KENNESAW STATE UNIVERSITY GRADUATE PROGRAM/CONCENTRATION PROPOSAL. Doctorate of Education (Ed.D.) in Curriculum & Instruction (ONLINE)

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1 KENNESAW STATE UNIVERSITY GRADUATE PROGRAM/CONCENTRATION PROPOSAL Doctorate of Education (Ed.D.) in Curriculum & Instruction (ONLINE) Kennesaw State University Bagwell College of Education Proposed Start Date: Summer 2013

2 I Program Description Program Abstract The online Doctorate of Education (Ed.D.) in Curriculum & Instruction program is offered by the Bagwell College of Education and the Professional Teacher Education Unit at Kennesaw State University. Through this program candidates develop the knowledge, skills and dispositions to serve as curriculum specialists at the classroom, department, building, system, regional or state level engaging in scholarly inquiry and research in curriculum and instruction. If Georgia s thrust is to improve schools and student learning at the P-12 level, collaboration among curriculum leaders and teacher leaders in classrooms and schools as well as with education leaders, policy makers, and teacher educators is necessary. The program s courses, experiences, and assessments are tightly aligned with the Georgia Professional Standards Commissions (PSC) Standards for Curriculum & Instruction as outlined in PSC Rule Completion of the Doctorate of Education (Ed.D.) in Curriculum & Instruction program and subsequent passage of the GACE exam in Curriculum & Instruction results in a new Service (S) certificate being added to the candidate s existing Teaching (T) or Leadership certificate (L or PL). Candidates admitted to this degree possess a clear renewable T-5 certificate (or equivalent) and hold a master s degree in an education-related field. Candidates in the Ed.D. in Curriculum & Instruction program complete 15 core hours of coursework in curriculum and instruction and 9 hours from advanced curriculum and instruction core courses. The curriculum and instruction courses require application of C&I concepts and principles in the content area for which the candidate is certified and must be applied in P-12 settings. In addition, candidates complete 15 hours in research and assessment, 9 hours of dissertation, 12 hours in a cognate and 6 hours of electives. By combining the cognate and elective hours, candidates could take up to 18 hours in an additional field of study. Through the cognate and electives candidates deepen their expertise in an area of study. Unique Aspects of Program The Ed.D. in Curriculum & Instruction at Kennesaw State University is an online program. According to Complete College Georgia: Georgia s Higher Education Completion Plan 2012, While the characteristics of a traditional college student are changing dramatically, certificate and degree programs are still being delivered much as they have for most of the 20th century. To improve low completion rates, Complete College America proposes several approaches, including: Redesign course delivery. Courses should be delivered through a mix of blended in-person and online experiences. 2

3 Scheduling should include non-traditional and block methods, which have been shown to be particularly effective in increasing completion rates for adult and part-time students. (p. 20) Although the Complete College Georgia plan addresses initial, undergraduate completion, in the same spirit, KSU proposes to offer an online doctorate to professional educators across Georgia. These educators will become more effective in improving learning for P-12 students and will be prepared to assist school districts across Georgia to build teacher capacity to be more effective in impacting student learning in all of Georgia s schools. Building teacher capacity and effectiveness is a clear need identified by the Georgia Partnership for Excellence in Education in the publication the Top Ten Issues to Watch With the proposed Ed.D. in Curriculum and Instruction, the BCOE advances the USG goal to improve college completion (at the advanced level) through restructuring delivery of college coursework. Doctoral students complete all coursework online and meet twice a semester for weekend seminars. After completion of 33 hours, the candidate earns an Ed.S. in Curriculum and Instruction and is prepared to sit for the licensing exam (GACE). Further, since the Ed.S. is embedded, students holding an Ed.S. in C&I from KSU who meet all Ed.D. admission requirements may count all Ed.S. hours toward the Ed.D. Those holding an Ed.S. from institutions other than KSU may apply up to 21 hours of equivalent coursework toward the Ed.D. with approval of Program Director and Program Coordinator. Kennesaw State University s Ed.D. in Curriculum & Instruction program is consistent with the Board of Regents Office of Educational Access and Success goal of foster[ing] excellence and innovation in USG educator preparation programs to produce highly effective educators to meet the needs of Georgia s schools. (retrieved from and the Georgia Department of Education s new Career Ladder Framework (May 2012) ( Effectiveness/Documents/GA%20Career%20Ladder.pdf) in that the program prepare[s] individuals to support the instructional program for any content area and at any level of schooling by providing educators with deeper and broader knowledge of curriculum, pedagogy and assessment (Georgia Professional Standards Commission, Guidance for Educators, May 9, 2012). Furthermore, the Ed.D. in Curriculum & Instruction program is directly aligned with the PSC Standards in Curriculum and Instruction qualifying one to earn an S-7 certificate after completion of the program and passing the state licensing exam (GACE) in Curriculum and Instruction. The program will produce teachers and administrators who will serve effectively as curriculum specialists in P-12 settings in a variety of roles. Completers of the Ed.D. in Curriculum & Instruction program will be equipped to support and inspire colleagues to actualize higher levels of student learning in P-12 schools. 3

4 School effectiveness will be strengthened immensely by the development of curriculum specialists who plan, implement, and evaluate curriculum and instruction to improve student learning; who have advanced depth and breadth in their content knowledge and pedagogy; who have advanced knowledge of students and the factors that influence their learning; who use research-based practices to improve student learning; who have advanced assessment knowledge and skills; and who demonstrate high standards of professional practice. Structures for developing and leveraging these curriculum specialists also helps Georgia reward and retain our most effective teachers. The program was developed through a collaborative process with university faculty as well as teachers and leaders from P-12 environments. Additionally, it was developed as an innovative, online program in keeping with the BOR New Principles to Guide Campus-Level Innovation (March 10, 2010) namely, that institutions should Give priority to innovations that enhance and hone present mission (Principle 1); Consider innovations that reprogram existing infrastructure use, including maximizing the use of facilities throughout the entire calendar year, the entire academic week and the entire academic day while fully utilizing academic related technology. This would also include expanded internships and study abroad opportunities (Principle 4); and Give priority within the limits of their mission to academic programs that meet demonstrated state and/or regional need (Principle 5). Institutional Importance of the Program As a member of the University System of Georgia (USG), KSU remains responsive to the need within Georgia for a Ed.D. in Curriculum & Instruction program in this advanced certification field. Because C&I is a new area of GaPSC certification and is recognized as a part of Georgia s new Career Ladder Framework, professional educators in the Northwest Georgia corridor will seek access to these new fields. The USG stresses its commitment to develop online delivery of courses and programs in the effort to help students complete their education. According to Complete College Georgia: Georgia s Higher Education Completion Plan 2012, Nearly all University System of Georgia students use online electronic systems for services and learning. The University System of Georgia can better serve students by ramping up the use of technology to provide flexible course and program delivery options, and by fostering efficient development and use of shared resources (p. 21). The proposed Ed.D. in Curriculum & Instruction expressly meets this important goal of the University System of Georgia, whose publication, Complete College 4

