Addendum Exhibit 5.5.a Non SPA Program Reviews. Doctoral Degree in Education NCATE Program Review Report. Updated: August 28, 2013, 2013

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1 Addendum Exhibit 5.5.a Non SPA Program Reviews The University of Texas at Brownsville SECTION I: CONTEXT Doctoral Degree in Education NCATE Program Review Report Updated: August 28, 2013, Description of any state or institutional policies that may influence the application of Curriculum and Instruction standards. (Response limited to 4,000 characters). There are no state or institutional policies that may influence the application of the Curriculum and Instruction Standards. The mission of The University of Texas at Brownsville (UTB) and the College of Education fully support the application of the standards in the doctoral program. The mission of the University is to provide accessible, affordable, postsecondary education, i.e. Baccalaureate to Doctorate, of superior excellence, to conduct research which expands knowledge, provides sound intellectual frameworks and presents programs of cultural and pioneering scientific value. The doctoral program was designed to be a model program in the different Specializations it offers. A former partnership with the local community college eliminated inter-institutional barriers. The separation comes at a time when the university has expanded its lower-level courses downward, now providing seamless access for high school and college students to university education that reaches the doctorate. The College of Education (COE) offers Baccalaureate, and Graduate degrees in different fields of Education arts and professional programs such as the Doctorate in Education Curriculum and Instruction with five Specializations that are designed to meet student needs as well as regional, national, and international expectations. Upon deciding to pursue accreditation for its first doctoral degree, The University of Texas at Brownsville took the preliminary step of modifying its institutional mission statement. This strategic change in the institutional mission statement is in line with its directive to address the needs of the entire community, region, state and nation. The mission statement clearly defines its relevance to higher education, emphasizing learning and teaching at the core of its commitments and promoting intellectual growth through research and service. The doctoral program also connects to UTB s mission statement in that it meets the needs of the region by supporting leadership and professional training as well as curriculum development. The doctoral program engages in research looking at best practices and their application to improving curriculum in a structured fashion. It also focuses on public service in addressing Early Childhood through Grade 16 initiatives, at educational technologies, and at higher education teaching as one of the catalysts for seamless transition from public school and college to university. In addition, faculty support the application of the C&I standards in their work. Faculty seek to help students at all levels develop the skills of critical thinking, quantitative and qualitative analysis, and effective communications which will sustain lifelong learning. This is raised to a highly sophisticated level in doctoral courses that were specifically developed as agents to enhance the students capacity to conduct research. These courses also include elements to 1

2 abridge the process for students to become mature, well-rounded members of their field. COE seeks to be a college with a combination of regional to global orientation, which respects the dignity of each learner and address community, regional and global needs. Depending on students background, student might be advised to enroll into additional courses when weaknesses are recognized in the Research and C&I core. COE is fully committed to the fundamental principles of accreditation established by entities such as SACS or NCATE and strives continuously to meet these accreditation standards. Moreover, COE is dedicated to the quality enhancement of its programs and services within the context of UTB s mission, resources, and capabilities, and to the creation of an ideal environment in which learning, teaching, public service, and research occurs. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) Due to the highly-specialized objective of the doctoral program and the qualifications of the students, field and clinical experiences, student teaching or internships are not required for the five Specializations of the Ed.D. C&I program. The doctoral students are professionals in their respective fields and have degrees, and therefore, do not require field and clinical experiences. The objective of the Doctor in Education Curriculum and Instruction program is to advance highly skilled educational professionals beyond the master s level programs that will assume roles and positions in new models of teaching, creative research, highest levels of educational leadership and service and aggressively impact human development. In each course, the faculty in each of the specializations described below provide the experience required of the students in the specialization. Bilingual Studies The Specialization in Bilingual Studies prepares highly qualified educators with the knowledge and skills needed to provide leadership in the area of bilingual and ESL education. The strength of the program is the highly dedicated faculty who are involved in the on-going development and implementation of the program, evidenced by increasing numbers of faculty participating in discussions about student progress, advising, scheduling, and development of specializations. Educational Leadership The Specialization in Educational Leadership provides within CoE s four guiding principles of inquiry, interculturalism, pedagogical leadership and interrelatedness a thorough grounding in the functioning and the curriculum of public education, and in the skills of administration, decision-making, intelligent and informed leadership and research. Students develop an understanding of secondary education in society, the historical and philosophical context from which it emerged, and the ethical considerations that must surround and guide education. The doctoral student is being prepared to be a practitioner as well as consumer and producer of research and scholarship and possible careers in academia; and to take on leadership roles in school campuses and school districts. The specialization emphasizes preparation for a research career in which the graduate will add to the core of knowledge that is the basis for informed practice. The curriculum is oriented toward the development of theory and research skills in a variety of methodologies and includes a strong secondary emphasis in a cognate field of study. Early Childhood The Early Childhood Specialization is designed to create highly skilled professionals who meet the educational needs of researchers and teacher educators in an intercultural world. The students will improve their investigative and instructional skills in early childhood education settings striving for cutting edge research that is responsive to diverse community and regional needs. Courses, field experiences, and research studies are complemented with progressively 2

