SACS Core Requirements 3 3 06 by HC120913011431

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									SACS –Core Requirement Responses

3. A description of the educational goals and expected outcomes in the new degree programs.

The umbrella Doctorate of Education (EdD) Degree in Leadership & Learning with an embedded
Educational Specialist (EdS) option will produce teachers and administrators who will be “leaders of
learning”! The “distributed leadership” focus of the degree (Attachment 1) in the Appendices of Source
Documents) will prepare teacher and administrator leaders who will also be able to assist more effectively
with the transition to the profession through improved induction/mentoring programs. These abilities will
improve teacher retention as a step toward ‘doubling the numbers” who are available to meet the emerging
challenges in the classrooms of Georgia. The career ladder possibilities embedded in the distributive
leadership approach will also assist in producing teacher leaders for such developing positions as
academic coaches, master/lead teachers, departmental chairs, curriculum coaches, etc. These positions will
serve as effective career paths for future administrators who will bring enhanced curriculum and
instructional leadership abilities to their positions.

The overriding purpose and goal of the EdD in Leadership & Learning program is to prepare professional
educators to become leaders for learning in P-12 schools. The program will prepare teacher and
administrator leaders who can effectively function in distributed leadership roles with the express intent of
positively impacting learning for all P-12 students. Drawing on the literature of distributed leadership,
teacher leadership, and ethical leadership and organizational transformation, a list of knowledge, skills and
dispositions (KSDs) has been developed. The KSDs can be separated into six (6) Leadership & Learning
outcomes with their associated proficiencies. Linkages to the USGBOR Distributed School Leadership
Roles and the NCATE and PSC standards are provided (Appendices of Source Documents: Appendix 4).

The development of the EdD Program Outcomes as crafted as Candidate Knowledge, Skills and
Dispositions (KSDs) represent the characteristics our EdD graduates should have and what behaviors they
should demonstrate. These KSDs are shown below:

1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, and developmental theory, advocating for
implementation of best practices and assisting colleagues to do the same to ensure that all students learn.
 b. are knowledgeable, articulate, and think critically about educational practice, policy, and issues on
national and international levels.
c. understand, respond to, and influence the larger political, social, economic, legal, and cultural contexts in
matters related to education.
 d. are knowledgeable about the factors contributing to safe physical environments for education.
e. develop, articulate, implement, and steward a vision of learning supported by the school community.


2. Demonstrate leadership as agents for change, collaboration, and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in the classroom as
supported by effective school-district and state-level policies and operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of influence at local,
state, national, and international arenas.
e. impact student learning for all and assist other educators to do the same by effectively working within the
structures and culture of schools, families, and communities.
f. support the teaching and learning process by soliciting all sources of funding and educational resources.

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3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning environment.
c. model consistent, intentional, and effective use of technology while mentoring and encouraging others to
do the same.


4. Demonstrate leadership for learning as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational challenges.
b. are knowledgeable of assessment, evaluation, and accountability practices and critically synthesize and
utilize the data to improve student learning.
c. are master teachers and instructional leaders, possessing and demonstrating content and pedagogical
expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student learning for all
and assist others to do the same.
e. facilitate and support curricular design, instructional strategies, and learning environments that integrate
appropriate technologies to maximize teaching and learning.
f. use technology to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and student learning.


5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research that positively influences educational practice or
policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences, and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when engaging colleagues,
students, families, and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain currency of current knowledge and best practices through continued professional development.


6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength, power, and meaningfulness of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and decision making
c. address exceptionalities in planning, teaching, and assessment and respond to diverse community interests
and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments that are inclusive
and supportive of diverse students, families, and colleagues.

4. A description of the process for determining how achievement of educational goals will be
ascertained in the new degree program and a timeline by which the processes function.

The KSU EdD in Leadership & Learning program is consistent with the Bagwell College of Education’s
Conceptual Framework: The Collaborative Development of Expertise in Teaching, Learning & Leadership
in that it prepares graduates who will demonstrate expertise in serving in a variety of collaborative,
distributed leadership roles in educational settings.


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Consistent with requirements of accrediting agencies (NCATE, SACS) the assessment of the EdD in
Leadership & Learning program will focus explicitly on documenting student learning of the EdD learning
outcomes described as KSDs in the response to the previous question.

These outcomes provided the framework on which course content, objectives and assignments were
developed. Although cumulative GPA has been used in the past and could be used as a measure of student
learning, the faculty of the EdD in Leadership & Learning are convinced that a more systematic and
deliberate measure of student learning would provide more useful data on program impact and candidate
performance. With this in mind, the course objectives for each syllabus have been aligned with the EdD
KSDs. Furthermore, faculty who will be teaching the courses are currently designing common core
assignments and accompanying evaluative rubrics which align with these KSD's. A minimum of six key
assessments from core courses will be used to assess candidate progress on meeting the performance
expectations delineated by the KSDs.