5 Georgia: Georgia s Higher Education Completion Plan 2012, goes on to enumerate plans to restructure delivery systems. Heading the list is an intensified effort to increase quality online delivery: Develop online, collaborative, upper division courses and majors designed to complement ecore, associate of science, associate of arts, and associate of applied science degrees to assure articulation with USG and TCSG two-year programs and increase the probability that students can sustain and achieve their educational goals (p. 22). KSU is well positioned to offer this degree to teachers and educational leaders in the Northwest Georgia corridor, KSU s primary service area, and to educators in nearby states. KSU currently has approximately 200 students enrolled in its existing Ed.S. and Ed.D. programs. Graduates of these programs earn either a T, L, or PL certificate. KSU does not currently offer a degree which leads to an S certificate. The Ed.D. in Curriculum and Instruction will complete the package of doctoral offerings for students in our service area allowing them to advance from or move between T, L, PL and/or S certificates as they progress in their profession into positions of greater influence and impact for the schools and P-12 students of Georgia. With KSU s status as a top producer of teachers in the state and with our teachers consistently scoring above the state averages on the certification exams, KSU is well positioned to provide graduate opportunities to these effective teachers who are capable of having an impact on the productivity of their colleagues and schools and who do not want to leave the classroom to grow in the profession (Georgia Career Ladder Framework, May 2012). Finally, as an online Doctorate of Education in Curriculum and Instruction, KSU s program will not duplicate any existing USG programs. The online Ed.D in C&I will be in high demand as the desire for high quality and rigorous e-learning opportunities continues to grow. Kennesaw State University s mission will be fully reflected in this unique and distinctive program. The program is a natural extension of KSU s academic priorities as articulated in KSU s Strategic Plan. Further, it provides an opportunity for KSU to build on an established foundation of its highly successful graduate programs in education including the Master of Arts in Teaching, Master of Education, Educational Specialist and the Doctorate in Education programs. The program furthers Kennesaw State University s mission by providing a facilitative collegiate environment that fosters high quality academic preparation with a focus on critical analysis skills, global and multicultural perspectives and leadership development. Specifically, the proposed program will help KSU meet the priorities and goals of the university s strategic plan in the following ways: 1. The program provides career options for experienced, highly effective teachers who wish to remain in their classrooms-- the place where they feel they can make the greatest impact on students (Georgia Career Ladder Framework, May 2012). The proposed Ed.D. in Curriculum & 5

6 Instruction program responds to a new state initiative to prepare specialists in the area of curriculum and instruction, providing pathways for growth and advancement for teachers who wish to retain classroom responsibilities while expanding their influence within and across P-12 educational settings. 2. Kennesaw State University has placed an increasing emphasis on professional graduate education over the past decade, specifically on graduate programs in education, nursing, business, information systems, professional writing, conflict management, and public administration. The proposed program will provide professional educators with in-depth training and experiences at the post master s level in Curriculum and Instruction. In addition, the emphasis on curriculum leadership in diverse P-12 environments furthers KSU s history as a university devoted to preparing graduates to have a positive impact on diverse learners in P-12 schools and classrooms of Georgia. Kennesaw State University is uniquely qualified to offer this program based on its long history of collaboration both with its local school districts and its numerous community constituents. These ongoing partnerships have resulted in the community s trust in the programs and graduates of Kennesaw State University. KSU's Mission and Strategic Plan KSU is well known for programs devoted to professional graduate education, collaborative learning, community involvement, and applied research, all of which provide a realistic and exciting context for adult learners. Kennesaw fulfills its mission and strategic plans by not only designing and delivering distinctive practitioner certificate programs and degree programs, but also through a network of institutes and centers. For example, KSU s Literacy Center, iteach Center, Distance Learning Center, and the A.T.O.M.S. Center are available as rich resources for students of the Ed.D. in Curriculum and Instruction program. The proposed Ed.D. in Curriculum and Instruction program fully supports and embodies the mission of Kennesaw State University. As curriculum specialists, teachers and leaders who complete the Ed.D. in Curriculum & Instruction program will possess the knowledge, skills and dispositions that reflect many of Kennesaw s distinctive features. Kennesaw and its graduates are unique in that they: Possess a substantive commitment to engagement within the university and with others outside the university. Are committed and strongly dedicated toward service and applied scholarship. Are focused on student learning and success. Value the importance of and practice ethical, principle-centered, and moral leadership. 6

7 Value the importance of, and implement innovative and interdisciplinary curricula that are responsive to, the individual and to current and future societal needs. Are committed to high quality, distinctive professional degree programs. Focus on global and multicultural perspectives with a commitment to international education. System and State of Georgia Goals As previously delineated in the first section of this proposal, the Ed.D. in Curriculum & Instruction is consistent with the Board of Regents Office of Educational Access and Success Goal of foster[ing] excellence and innovation in USG educator preparation programs to produce highly effective educators to meet the needs of Georgia s schools. (retrieved from and the Georgia Department of Education s new Career Ladder Framework (May 2012) ( Effectiveness/Documents/GA%20Career%20Ladder.pdf) in that the program prepare[s] individuals to support the instructional program for any content area and at any level of schooling by providing educators with deeper and broader knowledge of curriculum, pedagogy and assessment (Georgia Professional Standards Commission, Guidance for Educators, May 9, 2012). This new Ed.D. program in Curriculum and Instruction will therefore support the thrust espoused by the Georgia Career Ladder Framework to open up new career possibilities and trajectories for educators, especially within the classroom, but also at the building and system levels. The Ed.D. in Curriculum & Instruction supports completion goals expressly stated by the USG, namely restructuring program and course delivery systems to increase the array of online and hybrid formats to enable all students, particularly non-traditional students, to complete their education (Complete College Georgia, p. 22). In the report entitled, Top Ten Issues to Watch in 2012, the Georgia Partnership for Excellence in Education officials note that recent education policy has been moving away from the demand for qualified teachers towards an insistence on effective teachers (p. 7).Graduates of KSU s Ed.D. in Curriculum and Instruction will be prepared to improve instruction and develop teacher capacity to positively impact student learning in P-12 schools. These leaders - who are already effective teachers in P-12 schools - will be key players in building the capacity for all of Georgia s teachers to be effective in assisting P-12 students as they meet the higher expectations of the new Common Core. Since current teachers will need much professional development in the new Common Core, and the state does not currently have plans in place for funding professional development (Top Ten Issues to Watch, p. 12), preparing current teachers to serve as curriculum 7

