSIS AND ASSESSMENT IN LD, E/BD, CD

SCHOOL PSYCHOLOGY (2)

PSYCH 620 (420) FOUNDATIONS OF PROFESSIONAL SCHOOL PSYCHOLOGY – Admission to School Psychology program or consent of instructor required

PSYCH 680 (480) SCHOOL VIOLENCE CRISIS MANAGEMENT

Appendix G

112

Faculty Comments from Graduate Study Survey

NOTE: * indicates comment from a faculty member actually teaching graduate courses.

Special Education (13)

*Our graduate program has two tracks: teacher certification and professional development. Both tracks are likely to attract students with little, no or alternative teaching backgrounds. In many ways this puts them at a distinct disadvantage from our undergrads in that they have fewer credits to acquire the specialized knowledge for their field/degree. Our PD Masters focuses on development of leadership, collaboration and research skills; while our undergraduate and masters certification programs focus on the variety of knowledge and skills needed to acquire licensure and teach in public school settings. 13

School Psychology (12)

*Development of specialized knowledge and skills as well as close faculty/student relationships. 12.00

*The most significant difference between our graduate program and undergraduate education at UW-W is the level of independence required of the graduate students. While faculty work closely with them, we expect our graduate students to take more reponsibility for monitoring their own learning and seeking out additional assistance when necessary 12

The graduate program involves more specialized training in practice and includes practice requirements (practicum and internship) that require more specialized skills and greater responsibilities. Graduate students are expected to function more independently and to have greater facility with sources beyond the textbook -able to find, interpret and apply primary sources. While undergraduates do this to some extent, it is more minimal and with much more support than in the graduate program.

12.00

The graduate program has highly specialized, professional goals and courses tailored to meet those goals. Many if not most of the graduate training goals are dictated by or at least aligned with requirements set forth by accrediting bodies. The graduate students are trained for a very specific career while the undergraduates are getting a more general, liberal education. 12

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*Our graduate program differs from our undergraduate program MAINLY on connecting individual students with the skills, knowledge, and contexts (e.g., professional resources and relationships) necessary for their future success as professionals in the field. By contrast, our undergraduate program focuses on exposing a wide range of students to the breadth of experiences and knowledge needed to pursue further study or employment in the field. 12.00

I think the biggest difference is in the focus on professional preparation in the graduate program, whereas the undergraduate program is largely focused on content acquisition and increases in general academic skills and critical thinking. The professional preparation in our graduate program involves more in-depth expertise on relevant topics and a focus on applying that expertise in professional settings. 12.00

Students in the graduate program are more select (e.g., in academic performance and experience) and receive more specialized training. Graduate students also probably write, discuss ideas in class, and do research to greater degrees. 12.00

*Undergraduates have no experiences to tie new learning from the classroom and it is our job to give them demonstrates and experiences to learn form while graduates students have had experiences and it is our job to challenge these experiences to help shape new learning. 12

School Business Management (11)

At the graduate level, the learning must require more interdisciplinary knowledge. 11.00

Safety (10)

Professional Development (9)

G=emphasis on critical thinking, problem solving, research and generating ideas and hypothesis 9.00

In education, the major difference is the requirement to write scholarly papers in graduate school and to reference ideas back to research rather than personal opinion of what a student remembers hearing in class. 9.00

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Graduate education is more flexible and customized for the goals of each individual student. Classes are smaller and facilitate extensive discussion between faculty and students. The capstone experience has alternatives that also customized and include thesis research and/or practicum experiences. 9.00

numbers in classroom and the ability of graduate students to reflect 9.00

Students in the graduate program usually have classroom teaching experience and are motivated to help the children in their classroom. There is a difference in maturity, focus, and motivation between graduate and undergraduate students. 9.00

Students find own interests and research in graduate, while undergraduate are provided more of a map of the territory and common applications. 9.00

Levels of research and writing for publication. Degree of expected thought/idea development. 9.00

intensified research to practice experiences 9.00

Graduate program is more research based and allows practice and application of new knowledge in their already established career setting. 9.00

Critical thinking. Field experience. Rich conversation. Theory to practice applications 9.00

Educational Leadership (8)

*Grad programs allow the student to learn more in depth and specialize in a specific area. 8.00

*Graduate students are expected to show exceptional depth and breadth of knowledge, to digest and analyze more complex material, and to demonstrate the ability to produce professional quality work on par with that of others with MA or PhD. degrees in their field (as appropriate for the degree they are pursuing) 8.00

Counseling (7)

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*From the admissions process (individual interviews) to the rigor and expectations of the coursework to the commitment students feel to the program - all are significant differences. 7.00

1.) There are lower student to professor ratios in class sizes2.) Students are expected to become professionals and grow personally and professionally to take leadership positions in their profession3.) Students in graduate school are not spoon fed their education they are expected to learn outside the classroom4.) Graduate students are expected to know how to do research and how to be good consumers of research5.) There are more opportunities for mentorship between graduate students and professors6.) Graduate students are expected to challenge each other and help each other grow7.) Graduate students graduate from an accredited program and typically begin a career that requires them to network, be part of professional organizations, and adhere to professional standards or ethics related to their profession.8.) Graduate students are more invested in their degrees and require more of their professors because of this investment 7.00

The advanced knowledge and skills that are required at the graduate level. 7.00

Graduate program is applied 7.00

Communication Sciences and Disorders (6)

Communications (5)

?? I have observed my colleagues utilizing fewer assessment measures when determining student grades at the graduate level than the undergraduate level. In fact, at times the expectations for graduate students are often lower, in my opinion, than what is asked for in some undergraduate coursework. 5.00

?? Students should be motivated to learn about this particular subject. Because of general education requirements, undergraduate faculty frequently need to motivate. That should not be the issue. Also, the focus of graduate programs should be more on creating knowledge than simply learning it. 5.00*A graduate program is a research-based degree. A graduate degree should say about the holder that s/he is an accomplished researcher and advanced analytical thinker and writer. A graduate program should also have smaller classes that allow for increased student to student interaction and discussion of material, rather than delivered lectures. 5.00

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*Building upon a body of literature to acquire new knowledge for the grad program. 5.00

*Not as much as I would like to see. 5.00

Graduate education focuses on the creation of new knowledge; undergraduate education focuses on acquisition and mastery of existing knowledge. 5.00

*Graduate students are encouraged to have ownership over their intellectual development and to put it in the context of the field at large, whereas undergraduate education is designed to give students a wide range of exploratory options. 5.00

*There is more individual (i.e., 1 to 1) instruction in graduate programs. There are more group project assignments at the undergraduate level. At the graduate level, a noticeable gap exists between students who have basic math and writing skills, and students who lack those skills. 5.00

Graduate programs are more focused and meant for more self-directed students. Undergraduate programs show a variety of options with a focus (major) and students need more instructional scaffolding. 5.00

Business and Marketing Education (4)

the levels of hard work, unstructured assignments/project, and analytic capability. 4.00

*Graduate education holds students to a much higher standard of learning. More material is covered in the course. I push the students harder. More complex and theoretical problems are addressed. Generally, most graduate students come in with a higher skill level than undergraduates. Graduate students are almost always more committed to their education than undergraduates. Graduate students are easier to teach than undergraduates because they are more willing to learn. No matter what the workload, the graduate students accept it. 4.00

Business Administration (3)

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*Depth of coverage of discipline related topics. I can go more in depth in a grad course. Experience also a big issue. My grad students are typically part-timers who have careers. That changes the whole dynamic of course experience. 3.00

* UG = 'Doers' in the workforce Grad = Managers in the workforce 3.00

*Undergraduate students have more interaction with faculty, are more eager to learn and acquire new skills.Graduate students don't have much interaction with faculty, especially those in online courses. They usually want a graduate degree for advancement in their careers and not necessarily eager to learn. 3.00

*The main difference really seems to be the goal of the program. At the undergrad level, our goal is to prepare students for entry-level or mid-level positions where they are expected to have a broader base of knowledge. The grad program is geared toward people who have some work experience but either want to deepen their knowledge of our subject or want to move from one functional area to another. 3.00

*I don't know how to interpret this question. As written it seems to be asking how undergrad ed at UW-W differs from the graduate training I've experienced. Alternatively, it could be asking about the grad program I teach in and UW-W undergrad eduation. These are 2 very different comparisons, and without knowing which comparison is desired, I really can't answer.