5. A description of how the new programs will be evaluated and how the findings will be used to
make any necessary changes in the program.

Key assessments and evaluation of candidate learning will occur at 3 major transition points in the program.

1) Performance on key core course assignments, 1 from each of the following courses; EDL 8000
Leadership for Systemic Change, EDUC 8100 Advanced Study of Learning, EDRS 8000 Applied
Quantitative & Qualitative Research, EDRS 8900 Applied Field Research. Faculty teams who will be
teaching these courses are engaged in designing descriptions of the key assignment from each course and
evaluation rubrics which are aligned with the EdD KSDs to be used in evaluating student performance on
the assignments. The assignments which will be used to evaluate candidate learning will not only align with
the EdD KSDs but will also document how the candidate is impacting student learning in his/her school or
classroom.

2) Admission to candidacy for the EdD. Successful completion of EDUC 9500 Doctoral Seminar with a
grade of "S". To successfully complete EDUC 9500, the candidate must accomplish the following: a)
development of a concept paper that frames the dissertation. The candidate is required to write a concept
paper that clearly, and concisely, describes the overarching constructs, the research question and the
conceptual framework of the first three chapters of the dissertation. b) pass qualifiying exams. Once the
concept paper is officially approved by the doctoral committee, the graduate student must pass the qualifying
experience which will be an oral and written comprehensive examination.

3) Completion of dissertation and final defense.
Faculty and administrators responsible for the design and delivery of the program will monitor candidate
performance and program quality data in a systematic and deliberate mannor. Currently, the Bagwell
College of Education has a systematic assessment plan in place which has been evaluated and found to be in
complete compliance with NCATE and PSC standards and is in line with the KSU Assurance of Leanring
Council's Student Learning and Program Review processes established in response to SACS guidelines for
KSU's next accreditation visit in 2007. The EdD in Leadership & Learning faculty and administrators will
participate fully in all aspects of the assessment system as outlined by the BCOE assessment team. Some of
the assessment activities include but are not limited to:

       1). Monitoring of career paths of program graudates in relationship to career goals that the graduates
       brought with them to these advanced graduate programs.

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       2) Administration of annual surveys and conducting focus groups to gauge and document the impact
       of the program’s graduates on P-12 schools and student learning.

       3) Unit-wide and program specific evalution of candidate performance on the KSDs as measured by
       the key assignments, admission to candidacy success rate and dissertation and defense.


Building upon the procedures already in place in the BCOE for its highly successful undergraduate and
beginning graduate programs, program faculty on an annual basis will review results on each of these
transition points and reflect on program strengths and needed areas of improvement.



VIII. CORE REQUIREMENT EIGHT

1. A faculty roster for the program (please use the “Roster of Instructional Staff” when providing
information to the Commission regarding the qualifications of faculty.

The “Roster of Instructional Staff” was introduced in Part A of the application. The forms are included in
the Appendices of Source Documents as Attachment 5.

2. A list of full-time faculty and a list of part-time faculty in the program. A description of loads
and duties (such as advising, committee service, curriculum/program review) establishing the
adequacy of the number of full-time faculty.

A common form was developed and utilized across programs in the development of the information
requested on this item. The forms were completed by program areas and are included as Attachment 6 in
the Appendices of Source Documents. A general guideline followed in assignment would be a two-course
load (6 hours) with the rest of the load distributed across Scholarship, Dissertation Committee
participation including chairing and committee membership and Coordination responsibilities. Kennesaw
State University historically has a very heavy service expectation of all faculty. However, senior faculty
operating primarily at the doctoral level would have reduced expectations in the area of service.


 3. A list of faculty members who have been assigned supervisory responsibilities for a major within
each new degree program, the major which the faculty member is responsible , the professional and
scholarly credentials of the faculty member, and a list of courses to be taught by the faculty
member.

Please see the chart on the next page that reflects Faculty Supervisory Responsibilities according to
Concentrations in the umbrella program. The requested information relative to faculty qualifications and
courses to be taught by each is included in a limited way in the last two columns and in more detail in
Attachment 6 in the Appendices of Source Documents.




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                                      Faculty Supervisory   Responsibility Assignments

                                                    EdS/EdD Program

                                      Name of Institution: Kennesaw State University


          Name                Dept.                  Concentration(s)           Degree       Faculty & Administrative
                                                                                                       Load
Anita Vanbrackle     Early Childhood &        Teacher Advocate                    EdD        Teaching
                     Elementary Education                                                    Doctoral Committees
                                                                                             Scholarship
                                                                                             Coordination
TC Chan              Educational Leadership   Leadership & Policy                 EdD        Teaching
                                                                                             Doctoral Committees
                                                                                             Scholarship
                                                                                             Coordination
Traci Redish         Educational Leadership   Instructional Technology            PhD        Limited Teaching
                                                                                             Doctoral Committees
                                                                                             Scholarship
                                                                                             Coordination
                                                                                             Administration
Toni Strieker        Special Education        Diversity                           PhD        Limited Teaching
                                                                                             Doctoral Committees
                                                                                             Scholarship
                                                                                             Coordination
                                                                                             Administration
Nita Paris           Middle & Secondary       Adolescent Education                PhD        Teaching
                     Education                                                               Doctoral Committees
                                                                                             Scholarship
                                                                                             Coordination