8 and instruction leaders in their existing contexts will be necessary if the state is to meet its goal of implementing the Common Core. Offering the Ed.D. in Curriculum and Instruction as an online program makes the program available to educators across the state including those in rural areas. More than a half-million children in Georgia attend rural public schools, accounting for approximately 34% of all students in the state (Top Ten Issues to Watch 2012, p. 14). If Georgia is to ensure that equitable educational opportunities are available for all P-12 students, including those in rural areas, then teachers who currently teach in these rural districts must be prepared to serve as leaders who can assist their schools and districts in building teacher capacity. More importantly, under Geogia s RT3 initiative, rural districts will be encouraged through the Grow Your Own Teacher grant program to design, implement and evaluate their own teacher education programs (Top Ten Issues to Watch, 2012, p. 15). Districts must have individuals who are prepared to lead these new programs. Graduates of KSU s online Ed.D. in Curriculum and Instruction will be prepared to assist and lead these crucial initiatives. Staffing, Facilities and Enrollment In order to meet the PSC Standards in Curriculum and Instruction and to provide advanced C&I content and research skills necessary for doctoral work, the design team developed four new courses for the certification requirements and two advanced curriculum and instruction courses. Additionally, the research sequence, which is a part of the existing doctorate to include stand-alone courses in qualitative and quantitative methods, was revised and will serve existing doctoral programs. Several of KSU s existing graduate programs in education offer courses which align with the new Curriculum and Instruction standards from the GaPSC. These courses include Assessment and Evaluation (EDUC 7705) as well as courses in diversity and culturally responsive pedagogy. We have identified those courses, have reviewed the content and objectives of these courses, and aligned them with the C&I standards. Therefore, students who enroll in the Ed.D. in Curriculum and Instruction may take these courses with students in any one of several other programs. In section V (Curriculum) of this document a schedule of courses by semester and a list of faculty who are assigned to teach the courses is provided. See Section VI (Inventory of Faculty Directly Involved) for a detailed listing of faculty who will initially have primary teaching responsibility in the program, as well as the specific courses faculty are scheduled to teach and their related qualifications. As an online program, the Ed.D. in Curriculum and Instruction degree will join the growing list of high quality, rigorous online offerings at Kennesaw State University. Kennesaw State University offers fully online degree programs, certificate programs, hybrid online programs and a large selection of courses in online and mixed-model versions. Designed and taught by KSU faculty, distance learning at KSU offers high quality degree options with distance learning 8

9 convenience and flexibility. Furthermore, the Bagwell College of Education has launched three completely online programs (M.Ed in Educational Leadership, M.Ed. in Instructional Technology, and the M.Ed. in Early Childhood Education) as well as an online endorsement in English for Speakers of Other Languages (ESOL). These programs have robust enrollments and continue to grow. As of July 2012, 89 (See Table 5) faculty in the Bagwell College of Education have completed Quality Matters (QM) training and are qualified to develop online courses. According to the KSU Distance Learning Center, 80 courses in the BCOE are in some stage of development (Approved, Revising, Submitted, Under Review, and Under Development); 65 courses have been approved by QM. KSU has built capacity for supporting online delivery of programs such as the Ed.D. in Curriculum & Instruction. The Distance Learning Center, in partnership with the BCOE, provides a dedicated Instructional Designer to support faculty in online, hybrid, and technology-enhanced learning development opportunities. In addition, the Center provides A/V design and production, lecture capture, and technology resources. Centralized program support also includes program listing on the DLC website, GOML, SREB, and other associated websites. A KSU Online branding promotion is in development. According to the Center for Distance Learning, meetings are planned for August 2012 with the BCOE marketing manager, as well as undergraduate and graduate admissions. Other support resources include virtual exam guidelines, lecture capture classroom availability, A/V transcription and captioning, and the Talon Tips Distance Learning Newsletter. These support resources are made available and disseminated by the Bagwell College Distance Learning Coordinator, Dr. Julie Moore. The Center for Distance Learning reports that at this time, course and program development opportunities are established with strong support from BCOE leadership. They are funded via e-tuition allocations made to the college and assigned at the discretion of the Dean. Individual faculty are compensated by the Distance Learning office at the rate of $50 per student, calculated after the last day to withdraw without academic penalty. This compensation is predicated on the successful completion of an online teaching workshop and resulting online teaching certification. Distance Learning revenue also pays a percentage of the salary for an Instructional Designer for the college. In addition, DL funds distance learning equipment needs/updates and a portion of course releases/overloads for faculty for online course development. The remainder of online-course development is funded at the discretion of the Dean. II Objectives of the Program The Program/Performance Outcomes are the GaPSC C&I standards (Table 1). All course objectives of existing and new courses are aligned with the Performance 9

10 Outcomes (Table 1). The performance outcomes are consistent with the PTEU s Advanced Proficiencies (Table 2) and NCATE. Table 1. Performance Outcomes, Standards and Elements for the Doctorate of Education (Ed.D.) in Curriculum & Instruction program. Curriculum and Instruction Performance Outcomes (Standards and Elements) PSC Standard Element 1. Knowledge of Curriculum: Completers 1.1 Completers give evidence of planning will demonstrate advanced ability to that recognizes the needs of students, the design, implement, and evaluate contexts which must be considered when curriculum that promotes student learning planning curriculum, and the philosophical frameworks that undergird curriculum design. 1.2 Completers provide evidence of the ability to align curriculum across local, state and national standards within and across subject areas. 1.3 Completers provide evidence of knowledge of resources, including technology to support best teaching practices. 1.4 Completers exhibit the ability to evaluate curriculum by using performance data and student work to determine student 2. Knowledge of Instruction: Completers will demonstrate advanced ability to plan, implement and evaluate instruction to facilitate student learning. 3. Knowledge of Content. Program completers will demonstrate advanced depth and breadth of knowledge and skills in their academic discipline and pedagogy. understanding and to refine curriculum. 2.1 Completers demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. 2.2 Completers exhibit ability to differentiate instruction through use of best practices, student performance data, appropriate resources and culturally responsive pedagogy. 2.3 Completers give evidence of ability to evaluate and modify instruction based on a variety of data, educational research, and continuous self-assessment 3.1 Completers exhibit the ability to apply current research and data as they demonstrate content knowledge and identify appropriate resources to promote student success. 3.2 Completers exhibit sufficient pedagogical content knowledge to plan, implement, and assess the important ideas and organizational structure of the domains represented in their content body of 10