3.00

* The variation of student background is larger for graduate than for undergraduate students. 3.00

?? grad program has smaller classes and better students overall. 3.00

*Graduate students are generally more mature, more serious about learning, and come from considerably more diverse backgrounds and are more interested in learning from their diversity. They also have better analytic skills. Because of these differences, more learning tends to occur per credit hour in a graduate course than in an undergraduate course. 3.00

*Our graduate program offers greater, in depth training, in methods, techniques, and skills, as compared to the undergraduate program. Expectations are higher for problem solving and analysis at the graduate level as compared to the undergraduate level. 3.00

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*Admission requirements and hence what I expect from students. A lot of hand-holding at the ug level versus the facilitator/mentor role in grad. 3.00

*Don't use the same textbook. 3.00

Our graduate programs tend to focus on greater detail/granularity within the subject, as well as exploring a bigger picture/strategic view of the subject. 3.00

Faculty involvement in graduate program is much less 3.00

Applied Economics (2)

Teaching load of the faculty members and the quantity/quality of research done by those faculty. 2.00

graduate students conduct more independent research. We teach more advanced theories in the field in the graduate program.2.00

Accounting (1)

* It is typically the case that graduate courses are not the first exposure a student has to the topic. Graduate courses in accounting are primarily assessed through exams with the focus toward the CPA exam competencies. 1.00

Less focus on homework, more focus on exams. 1.00

Faculty Comments from Graduate Education Survey – Program NOT Identified

NOTE: * indicates comment from a faculty member actually teaching graduate courses.

Students in graduate classes have a much larger desire to be there vs. undergraduate students.

I didn't attend UW-W for my undergraduate education, so I can't form an opinion.

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Our graduate program has two tracks: teacher certification and professional development. Both tracks are likely to attract students with little, no or alternative teaching backgrounds. In many ways this puts them at a distinct disadvantage from our undergrads in that they have fewer credits to acquire the specialized knowledge for their field/degree. Our PD Masters focuses on development of leadership, collaboration and research skills; while our undergraduate and masters certification programs focus on the variety of knowledge and skills needed to acquire licensure and teach in public school settings.

Please try to distinguish the expectation/requirement for the MBA program from the expectation for the DBA program. Otherwise, the answers to this online survey may become misleading. Likewise, please distinguish the difference between an undergraduate educational program (that may require an undergraduate student to obtain certain hours of practical experience before graduation) from a political science program or a management program that do not necessarily require students to go through the same outside-classroom training before graduation. Thanks for your consideration!

Depth, breadth, and intensity of content knowledge. In addition graduate students must engage in research (i.e, develop and carry out research that is approved by campus IRB).

UG program students are very busy with classes and can't have dedicated time for research. However graduate students have more time for research.

Although I am not currently teaching in a graduate program, I am involved in proposing a new one to start within the next few years. We expect the main differences to be (1) a higher level of student preparation and motivation in the graduate program (e.g., industry experience and/or a strong undergraduate record), (2) a much stronger emphasis on theoretical foundations and new research results in the graduate program as compared to undergraduate courses, and (3) an expectation that all graduating students will consistently produce professional-level work, to be validated by requiring successful completion of either a capstone project (co-supervised by an industry collaborator) or a traditional thesis.

The most significant difference between our graduate program and undergraduate education at UW-W is the level of independence required of the graduate students. While faculty work closely with them, we expect our graduate students to take more reponsibility for monitoring their own learning and seeking out additional assistance when necessary.

Masters programs tend to have more specialization within the major/degree. Allows student to focus their studies within their discipline.

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The graduate program has highly specialized, professional goals and courses tailored to meet those goals. Many if not most of the graduate training goals are dictated by or at least aligned with requirements set forth by accrediting bodies. The graduate students are trained for a very specific career while the undergraduates are getting a more general, liberal education.student quality and seriousness in study.

Undergraduates have no experiences to tie new learning from the classroom and it is our job to give them demonstrates and experiences to learn form while graduates students have had experiences and it is our job to challenge these experiences to help shape new learning.

-focus on creation of new knowledge and ideas-prepares students to be leaders in the field-is more student-directed(all of the above apply to graduate education)

the purpose students have for completing the degree; ability levels of students in writing, research, and self-motivation; expectations for quality of work are higher with grad students.

More intensive, more narrowly-focused study with expectation of synthesizing and communicating what is known in the discipline and critically evaluating it, then designing, conducting, and communicating independent research.

In graduate sections: more intensive engagement with theory and method, stronger focus on self-directed research, greater mentoring contact with professor.Graduate study requires more specificity and a mentorial relationship with the faculty.

My graduate program had much higher standards.

Smaller classes, opportunity for individualization in graduate courses (pursuing specific interests of the student)

Graduate Program: Specialized training in a specific field. Require prior knowledeg/experience in field.Undergraduate Program: Students are generally novices. Goals include to provide generalized training as well as some degree of specialized training in one or more specific fields.

extended time spent on a single project in my graduate program

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The amount of work, and expectations that professors/instructors have of their students. As a grad student you are expected to complete your work, understand what you are doing, and do it in a professional manner.

The graduate classes are more challenging and require more self-discipline.

Teachers throw more at you to learn, but teach you half as well as the undergrad teachers

Graduate students have basic knowledge in the field; graduate students take responsibility for their learning; graduate students do not need guidance on the practical details of completing a project because those skills are already established, and instead they can be mentored on the more complex aspects of the task; graduate students are reliable; graduate students come to seminar having done the reading and ready to discuss, so that a much deeper level of understanding is achieved in the class period; graduate programs heavily emphasize theory and epistemology. This is all in contrast to undergraduates.

1. level of sophistication of class/seminar discussion2. level of self-direction required for success3. the sophistication of content and writing in papers4. the amount of originality in ideas5. the depth of understanding in a given topicI teach my UG's at a very high level-- what would be considered a Grad level at other places. Thus, for me, I think the main difference is the student population (age, full-time work, etc.).

Undergraduates seem much more focused on grades and numerical outcomes of a class rather than the material they are learning.

A graduate program is much more specialized, whereas an undergraduate education is more general in the information provided. Students are often, but not always, more focused in a graduate program than an undergraduate program.Most of our graduate students are already practitioners in their field, exhibiting leadership skills as well as a good understanding of the field. The tasks they are assigned are far more complex, requiring a higher level of independence on the part of the student.

Seems like the standard for lower division courses is being lowered here. Students are not being prepared for upper division courses or life beyond college.

Degree of scholarly performance higher at the graduate level

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Research paper / thesis component in our courses cross-listed with graduate level courses.

