DOCTOR OF PHILOSOPHY DEGREE INSTRUCTIONAL DESIGN, DEVELOPMENT AND EVALUATION SCHOOL OF EDUCATION, SYRACUSE UNIVERSITY

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1 DOCTOR OF PHILOSOPHY DEGREE INSTRUCTIONAL DESIGN, DEVELOPMENT AND EVALUATION SCHOOL OF EDUCATION, SYRACUSE UNIVERSITY Doctor of Philosophy students in the Instructional Design, Development and Evaluation (IDD&E) Program at Syracuse University may select one of two emphases in their Ph.D. programs: an Academic focus, or a Professional Studies focus. Although both are research-oriented emphases, in contrast with the more-practice oriented Ed.D., the two options reflect the increasingly diverse skills and settings requiring Ph.D. preparation. While both emphases require 90 graduate credits and a dissertation, there are differences in the kinds of dissertations expected and the appropriate inquiry requirements for each emphasis. These differences are reflected in the Tables 1-4. These revisions to the IDD&E doctoral program are in line with a common inquiry-based core for all School of Education doctoral students and reflect best professional practices and anticipated research directions in the area of instructional systems and educational technology. The Academic focus prepares students for tenure-line faculty positions in research universities. Special emphasis is given to in-depth methodological training, extensive research experience, advanced expertise in a focused area of inquiry, participation in academic and professional research communities, and the development of teaching skills. Despite the historical stereotype, it is becoming generally recognized that many Ph.D. graduates do not become full-time faculty at large universities, in part, because there are simply fewer such positions. Almost half of U.S. faculty members are part-timers, nearly one-third work at 2- year colleges, and only one-quarter of full-time faculty members work at research universities (Mervis, 2001, p. 408). Increasingly, Ph.D. graduates employ their research-based skills in a variety of applied professional settings in government, K-12 education, business and industry, non-profit organizations, and the military (c.f., Clay, 2001; Golde, 1999; Golde & Dore, 2001; National Academy of Sciences, 1995; National Science Board, 1998; Nerad & Cerny, 2000). The Professional Studies focus prepares graduates for these settings by emphasizing strong methodological training, extensive experience with applied projects, the flexibility to work in teams on a broad range of problems, participation in applied professional communities, and the development of management and leadership skills. IDD&E has high expectations for all its Ph.D. graduates, whether trained within the Academic focus or the Professional Studies focus. The following quote by Lee IDD&E Ph.D. Program - 10/7/09 1

2 Shulman, president of the Carnegie Foundation for the Advancement of Teaching, captures our view of the IDD&E Ph.D.: being a doctor means being steward of one s discipline, whether that be in industry, government, or academe. The IDD&E Ph.D. is a professional degree, a professional degree in the broad sense of professional a degree that says someone has earned the right to profess their field (Shulman, as quoted in Murray, 2000, p. 25). IDD&E Ph.D. Program - 10/7/09 2

3 Table 1 Academic and Professional Studies: Characteristics Comparison Characteristics Academic Professional Studies Contexts of Employment University Business and Industry R&D Foundation Business and Industry Human Services / Non-Profits K-12 Education Government Military Roles er Faculty Member Manager Department Chairperson Professional Staff Member Project Manager Administrator Consultant Non-Ed Tech Faculty Primary Tasks Knowledge Production Theory Development Knowledge Integration Problem Solution Primary Reference Groups Community Funding Agencies Society Professional Colleagues Employers Clients / Patients / Consumers Dominant Professional Values Integrity Competence Creativity Productivity Effectiveness Leadership Boundaries of Inquiry Problems Conceptual Significance Prior / Theory Methodological Feasibility Practical Significance Resource Constraints State of the Practice Criteria of Good Work Contribution to Understanding Intellectual Problem: Accuracy, Clarity, Parsimony Contribution to Solving Practical Problem: Utility, Feasibility, Cost-Effectiveness IDD&E Ph.D. Program - 10/7/09 3

4 Table 2 Academic and Professional Studies: Curriculum Comparison Curriculum Academic Professional Studies In Instructional Technology or In Applied Field or Educational Technology Master s Degree Closely Related Field Master s Thesis / Project Qualifying Exams Apprenticeship Experiential Residency Dissertation Thesis or Equivalent Required Methods advanced Instructional Design Instructional Development Evaluation Management Dissertation Proposal Defense of Dissertation Proposal Empirical Study Required: Survey, Case Study, Experiment (6 credit hours required) Attend Conferences Presentation of papers Author/co-author Articles Teaching Experience (Future Professorate, Course TA, Online Course TA, Instructor) Empirical or Conceptual Theory & Prior -based Publishable in Professional Journal Applied Project or Equivalent Required Methods basic Instructional Design Instructional Development Evaluation Management Dissertation Proposal Defense of Dissertation Proposal Applied Project Required: Evaluation, Front End Analysis, Cost Study, Development (6 hour hours required) Attend Prof Conferences Client Pres of Proj Reports Author/co-author Proj Reports Proj Management Experience (TSI, OPD, CSTL, PA, Syrtis) Development or Application Problem-based Actionable in a Real Setting IDD&E Ph.D. Program - 10/7/09 4