11 a) 4. Knowledge of Students. Program completers will demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors. 5. Knowledge of Research. Program completers will demonstrate the ability to use research to promote student learning and to contribute to the teaching profession 6. Knowledge of Assessment. Program completers will demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning. 7. Professional Practices. Program completers will demonstrate high standards for professional practice. knowledge to benefit each student. 4.1 Completers demonstrate knowledge of major learning and developmental theories and how they explain student learning. 4.2 Completers exhibit the ability to meet the diverse needs of students. 4.3 Completers provide evidence of an understanding of the cultural and linguistic contexts of learning. 5.1 Completers give evidence of the ability to apply theoretical insights and research findings to curriculum, instruction, and assessment in P-12 systems to improve student learning, classroom processes, and /or institutional practices. 5.2 Completers demonstrate the ability to use quantitative, qualitative and/or mixed research methods to investigate education problems and are able to articulate the findings in a variety of forums. 6.1 Completers exhibit knowledge of assessment that enables appropriate analysis and evaluation for facilitating student learning and effective instruction. 6.2 Completers demonstrate an understanding of the principles of assessment design. 6.3 Completers demonstrate the ability to use diagnostic, formative, and summative assessment to differentiate instruction, and to provide timely and effective feedback to improve student learning. 6.4 Completers demonstrate the ability to conduct program evaluations to determine the effectiveness of curriculum and instructional practice. 6.5 Completers demonstrate the ability to use assessment data to identify longitudinal trends and achievement gaps, establish goals for improvement, and articulate pertinent information to a variety of audiences. 7.1 Completers establish high standards for academic rigor, intellectual inquiry, and professional integrity. 11

12 7.2 Completers participate in and/or lead professional learning experiences to promote effective practices. 7.3 Completers advocate for the profession by modeling collaboration, leadership, and professionalism. The Professional Teacher Education Unit s conceptual framework identifies 15 proficiencies expected of all graduates from advanced programs. The Ed.D. in Curriculum and Instruction program outcomes noted above are aligned with these advanced proficiencies in Table 2. 12

13 Table 2. Alignment of PTEU Advanced Proficiencies with Curriculum & Instruction Program/Performance Outcomes and NCATE Standard 1. NCATE PTEU ADVANCED OUTCOMES & PROFICIENCIES STANDARD 1 ELEMENT SUBJECT MATTER EXPERTS Candidates know the subjects they teach and how to teach those subjects to students. Each candidate: 1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues, parents and students. 1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents understanding through use of multiple explanations, technologies and/or strategies. 1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges. 1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, flexible, elaborate and deep. FACILITATORS OF LEARNING Candidates are committed to students and are responsible for managing and monitoring student learning. Candidates believe that all students can learn; as a result, each candidate: 2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly. 2.2 Understands human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students. 2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments. 2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan. 2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning. 2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats. COLLABORATIVE PROFESSIONALS Candidates think systematically about practice, learn from experience, and are members of learning communities. Each candidate: Link to PSC C&I Standards C 3.1, 3.2 PCK 1.1, 1.2, 3.1, 3.2 PCK 3.1, 3.2, 5.1, 5.2 PCK 3.1, 3.2 D 1.1, 2.2, , 4.2, 4.3, 6.1, 6,2, 6.3 PPKS 4.1, 4.2 PPKS 2.1, 4.1, 4.2 PCK 1.3, 4.1, PPKS 4.2, 4.3 SL 1.4, 6.1, 6.2,6.3,6.5 SL 5.2, 6.4, Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school effectiveness, to advance knowledge, and to influence policy and practice. 3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement. SL 7.1, 7.2, 7.3 D 7.1, 7.2, Proactively involves and leads parents and other members of the community in support of instruction and education. 3.4 Engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff, etc. 3.5 Adheres to professional ethical standards while reporting, conducting and publishing research. PPKS D PPKS D PPKS D Key: C = Content, PCK = Pedagogical Content Knowledge, PPKS = Professional and Pedagogical Knowledge and Skills, SL = Student Learning, D = Professional Disposition 7.1, 7.2, , 7.2, , 7.2, 7.3 III Justification and Need for the Program 13

14 Enrollments for online learning continue to grow; more students than ever before are taking at least one online course. According to Going the Distance: Online Education in the United States 2011 [Allen, I.E. & Seaman, J. (2011). Babson Survey Research Group.], The rate of growth of online enrollments has tempered somewhat, but continues to be far in excess of the rate for the total higher education student population. Over 6.1 million students were taking at least one online course during the fall 2010 term; an increase of 560,000 students over the number reported the previous year. The ten percent growth rate for online enrollments far exceeds the less than one percent growth of the overall higher education student population. Thirty-one percent of all higher education students now take at least one course online (p. 4). Yet according to the USG web site, there are currently only two Distance Learning Education Doctoral degrees offered (University of West Georgia s Ed.D. in Nursing Education and Ed.D. in School Improvement). The Ed.D. in Curriculum & Instruction will meet a critical need in the University System of Georgia (as well as Department, College, and University-level needs) for restructuring delivery systems of doctoral degrees as it addresses the needs of the more than 6 million students currently enrolled in online courses. According to the USG Office of Educational Access and Success, the University System of Georgia, of which KSU is a member institution, is a partner in Georgia s $400 million Race to the Top Grant for statewide educational reform. One of the goals of the Race to the Top Grant is to improve of teacher evaluation (and effectiveness) and professional development for educators. As part of the Race to the Top initiative, the state has proposed the Career Ladder Framework. According to the Career Ladder Framework, certification in Curriculum and Instruction is proposed as a desired qualification for school systems to use in the selection of Teacher Leaders I and II. KSU s Ed.D. in Curriculum & Instruction program addresses the national and state need to develop the capacity of teachers to be more impactful in the increasingly diverse P-12 classrooms which they encounter today. The program s primary purpose is to improve P-12 teaching and learning by providing educators with deeper and broader knowledge of curriculum and instruction, pedagogy, and assessment. Specifically, educators who are effective curriculum specialists possess a balanced knowledge of curriculum, instruction and the student; a greater depth of content knowledge within the framework of curriculum and instruction; a knowledge of and ability to use the tools of assessment and research; the ability to discern problems and patterns in instruction and learning; the ability to perceive both the whole and the parts of concepts, concretely and abstractly; and the professional practice and perseverance to find solutions to 14