I dont see many differences. Same exam styles, same homework, some classes still have papers and group assignments. Same teachers as well

Undergraduate program is more concept based, while graduate program is more discussion based. Things discussed in the graduate program are based on personal experience. MPA program provides details and new areas of the accounting field

I teach both graduate and undergraduate business classes. The graduate classes are focused on a specific profession & licensure in that profession. The undergrad class actually spends more curriculum on general constructs of research.

Depth, breadth, and intensity of content knowledge. In addition graduate students must engage in research (i.e, develop and carry out research that is approved by campus IRB).

UG program students are very busy with classes and can't have dedicated time for research. However graduate students have more time for research.

Although I am not currently teaching in a graduate program, I am involved in proposing a new one to start within the next few years. We expect the main differences to be (1) a higher level of student preparation and motivation in the graduate program (e.g., industry experience and/or a strong undergraduate record), (2) a much stronger emphasis on theoretical foundations and new research results in the graduate program as compared to undergraduate courses, and (3) an expectation that all graduating students will consistently produce professional-level work, to be validated by requiring successful completion of either a capstone project (co-supervised by an industry collaborator) or a traditional thesis.

*Masters programs tend to have more specialization within the major/degree. Allows student to focus their studies within their discipline.

* student quality and seriousness in study.

*We offer undergraduate courses. We do not have any current graduate courses offered.

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-focus on creation of new knowledge and ideas-prepares students to be leaders in the field-is more student-directed(all of the above apply to graduate education)

the purpose students have for completing the degree; ability levels of students in writing, research, and self-motivation; expectations for quality of work are higher with grad students.

* More intensive, more narrowly-focused study with expectation of synthesizing and communicating what is known in the discipline and critically evaluating it, then designing, conducting, and communicating independent research.REAL In graduate sections: more intensive engagement with theory and method, stronger focus on self-directed research, greater mentoring contact with professor.

My dept has no grad program.

*Graduate study requires more specificity and a mentorial relationship with the faculty.

*My graduate program had much higher standards.

*Smaller classes, opportunity for individualization in graduate courses (pursuing specific interests of the student)

*Graduate Program: Specialized training in a specific field. Require prior knowledeg/experience in field.Undergraduate Program: Students are generally novices. Goals include to provide generalized training as well as some degree of specialized training in one or more specific fields.

???extended time spent on a single project in my graduate program

??? The amount of work, and expectations that professors/instructors have of their students. As a grad student you are expected to complete your work, understand what you are doing, and do it in a professional manner.

??? The graduate classes are more challenging and require more self-discipline.

*Teachers throw more at you to learn, but teach you half as well as the undergrad teachers

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??? Graduate students have basic knowledge in the field; graduate students take responsibility for their learning; graduate students do not need guidance on the practical details of completing a project because those skills are already established, and instead they can be mentored on the more complex aspects of the task; graduate students are reliable; graduate students come to seminar having done the reading and ready to discuss, so that a much deeper level of understanding is achieved in the class period; graduate programs heavily emphasize theory and epistemology. This is all in contrast to undergraduates.

I have little knowledge of undergraduate life at UW-W.

* level of sophistication of class/seminar discussion2. level of self-direction required for success3. the sophistication of content and writing in papers4. the amount of originality in ideas5. the depth of understanding in a given topicI teach my UG's at a very high level-- what would be considered a Grad level at other places. Thus, for me, I think the main difference is the student population (age, full-time work, etc.).

Undergraduates seem much more focused on grades and numerical outcomes of a class rather than the material they are learning.

??? Number of students per classGrading standards Importance of students' evaluations

*A graduate program is much more specialized, whereas an undergraduate education is more general in the information provided. Students are often, but not always, more focused in a graduate program than an undergraduate program.

Most of our graduate students are already practitioners in their field, exhibiting leadership skills as well as a good understanding of the field. The tasks they are assigned are far more complex, requiring a higher level of independence on the part of the student.

Seems like the standard for lower division courses is being lowered here. Students are not being prepared for upper division courses or life beyond college.

??? Degree of scholarly performance higher at the graduate level

*Research paper / thesis component in our courses cross-listed with graduate level courses.

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I dont see many differences. Same exam styles, same homework, some classes still have papers and group assignments. Same teachers as well

??? Undergraduate program is more concept based, while graduate program is more discussion based. Things discussed in the graduate program are based on personal experience. MPA program provides details and new areas of the accounting field

*I teach both graduate and undergraduate business classes. The graduate classes are focused on a specific profession & licensure in that profession. The undergrad class actually spends more curriculum on general constructs of research.

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Appendix H

Student Comments from Graduate Education Survey Study

Special Education (13)

The graduate program has much more emphasis on writing and less on tests and exams. 13.00

I believe the Graduate program is more specialized and gives professors the chance to work more closely with students, while the undergraduate program is more focused on fieldwork and skills needed to succeed in the profession. 13.00

its way more expensive 13.00

Undergrads are required to get more field experiences then grads, I wish I had more experience in the fieldin undergraduate class, assignments are clearly stated in which the student can copy and paste. the student can follow the direction or guideline of the assignment. One the other hand, in graduate's assignments, the assignment has its basic guideline but the student has to use his knowledge to do this assignment.

Freedom in doing assignments. Schedules are given, but they are for large projects--not homework.

My experiences with undergraduate and graduate program has been very positive. In my graduate program I have found that you need to be self-motivated and willing to work more independent than in the undergraduate program. 13.00

The materials presented in the graduate program is much more focused to the specific field of study. Expectations of student performance and background knowledge is higher than when I doing my undergraduate work. 13.00

School Psychology (12)

The workload and expectations of the quality and depth of work are a lot higher in graduate school. Knowledge learned in graduate school is more closely linked to the specific profession. 12.00

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Compared to undergrad, my graduate program at UW-W involves more field experiences, mastery of specialized subject areas, and research experience. Also, the class sizes are much smaller and closer relationships with faculty can be formed. 12.00

Graduate programs focus on mastery goals and success in and out of the classroom. 12.00

Larger workload in G.Higher expectations in G.You are heavily critiqued in G. 12.00

The workload, the closer faculty relationships, the closer peer relationships and the deeper critical thinking. 12.00

Graduate school includes many more requirements, with more more time needed to complete them, and higher expectations by professors. Graduate school also provides students with many more opportunities to use the knowledge students are obtaining from their program in real situations. 12.00

Graduate programs have smaller class sizes, unbelievably high expectations, and intense workload in comparison to undergraduate programs. 12.00

Graduate Programs: focused, application-based, faculty mentorship, field experiences; Undergraduate Programs: broad/well-rounded, basic knowledge/underpinnings, less interaction with faculty 12.00

In graduate school there is more of a focus on the application of the field of study. 12.00

Graduate programs are more applied and hands on. Graduate programs are also more focused on preparing students for a specific profession whereas undergrad programs are to make students well rounded. 12.00

Graduate school takes up more time and students need to be committed to their field of study. Each course requires a student to be able to think critically and make connections from theory to practice. Most of the work is completed outside of the classroom setting. 12.00

Because the field of Psychology is so broad, as an undergraduate student we learn a little about a lot whereas in graduate school our studies are focused to the field of school psychology so we learn a lot about a little. Also, the amount of work and effort students must put into their classes is increased greatly in graduate school. Finally, graduate school offers more hands-on experiences and closer relationship with our professors. 12.00

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I did not attend undergraduate school at UW-W, so my comments are based on my undergraduate college. 12.00

More intensive material and assignments focusing more on problem solving and critical thinking and application with a much greater focus on field work/practical experiences. Also a much greater amount of coursework material to learn over much shorter periods of time. 12.00

