Promote student engagement in rigorous research activities.
Objective
Student Success In Program
Doctoral students in Educational Leadership will make progress towards completing program goals and successfully engaging in dissertation research.
Indicator
Comprehensive Examinations
Passing scores on comprehensive examinations
Criterion
Comprehensive Examinations
Students will successfully complete comprehensive exams at the end of core coursework. Written comprehensive examinataions are administered in two parts: (a) a take home exam, completed over a one month time period, that focuses on application of research methods and statistics; and (b)an all day written examination completed on campus that focuses on the application of theory and synthesis of learning. Examinations are scored holistically as pass or fail and are scored by six faculty members. After successfully passing all six questions, students must participate in an oral comprehensive examination with three of their dissertation committee members. During the oral examinations, students must demonstrate their fulfillment and mastery of the doctoral program objectives and competencies. Forms used to document student completion of these examinations is included.
Finding
Comprehensive Examinations
Cohorts 16 and 17 completed their comprehensive examinations in January 2009. A total of 10 questions were graded as "no pass," meaning that students had to retake these questions. Six of these questions have been retaken successfully; four remain to be completed.
Indicator
Progress Towards Graduation
Doctoral students in educational leadership will make progress towards completing program goals and dissertation research.
Criterion
Progress towards graduation
At least 75% of currently enrolled doctoral students will make progress towards completing program goals and graduation (completing dissertation research).
Finding
Student progress towards graduation
Three students were removed for academic performance. Three student resigned for personal reasons. The remaining students all made satisfactory progress in their coursework. Thirteen students graduated with their Doctor of Education degree in Educational Leadership in the 2008-09 academic year.
Action
Student progress towards graduation
Program will be reduced to 60 hours, involving core courses only. Research courses will help students progress to towards successfully completing the dissertation. New courses will be added to facilitate student success (i.e., brain-based learning theory).
Action
Evaluation of program
A full evaluation of the doctoral program is almost complete (anticipated completion prior to end of summer 2009). An external review team will evaluate the program during the next academic year.
Action
Comprehensive Examinations
Comprehensive examinations are effective. No substantial changes are anticipated, although modifications to existing questions will likely take place.
Objective
Student Engagement
Doctoral students in Educational Leadership will make research presentations at regional and national conferences.
Indicator
Student Research
Number of students making regional or national research presentations
Criterion
Student presentations
Doctoral students will present their research at local, regional, or national conferences; at least 50% of currently enrolled doctoral students will make a presentation.
Finding
International presentations
Eight doctoral students traveled to Mexico City and Puebla to participate in an international internship in educational leadership (Summer 2008). All 8 students presented research projects at Universidad Iberoamericana and successfully completed the course. Six students earned a grade of A; two students earned a grade of B.
Finding
Student presentations at state, regional, and national conferences
Seven doctoral students presented original research at state, regional, and national confernences. Two students made presentations at the Southwest Educational Research Association Annual Conference in San Antonio, TX (Feb, 2009). Two students made presentations at the Texas Council of Professors of Educational Administration Graduate Research Exhange (January, 2009). Three students have been accepted to make presentations at the National Council of Professors of Educational Administration Annual Conference (August, 2009).
Finding
Graduate Research Exchange
Twelve students participated in the Graduate Research Exchange, hosted by the Doctoral program in Educational Leadership (April 2009). Eight of these participants were EDL students.
Action
Student presentations
Students will continue to be encouraged to present research at SERA, the Graduate Research Exchange, and other appropriate avenues. Students will also be encouraged to submit their research for publication.
Goal
Diversity And Quality
Promote diversity and quality among students and faculty in the K-12 and CC Educational Leadership doctoral programs
Objective
Diversity And Quality
Develop effective recruiting strategies that will result in an increase of diverse, qualified students and faculty
Indicator
Recruitment Of Students
Number of applicants for doctoral program, number of students interviewed, and number of students admitted
Criterion
Positive trends in student recruitment
Positive trends within the department (including number of applicants, applicant diversity, and applicant quality)
Finding
Student Recruitment
From 53 applicants, 18 new doctoral students were admitted, comprising Cohort 20 (two withdrew for personal reasons before enrolling in class). This group included 6 men and 12 women; ethnic representation included 10 white, 5 Hispanic, and 3 African American students. Also included in this group were five higher education leadership students. The average GRE score for this group was 1071.
