PROPOSAL for the CARNEGIE NETWORK ON THE PROFESSIONAL PRACTICE DOCTORATE CARNEGIE INITIATIVE on the DOCTORATE (CID) Submitted by Department of Curriculum and Instruction (CUIN) Department of Educational Leadership and Cultural Studies (ELCS) Department of Educational Psychology (EPSY) College of Education University of Houston November 27, 2006 Contact Coordinators: Juanita V Copley Chair and Professor, Curriculum and Instruction 713-743-4977 email@example.com Jacquie Hawkins Chair, Educational Psychology Director, Institutional Effectiveness and Outreach 713-743-9823 firstname.lastname@example.org Summary of Project Three departments, Curriculum and Instruction (CUIN), Educational Leadership and Cultural Studies (ELCS), and Educational Psychology in the College of Education at the University of Houston propose to engage in a 3-5 year effort to strengthen doctoral education with a focus on professional practice. Each of the three departments has experienced significant success with long-standing existing doctoral programs. Indeed, each of the three departments has recently engaged in extensive on-going reform efforts that focus on the needs of the school districts and community colleges in Houston and its surrounding area. The University of Houston’s diverse, urban setting would make it uniquely qualified to collaborate with other institutions to define and describe a new Professional Practice Doctorate. While differentiated doctoral programs have been the norm in the respective departments, the notion of a collaborative college-wide Professional Practice Doctorate with differentiated areas of emphasis also has appeal. Our proposed plan of action includes a needs assessment of doctoral expertise necessary in our surrounding urban community and the continued discussions between members from the USC and Vanderbilt programs and our faculty. We have strong support for this initiative from our university, our college administration, and the faculty. The College of Education also is fortunate to have the technological support necessary to initiate and support this proposal. Education School Demographic Description Situated in one of the fastest-growing metropolitan areas in the nation, the University of Houston is an urban university and the most ethnically diverse research institution in the United States. The College of Education reflects that diversity, producing more Hispanic doctorates than any other College over the past 10 years. Because of our unique situation, the University of Houston has an invaluable opportunity to educate some of the country’s most underserved and underrepresented student populations. UH enrolled 35,344 students for the fall 2005 semester, 26,959 of them undergraduates, and is designated a Minority-Serving Institution (MI). There are four academic departments in the College of Education. This proposal is for faculty members in three of the departments: Curriculum and Instruction (CUIN), Educational Leadership and Cultural Studies (ELCS), and Educational Psychology. Currently, two of these departments (CUIN and ELCS) grant a doctorate in education (EdD) using traditional models and specifically targeting educational leaders as principals, curricular and instructional leaders, teacher educators, and administrators; one of these departments grants doctorates of philosophy (PhD) in Counseling Psychology, Educational Psychology and Individual Differences, and School Psychology and a doctorate of education (EdD) in special education. Currently, the Ed.D. in Special Education is in moratorium while the focus of the degree, coursework, and practical expectations are reviewed. This program has graduated only one individual with an Ed.D. in the past 5 years and only one student is currently enrolled in the program. Clearly there is a need to support students with disabilities in America’s public schools. We initially thought that a Ph.D. in Educational Psychology and Individual Differences might meet this need. However, the nature of the Ph.D.s in the department is research oriented and focuses on basic science. The department is reviewing the need for a more applied practitioner degree. Over the past five years the following Ed.D. graduation rates have been noted in two of the departments: Doctorate of Education Degrees Awarded (Ed.D.) CUIN ELCS 2000-01 27 2000-01 21 2001-02 19 2001-02 14 2002-03 18 2002-03 17 2003-04 10 2003-04 22 2004-05 18 2004-05 8 2005-06 12 2005-06 5 Total 104 Total 87 During the current academic year (2006-2007), the Curriculum and Instruction Department has more than 171 active doctoral students and 27 faculty members who support the doctoral program; the Educational Leadership and Cultural Studies Department has 67 doctoral students and 9 faculty members who support the doctoral program; and, the Department of Educational Psychology has 157 doctoral students (Ph.D.) and 19 faculty members who support the doctoral programs. The students in CUIN and ELCS are unique. Most of them are focused on the needs of the urban community and work full time in the Houston area in educational settings. In addition, the majority of these doctoral students work part or full-time off campus and take 6 hours or less per semester for most of their degree plan. In most cases, they are only involved full-time on campus during their residency over three summer semesters. Conversely, the students in EPSY are focused on basic science research, counseling psychology, and systems change in schools. In most cases, they are full-time students who work full-time (20 hours per week) on campus. Consequently, individuals who work in full-time in public schools and respond to the needs of students with disabilities often find it difficult to participate in a full-time doctoral program that prepares them as applied practitioners who use evidence-based practice to respond to the needs of students with disabilities. Our faculty is active internationally (Asian American Study Center), nationally (National Center for Hispanic Student Success, Department of Education grants for early childhood education and mathematics/science education, four national history grants), state-wide (established doctoral cohort located at University of Texas at Brownsville and Texas Southmost College and Teach Houston grant for mathematics education), and at the city level (a partnership with the Baylor College of Medicine to provide education graduate degrees for medical personnel; assessment and evaluation opportunities at Texas Children’s Hospital, M.D. Anderson Cancer Center, Houston Veteran’s Affairs, and Baylor College of Medicine, and the Teacher Center partnership with more than 30 area school districts, including Houston Independent School District). Our departments include an extensive research faculty with a wide range of expertise related to teaching. In fact, three of the top ten researchers in the University of Houston were from the College of Education over the past three years. Currently, the departments have generated more than $8 million in grants in the past couple of years. Most, if not all, of the grants obtained in the departments are training grants that not only require training of teachers and leaders in education but research on the change process or the interventions involved. Current Doctoral Offerings leading to EdD Currently, there are two doctoral degrees offered in the two of the three departments (as stated previously, the EdD in Special Education has been in moratorium): an EdD in Curriculum and Instruction and an EdD in Educational Leadership. Both degrees are 66 hours including dissertation, with established core classes of 21 hours. The required 21 semester hours include a minimum of 3 semester hours in Social, Historical and Philosophical Foundations, 3 semester hours in Psychological Foundations and 15 semester hours of approved courses in research methods. In addition, all students complete and defend a candidacy paper before they are eligible to take comprehensive exams and defend their proposal and dissertation. In Curriculum and Instruction, the student receives a doctorate in Curriculum and Instruction; however, there are thirteen possible areas of emphasis. These areas of emphasis are content focused with specific professors aligned to each area. In six of the areas, fewer than 3 faculty members are involved. In general, the purpose of the doctorate in Curriculum and Instruction is to prepare outstanding leaders and teacher educators in the specific area of emphasis. The doctorate in Curriculum and Instruction lead to a wide variety of positions: university faculty members, curriculum developers, leadership roles in regional service centers, state departments of education, and school systems, supervisors, and educational consultants for museums, school districts, zoos, and a variety of educational settings. Students are admitted into the program three times a year and generally progress through the program at an individual pace. The doctoral program in Educational Leadership prepares educational leaders with the ability to apply conceptual knowledge to problems of practice. The program addresses policies and practices of strategic, instructional, organizational, and community leadership. A cohort of about twenty students interested in educational leadership in both P-12 and post-secondary settings are admitted once a year to begin studies during the fall term. From the program's onset, group and individual assignments are guided by and structured within a belief in learning communities. This collaborative environment offers students a supportive setting to enhance their leadership potential. Students are required to take six hours per semester, including the summer term, and move through their graduate studies as a group in the "college core" and "leadership core". Recent (On-going) Education School Efforts to Reform or Renew Doctoral Education Recently, the doctoral programs in all three departments have been involved in a review process for change and renewal. In general, our programs have relied more on tradition than on a shared vision of the purpose of doctoral education. Due to faculty retirements or relocation, funding sources, our continuing search for quality, and the changing demographics of our community, this review process has been necessary. Over the past three years, the departments have worked independently in this endeavor; however, more recently, conversations between the departments have been initiated to help share resources and work on collaborative research opportunities – both funded and unfunded. A list of our recent and on-going efforts is detailed. Fall, 2003 Major revision of doctoral programs (ELCS) from large individual admissions to smaller cohorts admissions Beginning discussions about quality doctoral programs in CUIN. Intensification of the annual review of doctoral students in EPSY. Annual reviews in all EPSY programs continued. Decision to put the EdD in Special Education into moratorium since students were not graduating from the program and were not enrolling in the manner intended. Decision to absorb an undergraduate program into EPSY to help support more doctoral students. Spring, 2004 Review of doctoral students and their progress in the program (ELCS). Records were updated and non-active students were dropped from the program. Retreat for EPSY Individual Differences faculty to review doctoral program content. This resulted in a new PhD handbook and more specific course requirements. Fall, 2004 Discussion and retreat for faculty (CUIN) regarding issues of quality doctoral programs and the possibility of offering a PhD rather than an EdD. It was decided that the CUIN program aligns most clearly with the practical goals of an EdD. Funding for Graduate Assistants expanded to 35 to support various program aspects. Spring, 2005 Funding for Graduate Assistants expanded to include 40 CUIN doctoral students as coordinators and advisors for the undergraduate teacher education program. Review of doctoral students and their progress in the program (CUIN). Records were updated and non-active students were dropped from the program. Recommendation and initiation of both a research and practiced-based internship for all doctoral students in CUIN. Fall, 2005 Discussion initiated to regrouping of the 13 areas of emphases (CUIN) to four general groups for the purposes of research grants, doctoral advising and dissertation teams. The four groups initiated were: 1) Science and Mathematics Education, 2) Teacher Education, 3) Studies in Culture and Society, and 4) Literature, Language, and Reading Education. Each group had specific methodologists and technology