I did my undergraduate at another university and I thought the financial aide was a lot easier and simpler to take care of. I have had numerous issues with the financial aide department here at UW-W. 12.00

Communication AccessCultural Sensitivity 12.00The amount of time that one needs to put in to be successful at the graduate level is much more intensive than at the undergraduate level. 12.00

I definitely feel like graduate students must be more independent than undergraduate students. I also feel like the expectations are much higher right from the start of graduate school whereas undergraduate professors ease students into the materials. 12.00

The expectations are much higher in the graduate program. 12.00

Graduate programs provide many more opportunities to work in your specific field of study than do undergraduate programs.12.00

Competency in courses demonstrated through profolio work, papers, and project as opposed to exams. 12.00

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School Business Management (11)

Stricter grading related to the graduate program (no curve)More independent learning required in graduate studies; Students are more committed to class and their education after their first graduate class. Many students skate through undergrad programs, but I find after their first graduate class, only those committed to the program choose/are able to continue 11.00

Less classroom time in graduate program. 11.00

In the graduate program you are really expected to be able to know the course and material yourself and are to expect less from the professor because they are there more to guide you than just give you the answer. They point you in the right direction and you need to take the extra initiative to solve the problem yourself. 11.00

Graduate level programs and professors seem to be more invested and engaged with students than undergraduate programs. Although I had some wonderful undergraduate professors at UW-W, my graduate professors appear to be more concerned with our mastering of the course material.11.00

More group work and collaboration with grad program than undergraduate program. 11.00

None 11.00

i was not talking undergrads school from UW-W i took it back home in Saudi Arabia 11.00

Safety Studies (10)

more in depth understanding of material 10.00

Undergraduate course offerings are usually have more availability in day sessions, where Graduate courses are offered both day and evenings. Graduate courses require more extensive research and project work. 10.00

My department offers an online MS program for working professionals. 10.00Undergraduate is learning basic adult life skills and tricks of the trade whereas graduates are taught to be independent, scientific thinkers. 10.00

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Professional Development (9)

Most of our graduate work is soley online in many programs. This has some advantages and many disadvantages, in my opinion. 9.00

Undergraduate: more out of the book learning, lecture style based, exam based, more than 20 students per class, you learn the material, memorize the material then recite what you learned on exams to be assessed on, there is really no faculty student relationship. Graduate: learning is more holistic, discussion based and is encouraged, professors are learners with us and act like mentors, more papers that are lengthy, 10 or less students per class, you get to grow a closer relationship with your instructor and peers at the same time, instructors are practioners and bring their experiences to class, more research and theory based discussions 9.00

Undergraduate is more about learning about a subject matter and then being tested on that new knowledge. Graduate is more about exploring in depth the the subject matter and applying your knowledge through projects and research papers. 9.00

Graduate program is more online based than classroom based. Which I think is a major drawback. 9.00

The graduate program is more rigorous in terms of reading and writing intensity. It is more heavily focused on research and complex thinking rather than fundamentals. The class sizes usually are much smaller in the graduate program. I also feel more well-respected by and closer to my professors. The graduate program has a lot less structure and advising is not as thorough and clear as it was with the undergraduate program which can be frustrating. In my experience, the graduate requires more independence but also provides more support. It is based more so on collaboration than competition and group work and discussion is more common; I believe students are much more willing to participate in the smaller more-cohort like environments. 9.00

I did not complete my undergraduate education at UW-W. I completed my undergraduate education at a small private liberal arts college that focused heavily on research. Therefore, I have based my answers on the two cross-listed courses that I have taken here as a graduate student at UW-W. 9.00There is a more personal level in graduale level studies. You feel more of a peer to your graduate instructor as the relationship is more casual. Learning is based more so through discussion and research versus text book and power point in undergrad.

9.00

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A graduate program involves a lot more research. It is more independent. Graduate students focus more on essay writing and reading versus homework and presentations like an undergraduate. An undergraduate will be guided by their professors throughout there schooling. 9.00

The main difference between the graduate and undergraduate program is the graduate program requires a capstone project to be carried out, which is traditionally a research project. 9.00

The main differences was the teaching style. My undergrad was mostly lecture based while my graduate program is discussion based. 9.00

The largest difference I have seen is the class sizes and how we interact within the classes. The classes sizes are much smaller in the graduate program and we all contribute ideas verses, listening to the professor talk the entire class.9.00

My graduate program, MSE - Reading Emphasis, was more difficult to determine my course requirements and what I needed to do in order to get my WI 316 Reading Licensure and graduate. I received different answers from several different faculty and it was frustrating at times. 9.00

More spesific 9.00

In undergrad we learned a little about a lot of different topics. In graduate school we learned a lot about a few topics. 9.00

Paper and ideas verses tests for obtaining an understanding. The teachers and faculty are also interested in what the students are interested in and are great at changing the course to meet our individual needs. 9.00

Graduate program requires much higher level thinking. 9.00

Educational Leadership & Policy Analysis (8)

In-class involves in depth discussion on your research and experiences in the content area. 8.008.00

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More research methods and specialization in our major 8.00

Counseling (7)

More discussion based work with classmates, required internship and practicum, and focus is on one subject instead of multidisciplinary 7.00

I think that my undergraduate education was more rigorous. The professors were obviously involved in their research (and willing to share their current projects and results), but the professors here do not make it obvious whether or not they practice research. In addition, grades in graduate school seem arbitrarily assigned (and inflated). 7.00- Focuses more on a specific subject- A closer relationship with professors and advisor. - MUCH better practicums and internships. 7.00

I've only received my Graduate degree from UW-W. 7.00

Students are more responsible for their learning in the graduate program. This includes reading textbooks, critical thinking about the subject, class discussions, and application to situations in the field. 7.00

The graduate program is compromised mainly of students who are truly interested in their chosen field and want to continuously learn from each other. Undergraduate education is more general education with students who may or may not want to be there. 7.00

The level of professionalism. It was nice to have one core group of professor's who mentored/taught us through our entire program. UW-Whitewater has an incredible Counselor Ed program and I am proud to be graduating from this school. 7.00

The access to professional guidance and ability to gain practicum experience 7.00

Graduate program had a small amount of students who are allowed in and this leads to more close knit work between the individuals. 7.00

Personal growth instead of academic growth. 7.00

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Faculty much more involved in & out of the classroom, more hands-on and less lecture-based, students learn from each other.7.00

I didn't complete my undergraduate education at UW-W but I am currently a grad student at UW-W. I can say that I feel like all of my graduate coursed directly relate to the field and degree that I am going into. The course work, practicum and internship requirements offer much more hands on experience in the field. The relationships developed with the professors and other students in the program is much closer than during undergrad courses. Much more emphasis is put on discussions, group work, and learning from one another. 7.00

Smaller classes, required practicum and internship experiences, criteria to enter the program 7.00

My undergraduate work in psychology was more focused on finding and utilizing direct research, while my graduate work is more focused on incorporating theory, research, data, and experience together. My undergraduate work was more lecture, paper, and research intensive, while my graduate work is more reading, experience, and project intensive. My undergraduate work was more general and my graduate work is more specific to my future career. 7.00

I did not attend UW-W for my undergrad so this survey does not apply to me 7.00

Although I did not attend the undergraduate program, I see that there are a lot of similarities between the two. They both are highly committed to the students an their academic endeavors. 7.00

The graduate program is much more specialized to a particular field of interest. The professors genuinely care and take more of an interest in students than in undergrad. You are held to higher expectations. The learning is more one-on-one and you have much more opportunities for professional development. 7.00

