GRADUATE FACULTY COUNCIL DOC. NO. 969 Approved October 18, 2004

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1 GRADUATE FACULTY COUNCIL DOC. NO. 969 Approved October 18, 2004 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION FOR A PRELIMINARY ENTITLEMENT TO PLAN A PROPOSAL FOR A DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY DEGREE PROGRAM 1. What is the need for the program? The Department of Educational Psychology is requesting an entitlement to plan a Doctor of Philosophy in Educational Psychology. Presently the Department of Educational Psychology manages three specializations under the umbrella of the Urban Education Doctoral Program Counseling Psychology, Educational Psychology, and School Psychology. Counseling Psychology and School Psychology are each accredited by the American Psychological Association. Combined, the three specializations conferred 20 doctoral degrees in the past two years and currently retain over 60 students. There are three primary reasons for seeking an entitlement to grant a Doctor of Philosophy in Educational Psychology. These include 1) strengthening our national identity and our students professional identity as urban psychologists, 2) increasing our flexibility in recruitment of students and faculty and 3) more effectively and efficiently advising the students currently in the programs. Currently, although faculty in all three specializations are nationally known and are productive scholars, the programs have been less visible nationally because they are part of an urban education umbrella doctorate. Recent APA accreditation evaluations indicated that The structural arrangement of the umbrella program may make it difficult for the program to achieve its goals and objectives (Committee on Accreditation, July 25, 2003, p. 1-2). Site visitors have also expressed concerns that students have some difficulty identifying as psychology trainees due to the multiple layers of program requirements they currently need (e.g., department, Urban Education, Graduate School). Students must apply to both the Graduate School and Urban Education Doctoral Program, are admitted into an area of specialization, and then recommended for (pro forma) acceptance into the Urban Education Doctoral Program. By changing the degree name to Ph.D. in Educational Psychology, the primary identification will be with the department and by extension the disciplines within educational psychology, not the Urban Education Doctoral Program. This will also allow the programs to market themselves as separate programs in educational psychology, rather than in education. A name change to Ph.D. in Educational Psychology will strengthen our focus on training psychologists to effectively work within an urban environment. Urban psychology is a newly emerging area in the field of psychology, characterized by a focus on the mental health and psychological issues that arise from individuals living in environments that are large, dense, and heterogeneous. A recent Task Force on Urban Psychology report noted that the distinctive characteristics of urban populations and environments are seen as giving rise to particular types of experiences and behaviors, and have particular

2 Graduate Faculty Council Doc. No. 969 p. 2 Approved October 18, 2004 consequences for mental health, well-being and human development. (APA, 2004 p. 10). The name change would allow us to focus our research and clinical training on the methods and techniques most prevalent in the field. Our current focus in cultural competence and training students to learn skills to work within an urban setting would remain, but we would be able to add skills to understand urban issues from an ecological analysis, as well as research paradigms that are recommended for understanding behavior within the multiple and complex levels that exist within an urban environment. As recommended by the American Psychological Association (2004) we would also be able to help our students study the strengths and assets in urban communities, understand psychological processes in the context of urban environments, and understand the effects of policies on urban residents. Changing the name to Ph.D. in Educational Psychology will also help in student and faculty recruitment. While possessing two APA accredited programs, our ability to attract a diverse and highly qualified applicant pool has been problematic, compared with the closest other APA-accredited programs, Marquette and the University of Wisconsin Madison. For example, we had 25 Counseling Psychology applicants for Fall 2003, compared to 55 for the APA accredited program in Counseling Psychology at Marquette University (in its first year of accreditation) and 74 for the longer-established Counseling Psychology program at UW Madison. The average number of applications for the 67 counseling psychology programs across the country is 73. Similarly, only 8 applications were received for the UWM School Psychology program compared with 50 for UW Madison and 75 for the University of Minnesota which represent the closest competitors offering APA-accredited programs in School Psychology. As a specialization under the umbrella of Urban Education, students nationally have had difficulty finding the program. The APA Committee on Accreditation also noted that listing one umbrella doctorate in all public materials and on the web site creates problems in terms of identity of the counseling psychology program. (July 25, 2003, p. 1) Offering a Ph.D. in Educational Psychology will allow our department to market more directly to potential applicants. The name change will facilitate student and faculty recruitment by making this degree option more comparable to, and therefore more competitive with, similar programs around the country. Often, degree programs with general titles (e.g., Education) do not adequately convey the availability of various degree options. Finally, we are especially committed to recruiting and retaining students from historically underrepresented groups in Educational Psychology. A specific degree with this emphasis would facilitate our marketing efforts and would enhance our recruitment of a diverse student body interested in becoming psychologists specializing in urban research, theory, and evidenced-based practice. A separate degree option will facilitate the recruitment and retention of quality students from all backgrounds and experiences by providing a visible degree option with clearly defined goals and objectives. With respect to faculty recruitment, our goal is to attract the most highly qualified professors into our department. We are interested in recruiting faculty with a strong interest in research on

