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1 ACADEMIC ALERT # DATE: August 2014 COLLEGE: National College of Education DECISION: Revision of Ed.D. Disability and Equity in Education curriculum RATIONALE: The revision of the Ed.D. in Disability and Equity in Education incorporates foundational coursework that is shared across three doctoral programs: Curriculum, Advocacy, and Policy (previously Curriculum and Social Inquiry), Reading, Language, and Literacy (previously Reading and Language) and Disability and Equity in Education. This revision also increases the number of hours for the degree from 57 semester hours to 63 semester hours. This creates a learning situation in which students will have expanded opportunities to examine current issues, trends, tensions and dilemmas in the field of education in general, and in teacher education in particular, from multiple disciplinary perspectives, epistemological stances, and knowledge bases. There will be an increased focus on developing the scholarship necessary to be leaders and change agents, scholars and researchers. In addition, these courses represent an increased emphasis on the mission and expertise of teacher education central to NCE. APPROVAL(S): NCE Curriculum and Instruction Committee: May 7, 2014 University Curriculum Committee: June 16, 2014 Faculty Senate: June 18, 2014 CURRENT PROGRAM AUTHORIZATIONS: The Ed.D. in Disability and Equity in Education is authorized by the Illinois Board of Higher Education (IBHE) to be offered in NLU s four home campus Illinois Regions: Chicago, North Suburban, South Metropolitan and West Suburban. IMPLEMENTATION DATE: Effective immediately for all pending and new applicants. CONTACT(S): Stuart I. Carrier, Interim Dean, NCE, (847) SIGNATURE: Alison Hilsabeck, Ph.D. Vice Provost 1

2 Current and Revised Admission Criteria and Processes Existing Admissions Criteria In addition to the NLU Graduate Admission Requirements, applicants must submit all of the following to the Office of Admissions prior to consideration for admission to any NCE doctoral program: Official transcripts from all institutions attended. Please note that only credit from regionally accredited institutions will be considered for transfer credit. Completion of baccalaureate and master s degrees from regionally accredited institutions must be verified. A grade point average of 3.25 or better in master s level courses is required of all applicants. Four letters of recommendation. Two of the four required letters should be completed by people associated with the applicant s recent graduate work and two by people supervising the applicant s professional work. Proposed Admissions Criteria In addition to the NLU Graduate Admission Requirements, applicants must submit all of the following to the Office of Admissions before admission to any NCE doctoral program is finalized: Official transcripts from all institutions where degrees were earned. Only credit from regionally accredited institutions will be considered for transfer credit. Completion of baccalaureate and master s degrees from regionally accredited institutions must be verified. A grade point average of 3.25 or better in master s level courses is required of all applicants. Three letters of recommendation. Two of the three required letters should be completed by people who can attest to the candidate s capacity to complete rigorous graduate studies and one by a person supervising the applicant s professional work. A professional resume or curriculum vitae A professional resume or curriculum vitae Written responses to substantive questions that speak directly to the applicant s intellectual interests, professional goals, compatibility with program and commitments to the values of the program. Each program has its own set of questions and assessment criteria. Applicant responses are considered carefully, along with all other evidence, in determining the Written responses to the following four questions: What are your professional goals and how do you envision doctoral experiences supporting and/or relevant to achieving those goals? What previous professional and personal experiences encouraged you to apply to this doctoral program? Please explain what readings, academic studies or specific ideas have contributed to your current understandings as a professional. How do you strive to enact these understandings in your professional work? 2

3 applicant s potential for success in pursuing the Ed.D. degree. Individual programs may require additional materials. Please see program pages for details. Applicants will be notified by the program director if additional materials are required. Admissions Stages The admission process occurs in two stages: First, the applicant submits the application and all supporting documentation to the Office of Admissions by the published deadlines. Faculty from the respective doctoral programs reviews the applications. Admissions Stages The admission process occurs in two stages: First, the applicant submits the application and supporting documentation to the Office of Admissions by the published deadlines. The Office of Admissions will forward to the doctoral committee the completed application form once all documentation is received. A faculty committee will review the documents and decide if and when to invite the applicant for a second stage of the admissions process. The second stage of the admissions process consists of an interview with the program faculty. Because of the limited size of the doctoral programs, only a small number of applicants are selected to participate in the second stage of the admission process. The objectives of the interview process are to establish that applicants have clearly defined goals for pursuing doctoral study, to determine that the applicants goals may be met through the doctoral programs, to gain further information about the applicants and to clarify areas of concern, to provide an opportunity for applicants to ask questions about the programs and to enable applicants to acquaint themselves with faculty in the programs. The second stage will consist of having all applicants who appear to be a good match for the program being invited to campus for the second stage of the review process that includes three components: a group interview, a written response, and an individual interview. The first part of this will be a group interview in which a faculty committee will interview applicants as a group. This will include a discussion/conversation among the candidates and the committee members, focusing on an article, selected by faculty and sent to the applicant in advance. After the group discussion, students will write a reflective essay on the ideas provoked by the discussion. Faculty will later review the essays to assess the student s ability to construct a written document Individual interviews will follow the writing 3