There seemed to be a stronger sense of connection among students and faculty due to the intensive schedule during a short period of time that set up you to have classes with the same people time after time 7.00

I selected N/A for everything. I did this for two different reasons: first, my graduate program is master’s only, meaning there isn't a direct equivalent undergraduate program. Second, I did not complete my undergraduate education at UW-Whitewater,

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so I don't feel competent to speak to similarities/differences between my grad program and the somewhat related undergrad programs here. 7.00

Graduate program:-Grades are arbitrary-Mostly everything is discussion-All about personal reflection-Mostly reading. Undergraduate:-Work intensive: papers, tests, homework-Mostly lecture-Grades mean everything-No personal reflection

7.00

Graduate Program: more applied learning, real-world experience. I feel better prepared to seek a career after going through my graduate program. 7.00

More specific learning, emphasis on learning vs memorizing, meaningful connections between professors and students that facilitate better learning 7.00

The main differences pertain to content, coursework, and class size. I spend the majority of my time on topics related to a specific field verses the general education fields. The coursework is more about reflection, conceptualization, and independent ideas. My class sizes are far smaller than a majority of my undergraduate classes. 7.00

Once I graduated from UG, I still felt lost... I didn't have expertise in any 1 field and didn't feel confident. In Grad school, I do feel all of that.7.00

Level of professionalism. Also an increased level of mentorship and side-by-side work and interaction of professors and students. 7.00

Smaller classrooms which gives a more intimate feeling among professor and fellow classmates. Also, you are learning specifics to your profession instead of a broad overview of many professions. 7.00Graduate Programs are more collaborative learning through discussions and group work. They also provide more application of knowledge learned. They also require a lot more critical thinking and self reflection.Undergraduate Programs are more likely to require exams for showing knowledge and lectures by professors

Out of classroom requirements. Very essential, but very difficult for the working student. 7.00

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More independence, undergrad I felt like it was an extension of high school! 7.00

I did not get an undergraduate education at UW-W. 7.00

High quality of work, and commitment. You are expected to be there and it is something that you want to do not something that you have to do. 7.00

The intensity of the study. The studies were more indepth and we learn things that directly apply to our end professional goals7.00

Specificity of requirements in the graduate program in keeping with the CACREP standards made the learning more intense and purposeful. The coursework allowed for more practical application of theories and interventions during practicum and internship. 7.00

Closer relationships with faculty, smaller class sizes, more real-life advice from instructors who are also practitioners in the field. 7.00

I believe graduate program offered more practical application in the field as well as offering both a practicum and internship experience that prepared us better for the field 7.00

Communication Sciences and Disorders (6)

Graduate school involves many more practical and clinical experiences with classes that focus on assessment, diagnosis, and treatment of communicative and swallowing disorders. Undergraduate classes revolved around learning the underlying theories and anatomical and physiological functions that underlie speech, language, swallowing, and cognition. Application of this was not included in undergraduate level classes. 6.00

The main difference between undergrad and grad school is how you are expected to think. In undergrad, all the answers must be memorized and produced back perfectly. In grad school, the correct answer is often any answer as long as you have evidence to support it. 6.00

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I did not attend undergrad at UW-W. In my undergraduate program, I was lectured and taught more from a book. In graduate school, I learn from working in the field and through discussion with professors and other individuals currently in the field.

6.00

The main difference between the undergraduate programs at UW-Whitewater and the graduate program at UW-Whitewater is that you start your practicum (clinical)rotations as a first-year graduate student not during your senior year. I feel that it would benefit students in the future to allow seniors in good standing to have a client in the center or work along side a graduate clinician ALL semester so they know what attending graduate school will be like going into it. 6.00

During the undergraduate program, the courses were based on textbooks, but in the graduate program we learn from our experiences in the clinic. 6.00

I did not receive my undergraduate degree at UW-W. I am an NCFD student.This academic year, I have taken both undergraduate courses and graduate level courses. I have noticed that the professors provide much more direction on how to complete tasks in the undergraduate courses, while the graduate courses allow for a bit more independent problem solving.

6.00Graduate school involves more intensive classes. The time commitment to finish coursework is much greater in graduate school. Graduate school requires students to be more organized, independent, and committed. Graduate school teaches you how to think about things and does not tell you what to think. 6.00

More application in graduate program than undergraduate. 6.00

Communication (5)

The first main difference that I have seen is that as a graduate student, all of the responsibility, assignment wise, is on my shoulders. A professor of a graduate-level seminar is, more often than not, not going to remind you what is due and when. Responsibility is more on the student, and that's okay with me. Also, the seminar-style classes at the graduate level are much different than classes at an undergraduate level. The ability to think for oneself and express those beliefs from the assigned reading is a great way to learn from materials. The lack of group work at the graduate level is also refreshing. 5.00

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At the graduate level, students are required to come up with new ideas, while at the undergraduate level, students are required to report on other people's ideas. 5.00

There is a higher degree of reading and writing. Students in the graduate program are expected to provide more thought and analysis when discussing complex ideas. Graduate programs appear to be designed to inspire thought and building upon current knowledge whereas undergraduate programs are to simply identify existing knowledge. 5.00

Graduate programs offer more discussion on topics relevant to disciplines. Graduate programs have fewer tests, but more writing and reading. Students are more committed to their work in grad programs. 5.00

The graduate courses are much more intensive. 5.00

The main difference I've noticed between graduate level and undergraduate level work is that in graduate classes there is less hands-on experience. There is more writing required, and more theoretical emphasis on more general fields. What I mean by general fields is that graduate courses cover the more established fields of research, whereas undergraduate courses are often times more specialized, especially in the area of new technologies. 5.00

more personal interaction and guidance from professors... 5.00

Grad School = theory-driven. All scholarly, not much chance for professional connections with projects. Undergrads had more opportunities for professional networking. 5.00

Undergrad education at UW-W is broad and focuses on becoming a well rounded student. Building teamwork is more focused in undergraduate. The graduate program requires more reading, is ore independent, is an intimate environment. 5.00

Business and Marketing Education (4)

Graduate requires a lot more work than undergraduate, but mainly on an individual basis. 4.00

More communication with faculty is the main difference between undergraduate and graduate 4.00

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The course load, group works and in-depth material 4.00

The main differences I see between my graduate program and the undergraduate is that the graduate students are more active in conferences within my field (business and marketing education). We also do more research and are expected at a higher standard of theory than our undergraduate counterparts. 4.00

More focused in the graduate program 4.00

While I did not attend undergraduate school at UW-W, the main difference between my undergraduate education and graduate education is the amount of group work required at the graduate level. In some cases I felt the group work was being forced on us when it would make more sense to complete individually. 4.00

The Undergrad education (double major B.F.A in Arts and M.S. Journalism and Advertising) was much better because it was taught by native English speaking America who had worked in their field in America. The Graduate program (MBA) was taught primarily by foreign born professors who had ONLY been professors in America, so not only was the teaching out of touch with the challenges of working in America, but occasionally their own English was so filled with blatant english errors that it was hard to respect their abilities. In addition, since many of the students are also foreign born, there was a big challenge for certain students to understand both the methods and the english specifics. Often, as I am American born, I was asked by fellow students to help them understand what the professors were meaning and requiring. There was much lost in translation frustrations within the MBA program here as UW-Whitewater. The ratio of foreign born professors likely is too high. Literally in my full program I had only 6 classes with American born professors, and the rest were all foreign born.