15 learning issues and problems in various P-12 contexts (adapted from Curriculum and Instruction Guidelines Rule ). As previously noted in Section I of this proposal, the Georgia Professional Standards Commission has established three new areas of initial certification available to teachers at the advanced (graduate) level. The areas are Curriculum and Instruction, Instructional Technology, and Teacher Leadership. These areas of certification can be obtained by completing an approved GaPSC degree program OR a PSC Ed.D. in a Curriculum & Instruction program in the respective area and passing a state licensing exam (GACE) in the certification area. This Ed.D. in Curriculum & Instruction program supports the state s initiatives detailed in the Georgia Career Ladder Framework to open up new career possibilities and trajectories for educators, especially within the classroom, but also at the building and system levels. Offering the Ed.D. in Curriculum and Instruction as an online degree program provides adult learners more flexibility for learning a student-centric learning approach. The online Ed.D. represents another move beyond today s timebased rules those policies, regulations and arrangements that hold time as a constant and learning as the variable (Christensen, 2012). In his book, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Christensen (2008) identifies online learning as a disruptive innovation that is already transforming how the world learns and how teaching and learning in higher education occurs. Kennesaw State University is moving quickly into the e-learning environment and has established three online undergraduate programs as well as five online graduate programs and a number on online undergraduate and graduate certificates. The Ed.D. in Curriculum and Instruction will be KSU s first fully online doctoral program. Additional justification for the online Ed.D. in Curriculum and Instruction was presented in the System and State Goals section earlier in this document. Of importance was the link to several state wide initiatives outlined in the Top Ten Issues to Watch 2012 publication which identify ten critical indicators of child well-being, educational attainment and workforce readiness and Georgia s position on those indicators. Please see page 7-8 of this document for additional information. Growth Kennesaw State University is well positioned to offer this new, highly attractive degree to teachers and leaders for a number of reasons, one of which is its location on the I-75/Northwest corridor. According to the U.S. Census data, Georgia is growing faster than any state in the USA (Census Bureau, 2004). A study reported in the Atlanta Journal Constitution (March 16, 2006), indicated that 18 of the 100 fastest growing counties in the country surround Atlanta. Four of these counties (Cherokee, Paulding, Bartow and Douglas) are adjacent to Cobb County and are a part of KSU s service area. Demographically, this growth 15

16 also reflects a significant increase in diversity. Conservative projections indicate that the minority population will be the majority before The Ed.D. in Curriculum & Instruction prepares teachers to be more effective in facilitating learning among culturally diverse P-12 students as well as assisting their professional colleagues to be more effective educators. In its 2006 status report the Georgia Professional Standards Commission s (PSC) Division for Education Workforce Recruitment, Research and Development observed that attrition was a critical factor for Georgia s education workforce (PSC, 2006). In response to the rising attrition rate, the Board of Regents charged all of the system institutions to Double the Numbers and Double the Diversity. Although KSU has successfully responded with increased offerings in traditional graduate teacher and leader education programs, this is the first opportunity USG institutions have been provided the opportunity to offer Curriculum and Instruction programs which lead to a new certification field and which are associated with a Career Ladder pathway. The Ed.D. in Curriculum & Instruction program provides additional opportunities for professional development of practicing professionals, contributing to their potential for increased job satisfaction and a decreased likelihood of leaving the profession. As described in the previous section, KSU is expanding its offerings in online programs and courses. In our initial offering of online Master s level degrees, enrollment increased appreciably. For example, in summer of 2011 the M.Ed. in Early Childhood Education had 40 applicants. In the first summer that KSU offered an online cohort (2012), the number of applications had increased to 52, an increase of 30%. We anticipate similar interest in the online Ed.D. Core courses and appropriate specialization courses The Ed.D. in Curriculum & Instruction program is a planned sequence of courses/experiences that build upon the respective advanced degree currently held by the educator. Candidates must complete 15 core hours of coursework in Curriculum and Instruction and 9 hours from advanced curriculum and instruction core courses. The program leads to an educator meeting all Curriculum and Instruction standards as outlined by the PSC. The Ed.D. in Curriculum & Instruction program includes appropriate field based experiences allowing the educator to merge practice and theory in job embedded, performance based practice. Quantity of graduates It is anticipated that the program will be offered as a three-year cohort model program with enrollment capped at 15 students per year, with total enrollment to be capped at no more than 45 active students. 16

17 Productivity Given enrollments in our current programs, informal survey data from potential students, and the rate at which we intend to admit students, we project that this program will have a viable enrollment from the start: Projected Productivity AY 2013 AY 2014 AY 2015 AY 2016 Admitted Enrolled Graduated Partnering Bagwell College of Education will continue its excellent tradition of working with public school systems, the Regional Educational Support Agencies, the USG Board of Regents, the Georgia Department of Education, state universities in Georgia, and international partnerships in the enrichment of educational experiences of program participants. University faculty and P-12 leaders have collaborated in program design to reflect the practical needs of the schools. This collaboration is consistent with the research-base that supports solid partnerships between schools, districts, and educational leadership departments (Darling-Hammond, 2007). Placement The program concentration will be housed in the Bagwell College of Education. Advisors will be the program faculty and the Director of the Ed.S. and Ed.D. Programs. Advisement files will be located in the office of the Director of the Ed.S. & Ed.D. Programs. Completion by Performance Since the Ed.S. is embedded within the doctorate, students holding an Ed.S. in C&I from KSU who meet all Ed.D. admission requirements may count all Ed.S. hours toward the Ed.D. Those holding an Ed.S. from institutions other than KSU may apply up to 21 hours of equivalent 17