3 more involved curricula encompassing young children in group settings within public and private settings. Such training is the best possible preparation for careers in higher education, in schools as educational leaders and in child-related agencies such as mental health agencies, hospitals, and related fields. Educational Technology The Specialization in Educational Technology with a focus on e-learning will further enhance candidates' career opportunities in the PK-16 arena by enabling them to design, develop, and teach courses through Web-based instruction (e-learning). The Educational Technology courses are offered 100% online. This program allows students to acquire knowledge and skills in the areas of instructional systems design, learning and instructional theories, and development of Web-based and interactive multimedia learning environments using various state-of-art technology-based systems. Higher Education Teaching This specialization is designed for scholar-practitioners. Graduates will possess the skills, knowledge, and attitudes necessary for investigating, understanding, and shaping dynamic relations among students, institutions of higher education, and society. Graduates pursue careers in public education (such as dual enrollment teaching), community colleges, four-year colleges, universities, corporate-sponsored education, and research centers. Students coming to this program have diverse backgrounds. Graduates can anticipate positions as faculty, instructional designers, evaluators, trainers, and managers of instructional systems in public schools, business, government, higher education, military, and other settings. The curriculum includes the development of sophisticated management skills and intelligent, informed leadership. The overall objective of the Specializations of the Doctor in Education Curriculum Instruction is to prepare, train and educate students to become exceptional leaders in administrative and academic positions of public and private school systems, colleges and universities, and become scholars who will achieve greater understanding of higher education. At the same time they can pass on knowledge of the past, have the ability to inquire and prepare students to work with a technology friendly and change oriented higher education environment in the future. Students in the different specializations receive a thorough foundation in the functioning of Curriculum and Instruction of colleges and universities and in the skills of administration, decision-making and leadership. They develop an understanding of the particular role of colleges and universities in society as both distributors and creators of knowledge, the historical context from which those institutions have emerged, and the ethical considerations that must surround and guide the enterprise. Finally, the program prepares doctoral students to be consumers and producers of higher education research and scholarship, effective communicators, reflective professionals and socializes students towards possible careers in academia. In summary, programs leading to this degree emphasize preparation for a research career in which the graduate will add to the core of knowledge that is the basis for informed practice. The curriculum is oriented toward the development of theory and research skills in a variety of methodologies and includes a strong secondary emphasis in an interrelated field of study. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Criteria for Admission Standards for admission to the Ed.D. C&I are based on multiple sources of evidence of an applicant s qualifications and commitment to the program, and are comparable to those for doctoral programs in other disciplines and for Curriculum and Instruction in other universities. All applicants must hold a baccalaureate and a master s degree from a regionally accredited U.S. institution or a recognized international equivalent plus have three years of teaching experience. 3

4 The Educational Technology track and Higher Education Teaching track do not have the teaching requirement, but accept professional equivalents. Candidates cannot go directly from a baccalaureate degree to the doctoral program. The admission process includes completion of the following criteria: Completed application form Verification of a master s degree in Education or related field Official transcripts from all colleges and universities attended GPA of 3.25 or higher on all graduate coursework Submission of satisfactory GRE scores originating within the past five years Three years of teaching experience or five years of experience in education or related professional field Verification of three years of classroom teaching experience at an accredited institution for the Specializations in Bilingual Studies, Early Childhood, and Educational Leadership TOEFL passing score of 600 for the paper test and 100 for the internet based test for foreign applicants from non-english speaking countries Statement of the applicant s professional experience and scholarly accomplishments, why they want to pursue this degree, possible research questions or topics of interest for pursuing research Resume or curriculum vita Letters of recommendation and completed forms from three professionals with firsthand knowledge of the applicant, the applicant s professional qualities, and the applicant s scholarly potential (professors, principals, etc.) Admission Interview* Admission Writing Prompt* *All final candidates for admission will be required to participate in the following: An interview with a Faculty Selection Committee and preparation of a Writing Sample (in English). Candidates write a reaction paper on site. A rubric is available in advance so applicants will know how the samples will be reviewed. Once accepted, students obtain a copy of the Program of Study (POS) for their Specialization. An Advisor assists the student in developing the official POS and forwards it to the Office of Graduate Studies for final approval. Students follow the POS for the duration of the program. Criteria for Exit from the Program There are several possibilities of exiting the program: Student withdraws or stops out; or Student graduates; or Student is released from the program due to a low GPA (i.e. below 3.25), two failing grades, three grades of C, or failing results in the Comprehensive Examinations. Criteria for Retention In close collaboration with the administration, faculty, student advisor, and students, a high emphasis is placed on helping the doctoral students persist and complete the doctoral program. The vision for the Ed.D. C&I Program of UTB includes providing students: Close contact with faculty that are both highly accomplished and educationally involved; A rich array of courses providing a theoretically-grounded exploration of key issues in educational practice; A wide variety of teaching, research, and professional development experiences; A distinctive approach to educational issues that combines rigorous intellectual inquiry with a close connection to professional practice. The doctoral program is research-based and knowledge-based and covers several dimensions. Students understand that they have to move through and complete these dimensions one at a 4