4.00

I didnt obtain my undergraduate from UW-W 4.00

Smaller class sizes which allow more intensive communication with professors. 4.00

Business Administration (3)

My graduate experience has been exclusively online, while my undergrad was on campus at a large Unoiversity. The online capacity allows for more diverse backgrounds and areas of expertise, as I've worked with students from all over the world.

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This has expanded my perspective and mad me more culturally aware than in undergrad. There is a distinct difference in the relationship between faculty and students at UW-W. Faculty serve as guides for education, coaching and mentoring students in their studies, where my undergrad was primarily less interactive lecture. Since have 10+ years of professional experience, I can drirectly relate/apply theories, research, and concepts to past and current situations to create a stronger understanding of the material, and benefit my employers and employees. 3.00

The main difference is the higher level of thinking. It's not just learning new concepts, but applying them to real life situations.3.00

Graduate programs develop the ability to think and analyze critically. Graduate programs also emphasize understanding a profession globally, meaning how the topics are interrelated. 3.00

Graduate program emphasizes new research and ideas by student while undergraduate programs attempt to teach basic and historical information from theories of scholars in said field. 3.00

Graduate Program demands more critical thinking and analysis with heavy use of case studies to drive learning and application. 3.00

I did not take my undergrad at UW-W. 3.00UG education seems to be tailored and customize-able to anyone who is enrolled. Grad education is as well, but I am just starting so I'm not too sure how much customizing goes into it. 3.00

It requires much more self-study and is more intense work-wise. 3.00

I think the main difference is the workload in terms of the courses. I also believe that there is a closer interaction between faculty-student in the graduate program. 3.00

I did not do my undergraduate work at UW-W. My undergraduate education included a lot of opportunities to work in research settings with leaders in the field. One difference between that experience and UW-W, is that in my undergrad, I had an easy time finding opportunities to work directly with faculty members, through student employment or undergraduate research programs. At UW-W, for the MBA program, I am unaware of any opportunities that exist for internships, research, etc. In undergrad, I had more opportunities for faculty mentorship. At UW-W I have developed 1 faculty mentorship relationship.

140

That professor was very deliberate in getting to know students and their goals. When an opportunity came up that he knew was in my area of expertise, he contacted me. I asked if I could help with the project and I am now sitting in on his undergraduate course, and learning a skill (web design) that is not available through the grad program, but one I want to know. Through this class I am providing my expertise on working with the client (a non-profit), while also learning new skills that I will use in my future career. He is the only faculty member so far that has made a concerted effort to help me with my future endeavors. He also does this in his undergrad course, so I think it is probably his personal conviction, more than a result of institutional culture. There are definitely more group projects in grad school. I am not sure that helps my learning, but it does help me build relationships with fellow students. A few courses have done a great job of encouraging out of classroom learning, through projects that apply knowledge learned in the classroom. This is a difference between undergrad and grad school. I have found those courses to be the most helpful for me personally, because rather than understanding a procedure or knowledge, I am able to apply it/practice the procedure and see how it works in a real life setting. Group projects limit the ability to do these projects, because grad students are in very different life situations. Negotiating a contract for a speaker at my child's school would not be possible if I worked with a group. However, that experience was the best learning experience I have had thus far. After the class ended, the speaker came and I found myself contemplating the course information and reflecting on what I would do in future negotiations...in other words, that experience is still teaching me. I think that doing more of these applied learning opportunities that also help students make contacts in the community is a way that grad school can differ from undergrad. As far as expectations, I think my undergrad courses expected an equal amount of learning and reading. There is more writing in grad school, which I prefer. But, we still have tests and quizzes to test our knowledge, which I associate with undergraduate learning. 3.00

The graduate programs dives a bit more in depth with its analysis of business concepts. The undergraduate program has a frequent number of small assignments, where the graduate program has fewer assignments, and those assignments make up a larger percentage of your grade. Overall, classes are pretty similar 3.00

I didn't have an undergaduate experience at UW-W - it was UMD at College Park. However, the graduate program encourages more independent thinking, provides less hand-holding and is definitely more work and more challenging. I am getting more out of my graduate education in my opinion than I did my undergrad work. 3.00

For me, the main difference was the lack of group coursework in the undergraduate courses and the concentration on group work in the graduate program. 3.00

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Group projects in graduate program, far fewer in the undergrad program. I felt my professors were more available in the undergraduate program than in my graduate program as well. 3.00

All of my answers are based on the difference between a military academy undergrad program and UW-W's graduate program. I did not attend UW-W for my undergrad, therefore, I cannot accurately answer this question. 3.00

The material is at the next level, connecting to what should have been learned throughout the undergraduate degree and/or work experience. 3.00

The graduate program classes are more discussion based and focus on real world applications. It requires individuals to become leaders and gather information from sources other than textbooks. 3.00

During my undergrad, I was exposed to several different areas of study in my first two years. My last two years were more focused on my major. My graduate classes are almost exclusively focused on my emphasis area and my graduate classes expand on the concepts to a deeper level than my undergraduate classes did. 3.00

I am older and can appreciate the education and experiences more than when I was younger. There are different standards and expectations for graduate school. 3.00

Graduate program seems to be more group oriented and leadership type assignments vs more individual work in the undergraduate program. 3.00

As a graduate student, you are more on your own limited access to scholarships or to join clubs with other graduate students, limited opportunities in general versus undergraduate education... 3.00

Graduate studies are much more writing intensive than Undergraduate studies which have historically been problem based.Graduate studies rely on group-based written assignments/projects(which is unlike the 'real-world' workplace in which many activities are done independently of each other), versus individual projects in undergraduate studies. 3.00

Real life experiences and case work. 3.00

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My undergraduate experience is not at UW-W. In comparing it with where I did earn my undergrad, I find the the graduate program requires the student to rely on themselves a lot, especially in an online learning environment. 3.00

Doing a lot of research. Extensive writing . Totally different. 3.00

I feel that there is not enough of a differenece between the two programs. for example I had to take the same class for my undergraduate as well as graduate program. However the classes was the same in both programs, even using the same textbook. 3.00

The expectations at the graduate level are much higher. The professors expect a lot more out of you and expect you to formulate your opinions more. The undergraduate program is more about memorization of the textbook while the graduate program focuses more on generating ideas and being able to express them. 3.00

I was not an undergraduate at UW-W. 3.00

More intensity in field of study - requires a higher level of commitment from the student - more independent. 3.00

Graduate program is much more focused on 1 area where my undergrad provided more breadth. 3.00

IN the undergraduate program there is a lot of interaction with employers and some of the faculty have a lot of real world experience. Because I took on-line courses for my MBA, there is no interaction with business leaders. The faculty are all PHD's and while they are many times leaders in their fields, only some have actual practical business experience in comparison to many of the undergrad teachers. 3.00

Being in the off-campus grad program with some classes on-campus and some online, I felt much more of a disconnect with professors than I did when I was an undergrad and saw my professors several times a week in class and during office hours. Because of this disconnect, the grad classes required a lot more commitment and self-motivation because no one was there reminding you what was needed for the next class and when things were due. I also felt there was a lot more group work in the grad classes than undergrad classes. Naturally more of the students in the grad program already were working in their careers at the time they took the courses. 3.00

I did most of my graduate degree online and group discussions were emphasized more than in undergrad. 3.00

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I should first clarify that I am receiving my graduate education from UW-W and received my undergraduate degree from UW-Stevens Point. I would say that the main difference is that my graduate education requires more self-discipline and self-motivation because (1) there are more & broader writing assignments and (2) I am completing all of the coursework online. In my undergraduate program there was more emphasis on memorization for multiple choice tests, and I completed all of the coursework in person on campus. 3.00