        IX. CORE REQUIREMENT NINE

        1. Description of library/learning resources which have been acquired to support the new degree
        programs or copies of contracts with institutions which provide library services or access to
        learning resources (written, formal agreement with other libraries for resource materials and
        services). Describe the relevancy of their collections to the proposed programs.

        The responses to this question will include an overall discussion of the Sturgis Library with transitional
        consideration given to the emerging technologies and the increasing importance of Information and
        Instructional Technologies in the access to and utilization of information as we move further into the 21st
        Century. Special attention will be given to the Teacher Resource and Activity Center (TRAC) in the
        BCOE that provide parallel, and perhaps even more focused attention to the academic developments in the
        BCOE as they occur over time. The narrative will utilize information from three Source Documents:
        Sturgis Library Report prepared Dr. Robert B. Williams, Director of the Library (Attachment 7), Teacher
        Resources and Activities Center (TRAC) Report prepared by Ms. Diana Poore, Director of TRAC
        (Attachment 8) and an Educational Leadership Report prepared by Dr. Roy Rowe, Department Chair
        (Attachment 9)



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Sturgis Library resources are at least equivalent to resources at other doctoral degree-granting institutions
in the state. The library has Galileo, the state library database, plus 240 other full-text databases across the
curriculum, including ProQuest, ERIC, and Lexis/Nexis. The GALILEO service also provides access to
World Wide Web resources such as the Library of Congress, full-text journal titles, and newspapers. In
addition to these resources, the library has fourteen thousand full-text electronic books, all cataloged and
available on-line. Total holdings are more than 600,000 books and periodicals. There are more than
1,500,000 government documents, more than 3,300 serial publications, and well over 1,000,000 pieces of
microfiche. The library makes use of both the University System and the ARCHE (Atlanta Regional
Consortium for Higher Education) interlibrary use systems. These include interlibrary loans and
individual borrowing from more than 8 million unique titles.

The collections have been expanded over the last five years to support KSU graduate programs, and the
library continues to build resources and programs for further graduate degree offerings. The library is the
only institution in Georgia to provide Early English Titles Online (a full-text database of 110,000 books
from 1450-1701) to support and enhance the curriculum. With the interlibrary use resources, which are
provided to the users at no charge, the library can comfortably support further graduate program
expansion.

The Sturgis Library’s hours of operation are only two fewer than those at UGA and are longer than those
at GSU and West Georgia. Library staff will provide instruction to program participants on resources,
materials, and service on a regular basis. Program participants will receive an overview of library
resources (printed and electronic), and private instruction and demonstrations will be available by
appointment. The Bagwell College of Education has a representative on the university Library
Committee. Should resources not contained in the library be needed, these representatives will work with
the Library Committee to obtain them.

 In recognition of the growing link between Information Technology (IT) support and library services,
attention will be given to recent development in the IT area at KSU and the links to library resources and
services. The office of the CIO, to which the library reports, has provided the latest in technology,
including laptop computers that can be borrowed for library use and the use of wireless technology.
Information Technology Services and Administrative Computer Systems constantly refine, improve,
expand, and advance the computing resources available to students, faculty, and staff at KSU. They
provide network and desktop support for the more than 18,000 members of the KSU community.
Information Technology Services coordinates computing services for KSU candidates and supports over
2,700 personal computers, LANs and connections to many different computing locations. Students, as
well as faculty and staff, are eligible for computer accounts affording access to services such as the
Internet, KSU’s library system, an active jobs database, a current scholarship database, electronic mail,
Archie, Veronica, FTP, Telnet, and KSU’s web site server.


KSU is committed to enhancing the educational experience through access to relevant information
technology and resources. To that end, KSU continues enhancing its information technology suite of
services for students, faculty, and staff across campus. KSU’s strategic technological direction focuses on
providing ready and dependable access to campus information resources. KSU students are connected to
an even more robust network with the capacity to handle a growing traffic volume; powerful computing
labs capable of running a mixture of modern software; and a variety of classroom technologies. KSU
students need and expect greater access to online course materials, on demand classroom instruction, and
remote library resources reachable from off-campus locations.