3 Graduate Faculty Council Doc. No. 969 p. 3 Approved October 18, 2004 urban issues in psychology, who are committed to the challenges of urban environments. By offering a Ph.D. in Educational Psychology it will be clearer to prospective student applicants, and faculty recruits that we are a training program in educational psychology who specialize in urban psychology. Program emphases within the Ph.D. in Educational Psychology The Ph.D. in Educational Psychology will have four emphasis areas that map directly to the areas within the department: Counseling Psychology, Learning and Development, Research Methodology, and School Psychology. The Urban Education Doctoral Program current specialization in Educational Psychology will be split into emphases in Learning and Development and Research Methodology to better reflect these disciplinary areas. Each area of emphasis will be transcript designated, e.g. Ph.D. Educational Psychology: School Psychology, and is detailed below. The emphasis in Counseling Psychology at the University of Wisconsin-Milwaukee follows a scientist-practitioner model. The doctoral program integrates theory, practice, and research to train counseling psychologists who possess the scientific knowledge and skills necessary to work with diverse urban populations and in diverse settings. The program prepares students for employment in applied and academic settings, particularly within urban areas. Ph.D. students are expected to conduct research and to advance the science of counseling psychology through scholarly inquiry. The emphasis in Learning and Development provides students with doctoral level work in the psychological foundations of education. A focus in Learning and Development emphasizes the perspective of the learner in an urban environment and concentrates course work in cognition, development, social processes, personality, and motivation. The program focuses on research skills that apply to a broad range of work settings that include public education, higher education, business, and industry). The program emphasis in Research Methodology concentrates on quantitative research methodologies, including applied statistical methods, categorical analytic approaches, experimental design, psychometrics, survey research, and testing and measurement. The program is designed to provide students with the knowledge necessary to execute research of both practical and theoretical significance to the field of quantitative psychology and prepares students for a variety of careers as statisticians, psychometricians, data analysts, and researchers in education, business, government, and other organizations. Professional preparation in School Psychology provides students with a broad theoretical background, as well as evidenced-based clinical skills through didactic, field placement, practica, and internship experiences. Following the established American Psychological Association scientist-practitioner model, the doctoral program prepares school psychologists across a base of theory, practice and research. The program has a strong urban commitment, and is dedicated to increasing knowledge, sensitivity, and awareness

4 Graduate Faculty Council Doc. No. 969 p. 4 Approved October 18, 2004 of practices best suited for individuals from diverse cultural, ethnic, and economic backgrounds. Principles of biological, psychological, cultural, and sociological sciences are emphasized, in particular applied to urban school, mental health, and educational settings. Students prepare for a variety of careers in school psychology and academia. 2. How does this new degree program relate to the institutional mission, strategic plan, goals and objectives? The goals of the School of Education include developing and maintaining collaborative ventures and partnerships, recruiting and retaining diverse faculty, staff, and students; increasing scholarship and research productivity and their impact, and modeling quality instruction for graduate students in an urban environment. All of these goals are consistent with a Doctor of Philosophy in Educational Psychology. Having a separate Ph.D. in Educational Psychology will add to the number of doctoral programs on campus, and will enable the program to be ranked with its peer programs in counseling, school, and educational psychology, rather than with the array of programs in the broader field of education. This will enhance the national scholarly reputation for the program, which will, in turn, enable more effective recruitment. The Ph.D. in Educational Psychology will continue its commitment to the urban mission of the School of Education as indicated by students completing the current coursework in Urban Education and the continued research emphasis of the faculty in the department. Following the guidelines in Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2003) recently approved by the American Psychological Association, the Department of Educational Psychology remains committed to training psychologists who possess the skills needed to be multiculturally competent and able to apply psychological principles to improving our urban communities. Currently, the majority of faculty within the Department conducts psychologically-based research related to improving our urban communities. It is a departmental goal to maintain and further develop collaborative partnerships with the Milwaukee Public Schools, the Milwaukee Health Department, the Counseling Center of Milwaukee, and other community mental health agencies. The Department of Educational Psychology has developed a recruitment plan to attract students of color into the programs; a separate Ph.D., as noted above, would increase our visibility and ability to recruit highly qualified students. The faculty have committed to doubling the extramural research grant submissions each year for the next three years, in large part to also provide funding for doctoral students. As graduates from an APA accredited program, students in Counseling Psychology and School Psychology are able to become licensed anywhere in the United States once they complete post-graduation requirements. To date, 100% of the graduates (20 in Counseling Psychology and 14 in School Psychology since 1996) are working in psychological settings and all who have completed the post-graduation requirements have