5 time. Although these dimensions seem to overlap students are made aware not to do all at the same time. In the doctoral program there are distinct reading, research, and writing processes that are culminating in the Comprehensive Examinations and the Dissertation. These dimensions are: Course work (57 semester credit hours); Comprehensive Exam (the comps reflect how students bring all their course work together, understand scholarship and identify their own interests within a larger representation of educational inquiry); Dissertation Proposal and IRB (where students identify a research topic, and lay out the steps to their methodology or research design); Research in the field data collection, analysis of data, findings (which will last at least one full semester); Writing the dissertation - which requires at least one full semester. During the first courses students receive an orientation on the expectations and goals of research, the process of research, field work, how to use e-library resources, and the reading process. Students will also be informed on how to form a doctoral committee, the role of the committee, the writing process which will include several revisions, the APA Manual use, ethics and responsibilities of a student/scholar/researcher, plagiarism, and net-etiquette when sending professional s. A continuously up-dated handbook provides guidelines and procedures to assist students attending the program. The doctorate is often referred to as a terminal degree, but at UTB it is considered the beginning and the gate to an academic future of the graduate. 4. Description of the relationship of the program to the unit s conceptual framework. (Response limited to 4,000 characters). The faculty and staff of the doctoral program view the College of Education conceptual framework as a living, coherent set of concepts that co-evolves in relation with the capacities, needs and opportunities of stakeholders in all aspects relevant to the preparation of highly skilled educational professionals. Our framework has developed over the last 10 years in response to institutional assessment efforts and with input from COE faculty, representatives from the dean s office, faculty and administrators from UTB colleges outside the COE, students, local school districts and community members. Input regarding our vision, mission, and conceptual framework is informed by district leaders across our state region via the Lower Rio Grande Valley P-16 Council. Similarly, our unit now relies on feedback from our Community Advisory Committee and our Student Advisory Committee. Our conceptual framework has provided guidance for the coherent development and consistent implementation of the Ed.D. C&I program and specializations. The multilayered COE conceptual framework revolves around the COE s mission to prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, service and human development. The COE carries out its mission through the collaborative interaction among departments within the college, through collaborative efforts with other academic colleges and schools of UTB, other Colleges and universities in the region, and PK-12 schools in the region. The mission of the Doctor in Education Curriculum and Instruction Program complements COE s conceptual framework. It is to create and promote a culture of excellence in scholarship and to prepare educator practitioners of highest quality. The Ed.D. C&I program will help students develop the knowledge, skills, and dispositions that enable the practitioner to achieve professional and organizational goals, improve the productivity of their organizations and provide leadership, advocacy, and service to their communities and regions. 5. Indication of whether the program has a unique set of program assessments and their relationship of the program s assessments to the unit s assessment system. (Response limited to 4,000 characters) 5

6 The Ed.D. has adopted a unique set of program assessments because there is no SPA for graduate C&I programs. The attached Key Assessment reports describe the assessments and include scoring rubrics and results (when applicable). 6. Please attach files to describe the study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) Please see Attachment 7: Programs of Study for Each Specialization. 7. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Year Number of Students Enrolled Number of Graduates Cohort Cohort Cohort Cohort Cohort Cohort Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in the program. Please refer to Attachment 8: Faculty Information 6

7 SECTION II: LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the C&I Standards. All programs must provide a minimum of six assessments. For each assessment, indicate the type or form of assessment and when it is administered in the program. (Response limited to 250 characters each field). Please also refer to Attachments 1-6. Key Assessment Key Assessment 1 Key Assessment 2 Name of Assessment Research Literature Review Curriculum Conference Proposal Assignment Type or Form of Assessment When the Assessment is Administered Written Report EDCI 8300 Written Report EDCI 8320 Key Assessment 3 Teaching Portfolio Portfolio EDCI 8323 Key Assessment 4 Key Assessment 5 Doctoral Dissertation Proposal Defense Doctoral Comprehensive Exam Dissertation Proposal Defense Comprehensive Exam Advancement to Candidacy After completion of all core courses Key Assessment 6 Doctoral Dissertation Dissertation Within final 6 hours of program 7

