NOTE: This meeting was canceled due to inclement weather.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "NOTE: This meeting was canceled due to inclement weather."

Transcription

1 NOTE: This meeting was canceled due to inclement weather. GRADUATE COUNCIL AGENDA for Thursday, December 14, 2000 at 2:00 p.m. Old Main Minutes for the November 16, 2000, Graduate Council meeting will stand approved if no corrections are received. (Please review the minutes on the Graduate School web page before the meeting: 2. Announcements 3. Old Business: A. Graduate faculty status for MFA faculty (Group I vs. Group II) (Attachment A) B. Graduate faculty status for Skip Rutherford (Attachment B) 4. New Business: COPE Committee report on review of M.Ed., Ed.S., Ed.D. programs in Adult Education (Attachment C) 5. Graduate Council Curriculum Committee report (Attachment D) 6. Graduate Faculty Recommendations (Attachment E is a partial list; a complete list will be handed out at the meeting) 7. Other Business

2 Page 1 of 1 ATTACHMENT A UNIVERSITY OF ARKANSAS Graduate School GRADUATE FACULTY CLASSIFICATIONS The graduate faculty consists of those faculty members in area or departments in which graduate study is offered who have been approved by the Graduate Council in one of the following classifications: Group I Group I-T* Classification Authority Qualifications Applies to areas or departments offering doctoral or MFA degrees, or participating in inter-disciplinary doctoral or MFA programs. Group II Group II-T Supervision of study of candidates for the doctoral degree. Supervision of study of candidates for the MFA degree Also includes items for Group II Supervision of study of candidates for Doctoral degree, for supervising doctoral students. Doctoral or MFA degree, for supervising MFA students. Scholarly achievements in relevant field of study. Experience in the conduct of graduate degree programs. Doctoral or MFA degree, or master's degree and evidence of proficiency. Group III Group III-T the master's degree. Graduate teaching. Membership on doctoral or MFA advisory committees (Doctorate or MFA regularly required.) Membership on master's committees. Teaching of specified graduate courses. May, with the approval of the Dean of the Graduate School, serve on Master's committees. Experience in relevant field of study. Master's degree and evidence of proficiency. Requests for approval of such classifications are initiated by departments and are subject to the approval of the appropriate deans. Revisions approved by the Graduate Council, April 15, 1975; November 21, *Adjunct graduate faculty may not direct doctoral or MFA theses without approval from the Graduate Dean, on a student-by-student basis. Applications for temporary faculty status must specify the time period requested.

3 Page 1 of 3 ATTACHMENT C Review of Graduate Programs in Adult Education (M.Ed., Ed.D., Ed.S.) by the COPE Committee, December The article, "A Framework for Program Review" [Program Review and Educational Quality in the Major, Association of American Colleges, 1992] was the model used to organize comments of the COPE Committee. This review is based on a self-study by the Department of Vocational and Adult Education. The department offers degrees in both Vocational and Adult Education. This report focuses on the M.Ed., Ed.D., and Ed.S. programs in Adult Education. Goals Department goals are determined by the faculty and appear to be clear and well articulated. The department clearly identified its clientele and the target professions for which the programs train students. The goals center on providing advanced training and leadership development for education in vocational education and adult education programs at all levels of higher education. While goals are not explicitly stated in the Standards For Graduate Programs in Adult Education, by the Commission of Professors of Adult Education of the American Association for Adult and Continuing Education, the standards proposed there implicitly endorse the goals stated by the UA program. The department supplies evidence that it is meeting these goals in its documentation of employment destinations of recent graduates, in the recent increase in enrollment of M.Ed. students via distance learning, and in the course syllabi. According to the self-study, student outcomes are assessed by the program faculty through "periodic comprehensive follow-up studies with students." The document states that these studies are used to make "program and course modifications." Presumably, outcomes are also assessed through regular evaluation in courses, internships, independent studies, and practica. However, very little information is provided from these follow-up studies, other than a general list of program strengths, so it is difficult to determine how well students know the goals of the programs and believe that the goals are being met. Students are placed in a variety of appropriate jobs on completion of the programs, or continue in careers they began before enrolling in the programs. The goals of the program appear to be reviewed on a regular basis. Currently, the faculty is reviewing the curricula of the programs in light of changes in the field and student demand. Also, regular review of the program is encouraged by the aggressive distance education program which includes a vigorous and formative summative evaluation program. The self-study document provides excellent comparison data with benchmark institutions. It is clear from these data that, with significantly fewer resources, the UA graduate programs in Adult Education are performing above those institutions. Structure of the Curriculum The structure of the curricula for each of the programs is based on standards in the field of adult education, the mission of the College of Education and Health Professions, the goals of the department, and the interests/strengths of the faculty. The programs allow considerable flexibility in the choice of courses, depending on the student's interests. For example, the master's student can specialize in vocational education, adult education, or a combination of the two. This choice, plus the fact that 21 out of 33 required hours consist of customized specialty studies and electives, allows flexibility in meeting the graduate education needs of students with diverse work experiences and diverse career goals. The actual courses taken are selected with the aid of the student's advisor. Moreover, the instructors consider courses to be "works in progress," which are continually adapted and updated. Despite the flexibility in the curriculum, there appears to be considerable coherence in the programs' requirements. We do not know whether students perceive the logic of the program requirements, but we suspect that it is clear from the way those requirements are presented (i.e. COHEP core, ADED core, specialty studies, electives, etc.) Also, the criteria for admission to the program emphasize the same types of skills as the program requirements, e.g. writing. The self-study does not make a clear distinction between the curriculum for thesis and nonthesis master's degrees. The study mentions that six additional thesis hours are required for the thesis M.Ed. degree, but does not explain any differences in advising or course requirements. Presumably an advisory committee is selected to guide the student in course selection. The self-study could more clearly delineate this. Distance Learning The department has a particular strength in the area of distance learning, with four degrees offered via compressed video. The M.Ed. degree in Adult Education is offered at six distance sites; a specialist degree is offered at UAPB; and one faculty member has been named as a Distance Learning Scholar by President Sugg.