5 Courses 1 Table 3 Academic and Professional Studies: Course Comparison Academic Basic Academic Professional Studies Basic Professional Studies Learning & Instructional Theory Design , , 831 Development 632, , Evaluation , , 743 Management 712, , , Technology 611, from (656, 755, 850, 853) EDU 603, EDU 647, EDU , 742, 843 EDU 791, EDU 810 And 2 from (EDU 792, EDU 815, PSY: 691, 756, 757, 758, 853, 854, 857, 2 ) 552, from (850, 851, 852) EDU 603, EDU 647, EDU , 742, 843 EDU 791 and EDU 792 or EDU 810 and EDU Courses listed are required, options indicated in parentheses. 2 Substitute courses from IST, Management, Maxwell, or Newhouse acceptable with Advisor s approval. 1 Courses listed are required, options indicated in parentheses. 2 Substitutes courses from IST, Management, Maxwell, or Newhouse acceptable with Advisor s approval. IDD&E Ph.D. Program - 10/7/09 5

6 Requirements Educational Technology Courses Courses Apprenticeship Dissertation Hours Total Basic / Hours Table 4 Academic and Professional Studies: Credit Hour Summary Academic Basic Academic Professional Studies Basic (30) (60) (30) (60) Total Degree - (90) - (90) Hours 1 Professional Studies 1 Both the Academic and Professional Studies programs are 90 credit hour (post baccalaureate) degrees. How many, and which, Master s degree courses are accepted toward the doctorate depends on the extent to which they satisfy program requirements. Students with a strong Master s preparation in educational technology can move immediately into advanced (i.e., doctoral ) level courses; students with a Master s degree in an unrelated field may be allowed to transfer few Master s degree credits toward the doctorate and be required to take some IDD&E masters level core course requirements. IDD&E Ph.D. Program - 10/7/09 6

7 Table 5 Academic and Professional Studies: IDD&E Complete Course Listing (* required pre-doctoral core; ** required doctoral core) Introduction/Synthesis Sequence IDE 611 Technologies for Instructional Settings * IDE 712 Analysis for Human Performance Technology Decisions * IDE 716 Capstone Practicum in Design, Development and Evaluation * Learning and Cognition IDE 621 Principles of Instruction and Learning * Instructional Design and Development IDE 631 Instructional Design and Development I * IDE 632 Instructional Design and Development II * IDE 735 Modeling and Simulations in Education IDE 736 Motivation in Instructional Design IDE 737 Instructional Design IDE 830 Doctoral Seminar in Design and Development ** IDE 831 Knowledge Management in Instructional Design Evaluation and Methods IDE 641 Techniques in Educational Evaluation * IDE 741 Concepts and Issues in Educational Evaluation IDE 742 Introduction to Survey ** IDE 743 Cost Effectiveness in Instruction and Training IDE 841 The Nature and Design of Inquiry ** IDE 843 Dissertation and Seminar ** Interactive Technologies and Distributed Learning IDE 552 Digital Media and Production IDE 651 Message Design for Digital Media (basic skills, e.g., scanning, etc.) IDE 656 Computers as Critical Thinking Tools IDE 755 Design and Development of Computer-based Instruction IDE 756 Design and Management of Distance Education IDE 850 Studies in ID and Emerging Technologies ** IDE 853 Educational Media Theory and Project Management and Human Performance Technology IDE 660 Topics in Program Management and Human Performance Technology IDE 761 Strategies in Educational Project Management * IDE 762 Performance Improvement: Promise and Practice IDE 764 Planned Change and Innovation Continuing Education and Lifelong Learning IDE 771 Methods and Techniques for Teaching and Training Adults IDE 872 Education Technology in International Settings Fieldwork and Internship IDE 680 Fieldwork and Internship IDE 980 Fieldwork and Internship Independent Study and Dissertation IDE 690 Independent Study IDE 990 Independent Study IDE 999 Dissertation ** IDD&E Ph.D. Program - 10/7/09 7

8 References Clay, R. A. (2001). Do today s faculty support nontraditional careers? Monitor on Psychology, 32 (2), Golde, C. (1999). The Survey on Doctoral Education and Career Preparation. Wisconsin Center for Education. Golde, C. & Dore, T. (2001). At Cross Purposes: What the Experiences of Today s Doctoral Students Reveal about Doctoral Education. Mervis, J. (2001, January 19). Student survey highlights mismatch of training, goals. Science, 291 (5503), Murray, B. (2000). Higher education takes a hard look at the Ph.D. and finds much that needs changing. Monitor on Psychology, 31 (10), Nerad, M. & Cerny, J. (2000). Improving doctoral education: Recommendations from the PhDs Ten years later study. The Council of Graduate Schools Communicator, 33 (2), 6. Reshaping the Graduate Education of Scientists and Engineers. (1995). National Academy of Sciences. The Federal Role in Science and Engineering Graduate and Postdoctoral Education. (1998). National Science Board. IDD&E Ph.D. Program - 10/7/09 8