18 coursework toward the Ed.D. with approval of both the Program Director and Program Coordinator. IV Procedures Used to Develop the Program From the beginning, the Curriculum and Instruction design team charged with developing this proposal has been committed to designing a program that builds on our collaborative approach in the PTEU and the mission at KSU. Faculty from 6 departments developed the curriculum with advice, input and support from adminstrators in the BCOE. In addition, colleagues in P-12 schools have provided feedback and input to the design team. Preliminary discussions among faculty and between faculty and administrators regarding the development of Curriculum and Instruction programs have been ongoing in the college for several years. Once the new certification fields of C&I were approved by the GaPSC, KSU requested permission to offer the Ed.D. in Curriculum & Instruction program. While awaiting approval to develop the program by the GaPSC and BOR, preliminary work on the Ed.D. was begun in May Work began in earnest to prepare the program for the September 2012 deadline for submitting to the GaPSC to be included in the state-wide, group review and approval process. Department Faculty s Contributions: 1. Reviewing and researching the literature to establish a rationale and theoretical framework for the program. 2. Developing curriculum maps with objectives derived from the GaPSC Standards for Curriculum and Instruction. 3. Developing syllabi aligned with standards to include content, activities, assessment strategies, and resource bibliographies. 4. Linking all activities to program objectives. 5. Developing assessment criteria. 6. Reviewing reports, GaPSC and BOR documents and synthesizing findings and recommendations into program design. 7. Constructing program of study, admission criteria, and related policies and procedures. 8. Facilitating the TEC and GPCC review process and revising as recommended. 9. Preparing for program approval and implementation. P-12 Leaders Contributions 1. Meeting with faculty individually and in small groups to discuss program goals structure. 2. Reviewing course syllabi in light of PSC Curriculum and Instruction standards and providing feedback. 18

19 3. Survey of current EDS & EDD students for quality, rigor and appropriateness of program design and content for P-12 curriculum leaders. 4. Survey of current EDS & EDD students on whether they would enroll in the program had it been available for them when they applied to their current program. References: In addition to practitioner input, the program design committee s decisions were principally informed by the following literature: Arnett, J. J. (2012) Human Development: A Cultural Approach. Pearson. Glatthorn, A., Boschee, F., & Whitehead, B. (2005). Curriculum leadership: Development and implementation. Thousand Oaks, CA: Sage. Kliebard, H. (2004). The struggle for the American curriculum: New York: Taylor & Francis. Mayer, R. E. & Alexander, P. A. (2011) Handbook of Research on Learning and Instruction. (Educational Psychology Handbook Series). New York, NY. Routledge. McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. Ornstein, A., & Hunkins, F. (1998). Curriculum: Foundations, Principles, and Issues. NY: Allyn and Bacon Schiro, Michael S. (2008). Curriculum Theory: Conflicting Visions and Enduring Concerns. Los Angeles, CA: Sage. Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into practice. Fourth edition. Upper Saddle River, NJ: Pearson. Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction + Understanding by Design. Alexandria, VA: ASCD. Wiggins, G. & McTighe. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: ASCD. Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd Ed). Alexandria, VA: ASCD. 19

20 V Curriculum: Program Requirements The Ed.D. in Curriculum & Instruction program is designed for experienced educators who hold a T-5 certificate (or equivalent out-of-state) or higher. The intent of the Ed.D. in Curriculum & Instruction program is to extend and enhance knowledge and skills in the field in which the educator currently holds certification. Through this program candidates develop the knowledge, skills and dispositions to serve as curriculum specialists at the classroom, department, building or system level, or at a regional or state level engaging in scholarly inquiry and research in curriculum and instruction. Through the cognate and electives they deepen their expertise in a chosen area of study. The program is delivered in cohorts and offered through an online format. Course work and assignments apply to the teaching content and level of the candidate. Instruction will involve the use of a variety of instructional methods including, but not limited to, problem-based learning, modules, case-studies, research and individual projects. Application of learning to school-based issues and problems is a critical component of this applied program. Candidates in the program are required to be employed as teachers or administrators in a school district or to secure an appropriate approved field placement through the BCOE s Center for Education Placements and Partnerships. Program Admission Requirements Admission requirements to the Ed.D. in Curriculum & Instruction program are consistent with Kennesaw State University s Graduate Admissions policies for graduate programs. Candidates admitted to the Ed.D. in Curriculum & Instruction program must possess: 1. an earned master s degree in professional education or a related field; 2. a clear and renewable (or comparable) T-5 Georgia Teaching Certificate; 3. at least three years of professional teaching or administrative experience or both in P-12 education (current full-time employment as a professional educator is preferred); 4. a minimum Graduate Aptitude & Achievement Index Score of 3500 (Graduate Index Score = GRE Quantitative Score plus GRE Verbal Score times GPA for the master s degree). Applicants to the program must therefore submit the following for consideration for admission: 1. Official transcripts of all college coursework indicating evidence of completion of Master s, Specialist, and/or Doctoral degree or its equivalent in a related field; 2. GRE scores; 20

21 3. Professional Reflection Statement; 4. Transfer Credit Request Form; 5. Documentation of teaching, service, or leadership certifications. Doctorate in Education (Ed.D.) Curriculum & Instruction (Leading to initial certification in C&I) Candidates admitted to this degree possess a clear renewable (or comparable) T-5 certificate and hold a master s degree in a PSC recognized area of certification. Through this program candidates develop the knowledge, skills and dispositions to serve as curriculum specialists at the classroom, department, building or system level, regional or state level-- engaging in scholarly inquiry and research in curriculum and instruction. Through the cognate and electives they deepen their expertise in a chosen area of study. Program of Study Curriculum & Instruction Core (15 hours) EDCI 7510: Curriculum Development & Evaluation (NEW Course) 3*# EDCI 7520: Cognition, Development & Instruction (NEW Course) 3* EDCI 7530: Instructional Decision Making (NEW Course) 3*# INED 7760: Curriculum Development for Diverse Learners 3*# EDCI 7590: Curriculum & Instruction Capstone (NEW Course) 3*# ITEC 7400: 21 st Century Teaching and Learning 3* Research & Assessment Core (15 hours) EDUC 7705: Assessment & Evaluation 3* EDRS 8100: Qualitative Research I (NEW Course) 3 EDRS 8200: Quantitative Research I (NEW Course) 3 EDRS 9000: Research Seminar: Conceptual Frameworks& Research Design (NEW Course) 3 Choose one of the following EDRS 9100: Advanced Qualitative Research OR EDRS 9200: Advanced Quantitative Research 3 Advanced Curriculum & Instruction and P-12 Service Core (9 hours) EDCI 9000: Curriculum Trends and Issues (NEW Course) 3 Choose one of the following ECE 8110 Contemporary Curriculum Inquiry OR ECE 9220 Curriculum Decision Making (K-5) 3 Choose one of the following EDSM 8100 Curriculum Theory & Practice in Mid/Sec Schools OR EDSM 9320 Equitable Curriculum Decision Making for Mid/Sec Schools (NEW Course) 3 Cognate (12 hours) 21