4 Page 2 of 3 The Vocational and Adult Education Department has exhibited a high level of leadership on the UA campus in developing distance learning technology, course adaptation, training of other faculty in its use, and research on improving its effectiveness. The distance learning capability has resulted in a recent 50% increase in enrollment in the M.Ed. program. Connections Connections between the university and a variety of settings outside the university are clearly important to these programs, and appear to drive many of the program goals. Since many of the Adult Education graduate students are engaged in careers while pursuing graduate degrees, those connections appear ready-made. Additionally, independent studies, internships, seminars, and on-site visits facilitate connections, and graduate students who have no prior experience in the adult education field are strongly encouraged to take advantage of these opportunities. These on-site experiences are carefully supervised for content and performance. It is also clear that experiences provided in the program connect with principal career opportunities. With regard to scholarship, the faculty have expertise in a variety of areas, including human resource development, distance learning, curriculum, adult literacy, and vocational education. Several faculty members have good publication records. However, several faculty members have been in the rank of Associate Professor for unusual lengths of time. This may indicate their lack of research productivity, which may be the result of limited departmental resources and a heavy teaching and service load. Several faculty members have extensive contract and grant support. Teaching Quality Quality of teaching is assessed during annual reviews in which each faculty member does a self evaluation, is evaluated by a minimum of three peers, and is evaluated by the department head. It is not clear whether this teaching evaluation includes an evaluation of student learning. It also appears that there is an informal department norm which encourages attention to the quality of teaching, as several faculty attend conferences that focus on teaching; teaching styles and learning styles are the research focus of some of the faculty; and as the department encourages extensive distance learning efforts. However, it is not clear how faculty are mentored or helped to improve their teaching, with the exception of distance learning, which is a particular expertise and the focus of development within the department. The importance of teaching in tenure and promotion decisions appears to be the subject of some debate, as "there seems to be a feeling that there is a far greater emphasis on research especially in the promotion and tenure arena" than on teaching. Of course, this is an issue that is beyond the departmental purview alone. Advising The self-study lists the sequence of steps for new students for application, admission, and assignment of advisors. It is not clear how students are advised: one section of the report suggests that students are advised by a temporary advisor, until the advisory committee is formed. Alternatively, the information provided implies that all advising for a student is carried out by the student's own advisor for these highly customized programs. Thus, this aspect needs to be made clearer so that one can evaluate the process of thesis research assignment, course requirements, examination, and the role of the advisory committee. Mentoring may take place in the independent studies and internships, although this is not clear. The extent to which there are less formal opportunities for faculty/student interaction is also not clear. Advising appears to be valued in the program, but again details are not provided. Inclusiveness The self-study states that the program student body is diverse, with over half of the program female, and 18.4% minority and non-resident alien (in ). The actual enrollment numbers provided in Appendix L of the self-study suggest that women are well represented in the programs and minorities are well represented in at least some of these programs. For Fall 1994, 1995, 1996, 1997, 1998, on the average, students of color (Black, Hispanic, American Indian) represented about 10% of the students enrolled in the M.Ed. program; 56% of the students enrolled in the Ed.S. program; and 10% of the students enrolled in the Ed.D. program. With regard to the diversity of the faculty, women are well represented (60%), but no data are available on ethnic and racial diversity. No diversity goals were provided for the department, with regard to recruiting faculty or students of color. The department has a close working relationship with Pittsburg State University which has a large population of Chinese students. It is not clear what efforts are being made to reach out to predominantly black institutions or institutions in predominantly Hispanic or Native American areas. It is not clear how the program assesses its curriculum for the inclusion of relevant new scholarship about women and minorities, or how well it connects female and minority students with professionals from underrepresented groups.

