7,299 research outputs found
A performance analysis of graduate school staff at University of Wisconsin-Stout
No full textPlan BThe University of Wisconsin-Stout (UW-Stout) Graduate School serves the campus community with a coordinator position and three permanent support staff positions. After a consultant from Noel-Levitz visited campus and a University wide analysis (ESURC), several recommendations were forwarded to UW-Stout Academic and Student Affairs administrators. One specific recommendation was to evaluate all permanent positions in the Graduate School and match tasks with people to better meet the needs of the graduate community. A performance analysis of these positions was conducted and the results are reported in this study. To accomplish this performance analysis, Graduate School staff, were asked to describe their position tasks and duties in detail. This analysis was documented and recommendations for possible changes to better serve the campus community were forwarded to the UW-Stout Provost and Associate Vice Chancellor for review
An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs
No full textPlan BThe purpose of this study was to examine the perceptions of University of Wisconsin Stout undergraduate freshmen and sophomores regarding the content and effectiveness of their high school career development programs and services. Data was collected through a survey given to all freshmen and sophomore students enrolled in General Psychology for the Spring 2002 semester. The participants were informed verbally of the nature and purpose of the study. Participation was voluntary and the participants were informed of this through the use of a written consent form. Participants were also given the opportunity to ask questions and voice concerns with the researcher. The survey was developed by the researcher using information from the National Career Development Guidelines and the American School Counselor Associations Standards. These models provide a framework for schools to meet the career development needs of students. The survey examined whether the participant’s school program provided help in gaining competency in areas specified by the aforementioned models. The survey also asked participants to evaluate their preparedness in these same areas of competency. The survey also asked for suggestions and comments regarding how their school could have best prepared them for career planning. Data analysis was used only for those identifying themselves as graduating from high school since 1992. The rationale behind this was to minimize the effects of memory distortion due to the amount of time since the target events occurred. Data analysis looked at the percentages for each item response set. Data analysis also looked at possible relationships between different response sets. The content of the suggestions and comments section was analyzed for themes and summarized in the findings. This study hoped to examine whether schools are providing services and whether students are acquiring competencies as recommended by the national standards. The research also solicited suggestions and comments regarding program effectiveness from the subjects. The research also hoped to ascertain whether schools are effective in what they do address. Evaluating the state of secondary career guidance services is necessary to ensure that schools can improve their services to meet the needs of their students. Based on the research findings, the researcher hoped to develop recommendations to increase the effectiveness of secondary career guidance programs. This research also hoped to increase overall awareness of the important influence of career guidance to meeting the needs of students. It is hoped that this increased awareness of the need for career guidance will result in improved services for students. More effective career guidance programs would mean increased preparedness and success in transition from high school. Ultimately, developing skills and planning for transition into adulthood can increase the likelihood of success and satisfaction throughout ones career life span
Assessment of content knowledge in the industrial enterprise practicum course at UW-Stout
No full textPlan BThe purpose of this descriptive study was to describe the level of content knowledge acquired (alpha change) as measured by the difference between a pre-test and post-test examination administered to students enrolled during the Spring 2000 semester in the Industrial Enterprise Practicum course (INMGT-314/514) at the University of Wisconsin-Stout. The pre/post-test instrument was identical and was composed of content that emphasized technology and business. The sample was 56 students consisting of technology education, industrial technology, business, and apparel design majors. The findings of the study revealed that there was change in the level of content knowledge acquired by the technology education, industrial technology, business, and apparel design majors
Employee involvement in and perceptions of campus alcohol and drug abuse prevention programming at UW-Stout