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The Information Technology Services (ITS) Department currently provides new tenure track faculty with
new Dell Pentium desktop computers, and strives to maintain a four-year replacement or upgrade cycle for
faculty and staff machines. Academic departments and service units are responsible for purchasing
technology equipment and software if their need exceeds equipment and software provided by ITS.
Technology labs across campus are upgraded more frequently as funding becomes available. Operating
systems and enterprise wide software upgrades are made feasible to support the continued evolution of the
campus computing needs. The individual departments provide access to a network printer system and/or
printer and additional software as appropriate for faculty roles. All computers are networked for email,
intranet and internet access. Support includes a central service phone (X 6999) or email
(service@kennesaw.edu) contact. The Bagwell College of Education is assigned an ITS technician who is
housed on-site to support college needs.

Most classrooms at KSU have been equipped with integrated presentation systems with internet access
and projection systems. Model classrooms for EECE, MGE, math education and special education are
equipped with technology to support models of best practice in integrating technology in instruction. In
addition to the KSU computer labs located around campus, there is a computer lab staffed with support
personnel in Kennesaw Hall that may be scheduled by faculty for teacher education classrooms or used by
teacher education candidates. TheEdTech Center in Kennesaw Hall provides support for both pre-service
and in-service teachers. The hardware and software in the four EdTech labs are continuously updated to
support best practice, and EdTech professional staff is available to provide technical and instructional
support to faculty.

In addition to resources allocated directly to the PTEU, graduate students have access to a full range of
technology, technology training, and technology support services on the KSU campus.
(http://its.kennesaw.edu/students.htm ) Students are assigned email accounts, access to WebCT for course
participation, and web page space. Students also have access to free virus software. Wireless zones are
available in the student center, and students may check-out laptops to take advantage of the wireless zones
in the library. Additional wireless zones are being added to Kennesaw Hall.

Students will be expected to bring a level of technological literacy into these advanced graduate programs
or to take advantage of campus resources referred to in this section to update their capabilities in this
important literacy area. Because technology presents an abundance of opportunities for teaching and
learning, graduate students in the Ed.S./Ed.D. programs are required to have a wireless capable laptop
computer available to them and to use it in an integrated manner during the program. The laptop, coupled
with KSU's wireless network, will allow students and faculty access to tools that will foster community
collaboration and learning. The emerging technologies will be utilized in the development and delivery of
courses and program experiences in a hybrid manner and in cohort communications. The students will be
linked through WebCT and via a listserv that will be utilized in processing their ongoing experiences of
the program. The members of each cohort will be linked in a similar way as they move through the
program. The emerging technologies will be utilized with the parallel expectation that participates
demonstrate a high degree of technological literacy in retrieving and sharing information and resources.


2. Financial plan for supporting the expansion of library resources/the contracts needed for the new
programs and the focus of that support.

A university-wide approach is taken from a funding perspective with respect to the provision of library
services and the maintenance of holdings, both traditional and those increasingly being made available
through the emerging technologies. A direct allocation is made annually to the Sturgis Library that is
linked to Colleges and subsequently to academic departments through a Faculty Library Committee

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(FLC). While there is not a direct allocation on a departmental basis, each department through its
representative on the FLC is expected to participate actively in the use of these funds in maintaining
current and viable holdings. Special attention has been given in recent years to the need to support the
growing graduate offerings of KSU at the beginning graduate level. Similar attention in the use of these
resources has been pledged by Academic Affairs and supported by the library staff to meet the needs as
noted in the more specific report (Attachment 7) prepared by library staff relative to adequacy of and
growth of holdings and services across program lines that are to be offered in these advanced degree
programs.

In a similar manner TRAC operating through an Advisory Committee with departmental representation
coordinates the expenditure of an annual materials and supply allocation that is supplemented by
contribution of departmental funds that support the acquisition of items directly related to offerings across
the departments. The report prepared by the Director of TRAC is included as Attachment 8 in the
Appendices of Resource Documents. Because of the direct relationship between TRAC and program
development and operations in the BCOE, the Dean has requested a one-time allocation of $20,000.00 for
TRAC from year-end university funds. He has pledged that amount from private funds if this request is
not funded internally. Additionally, the Dean has requested an additional $65,000.00 to upgrade the
computing resources in the labs in the BCOE with a priority given to laptops.

A report submitted by the Educational Leadership Department (Attachment 9) reflects the manner in
which individual programs are systematically addressing the need to continuously develop the library and
TRAC resources in their respective areas. In referencing that report mention is made of the pending
donation to KSU by President Betty Siegel of her personal collection of books on leadership and
organizational transformation, collected over the past 25 years of her presidency, that directly support the
concepts of distributed leadership and school transformation that give direction to the doctoral efforts
across program lines.