22 Select 12 hours of advanced course work in a single field. For example- Educational Leadership, Teacher Leadership, Elementary Education Middle Grades Education, Secondary Education, Science Education History Education, Mathematics Education, English Education, ESOL, Special Education, Instructional Technology, Literacy & Language, Diversity/Multicultural Education. 12 Electives (6 hours) Students may take courses in same area of the cognate. 6 Dissertation (9 hours) 9# TOTAL 69 Students are awarded the EDS and the certificate in C&I after completion of the 21 hours of the certification core plus 3 hours of research and 9 additional hours (33 hours). NOTE: The courses marked with (*) are required courses for initial certification in Curriculum and Instruction. Courses marked with (#) are courses in which pedagogical content knowledge is applied to content in the candidates current certification fields as required in the GaPSC C&I standards. Course Offerings and Plan-of-Study Semester 1 EDCI 7510: EDCI 7520: Semester 2 ITEC 7400: EDUC 7705: EDCI 7530: Semester 3 EDCI/INED 7760: EDRS 8100: Semester 4 EDRS 8200: 3 Cognate Hours Curriculum Development & Evaluation (New Course) Cognition, Development & Instruction (New Course) 21 st Century Teaching and Learning (Existing Course) Assessment & Evaluation (Existing Course) Instructional Decision Making (New Course) Curriculum Development for Diverse Learners (Existing Course) Qualitative Research I (New Course) Quantitative Research I (New Course) Semester 5 22

23 EDCI 7590: 3 Cognate Hours Semester 6 EDAD 8100: ECE 8110: 3 Cognate Hours Semester 7 EDRS 9000: EDCI 9000: 3 Elective Hours Semester 8 EDRS 9100: Curriculum & Instruction Capstone Seminar (New Course) Curriculum Theory & Practice in Mid/Sec Schools (New Course) Contemporary Curriculum Inquiry (New Course) Research Seminar: Conceptual Frameworks & Research Design (New Course) Curriculum Trends and Issues for Mid/Sec Education (New Course) Advanced Qualitative Research OR Advanced Quantitative Research 3 Elective Hours 3 Cognate Hours Semester Dissertation Hours Course Descriptions ECE 8110: Contemporary Curriculum Inquiry This course examines various forms of inquiry that can be used to respond to the issues confronting contemporary curriculum developers. Emphasis is on inquiry that goes beyond the traditional means by which curriculum is examined and assessed and on developing research techniques and perspectives that are most appropriate to various curriculum-related issues and to your own abilities and interests as a curriculum researcher. ECE 9220: Curriculum Decision Making (K-5) This course will examine multiple ways to use organization as a tool to enhance instruction in grades K-5 th classrooms. Comparison of the effect of organizational strategies and developmental stages on student learning and examination of roadblocks to establishment of effective organizational structures will be studied. Through the use of collaboration and communications, ways to minimize the effects of the real life roadblocks will be developed. Candidates will incorporate ways to celebrate diversity in a dynamic classroom. Attention is given to historical, philosophical and theoretical perspectives, including current national standards, programmatic design and organization and the use of personnel, materials, and equipment 23

24 EDAD 8100: Curriculum Theory & Practice in Middle and Sec. Schools This course is designed for students of curriculum theory, development, and design/planning. It provides an in-depth study of the foundations, principles, and issues of curriculum as they affect teachers, supervisors, and administrators who participate in curriculum making. The course consists of two major components: curriculum theory, which examines the philosophical, historical, psychological, social, and cultural foundations of curriculum; and curriculum development, which examines various models of curriculum as processes that have emerged and continue to shape education and schooling. EDCI 7510: Curriculum, Development and Evaluation Prerequisite: Admission to graduate study in education. This course provides an analysis of curriculum development and methods for aligning course content to goals and evaluation procedures. The ideological, philosophical, historical, psychological, and social foundations of curriculum will be explored to help students better understand how curriculum models might be utilized in an ever changing and emerging educational environment. As a result of this course, students will demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning. EDCI 7520: Cognition, Development & Instruction Prerequisite: Admission to graduate study in education. Course addresses recent advances in learning theories and human development and their application to P-12 student learning in the content areas (reading, writing, mathematics, science, history, and second languages) as well as recent advances in the areas of critical thinking, self-regulation, and motivation. Current research in the area of human development is explored from a cross-cultural perspective- helping educators understand how culture impacts development and why it matters. These understandings are then integrated with learning theories and applied to instruction in diverse P-12 settings by exploring instructional methods that foster meaningful learning for all students. EDCI 7530: Instructional Decision-Making Prerequisite: Admission to graduate study in education. Instructional Decision-Making is designed to develop teachers abilities in improving student learning within their classrooms through the cyclical process of analysis of data on student learning, evaluating available resources and strategies for the appropriate intervention, and continued assessment of the results of the intervention on future learning. Teachers will also learn to scale up this process with content or grade level teams through collaborative assessment of student learning, analysis of areas of difficulty, and planned interventions. 24