experts assigned to their groups. Inception of a national search for a Chair of ELCS. A doctoral review plan was designed and initiated for all CUIN doctoral students. A PhD in School Psychology was added to the offerings in EPSY. Spring, 2006 Discussion continued regarding the regrouping of the 13 areas of emphases (CUIN). Two grants were applied for and received for three of these areas. A doctoral review plan for all individual students was implemented to be completed on an annual basis (CUIN and ELCS). Discussion in the College Administration Team concerning the future of doctoral education and the initiatives proposed in the CADREI meetings. A review of doctoral programs and outcomes for our analysis of Institutional Effectiveness (CUIN, ELCS, and EPSY). Fall, 2006 Continued analysis of doctoral programs, outcomes and effectiveness (CUIN, ELCS, and EPSY) Decision to implement annual online doctoral review process (web-based) for each of the three departments. Two faculty retreats were held (ELCS) to discuss and review current doctoral programs. Three additional faculty positions in ELCS have been discussed to support potential for an increased research agenda. Discussions begun regarding the quality of dissertations in CUIN and the needs of our doctoral students. Tracking of students who complete doctorates in CUIN, ELCS, and EPSY. Invitations to specialists from the University of Southern California and Vanderbilt regarding their professional EdD programs. Associate Dean David Marsh from USC has agreed to come during the spring, 2007 semester. Discussion between faculty leadership regarding common and differentiated goals of doctoral programs across the three departments. A major emphasis on professional attributes across all programs, undergraduate and graduate for professionals who will work in public schools. Alternative suggestions for the candidacy paper explored (CUIN). Proposed Plan of Action We would be delighted to expand our conversations and commit resources to exploration of the goal of a Professional Practice Doctorate. Based on a review of our current programs, our unique educational setting, and the impetus of ideas proposed by CID, the faculty members and administration are committed to our participation and cooperation with other doctoral-granting institutions. The self-study and change processes are initiatives that we have already begun; we would be excited to continue the process with the knowledge and expertise of others in similar situations. We propose the following plan of action: A needs assessment of the surrounding educational community for the doctoral expertise necessary to implement and support their programs. A series of monthly discussions/retreats for faculty members concerning ideas for Professional Practice Doctorates. These discussions will begin with our invited presenters from USC and Vanderbilt and can include all faculty members from the three departments. In addition, selected essays from the 2006 publication, Envisioning the future of doctoral education: Preparing stewards of the discipline, will provide some insights for our discussions. Many of these discussions will occur via the internet and be supported by our strong technology staff. Different suggestions for the candidacy paper outlined and piloted in departments. These suggestions could become the first list of “capstone experiences” for the Professional Practice Doctorate and be used to replace the traditional doctorate. These experiences could include needs analysis, review of intervention literature, plans for change, critical analyses of district programs, and assessment and testing options. An analysis of our current field-based educational sites and their potential as “laboratories of practice.” A review of our current core requirements and the suggestion of a new or revised core specific to the Professional Practice Doctorate. These may include: program evaluation, instructional theory and practice, and specific courses on change theory and practice. Naturally, all of these suggestions could not be accomplished this first year. However, we look forward to moving from largely segmented, isolated doctoral programs to a more practice-based set of differentiated opportunities that cull the best from the varieties of expertise that Houston has to offer. Economies of scales can be generated when we review our overlapping efforts and identify what we have in common; excellence can be generated when we identify what differentiates us and provide ourselves with the time and energy to focus on our uniqueness. Our intent is to integrate faculty expertise, community needs, rigorous requirements, and practical experiences and knowledge of urban educational settings. To this end, the first two items in the list, 1) a needs assessment of our educational community and 2) enlarging our network of discussions will be our priorities for the first year. Institutional Resources The College of Education has outstanding technological support. Many of our conferences or discussions can be held “face-to-face” across great distances with the technology equipment and support we have within the departments. In addition, the Executive Dean’s office and the department offices have and will provide financial support for this initiative. The University of Houston has extensive library resources that support our instruction and research. We have also managed to increase the number (and dollar value) of graduate student appointments (particularly at the doctoral level) within the departments. The city of Houston is the fourth largest in the nation; it provides more than half of the energy consumed in the United States; it will continue as a minority- majority city; Spanish will be the language spoken by more than half of the students who are enrolled in Houston-area public schools by 2015; and, the needs of the educational institutions in a city that anticipates an increase of over 750,000 in population – many who are economically disadvantaged – provides a rich incubator for ideas, initiatives and solutions that must be generated to fuel the US economy in the decades to come. The College of Education at the University of Houston is poised to provide the educational leadership at the doctoral level that this city needs.
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