X. CORE REQUIREMENT TEN

1. A description of student development services specifically relevant to the new degree programs.

In anticipation of the need for additional staff support for and improved coordination with existing
graduate programs in the BCOE, a Graduate Program Office (GPO) was established as a coordinated
resource in the Impey Teacher Education Advisory Center (TEAC) in the BCOE. A position as Associate
Dean for Graduate Programs was established with the GPO reporting to that position. Initially, a major
focus of the Associate Dean has been the coordination and facilitation of the planning process that
produced the umbrella doctoral degree with the embedded Ed.S option. It is anticipated that the person in
that position will provide a degree of coordinating oversight to the advanced graduate programs as they
become operational with a parallel reduction in the time-consuming demands of the planning and
development process. The position will work closely with the respective Advanced Graduate Program
Coordinators (AGPC) with special attention given to staffing and delivering the Core Courses in the
umbrella program and the coordination of cohort activities across program lines and across cohorts.

The GPO has a staff of three who will serve in a support role between the Graduate School/Graduate
Admissions Office and the respective departments, the departmental chairs and the AGPCs in areas such
as marketing/recruiting, information sharing, the flow of the admissions process and related needs. A GPO
website will be maintained as the primary and initial point of contact for current and potential students
with links to Graduate School and BCOE departmental sources. An electronic “Handbook for Advanced


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Graduate Students in Education (EdS/EdD)”will be maintained as a primary information and guidance
resource for students as they move through the program.

Student will participate in the Core Courses in cohorts that draw students from across the
departments/program areas. Intensive efforts will be made to make the cohort experiences provided in this
approach a key part of the support structure for the students. The professor who teaches an introductory
core courses at each program level (Systemic Change or Advanced Study of Learning at the EdS level or
the Advanced Study of School Transformation at the EdD level) will be assigned limited cohort
coordination responsibilities for that cohort. The same professor will subsequently be one of the professors
of record for the Applied Field Project (EdS) or the Doctoral Seminar (EdD) as the students move forward
in the program. The possibility exists that the same professor might teach a Content Course as the students
break out for such in their areas of concentration creating the possibility that the same professor might be
academically involved and available from a cohort advisory perspective with student in his/her area in
three different courses. Professors who assume this cohort coordination role will work closely with the
Associate Dean in his role as Coordinator of the Advanced Graduate Programs. They will receive load
recognition for this support role.

As the students move into the research aspect of the doctoral process, the doctoral committee with primary
support from the chair will extend the student support and advisement functions in a focused direction
based upon the needs of the students and the research directions of their respective dissertations.
Committee membership and direction responsibilities will be included from a load recognition
perspective.

2. A copy of the Student Handbook

The Handbook for Advanced Graduate Students in Education (EdS/EdD) is linked to the GPO website. A
copy is provided as Attachment 10 of this report in the Appendices of Source Documents.




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3. Organizational chart for Student Development Services

A quasi-approach to an organizational chart is presented below through the use of indentions with a listing
of reporting relationships reflected by the descending offices and positions at the left margin.

Vice President for Student Development

Dean of Student Success

Dean, BCOE

Associate Dean for Graduate Programs (Coordinator of Advanced Graduate Programs)

       Impey Teacher Advisement Center

               Graduate Program Office

Departmental Chairs

   Advanced Graduate Program Coordinators

       Cohort Support

               Cohort Faculty

               Cohort Members

       Doctoral Committees

               Chairs

               Members

               Individual Graduate Student – The Graduate Student as a Self-Directed Learner!


XI. CORE REQUIREMENT ELEVEN

2. A specific budget (revenues and expenses) for the first year of operation of the new degree
program.

Because of the umbrella nature of the doctoral degree with the embedded opportunity for students to meet
requirements for the educational specialists in an embedded manner across program lines, it is virtually
impossible to present a specific budget (revenue and expenses) in a traditional manner as requested. When
the expectation that we demonstrate that the new program will not impact current and parallel
improvements efforts, one is in a position of having to justify the whole budget of the BCOE and to a
limited extent the total KSU budget as the program does require academic support in the “guided
electives” from across the campus. An effort will be made below to demonstrate through a program
delivery cycle through fall, 08 as supported by projected faculty load assignments that adequate resources
are available to support the new program. Specific attention will be given to staffing the first full degree

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cycle at both level from existing faculty and the demonstration that sufficient new resources are available
to maintain current program quality and to support new initiatives at the beginning graduate degree level
as well.

The delivery cycle of the Core Courses beginning in the fall, 06 and extending until fall, 08 is provided
below for both degree levels with the EdS sequence first followed by the EdD cycle. Plans are to limit the
startup process to two EdS cohorts and one EdD cohort in 2006 with the anticipation that the same number
of cohorts could be started in 2007. Students from the five program areas will participate in the EdS
cohorts as they begin in 2006 with students from three of the programs becoming part of the initial EdD
cohort. The two startup EdS cohorts will be limited to 30 students each with the spread across the five
programs in the 10-15 range based upon student interest and readiness to begin the program on a short
notice as official marketing and recruitment efforts can not be initiated until the results of the SACS
review are known. Preliminary steps within SACS guidelines have been taken to alert interested students
of the pending possibilities for advanced degree study through the BCOE at KSU.