8 SECTION III: RELATIONSHIP OF ASSESSMENT TO STANDARDS Matrix of Curriculum and Instruction Standards with selected assessments from the core courses. Standards Researc h Literatu re Review Curriculu m Conference Proposal Assignmen t Teachi ng Portfoli o Doctoral Dissertati on Proposal Doctoral Comprehensi ve Exam Doctoral Dissertatio n Standard 1: Knowledge of Curriculum. Program completers will demonstrate advanced ability to synthesize indepth knowledge of major theories, philosophies, and current issues in curriculum and their implications for practice; as well as articulate the contribution their own inquiry makes to scholarship and practices relevant to curriculum. X X X X X X Standard 2: Knowledge of Instruction. Program completers will demonstrate advanced ability to apply research and best practices to lead; plan; implement; and evaluate instruction; as well as articulate the contribution their own inquiry makes to the scholarship and practices relevant to instruction. X X 8

9 Standard 3: Knowledge of Content. Program completers will demonstrate advanced depth and breadth of specialization-specific knowledge and skills, and the ability to conduct research appropriate to their specialization. Standard 4: Knowledge of Students. Program completers will X X X X X X X X demonstrate advanced knowledge of the sociocultural, psychological and developmental dimensions of learning, and the implications of these dimensions for teaching, learning, leading, and conducting research. Standard 5: Knowledge of Inquiry. Program completers will demonstrate advanced knowledge of approaches to and the ethical dimensions of inquiry, as well as specific skills related to conducting research relevant to curriculum and instruction that advances the field of education. X X X X X X 9

10 Standard 6: Knowledge of Assessment. Program completers will demonstrate advanced knowledge of the methods, issues, and ethical dimensions of assessment, as well as an understanding of its applications to inquiry and practice. X X X X Standard 7: Professional Practices. Program completers will cultivate dispositions that will enable them to meaningfully and ethically participate in communities of practice, as well as professional and scholarly organizations and networks. Standard 8: Technology Integration. Program completers will demonstrate the ability to think critically about issues related to technology and the implications for teaching, learning, and equity, as well as develop the technological competencies to function effectively as a learner, researcher, and instructional leader. X X X X X X X X X SECTION IV EVIDENCE FOR MEETING THE STANDARDS Please refer to Attachments 1-6 for the Key Assessment Reports. SECTION V USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM The NCATE program review of the Doctor of Education (Ed.D.) in Curriculum and Instruction 10

11 has been an illuminating process, which has resulted in many recommendations for improvement, several of which have already been implemented. The process started with a review of the doctoral program s current student learning outcomes. When seen through the lens of an NCATE program review, it became immediately evident that the existing standards were inadequate. Therefore, one of the first major revisions was the development of new curriculum and instruction standards for the doctoral program. The following standards were adopted: Standard 1: Knowledge of Curriculum. Program completers will demonstrate advanced ability to synthesize in-depth knowledge of major theories, philosophies, and current issues in curriculum and their implications for practice; as well as articulate the contribution their own inquiry makes to scholarship and practices relevant to curriculum Standard 2: Knowledge of Instruction. Program completers will demonstrate advanced ability to apply research and best practices to lead; plan; implement; and evaluate instruction; as well as articulate the contribution their own inquiry makes to the scholarship and practices relevant to instruction Standard 3: Knowledge of Content. Program completers will demonstrate advanced depth and breadth of specialization-specific knowledge and skills, and the ability to conduct research appropriate to their specialization Standard 4: Knowledge of Students. Program completers will demonstrate advanced knowledge of the sociocultural, psychological and developmental dimensions of learning, and the implications of these dimensions for teaching, learning, leading, and conducting research. Standard 5: Knowledge of Inquiry. Program completers will demonstrate advanced knowledge of approaches to and the ethical dimensions of inquiry, as well as specific skills related to conducting research relevant to curriculum and instruction that advances the field of education. Standard 6: Knowledge of Assessment. Program completers will demonstrate advanced knowledge of the methods, issues, and ethical dimensions of assessment, as well as an understanding of its applications to inquiry and practice. Standard 7: Professional Practices. Program completers will cultivate dispositions that will enable them to meaningfully and ethically participate in communities of practice, as well as professional and scholarly organizations and networks. Standard 8: Technology Integration. Program completers will demonstrate the ability to think critically about issues related to technology and the implications for teaching, learning, and equity, as well as develop the technological competencies to function effectively as a learner, researcher, and instructional leader. Adoption of these standards has resulted in changes to the curriculum, as well as to the six, targeted key assessments. Consequently, due to curriculum realignment, modification or revision of key assessments, and course sequencing (some courses are offered only once per year), some key assessments have only one semester of data available. The key assessment for one of the research courses was completely redesigned and data collection for that course began in Fall 2012 semester. Data from the six key assessments have been carefully reviewed, and a rigorous internal review has been conducted, resulting in several recommendations for improvement to the doctoral program. In particular, the four areas described below have been targeted for improvement. The first area targeted for improvement is the doctoral dissertation proposal. Although 100% of the candidates achieved the standards measured by this key assessment, further analysis 11