4 portion to enable faculty and the applicant to focus on individual and programmatic goals. Organization of Revised Program The revised program is organized in four phases: 1) The Foundational Core on teaching and learning (12 semester hours) and 6 semester hours of Scholarly Habits of Mind seminar across the duration of the program, 2) Program concentration courses (15 semester hours), 3) research method courses (9 semester hours), and 4) qualifying paper and dissertation (8 semester hours). Students will also take an additional 13 semester hours of electives, in one of the following prefixes: CSI, CAP, RLR, RLL, RLW, RLD, EDL, EPS, TIE, EPD, SPE, which will enable deepening and/or expanding their disciplinary focus. Courses Added to the Revised Programs CCD 620 Epistemologies of Learning, Teaching, and Inquiry 3SH CCD 615 Psychological Foundations of Teaching and Learning 3SH CCD 625 Critical Policy Analysis 3SH CCD 630Teacher Knowledge in the Disciplines 3SH CCD 605 Scholarly Habits of Mind (1SH) *repeats for a total of 6SH Courses Removed from the Current Doctoral Program (inactivate Fall 2014) CCD 610A Doctoral CORE I 3SH CCD 610B Doctoral CORE II 3SH ESR 610 Paradigms of Research 2SH ESR 604 Dissertation Proposal Seminar 2SH DEE 601 Traditions Assumptions and Paradigms 3SH DEE 602 Policy and Critical Policy Analysis 3SH Comparison of the Current and Revised Programs Current Programs SH Revised Program SH Doctoral Core 6 Foundational Core 12 CCD 610A Doctoral Core I 3 CCD 615 Psychological Foundations for 3 Teaching and Learning CCD 610B Doctoral Core II 3 CCD 620 Epistemology of Learning, Teaching 3 and Inquiry CCD 625 Critical Policy Analysis 3 4

5 CCD 630Teacher Knowledge in Disciplines 3 Seminar 6 CCD 605 Scholarly Habits of Mind 6 Program concentration courses 21 Program concentration courses 15 Disability and Equity in Education 21 Disability and Equity in Education 15 Core: DEE 601 Traditions, Assumptions and 3 Paradigms DEE 602 Policy and Critical Policy Analysis 3 DEE 603 Activism and Inclusion in 3 DEE 603 Activism and Inclusion in 3 Democratic Education Democratic Education DEE 604 Politics of Assessment 3 DEE 604 Politics of Assessment 3 DEE 605 History of Disability in Education 3 DEE 605 History of Disability in Education 3 DEE 690 Seminar: Special Topics in Disability 3 DEE 690 Seminar: Special Topics in 3 and Equity in Education Disability and Equity in Education DEE 693 Disability Studies in Education 3 DEE 693 Disability Studies in Education 3 Seminar Seminar Electives 9 Electives 13 Dissertation, Research 21 Dissertation, Research 17 ESR 610 Paradigms of Research 2 ESR 612 Empirical/Analytic Research I 3 ESR 612 Empirical and Analytic Research I 3 ESR 614 Interpretative/Critical Research I 3 ESR 614 Interpretative and Critical Research I 3 ESR 616 Empirical/Analytic Research II or 3 ESR 616 Empirical and Analytic Research II 3 ESR 618 Interpretative/Critical Research II or ESR 618 Interpretative and Critical Research II CCD 697E Comprehensive Exam/Qualifying 0 Paper Continuation ESR 604 Dissertation Proposal Seminar 2 CCD 699E Dissertation 8 CCD 699E Dissertation 8 CCD 699EX Dissertation Continuation CCD 699EX Dissertation Continuation Total Qualifying Paper When students complete all courses, with the exception of ESR 616 or ESR 618, they will work with a faculty advisor to plan a qualifying paper that represents a synthesis of their learning. This plan must be approved by the advisor and the program director for the paper s focus and the start date. Before starting the writing, but after obtaining approval, the student registers for CCD 697E. Proposal and Dissertation Phase 5

6 The proposal and dissertation phase remain the same as in the current program. Teach-out Students who have been admitted within the last year have the option of remaining in their current program or being transferred to the revised program. The academic advisor of the existing programs will meet individually with each student to revise their program plans. This will include recommending which Foundations courses they should take to replace CCD 610A and CCD 610B. For existing students, this will mean they will enroll in two of the four newly developed Foundations courses. In addition, any students who planned to enroll in Proposal Seminar will enroll for 2 semester hours of Scholarly Habits of Mind, which will replace this course. Finally, the directors of programs requiring a comprehensive exam as a marker of the transition from doctoral student to doctoral candidate will be offered an option of taking either the existing comprehensive exam or the qualifying paper. Course that were removed from the program CCD 610A Doctoral Core A CCD 610B Doctoral Core B ESR 610 Paradigms of Research ESR 604 Dissertation Proposal Seminar Comprehensive examination Accepted substitutions CCD 515 Psychological Foundations for Teaching and Learning CCD 620 Epistemology of Learning, Teaching, and Inquiry CCD 625 Critical Policy Analysis CCD 630 Teacher Knowledge in the Disciplines CCD 605 Scholarly Habits of Mind Current students can choose to keep the same comprehensive exam as in the current program, or do the qualifying paper of the revised program The academic advisor will prepare student adjustment form(s), to be signed by the appropriate doctoral faculty and forwarded to the Office of the Registrar to update CAPP with appropriate substitutions. IMPLEMENTATION Changes need to be entered in Banner, CAPP, Office of Admissions and Records (OAR) and NLU web pages as appropriate. Changes need to be entered in all print materials, such as, the doctoral handbook and any brochures. 6

7 Staff in the Registrar s Office, Admissions, Enrollment Management, and Marketing need to be knowledgeable about the changes. Faculty teaching in the affected current doctoral program need to be informed of the new policy. The revised catalog copy will be written by the Assistant Registrar for Catalogs for the next edition of the catalog. Marketing materials need to be developed for the revised programs, and the revisions need to be added to NLU s website. 7

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