No full textPlan BNational research has continually shown that college campuses nationwide foster many alcohol and drug use behaviors. It is suggested that faculty and staff may hold several misperceptions in regard to the prevalence and nature of the alcohol and drug use. Many college campus employees may tolerate the use and abuse of alcohol and drugs which may in turn lead students to mistake tolerance for acceptance. This study was conducted to determine the level of difference for levels of perceptions of campus policy and the amount of tolerance for alcohol and drug use for employees at the University of Wisconsin-Stout. Participants completed the Faculty and Staff Environmental Alcohol and Other Drug Survey to measure both their level of perceptions and their level of tolerance. Results would be used to determine whether knowledge and awareness of campus policy would heighten awareness of alcohol and drug use on campus as well as decrease levels of tolerance in a college campus environment
Charismatic leadership perceptions of resident advisors at the University of Wisconsin-Stout based on the amount of prior training and/or previous experiences
No full textPlan BThe purpose of this study was to determine the level of correlation between the perception of charisma within leaders as measured by a charismatic leadership questionnaire and the amount of experience and training leaders have had as measured by a leadership training and experience questionnaire for leaders (Resident Advisors) at UW-Stout. The subjects for this study were thirty Resident Advisors and five residents from all thirty of the Resident Advisor’s floor, from the University of Wisconsin-Stout. There were approximately 30 residents per floor, and five of them were randomly selected. The Resident Advisors were given a questionnaire regarding the amount of training and experience they had on leadership. The residents were given a questionnaire so they could rate the charismatic leadership of their RA. The two sets of scores were correlated using Pearson r. The null hypothesis was that there was no statistically significant correlation between level of perceived leader charisma and the amount of prior training for leaders at UW-Stout. Also that there was no statistically significant correlation between level of perceived leader charisma and the amount of leadership experience they have. Both null hypotheses were accepted at .05. The research hypothesis for this study was that there would be a low correlation between followers’ perceptions of charismatic leaders and both the amount of prior training and previous leadership experience that leaders reported. The hypothesis was correct, since the review of literature indicated that leadership training might be related to charismatic qualities. Previous research also showed that leadership experience might stimulate charismatic qualities. Retrospectively, the previous charismatic leadership research was primarily conducted with older groups of specifically groomed charismatic leaders. Overall, the research hypothesis was confirmed by the results of this study. While no statistical significance was found, further investigation should be done with an older population who has been through intentional long-term leadership training, or perhaps a longitudinal study should be conducted with this same group of leaders over an extended period of time
A comparison of student success in University of Wisconsin-Stout's computer-based and classroom-based instruction
No full textPlan BTechnological advancements have brought many possibilities to today’s learning environment. It is up to educators to embrace the technologies that have the potential to improve the learning experience for our students. Computer-based delivery of curriculum is one technological advancement that seems to offer many possible advantages for learners. It is this researcher’s opinion that if we as educators are going to adapt our traditional classroom practices of a face-to-face, lecture-based learning experienced and embrace the possibilities that computer-based, self-paced education brings to learners, we must first understand the potential effect this technology will have on the learner. This study will conduct a correlational study to determine the level of educational success learners demonstrate in courses that are offered in both a traditional classroom-based learning experience and a computer-based, self-paced educational model. The purpose of this study is to compare the grade point average of students who have enrolled in select courses offered by the University of Wisconsin – Stout in both traditional classroom/lecture-based format as well as computer-based self-paced format during the fall semester of 1999 through the fall semester of 2002. Data will be collected from the student records database maintained by the University of Wisconsin – Stout’s Registrar’s office during the spring semester of 2003
Graduate thesis advisors: a directory of research interests and expertise