12 regarding those candidates who scored Met with Weakness was merited. As the key assessment data reveals, several candidates struggled with review of literature, methodology, and scholarly writing. Therefore, in order to increase candidates attainment of a Target score for the dissertation proposal defense, several measures have been instituted over the past year: 1. A doctoral student handbook was developed and implemented in the Fall 2011 by the new coordinator of the doctoral program. In addition to procedural information, the doctoral handbook includes an overview of each assessment, including the proposal defense. The manual is available in hard copy and online on the University website. 2. A new doctoral dissertation proposal rubric, aligned to the new C&I standards, was developed and added to the doctoral student manual to help candidates know and work towards specifically developing the knowledge, skills, and dispositions required by each standard. 3. Increased opportunities for students to develop their writing and research skills have been incorporated into the core and research courses. In EDCI 8300 Advanced Research Methods in Education, an enhanced Research Literature Review project (see Key Assessment #1) was developed to strengthen doctoral students research and writing skills. To further enhance their scholarly writing ability and research skills, a Curriculum Conference Proposal (see Key Assessment #2) paper was developed for EDCI Advanced Curriculum: Instructional Design and Development to get doctoral students to use guidelines from the Curriculum Studies Division (B) of the American Educational Research Association to develop a conference proposal based on appropriate forms of curriculum inquiry for submission to a national educational conference focusing on curriculum. These two major key assessments should help to strengthen doctoral students scholarly writing and research skills in preparation for their doctoral dissertation proposals. The second major area targeted for improvement was the Doctoral Comprehensive Exam. While data from this key assessment indicated that 100% of test takers passed all three sections of the doctoral comprehensive exam, several candidates (71%) met the research (inquiry) question with weakness. One possible explanation for the low performance on the research question is that the question writers and raters were not the same individuals. Based on these results, we recognize the need for writers and raters to be familiar with the content, students, and expectations. Furthermore, in earlier cohorts, faculty teaching the research and C&I core courses tended to lean more heavily toward qualitative methods, resulting in a majority of students preferring qualitative over quantitative methods in their research papers and dissertations. This imbalance has since been addressed with the hiring of additional research faculty, who have a strong background in quantitative methodologies. Recent and future cohorts will receive a more balanced coverage of qualitative and quantitative methods through their research and content courses. It is expected that as the improvements take effect, the performance on the research (inquiry) question will improve. The third area targeted for improvement in the doctoral program is the doctoral dissertation. Although key assessment data obtained on the doctoral dissertation reflected a Target rate of 100% on the standards addressed in this assessment, it has been observed that a significant majority of doctoral dissertations submitted over the past 3 years have relied heavily or almost exclusively on qualitative methods. While qualitative research studies are appropriate for educational research, the lack of quantitative studies was a concern. As indicated above with the issues regarding the research question on the comprehensive exam, steps have been taken to provide a more balanced coverage of quantitative and qualitative methods through the research courses as well as in the core courses. Furthermore, additional doctoral faculty with experience in quantitative research methods have been hired to teach the research and curriculum courses. These changes to the faculty line up should provide a much more balanced coverage of research and prepare doctoral students to use the most appropriate research methodologies based on their research topics. The addition of two new doctoral specializations, in Educational Technology and Higher Education Teaching should also help to provide a balance between qualitative and quantitative research studies. Last, but not least, the new doctoral student handbook will provide students with guidance in the development of their doctoral dissertation topics. Resources for 12