5 Page 3 of 3 Institutional Support While the self-study could have added more information on institutional support for distance learning, travel to conferences for research and teaching, and library facilities, it is clear that the support provided for these programs is weak compared to benchmark institutions. The department has fewer faculty, lower faculty salaries, and lower graduate stipends compared to the benchmark institutions, while teaching similar course hours. Even though teaching excellence is promoted and practiced, research activities are heavily emphasized when evaluating faculty for promotion and tenure. The department provides a mechanism for allocating Research Incentive Funds for start-up research funding based on proposal evaluations. Collaborative faculty efforts are promoted. Outcomes Assessment The department modifies programs and courses based on the results of studies of students undertaken by the College of Education and Health Professions. However, the self-study did not give clear details of the nature of these student evaluations and the form of their output. Were they student interviews or knowledge tests? What have the recent results of these studies actually been? The self-study indicates that M.Ed. students take a master's comprehensive exam, but does not specify whether there are both written and oral components to this exam and if the same exam is given to both thesis and nonthesis students. There is no information given on employment rates nor tracking of alumni accomplishments, although the study does list all employment for the last three years of graduates. Benchmark comparisons were made with ten other universities and the results of that comparison were discussed above. Admissions requirements for this department were the same as or higher than similar departments in the benchmark universities. No information was given to allow comparison of the quality of student output of these universities. Conclusion The self-study listed the following strengths as mentioned by graduating students: admissions, the library, the thesis process, the studentoriented faculty, real-world courses, flexibility in the program. The department also has strengths in its curricula and the diversity of its student body. The self-study emphasized the need for increased graduate student stipend support and increases in the number of support staff and faculty positions. More consistency in the importance of teaching and advising, compared to research, for promotion and tenure decisions would be appropriate, but is beyond the authority of the department. It is unclear how the department uses student feedback to inform the goals and curricula of the programs, and only general student comments were provided in the self-study report. We do applaud the efforts to create an advisory board for the programs. Compared to benchmark institutions, it is clear that the UA graduate programs in adult education are doing well with restricted resources. In general, within the limits of the data provided to the COPE Committee, we believe that the M.Ed., Ed.S., and Ed.D. programs in Adult Education are serving the University of Arkansas well. [Note: While this review does not cover the graduate programs in Vocational Education, also contained within this department, one reviewer felt that the requirements for the M.Ed. in Vocational Education and the M.Ed. in Adult Education are so similar that they could be merged into a single master's degree in Adult and Vocational Education.]

SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS

SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader view

More information

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the

More information

2011 Outcomes Assessment Accreditation Handbook

2011 Outcomes Assessment Accreditation Handbook 2011 Outcomes Assessment Accreditation Handbook Associate Degree Programs Baccalaureate Degree Programs Master Degree Programs Accreditation Policies can be found in a separate document on the ATMAE website

More information

THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews

THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews I. The Department/Unit (or Program) II. Resources University at Buffalo Comprehensive Program Reviews The Graduate School THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews A. Mission

More information

GUIDELINES FOR CONDUCTING EVALUATIONS OF ACADEMIC PROGRAMS

GUIDELINES FOR CONDUCTING EVALUATIONS OF ACADEMIC PROGRAMS GUIDELINES FOR CONDUCTING EVALUATIONS OF ACADEMIC PROGRAMS OFFICE OF THE PROVOST UNIVERSITY OF PITTSBURGH PITTSBURGH, PENNSYLVANIA 15260 JULY, 2002 Guidelines for Conducting Evaluations of Academic Programs

More information

College of Education Vision and Mission

College of Education Vision and Mission 1 College of Education Vision and Mission The Mission of the College of Education at New Mexico State University is to serve the people of New Mexico through education, research, extension education, and

More information

FORMAT FOR APR COMMITTEE REPORTS TO THE FACULTY SENATE

FORMAT FOR APR COMMITTEE REPORTS TO THE FACULTY SENATE FORMAT FOR APR COMMITTEE REPORTS TO THE FACULTY SENATE 1. The Academic Program Review (APR) Committee makes recommendations about each program that it reviews in written reports to the Faculty Senate.

More information

Review of the M.A., M.S. in Applied Economics

Review of the M.A., M.S. in Applied Economics Review of the M.A., M.S. in Applied Economics 45.0601 Context and overview. The M.A., M.S. in Applied Economics program is housed in the Department of Economics within the College of Arts and Sciences.