Indicator
Recruitment Of Faculty
Number of new faculty interviewed and hired
Criterion
New faculty for program
New faculty members with specific areas of expertise will be hired to help with the doctoral program
Finding
New Faculty For Program
Three new faculty were hired this academic year. Dr. Cynthia Martinez-Garcia and Dr. Luanna Zellner will help primarily with master's courses but will serve on dissertation committees. Dr. Marilyn Butler, clinical faculty member, will work directly with the higher education specialization in the doctoral program, especially with recruitment.
Action
Student recruitment
The program will continue to recruit highly qualified and diverse students for future doctoral cohorts. Students for the community college executive leadership will be a specific target area.
Action
Online Possibilities
The development of online coursework for the doctoral program will be examined and evaluated, for a potential online cohort to be recruited during the next academic year. Specific guidelines and procedures for ensuring the quality and rigor of this program will be developed and implemented.
Goal
Faculty Excellence
Promote faculty excellence in teaching, scholarship, research, and service.
Objective
Diversity And Quality
Develop effective recruiting strategies that will result in an increase of diverse, qualified students and faculty
Indicator
Recruitment Of Students
Number of applicants for doctoral program, number of students interviewed, and number of students admitted
Criterion
Positive trends in student recruitment
Positive trends within the department (including number of applicants, applicant diversity, and applicant quality)
Finding
Student Recruitment
From 53 applicants, 18 new doctoral students were admitted, comprising Cohort 20 (two withdrew for personal reasons before enrolling in class). This group included 6 men and 12 women; ethnic representation included 10 white, 5 Hispanic, and 3 African American students. Also included in this group were five higher education leadership students. The average GRE score for this group was 1071.
Indicator
Recruitment Of Faculty
Number of new faculty interviewed and hired
Criterion
New faculty for program
New faculty members with specific areas of expertise will be hired to help with the doctoral program
Finding
New Faculty For Program
Three new faculty were hired this academic year. Dr. Cynthia Martinez-Garcia and Dr. Luanna Zellner will help primarily with master's courses but will serve on dissertation committees. Dr. Marilyn Butler, clinical faculty member, will work directly with the higher education specialization in the doctoral program, especially with recruitment.
Action
Student recruitment
The program will continue to recruit highly qualified and diverse students for future doctoral cohorts. Students for the community college executive leadership will be a specific target area.
Action
Online Possibilities
The development of online coursework for the doctoral program will be examined and evaluated, for a potential online cohort to be recruited during the next academic year. Specific guidelines and procedures for ensuring the quality and rigor of this program will be developed and implemented.
Objective
High Standards In Teaching
Maintain high standards in teaching
Indicator
Maintaining Standards
IDEA scores of faculty teaching doctoral classes
Criterion
IDEA Scores For Doctoral Courses
IDEA scores for doctoral courses will be above the department and college mean.
Finding
IDEA Scores For Doctoral Courses
Most doctoral courses had very high IDEA scores. Two courses had scores below the department and college mean. Further analysis as to why this occurred will take place, including anecdotal feedback from faculty and students related to the effectiveness and appropriateness of coursework and teaching.
Action
IDEA scores, Faculty teaching
IDEA scores for doctoral courses will continue to be monitored. Special attention will be given to courses where scores were lowest this year.
Objective
High Standards In Research
Maintain high standards in research.
Indicator
Maintaing Research
Number of faculty presentations and publications
Criterion
Faculty research
The number of faculty publications and presentations will increase; all faculty will have at least 1 refereed publication.
Finding
Faculty research
Faculty involved in all aspects of the doctoral program (teaching courses and/or dissertation service) had a total of 177 publications and 210 presentations for this time period.
Action
Faculty publications and presentations
Faculty will be encouraged to maintain the current level of publications and presentations. Avaialble travel funds will be used to encourage conference presentations. Other available funds will be used to encourage research endeavors for publications (data anaylysis software, etc.).
Objective
High Standards Of Service
Maintain high standards in service.
Indicator
Faculty Performance In Service And Teaching
Faculty involved in the doctoral program will be actively engaged in service
Criterion
IDEA scores
IDEA scores for program faculty are higher than national average
Finding
IDEA Scores
IDEA teaching scores for faculty teaching doctoral courses were above national norms.
Criterion
Faculty service
Faculty in the doctoral program will be actively engaged in professional service at the state, regional, or national level
Finding
Faculty service
Faculty associated with the doctoral program were involved in 22 regional, state, national, or international service offices (executive board members, etc.).
Action
Faculty service
Faculty will continue to be encouraged to engage in regional, national, and international service opportunities.