25 EDCI 7590: Curriculum and Instruction Capstone Seminar Prerequisite: Admission to graduate study in education. This seminar serves as a capstone experience for the candidate in the Curriculum and Instruction program. Candidates develop their expertise in a focused area of curriculum and instruction through an independent, research-based project. Candidates will provide evidence of their ability to design, implement and evaluate curriculum and instruction to improve student learning. Face-to-face online delivery methods will be utilized. EDCI/INED 7760: Curriculum Development for Diverse Learners Prerequisite: Admission to graduate study in education. This course prepares teachers to develop curriculum and instruction that is universal in design and based on best practices research in General Education, Special Education, and Teaching Speakers of Other Languages. The proposed curriculum model follows the precepts of Universal Design for Learning and provides built-in adaptations to lessons that reduce the amount of time needed to create individual accommodations and modifications for diverse students (i.e., students with exceptionalities and those who are culturally and linguistically diverse). The Big Ideas addressed in this course include Curriculum Mapping, Backwards Design, Sheltered Instruction Observation Protocol (SIOP), Universal Design for Learning (UDL), and Interdisciplinary Unit Development. Additional attention will be paid to the Georgia Performance Standards as they continue to unfold from the Georgia Department of Education. EDCI 9000: Curriculum Trends & Issues This course serves as an advanced study of contemporary trends, issues, and research in curriculum theory and design. Intended for teachers and other education professionals serving as curriculum decision-makers. The emphasis of the course is on current research in the field of curriculum. Topics will be examined through historical and contemporary contexts with emphases on themes linked to policy and practice. EDCI 9000 examines trends and issues from multiple perspectives and serves as an impetus to students understanding of the current tensions in the field. Finally, this course will provide students with a deeper understanding of current trends and will also develop the skills needed to critique ideas and issues in education. EDRS 8100: Qualitative Research I: An Introduction Pre-requisite: Admission to graduate study in education. This course will serve as an introduction to qualitative research and methodologies. Methodological origins, theoretical frameworks, literature reviews, and basic methods of data collection and data analysis will be explored in conjunction with an analysis of relevant literature, educational research reports, and ethics in research. Students will apply basic skills of data collection and analysis. Students will differentiate between the types of qualitative research. EDRS 8200: Quantitative Research I Prerequisite: Admission to graduate study in education. Candidates will demonstrate a functional 25

26 understanding of the nature and design of quantitative research as applied to the educational arena including but not limited to the following topics; the nature and application of descriptive and basic inferential statistics including the concepts of variance, normal distribution, population, sample, power, effect size, hypothesis testing, parametric tests, validity, reliability; the strengths, weaknesses of quantitative research designs; the principles of data collection and analysis using computer software such as SPSS. Candidates will acquire and become proficient in analytical and interpretive skills; and will be prepared to conduct applied quantitative research that will bear positively on schools. EDRS 9000: Research Seminar: Conceptual Frameworks & Research Design Pre-requisite: EDRS 8100, EDRS This seminar will assist doctoral candidates in conceptualizing, indentifying, and articulating the emerging conceptual framework of their dissertation. Under the guidance of the course professor and in consultation with their dissertation chair, the candidate will emerge from the course with a draft his/her conceptual framework which includes the purpose and rationale for his/her research as well as a draft of the theoretical underpinnings of the research described through a review of literature followed by preliminary research questions or hypotheses for his/her dissertation. EDRS 9100: Advanced Qualitative Research Methods This course is an advanced study of qualitative research methodologies including ethnography, case study, and phenomenology. Students will examine a variety of data sources (e.g. interviews, observations) and methods of analysis (e.g. memo writing, coding). Students will conduct research as they formulate their research questions, collect and analyze data, and write a research report. EDRS 9200: Advanced Quantitative Research Methods This course is an in-depth study of and application of selected quantitative research designs. Course also involves advanced study of descriptive statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will be placed on designing quantitative research in applied settings. Candidates will deepen their expertise in designing and conducting research and analyzing quantitative data. Candidates will conduct these analyses using quantitative statistical software, interpret their findings, and communicate their results ethically, clearly and effectively. EDSM 9320: Equitable Curriculum Decision Making for Middle & Secondary Education Prerequisite: Admission to Doctoral Program. This course serves as an advanced study of curriculum theory and design based on principles of equity and social justice. Intended for teachers and other education professionals serving as curriculum decision-makers, EDSM 9320 takes up critical discourses of curriculum theory, particularly as they relate to race, ethnicity, gender, class, sexual identity, and market-based reforms. It presents principles of and approaches to equitable curriculum design, offering candidates 26

27 tools to make curricular decisions from an asset rather than deficit perspective toward teachers and children. EDUC 7705: Assessment and Evaluation Prerequisite: Admission to graduate study in education. This course focuses on planning, constructing, analyzing, and applying educational assessment to document student performance for instructional and accountability purposes. Specific topics include guidelines for the development of traditional assessment questions, including the use of multiple-choice questions to measure critical thinking and problem-solving skills; guidelines and rubrics for the development and scoring of performance, writing and portfolio assessments; assessing affective outcomes; describing, analyzing and refining data to improve assessment; and the application and interpretation of standardized norm and criterion-referenced measures. Additionally, attention will be paid to multicultural assessment procedures and concerns relevant to external assessment programs. ITEC 7400: 21 st Century Teaching and Learning Prerequisite: None. This course introduces the design and facilitation of learning environments that apply technology-enhanced instructional strategies to maximize student learning. Candidates will apply current research and instructional design principles to develop a 21st century learning experience for students. VI INVENTORY OF FACULTY DIRECTLY INVOLVED COURSE/INSTRUCTOR SUPPORT DEPTH All faculty course assignments and additional faculty resources will be provided utilizing currently employed faculty with graduate-level teaching status due to shifting graduate enrollments in recent years. Several changes have influenced graduate enrollment since 2007 as is summarized in the chart below. Shifts in enrollment provide KSU the opportunity to redirect graduate faculty resources to the Curriculum & Instruction programs. 27

28 More detail is available at ( ogram%20completer%20trends%20year% %20table%20and%20chart.pdf) Influencing these trends are GaPSC changes to the Educational Leadership standards, GaPSC changes to the degrees that would result in a certificate upgrade for an educator, changes in funding of the HOPE Scholarship, and changes to the economy. Three new faculty lines were allocated to the BCOE for the academic year. After an assessment of BCOE needs, we will either target to hire faculty with expertise related to Curriculum and Instruction or hire new faculty with expertise in areas that will release current faculty to teach in the new Curriculum and Instruction program. In addition, a faculty member who holds a Ph.D. in Curriculum Theory from Louisiana State University holds a dual appointment between the College of Education and the College of Humanities and Social Sciences. That faculty member, who would likely serve as the Ed.D. in Curriculum and Instruction Program Coordinator will be reassigned fully to the Bagwell College of Education. Faculty expertise and support will assure that the Curriculum and Instruction program can be supported while, at the same time, ensuring that KSU will continue to provide high quality instruction across the Bagwell College of Education s graduate programs. KSU will continue to comply with NCATE guidelines restricting graduate faculty teaching loads to nine credit hours per semester in order to accommodate greater expectations for engagement in 28