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

Program Overview and Mission

Program Overview and Mission PhD in Nursing Science Plan Graduate Program Review, 2011-2012 Program Overview and Mission The PhD program is an integral part of the CON programs. The overview section provides a good description, showing

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

Strategic Vision Faculty and Staff Recruitment and Development

Strategic Vision Faculty and Staff Recruitment and Development Strategic Vision Faculty and Staff Recruitment and I. End Result: UAF engages in best practices in recruiting, hiring, evaluating, developing and promoting staff. Objective A: To implement regular staff

More information

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic)

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness

More information

TENURE AND PROMOTION CRITERIA DEPARTMENT OF ELECTRICAL ENGINEERING

TENURE AND PROMOTION CRITERIA DEPARTMENT OF ELECTRICAL ENGINEERING 1. GENERAL TENURE AND PROMOTION CRITERIA DEPARTMENT OF ELECTRICAL ENGINEERING The evaluation of candidates for tenure, promotion, and annual evaluation is based upon: (i) teaching, (ii) scholarship, and

More information

0. PROGRAM DESCRIPTION

0. PROGRAM DESCRIPTION 0. PROGRAM DESCRIPTION DATA SUPPLIED BY PROGRAM Official U of S Program URL: Provide the URL for the graduate program, or department website that introduces the graduate degree, and provides information

More information

Redesigning a Master s for Teachers Program. Cathy Stockton Louisiana Tech University. Abstract

Redesigning a Master s for Teachers Program. Cathy Stockton Louisiana Tech University. Abstract Redesigning a Master s for Teachers Program Cathy Stockton Louisiana Tech University Abstract This paper describes the process that one college of education used to redesign the master s for teachers program.

More information

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 Guidelines are provided on developing proposals for the following: Guidelines on

More information

Learning Outcomes Assessment for Building Construction Management

Learning Outcomes Assessment for Building Construction Management Learning Outcomes Assessment for Building Construction Management Building Construction Management Learning Outcomes 1. The student is prepared to assume an entry level professional constructor s role

More information

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs

More information

Draft Policy on Graduate Education

Draft Policy on Graduate Education Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master

More information

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN National Association of Schools of Art and Design Copyright 2009, 1992, 1990 by the National Association of Schools of Art and Design Reston, Virginia

More information

BYLAWS OF THE GRADUATE SCHOOL EMPORIA STATE UNIVERSITY ARTICLE I. Name

BYLAWS OF THE GRADUATE SCHOOL EMPORIA STATE UNIVERSITY ARTICLE I. Name BYLAWS OF THE GRADUATE SCHOOL EMPORIA STATE UNIVERSITY ARTICLE I Name The name of this organization shall be the Graduate School, Emporia State University. ARTICLE II Purpose The purpose of these bylaws

More information

Doctor of Education in Educational Practice Degree

Doctor of Education in Educational Practice Degree SENATE PROGRAM PROPOSAL FORM for: CHECK ONE: Add, Change, Combine, Drop, Archive CHECK ONE: Degree program, Minor, Certificate, Emphasis area From: N.A. Approved By: Date: Department Department Chair From:

More information

In order to assist and guide faculty members preparing for tenure evaluations, the competencies to be considered are in three categories:

In order to assist and guide faculty members preparing for tenure evaluations, the competencies to be considered are in three categories: Jerry and Vickie Moyes College of Education TENURE DOCUMENT Approved by Faculty Senate April 16, 2009 Introduction The purpose of this document is to outline the criteria and the procedures used to evaluate

More information

Program Description. a. Campus(es) Offering Program: Indiana University-Bloomington

Program Description. a. Campus(es) Offering Program: Indiana University-Bloomington Program Description Doctor of Education (EdD) in Literacy, Culture, & Language Education to be offered by Indiana University, Bloomington (Date: 3-24-2014) Characteristics of the Program a. Campus(es)

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

Texas Southern University

Texas Southern University Texas Southern University College of Education Bylaws 2012 [Type text] 2 College of Education Bylaws Preamble Texas Southern University was founded in 1927 and became a state institution in 1947. Texas

More information

Department of History Policy 1.1. Faculty Evaluation. Evaluation Procedures

Department of History Policy 1.1. Faculty Evaluation. Evaluation Procedures Approved: 2/23/099 Department of History Policy 1.1 Faculty Evaluation Evaluation Procedures 1. The Department of History will evaluate all tenured and non-tenure faculty by March 1 of each academic year

More information

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation University Of Alaska Anchorage College Of Health Department Of Human Services Criteria and Guidelines For Faculty Evaluation This document is to be used in conjunction with the UNAC and UAFT Collective

More information

GRADUATE GROUP REVIEW PROTOCOL FOR SCHOOLS

GRADUATE GROUP REVIEW PROTOCOL FOR SCHOOLS GRADUATE GROUP REVIEW PROTOCOL FOR SCHOOLS (Adopted 1.10.10) Overview of the Graduate Council of the Faculties The Graduate Council of the Faculties is advisory to the Provost and Vice Provost for Education.