In internal planning discussions and with the University System/Board of Regents personnel, the case was
made that it would take a minimum of 1.0 FTE faculty line to support a cohort at the EdS level and a l.5
FTE faculty line to support an EdD cohort. In taking this position, it was acknowledged that the direct
instruction needs of two courses per semester would represent a .50 FTE faculty load with the additional
.50 (EdS) and the l.0 FTE (EdD) equivalents built in to support scholarship, committee participation,
advisement and coordination demands of advanced study opportunities offered through a cohort model.
Using those estimates, the BCOE is within those cumulative needs of 3.5 FTE faculty lines with the 4.0
lines that will be available to support this new program and maintain the program initiatives that are
ongoing in the college. With the addition of these 4 faculty lines, the number of funded lines within the
Bagwell College of Education will have grown from 28 to 82 during the past five years under the
leadership of the current dean. Operational funds and staffing needs of the program, while important and
necessary, are relatively minor in comparison to the faculty funding element in advanced degree offerings.
Those needs will be addressed and supported primarily by formulae-driven allocations as the BCOE and
KSU continue to grow. They will not be addressed specifically in our responses to this item.

Information will be presented in a sequenced manner in building the financial support case for initiating
these advanced degree programs at KSU through the BCOE. The Core Courses (27 hours) are a unique
feature of the degree and support its collaborative development and delivery approaches across program
lines. The sequence of Core Course offering into the fall, 08 are presented by levels in the charts that
follow:




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                                            EdS Core Courses (ONLY)

FA 06                SPR 07        SUM 07      FA 07                SPR 08          SUM 08     FA 08
Leadership for       Applied Quant             Field Research       .                          Leadership for
Systemic Change      & Qual                    (2sections)                                     Systemic Change
(2sections)          research                                                                  (2 sections)
                     (2 sections)
Advanced Study                                                                                 Advanced Study of
of Learning                                                                                    Learning
(2 sections)                                                                                   (2 Sections)



                                               Leadership for  Applied                         Field Research
                                               Systemic Change Quantitative                    (2 sections)
                                               (2 sections)    & Qualitative
                                                               Research
                                                               (2 sections)
                                               Advanced Study
                                               of Learning
                                               (2 sections)




                                            EdD Core Courses (ONLY)

FA 06              SPR 07          SUM 07       FA 07               SPR 08          SUM 08     FA 08
Advanced Study     Advanced        Advanced Doctoral Seminar
of School          Qualitative     Quantitative (1 sections)
Transformation (   Methods         Methods
1 section)         (1 section)     (1 section)
                   Comparative
                   International
                   Education
                   (1 section)
                                               Advanced Study of    Advanced        Advanced Doctoral Seminar (1
                                               School               Qualitative     Quantitative section)
                                               Transformation ( 1   Methods         Methods
                                               section)             (1 section)     (1 section)
                                                                    Comparative
                                                                    International
                                                                    Education
                                                                    (1 section)
                                                                                               Advanced Study of
                                                                                               School Transformation

                                                                                                       (1 Section)




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The Core Course needs will be met through faculty assignments from existing faculty draw from across
program lines as reflected below. The Associate Dean for Graduate Program in his role as Coordinator of
the Doctoral Program will work with this group of faculty and with their respective program chairs in
staffing the Core offerings as the program moves forward. Multiple faculty members from across the
various programs areas except for Instructional Technology have academic preparation and experiences
that qualify them to contribute in an effective manner to the Core demands of the program. The use of
faculty from across program lines in the Core offerings will enhance the across-programs impact of the
degree on the students as they move through the courses and the cohort experiences.


               Core Courses-for all BCOE programs & Faculty

EdS                   Educational       Adolescent        Early              Special   Technology
                      Leadership        Education         Childhood          Education Faculty
                      Faculty           Faculty           Faculty            Faculty
Applied Quantitative/
Qualitative Research
Methods-3 hrs
Qualitative           Harriet Bessett   Nita Paris        Gwen McAlpine Karen Harris
Component             Binbin Jiang      Susan Stockdale   Tom Brown        Karen Kuhel
                      Earl Holiday                        Anita VanBrackle Leigh Funk
                      TC Chan
Quantitative          Binbin Jiang      Nita Paris        Ike Ukeje        Barry Bogan
Component             Earl Holiday      Binyao Zheng      John Ouyang
                      TC Chan           Susan Stockdale   Maurice Wilson
                                        Lynn Stallings    Anita VanBrackle
                                        M. Fox
Advanced Study of                        Nita Paris       Tom Brown
Learning-                               Susan Stockdale   Anita VanBrackle
3 hrs
Leadership for        Eric Tuggs
Systemic Change-      Earl Holiday
3 hrs                 Foster Watkins
Capstone/Applied      Harriet Bessett   Nita Paris        Ike Ukeje          Karen Harris
Field Experience      Binbin Jiang      Binyao Zheng      John Ouyang        Karen Kuhel
-3 hrs                Earl Holiday      Susan Stockdale   Maurice Wilson     Leigh Funk
                      TC Chan           Lynn Stallings    Anita VanBrackle   Barry Bogan
                      Foster Watkins    M. Fox            Gwen McAlpine
                                                          Tom Brown