My Undergraduate experience helped to prepare me for a career in business (in a general sense)My Graduate program has helped me to focus on a specific area of business to manage. Additionally, I have learned business on another level which encourages entrepreneurship. 3.00

Graduate Programs focus a lot on team work/ team projects and class discussions. 3.00

I did not attend UW-W for undergraduate studies. 3.00

I was not an undergraduate at UW-W. Overall, graduate studies require more self discipline. You get out of it as much as little as you put into it. 3.00

undergraduate education is a well-rounded, non-specific education introducing all areas of knowledge. graduate programs are more focused on one discipline and instructors are heavily involved with students. 3.00

The level of group work versus individual work. The real world versus theories. 3.00

None 3.00

I didn't attend UW-W as an undergraduate. I attended UW-La Crosse as an undergraduate. 3.00

I did not go to UW-W for my undergraduate education. However, the main difference between my undergraduate program and MBA program at UW-W is the small classrooms, focusing the entire picture of the business world. As an Architecture undergraduate student, I needed to use.be on the computer practically everyday (i.e) Revit, AutoCad, Internet) all day where UW-W used different resources to gain a better inside of the subject (i.e. classroom visits, videos, textbooks Internet, computer softwares) focusing on. 3.00

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Focuses more in Leadership Subjects and lots of readings rather than hands on projects. 3.00

I believe that the undergraduate program may have changed since I graduated in 1996, but the key differences I do see are the requirement of team work in the classroom. I also think that the applied knowledge through paperwriting is a difference that I noticed between the 2 programs. 3.00

Graduate courses seem to have faculty with more experience and professional knowledge to share. 3.00

I didn't complete my undergraduate education at UW-W. However, the main differences I saw were the following...1. More responsibility on the student to get more out of the education in Graduate2. More real world relation in Graduate3. More collaboration in Graduate4. More research and application of research in Graduate 3.00

There is more discussion of cases and real world examples in the graduate program. 3.00The graduate program really lays out the expectations at the beginning of the semester and requires the student to figure out the requirements of the course. In my undergraduate experience, the professor walks the students through the course with more hand holding and reminders about deadlines, etc. 3.00

Accounting (1)

Less of a teaching aspect and more of a practicing and understand in the graduate program 1.00

Graduate classes are more intense and in-depth. Expect you to know the basic understanding of accounting and how to problem-solve, whereas undergraduate classes are there to help with the building of the foundation of these skills. 1.00

The main difference with my graduate program is the program is more theory based and specialized in the my area. The program is more conceptual than my undergraduate classes were. I feel the program is not necessarily taken as seriously than the undergraduate program here though. 1.00

Graduate education obviously focuses more on specific professional topic and the hardest to learn. 1.00

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Expected to do more reading, studying, and self-teaching in the graduate program. There is less flexibility on when the graduate classes are taught so the class size tends to be larger 1.00

Cost, expectations 1.00

more freedom on course selection 1.00

There is more responsibility involved in the graduate program. 1.00

There is a lot more reading and group presentations in the graduate courses then in and undergraduate courses. 1.00

Undergrad was much harder, it seems like the MPA program the professors know we are capable and know we are only there for the 150 credits for CPA so they do not push us as much. 1.00

The main differences would be that undergrad focused more on professional experience and exposure as it was during undergrad that most students were encouraged to get involved in professional activities and gain internship experience for credit. Grad classes focus almost solely on enhancing education but are designed in a way that allows for CPA studying which involves a great deal of personal responsibility, intensive learning, and time management. 1.00

Graduate program is much more specific as to certain areas being taught. For example in undergrad we learned more of the basic understand of accounting while in graduate school we learn specific accounting areas such as international, governmental, and finacial statement analysis. 1.00

The graduate program is much more real world oriented in the examples and research we are expected to learn from, as well as then using what we have learned to evaluate other real world situations and problems. 1.00

The graduate classes are more challenging and require more self-discipline. 1.00

I felt that I was a lot closer with my teachers in my undergraduate BBA program here at Whitewater than I am with my professors at the graduate level. This main reason is due to class size. 1.00

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In terms of the MPA program offered here, it differs with the accounting undergrad major in terms of its level of focus. The MPA program is condensed down into 2 semesters of high level accounting courses designed to prepare you for passing the CPA. The undergrad program, on the other hand, has a similar design, but is obviously spread out over 3+ years with a much wider range of accounting classes offered. 1.00

There is somewhat less focus on assignments and numerical problems, and more focus on understanding. The only reason we still have tests and assignments is because there needs to be a way to give grades. 1.00

Graduate programs offer students with the ability to explore their specialized profession at a more in-depth point of view. There is more of a sense of individualized and independent learning required and professors are there to guide you . 1.00

Honestly, my experience with both the undergrad and graduate programs have been pretty much the same. I have had the same opportunities in both programs. The only difference is that the graduate program has just added to my technical skills

1.00

More learning by discussion and realistic situations in the graduate program. 1.00

The main difference is in the class sizes. Most of the undergraduate classes are smaller than the graduate school classes. This doesn't make much of a difference to me, personally. I really liked my undergraduate accounting program at Whitewater, so I was happy that the graduate program is so similar. 1.00

Books are incredibly expensive 1.00

Undergraduate education had more variety of classes. My graduate program is definetly more work than undergraduate.1.00

In the graduate program more classes were discussion based rather than lecture based. 1.00

students are more self-directed hard-working and committed. 1.00

Most of the undergraduate professors actually teach students information whereas graduate professors, mainly Meifang Xiang just does examples with no explanation and make little sense and expects students to understand. 1.00

147

There is much more out-of-class work in the graduate program than undergrad. The classes are much larger in the graduate program, too, because of the limited courses. 1.00

Exams are weighted more, with less projects and homework assignments.Students must really want to learn and be a part of their own education.Graduate students are much more focused and serious than undergraduates 1.00

The main difference that I have seen is that Undergraduate is more general bases of knowledge in several different areas where as Graduate is more focused on my one area. 1.00

The graduate program focuses much more on specific areas of accounting, where the undergraduate program gives students an overall, broad understanding of accounting. The graduate program, for the most part is an extension of the undergraduate program, however, is a bit more theory based. 1.00

My undergraduate education was completed at UWM 1.00

Difference include that MPA provides in depth lecture of accounting principles and provides news fields of practicing accounting. MBA is more discussion based, whereas undergraduate studying discusses the foundation of the field. 1.00

The differences are the increased work load in the graduate program and the academic standards to complete the program. Other than that the professors will say they will treat you differently, but more likely than not it will be more of the same. One professor said something along the lines of, You are in grad school now and I will treat you like graduate students. Now fill out the seating chart and sit there the rest of the semester. 1.00

Graduate classes require students to have a strong prior knowledge of the area of focus. Classrooms are much less interactive in the graduate program. 1.00

Graduate program needs better teachers that give more clear and precise directions. Undergrad has very strong teachers with respect of pushing you to learn everything that is important. It feels that graduate level classes are less important to attend because the teachers don't teach the students any additional information that isn't in the book. 1.00

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I feel as though my survey should be accompanied by a disclaimer. I am only enrolled in one graduate class this semester (my first graduate semester), and this class is an internship in accounting. Since I have not had any classroom graduate experiences, I can only compare my internship to my undergraduate courses. In this area, I feel the main difference is that the internship requires more problem solving skills and technological aptitude than I experienced in my undergraduate courses.