More information

A 5 STANDING COMMITTEES. Academic and Student Affairs Committee

A 5 STANDING COMMITTEES. Academic and Student Affairs Committee A 5 Collegiate-Level Unit Headed by a Dean RECOMMENDED ACTION It is the recommendation of the administration and the Academic and Student Affairs Committee that the status of the Education Program at the

More information

The University of West Florida. Department of Criminology & Criminal Justice. Bylaws

The University of West Florida. Department of Criminology & Criminal Justice. Bylaws The University of West Florida Department of Criminology & Criminal Justice Bylaws 1. Mission The mission of the Department of Criminology & Criminal Justice is to challenge and inspire students to be

More information

2/06/13. Implementation Report Review. Barbara R. Kelley, EdD, RN, MS, MPH, CPNP. Hebrew University. EC curriculum recommendations

2/06/13. Implementation Report Review. Barbara R. Kelley, EdD, RN, MS, MPH, CPNP. Hebrew University. EC curriculum recommendations 2/06/13 Implementation Report Review Barbara R. Kelley, EdD, RN, MS, MPH, CPNP Hebrew University EC curriculum recommendations Evaluation of response BSN program The EC strongly recommends that the core

More information

INTERDISCIPLINARY PROGRAMS: ESTABLISHMENT, ADMINISTRATIVE STRUCTURE, FACULTY APPOINTMENTS AND PROCESSES THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO

INTERDISCIPLINARY PROGRAMS: ESTABLISHMENT, ADMINISTRATIVE STRUCTURE, FACULTY APPOINTMENTS AND PROCESSES THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO INTERDISCIPLINARY PROGRAMS: ESTABLISHMENT, ADMINISTRATIVE STRUCTURE, FACULTY APPOINTMENTS AND PROCESSES THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO Approved by the Provost, April 5, 2006 1 I. Mission

More information

Family and Consumer Sciences Education (FCSE) Doctor of Philosophy

Family and Consumer Sciences Education (FCSE) Doctor of Philosophy Family and Consumer Sciences Education (FCSE) Doctor of Philosophy The Ph.D. degree program is designed to prepare individuals for faculty positions in higher education and other professional leadership

More information

OVERVIEW AND ADMISSION REQUIREMENTS

OVERVIEW AND ADMISSION REQUIREMENTS PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS

More information

The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure

The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure Introduction The primary mission of the University of Michigan Flint is to be the

More information

Brown University SCHOOL OF PUBLIC HEALTH. DRAFT Accreditation Self-Study June 2015

Brown University SCHOOL OF PUBLIC HEALTH. DRAFT Accreditation Self-Study June 2015 Brown University SCHOOL OF PUBLIC HEALTH DRAFT Accreditation Self-Study June 2015 Table of Contents 1.0 The School of Public Health... 2 1.1 Mission.... 2 1.2 Evaluation.... 10 1.3 Institutional Environment...

More information

Review of the M.S. in Accountancy 52.0301

Review of the M.S. in Accountancy 52.0301 Review of the M.S. in Accountancy 52.0301 Overview of the program. The M.S. in Accountancy program is housed in the Department of Accounting within the College of Business. The department offers a minor

More information

M.S. in Computational Finance and Risk Management University of Washington Seattle

M.S. in Computational Finance and Risk Management University of Washington Seattle May 2011 M.S. in Computational Finance and Risk Management University of Washington Seattle Introduction University of Washington (UW) proposes to offer a Master of Science in Computational Finance and

More information

Review of the B.A., B.S. in Criminal Justice Sciences 43.0104

Review of the B.A., B.S. in Criminal Justice Sciences 43.0104 Review of the B.A., B.S. in Criminal Justice Sciences 43.0104 Context and overview. The B.A., B.S. in Criminal Justice Sciences program is housed in the Department of Criminal Justice Sciences within the

More information

Graduate Program Review of EE and CS

Graduate Program Review of EE and CS Graduate Program Review of EE and CS The site visit for the Graduate Program Review of Electrical Engineering and Computer Science took place on April 3-4. It included meetings with many constituencies

More information

Engineering Technology Department Bylaws 2011

Engineering Technology Department Bylaws 2011 Engineering Technology Department Bylaws 2011 ARTICLE l. DEPARTMENTAL MEMBERSHIP 1.1 Membership in the Engineering Technology Department consists of all persons holding academic rank in the department.

More information

Ph.D. in Educational Leadership

Ph.D. in Educational Leadership Ph.D. in Educational Leadership Proposal for a Minor in Higher Education Respectfully submitted by the Department of Educational Leadership School of Education and Human Services February 2002 Proposal

More information

Review of the M.A., M.S. in Psychology 42.0101

Review of the M.A., M.S. in Psychology 42.0101 Review of the M.A., M.S. in Psychology 42.0101 Overview of the program. The M.A., M.S. in Psychology program is housed in the Department of Psychology within the College of Arts and Sciences. Other programs

More information

ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy

ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy Page 1 of 6 ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy Preamble This policy shall govern graduate faculty membership at Elizabeth City State University (ECSU). The provisions of this policy

More information

SELF-STUDY GUIDELINES. Part I: Program History, Mission, and Administrative Structure

SELF-STUDY GUIDELINES. Part I: Program History, Mission, and Administrative Structure SELF-STUDY GUIDELINES Part I: Program History, Mission, and Administrative Structure I.1 Program History Briefly describe the historical development of the program and associated components. I.2 Mission