13 selecting and using appropriate quantitative and qualitative research methods will be included in doctoral student handbook as well as a detailed doctoral dissertation rubric, aligned to the new C&I standards, to assist doctoral students and faculty assessing the quality of the dissertations being submitted for review. A fourth area that was raised as a result of a rigorous internal review process, involves the reevaluation of the Key Assessment Rubrics. Internal reviewers recommended that for the next assessment cycle, the doctoral program faculty and coordinator evaluate the benefits of revising the Key Assessment Rubrics so that that standards are assessed using one portion of the scoring rubric, thereby allow for individual assessment of the different standards. Doctoral program faculty and coordinator will collaborate throughout this assessment cycle to assess the feasibility of this recommendation. In summary, the four recommendations enumerated above will significantly improve the quality of the doctoral program and serve as a launching board for additional improvements in the coming years. The adoption of new program standards in curriculum and instruction that align with the College of Education s conceptual framework and reflect the highest NCATE standards have already resulted in significant improvements to the program. The new C&I standards and COE conceptual framework will be included in all doctoral course syllabi. All course content will be aligned to these standards and all key assessments will monitor student performance on the standards through newly developed rubrics. The three, targeted areas for improvement are congruent with the goals and direction the College of Education faculty have set for the future of the program. SECTION VI FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORT ONLY This is the first submission of an accreditation report for the Doctoral Program, so this section does not apply. 13

14 ATTACHMENT 1 KEY ASSESSMENT 1: RESEARCH LITERATURE REVIEW EDCI 8300: Research Methods in Education 1. Brief Description of the Assessment and Use in the Program Students will choose a topic of interest to them. The research topic chosen will be narrowed down (or expanded) to reformulate into an instructional problem for the purpose of research. The research problem will include the context (background) and need for studying the topic, the participants to be studied, and the potential research design that would address the problem. The statement of the problem will draw on at least four peer-reviewed research articles (See AERA Empirical Standard I). After the initial topic is approved by the professor, students will carry out a search of library databases and online journals to select research articles for contrastive analyses of relevant research literature. The articles must be original empirical research from different peer-reviewed research journals. The articles must employ different research methodologies, including a balanced selection of qualitative and quantitative or mixed-methods studies. The literature review paper must include the following sections: (1) an introduction which sets the context for the reader; (2) the main body where the writer develops arguments and discusses the literature; (3) a conclusion that summarizes and brings closure to the paper; and (4) complete list of references. 2. How the Assessment Aligns with the C&I Standards This assessment demonstrates proficiencies in the following Curriculum and Instruction standards: Standard 1: Knowledge of Curriculum, Standard 3: Knowledge of Content, Standard 5 - Knowledge of Inquiry, and Standard 8 Technology Integration. The chart below illustrates the performances that fulfill the C&I standards. This assessment is also aligned to College of Education Conceptual Framework. Criteria Effectiveness of the Introduction Currency and relevance of the literature cited Analysis of individual articles and demonstrated knowledge of the topic Effectiveness of the Conclusion Mechanics and Grammar Curriculum & Instruction Standards Std. 3: Knowledge of Content Std. 5: Knowledge of Inquiry Std. 1: Knowledge of Curriculum Std. 5: Knowledge of Inquiry Std. 1; Knowledge of Curriculum Std. 3: Knowledge of Content Std. 5: Knowledge of Inquiry Std. 3: Knowledge of Content Std. 5: Knowledge of Inquiry Std. 3: Knowledge of Content Std. 8: Technology Integration COE Conceptual Framework COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-6: Technology 14

15 APA format Coherence and flow of the logic or path of the argument Std. 3: Knowledge of Content Std. 8: Technology Integration Std. 3: Knowledge of Content COE-1: Knowledge in Practice COE-2: Reflection COE-6: Technology COE-1: Knowledge in Practice COE-2: Reflection 3. Brief Analysis of Data Findings Fall 2012 (N=14) Total (N=14) by C&I Standards Achieved Research Literature Review Percentage of students scoring Good and Outstanding Scholarship Percentage of students scoring Good and Outstanding Scholarship Effectiveness of the introduction 86% 86% Currency and relevance of the literature cited 93% 93% Analysis of individual articles and demonstrated knowledge of the topic 93% 93% Effectiveness of the conclusion 93% 93% Mechanics and grammar 100% 100% APA format 86% 86% Coherence and flow of the logic or path of the argument 93% 93% 4. Interpretation of Data Findings A description of how data provides evidence for meeting the standards will be filled out after all data has been collected (over 2 semesters). EDCI 8300: Research Methods in Education is taught only in the fall semester. Therefore, the second cycle of data will be available after the completion of the Fall 2013 semester, which is currently in progress. A preliminary interpretation of the Fall 2012 data, however, revealed that there are 2 areas (Effectiveness of the Introduction and APA format), that although reached 86% Good and Outstanding Scholarship, merit attention. The assignments and lessons leading up to the development of the project for this key assessment are being modified to include increased hands-on practice in writing an introduction and formatting a research paper effectively using APA. 15