1.00

Graduate is straight to the point everything I need to know about my profession while undergraduate has alot of slack off classes that I didnt really care for but had to take to complete my 120 credits 1.00

The graduate program required a higher level of writing in assigned papers. The graduate program was more geared towards topics covered on the CPA exam. 1.00

I did not have undergraduate education at UW-W. 1.00

Graduate School prepares you for the real world experiences in your field of work than Undergrad. Also, the level of responsibility is higher in Graduate School compared to Undergrad. 1.00

More professionalism and specific education toward my field of study in the graduate program. 1.00

Graduate program seems to be more focused on people who are positive that they want to do accounting rather than double majors1.00

The main difference would be the amount of work. I feel like the graduate courses and professors expect students to be able to handle more work so it makes sense. 1.00

More in-depth assignments, a few longer ones compared to numerous smaller ones. 1.00

There are a few main differences that I have noticed between by graduate and undergraduate programs. First of all, classes are much more broad in the undergraduate program. Most classes seem to focus on the basics of a particular area of study, while the graduate program, the majority of classes or more focused on mastering particular topics. Another major difference is the time it takes to do well in courses in the graduate program in comparison to the undergraduate courses. A number of my graduate courses took significantly more time out of the classroom to complete assignments, projects, and prepare for exams.

149

The final major difference that I noticed is that every professor who taught in courses in graduate program seemed more knowledgeable in comparison to professors in the undergraduate program. This may be due to the smaller sample size of graduate courses. I was fairly confident that the information we were being taught was the correct way of doing things. 1.00

The grading scale. More night classes. 1.00

More independent preparation required for graduate 1.00

The main difference I see is that the graduate program offers a few courses that go more in-depth on certain accounting topics than any of my undergraduate courses did. Also, there is slightly more theory about the topics in graduate courses than there was in the undergraduate courses. 1.00

The teachers expect you to have an understanding of the topics that are being discussed, so that when they teach the class they do not have to address every little subject. They then only have to address the overall ideas. 1.00

None 1.00

Graduate was more field specific and built on the core concepts learned in undergrad. 1.001.00

Not much difference actually which is why i am somewhat disappointed. The educational system has not changed very much since i attended undergrad classes in the 90's and it is the same fluff classes that do little to improve the technological prowess that is required of tomorrow's leaders. It shocks me that people don't speak out more about the lack of industry relevant classes that one would expect when pursuing an MBA. 1.00

more depth (material amount, details), more complected problems (maybe too much). way higher expectations. 1.00

Harder courses 1.00

The main difference I have found is that my graduate school professors do not give me very much busy work . They assume that graduate students will take the time themselves to understand the concepts. 1.00

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Student Comments – Program NOT Identified

The graduate program has much more emphasis on writing and less on tests and exams.

I believe the Graduate program is more specialized and gives professors the chance to work more closely with students, while the undergraduate program is more focused on fieldwork and skills needed to succeed in the profession.

Students in graduate classes have a much larger desire to be there vs. undergraduate students.

its way more expensive

Undergrads are required to get more field experiences then grads, I wish I had more experience in the field

in undergraduate class, assignments are clearly stated in which the student can copy and paste. the student can follow the direction or guideline of the assignment. One the other hand, in graduate's assignments, the assignment has its basic guideline but the student has to use his knowledge to do this assignment.Freedom in doing assignments. Schedules are given, but they are for large projects--not homework.

My experiences with undergraduate and graduate program has been very positive. In my graduate program I have found that you need to be self-motivated and willing to work more independent than in the undergraduate program.

The materials presented in the graduate program is much more focused to the specific field of study. Expectations of student performance and background knowledge is higher than when I doing my undergraduate work.

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Appendix I

Items from Graduate Study Survey

Survey Item

1. Provides students with advanced learning in a specialized discipline or sub-discipline.2. Gives an in-depth understanding such that the student becomes something of an expert in the topic. of study.3. Requires students to use primary sources in their studies.4. Is writing intensive.5. Teaches advanced skills in problem solving mathematics, writing, oral presentation, and

technology related to a particular field of study.

6. Emphasizes writing as a way to communicate ideas.7. Expects a high level of original thinking.8. Trains students to be leaders.9. Trains students to conceive and develop new ideas.10. Trains students to participate as part of a team carrying out advanced work.11. Is more like an apprenticeship under faculty mentorship.12. Requires progressively increasing levels of student responsibility.13. Teaches students how to conduct independent research.14. Involves close faculty-student relationships.15. Allows students to explore various career options.16. Involves careful selection of students for admission to the program.17. Requires relevant professional work experience as a requirement for admission.18. Involves extensive writing, and intellectual discussion.19. Prepares scholars and researchers to master the content and methods of their special

subjects.20. Develops students who will claim professional standing in their chosen fields.

21. Learning takes place primarily in a classroom.

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22. Information is largely gained through textbooks.23. Emphasizes learning how to gather information and construct knowledge independently.24. Provides students with professional contacts that that are essential to advancing in the

field and getting a job after graduation.25. Focuses on students’ abilities to generate new knowledge.26. Prepares students for the workforce.27. Provides students with advanced educational preparation.28. Provides advanced knowledge in a field of study, including specialized training in the

discipline's theory, research methodology and critical analysis.

29. Offers individualized instruction and mentoring.30. Emphasizes basic theory building research.31. Emphasizes applied problem solving research.32. Fosters a sense of ownership and commitment to the program in students, shaping their

values and dispositions, and building effective professional relationships.

33. Nurtures an ethic of cooperation.34. Classes are relatively small (less than 20 students).35. Sets high academic standards and expectations.36. Requires students to meet professional standards for licensure, certification, etc.

37. Provides students with the theoretical underpinnings, research practices, and methodologies of a discipline.

38. Has an interdisciplinary component in which students are encouraged to explore the conceptual connections among related fields.

39. Is designed to prepare students for scholarly careers that emphasize the acquisition, organization, utilization, and dissemination of knowledge.

40. Focuses on the sequential development of professional skills that will result in competent practitioners.

41. Designed to increase students’ capacity for leadership.42. Requires frequent engagement with professional practitioners.

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43. Requires completion of a culminating experience (internship, thesis, etc.)44. Offers out-of-class learning experiences including colloquia, practicum experiences,

conference participation, and the opportunity to share scholarship in publications or public forums.

45. Has its own distinct brand.46. Is accredited in its discipline.47. Offers students opportunities to work closely with faculty.48. Requires students to demonstrate proficiency/competency over a number of different

course levels.49. Requires intensive field experiences.50. Requires extensive use of information technologies.51. Involves lectures where students listen to professors.52. Courses operate as discussion forums where professors serve more as facilitators and

mentors.

53. Emphasizes individual assignments projects and tests as a primary method of assessment.

54. Emphasizes group collaboration and group projects.55. Assumes entering students have a basic working knowledge of their area of study.56. Uses a grading system that clearly distinguishes between levels of student achievement.

57. Students are required to demonstrate competence in collecting, analyzing, and interpreting data applicable to complex questions and problems.

58. Students are required to demonstrate competence in conceptualizing, implementing, and evaluating solutions to complex problems.

59. Students are required to engage in research that contributes to new knowledge in the field.60. Students rely heavily on their fellow students for ideas, criticism, and stimulation.61. Students must be self-directed, intellectually curious, hard-working, flexible, and

committed.62. Students gain knowledge through internships, practica, theses, fieldwork, and

assistantships.

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63. Faculty are actively engaged in research.64. Faculty members are practitioners in the profession.

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