More information

TARLETON STATE UNIVERSITY COLLEGE OF GRADUATE STUDIES GRADUATE COUNCIL

TARLETON STATE UNIVERSITY COLLEGE OF GRADUATE STUDIES GRADUATE COUNCIL TARLETON STATE UNIVERSITY COLLEGE OF GRADUATE STUDIES GRADUATE COUNCIL Purpose: To consider all matters relating to graduate programs at Tarleton State University and to recommend practices and procedures

More information

Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB)

Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB) Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB) Preamble The School of Nursing currently has 2 tracks, Academic and Clinical. The Academic

More information

GRADUATE PROGRAM IN BIOTECHNOLOGY

GRADUATE PROGRAM IN BIOTECHNOLOGY GRADUATE PROGRAM IN BIOTECHNOLOGY I. Governance 2 II. Admission....... 3 III. Counseling...... 3 IV. Course of Study...... 3 V. Student Seminars... 4 VI. Teaching... 4 VII. Research...... 4 VIII. Qualifying

More information

Faculty Evaluation and Performance Compensation System Version 3. Revised December 2004

Faculty Evaluation and Performance Compensation System Version 3. Revised December 2004 Faculty Evaluation and Performance Compensation System Version 3 Revised December 2004 2 SUMMARY OF MAJOR CHANGES FROM EVALUATION SYSTEM, VERSION 1, 2003-2004, TO EVALUATION SYSTEM, VERSION 2, 2004-2005

More information

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT This report covers the academic year 2010-2011 and includes activity during the summer of 2011 Outcomes The current mission is to prepare graduate social work

More information

Education Specialist (Ed.S.)

Education Specialist (Ed.S.) Education Specialist (Ed.S.) Degree Information Department of Leadership College of Education, Health and Human Sciences University of Memphis Ball Hall 123 901-678-2369 Visit our web site: leadership.memphis.edu

More information

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016 STATE OF IOWA MARCH 2, 2016 REHABILITATION AND COUNSELOR EDUCATION PROGRAMS ACCREDITATION REPORT AT THE UNIVERSITY OF IOWA Contact: Diana Gonzalez Action Requested: Receive the accreditation report from

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

Requirements for a Graduate Degree (M.S. or Ph.D.) in Oceanography at the University of Maine

Requirements for a Graduate Degree (M.S. or Ph.D.) in Oceanography at the University of Maine Requirements for a Graduate Degree (M.S. or Ph.D.) in Oceanography at the University of Maine Mission Statement The University of Maine's Oceanography Program creates and communicates integrated understanding

More information

University of North Dakota Department of Electrical Engineering Graduate Program Assessment Plan

University of North Dakota Department of Electrical Engineering Graduate Program Assessment Plan Graduate Program Assessment Plan Mission: The mission of the master of science program is to promote critical thinking and creative skills based on the theory, principles, and techniques of electrical.

More information

Academic Program Review

Academic Program Review Academic Program Review UCSF Graduate Council and Graduate Division May 2014 Table of Contents ACADEMIC PROGRAM REVIEW: AN OVERVIEW OF THE PROCESS... 2 ACADEMIC PROGRAM REVIEW: PREPARING THE SELF- STUDY...

More information

Graduate Education in the United States

Graduate Education in the United States Graduate Education in the United States Finnish Higher Education Experts USA Study Tour 2009 October 26, 2009 Robert Sowell Vice President for Programs and Operations Council of Graduate Schools Outline

More information

The University of Toledo College of Engineering. Strategic Directions 2005-2015

The University of Toledo College of Engineering. Strategic Directions 2005-2015 The University of Toledo College of Engineering Strategic Directions 2005-2015 November 9, 2005 The University of Toledo College of Engineering Strategic Directions 2005-2015 Table of Contents EXECUTIVE

More information

GRADUATE PROGRAMS AGRICULTURAL AND APPLIED ECONOMICS TEXAS TECH UNIVERSITY. September 2013

GRADUATE PROGRAMS AGRICULTURAL AND APPLIED ECONOMICS TEXAS TECH UNIVERSITY. September 2013 GRADUATE PROGRAMS IN AGRICULTURAL AND APPLIED ECONOMICS AT TEXAS TECH UNIVERSITY September 2013 This handbook contains information about graduate programs in Agricultural and Applied Economics. It supplements

More information

APPLIED SOCIOLOGY, CLINICAL SOCIOLOGY, PUBLIC SOCIOLOGY AND SOCIOLOGICAL PRACTICE PROGRAMS AT THE DOCTORAL LEVEL STANDARDS

APPLIED SOCIOLOGY, CLINICAL SOCIOLOGY, PUBLIC SOCIOLOGY AND SOCIOLOGICAL PRACTICE PROGRAMS AT THE DOCTORAL LEVEL STANDARDS APPLIED SOCIOLOGY, CLINICAL SOCIOLOGY, PUBLIC SOCIOLOGY AND SOCIOLOGICAL PRACTICE PROGRAMS AT THE DOCTORAL LEVEL STANDARDS Box Q University of Tampa 401 West Kennedy Boulevard Tampa Florida 33606-1490

More information

a Career in Student Affairs

a Career in Student Affairs Choosing a Career in Student Affairs Paige Haber-Curran, Ph.D. & Shannon R. Dean, Ph.D. Texas State University ur Stories Our Stories Our Have always valued education Active student leader in college Desire

More information

Introduction and Overview of the Program

Introduction and Overview of the Program California State University, Fresno (07-08) Section A-1 Contextual Information Masters Degree in Education or Advanced Specialist Certification Early Childhood Education Emphasis California State University,

More information

Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012)

Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012) Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012) The goal of the rehabilitation counseling master s program at

More information

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP)

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.