16 5. Full Description of the Assignment Students will choose a topic of interest to them. After the initial topic is approved by the professor, students will carry out a search of library databases and online journals to select research articles for contrastive analyses of relevant research literature. The articles must be original empirical research from different peer-reviewed research journals. The articles must employ different research methodologies, including a balanced selection of qualitative and quantitative or mixed-methods studies. The literature review paper must include the following sections: (1) an introduction which sets the context for the reader; (2) the main body where the writer develops arguments and discusses the literature; (3) a conclusion that summarizes and brings closure to the paper; and (4) complete list of references. As part of analyzing research literature for the final paper, students will write analyses of select research articles. Each of the research articles chosen will be analyzed to examine the research design, carried out, and reported. The contrastive analysis will consist of investigating the similarities and differences between the articles, and will focus on how the articles help understand the research problem and research methodology. The articles will be compared and contrasted to answer the question of what difference the differences in research approaches makes? The parts contrasted and analyzed across the articles will include analyses of: Research Problem. How is the topic delimited? How is the research problem formulated? What is the context for the research problem? Why does the problem need to be studied and understood? What frames the formulation of the problem? How does the research problem guide research questions asked? Theoretical Framework. On which theories do the researchers draw? How are they selected? How is the theoretical framework grounded in the historical context of the research problem? What educational philosophies influence and shape the framework? What is the theories foreground and background? Conceptual Framework and Review of the Related Literature. What is the review of related literature and the concept created by the author of the article? What is left unexamined? Analytical Framework and Research Methodology. How do the theories guide the selection and design of research methods? Who are the research participants? How is data collected, how much, for what purposes? How are data analyzed? How do the analyses address the research problem and research questions? Findings and Implications. What are the key findings of the research article? How do they relate to the research problem? How are the findings important? What are the key arguments of the article given the findings? What are the implications of this research? Consider the so what? question of why anyone should read the article and care about/learn from the research. How can this research be used to inform practice? The final research literature synthesis will consist of the synthesis of literature based on the analyses carried out throughout the course. 16

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18 6. Grading Rubric Criteria Activities Points Effectiveness of the Introduction C&I Standards: 3, 5 Currency and Relevance of the Literature Cited C&I Standards: 1, 5 Analysis of individual articles and demonstrated knowledge of the topic C&I Standards: 1, 3, 5 Effectiveness of the Conclusion C&I Standards: 3, 5 Mechanics and Grammar C&I Standards: 3, 8 APA Format C&I Standards: 3, 8 Coherence and Flow of the Logic or Path of the Argument C&I Standards: 3 The focus of the topic is clear and explicit. The reader is aware of the problem or topic to be examined. The introduction is relevant and provides an appropriate overview of the scope and general structure of the paper. Cites studies that are current or relevant. Identifies trends and existing patterns of studies or the field. Identifies strengths and weaknesses in the literature. Notes gaps in the literature. Quotes sources of key terms o concepts. Demonstrates evidence of knowledge of the topic and of the significance of the topic to the field of education. Demonstrates how authors answered the research questions. Applies knowledge of different research methods and their purposes to article analysis. Compares research methodologies and research designs. Synthesizes how the literature contributes to the field of education. Describes what the writer found in the literature. Identifies gaps, voids or conflicts in the related literature. Makes connections to class content including: theories, methods, techniques, rationales, and research designs. Refers back to the original focus of the topic. Evaluates the literature and provides recommendations for the reader. Describes lessons learned (Personal reflection is optional). Provides closure for the reader. Uses correct grammar, punctuation and spelling. Writes in complete sentences. Uses correct paragraph breaks. Referenced citations are in the correct format. Statements are cited in the paper as well as in the References. Use of quotes are appropriate and adequate. APA guidelines are followed throughout the paper. The focus of the topic can be followed throughout the paper. Appropriate words are used and their meanings are clear. Idioms and colloquialisms are avoided. A variety of sentence structures are used. Paragraphs are connected, cohesive, and coherent. Transitions are used to demonstrate the flow of the logic. Writing is crisp and clear. The active voice is used throughout the paper Total Points:

19 7. Data derived from the Assessment Data For Fall 2012 Totals (N=14) Criteria Marginal Scholarship Good Scholarship Outstanding Scholarship Effectiveness of the Introduction Currency and relevance of the literature cited Analysis of individual articles and demonstrated knowledge of the topic Effectiveness of the Conclusion Mechanics and Grammar APA format Coherence and flow of the logic or path of the argument Data for Fall 2012 Section 1 (N=5) Data By Sections Criteria Marginal Scholarship Good Scholarship Outstanding Scholarship Effectiveness of the Introduction Currency and relevance of the literature cited Analysis of individual articles and demonstrated knowledge of the topic Effectiveness of the Conclusion Mechanics and Grammar APA format Coherence and flow of the logic or path of the argument Data for Fall 2012 Section 2 (N=9) 19