                                                                                                      13
                Core Courses-for all BCOE programs & Faculty

EdD                    Educational         Adolescent        Early              Special         Technology
                       Leadership          Education         Childhood          Education       Faculty
                       Faculty             Faculty           Faculty            Faculty
Applied Quantitative   Roy Rowe            Nita Paris        Ike Ukeje
Research Methods-      Betty Siegel        Susan Stockdale   Maurice Wilson
3 hrs                  Foster Watkins      Binyao Zheng      Anita VanBrackle


Applied Qualitative    Harriet Bessett     Nita Paris        Tom Brown          Karen Harris
Research Methods -     Binbin Jiang                          Gwen McAlpine      Karen Kuhel
3 hrs                  Earl Holliday                         Elizabeth Lilly    Patsey C
                       Mike Dishman                          Robert Devillar
                                                             Rick Breault
International          Ben Ben Jiang       Binyao Zheng      Sandra Bryan       Judy Holtzman
Education-             EricTubbs                             Robert Devillar
3 hrs                  Earl Holliday                         Ike Ukeje
                       Ann Smith
                       Yiping Wan


Doctoral Seminar-      Foster Watkins      Nita Paris        Ike Ukeje
3 hrs                  Harrette Bessette   Susan Stockdale   Linda Akanbi
                       T. C. Chan          Binyao Zheng
                       Betty Siegel        Pam Cole
                                           Lynn Stallings
                                           U. Whitlock
Advanced Study of      Foster Watkins
School Transformation- Betty Siegel
3 hrs                  Eric Tubbs
                       Earl Holliday
                       Ann Smith
Dissertation Hours




Assignments to Core Courses have been reflected in the listing of faculty with attention to load
distribution across existing programs and in the proposed program that was provided in responding to the
second question under CORE PRINCIPLE EIGHT.

The students will take a minimum of two courses per semester (Core, Concentration/Track and Guided
Electives with dissertation hours inserted over time. The assignment of faculty to EdS and EdD courses of
this type were reflected in the “Roster of Instructional Staff” provided under item 1 of CORE PRINCIPLE
EIGHT through the utilization of current faculty. The funding for four new positions will provide a
financial base for the respective chairs in coordination with the dean to maintain current programs and to
support initial and advanced graduate program needs as we move forward. The assignment of faculty to
Core and Concentration/Track courses by programs through the completion of the first degree cycles at
both levels are presented in the Comprehensive Course Rotations and Faculty Assignments charts that
follow:



                                                                                                         14
                        COURSE ROTATIONS & FACULTY ASSIGNMENT (EDS)

    Semester   Course                                                                  Faculty
    Fall       EDL 8000 Leadership for Systemic Change (2 sections)                    Y. Wan, E. Holliday, E. Tubbs
1   06
               EDUC 8100 Advanced Study of Learning (2 sections)                       N. Paris, A. VanBrackle

    Spring     EDRS 8000 Applied Quantitative & Qualitative Research (2 sections)      B. Zheng, P. Crawford
2   07         MATH 7XXX                                                               M. Fox

               EXC 7950 Administrative Practices or EXC Guided Elective                D. Wallace
                                                                                       From University wide
                                                                                       offerings

               ECE 8110 Global Education: Issues & Perspectives                        S. Bryan OR R.DeVillar

               EDL 8450 Educational Evaluation                                         H.Bessette,
                                                                                       J. Patterson

               ITEC 8400 Research and Best Practices in Curriculum, Instruction, and   J. Williamson
               Technology Integration

    Summer     MATH 7XXX                                                               M. Fox
3   07         MATH 7XXX                                                               M. Garner

               EDRD 8360 Literacy Instruction for English Language Learners            K. Kuhel
               EDRD 8365 Literacy Instruction for Students with Disabilities           B. Bogan

               ECE 8120 Advanced Educational Technology                                M. Warner OR
               ECE 8320 School Reform Through Classroom Practice (K-5th) OR            J. Ouyang
               ECE 8321 School Reform Through Classroom Practice (Birth-8)             L.Howell
                                                                                       F. Meadows OR
                                                                                       R. Jean-Sigur

               EDL 8725 School Finance                                                 T. Chan
               EDL Guided Elective                                                     From University wide
                                                                                       offerings

               ITEC 8410 Technology & Student Assessment                               J. Williamson
               ITEC 8420 Facilitating Professional Learning & Change                   J. Williamson




                                                                                                                 15
4   Fall     EDRS 8900 Applied Field Research (2 sections)                         L. Funk, F. Watkins
    07
             EDAD 8100 Curriculum Theory & Practice in Mid/Sec Schools             U. Whitlock

