Graduate Programs Information Curriculum and Instruction Educational Leadership and Policy Studies January 2011

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1 Graduate Programs Information Curriculum and Instruction Educational Leadership and Policy Studies January 2011 C&I ELPS DOGE Anne Foegen Dan Robinson Support Staff for Phyllis Kendall Judy Weiland Grad Programs Degrees/Majors Offered and Areas of Specialization Ph.D Education Ph.D. Education Educational Leadership (coursework emphases in Ed Admin, Higher Ed Admin, Research & Eval) Emphasis: Community College Other Programs M. S. Education Historical, Philosophical, and Comparative Studies in Ed Special Education M. Ed. Education Historical, Philosophical, and Comparative Studies in Ed Special Education M. A. T. Science Education Special Education Certificate [Literacy Coaching Certificate] M. Ed. Education secondary mathematics licensure M. Ed. Education online program in Instructional Concentration: Social Justice M. S. Education Ed Admin Higher Ed Research and Evaluation M. Ed. Education Ed Admin practitioner Ed Admin coursework only (SS 11) Higher Ed (emphasis in community college or leadership and learning) Student Affairs coursework only (Sp 11) Community College Teaching Certificate Social Justice Certificate [Literacy Coaching Certificate] Certificate of Advanced Studies (CAS) superintendent licensure Certificate in Applied Research Methods in Human Sciences

2 Graduate Faculty Students C&I 22 Graduate Faculty members can chair and serve on 2 Graduate Faculty members can Co chair and serve on 2 Lecturers can serve on 147 Total 47 PhD 23 MS 57 MEd (2 MEd Math Licensure, 35 MEd Online Instructional ) 13 MAT 6 Certificate (Special Ed) ELPS 16 Graduate Faculty members can chair and serve on 3 Graduate Faculty members can Co chair and serve on 4 Clinicians can serve as committee members 8 Adjuncts can serve as committee members 393 Total 193 PhD 34 Ed Admin 52 Higher Ed Admin 85 Higher Ed Community Coll 19 Higher Ed Social Justice concentration 3 Research and Evaluation 200 Masters 81 Ed Admin (Pre Lead) 50 Higher Ed Community Coll 54 Higher Ed Student Affairs 13 Higher Ed Leadership and Learning 2 Research and Evaluation

3 Strengths: Nationally recognized programs Certificate programs flexibility to meet students needs Strong faculty (grants, publications, national boards) Meet land grant mission supply source for principals, teachers, IHE faculty, superintendents and Distance Education Assistantship opportunities for PhD students Commitment to diversity (GMAP, etc.) in faculty, students Existing cross fertilization between students in Res Ev courses Opportunities: Potential for better use of available resources (e.g., space for teaching) Ability to benefit from P 20 connections across the members and constituents of the school Opportunities for expanded collaboration between current programs Social Justice Multicultural Ed. Special Ed Ed Admin Collaborations related to seeking additional funding Internal and external STEM, Social Justice Opportunities for faculty and students School of Education Graduate Programs SWOT Analysis 1/25/11 Weaknesses: Silo ed faculty Programmatic consistency/ coherence Threats: Worry that resources will be reallocated away from smaller programs to promote larger/ stronger programs Loss of identity Impact on alums and sense of loyalty to programs connections to dept. may be alienated Loss of faculty (untenured feel at risk, others may be unhappy) Loss of resources (initial impetus was to save money) in course based cross fertilization Sensitivities: Merging of cultures brings worry about loss of identity, autonomy, resources Differing programmatic models cohort vs. more individualized and resulting impact on advising loads. What is valued and rewarded differs across programs. Worries about changes in committee load expectations Perspectives on cohorts internal and external Capstone vs. written and oral prelim models o Need for explicit and transparent rationale and expectations o Possibility to provide options and allow students/pos to choose most appropriate format Differing program delivery models (online vs. face to face)

4 Comingling of programs under 1 DOGE (addressing load issues relative to number of students)

5 School of Education Transition Committee Graduate Programs Work Group DRAFT: RECOMMENDED GOALS 2/3/11 The Graduate Programs Work Group (Michael Davis, Anne Foegen, Dan Robinson) offers the following goals for consideration by the School of Education Transition Committee. We believe it is critical that open lines of communication be maintained across faculty in both departments and with both masters and doctoral students. 1. Develop coordinated procedures and processes for admission across the two departments. These should include connections across the websites for the two departments, common admission timelines, similar required application materials, and coordinated recruitment efforts. 2. Engage faculty in the two departments in discussions about existing and future procedures for student progress toward degree completion (ranging from initial orientation to core requirements to rubrics, capstone projects, preliminary examinations, creative components, theses, dissertations). We believe these discussions should begin with sharing information about existing procedures within each department and identifying places where future procedures might draw from the strengths of both programs. 3. Establish ongoing communication with graduate students in both programs to assure them that current students will be able to continue their degree programs with existing procedures. A smooth transition to any new procedures, including on going orientation, will need to occur over time and include continuing communication with students.