20 Criteria Marginal Scholarship Good Scholarship Outstanding Scholarship Effectiveness of the Introduction Currency and relevance of the literature cited Analysis of individual articles and demonstrated knowledge of the topic Effectiveness of the Conclusion Mechanics and Grammar APA format Coherence and flow of the logic or path of the argument

21 ATTACHMENT 2 Key Assessment #2: Curriculum Conference Proposal Assignment EDCI 8320: Advanced Curriculum- Instructional Design and Development 1. Brief Description of the Assessment and Use in the Program This assessment takes place in EDCI 8320, a required curriculum class for all specialty tracts in the Curriculum and Instruction doctoral program. For this assessment, Curriculum and Instruction doctoral candidates across program specialties meet guidelines from the Curriculum Studies Division (B) of the American Educational Research Association to develop a conference proposal based on appropriate forms of curriculum inquiry for submission to a scholarly conference sponsored by a national curriculum organization. 2. How the Assessment Aligns with C&I Standards Key Assessment 2 primarily assesses Doctoral Standard 1: Knowledge of Curriculum. Using guidelines from and measured against a rubric adapted from AERA Division B-Curriculum Studies, Assessment #2 requires that students synthesize and bring in-depth knowledge of major curriculum theories and philosophies to bear on current issues in curriculum studies. Using this rigorous set of criteria related to curriculum knowledge and inquiry, assessment #2, requires that students synthesize and apply curriculum theory and scholarship to sculpt a coherent theoretical framework that supports an original curriculum inquiry that falls within seven categories of curriculum inquiry established by the Curriculum Studies (Division B) of AERA. This assessment also requires doctoral student to demonstrate an in-depth knowledge of current issues in curriculum and a command of relevant curriculum scholarship in order to persuasively establish the significance of their inquiry in relation to contemporary theory and practice of curriculum studies. Key Assessment 2 also assesses, in-part, Standard 5: Knowledge of Inquiry, in that, per guidelines from AERA Division B, students are required to articulate an advanced understanding of appropriate methods of curriculum inquiry as well as specific skills in designing inquiry relevant to curriculum that advances the field of education and more specifically the field of curriculum studies as measured against a rubric adapted from, arguably, the most influential educational research organization in the United States and Canada in terms of setting standards for scholarly curriculum inquiry. Key Assessment 2 also assesses, in- part, Standard 7: Professional Practices. In addition to being scored internally by program faculty, this assessment requires that students participate in scholarly organizations by submitting their proposals for review by national organizations of curriculum scholars. Positive reviews and acceptance to the annual national conferences of these scholarly organizations requires that student work demonstrate the scholarly dispositions and standards of ethical inquiry set by leading scholarly organizations devoted to curriculum studies. The chart below illustrates the performances that fulfill the C&I standards. This assessment is also aligned to College of Education Conceptual Framework. Criteria Review and Acceptance by National, Scholarly Curriculum Organization Curriculum & Instruction Standards C&I Standards 1, 5, and 7 COE Conceptual Framework COE-1: Knowledge in Practice COE-2: Reflection 21

22 Curricular Significance of Topic Clarity of Curricular Purpose/Aims & Objectives Curricular Perspectives/Theoretical Framework Mode of Curriculum Inquiry C&I Standards 1 and 5 C&I Standards 1, 5, and 7 C&I Standards 1 and 5 C&I Standards 1 & 5 COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection COE-1: Knowledge in Practice COE-2: Reflection Curricular Implications C&I Standard 1 COE-1: Knowledge in Practice COE-2: Reflection Scholarly Contribution to the Theory and Practice of Curriculum C&I Standards 1, 5, and 7 COE-1: Knowledge in Practice COE-2: Reflection COE-5: Professionalism 3. Brief Analysis of Data Findings This assessment was implemented, as aligned with the COE Doctoral standards and the COE conceptual framework for the first time in July C&I Standards Achieved by Key Assessment #2 Summer 2012 (N = 11) Percentage of students scoring Met and Target Summer 2013 (N = 27) Percentage of students scoring Met and Target TOTAL (N = 38) Percentage of students scoring Met and Target Submission and Acceptance by National, Scholarly, Curriculum Organization 100% Pending Acceptance Pending Curricular Significance of Topic 100% 100% 100% Clarity of Curricular Purpose/Aims & Objectives Curricular Perspectives/Theoretical Framework 100% 100% 100% 100% 100% 100% Mode of Curriculum Inquiry 100% 96.2% 94.7% Curricular Implications 100% 100% 100% Scholarly Contribution to the Theory and Practice of Curriculum 100% 100% 100% 22

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