             EXC 8310 Supervision, Mentoring & Collegial Coaching in Special       D. Wallace
             Education or EXC 8375 Increasing Student Achievement Through          P. Crawford
             Practical Application

             ECE 8130 Curriculum Inquiry                                           E. Lilly

             EDL 8825 Educational Facilities                                       T. Chan

             ITEC 8430 Planning & Implementing Instructional Technology Programs   J. Williamson

             Guided Elective for AdEd, Diversity, ECE, EDL & ITEC                  From university wide offerings

5   Spring   EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools      U. Whitlock
    08
             EXC 7990 Special Education Administrative Internship or               D. Wallace
             EXC 8325 Creating Culturally Responsive Schools                       K. Harris
             ECE 8340 The Classroom Community                                      A. VanBrackle

             EDL 8730 Advanced School Law                                          M. Dishman
             EDL 8980 Field Experiences                                            E. Tubbs

             ITEC 8440 Evaluating K-12 Technologies                                J. Williamson

             Guided Elective for AdEd, Diversity, ECE, ITEC, EXC                   From university wide offerings




                                                                                                            16
                          COURSE ROTATIONS & FACULTY ASSIGNMENTS (EDD)

#       Semester   Courses                                                                 Faculty
    1   Fall       EDL 9000 Advanced Study of School Transformation                        F. Watkins &
        06                                                                                 C. Bowen, B. Seigel

                   EXC 8350 Creating Culturally Responsive Classrooms or EXC Guided        P. Crawford
                   Elective
                                                                                           R. Brealult
                   ECE 9110 Philosophic Inquiry
                                                                                           R. Rowe
                   EDL 9100 Educational Planning
    2   Spring     EDRS 9100 Advanced Qualitative Research Methods                         I. Ukeje
        07
                   EXC 8370 Planning, Implementing & Assessing Instruction for Students    K. Harris
                   with Disabilities or EXC Elective

                   EDUC 9300 Comparative International Education                           J. Holzman
    3   Summer     EDRS 9200 Advanced Quantitative Research Methods                        I. Ukeje
        07         EXC Guided Electives

                   ECE 9120 Ethics & Excellence in the Classroom                           L. Akanbi

                   EDL 9480 Executive Leadership in Education                              E. Holliday &
                                                                                           Superintendent to be appointed

    4   Fall       EDUC 9500 Doctoral Seminar                                              T. Chan
        07
                   EXC Inclusive Policies & Practices in Special Education or EXC guided   T. Strieker
                   elective
                   ECE 9330 Cognitive Processes & Educational Practice                     A. VanBrackle
                   ECE 9340 Authentic Assessment in Content Areas                          I. Ukeje

                   EDL 9260 School Policies and Practices                                  J. Patterson
    5   Spring     EDUC 9900 Dissertation                                                  Y. Wan, F. Watkins, T. Chan,
        08                                                                                 D. Wallace, I. Ukeje, A.
                                                                                           VanBrackle

                   ECE 9340 Stand Up & Be Counted: Teacher as Decision Maker               A. VanBrackle

                   EDUC 9300 Comparative Education                                         J. Holzman

                   EDL 9325 Politics of Education                                          L. Webb
                                                                                           E. Holliday
    6   Summer     EDUC 9900 Dissertation                                                  Y. Wan, F. Watkins, T. Chan,
        08                                                                                 D. Wallace, I. Ukeje, A.
                                                                                           VanBrackle

                   Guided Elective                                                         From University wide
                                                                                           offerings
                   EXC Study Abroad (Up to 9 hours)                                        OIE/USG




                                                                                                                    17
 7    Fall         EDUC 9900 Dissertation                                           Y. Wan, F. Watkins, T. Chan,
      08                                                                            D. Wallace, I. Ukeje, A.
                                                                                    VanBrackle

                   Guided Elective                                                  From University wide
                                                                                    offerings


It is emphasized that all of the assignments in these charts as projected through fall, 08 are made utilizing
currently available faculty. As stressed earlier, four additional positions will be available through
formulae-driven allocations and support for this special academic initiative from Academic Affairs. These
positions will be allocated by the dean in coordination with program chairs in maintaining current and
developing initiatives at a high level of program delivery capabilities in the interest of ensuring the
academic quality of all offerings at KSU.



3. A description of the effect of the new program on the total budget of the institution.

With the utilization of Core Courses that draw upon faculty capabilities across program lines, with the
utilization of “mini-core” approaches in the Concentrations, with the “guided electives” that will move
students outside the BCOE drawing to a limited degree upon the academic resources of the larger
university, with the continued availability of new faculty lines generated by formulae funding and special
academic initiative support as the new program matures and stabilizes, and with the “phasing-in” approach
that is “starting small” with a commitment to quality, the budgetary demands of the new program will be
minimal on the total budget of KSU and the BCOE.




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