No full textPlan BA Research Interests and Expertise Directory for graduate students is essential in making a good and informed choice of a thesis advisor. This directory lists the participating University of Wisconsin-Stout faculty eligible for thesis advising. This Graduate College directory will not only aid in finding potential advisors, but also be helpful in identifying faculty members who might contribute to a student’s research. A web-based survey was given to determine the research interests and expertise of the eligible thesis advisors at the University of Wisconsin-Stout in the spring of 2002. This directory breaks research interests and expertise into two separate areas. A list of thesis advisors’ names, followed by their school address, email, and extension number precedes their choices of interests and expertise categories. A second section lists the category, followed by the thesis advisors who chose that selection. The finalized directory is web-based. This directory should be periodically updated to reflect changes in research interests and fluctuations in employment. This can be done by using the same web-survey sent through the University’s email system
Hosea Stout Papers
No full textDiaries.Chief of police in Nauvoo, Illinois during the Mormon Era. Official of territorial government of Utah. Journals, correspondence, miscellaneous papers.; Journals (Original); W. P. A. Typescripts of Journals Each folder contains a detailed description of the original volumes.; Autobiography of Hosea Stout, 1810-1835 Reed Stout, ed. (Typescript); On the Mormon Frontier Footnotes, Juanita Brooks, ed.; On the Mormon Frontier Photocopies of W. P. A. Typescripts, Juanita Brooks, ed.; On The Mormon Frontier Proofs, Juanita Brooks, ed.; Family papers; Background; Journals (Original located in the vault); Autobiography: 1810-1835; Journal, vol. 2: 12 May 1845 - 22 September 1856; Journal, vol. 3: 23 September 1856 - 11 June 1848; Journal, vol. 4: 12 June 1848 - 31 January 1852; Journal, vol. 5: 1 February 1852 - 20 October 1852; 23 December 1854 - 9 December 1855; 1 February 1856 - 26 September 1857; Journal, vol. 6: 20 October 1852 - 21 December 1854; Journal, vol. 7: 10 December 1855 - 30 January 1856; 27 September 1857 - 20 March 1859; Journal, vol. 8: 21 March 1859 - 23 March 1860; B. H. Stout\u27s Book: 1 January 1870 - 31 December 1870. Title written at front. He has written in a diary dated 1869 but states he will "now commence my journal for the coming year in the last years [sic] blanks"; Journal notebook supplement: 20 October 1852 - 17 July 1854; Drawings of Louisa Taylor Stout and Hosea Stout made at Nauvoo, Illinois, ca. 1840s; W. P. A. Typescripts of Journals (Each folder contains a detailed description of the original volumes.); W. P. A. photocopies of miscellaneous papers. (invitations, etc.); Autobiography, 1810-1835; Journal, Vol.1, 4 October 1844 - 12 May 1845; Journal, No. 2: 12 May 1845 - 23 September 1846; Journal, No. 3: 23 September 1846 - 11 June 1848; Journal, No. 4: 11 June 1848 - 31 January 1852; Journal, No. 5: 1 February 1852 - 22 December 1854; Journal, No. 6: 24 December 1854 - 26 September 1857; Journal, No. 7: 27 September 1857 - 10 July 1861; Journal, No. 8: 1 January 1870 - 31 December 1870 (B. H. Stout\u27s Book); Excerpts from the journal of Hosea Stout, 5 December 1848 - 5 April 1851; Miscellaneous materials; Excerpts from Journals; Letter from Brigham Young to Hosea Stout; Correspondence between Dale Morgan and M. Sinclair; Letters and Miscellaneous: 1829-1915; Stout, Reed, ed. Autobiography of Hosea Stout, 1810-1835 (Typescript); Utah Historical Quarterly, Winter, 1962; Utah Historical Quarterly, Spring, 1962; Utah Historical Quarterly, Summer, 1962; Utah Historical Quarterly, Fall, 1962; Copies of autobiography; Footnotes for Juanita Brooks, ed. On the Mormon Frontier: The Diary of Hosea Stout, 1844-1861(Salt Lake City: University of Utah Press, Utah State Historical Society, c. 1964; Preface and Introduction (In various drafts); Original footnotes (unrevised): Vol. I, Part I; Original footnotes (unrevised): Vol. I, Part II; Original footnotes (unrevised): Vol. I, Part III; Original footnotes (unrevised): Vol. I, Part IV; Original footnotes (unrevised): Vol. II, Part I; Original footnotes (unrevised): Vol. II, Part II; Original footnotes (unrevised): Vol. II, Part III; Original footnotes (unrevised): Vol. II, Part IV; Original footnotes (unrevised): Vol. II, Part V; Footnotes: Vol. I; Footnotes: Vol. II; Footnotes: Vol. I; Footnotes: Vol. II; Correspondence; Picture captions, book format; Cities and geographic names to appear on map; Citations for footnotes; Index; Photocopies of W. P. A. Typescripts. Juanita Brooks, ed. On the Mormon Frontier: The Diary of Hosea Stout, 1844-1861(Salt Lake City: University of Utah Press, Utah State Historical Society, c. 1964; Vol. I, Part I; Vol. I, Parts II & III; Vol. I, Part IV; Vol. II, Part I; Vol. II, Parts II & III; Vol. II, Parts III (continued) & IV; Vol. II, Part IV (continuted); Vol. II, Part V; Proofs for Juanita Brooks, ed. On the Mormon Frontier: The Diary of Hosea Stout, 1844-1861(Salt Lake City: University of Utah Press, Utah State Historical Society, c. 1964; Vol. I, Parts I & II; Vol. I, Part III; Vol. I, Part IV; Vol. II, Part I; Vol. II, Part II; Vol. II, Part III; Vol. II, Part IV; Vol. II, Part V; Family Papers; Family Bible; Miscellaneous invitations; Assembly Rooms Stockholders\u27 Party, 13 January 1863; Anniversary of Washington\u27s Birthday, Grand Civil and Military Ball, Salt Lake Theatre, 22 February 1870; Christmas Eve party at Social Hall, 24 December (undated