5 Graduate Faculty Council Doc. No. 969 p. 5 Approved October 18, 2004 received licenses to practice as Psychologists. The Counseling Psychology specialization was recently rated in the top 20 of all APA accredited Counseling Psychology programs in the United States by a study conducted by faculty at the University of Akron and presented at the Great Lakes Counseling Psychology Conference. A separate Ph.D. in Educational Psychology would strengthen the rankings for all programs in Educational Psychology and the venues in which they are reported. 3. How does this new degree program relate to other academic programs in the UW System, the region and, if appropriate, the nation? Demonstrate awareness of how this program is similar or different from other majors and also submajors/emphases systemwide. Counseling Psychology: Currently the only other APA accredited Counseling Psychology program in the UW System is at UW Madison. There are two APA accredited programs in Iowa (Iowa State University and University of Iowa), three in Illinois (Loyola University and University of Illinois and Southern Illinois University, one in Minnesota (University of Minnesota), and three in Indiana (Indiana University, Notre Dame University, and Purdue University) and one in Michigan (Michigan State University). The counseling emphasis of the Ph.D. in Educational Psychology is different from all of these programs in that the explicit mission of the program is to train urban counseling psychologists. Indeed, this is one of two APA accredited counseling psychology programs in the Midwest with that explicit mission; the other program is the University of Missouri-Kansas City. The only other APA accredited counseling psychology programs with that emphasis nationally are Boston College, Fordham University and the University of Houston. Faculty in the Department of Counseling Psychology at the University of Wisconsin-Madison are very supportive of this program in general, and are very supportive of a name change to Ph.D. in Educational Psychology. Learning and Development: Most doctoral granting Schools of Education offer a Ph.D. or Ed.D. in Educational Psychology. For example, in the Chicago metropolitan area alone there are at least 5 such schools. Wisconsin has only one Ph.D. in the entire state (Madison) and the current specialization in Educational Psychology at Milwaukee. The program in Milwaukee differs from that in Madison because of its focus on urban issues in Educational Psychology. Research Methodology: The focus of this program is on educational research and measurement. There is one other program in the State of Wisconsin that offers such a program: UW-Madison. Regionally, there are programs at the University of Minnesota, University of Iowa, University of Illinois and Michigan State University. Currently, there is a shortage of research and measurement specialists nation-wide. This shortage is due, in part, to the increased emphasis on testing/measurement/research brought on by NCLB and other state/national accountability efforts. UWM has recruited 7 new doctoral students with a Research Methodology emphasis over the past 4 years. Most all

6 Graduate Faculty Council Doc. No. 969 p. 6 Approved October 18, 2004 of the students have a commitment to working in a urban environment and on research problems that relate to education and psychology in urban settings. School Psychology: Currently there are only two doctoral granting programs in School Psychology in the University of Wisconsin system one at UWM and one at the Madison campus. While both of these programs are APA accredited, the UWM program differs from Madison in its emphasis on preparing psychologists who are experts in urban issues. All of our doctoral students have extensive clinical field experiences in urban schools, pursue research on urban issues and are actively involved in reforming psychological practices in urban schools, mental health agencies, and/or hospital settings that serve under-represented populations. In the Midwest, there are eight (8) school psychology programs in Illinois, only one is an APA accredited doctoral program (Illinois State); Iowa has three school psychology programs, only one of which is APA accredited at the Ph.D. level (University of Iowa); Michigan has two APA accredited doctoral programs (Michigan State and Central Michigan); and, Minnesota has two programs, only one of which is an APA accredited doctoral program (University of Minnesota). While there are six other campuses in the UW system that offer the master s and educational specialist s degree in School Psychology (Eau Claire, LaCrosse, River Falls, Stout, Superior, and Whitewater), UWM s is the only program in the state that offers both a specialist s degree and a Ph.D. We have an opportunity to become a premier doctoral program and the only program in the state with an emphasis on urban research and clinical practice in school psychology. In this respect, the UWM program is unique in the state and has the potential to be unique in the nation. The programs in Learning and Development, Research Methodology and School Psychology are housed in the Department of Educational Psychology at UW-Madison. Preliminary discussions indicate support for the name change to Ph.D. in Educational Psychology at UW-Milwaukee. 4. What are the projected sources of resources (reallocation, external funds, new grant/gift dollars)? We are not requesting additional resources or new programs. The Department of Educational Psychology will continue to serve its traditional role in providing service courses in Research and Learning & Development to the Master s and Doctoral students from other programs in the School of Education and to the Department of Psychology. We will continue to be responsive to the course and content needs of other programs and students. In addition, we would welcome greater school and university-wide participation in our courses that emphasize theory, research, and clinical practice for psychologists working in diverse, multicultural, and urban settings.

7 Graduate Faculty Council Doc. No. 969 p. 7 Approved October 18, 2004 Because our department is currently operating specializations under the Urban Education Doctoral Program umbrella, with over 60 students enrolled and 20 graduates over the past two years, our ability to successfully provide doctoral-level training is well-established; therefore, we anticipate that no changes to existing resources will be necessary. Currently, the department manages more than 300 applications to the master s concentrations in Counseling and School Psychology. The administrative mechanisms to handle the doctoral applications and procedures for doctoral training are already in place. The department chair will serve as the Doctoral Coordinator, with each area designating a training director, which is already in place for each area of emphasis. Thus, the proposed Ph.D. in Educational Psychology will require no additional resources because it essentially represents an existing program with an established budget, staff, and facilities. No additional facilities are required or anticipated. No additional expenses in the operating budget, other than the normal accrual issues faced by all departments within the School of Education, are expected. The base resources needed to support the name change to Ph.D. in Educational Psychology at UWM are already in place.

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