More information

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the university

More information

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.

More information

California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan

California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual

More information

Detailed Test Blueprint

Detailed Test Blueprint 1. Facilitate Learning 22% A. Implement a variety of teaching strategies appropriate to: 1. content 2. setting (i.e., clinical versus classroom) 3. learner needs 4. learning style 5. desired learner outcomes

More information

Dean for Natural and Applied Sciences

Dean for Natural and Applied Sciences About Hope College Hope College is a strong co-educational, undergraduate, residential, Christian liberal arts college of 3,300 students from 45 states and 35 different countries. Hope s beautiful and

More information

Doctoral Degree Programs in Special Education

Doctoral Degree Programs in Special Education Doctoral Degree Programs in Special Education University of Florida College of Education School of Special Education, School Psychology, & Early Childhood Studies P.O. Box 117050 / 1403 Norman Hall Gainesville,

More information

GUIDELINES FOR ACADEMIC PROGRAM REVIEW For self-studies due to the Office of the Provost on October 1, 2015 GRADUATE PROGRAMS

GUIDELINES FOR ACADEMIC PROGRAM REVIEW For self-studies due to the Office of the Provost on October 1, 2015 GRADUATE PROGRAMS GUIDELINES FOR ACADEMIC PROGRAM REVIEW For self-studies due to the Office of the Provost on October 1, 2015 GRADUATE PROGRAMS OVERVIEW OF PROGRAM REVIEW At Illinois State University, primary responsibility

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

UMD Department of Mechanical and Industrial Engineering

UMD Department of Mechanical and Industrial Engineering UMD Department of Mechanical and Industrial Engineering Indices and Standards for Tenure and Promotion to Professor as Required by Section 7.12 of the Board of Regents Policy on Faculty Tenure (June 10,

More information

School of Accounting Florida International University Strategic Plan 2012-2017

School of Accounting Florida International University Strategic Plan 2012-2017 School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue

More information

IHE Master's of School Administration Performance Report. Western Carolina University 2012-2013

IHE Master's of School Administration Performance Report. Western Carolina University 2012-2013 IHE Master's of School Administration Performance Report Western Carolina University 2012-2013 Overview of Master's of School Administration Program The cohort-based Master s of School Administration (MSA)

More information

KU School of Education Graduate Student Handbook

KU School of Education Graduate Student Handbook KU School of Education Graduate Student Handbook 2011-2012 Graduate Student Responsibility All graduate students are responsible for informing themselves of requirements of the Graduate School as stated

More information

Provide open houses each year for all currently enrolled students. Existing Effort

Provide open houses each year for all currently enrolled students. Existing Effort The University of Tennessee Diversity Plan College/Dept. College of Business Administration Goal One: Create and sustain a welcoming, supportive and inclusive campus climate. Responsible Objectives Strategy/Tactics

More information

INSTITUTIONAL QUALITY ASSURANCE POLICY

INSTITUTIONAL QUALITY ASSURANCE POLICY INSTITUTIONAL QUALITY ASSURANCE POLICY Approval: Responsibility: Contact Office: University Senate; Ontario Universities Council on Quality Assurance (Quality Council) Provost and Vice President Academic

More information

Bylaws of the Department of Agricultural Education and Communication University of Florida Approved October 7, 2009

Bylaws of the Department of Agricultural Education and Communication University of Florida Approved October 7, 2009 Bylaws of the Department of Agricultural Education and Communication University of Florida Approved October 7, 2009 Vision To lead in developing and strengthening educators, communicators, and leaders

More information

UNIVERSITY OF SOUTHERN MAINE COLLEGE OF NURSING AND HEALTH PROFESSIONS PEER REVIEW

UNIVERSITY OF SOUTHERN MAINE COLLEGE OF NURSING AND HEALTH PROFESSIONS PEER REVIEW UNIVERSITY OF SOUTHERN MAINE COLLEGE OF NURSING AND HEALTH PROFESSIONS PEER REVIEW The College of Nursing and Health Professions Peer Review Process follows requirements stipulated in the AFUM contract

More information

College of Human Environmental Sciences Strategic Plan for 2012-2015

College of Human Environmental Sciences Strategic Plan for 2012-2015 College of Human Environmental Sciences Strategic Plan for 2012-2015 Revised Fall 2013 Mission: The College will be a well-recognized leader in preparing students to impact the lives of individuals and