A study of the professional mission of the technology education majors at the University of Wisconsin Stout
No full textPlan BThe purpose of this descriptive study was to determine the professional mission of the technology education majors at the University of Wisconsin Stout. The data for the study was obtained using a questionnaire designed and implemented by the researcher. Over a span of two weeks, 143 students, consisting of first year, sophomore, junior, and senior level technology education majors completed the survey. The study was designed to address the following objectives:
1. What are the choices of classes that the University of Wisconsin Stout technology education majors would want to teach related to the most popular classes currently being taught throughout the country?
2. Are the technology education majors’ choices of classes to teach different with respect to their different levels of education (i.e. first year students, sophomores, juniors, seniors)?
3. Do the technology education majors’ choices of classes to teach reflect their high school technology education experience?
4. Do the technology education majors’ choices of classes to teach reflect their favorite technical classes in which they took at the University of Wisconsin Stout
Review of intensive assessment recommendations conducted at the Assistive Technology and Assessment Center (ATAC), University of Wisconsin--Stout
No full textPlan BThe 1990s brought change to the field of rehabilitation via two pieces of legislation. The first, Americans with Disabilities Act in 1990, added reasonable accommodation to the forefront of service delivery and employment. Two years later, the Rehabilitation Act Amendments of 1992 directed the provision of services to individuals with the most severe disability as being first priority. As the provision of services changed, the need for vocational evaluation to consider assistive technology became more important. “With increased emphasis on screening individuals with severe disability, comprehensive assessment such as vocational evaluation functions as a critical entry point into the rehabilitation process where the need for rehabilitation technology should be identified” (Langton & Lown, 1995, p. 24). The Vocational Evaluation and Work Adjustment Association (2000) supported the increased and expanded role of assistive technology in the field of vocational evaluation. In the mid 1990’s, intensive evaluation was added to the Assistive Technology and Assessment Center’s (ATAC) menu of services combining vocational evaluation and assistive technology. “Rehabilitation technology should be an integral part of any vocational evaluation service”(Langton & Lown, 1995, p. 25). Intensive assessments were a relatively new service; therefore, a critique of the case files was of benefit to ATAC for the purpose of determining demographic information and recommendation patterns made from 1996 to June of 2000. This research examined three questions.
1. What were the demographic characteristics of the population being served?
2. What types of assistive technology recommendations were made?
3. What types of vocational recommendations were made?
The population examined was individuals with severe disabilities who ranged in age from childhood to adulthood. The subjects in this study received ATAC services from 1996 to June of 2000. Referral sources for ATAC services included the Division of Vocational Rehabilitation, school districts, or family-made. Since 1996, 100 intensive assessments were conducted. An inclusive list of all intensive evaluation case files was compiled for the study, and the entire population was reviewed. The checklist used during the fall of 2000 was created for this study by the researcher; therefore, validity and reliability measures weren’t established. All appropriate descriptive statistics like percentages and frequencies were utilized to interpret and report the data. Study results indicated the most frequent age range of participants was 21 to 54 years of age, which is to be expected given the population being served was referred from vocational sources like the Division of Vocational Rehabilitation. Demographics of the population were determined to be predominantly males and individuals with a physical disability. The “other” category for both assistive technology and vocational recommendations had the largest number of recommendations. Recommendations that fell under the “other” category were for things that did not fit into the predetermined choices like mobility or two-year schooling. The second most frequent recommendation categories were computer access for assistive technology and work experience for vocational evaluation
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