More information

WESTERN MICHIGAN UNIVERSITY COLLEGE OF AVIATION POLICY STATEMENT

WESTERN MICHIGAN UNIVERSITY COLLEGE OF AVIATION POLICY STATEMENT WESTERN MICHIGAN UNIVERSITY COLLEGE OF AVIATION POLICY STATEMENT It is the right, the responsibility, and the privilege of University faculties to participate in the governance of their departments. Fundamentally,

More information

IHE Masters of School Administration Performance Report

IHE Masters of School Administration Performance Report IHE Masters of School Administration Performance Report High Point University 2007-2008 Overview of Masters of School Administration Program The Master of Education (M.Ed) in Educational Leadership prepares

More information

Higher Education & Student Affairs

Higher Education & Student Affairs Higher Education & Student Affairs The Ph.D. program prepares students for careers in higher education emphasizing research and related scholarly activities. Toward this end, coursework emphasizes research

More information

Graduate Student HANDBOOK. Rehabilitation Counseling Program

Graduate Student HANDBOOK. Rehabilitation Counseling Program Graduate Student HANDBOOK Rehabilitation Counseling Program 2014-2015 Dear Rehabilitation Counseling Students, On behalf of the Rehabilitation Counseling faculty, staff, and second year students, I would

More information

2010-2015 Strategic Plan Template. Department of Special Education and Child Development 2010-2015 Strategic Plan

2010-2015 Strategic Plan Template. Department of Special Education and Child Development 2010-2015 Strategic Plan 2010-2015 Strategic Plan Template Department of Special Education and Child Development 2010-2015 Strategic Plan I. EXECUTIVE SUMMARY 1-2 pages A. Mission and goals: The mission of the Department Special

More information

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program Minnesota State University, Mankato Department of Counseling and Student Personnel Doctorate of Education (Ed.D.) in Counselor Education and Supervision ADMISSIONS INFORMATION AND FORMS The Doctorate of

More information

Applied Sociology, Clinical Sociology, Public Sociology and Sociological Practice Programs Doctoral Level

Applied Sociology, Clinical Sociology, Public Sociology and Sociological Practice Programs Doctoral Level Applied Sociology, Clinical Sociology, Public Sociology and Sociological Practice Programs Doctoral Level STANDARDS Copyright 2013, 2015, The Commission on the Accreditation of Programs in Applied and

More information

AGENDA ITEM III C PROPOSED ACADEMIC PROGRAM LOUISIANA TECH UNIVERSITY

AGENDA ITEM III C PROPOSED ACADEMIC PROGRAM LOUISIANA TECH UNIVERSITY AGENDA ITEM III C PROPOSED ACADEMIC PROGRAM LOUISIANA TECH UNIVERSITY Ph.D. IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY AGENDA ITEM III C PROPOSED ACADEMIC PROGRAM LOUISIANA TECH UNIVERSITY Ph.D. IN INDUSTRIAL/ORGANIZATIONAL

More information

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS.

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS. CONTINUOUS ASSESSMENT PLAN For ADMINISTRATIVE CERTIFICATION and RANK I STATUS Within the M. Ed. and Ed. S. DEGREE PROGRAMS In the DEPARTMENT OF ADMINISTRATION AND SUPERVISION Revised: September, 2000 This

More information

Appendix H External Program Review Guide

Appendix H External Program Review Guide Appendix H External Program Review Guide Program Review Overview Every department or academic program at Texas A&M University-Texarkana undergoes the academic program review process at least once every

More information

1.1.1.1. Draft created by Diversity subcommittee December 2001.

1.1.1.1. Draft created by Diversity subcommittee December 2001. > Unit > Committee > PEC Subcommittees > Diversity Committee > PEU Diversity Plan PEU Diversity Plan This Strategic Plan addresses diversity issues in regard to the University, Unit. It incorporates Conceptual

More information

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Policy Abstract for the Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Significant institutional resources are devoted to academic program

More information

QUALITY ASSURANCE POLICY AND PROCEDURES

QUALITY ASSURANCE POLICY AND PROCEDURES NOVA SCOTIA COLLEGE OF ART AND DESIGN (NSCAD UNIVERSITY) QUALITY ASSURANCE POLICY AND PROCEDURES ACADEMIC PROGRAM REVIEW PROCESS SELF-STUDY REPORT GUIDE EXTERNAL REVIEW GUIDE ACADEMIC PROGRAM REVIEW TIMELINE

More information

College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health

College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health Accreditation Self-Study Report September, 2013 1 WEST CHESTER UNIVERSITY

More information

ACADEMIC PROGRAM REVIEW:

ACADEMIC PROGRAM REVIEW: CLARK ATLANTA UNIVERSITY Office of Planning, Assessment and Research ACADEMIC PROGRAM REVIEW: Self-Study Report Template OPAR 2012 5th Year Cycle ACADEMIC PROGRAM REVIEW 20-20 School Self-Study Report

More information